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 TABLE OF CONTENTS I. Historical Context of The Rizal Law 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 H...

 TABLE OF CONTENTS I. Historical Context of The Rizal Law 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 Memorandum Order No. 247 CHED Memorandum No. 3, s. 1995 Republic Act No. 229 An Act to Prohibit Cockfighting, Horse Racing and Jai-Alai On the Thirtieth Day of December Of Each Year and To Create A Committee to Take Charge of The Proper Celebration of Rizal Day In Every Municipality and Chartered City, And For Other Purposes. Executive Order No. 14 S 1962 From Me to You: A Postcard with Love II Conditions in the Philippines During 19th Century Como Esta, Felipinas? III The Life and Legacy of Jose Rizal Beyond Colors, Drawings and Films IV Annotation of Morga’s Sucesos Delas Islas Filipinas Austin Craig’s Translation of MSDIF A Clothesline Timeline V Noli Me Tangere Cooking It Up with Noli VI El Filibusterismo Seeing Rizal’s Novel in Today’s Reality VII The Philippines A Century Hence To the Young Women of Malolos by José Rizal A Rizaliana Travel Brochure VIII Philippine Nationalism- Bayani And Kabayanihan Let’s Go Down the Streets! IX Philippine Nationalism- National Symbol Republic Act No. 8491 An Act Prescribing the Code of The National Flag, Anthem, Motto, Coat-Of-Arms and Other Heraldic Items and Devices of The Philippines Executive Order No. 75 Creating the National Heroes Committee Under the Office of The President Selection and Proclamation of National Heroes and Laws Honoring Filipino Historical Figures Republic Act No. 9850 An Act Declaring Arnis as the National Martial Art and Sport of the Philippines Republic Act No. 11106 An Act Declaring the Filipino Sign Language as The National Sign Language of The Filipino Deaf and The Official Sign Language Of Government In All Transactions Involving The Deaf, And Mandating Its Use In Schools, Broadcast Media, And Workplaces A Rizaliana Tour Scavenger Hunt Appendices GEC 01: Course Syllabus Pictures of Sample GEC 01 Activity Outputs  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |1 HISTORICAL CONTEXT OF THE RIZAL LAW At the end of this lesson, you should be able to: 1. Identify the opposing groups on the issue of the Rizal Law 2. State the opposing groups‟ points of contention and determine the interests of the contending groups. 3. Draw parallels to the present time 4. Explain the history of the Rizal Law and its important provisions 5. Critically assess the effectiveness of the Rizal Course “Jose Rizal remains the supreme hero of the Philippines because of the quality of his sacrifice, his absolute dedication to the interest of his people, and his achievement in many fields of endeavors”. - Sen. Blas Ople Many Filipino students are curious why they are still required to study the life and works of Jose Rizal in college despite having studied the biography of Jose Rizal and his two novels in their high school years. They believe that it might just be a repetition of the things they have learned and that it would be a waste of their time. Little did they know that they are mandated by the law to study the life and works of Jose Rizal not only in high school but also in college and they might not even have an idea what this law had gone through in order to be passed and approved. The Importance of Studying Rizal The academic subject on the life, works, and writings of Jose Rizal was not mandated by law for nothing. Far from being impractical, the course interestingly offers many benefits that some contemporary academicians declare that the subject, especially when taught properly, is more beneficial than many subjects in various curricula. (Jensen DG. Mañebog, 2013) The following are just some of the significance of the academic subject: 1. The subject provides insights on how to deal with current problems. There is a dictum, “He who controls the past controls the future.” Our view of history forms the manner we perceive the present, and therefore influences the kind of solutions we provide for existing problems. Jose Rizal course, as a history subject, is full of historical information from which one could base his decisions in life. In various ways, the subject, for instance, teaches that being educated is a vital ingredient for a person or country to be really free and successful. 2. It helps us understand better ourselves as Filipinos. The past helps us understand who we are. We comprehensively define ourselves not only in terms of where we are going, but also where we come from. Our heredity, past behaviors, and old habits as a nation are all significant clues and determinants to our present situation. Interestingly, the life of a very important national historical figure like Jose Rizal contributes much to shedding light on our collective experience and identity as Filipino. The good grasp of the past offered by this subject would help us in dealing wisely with the present. 3. It teaches nationalism and patriotism. Nationalism involves the desire to attain freedom and political independence, especially by a country under foreign power, while patriotism denotes proud devotion and loyalty to one‟s nation. Jose Rizal‟s life, works,  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |2 and writings—especially his novels—essentially, if not perfectly, radiate these traits. For one thing, the subject helps us to understand our country better. 4. It provides various essential life lessons. We can learn much from the way Rizal faced various challenges in life. As a controversial figure in his time, he encountered serious dilemmas and predicaments but responded decently and high-mindedly. Through the crucial decisions he made in his life, we can sense his priorities and convictions which manifest how noble, selfless, and great the national hero was. For example, his many resolutions exemplified the aphorism that in this life there are things more important than personal feeling and happiness. 5. It helps in developing logical and critical thinking. Critical Thinking refers to discerning, evaluative, and analytical thinking. A Philosophy major, Jose Rizal unsurprisingly demonstrated his critical thinking skills in his argumentative essays, satires, novels, speeches, and written debates. In deciding what to believe or do, Rizal also proved his being a reasonably reflective thinker, never succumbing to the irrational whims and baseless opinions of anyone. In fact, he indiscriminately evaluated and criticized even the doctrines of the dominant religion of his time. A course on Rizal‟s life, works, and writings therefore is also a lesson in critical thinking. 6. Rizal can serve as a worthwhile model and inspiration to every Filipino. If one is looking for someone to imitate, then Rizal is a very viable choice. The hero‟s philosophies, life principles, convictions, thoughts, ideals, aspirations, and dreams are a good influence to anyone. Throughout his life, he valued nationalism and patriotism, respect for parents, love for siblings, and loyalty to friends, and maintained a sense of chivalry. As a man of education, he highly regarded academic excellence, logical and critical thinking, philosophical and scientific inquiry, linguistic study, and cultural research. As a person, he manifested versatility and flexibility while sustaining a strong sense of moral uprightness. 7. The subject is a rich source of entertaining narratives. People love fictions and are even willing to spend for books or movie tickets just to be entertained by made-up tales. But only a few perhaps know that Rizal‟s life is full of fascinating non-fictional accounts. For instance, it is rarely known that (1) Rizal was involved in a love triangle with Antonio Luna as also part of the romantic equation; (2) Rizal was a model in some of Juan Luna‟s paintings; (3) Rizal‟s common-law wife Josephine Bracken was „remarried‟ to a man from Cebu and had tutored former President Sergio Osmeña; (4) Leonor Rivera („Maria Clara‟), Rizal‟s „true love‟, had a son who married the sister of the former President of the United Nations General Assembly Carlos P. Romulo; (5) the Filipina beauty queen Gemma Cruz Araneta is a descendant of Rizal‟s sister, Maria; (6) the sportscaster Chino Trinidad is a descendant of Rizal‟s „first love‟ (Segunda Katigbak); and (7) the original manuscripts of Rizal‟s novel (Noli and Fili) were once stolen for ransom, but Alejandro Roces had retrieved them without paying even a single centavo. Rizal Memorials in Historical Context For over a century now, the nation has never failed to observe the anniversary of the martyrdom of our great national hero, Dr. Jose P. Rizal. Although frequently at the center of controversies and criticism of the public, the government must be given credits for its efforts in ensuring that the memory of Rizal stays in our hearts through the issuance of legislative acts, decrees and other proclamations honoring him. (Quennie Ann J. Palafox, 2012)  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |3 THE FIRST MONUMENT IN HONOR OF JOSE RIZAL Location: Daet, Camarines Norte Designer: Lt. Colonel Antonio Sanz and Ildefonso Alegre Completed: December 30, 1898 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. Groups such as Catholic Action of the Philippines, the Congregation of the Mission, the Knights of Columbus, and the Catholic Teachers Guild organized opposition to the bill; they were countered by Veteranos de la Revolucion (Spirit of 1896), Alagad in Rizal, the Freemasons, and the Knights of Rizal. The Senate Committee on Education sponsored a bill co-written by both José P. Laurel and Recto, with the only opposition coming from Francisco Soc