Rizal's Life, Works, and Writings Chapter 1 PDF

RIZAL’S LIFE, WORKS AND WRITINGS CHAPTER 1  LEARNING OBJECTIVES  Discuss the impact and continued relevance of the life and works of our national hero Jose Rizal to college students today.  Explain the Philosophy behind Law RA No. 1425 and its mandates of teaching a course about Rizal...

RIZAL’S LIFE, WORKS AND WRITINGS CHAPTER 1  LEARNING OBJECTIVES  Discuss the impact and continued relevance of the life and works of our national hero Jose Rizal to college students today.  Explain the Philosophy behind Law RA No. 1425 and its mandates of teaching a course about Rizal’s life works at the college level;  Describe the campaign to enact the law and champion the teaching of Rizal courses as mandatory subjects in private colleges and universities and;  Examine how the Rizal Law was implemented today  INTRODUCTION TO THE COURSE : REPUBLIC ACT  This chapter focuses onNO. 1425 describing the framework of the Rizal Law, known as Republic Act No.1425, which mandates the teaching of the life and works of our national hero, Jose Rizal in all educational institutions in the Philippines. Enacted in 1956.  The goal of the law is to put the ideas and principles to stood the minds of the Filipino students to foster a sense of national pride and patriotism. The law is to emphasis on deeply understanding the Noli Me tangere and El Filibusterismo, the two greatest literary works about Philippine colonial society that must be read by all Filipinos. These classics help us contemplate how we can learn from the past and aspire to improve our society.  HISTORY OF RIZAL LAW The Rizal works is mandatory in all schools. The desire to commemorate Jose Rizal’s Life and achievements and enshrine his legacy had already been building among nationalists, especially among those who felt that the hero’s ideals of freedom and nationalism were not being given enough importance. Senator Claro M. Recto ( Father of Rizal Law) a nationalist whose family played a significant role in the Philippine Revolution, authored Senate Bill No. 438 or “An act to make Noli metangere and El Filibusterismo is compulsory reading in all public and private colleges and universities and for other purposes. Jose P. Laurel a former House speaker, was the chairman of the Committee on Education and then sponsored the bill on April 17, 1956, providing the solid support that Recto needed the bill.  HISTORY OF RIZAL LAW  Immediately the measure prompted passionate discussion in both the House of Congress and, with proponents and opponents of the Rizalian ideology taking the opposite side the beginning of protracted debates both rational and heated that would occupy and polarize the country for the three tense weeks.  The controversy stemmed from the assertion of the influential Catholic Church that the compulsory reading of Rizal’s novels would cast a negative image of the faith. During the ratification or approval of the bill, several arguments and fierce disputes raged around the legislation and furthered the divided perspective of the nation.  HISTORY OF RIZAL LAW  Mariano J. Cuenco, Francisco Rodrigo, and Decoroso Rosales identified as ardent Catholics, were among the members of the senate who sided with the opposing faction. According to Laurel, the objective of the bill was to disseminate the ideals and values of Rizal through the reading and works of Rizal, particularly the Noli Metangere and El Filibusterismo.  The opponents contended that the bill was an attempt to discredit the Catholic faith. They claimed that if the bill became law, it would violate the people’s freedom of conscience and religion. According to a letter from the Catholic Bishop’s Conference of the Philippines (CBCP), Rizal attacked the friars and the catholic faith in 120 separate potions of Noli Metangere constituting a violation of the law of the church notably Canon Law in 1399. In addition, they said that only 25 passages in the novel’s 333 pages could be patriotic while 120 passages are anti-Catholic  HISTORY OF RIZAL LAW  They claimed that Rizal had previously confessed that he had attacked the catholic faith along with the friars in this section, saying that the national hero included in his last will the retraction or recovery of his condemnatory or expressing strong disapproval statements about the church in his two novels.  The final resolution of that matter was in May 1956, when Senator Laurel proposed an amendment that met the Catholic Church’s bill reservation. This amendment would require college students to study the unexpurgated or uncensored version of Noli Metangere and El Filibusterismo, learning it would no longer be compulsory in Elementary and secondary schools.  The bill was also known as Senate Bill No. 438 and House Bill No. 5561 was approved and passed on the same day May 17, 1956.  It was approved RA 1425 by President Ramon Magsaysay on June 12, 1956.  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 Metangere and El filibusterismo authorizing the printing and distribution thereof, and for other purposes.  Whereas, today rededication to the ideals of freedom and nationalism for which our heroes lived and died.  