Rizal 101 Preliminary Reviewer PDF

RIZAL 101 PRELIMINARY REVIEWER INTRODUCTION TO: R.A 1425 THE RIZAL LAW AND ITS IMPORTANCE Senate Bill No. 438 – was submitted to the Senate Committee on Education on April 3, 1956. April 17, 1956 – the bill was sponsored and presented to the members of the Senate by the late Senator Jose P. Laurel...

RIZAL 101 PRELIMINARY REVIEWER INTRODUCTION TO: R.A 1425 THE RIZAL LAW AND ITS IMPORTANCE Senate Bill No. 438 – was submitted to the Senate Committee on Education on April 3, 1956. April 17, 1956 – the bill was sponsored and presented to the members of the Senate by the late Senator Jose P. Laurel. House Bill No. 5561 – was filed by Congressman Jacobo Z. Gonzales to the House of Representatives. May 12 and 14, 1956 – Senate Bill No. 438 and House Bill No. 5561 were both unanimously approved on the second reading and in the Lower House. June 12, 1956 – the bill was signed into law by President Ramon Magsaysay, giving birth to Republic Act 1425 or the Rizal Law. Fidel V. Ramos – directed CHED and DECS to fully implement the law through CMO No. 247 in 1994 and CMO No. 3 was issued to enforce strictly the law in 1995. R.A 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. 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 duties of citizenship; R.A 1425 SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: 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. 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. 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; 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. Objectives of Rizal Law 1. Rededicate the lives of the youth to the ideals of freedom and nationalism, for which our heroes lived and died; 2. To play tribute to our national hero for devoting his life and works for shaping the Filipino character; 3. To gain an inspiring source of patriotism thru the study of Rizal’s life, works, and writings. THE REVOLUTIONS Galleon Trade – when Gov. Gen. Jose De Basco y Vargas arrived in the Philipines, Galleon Trade was not yet in progress. The Spanish government continued trade relations with said countries and Manila became the center of commerce in the East. n 1565, the Spaniards closed the ports of Manila to all countries except Mexico. Hence, the birth of the Manila- Acapulco Trade, more known as the “Galleon Trade.” Royal Philippine Company – an organization made by Gov. Gen. Basco that will finance both the agricultural and the new trade that were being made between the Philippines and Spain and other Asian countries. Tobacco Industry – was under the government control during Gen. Basco’s time. Industrial Revolution – The first among the revolutions which was about the inventions of steam engines and machines that were used in the manufacturing sector in different cities of Europe. From this, positive effects took place as the industrial revolution contributed many things to the people: 1. The Philippines was opened for world commerce. 2. Foreigners were engaged in manufacturing and agriculture. 3. The Philippine economy became dynamic and balanced. 4. There was rise of new influential and wealthy Filipino middle class. 5. People were encouraged to participate in the trade. 6. Migration and increase in population were encouraged. 1810 – the end of Galleon Trade. 1834 – Manila was open for world trade. Ilustrados – belonged to the landed upper class, were much-respected in their own towns or pueblos but were regarded as Filibusteros by the friars. Suez Canal – opened on Nov. 17, 1860 and was built by Ferdinand de Lesseps, a French Man. Pacto de Retroventa – an agreement of sale guaranteeing that the hacienderos could buy the land back at the same price at which it was sold. Inquilinos – a laborer indebted to a landlord who allows him to form a farm in parts of his property and who, in exchange, works without pay from the landlord. Chineses Mestizos – the intermarriage between Chinese and Indios. Polo y servicio – a forced labor Peninsulares – (pure blooded Spaniard born in the Iberian Peninsula such as Spain.) Insulares – (pure blooded Spaniard born in the Philippines) Spanish Mestizo – (one parent is Spanish, the other is a native or