Rodrigo, Mariano Jesús Cuenco, and Decoroso Rosales. The Archbishop of Manila, Rufino Santos, protested in a pastoral letter that Catholic students would be affected if compulsory reading of the unexpurgated version were pushed through. Arsenio Lacson, Manila's mayor, who supported the bill, walked out of Mass when the priest read a circular from the archbishop denouncing the bill. Outside the Senate, the Catholic schools threatened to close down if the bill was passed; Recto countered that if that happened, the schools would be nationalized. Recto did not believe the threat, stating that the schools were too profitable to be closed. The schools gave up the threat, but threatened to "punish" legislators in favor of the law in future elections. A compromise was suggested, to use the expurgated version; Recto, who had supported the required reading of the unexpurgated version, declared: "The people who would eliminate the books of Rizal from the schools would blot out from our minds the memory of the national hero. This is not a fight against Recto but a fight against Rizal", adding that since Rizal is dead, they are attempting to suppress his memory. On May 12, 1956, a compromise inserted by Committee on Education chairman 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. The bill was enacted on June 12, 1956, Flag Day. Date Event December 20, 1898 Two years after the execution of Rizal in Bagumbayan, Gen. Emilio Aguinaldo a decree designating Dec. 30 as the anniversary of Jose Rizal‟s death and also as “a national day of mourning” for Rizal and other victims of the Spanish government throughout its three centuries of oppressive rule. He made a directive that all national flags shall be hoisted at half-mast from 12 noon on Dec. 29 and all offices of the government shall be closed the whole day on December 30 as a sign of mourning. December 30, 1898 Filipinos celebrated Rizal Day for the first time and chose Club Filipino in Manila to be the venue. 1901 The Americans, to win the sympathy of the Filipinos, and to convince  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |4 them that they were pro-Filipinos more than the Spaniards, gave Rizal official recognition. This was to make them conform to the new government. Rizal acquired the official title of title of Philippine National Hero in 1901 under the country‟s first American civil governor, William Howard Taft. On the recommendation of Trinidad Pardo de Tavera, the Taft Commission renamed the district of Morong into the Province of Rizal through Act 137 on June 11, 1901. This was one of the first official steps taken by the Taft Commission to honor Rizal. Since then, Jose Rizal came to be known as the National Hero. February 1, 1902 The Philippine Commission enacted Act. No. 345 which set December 30 of each year as Rizal Day, and made it one of the ten official holidays of the Philippines. As the nationalist spirit of the Filipinos was at the highest point during that time, they were able to convince the government to erect a monument for Rizal. September 28, 1901 Thus, Act No. 243 was enacted granting the right to use public land upon the Luneta in the City June 9, 1948 President Quirino approved Republic Act No. 229 which prohibits cockfighting, horse racing and jai-alai every 30th of December of each year, in order to have proper observance of Rizal Day. August 10, 1954 To give ample time to prepare for the birth centenary of Jose Rizal in 1961, the Rizal National Centennial Commission was created by Executive Order No. 52, issued by Pres. Ramon Magsaysay to undertake the construction of a National Cultural Shrine and other memorials to be dedicated to Jose Rizal. July 1, 1962 JRNCC was abolished and Rizal Presidential Committee was created after President Diosdado Macapagal issued Executive Order No. 14. June 12, 1956 Jose Rizal‟s vast role in the attainment of the nation‟s freedom led to the issuance of Republic Act 1425. Commonly known as the Rizal Act, it was sponsored by Senator Claro M. Recto. It requires the curricula of private and public schools, colleges and universities courses to include the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo in order to educate the students about the concept of nationalism. June 2, 1961 A few days before the celebration of the birth centenary of Jose Rizal in 1961, Pres. Garcia issued Executive Order No. 429, creating a decoration intended to perpetuate Rizal‟s memory, to be known as the Rizal Pro Patria Award. It was to be awarded by the President of the Philippines to those who have rendered outstanding work for the benefit of their community. Among the recipients of this decoration in the past were N. V. M. Gonzalez, Alejandro Roces, Juan Nakpil, Felipe Padilla De Leon, and Wilfredo Ma. Guerero. In Manila streets were named with reference to the national hero, Jose Rizal. In Sampaloc, two streets are named after his pen names, Laong Laan and Dimasalang. Blumentritt, a main thoroughfare, was named after Dr. Ferdinand Blumentritt, Rizal‟s friend, while Dapitan street situated near the University of Santo Tomas was named after a municipality in Zamboanga del Norte, where Rizal was deported in 1892. Other street names have references to Rizal‟s novels such as Sisa, Basilio, and Simoun. December 30, 1913 Rizal monuments are concrete memorials to his legacy. The most prominent is the Rizal monument in Manila, unveiled in line with the 17th Anniversary of the martyrdom of Jose Rizal. However, the Rizal monument in the town Daet in Camarines Norte holds the distinction of the first ever erected in honor of Rizal. December 30, 1937 In his memorable Rizal Day address, Pres. Quezon declared through Commonwealth Act No. 184 the adoption of Tagalog as the basis of the national language of the Philippines. December 30, 1942 The Rizal Day celebration of this year required the display of Japanese flags in Filipino homes. Attended by Jorge Vargas Benigno Aquino, Sr, and Jose P. Laurel, Sr., a Nippongo program on Rizal was held in 1942, during which the hero‟s “Ultimo Adios” was recited in Japanese. This event also witnessed the inauguration of Kalibapi.  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |5 1946 Just after the war in 1946, the country saw floral offerings and a civic parade in observance of Rizal Day. President Roxas was joined by high officials of the national government and representatives of the United States Army and Navy and foreign nations who offered wreaths at the foot of Rizal‟s monument. December 30, 1950 All Philippine flags throughout the island were raised at half-mast in all public buildings and vessels to commemorate the martyrdom of Rizal. There was also floral offering at the Rizal monument at Luneta and concert in the afternoon. December 30, 1953 A crowd estimated to be from 300-500, 000 persons gathered at the Luneta to attend the inauguration of Ramon Magsaysay as president of the Republic of the Philippines. The Constitution had made the Rizal Day event even more memorable having specified the date of the day for the inauguration of President of the Republic as stipulated in Sec. 4 of Article VII of the 1935 Constitution. However, this was moved to June 30 by virtue of the 1987 Constitution which is being observed until now. December 30, 1996 The centenary of the martyrdom of Rizal highlights the tracing of the last walk of Rizal from his detention cell at Fort Santiago followed by the reenactment of the hero‟s execution and flag raising at Luneta Park, Manila. A monument of Rizal was also inaugurated on 5 December 1996 along the Avenida de Las Islas Filipinas in Madrid, Spain. Find and allocate distinct time comprehending the key information and ideas from these texts. 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 Sheena Garcia on Prezi WHEREAS, today, more than any other period of our history, there is a need for a re-dedication 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; 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, 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  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |6 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 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. Approved: June 12, 1956 Downloaded from the Official Gazette, Vol. 52, No. 6, p. 2971 June 1956 MEMORANDUM ORDER NO. 247 DIRECTING THE SECRETARY OF EDUCATION, CULTURE AND SPORTS AND THE CHAIRMAN OF THE COMMISSION ON HIGHER EDUCATION TO FULLY IMPLEMENT REPUBLIC ACT NO. 1425 ENTITLED "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 Philippine Center for Masonic FILIBUSTERISMO, AUTHORIZING THE PRINTING AND Studies DISTRIBUTION THEREOF AND FOR OTHER PURPOSES" WHEREAS, Republic Act No. 1425 approved on June 12, 1956, directs all schools, colleges and universities, public and private, to include in their curricula, courses on the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo which "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, according to Dr. Rizal, "the school is the book in which is written the future of the nation;" WHEREAS, in 1996, the Filipino people will commemorate the centennial of Rizal‟s martyrdom and, two years thereafter, the centennial of the Declaration of Philippine Independence; and WHEREAS, as we prepare to celebrate these watershed events in our history, it is necessary to rekindle in the heart of every Filipino, especially the youth, the same patriotic fervor that once galvanized our forebears to outstanding achievements so we can move forward together toward a greater destiny as we enter the 21st century.  