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, and civic conscience and to teach the duties of citizenship  Section1 Courses on the life, works, and writings of Jose Rizal, particularly his novels Noli Metangere and El Filibusterismo, shall be included in the curricula of all schools, colleges, and Universities, public or private  REPUBLIC ACT NO. 1425  Section 2 It shall be obligatory for all schools, colleges, and universities to keep their libraries an adequate number of copies of the original and unexpurgated editions of the Noli and El Filibusterismo and Rizal’s other works and biographies. The approved editions of the Noli Metangere and El Filibusterismo or their translation in English and other writing of Rizal shall be included in the reading in public or private schools, colleges, and universities.  Section 3 The Board of National Education shall cause the translation of the Noli Metangere and El filibusterismo as other writings of Jose Rizal English, Tagalog, and the principal Philippine dialects, cause them to be printed in cheap popular editions, and cause them to distribute, free of charge to the person desiring to read them.  REPUBLIC ACT NO. 1425  Section 4 Nothing in this act shall construed as amendments or repealing section nine hundred twenty-seven of the administrative code, prohibiting the discussion of religious doctrines by public school teachers and other persons engaged in any public school.  Section 5 The sum of three hundred thousand pesos is herby authorized to be appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the purpose of this act.  Section 6 This Act shall take effect upon its approval. THE FOLLOWING ARE JUST SOME OF THE SIGNIFICANCE OF THE ACADEMIC SUBJECT  The subject provides insights on how to deal with current problems.  It helps us understand better ourselves as Filipinos  It teaches nationalism and patriotism.  It provides various essential life lessons.  It helps in developing logical and critical thinking.  Rizal can serve as a worthwhile model and inspiration to every Filipino  This subject is a rich source of entertaining narrative.  KEY POINTS  The Republic Act No. 1425, also known as the Rizal law, mandates the teachings of the life and works of Jose Rizal, the country’s national hero, in all educational institutions to foster national pride and patriotism.  Before it became a law, the Rizal was the controversial place of legislation that caused a heated debate between lawmakers and the catholic community in the country, who believed that the compulsory reading of Rizal’s novels would cast a negative image of their faith. Those who supported the bill argued that is was necessary to develop moral character, personal discipline, civic conscience, and vocational efficiency in students, as well as to appreciate Rizal’s struggle for freedom against Spanish oppression.  After many arguments and disagreements, the final version of the bill allowed college students to study the unexpurgated version of Noli and El Filibusterismo In studying it will no longer be compulsory in Elementary and secondary schools, and exemptions were allowed for students who had religious objection to reading Rizal’s works. The Rizal course in colleges carries three units of credit. It covers the following; biography of Rizal, Noli me tangere and El Filibusterismo, and Rizal’s selected essays. Over a century after his death, Jose Rizal continues to be a symbol of hope and patriotism in the Philippines. His work and contributions, emphasizing the importance of education, morality, and good governance, remain relevant and influential in our current society. RIZAL IN THE CONTEXT OF NINETEENTH- CENTURY PHILIPPINES  RIZAL IN THE CONTEXT OF NINETEENTH-CENTURY PHILIPPINES  The nineteenth century was a time of extensive transformation in Europe that had enormous effects on societies around the world. This is particularly true in the Philippines, where the historical transformation in Europe brought changes in the political, economic, religious, cultural, and educational conditions of the country, this chapter will examine how the Spaniards were able to subdue the native population, leading to over 300 years of colonization. In this transformation of the nineteenth century this period, nationalism and other ideologies also evolved in the nation. By examining the social, cultural, and political changes that occurred during this time.  RIZAL IN THE CONTEXT OF NINETEENTH-CENTURY PHILIPPINES  Political Condition- During the Spanish period, the Philippines was considered a dumping ground for the followers and favorites of Spanish politicians. A change of administration in Spain was followed by political changes in personnel and government officials in the Philippines. From 1853-1898, there were 41 different governors in the Philippines serving an average of one year and three months. The administrative system was described as inefficient and corrupt, tarnished with favoritism among many officials. Some positions and appointments were all allergy-paid for.  