Chinese Mestizo; or one parent is Chinese, the other is native). Principalia – (wealthy pure-blooded native supposedly descended from the kadatoan class) Indio – (pure blooded native of the Philippines) Chino Infiel - (non-Catholic pure blooded Chinese) Inquilinato system - The process for the system was: somebody or someone, known as canon, will be renting a piece of land for a fixed amount for the year. Education – was under the control of Friars during the 19ᵗʰ to mid-19ᵗʰ century. Fear of God and obedience to the friars were the main lessons taught to students. Children in the schools were taught to instill in their minds that they were inferior to others and were only capable of doing manual work. The students’ learning were measured based on how well they read without understanding it. Educational Decree of 1863 – requiring each town in the Philippines to establish one elementary school for both boys and girl. It also paved the way for the establishment of a regular school for the training of teachers to master the Spanish language, under the supervision of the Jesuits. French Revolution - the French governmental structure changed from absolute monarchy, which gave privileges to the nobles and religious officials. It was an era of political disturbances which included some changes in the ministries, constitutions and parliaments. American Revolution - There were thirteen (13) North American colonies that forcibly removed the British empire from power and ignored the British government for United States of America to become a sovereign nation. The American revolution has given the idea that the colonized people will have their independence from their colonizers in the 19th century Bourbon Reforms - a set of economic and political laws that contributed to the expansion of the gaps between the peninsulares and the creoles. Said reforms were aimed at the following: 1) to control over the American colonies; 2) for the crown to obtain resources through exploitation; 3) to professionalize the army; 4) to subdivide New Spain into mayors; 5) to diminish the viceroy’s political power; and 6) to prohibit the natives from participating in political or ecclesiastical commands Meanwhile, around 300 subordinates from Spain, Spanish America, and the Philippines decided to form a liberal constitution in the Mediterranean port of Cádiz in 1812, in the middle of the occupation of almost all of the Iberian peninsula by the French army. The constitutional monarchy that the Constitution of 1812 tried to put in place did not materialize because King Fernando VII declared it invalid and restored absolutism in May of 1814. IMPORTANT PERSONALITIES AND DETAILS SURROUNDING R.A 1425 Nationalist policy-makers took action to redirect the nation back to its roots by: Emphasizing the importance of history as a foundation for national hope and pride. Sen. CLARO M. RECTO- he proposed & submitted on April 3, 1956 Senate Bill 438 to the Senate Committee on Education Sen. JOSE P. LAUREL- chairman of Senate’s Committee on Education sponsored the Noli-Fili Bill and presented to Senate. WHAT IS SEN. LAUREL’S REASON? The main purpose of the bill was to disseminate: 1. The ideas and 2. ideals of Rizal through the reading of both his novels. WHAT IS SEN. LAUREL’S REASON? “Only then would we become conscious as a people, and so learn to prepare ourselves for painful sacrifices that ultimately lead to self- reliance, self-respect and freedom.” IS THERE A PROBLEM WITH R.A. 1425? “Only then would we become conscious as a people, and so learn to prepare ourselves for painful sacrifices that ultimately lead to self-reliance, self- respect and freedom.” IF WE WILL ASK SEN. LAUREL about it’s content, none. ON THE CONTRARY Church: NO If we will be reading both books. (RIZAL’S NOVELS) He just exposed what’s happening in the Catholic Church in the Philippines that time. IF PASSED, THE BILL WILL IT WILL DISCREDIT THE CATHOLIC CHURCH. Father Jesus Cavana- He argued that the novels do not accurately depict current conditions & may give a false impression of the country. ADDITIONAL CRITICISM OF CATHOLIC CHURCH 1.Out of 333 pages of Noli 25 passages are Nationalistic 120 passages are anti-Catholic 2. Both books are offensive to the Catholic church 3. The bill might divide the nation 4. Compulsion to read something against one’s faith impairs freedom of speech and religion. 5. Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos but also the Catholic faith itself. CATHOLIC GROUPS THAT OPPOSED THE BILL 1. Catholic Action of the Philippines 2. Congregation of the Mission 3. Knights of Columbus 4. Catholic Teachers Guild 5. 1. Instead of only Noli Me Tangere and El Filibusterismo, the new bill now includes a wider range of works and writings by Jose Rizal 2. Reading is now optional. If a student does not want to read the two novels, they can request for an exemption. Note: As of now there is no student who requested for exemption and the practice implemented. 3. The implementation of reading unexpurgated version of Noli Me Tangere and El Filibusterismo will only be for College/University Students 4. It’s important to read the original and unexpurgated edition of Rizal’s novels because the true purpose of studying these will be defeated if not followed. May 12, 1956 and May 14, 1956 both bills S.B. 438 and H.B. 5561 were both unanimously approved on the second reading in the lower house June 12, 1956 bsigned into law by Pres. Ramon Magsaysay as R.A. 1425 RIZAL'S LIFE: FAMILY, CHILDHOOD AND EARLY EDUCATION Introduction to Jose Rizal's Life -Jose Rizal was a prominent Filipino nationalist and polymath during the Spanish colonial period. His life and works had a profound impact on the Philippine independence movement and continue to inspire Filipinos today. DON FRANCISCO RIZAL MERCADO (1818-1898) born on May 11, 1818 and was the youngest of his 13 siblings. Mercado was a well- respected man in their home town of Calamba in which citizens made him the their "cabeza de barangay" (head of town.) He was of part Chinese descent, having been related to a Chinese entrepreneur by the name of Domingo Lamco. Mercado die shortly after Rizal in the home of his daughter, Narcisa Rizal in Binondo, Manila on January 5, 1898. DONYA TEODORA ALONSO (1827-1913) Born: on November 14, 1827 in Santa Cruz Manila. Died: in 1913 in Manila. Parents: Lorenzo Alonso, a municipal captain and Brijida de Quintos, an educated housewife (4 siblings), Eugenio Ursua (great grandfather) was of Japanese ancestry Was married to Francisco Mercado at 20 years old, a native from Binan, Laguna. Together they prospered in Calamba after involving themselves in business and agriculture. known for being hardworking, intelligent, business minded woman. SATURNINA RIZAL (1850-1913)(Neneng) Saturnina Mercado Rizal Hidalgo was born in 1818 and was the eldest sister of Jose Rizal. She had five children together with husband Manuel T. Hidalgo and died the same year as her mother in 1913 PACIANO RIZAL (1851-1930) General Paciano Mercado Rizal aka "Lolo Ciano" was the only brother of Jose Rizal. He was born in 1851 and studied in Biñan later attending school at the Colegio de San Jose in Manila. After the execution of his brother, he joined in the Philippine Revolution where he rose up to the ranks of a General. He later married Severina Decena of Los Banos and had two children of which one died at an early age. Paciano passed away in 1930 NARCISA RIZAL (1852-1939) ( Sisa) Narcisa Rizal Lopez was born in 1852 and was the one who found the unmarked grave of her brother, Jose in the abandoned Old Paco Cemetery. She married Antonio Lopez who was a teacher and musician from Morong, Rizal. She died in 1938. OLYMPIA RIZAL (1855-1887) (ypia) Olympia Rizal Ubaldo was born in 1855. She married Silvestre Ubaldo and together they had three children. She died in 1887 from childbirth when she was only 32 years old. LUCIA RIZAL (1857-1919) Lucia Rizal Herbosa was born in 1857. She married Mariano Herbosa and had 5 children together. In 1889 Mariano died due to an epidemic but was denied a Christian burial. This was due to the fact that he was the brother in law of Jose Rizal. This showed the beginning of the persecution of the Rizal family by Spanish friars. Lucia died in 1919. MARIA RIZAL (1859- 1945)( Biang) Maria Cruz Rizal was born in 1855. She married Daniel Faustino Cruz of Biñan, Laguna