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |7 NOW, THEREFORE, I FIDEL V. RAMOS, President of the Republic of the Philippines, by virtue of the powers vested in me by law, hereby direct the Secretary of Education, Culture and Sports and the Chairman of the Commission on Higher Education to take steps to immediately and fully implement the letter, intent and spirit of Republic Act No. 1425 and to impose, should it be necessary, appropriate disciplinary action against the governing body and/or head of any public or private school, college or university found not complying with said law and the rules, regulations, orders and instructions issued pursuant thereto. Within thirty (30) days from issuance hereof, the Secretary of Education, Culture and Sports and the Chairman of the Commission on Higher Education are hereby directed to jointly submit to the President of the Philippines a report on the steps they have taken to implement this Memorandum Order, and one (1) year thereafter, another report on the extent of compliance by both public and private schools in all levels with the provisions of R.A. No. 1425. This Memorandum Order takes effect immediately after its issuance. DONE in the City of Manila, this 26th day of December in the year of Our Lord, Nineteen Hundred and Ninety-Four. (SGD.) FIDEL V. RAMOS President Memorandum Order No. 247, December 26, 1994 https://www.officialgazette.gov.ph/1994/12/26/memorandum-order-no-247-s-1994/ CHED Memorandum No. 3, s. 1995 COMMISSION OF HIGHER EDUCATION Office of the President of the Philippines January 13, 1995 CHED MEMORANDUM No. 3, s. 1995 To: Head of State Colleges and Universities Head of Private Schools, Colleges and Universities Office of the President Memorandum Order No. 247 Re: Implementation of Republic Act No. 1425 Enclosed is a copy of Memorandum Order No. 247 dated December 26, from the Office of the President of the Philippines entitled, "Directing Secretary of Education, Culture and Sports and the CHAIRMAN OF COMMISSION ON HIGHER EDUCATION to fully implement the Republic Act No. 1425 entitled "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" for guidance of all concerned. Strict compliance therewith is requested. (sgd) MONA D. VALISNO Commissioner Officer-in-Charge Dowloaded from https://ched.gov.ph/cmo-3-s-1995/  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |8 AN ACT TO PROHIBIT COCKFIGHTING, HORSE RACING AND JAI-ALAI ON THE THIRTIETH DAY OF DECEMBER OF EACH YEAR AND TO CREATE A COMMITTEE TO TAKE CHARGE OF THE PROPER CELEBRATION OF RIZAL DAY IN EVERY MUNICIPALITY AND CHARTERED CITY, AND FOR OTHER PURPOSES. Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. The existing laws and regulations to the contrary notwithstanding, cockfighting, horse racing and jai-alai are hereby prohibited on the thirtieth day of December each year, the date of the martyrdom of our great hero, Jose Rizal. SECTION 2. It shall be the official duty of the mayor of each municipality and chartered city to create a committee to take charge of the proper observance of Rizal Day Celebration of each year, in which he shall be the chairman, which shall be empowered to seek the assistance and co- operation of any department, bureau, office, agency or instrumentality of the Government, and the local civic and educational institutions. Among the ceremonies on Rizal Day shall be the raising of the Philippine flag at half-mast in all vessels and public buildings. SECTION 3. Any person who shall violate the provisions of this Act or permit or allow the violation thereof, shall be punished by a fine of not exceeding two hundred pesos or by imprisonment not exceeding six months, or both, at the discretion of the court. In case he is the mayor of a municipality or a chartered city he shall suffer an additional punishment of suspension from his office for a period of one month. In case of partnerships, corporations or associations, the criminal liability shall devolve upon the president, director, or any other official responsible for the violation thereof. SECTION 4. This act shall take effect upon its approval. Approved, June 9, 1948. Downloaded from the Official Gazette, Vol. 44, No. 8, p. 2627 August 1948 EXECUTIVE ORDER NO. 14 ABOLISHING THE JOSE RIZAL NATIONAL CENTENNIAL COMMISSION AND CREATING A COMMITTEE TO CARRY OUT THE REMAINING ACTIVITIES OF THE COMMISSION Pursuant to the powers vested in me by law, I, Diosdado Macapagal, President of the Philippines, do hereby abolish the Jose Rizal National Centennial Commission created by Executive Order No. 52, dated August 10, 1954, and create a committee to carry out the remaining activities of the Commission. The Commission shall be composed of the following: The Secretary of Education Chairman The Director of Public Libraries Member The Director of the National Museum Member All the property, equipment, records, and the unexpended balance of the funds of the Commission shall be transferred to the Executive Office, the same to be spent for the remaining activities of the Commission. This order shall take effect on July 1, 1962. Done in the City of Manila, this 29th day of June, in the year of Our Lord, nineteen hundred and sixty-two.  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w |9 (Sgd.) DIOSDADO MACAPAGAL President of the Philippines By the President: (Sgd.) AMELITO R. MUTUC Executive Secretary Source: Presidential Museum and Library Rizal Is Not A National Hero Rizal is everywhere. His face is on the one-peso coin. Brands and places bear his name. Students are required to read his novels and take a course about his life and legacy in college. Every year, Filipinos remember his 1896 execution on December 30—a regular holiday. But did you know that he has never been proclaimed a national hero? The most common understanding of a hero is a person who performed extraordinary act usually ending in death. According to the National Commission for Culture and the Arts, there is no law, executive order or proclamation that has been enacted or issued proclaiming any Filipino historical figure as a national hero. Even Jose Rizal, considered as the greatest among the Filipino heroes, was not explicitly proclaimed as a national hero. The position he now holds in Philippine history is a tribute to the continued veneration or acclamation of the people in recognition of his contribution to the significant social transformation that took place in our country. (Cabico, 2019) According to the 1993 Technical Committee, the National Hero shall be:  Those who have a concept of nation and thereafter aspire and struggle for the nation's freedom.  Those who define and contribute to a system or life of freedom and order for a nation. Heroes are those who make the nation's constitution and laws.  Heroes are those who contribute to the quality of life and destiny of a nation. Three more criteria were added in 1995:  A hero is part of the people's expression. But the process of a people's internalization of a hero's life and works takes time, with the youth forming a part of the internalization.  A hero thinks of the future, especially the future generations.  The choice of a hero involves not only the recounting of an episode or events in history, but of the entire process that made this particular person a hero. But while there is a no official declaration explicitly proclaiming him as a national hero, there are two orders honoring Rizal as a historical figure. Gen. Emilio Aguinaldo issued Decree of Dec. 20, 1898, declaring December 30 of every year as a day of national mourning in honor of Rizal and other victims of the Philippine Revolution. Act 137, which organized the politico-military district of Morong into Rizal province, was the first official step taken by the Taft Commission to honor Rizal. Former President Fidel Ramos issued an executive order to create a National Heroes Committee, which is mandated to study, evaluate and recommend Filipino heroes in recognition of their exceptional character and remarkable achievements for the country. The committee recommended nine Filipino historical figures to be national heroes: Jose Rizal, Andres Bonifacio, Emilio Aguinaldo, Apolinario Mabini, Marcelo del Pilar, Sultan Dipatuan Kudarat, Juan Luna, Melchor Aquino and Gabriela Silang. However, no action has been taken on these recommendations since the submission of the report by the committee in November 15, 1995. This was probably because this might  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w | 10 trigger a flood of requests for proclamations. Another possibility is that the proclamations can trigger bitter debates involving historical controversies about the heroes. A bill filed by Congressman Rene Relampagos from Bohol in February 2014 sought, among other things, to declare Jose Rizal as the sole Filipino national hero. According to the bill, he was a nationalist and well known for his Philippine reforms advocacy during the Spanish colonial era. As of January 1, 2017, the status of the bill was "Pending with the Committee on REVISION OF LAWS since 2014-02-19". In honor of their heroic actions, the Bangko Sentral ng Pilipinas (Central Bank of the Philippines) issues commemorative coins. According to Renato Constantino, when the American government conquered the island of the Philippines from the Spanish government in 1896, the American government established a commonwealth government after the Spanish revolutionary government ceased to govern the country. At this time of the Philippine history, Filipinos under the commonwealth government started to frame up Filipino national identities. When the question on who would be the national hero arose, whether Rizal or Bonifacio, the American government "guided" the Filipino people to choose Rizal. The American rationale was based on Rizal's peaceful propaganda Buried Histories and diplomatic approaches in attaining