Some indios had no legal privilege. People could deported or change their residences without any hearings; Their houses could be searched without any warrant of arrest. Meetings or assemblies for political purposes were prohibited, and books, pamphlets, or articles could not published without the approval of the board. RIZAL IN THE CONTEXT OF NINETEENTH-CENTURY PHILIPPINES  ECONOMIC CONDITION- the Philippines gradually became more connected with the rest of the world. Spain had a monopoly of every commercial transaction through galleon trade, where Spanish sailing vessels carrying goods from China and Europe made yearly trips trip across the Pacific between Manila in the Philippines, and Acapulco in present-day Mexico. During the galleon trade, Manila became a major port for trade between China and Europe transforming goods such as Chinese silk, perfumes, porcelain, cotton fabric, and precious stones.  Transportation System -The invention of the steam engine and the opening of the Suez Canal in 1869 had a profound impact on the Philippine economy. With steam-powered ships, the transportation between Spain and the Philippines became shorter and safer. There were streamer trips from the to Hong Kong and monthly steamer sailings to Barcelona. Steamers from Japan, Singapore, India, England, France, Germany, and the United States arrived in Manila Bay in irregular periods. RIZAL IN THE CONTEXT OF NINETEENTH-CENTURY PHILIPPINES  Banking System- The Banco Espanol was the first banking system in the Philippines. The original stakeholders were the Obras Pias of various religious orders in the merchants from Manila to Pampanga. When Banco Espanol Filipino was first established by Royal Decree, it was also given the authority to print Philippine currency for the first time. On January 01, 1912, it changed its name to the present Bank of the Philippine Islands (BPI) RIZAL IN THE CONTEXT OF NINETEENTH-CENTURY PHILIPPINES  The Manila Observatory  There was a fine observatory at the Ateneo de Manila in the Walled City. It was founded by the Jesuits fathers in 1856. Father Federico Faura served as the first director. Under his supervision, it drew attention from other countries due to the accuracy of its typhoon forecasting and the scientific recording of earthquakes.  The Lottery – The royal decree of 29 January 1850 established the lottery in Manila. Operated by the government-run Loteria National (National lottery), the lottery draws were held monthly at a lottery building in Intramuros. The balls are in the container spinning numbers inside a huge cylinder. The tickets were sold in Manila, and in the provinces, in Hong Kong, Shanghai, Singapore, and Calcutta. The government said derived an annual profit of a half million pesos from the lottery. RIZAL IN THE CONTEXT OF NINETEENTH-CENTURY PHILIPPINES  Rizal, an avid patron of the Manila Lottery, won the second prize along with two others while living in exile in Dapitan, Rizal’s share of the prize was P6,200. The Encomienda System –The Spanish crown declared all public lands as crown land and awarded large portions of land to Spanish officials, the military, and the clergy. These holdings were called Encomienda. An Encomienda was a self-sustaining administrative district the size of the modern Philippine province. The Encomienda was an old practice in Spain where the King would reward loyalty or outstanding service with a grant of land including the right to receive income from the land and to govern the people living it. RIZAL IN THE CONTEXT OF NINETEENTH-CENTURY PHILIPPINES  The Encomiendos – it abused the powers under the encomienda system by collecting successive tax tributes; confiscating the tenant’s land, crop animals, and farming tools for non-payment of taxes; maltreating the farmers; and forcing the natives to work without pay.  Agricultural Development –The climate in the Philippines is favorable to crops, Spaniards and native landowners found it profitable to export crops, especially sugar, hemp, abaca, and sugarcane. Moreover, in the areas of Luzon, and Visayas, farmer expanded their production of staple crops which demand was rising both at home and abroad. RIZAL IN THE CONTEXT OF NINETEENTH-CENTURY PHILIPPINES  Social Condition –This period saw the rise of the principalia, an elite class of mostly educated Filipinos who emerged as influential local leaders. Education also improved largely due to the efforts of various religious orders such as Augustinian, Dominicans, and Jesuits. The educational and economic opportunities gave rise to a growing middle class, empowering them to participate in governance and contribute to society.  The Rise of Principalia- the economic development of the Philippines in the nineteenth century led to the rise of the Filipino middle class. With their change in status, they wanted bureaucratic power to make their position in the social pyramid more secure RIZAL IN THE CONTEXT OF NINETEENTH-CENTURY PHILIPPINES  and influential. But the Spanish authorities looked down upon them for they did not consider them as part of the inner circle of peninsulares- Spaniards born in Spain, The chance of the middle class like Jose Burgos, Maximo Paterno , Angel Garchitorena, Joaquin Pardo Tavera and other to address their grievances among the Spaniards came 1869 under the administration of governor-General Carlos Maria Dela Torre.  