and together they had 5 children. Mauricio Cruz, one of Maria's children became a student of Jose Rizal in Dapitan and was known to be one of his uncle's favorites. Maria was a known recipient of many of Jose's letters during his lifetime. Maria died in 1945 JOSE RIZAL- Jose Protacio/Protasio Rizal Mercado y Alonzo Realonda Jose Protacio Rizal was the second son and the seventh child. He was executed by the Spaniards on December 30,1896. CONCEPCION RIZAL (1862-1865) Concepcion Rizal was born in 1862. Concepcion did not live very long as she died at the age of 3 in 1865. JOSEFA RIZAL (1865-1945) Josefa Rizal was born in 1865. She was unmarried lived together with sister Trinidad until death. Josefa was said to have suffered from epilepsy. She died in 1945 TRINIDAD RIZAL (1868-1951) was born in 1868. remained unmarried and lived together with her sister Josefa. was the one who received an alcohol lamp from brother Jose, in which he secretly hid the "Last Farewell" better known as "Mi Ultimo Adios," a poem Rizal wrote on the eve of his death in 1896. Trinidad died in 1951, outliving all her siblings. SOLEDAD RIZAL (1870-1929) Soledad Rizal Quintero was born in 1870 making her the youngest of the Rizal siblings. She married Pantaleon Quintero and together they had 5 children. Soledad died in 1929. RIZAL’S CHILDHOOD AND EARLY EDUCATION Name: Jose Protacio Rizal Mercado Y Alonzo Realonda Nickname: Pepe Birthdate: June 19, 1861 Birthplace: Calamba, Laguna Baptized by: Father Rufino Collantes God Father: Pedro Casañas RIZAL’S FAMILY BACKGROUND (Prominent Family) 1. Rizal was born into a wealthy and influential family in Calamba, Laguna. His parents were Francisco Mercado Rizal and Teodora Alonso Realonda. 2. Intellectual Upbringing Rizal's family valued education and encouraged him to pursue knowledge from a young age. 3. Strong Catholic Faith The Rizal family was deeply religious and instilled Catholic values in their children. RIZAL’S CHILDHOOD IN CALAMBA Lively Childhood Rizal had a happy and playful childhood, spending time with his large family and exploring the natural surroundings of Calamba. Intellectual Curiosity Even as a child, Rizal showed an insatiable thirst for knowledge, reading voraciously and demonstrating exceptional intellectual abilities. Artistic Talents Rizal exhibited a wide range of artistic talents from a young age, including painting, sketching, and writing poetry, sculpting. BIRTH OF A HERO Rizal’s Ancestry Composition of Rizal’s blood: Negrito, Indonesian, Malay, Chinese, Japanese, and Spanish His ancestor on his FATHER’S SIDE was Domingo Lamco, a Chinese immigrant from Fukien City, Changchow, China who arrived in Manila about 1690; he married a Chinese Christian girl named Ines de la Rosa and assumed the surname Mercado in 1731. DOÑA TEODORA’S FAMILY descended from Lakan Dula of Tondo; she has also a blood from her Japanese ancestry(Eugenio Ursua) who married a Filipina named Benigna. CHILDHOOD YEARS IN CALAMBA Hometown: Calamba, Laguna On the southern part of Calamba lies Mt. Makiling where there are several hot springs and breath-taking sceneries Laguna de Bay is located on the eastern part of the town Calamba’s name was based on a town legend when a Spanish Guardia Civil asked a woman(carrying a water jar in a nearby river) about the name of the place; because the woman was confused on what to say, she uttered “Kalan- banga” (pertaining to the water container); since then, the town has been called “Calamba” Barely three years old, Rizal learned the alphabet from his mother Because of Doña Teodora’s influence, Jose grew up as a devout Catholic; participated in daily prayers such as the Angelus; he was able to read the Bible(in Spanish) at an early age of five He Prayed every night at their azotea He visited Antipolo Church; this was his mother’s pilgrimage when the latter promised to the Blessed Virgin should she and her child survived the ordeal of delivery which nearly caused her life He enjoyed walking in the town especially at night; he was usually accompanied by his aya(nurse maid) who occasionally narrated him some stories about the supernatural entities: tikbalang, aswang, nuno,etc. He loved in