Philippine freedom and independence, unlike Bonifacio who chose a bloody revolution. Let us determine how much you have learned from the lesson. MULTIPLE CHOICE. Read each question carefully. Choose the best answer which corresponds with the question. Encircle the letter only. 1. The _______ involves the desire to attain freedom and political independence, especially by a country under foreign power, while patriotism denotes proud devotion and loyalty to one‟s nation. a. Nationalism c. Socialism b. Communism d. Capitalism 2. Jose Rizal was a model in some of _______ painting. a. Trinidad Pardo de Tavera c. Antonio Luna b. Marcelo H. Del Pilar d. Juan Luna 3. This refers to discerning, evaluative, and analytical thinking. a. Psychology c. Schizophrenia b. Critical Thinking d. Logic 4. Jose Rizal Common Law wife a. Josephine Bracken c. Segunda Katigbak b. Suzanne Jacoby d. Leonor Rivera 5. He retrieves the original manuscripts of Rizal‟s novel w/o paying any centavo a. Ferdinand Blumentritt c. Jose Padro de Tavera b. Antonio Luna d. Alejandro Roces 6. The main proponent of Rizal Bill who was dubbed as a communist and anti- catholic a. Senator Ralph Recto c. Senator Claro Recto b. Senator Chiz Escudero d. Senator Antonio Trillanes 7. An act prohibiting cockfighting, horse racing and jai-alai on the 30th day of December of each year and to create a committee to take charge of the proper celebration of Rizal da in ever municipality. a. RA No. 9163 c. RA No. 7394 b. RA No. 229 d. RA No. 9147 8. Date Rizal Bill was enacted a. June 12, 1956 c. Dec. 30, 1956 b. June 1, 1956 d. Dec. 19, 1956  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w | 11 9. He is the former Philippine president who directed the Secretary of Education, Culture and Sports and the Chairman of the commission on Higher Education to fully implement the RA 1425. a. Elpidio Quirino c. Fidel V. Ramos b. Gloria Macapagal Arroyo d. Joseph Estrada 10. In this year, CHED Memorandum No. 3 was issued enforcing strict compliance to Memorandum Order No. 247. a. 2006 c. 1978 b. 1979 d. 1995 1. Compare and contrast the views of those in favor and against RA 1425, considering the context of the 1950s; Would similar arguments still have force today? 2. Reflect on your secondary education: Did your school comply with RA 1425? How effective is the Rizal Law in instilling patriotism among secondary school students? 3. Form Groups. Go to a plaza or park near you. Take pictures of the monuments and identify at least one. Using your local library or interview of government officials, especially those in the Department of Tourism, try to know the story of the hero represented by the monument. Share your work to the class either by simple narration or with the aid of video presentation. References: Cabico, Gaea Katreena. Rizal Is Not A National Hero Filipinos Believed He Was (Philstar.com) - June 19, 2019 - 11:05am. https://www.philstar.com/headlines/2019/06/19/1927792/rizal- not-national-hero-filipinos-believed-he-was Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial Politics. QC: R. Constantino, 1982, pp. 244- 247 Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2 (1960): 130-139 Macapagal, D. (1962). Executive Order No. 14: Abolishing the Jose Rizal National Centennial Commission and creating a Committee to carry out the remaining activities of the Commission. Official Gazette of the Republic of the Philippines, 58 (28), 4935. Mañebog, Jensen DG. The Importance of the Jose Rizal Subject. 2013. Submitted by admin on Wed, 06/25/2014 - 01:45 https://ourhappyschool.com/history/importance-jose-rizal-subject Palafox, Quennie Ann J. Historical Context and Legal Basis of Rizal Day and other Memorials in Honor of Jose Rizal September 19, 2012 nhcp.gov.ph/historical-context-and-legal-basis-of-rizal-day-and-other- memorials-in-honor-of-jose-rizal/ Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,” Philippine Studies 59 no.4 (2011): 529-553.  H i s t o r i c a l C o n t e x t o f t h e R i z a l L a w | 12 NAME:___________________________________ DATE:__________________ COURESE/ YEAR/SECTION:________________ EXPLORE IT OUT 1 FROM ME TO YOU: A POSTCARD WITH LOVE This activity will help students learn about the places where Rizal had traveled/ or places that have been attributed to him. Create your own postcards giving information about scenic spots and its‟ interesting facts. You can generate pictures or make use of your actual visit shots. Make a short note in a way that seems like you actually visited the place. Send it via- email or social media platform to any person in the class. That classmate receiver of your postcard will send to you his/ her self-made postcard as well. Submit a copy of the postcard you received, your reply note, and your assessment of the postcard given to you. Sender‟s Postcard: Receiver‟s note: Assessment: Criteria Student Teacher Total Postcard design (3) Symbolism and relevance to the theme (3) Description of the place (3) Experience note (3) Technical writing (3)  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 1 CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY 1. Appraise the link between the individual and society 2. Analyze the various social, political, economic, and cultural changes that occurred in the nineteenth century 3. State the concept of liberal ideas as opposed to the conservative ideas 4. Point out the countries where its people tried to change the political and social situations of those countries “Though the origins and development of Filipino nationalism cannot be understood simply by studying Rizal and his nationalist thought, neither can it be understood without giving him central attention.” - J. Schumacher, 1991 The Spanish Colonial Government Organizational Structure swhistlesoft.com Throughout Philippine history, the name Dr. Jose Rizal occupied a permanent place in the lives of every Filipino. His life and his works had brought great impact in the making of our country’s own history and eventually to the formation of our national identity. His writings, particularly his novels Noli Me Tangere and El Filibusterismo were viewed by many historians as the guiding force which united the Filipinos towards a common cause. At the young age of 35 he was shot dead in Bagumbayan, a martyr act that later on placed him in a pedestal and made him deserved all kinds of veneration. For the Filipinos, his martyrdom in 1896 is something that no one should forget, making him the national hero through a ―consensus‖ decision. But who could have thought that a  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 2 sickly boy born in Calamba, Laguna and raised from a well-educated and distinguished family will turn to be the most celebrated Filipino hero? Many history writers and biographers agreed that Jose Rizal could have the necessary traits in becoming a hero. He is a versatile genius with innate talents in every field. If to describe Rizal’s abilities, a long list will tell that he was an architect, artists, businessman, cartoonist, educator, economist, ethnologist, scientific farmer, historian, inventor, journalist, linguist who able to master 22 languages and other native dialects, musician, mythologist, nationalist, naturalist, novelist, ophthalmic surgeon, poet, propagandist, psychologist, scientist, sculptor, sociologist, and theologian. With all these incredible talents on him, we may wonder how his genomic features are formed. His parents, Don Francisco and Donya Teodora may possibly have the best genes to contribute. His uncles Gregorio, Manuel and Jose Alberto could be really supportive that they influenced the young Rizal in honing his skills in arts and sports and ought him developed a habit of reading, while his brother Paciano turned to be an effective social influencer. While Rizal may have been molded into an excellent human being, his experiences as a child in Calamba, as a student in Manila and Madrid and a foreigner living in Europe for years had pushed him to hold his pen and used this for a greater cause. Rizal lived in the later part of 19th century, a time when the idea of ―freedom‖ was prohibited and which was something to be fought for. When he was 11 years old, he heard about the three Filipino priests who were sentenced to death, charged them of a crime they never did. His mother Donya Teodora was imprisoned for two years in the town of Sta. Cruz in Laguna for a crime she also never did. When he was a student in the University of Santo Tomas, he saw how Rizal Monument in Sta. Cruz, the Dominican priests discriminated Filipino students. He then Laguna, one of the tallest Rizal monuments in the world. saw how Filipinos were being treated as slaves in their own land and he never thought that men could really be free until he went to Madrid. Rizal’s hope for the Filipinos during his time was to also experience the form of freedom and liberty he had seen while in Europe. These experiences had made his eyes more open and could have inspired him to even dedicate his own life for his fellowmen. Rizal became an icon of heroism among the Filipinos and immortalizing him in books and literatures were deemed necessary to pay respect and express gratitude for all his contributions and sacrifices. As a Filipino, maybe the least that we can do is to read Rizal, his life and his works, and learn, be inspired and lived from all the lessons we could get from it. Though, in able to do this we should have a better grasp of Rizal’s life and to have a better appreciation of him, we should also consider and understand how he had lived his life. How did Rizal become the hero we knew? What forces made him involved himself in the national struggle? To answer these queries, we should understand first the period when Rizal had lived. In a sociological point of view, to understand human behavior and to find out why people do what they do, we should look at the social location, the corners in life that people occupy because of where they are located in a society. Sociologist C. Wright Mills (1959) put it this way: ―The sociological imagination enables us to grasp the connection between history and biography.