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Reviewer IN Rizal

Bachelor of Science in Social Work (Pangasinan State University)

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REVIEWER IN RIZAL  To compel Catholic students to read a

book which contains passages
contradicting their faith constitutes a
REPUBLIC ACT 1425 (RIZAL LAW) violation of a Philippine constitutional
- On April 3, 1956, Senator and provision (Art 3, Se.1 Par, 7)
 The novels do contain teachings
Chairmen of the Committee on
contrary to Catholic faith and so, the
Education, Jose P. Laurel filed Senate Church is opposed to the proposed
Bill No. 438 or the Rizal Bill. Thr bill compulsary reading in their entirety of
was originally authored by Senator such books in any school in the
Claro M. Recto. Philippine where Catholic students may
The bill aimed to make Rizal’s be affected.
Noli Me Tangere and El Filibusterismo
a compulsary reading in all uniersities Notable Individuals Who Fought for the
and colleges. Approval of the Rizal Bill into a Law
 Senator Claro M. Recto
On April 19, 1956, Congressman  Senator Jose P. Laurel
 Cong. Jacobo Z. Gonzales, Emilio
Jacobo Z. Gonzales introduce House
Cortez, Marlo Bengzon, Joaquin R.
Bill 5561. Roces, and W. Rancap Lagumbay-
Members of the Lower House
 Groups such as Veteranos de la
Notavle Individual Who Tried to Block
Revolucion (Spirit of 1896), Alagad ni
the Passage of Rizal Bill
Rizal, Freemasons, and the Knights of
 Senator Decoroso Rosales- Brother of
Rizal.
Archbishop and later Cardinal Rosales
 Senator Mariano J. Cuenco- brother of
Intentions/ Reasons of Individuals who
Archbishop Cuenco
pushes the passing of the Rizal Bill
 Senator Francisco Soc Rodrigo- former
 There is a need for rededication to the
President of the Catholic Action
ideals of freedom and nationalism for
 Fr. Jesus Cavana- a Catholic priest
which our heroes lived and died.
from the order of the Congregation of
 There is a need to remember with
the Mission, commonly known as the
special fondness and devotion the lives
Vicentian Fathers. He wrote the
and works of our heroes who shaped
pastoral letter.
the national character.
 Cong. Ramon Durano, Jose Nuguid,
 The life, works and writings of Dr. Jose
Marciano Lim, Manuel Zosa, Lucas
Rizal particularly, his novels Noli Me
Paredes, Dodofredo Ramos, Miguel
Tangere and El Filibusterismo are
Cuenco, and Congresswomen Carmen
constant and insipiring source of
D. Consing and Tecla San Andres Ziga-
patriotism with which the minds of the
Member of the House
youth, especially during their formative
 Groups such as Catholic Action of the
and decisive years in school, should be
Philippines, the Congregation of the
suffused.
Mission, the Knights of Columbus, the
 There is a need to develop moral
Catholic Teacher’s Guild.
character, personal discipline, civic
conscience and to teach the duties of
Intention/Reasons of Persons Who Tries
citizenship.
to Block the Approval of Rizal Bill
 The Noli Me Tangere and El
Congress passed the Rizal Bill and was
Filibusterismo are very damaging to the
signed into a law (Republic Act 1425) by
clerics.
President Ramon Magsaysay on June 12,
 The novels were written when Dr. Jose
1956.
Rizal, estranged from Catholic faith
and religion and contradict many of the
Christian belief.