the field with his pony; he was fond of having lengthy walks in the fields and by the side of the lake tagging along his black dog name Usman ADDITIONAL INFORMATION Rare specimens named after Rizal: Draco Rizali (a flying dragon), Apogania Rizali (small beetle), Rhacophorus Rizali RIZAL’S INFLUENCES Hereditary influence – refers to inherent qualities that a person inherits from his ancestors and parents Malayan ancestors – love for freedom, innate desire to travel and indomitable courage Chinese ancestors – somber personality, prudence, fortitude, and affection for children Spanish ancestors – sophistication of bearing, compassion to rudeness, and valor for ladies Father – profound send of self-respect, love for work and the habit of independent thinking Mother – religious nature, spirit of self-sacrifice and passion for arts and literature RIZAL’S CHILDHOOD AND EARLY EDUCATION Sa Aking mga Kababata – Rizal’s first poem. Uncle Manuel Alberto – teaches Rizal Physicalskills Uncle Jose – taught Rizal to love the Nature Uncle Gregorio – instilled in Rizal’s mind the the love for Education. RIZAL’S INFLUENCES Environmental influences – refers to places, associates and events that affect the nature of a person Paciano – moral values and passion for education Tiyo Jose Alberto – artistic influence; Jose Rizal carved an image of The Virgin Mary on a piece of batikuling with his pocket knife Tiyo Manuel – helped develop his frail body through physical workout, including horseback riding and wrestling Tiyo Gregorio – reading books; Jose’s favorite books: The Count of Monte Cristo by Alexandre Dumas, Universal History by Cesar Cantu, and Travels in the Phlippines by Dr. Feodor Jagor Father Leoncio Lopez – research and rational sincerity CHILDHOOD YEARS IN CALAMBA Sorrowful events in the early life of Rizal Death of Concha in 1865 Imprisonment of his mother Spanish abuses and cruelties which he witnessed  Execution of fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora in 1872 EARLY EDUCATION IN CALAMBA AND BIÑAN Rizal and the story of the Moth Rizal’s passion for education enabled him to see people who are ignorant are in more serious danger of losing their lives than those who have knowledge He realized that Spaniards used religion to abuse, bully, and slave the Filipinos Church teachings restricted the Filipinos to think & read materials that explain liberal ideas He used his Two Novels the Noli and El Fili to encourage the Filipinos to pursue knowledge to end sufferings Rizal viewed education as the only key to free oneself from slavery and abuse; freedom and self-empowerment can be achieved through it Contrary to popular notion knowledge killed Rizal, it was his contemporaries’ ignorance and immaturity(morally, emotionally, and mentally) that killed him Jose’s private tutors who gave him lesson at home Doña Teodora Alonzo Realonda Maestro Celestino Maestro Lucas Padua(later called Leon Monroy) EARLY EDUCATION IN CALAMBA AND BIÑAN Rizal in Biñan June 1969(Sunday)Paciano and Rizal left Calamba to study in the village school of Maestro Justiniano Aquino Cruz They spend one and a half hours of travel to their aunt’s house in Biñan, Laguna The school was a small nipa hut with a distance of 30 meters from their aunt’s house Rizal described Maestro Cruz as a thin man, with a long neck, sharp nose, a slightly bent forward body, and always wore a sinamay shirt JOSE GOES TO BIÑAN June of 1869, after kissing their parents’ hands, Jose together with Paciano rode in carromata, reaching their destination after one and a half hours’ drive. EARLY EDUCATION IN CALAMBA AND BIÑAN He recalled Maestro Justiniano Aquino Cruz asked him if he can speak Spanish; he replied that he had little knowledge about the language; Pedro, who was identified as the Maestro’s son, laughed at his answer During their siesta break, Jose Rizal challenged Pedro to a brawl(because he laughed at his answer); because of his physical training with Tiyo Manuel, Rizal prevailed over his bully schoolmate Because of his superior intellectual ability, Rizal topped all his classmates, especially in language subjects such as Spanish and Latin Rizal finished his elementary studies in 1870