‖ By history, Mills meant that each society is located in a broad stream of events. By biography, Mills referred to our experiences, which give us orientations to life. In short, people don’t do what they do because they inherited some internal mechanism, such as instincts. Rather, external influences—our experiences  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 3 become part of our thinking and motivation. In short, the societies in which we grow up, and our particular location in that society, lie at the center of what we do and how we think (Henslin, 2010). ―One of the ironies of the cult rendered to Rizal as a national hero is that often his words, rather than his thoughts, have been invoked without any consideration of the historical context in which they were spoken or of the issues they addressed. Without an understanding of that milieu one can scarcely understand Rizal’s enduring importance to the Filipino people or the relevance of his ideas and ideals today‖ (Schumacher, 1991). Borrowing a phrase used by Renato Constantino in a different context, it has often been ―veneration without understanding,‖ hence, no veneration at all. In this chapter, we will discuss the nineteenth century Philippines under Rizal’s context as explained by John Schumacher in his essay ―Rizal in the Context of the 19th Century Philippines.‖ This essay was included in Schumacher’s collection of writings, The Making of a Nation: Essays on Nineteenth Century Filipino Nationalism published in 1991by the Ateneo de Manila University Press. Essays collected in this book were centered on the emergence of the Filipino national consciousness in the second half of 19th century and the process underwent on how Filipinos were formed into a nation. Moreover, the purpose of the discussion is to single out some major economic, political, cultural and religious developments of the nineteenth century that influenced Rizal’s growth as a nationalist and conditioned the evolution of his thought. These varied aspects of development will be discussed separately elucidating our country’s historical conditions during the last years of Spanish colonization. ECONOMIC DEVELOPMENT As stated in Schumacher’s essay, the highpoint of the nationalist movement in the late 19th century could hardly be possible without the economic growth which took place in 19th century Philippines, particularly after 1830. The Philippine foreign trade from year 1825 to 1895 had risen significantly with the total trade (combined exports and imports) amounting to 2,800,000 pesos in 1825 and rose to 62,000,000 pesos in 1895. The growth of an export economy in those years Figures for Philippine foreign trade for the beginning, middle and end of 19th brought increasing prosperity century. Source: Schumacher, p.17 to the Filipino middle and upper classes as well as to the Western merchants who are chiefly British and American who organized it. This brought to the Philippines both the machinery and the consumer goods which the industrialized economies of the West could supply. The prosperity which the new export economy had brought to some may be illustrated by the case of Rizal’s Chinese ancestor Domingo Lam-co. When he had come to the Binan hacienda in mid-18th century, the average holding of an inquilino was 2.9 hectares; after Rizal’s father had moved to the Calamba hacienda, the Rizal family in the 1890s rented from the hacienda over 390 hectares. Philippine exports were agricultural products. Those who controlled large rice, sugar and abaca growing lands in Central Luzon, Batangas, parts of the Bikol region,  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 4 Negros and Panay profited the most. These included not only the Filipino hacenderos and the friar orders owning large haciendas but also the inquilinos of the friar haciendas. Many of these inquilinos were equivalently hacenderos in their own right, passing on from one generation to the next the lands they rented from the friar hacienda, and farming them by means of their share-tenants or kasama. But rising prosperity on haciendas ownership had brought friction between inquilinos and owners of haciendas as lands grew in value and rents were raised. A combination of traditional methods and modernizing efficiency led to disputes arguing who should reap the larger part of the fruits of the economic boom. Eventually, this would lead to a questioning of the friar’s rights to the haciendas. In The Hacienda de Calamba, one of the haciendas this case, it would not be the kasama or the share- acquired by the Dominicans in 1833. tenants who would challenge friar ownership during Source: haciendadecalamba.blogspot.com this time, but the prosperous inquilinos. Their motive would be as much political as economic—to weaken the friars’ influence in Philippine political life. POLITICAL DEVELOPMENTS Modernizing Filipinos saw the colonial policies of Spain as not only the causes of the existing economic prosperity, but increasingly as positive hindrances preventing further progress and even threatening what had already been achieved. Schumacher described how the instability of the Spanish government and the tendency of corruption and incompetency of the Spanish officials during the 19th century had affected colonial governance especially in the Philippines. In Spain, the Liberals succeeded Conservatives at irregular intervals as one or the other proved incapable of coping with the problems of governing the nation. The unsteadiness of these governments made it impossible to develop any inconsistent policy for the overseas colonies. Worse, both parties used the Philippines as a handy dumping ground to reward party hangers-on with jobs. Hence, each change of government brought another whole new mob of job-seekers to the Philippines, ready to line their pockets with Filipino money before they would be replaced by still others. Filipinos were then deprived of those few positions they had formerly held in the bureaucracy while the vast majority of Spanish bureaucrats had no interest in, or even knowledge of, the country they were supposed to be governing. Far worse in many ways than the corruption of the government was its inability to provide for basic needs of public works, schools, peace and order, and other prerequisites to even a semi-modern economy. Created to rid the provinces of the bands of tulisanes, the Guardia Civil not only failed to achieve this end but became an oppressive force in the provinces, harassing farmers and using their position for personal profit, as Rizal depicts so vividly in his novels. The antiquated system of taxation in effect actually penalized modernization, and the taxes never found their way into the roads, bridges, and other public works needed for agricultural progress. Cover of Noli Me Tangere: A helmet of Guardia Civil is drawn near the legs and below Rizal’s signature. Beside the helmet is a whip. Could these be Rizal’s representation in his novel of the abuses and cruelties of those in authority during his time?  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 5 With this recurring system that was both exploitative and incapable of producing benefits for the colony, liberal nationalists and even conservative upper-class Filipinos increasingly no longer found any compelling motive for maintaining the Spanish colonial regime, as it became more and more clear that reforms would not be forthcoming. Governor-Generals of the Philippines from 1850-1898: Observed how often the transition occurred within 5 years. From 1895-1898, the country was ran by 6 Governor-Generals. Source: https://wiki2.org/en/Governor-General_of_the_Philippines CULTURAL DEVELOPMENT Another key factor in the emergence of nationalism in the late 19th century as explained by Schumacher was the cultural development following the rapid spread of education from about 1860. Here he described how secondary schools run by the Jesuits and universities able to convey to their students without direct intention the ideas of patriotism. He also mentioned how the experiences of Filipino students in Spain able to stirred the needs in reform and action. Interestingly, Schumacher also explained the importance of history and heritage in the propagation of nationalist thoughts as viewed by Rizal.  