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Salient Points of the Rizal Law
 Courses on the life, works and writings
of Jose Rizal, particularly novel Noli
Me Tangere and El Filibusterismo,
shall be included in the curricula of all
schools, colleges and universities,
public and private.
 It shall be obligatory on all schools,
colleges and universities to keep their
libraries an adequate number of copies
of the original and unexpurgated
edition of the Noli Me Tangere and El
Filibusterismo, as well as of Rizal’s
other works and biography.
 It authorized and directed the Board of
National Education to work for the
translation of Noli Me Tangere and El
Filibusterismo as well as other writings
of Dr. Jose Rizal, into English, Tagalog,
and other principal dialects and theor
printing in cheap or popular editions
and their circulation.
 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 section 1; but not from taking the
course provided for in the first part of
the said paragraph.
The Importance of Studying Rizal
 The subject provides insights into 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
 The subject is rich source of
entertaining narratives
Important Issuances Relative to the
Implementation of Rizal Law
 Approval of R.A 1425 on June 12,
1956
 Presidential Memorandum Order 247
dated December 26, 1994- President
Ramos directed the DECS and CHED
to immediately and fully implement
R.A 1425.
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 CHED Memorandum Order 6 dated
February 15, 1996- CHED ordered all
colleges and universities to offer Rizal
course as a separate three-unit course
fully immediately.
“Noli Me Tangere and El Filibusterismo
must be read by all Filipinos. They must be
taken to heart, for in their pages we see
ourselves as in a mirror; our defects as well
as our strength, our virtues as well as our
vices. 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”
- Jose P. Laurel
RIZAL IN THE CONTEXT OF THE
19TH CENTURY PHILIPPINES
Characteristics of the 19th Century
 The era of Challenges and responses
 The period of major changes that affect
man and society
 Age of Enlightenment
Political Context
The Struggle of Nations for Nationalism
The French Revolution
1779-1789
 Liberte
 Egalite
 Fraternite
The American Civil War (1861- 1865)
Conservatism Vs Liberalism
In Spain, there was a split among
the intellectuals into two irreconcilable
camps, the Conservatives and the Liberals,
neither of which advantage adequate
practical solutions to end all strives
A seaweed battle between
Absolutism and Liberalism occurred in
Spain. This was period of confusion and
instability.
Appointment of Governor General
Carlos Maria De La Torre
In July of 1869, while Rizal was studying in
a school in Binan, Laguna, for the first time,
a public rallly was held in Manila, publicly
announced by Governador General De La
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Torre. This won the favors of liberal-
minded Filipino intellectuals.
Civil Liberties for Filipinos;
Governor General De La Torre abolished
censorship of the press and encouraged open
discussion on the problems of the country.
He declared the freedom of speech and
press in the Philippines
He protected the Filipino priests
from disrespect against Spanish Friars, and
at one point, he even rebuked erring friars in
such practice. He also pushed for the
Filipinization of Guardia Civil as part of his
liberal reforms.
Frailocracy- the friars are very powerful
during the Spanish period due to the policy
of the unity of the church and the state. The
friars practically rule the country. They can
dictate the Governor General on decision
making. There were times where archbishop
ruled as governor general. Archbishop
Francisco dela Cuesta (1761-1721) and
Archbishop Manuel Rojo (1761-1762) and
Bishop Guande Arrechedarreia and Obispo
Manuel (1745- 1750), Lino de Espiritu
(1759- 1761). In the municipalities were the
highest leader is the elected Filipino. A
Gobernadorcillo(lowest position), act as
puppet to the Spaniard friar who dictates
what he is suppose to exercise in his
position.
Religious Orders in the Philippines
 Augustinians- 1565
 Discalced Franciscans- 1578
 Jesuits- 1581
 Dominicans- 1578
 Augustinians Recollects- 1606
Secularization idea/movement- pagtuturn
over ng mga kuro paruko
Regular Clergy- Priest who belong to
religious orders (Missionaries)
Secular Clergy- Priest who do not belong
to religious orders and are engaged in
pastoral work(Not Missionary)
Vow of Celibacy- Regular and Secular
Vow of Loyalty- Regular and Secular
Vow of Poverty- Regular
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The Cavite Mutiny- On January 20, 1872,
approximately 250 Filipino soldiers and
workers rose in revolt at an arsenal in
Cavite. Eleven Spaniards were killed during
the mutiny, but an immediate assault led by
government forces put an end to the
uprising after three days.
An oft-cited reason for the mutiny