EDUCATION SYSTEM  For almost the entire colonial period in the Philippines, education was in the hands of the catholic church, and various religious orders. Upon their arrival, the missionaries became busy converting the Filipinos to Christianity. They taught the indigenous men and women how to serve in church and sing sacred songs, instead of teaching reading, writing, and arithmetics. The schools were not coeducational, meaning the girls were separated from the boys in school preference. During the Spanish regime, primary education largely focused on religion.  The most notable educational reform during the Spanish colonial period was the Roya decree of 1863.The some important features of the decree  EDUCATION SYSTEM  Establishment of a complete system education of in the country comprising elementary, secondary, and collegiate levels. The decree is to revise and enrich the curriculum, specifically the Christian doctrine, principles of ethics, and social history, reading and writing practical instructions in the Spanish languages, and general geography and the history of Spain. Before the reforms, there had been no systematic government supervision of schools. The most serious criticisms against the system than were the overemphasis on religious matters, the obsolete teaching methods, the limited curriculum,  EDUCATION SYSTEM  the poor classroom facilities, and the absence of teaching materials. Primary education education was neglected there was no academic freedom. All schools were under the control of friars.  The students merely memorized the repeated the contents of their books, which they did not understand. In most cases, knowledge was measured in terms of the ability of the students to memorize.  Due to the shortcomings of the educational system, many ambitious young men like Jose Rizal, Graciano Lopez Jeanna, and Marcelo H. Del Pilar left the island to pursue their education abroad.  THE INFLUENCE OF RELIGION  Christianity was used by the Spaniards to pacify the Filipinos and it was integrated with the existing beliefs of the natives. The missionaries who came to the Philippines were men who possessed various skills and talents, They were not priests but community development workers, educators, engineers, agriculturists, printers, librarians, writers, social workers, artists, and scientists.  The friars held significant influence over the faithful natives. They encouraged the worship of god, they also desired respect and reverence for their roles. The influence covered not only the religious life of their community or jurisdiction but also extended to the aspect of their community daily’s life.  THE INFLUENCE OF RELIGION  The corruption and abuses among the natives. Their fees for performing ceremonies such as weddings and burial rites were very expensive. Many friars also changed exorbitant fees for burying the body, with or without a coffin. They had numerous other ways of exacting money by charging for masses, baptismal fees, benedictions, and fees for getting the soul out of purgatory.  During the height of the friar’s supremacy, they became insensible to good morals and the religious idealism of the mission, deaf to the suffering of the masses, and careless of the moral and spiritual needs of the people. These led to many natives, particularly the illustrados or highly educated Filipinos, becoming clergy. These grievances against the Spanish clergy ultimately helped awaken Filipino nationalism.  THE RISE OF THE INQUILINO  The Spanish clergy was composed of of four dominant religious orders.; Augustinians, Franciscans, Jesuits, and Dominicans, The friars main responsibility was missionary activities. However, they also owned large tracts of land, ran educational institutions, and participated government affairs.  Inquilinos were leaseholders of agricultural land, kasama were tenant cultivators and jornaleros were day workers. In 1810 the most extensive the religious orders rented their lands to inquilinos. The itself was managed permanently by the same family and was passed from parents to children, as long the rented was paid.The rent paid by the inqulino to the owner was depended on the location on quality of land. The division of the harvest was subject first of all the payment of the of rent to owner. The remainder was divided between the inquilino and the kasama. THE RISE OF THE INQUILINO  The kasamas were called aparcedores in Spanish which is equivalent in meaning share coppers. The sharecoppers. The sharing varied according to who provided the seed , work animals, tools, but the rate was to fifty - fifty division. One particular  characteristics of rice agriculture was it took very long time for the kasamas to receive thie sahres from inquilinos of the land owner.This was due to lenthy process og ground breaking harrowing transplanting, weeding and waiting for the for the grain mature. During the lean months kasama had loan money in advance.   thank u for listening