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 6 The Return of the Jesuits and What We Owe from Them It has become a commonplace to speak of the role of ideas learned by the European educated ilustrados in the emergence of the nationalist movement. But in many respects, the spread of higher education among middle and lower –middle class Filipinos who could not afford to go abroad was more important for propagating the liberal and progressive ideas written about from Europe by Rizal or Del Pilar. One of the major influences on the educational developments of the 19th century was the return of the Jesuits. This was recognized by Rizal as he wrote in his novel a line from Filosofo Tasio’s character in which “the Philippines owes the Jesuits the beginnings of the Natural Sciences, soul of the 19th century.” Jesuits are members of the Society of Jesus (S.J.), a Roman Catholic order of religious men founded by St. Ignatius of Loyola, noted for its educational, missionary and charitable works. The Jesuits were expelled from the Philippines and the rest of the Spanish empire in 1768 and they finally returned in 1859 to take charge of the evangelization of Mindanao with ideas and methods new to the Philippine educational system. The Jesuits opened the Escuela Normal de Maestros in 1865 to provide Spanish- speaking teachers for the new primary school system. The Escuela Normal represented a hope of progress in the minds of many Filipinos, just as it would be opposed by those for whom modern education for Filipinos posed a danger to the continuance of Spanish rule. In effect graduates of the Normal School met opposition from many parish priests. The Jesuits were also tasked by the Ayuntamiento or city council to take over the municipal primary school in 1859. They renamed it Ateneo Municipal and opened it to Filipino students as well as the Spaniards for whom it had been founded. By 1865 it had been transformed into a secondary school that offered a level of instruction beyond the The Ateneo Municipal de Manila and the Saint Ignacio’s Church in official requirements and more Intramuros during the time of Rizal (back view). Source: ateneo.edu approximated today’s college than highschool. It was in the secondary schools that the ideas of nationalism were to awake, even among those who had never gone to Europe. Rizal wrote in his Memorias that through his studies of literature, science and philosophy “the eyes of my intelligence opened a little, and my heart began to cherish nobler sentiments.” Also, during his fifth year at the Ateneo, he mentioned that through these studies “my patriotic sentiments greatly developed.” It was not that the Ateneo taught nationalism or the liberal principles of progress but in imparting to its students a humanistic education in literature, science, and philosophy, in inculcating principles of human dignity and justice and the equality of all men, it effectively undermined the foundations of the Spanish A class in session at the old-style classroom at the Ateneo Municipal. Source: philippinestudies.net  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 7 colonial regime, even without the Spanish Jesuits wishing to do so. As early as 1843, the Spanish official Juan de la Matta had proposed the closing of these institutions as being “nurseries… of subversive ideas.” Though the accusation of subversion was often rashly bestowed on Filipinos, it is clear that the university was communicating something that stirred up the sparks of nationalism. Filipino Students in Spain Nonetheless, a major factor in giving nationalism the form it actually took was the experience of Filipino students in Spain. Seeing the liberties enjoyed in the Peninsula, they became all the more conscious of the servitude which their people suffered. On the other hand, the more perceptive saw the backwardness of Spain in comparison with other European countries, the corruption and futility of the Spanish political system, and the system’s Jose Rizal at the center beside Marcelo del Pilar in Madrid, inability to promote even the welfare of Spain, Spain. Source: news.abs-cbn.com much less that of her colonies. Many who came to Europe still in hope of reform and modernization in the Philippines came to realize that this could never be achieved under Spanish rule and that the Filipinos must look to themselves. As Rizal would say, “umasa sa sariling lakas,” turning his back on Europe and returning to his own country to carry on the struggle here. History and Heritage as Tools in the Realization of Nationalist Ideals One final cultural factor involved in the rise of nationalism was the interest in the Filipino past, largely inspired by the European, especially German, preoccupation with history and ethnology. In the German universities of the 19th century, modern historical method was examining the origins not only of the European nations themselves, but of other peoples as well. Rizal was the principal though the only Filipino who see the importance of such historical investigation for the creation of a national consciousness among his countrymen. Father Jose Burgos had already emphasized the need for Filipinos to look to their heritage, and it was from him that Rizal had learned that concern. In his edition of Antonio de Morga’s Sucesos de las Islas Filipinas, Rizal outlined the process by which he had come to seek a foundation for his nationalism in the historical past and emphasizes the importance of history to the national task. In his annotations to the book, Rizal seeks out all the evidence of a Filipino civilization before the coming of the Spaniards and tries to show how the Jose Rizal, Annotating Antonio de Morga's Sucesos intervening three centuries have meant decline de las Islas Filipinas. This first edition of Rizal's Morga is being offered at a Philippine auction in September rather than progress. At the same time, he 2014. Source: salcedoauctions.com emphasizes Filipino values, contrasting them with the Spanish and extolling the accomplishments of his people. If from a scientific historical point of view, Rizal proves too much and veers toward the opposite distortion from that of friars who had denied all civilization to the pre-Hispanic Filipinos, he did lay a historical foundation in his Morga and other essays for a national consciousness and pride in the race which was to prove important for the  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 8 future. Rizal’s annotation of Morga’s Sucesos de las Islas Filipinas will be discussed and analyzed in the succeeding chapters. RELIGIOUS DEVELOPMENT Schumacher mentioned in his essay the influence of both friar priest and Filipino clergy in the development of nationalist thoughts during this period. Though they had played completely different roles in the pursuit of national identity, their presence stimulated the demand for equality and justice among the Filipinos. Also, Schumacher asserted how the Filipino clergy and liberal reformists able to inspire the Propaganda Movement in its initiative to carry the ideals of national identity and rights during their time. The growth of education was producing an ilustrado class, not to be completely identified with the wealthy, as the examples of Mabini and Jacinto show. These ilustrados were increasingly anti-friar at times even anticlerical or anti- Catholic. The reason for this attitude among the ilustrados is to be sought from the intermingling of the political and the religious, a characteristic Glorification of the Immaculate by Francisco Antonio of the Spanish Patronato Real most especially in Vallejo: Representation of the two powers, church and state, symbolized by the altar and the throne. the latter half of the 19th century. Source: artsandculture.google.com The Spanish Friars in Maintaining Spain’s Colonial Power As Spain became less and less willing or able to promote the happiness and prosperity of the Philippines, the Spanish colonial government leaned more heavily on what had always been a mainstay of Spanish rule—the devotion of Filipinos to their Catholic faith. Governor Valeriano Weyler then said, “Religion can and should be in Luzon and the Bisayas a means of government which is to be taken advantage of, and which justifies the necessity of the religious orders.” For this reason, even the most anticlerical of Spanish governors maintained that it was necessary to The Spanish friars of Dominican Order 1875- support the friars by every means. Former governor 1880. Source: thepinoywarrior.com generals Izquierdo and Alaminos, who were both appointed in 1870s, had also their own thoughts on this: Gov. Rafael Izquierdo: ―The religious orders have their defects, their vices and their difficulties, but in the Philippines, they have two qualities which from the political point of view are so great and so important that they oblige us to prescind from whatever may be alleged against them. One of these qualities is their unshakeable devotion to Spain; the other is their influence on the natives, which even in the weakened state in which it is today, is still sufficiently great to consider it a preserving factor. Gov. Juan Alaminos: ―No one, he felt, could deny their patriotism, “which verges on fanaticism, and they make the Indio believe that only in loving the Spaniards can he save his soul on the next life.”  