was a decree released by Governor-
General Rafael Izquirdo. The decree
ordered that the arsenal workers would no
longer be exempt from the tribute and polo,
a privilege they had enjoyed in the past.
Official accounts, however, argued that the
revolt was part of a larger movement with
the aim of overthrowing the Spanish
government and asserting independence.
Izquirdo hates friars
Economic Context
Industrialization- This generally applied to
the extraordinary transformation in the
method of production, transformation, and
communication.
Encomienda to Hacienda System
The encomienda was not a land grant, it
was a more of an administrative unit to
extract tribute
The hacienda were large estates that were
used for raising livestock and agricultural
production
Reasons Spanish hacenderos failed to
develop their lands
 The Spanish administrators to return to
Spain after having served in the
country
 The market for livestock products,
which haciendas offered remained
relatively small until the latter part of
Spanish colonial period
 The Galleon Trade that was based in
Manila offered bigger economic
rewards and attracted more Spaniards.
Because the Spanish hacienderos
locked the interest and inclination to
develop their lands, the religious order
soon took over the task.
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Inquillinos- a tenant who rented land from
the friars and subleased the land to the
sharecroppers
Kasama- an individual who rented the land
from an inquillino and worked the land
End of Galleon Trade (1565-18150)-
Acapulo, Mexico to Manila, Philippines
(Indulti) Indulto de Comercio- Privilege
of provincial governors to engage in and
monopolize trade
(Falla) Forced Labor- Polo y servicio is
the forced labor of 40 days of men ranging
from 16 to 60 years of age who were
obligated to give personal services to
community projects. One could be
exempted from polo by paying the falla, a
daily fine off one a half real.
In 1884, labor was reduced to 15 days. The
polo system was patterned after the Mexican
repartimento, selection for forced labor.
Taxation- To support the colony, several
forms of taxes and monopolies were
imposed
 The tithe is the payment of the 10% of
an individuals annual income to the
government.The sanclorum is the tax
being paid as support to the church.
The tribute(buwis) is the tax or rent
given to the landlord a resident is
under. It may be cash or kind, fixed at 8
reals and later increased to 15 reals.
Socio- Cultural Context
Peninsular- Pure-blooded Spaniard born in
the iberian peninsula (Spain)
Insular- Pure-blooded Spaniard born in the
Philippines
Mestizo- Born of mixed percentage
Spanish Mestizo- one parent is
Spanish, the other one is native
Chinese Mestizo- one parent is
Chinese, the other one 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.
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Different Movements in the 19th Century
 The Reformist- Spaniards
 The Liberals- Anti-Friars, desire
modernization
 The Anticlerical- anti-friars, against
friars, pushing freedom of religion
 The Modernizing- economic
development
 The Nationalist- focus on freedom
Philippine Educational System During
Spanish Time
 1855- The year Spain realized the need
of establishing a system of public
education for the indios
- This was also the year the
Governor General Crespo organized a
Commission and recommended remedial
measures to improve elementary education
 1859- Returned of the Jesuits in the
Philippines and take part in the
envangelization to Mindanao
 1861- The year Commission completed
its report and forwarded it to Spain
 1863- The year that the Educational
Decree of 1863 was issued
Provisions of Educational Decree of 1863
 Establishments of Teacher Training
School
 Government supervises the public
school system
 Use of Spanish as medium instruction
in all schools
 Establishment of one primary schools
for boys and girls in each major town.
Absence of Academic Freedom- Most
schools were not opened to the natives.
- Students were not alllowed to express their
opinion
Racial Discrimination- Prior to educational
decree of 1863, the schools were not opened
to the natives
- Spaniards hesitated to consider the indios
as educable as themselves
Limited Curriculum- Education was
limited to the 3R’s, Readings,Writing and
Arithmetic.
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Philippine Colonial System in Rizal’s

Time
 Characteristics of Spanish Rule
 Instability of colonial administration
 Corrupt Officials
 No representation in the Spanish Cortes
 Human Rights of Filipinos were denied
 No equality before the law
 Injustice/ Maladministration of Justice
 Racial Discrimination
 Frailocracy
 Forced Labor
 Friars Owning Haciendasa
 Guardia Civil

EACH ONE WRITES HISTORY

ACCORDING TO CONVENIENCE

-Jose Rizal, Letter to

Blumentritt, written at Leipzig (August 22,
1886)

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