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 9 One can see the paradox of Philippine Catholicism at the end of 19th century. On the one hand, the ordinary Filipino who had not gone to Manila or abroad for higher education remained in the traditional religious practices and beliefs of his forefathers and continued to look up to his friar parish priest as father of his people and protector against oppressive government officials. On the other hand, the Filipino ilustrado educated in Europe found the Catholic practice of his day childish and incompatible with modern ideas. For the nationalists, religion had come to signify a means to perpetuate the status quo, to maintain Spanish power in the Philippines. This undeniable influence of friar parish priest had on the ordinary Filipino could explain why the friars inevitably became the main target of the Filipino nationalists including Rizal. Rizal then wrote to Blumentritt: “I wanted to hit the friars since the friars are always making use of religion, not only as shield but also as a weapon, protection, citadel, fortress, armor etc. I was therefore forced to attack their false and superstitious religion in order to combat the enemy who hid behind this religion… God must not serve as shield and protection of abuses, nor must religion.” Jose Burgos and the Filipino Clergy The picture of the religious environment in which 19th century nationalism came to maturity would be incomplete without the Filipino clergy. Just as one cannot understand Bonifacio without knowing Rizal, whose thoughts he imbibed and rephrased in more popular language, so one cannot understand Rizal without knowing the influence of Burgos on him. This was supported by Rizal’s brother Paciano as he mentioned how Jose Burgos had influenced his younger brother: “the man who had opened the eyes of his intelligence, and had made him understand the good and the just, giving him only a handful of ideas, yet these not commonplaces but convictions that had stood up well under the glare of all that he had learned later..." What heritage had Burgos passed on to the next generation? He transformed the century-old dispute between the Spanish friars and the Filipino secular clergy from an intramural ecclesiastical controversy into a clear assertion of Filipino equality with the Spaniard, into a demand for justice to the Filipino. The lack of friars at the beginning of the 19th century led to turning over many parishes to the Filipino priests. But once the number of friars began to increase again after 1825, a series of moves to deprive the Filipinos of the parishes once more succeeded each other for the next fifty years. Fr. Pedro Pelaez attempted to disprove the age-old accusations against the Filipino clergy by showing that they were equal in ability to the friars. When Fr. Pelaez died in the earthquake of 1863, his role in fighting for the rights of the Filipino clergy was taken over by one of his young disciples, Jose Burgos, who published an anonymous pamphlet defending the memory of Pelaez and calling for justice to the Father Jose Burgos Source: xiaochua.net Filipino clergy.  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 10 With Burgos we see the first articulation of national feeling, of a sense of national identity. In spite of the accusations made against him, there is no evidence that Burgos ever aimed at separation of the Philippines from Spain. Rather, his was the first step, the expression of a sense of those born in the Philippines being one people, with a national identity and national rights, even under the sovereignty of Spain. From this initial articulation of national feeling, Rizal and others would move toward what they had come to see was the only way of maintaining that identity and obtaining those rights— separation from Spain; if need be, by means of a revolution. The Propaganda Movement as “heirs” of Early Allied Movements The Propaganda Movement would be the heir of the movement of the Filipino clergy, and would carry the ideas of national identity articulated by Burgos to their next step and their logical conclusion. The movement which lasted from 1880 to 1895, campaigned for reforms and specifically aimed for the recognition of the Philippines as a province of Spain, provision of Spanish citizenship to Filipinos, guarantee of basic freedoms and equal opportunity for Members of the Propaganda Movement. Photographed Filipinos. Prominent propagandists included Jose in Madrid, Spain in 1890. Source: xiaochua.net Rizal, Graciano Lopez-Jaena, Mariano Ponce and Marcelo H. del Pilar. The Propagandists would also be heirs to another allied movement—the liberal reformists of the 1860s. These were the ―modernizers,‖ men who desired to bring to the Philippines economic progress, a modern legal system and the ―modern liberties’— freedom of the press, of association, of speech, and of worship. Most of the men who appear prominently among the liberal reformists in 1869-72 were criollos, Spaniards born in the Philippines. These criollos had little or no desire to see the Philippines separated from Spain, but rather wished to see the liberties that had been introduced into the Peninsula also extended to Spanish Philippines. When finally, the opportunity came with the outbreak of what was to all evidence a merely local mutiny over local grievances in the garrison of Cavite, within hours all had been arrested. Before the month was over three priests had gone to their death by the garrote, while their colleagues and their reformist allies were on their way to exile in Guam, despite their political influences in Madrid. It is noteworthy that it was the three priests, who Fr. Mariano Gomes, Fr. Jacinto Zamora and Fr. Jose Burgos were executed, not the reformists, lawyers and Source: xiaochua.net merchants. Since the Propaganda Movement was also heir to the liberal reformist tradition, the degree to which the Propagandists were truly nationalists or merely liberal reformists would only be made clear once war had broken out with the Americans and the latter were offering the reforms which had been sought in vain from Spain. To the reformists, the American offer would be enough; it was what they had really been looking for all  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 11 along. For the nationalists, the struggle would go on till it became hopeless. Faced with a new colonial power, the clergy continued to play its role in the rise of nationalism. Though the initiative in the nationalist movement had passed from the Filipino priests to the young ilustrados in Europe and Manila in the 1880s, the clergy remained a powerful force in the Revolution and the major factor in keeping the masses loyal. FINAL THOUGHTS: Schumacher’s essay led us to reflect the conditions of our country especially in the latter part of 19th century. Economic progress, political reforms, anti-friar sentiments and modernization were pursued and became a struggle for many Filipinos during this time. The experiences of abuse, oppression, inequality and cries of freedom created this period’s reformists, liberals, anticlerical and nationalists. Rizal favored reforms in Philippine society. He opposed the influence of the friars, for he saw them as an obstacle to freedom and to progress. He was devoted to the modernization of his country, so that, as he put it, ―she might take her place among the proud nations of Europe.‖ But what he sought above all was that his country should be free, free from tyrants from abroad or at home, a country where there would not be any tyrants because Filipinos would not allow themselves to be slaves. It was the growth of a free people, proud of its past, working for its future, united in a common set of ideals. This vision made him the center of the nationalist movement of his day and the principal inspiration of the Revolution. We should also not forget the people who had lived and died to influence and inspire Rizal. Borrowing Paulo Coelho’s famous thought from his novel The Alchemist, the universe had possibly conspired for us to have a Jose Rizal. The heartbreaks he felt as a child, his disappointment as a student in Manila and his hardships while in Europe could turn him as the “alay” of his time. So, given a chance to time travel and experience what had Rizal been through, will you make yourself an “alay” too? Let us determine how much you have learned from the lesson. TRUE/FALSE Directions: Read each statement carefully. Write T on the space provided before each number if you think the statement is correct and F if you think the statement is false. _____1. The Chinese played the role agents who could distribute imports in the interior and buy up goods for export during the development of the export crop industry in the Philippines ______2. A world Socialism view founded on ideas of freedom and equality. ______3. The 19th century was commonly depicted as the birth of modern life, as well as the birth of many nation-states around the world ______4. The ship trade going back and forth between Manila and Acapulco, Mexico called Galleon Trade. ______5. This Manila become the trading hub where China, India, Japan and Southeast Asians countries sent their goods to be consolidate for shipping. ______6. The strict discipline used by Spanish friars for the locals to learn fast called Whip and Slash. ______7. Jose Rizal was the most prominent of the illustrados who inspired the craving for freedom and independence with his novels written in Spanish. ______8. The mestizos are highly respected in their respective pueblos or towns, though  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 12 regarded as filibusteros or rebels by the friars. ______9. Peninsular officials were very few consisting of the governor-general, a few subalterns and top church officials. ______10. The encomienda system of tenancy or the right to use land in exchange for rent. 1. Make a graphic organizer/ table mapping of the changes in the nineteenth- century Philippines, categorizing social, political, economic, cultural changes 2. Watch the film: ―Ganito Kami Noon, Paano Kayo Ngayon?‖ directed by Eddie Romero (1976). Make a reflection paper about the film with the following guide questions: a. Describe the nineteenth- century Philippines as represented in the film b. Based on your reading and class discussion, what can you say about the film’s representation of the nineteenth century? c. What is the main question that the film seeks to answer? What is your own reflection based on the film and your understanding? REFERENCES: Abbott, W. M. (2014). Demise of Fr John N Schumacher SJ. Retrieved August 03, 2020, from http://ateneo.edu/news/demise-fr-john-n-schumacher-sj C. Wright Mills, ―The Promise,‖ The Sociological Imagination Oxford: Oxford University Press, 1959. Nelson, Gloria Luz. ―Mga Pananaw Hinggil sa Ugnayan ng Talambuhay at Lipunan,‖ in Diestro, D. et al. Si Heneral Paciano Rizal sa Kasaysayang Pilipino. Los Banos: UPLB Sentro ng Wikang Filipino, 206. P. Sztompka. ―Great Individuals as Agencies of Change‖ in The Sociology of Social Change. Wiley, 1993. Film: ―Ganito Kami Noon, Paano Kayo Ngayon?‖ directed by Eddie Romero (1976) Schumacher, John. ―Rizal in the Context of the 19th Century Philippines‖ in The Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism. Quezon City: Ateneo de Manila University Press, 1991.  CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 13 NAME:___________________________________ DATE:__________________ COURESE/ YEAR/SECTION:________________ EXPLORE IT OUT 2 COMO ESTA, FELIPINAS? Using the readings on the Philippines in the 19th century. List down one relevant insights/concepts and analyze/explain these changes that occurred in the Philippines under the following aspects: Political, Economic, Educational, Religious and Socio- Cultural Aspect. Write your answer on the columns provided. Example: Socio-cultural Aspect a. Urbanidad (use of fine manners) Indios which was also derogatory remark among the natives where taught that using barehands while eating is barbaric and they should use „kubyertos‟, eat and chew slowly without sound. Fine manners is also observed through appropriate clothes worn for different occasion…(expound as much as possible) Needs Exemplary Quality Adequate Improvement 4 pts 3 pts 2 pts 1 pt Content Answers are Answers are Answers are not Answers are 4 pts comprehensive, accurate and comprehensive or partial or accurate and complete. complete. Key completely stated. incomplete. Key Key ideas are clearly points are stated and Key points are points are not stated, explained, and supported. addressed, but not clear. Question not well supported. well supported. adequately answered. Organization Well organized, Organization is Inadequate Organization and 4 pts coherently developed, mostly clear and organization or structure detract and easy to follow. easy to follow. development. from the answer. Structure of the answer is not easy to follow. Political Economic Educational Religious Socio-Cultural Aspect CONDITIONS IN THE PHILIPPINES DURING 19TH CENTURY | 14  The Life and L e g a c y o f J o s e R i z a l |1 THE LIFE AND LEGACY OF JOSE RIZAL 1. Analyze Rizal‘s family, childhood and early education 2. Evaluate the people and events and their influence on Rizal‘s early life 3. Appraise Rizal‘s relationship with other Propagandists 4. Analyze the factors that led to Rizal‘s execution 5. Analyze the effects of Rizal‘s execution on Spanish colonial rule and the Philippine Revolution I die just when I see the dawn break, Through the gloom of night, to herald the day; And if color is lacking my blood, thou shalt take, Poured out the need for thy dear sake. To dye with its crimson the walking ray” -Mi Ultimo Adios Dr. Jose P. Rizal Jose Rizal the national hero of the Philippines was a versatile genius. He was a physician, poet, dramatist, essayist, novelist, architect, historian, painter, sculptor, educator, linguist, musician, naturalist, ethnologist, surveyor, engineer, farmer, businessman, economist, geographer, cartographer, bibliophile, philologist, grammarian, folklorist, philosopher, translator, inventor, magician, humorist, satirist, polemicist, sportsman, traveler, and prophet. Jose Rizal is a product of mixture of races. In his veins flowed the blood of both East and West – Negrito, Indonesian, Malay, Chinese, Japanese and Spanish. Predominantly, he was a Malayan and was a magnificent specimen of manhood. Google.com Rizal was the seventh of the eleven children of Francisco Mercado Rizal and Teodora Alonso Realonda. He was ten siblings, namely Saturnina, Paciano, Narcisa, Olimpia, Lucia, Maria, Concepcion, Josefa, Trinidad and Soledad. The family of Rizal belonged to principalia. The had a simple, contented and happy life. Their family ties were intimately close. The parents of Rizal were very strict and they taught their children to love God, to behave well, to be obedient, and to respect people, especially the old folks. Whenever their children including Jose Rizal, got into mischief, they were given a sound spanking.  The Life and L e g a c y o f J o s e R i z a l |2 The real surname of the Rizal family was Mercado, which was adopted from Domingo Lamco. The name Rizal was given to the family Rizal by the alcalde mayor of Laguna. Thus, Jose Rizal was the only one who used the name because his family preferred the name Mercado. Early Life Jose Rizal was born on June 19, 1861, in the lakeshore of Calamba, Laguna. Accordingly, his mother Doǹa Teodora had difficulty and almost died on his delivery because he had a big head. In June 22, 1861, he was baptized in the Catholic Church of Calamba, Laguna by the parish priest, Father Ruffino Collantes, with Father Pedro Casanas as a sponsor. It was in 1865 when Jose Rizal experienced by his first JoseRizal.com sorrow when his younger sister, Concha, died of sickness. It was the first time he shed tears caused by love. Jose and his father left Calamba to go on a pilgrimage to Antipolo in order to fulfill his mother’s vow which was made when Jose was born when he was 5 years old. It was the first trip of Jose across Laguna de Bay and his pilgrimage to Antipolo. At the age of 8, Rizal wrote his first poem entitled “Sa Aking Mga Kababata” (To my fellow children) in the native language. He also wrote his first dramatic work which was a Tagalog comedy and it was staged in Calamba festival. Criticisms There is no original manuscript that exist Rizal’s own hand writing. The said poem was published a decade after Rizal’s execution as a appendix to: “ Kung Sino Man ang Kumanta ng Florante: Kasaysayan ng Buhay ni Francisco Baltazar at Pag-uulat nang Kanyang Karununga’t Kadakilaan” by: Herminigildo Cruz.The latter claimed that he received the poem from his friend Gabriel Beato Francisco who got it from a certain Saturnino Racelis of Lukban, a friend of Rizal. But the name of Racelis did not appear in any journal, diaries and writings of Rizal. Allegedly, Racelis received the poem personally from Rizal. The poem could not have been written when Rizal was 8 years old because during that time words were spelled with a letter “c” instead of “k”. Also, the word kalayaan appeared twice in the poem when in fact during the 19th century the word ws not widely used. And how can Rizal use the word kalayaan at the age of 8 when he first encountered the word at the age of 21? Did Rizal really write the poem? Did he write it at the age of 8? EDUCATIONAL BACKGROUND Jose Rizal studied his basic education in the school of Maestro Justiano Aquino Cruz where his brother, Paciano also studied. In the afternoon of his class, Jose met Pedro, his bully classmate, and he challenged the latter a fight. Jose Rizal defeated the bigger boy because he has knowledge on wrestling. His classmate, Andres Salandanan, challenged him to an arm-wrestling match and because of having a weak arm, Jose lost. In the succeeding days he had other fight with the boys of Biñan. ATENEO MUNICIPAL At the age of 11, he studied at Ateneo Municipal. He took the entrance examinations on Christian doctrine, arithmetic and reading at the College of San Juan de Letran and passed them. Jose matriculated at the Ateneo Municipal. At first, Father Magin Ferrando refused to admit him because he was Rizal is late for registration and he was sickly and undersized for his age. However, with the help of Father Manuel Xeres  The Life and L e g a c y o f J o s e R i z a l |3 Burgos, he was admitted at the Ateneo. When he graduated, he received the degree of Bachelor of Arts with highest honors. Sobresalienta Criticism If it is not because of the help of Fr. Manuel Xerez Burgos, Rizal will not be admitted in Ateneo Municipal. Does this show that Rizal was only admitted to Ateneo due to palakasan system? FIRST YEAR IN ATENEO (1872-73) His first professor in Ateneo was Fr. Jose Bech. Because Rizal was newcomer and he knew little Spanish, he was placed at the bottom of the class. After the first week, he progressed rapidly and became ―emperor‖. He was the brightest pupil in the whole class and he was awarded a prize. To improve he took private lessons in Sta. Isabel College during his noon break and he paid three pesos for those Spanish lessons. In the second half of his first year in Ateneo, Rizal did not try enough to retain academic supremacy. He placed second at the end of the year, although his grades were excellent. Jose Rizal at age 13 KnightsofRizal.com SUMMER VACATION 1873 (MARCH) Rizal returned to Calamba for summer vacation. He visited his mother in prison without telling his father. He told her mother about his grade in Ateneo. SECOND YEAR IN ATENEO (1873-74) Rizal studied harder to regain his lost class leadership and he became ―emperor‖ again. At the end of the school year, he received excellent grades in all his subjects and a gold medal. SUMMER VACATION 1874 Rizal visited his mother and he told her to about his scholastic triumphs in Ateneo and funny tales about his professors and fellow students, in their conversation, Doǹa Teodora told Rizal about her dream and the latter interpreted it. Rizal told her mother that she would be released from prison and during that the time Rizal was already in Manila. THIRD YEAR IN ATENEO (1874-75) Rizal did not make an excellent showing in his studies as in the previous year despite of his family‘s happiness. His grade remained excellent in all subjects but he received only one medal. He himself was not impressed in his scholastic work. FOURTH YEAR IN ATENEO (1875-76) He became an interno in Ateneo. Rizal was inspired by Fr. Francisco de Paula Sanchez to study harder and to write poetry. He topped all his classmates in all subjects and won five medals at the end of the school year. LAST YEAR IN ATENEO (1876-77) Rizal finished his last year in Ateneo in blaze of glory. He obtained the highest grad