Lesson 1: Republic Act 1425 (Rizal Law)
1. To rededicate the ideals of freedom
RA 1425 – RIZAL LAW
“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 Noli Me
Tangere and El Filibusterismo.”
• It was proposed by former senator
Claro M. Recto and former
president Jose P. Laurel (co-writer)
in 1956
• Mandate schools to offer a course on
Rizal’s life, works and writing; Rizal
course in tertiary education and Noli
Me Tangere and El Filibusterismo in
secondary level.
RIZAL LAW VS. CATHOLIC CHURCH
• Intense opposition from the Catholic
Church because of heretic, masonic
and anti-friar views of Rizal’s writings.
• Archbishop of Manila, Rufino
Santos – Propose only the
“expurgated” version of Rizal’s two
novels, but the senator refused and
wanted to use the “unexpurgated”
(complete) one.
• The Opposition (Church and Priests)
threatened that the schools handled
by the Catholic Church might by the
Catholic Church might be closed if
the bill will be converted into law.
• Recto and Laurel countered the
statement by saying that if that were
to happen, schools would be
“nationalized” and the government
would convert these schools into
Government-ruled institutions.
• The law was signed and enacted on
June 12, 1956 due to the signature of
former President Ramon DF.
Magsaysay.
Rizal Law
1994 – Pres. Fidel Ramos ordered CHED
and DEPED to Implement in a strictly manner
in the educational system in the country
AIMS OF RIZAL LAW
and nationalism,
2. To pay tribute to Rizal’s efforts
3. To gain inspiring source of patriotism
from his works,
IMPORTANT POINTS OF REPUBLIC ACT
NO. 1426 (RIZAL LAW)
• 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.
SECTION FROM REPUBLIC ACT NO. 1425
(RIZAL LAW)
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.
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
Noli Me Tangere and El Filibusterismo, as
well as of Rozal’s other works and biography.
Section 3. The Board of National Education
shall cause the translation of Noli Me Tangere
and El Filibustersimo, 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 The rise Inquilinos
out the purposes of this Act.
• They were tenants in the haciendas
owned by Spanish friars and their
families began to accumulate wealth
Lesson 2: 19th Century Philippines” In through farming and production
Rizal’s Contect
The rise of Chines Mestizos

Manila was the heart of the Spanish colony in • Any person bor of a Chinese father
the Philippines. Much of the international and an Indio mother
trade conducted by Spain in Asia was linked
to Manila, and most of the reach and powerful
had their homes here.

19th Century
Economic and Political Changes

• Shif from Mercantilism to Laisses

Faire (Open Trade)
• Because of free trade, Filipinos were
allowed to participate in trade
• Filipinos were able to climb the social
hierarchy and became middle-class Government
• Filipino middle class were able to
send their children to schools • Frailocracy – Rule of Friars
• Children send to school acquired new • Spanish friars were so influential and
perspective powerful that they practically ruled
• They started to question the Philippines
maltreatment of Spanish to Filipino • Civil authorities feared the friars
People • Local government affairs aducation,
• Illustrados health and registry
- “Enlightened ones” • Friars used the catholic church for
- People who were able to study their personal gain
- Learned European Ideas on • Portrayed as evil in Rizal’s Novel
freedom, equality and God given
rights
Notable Reforms
Suez Canal
• Bourbon Reforms – it pursued the
• Officially opened on November 17.
state supremacy over the Catholic
1869
church
• It decreased the travel time of
Philippines to Spain from three • Cadiz Constitution – It was the first
constitution in Europe to deal with
months to 32-40 days
national sovereignty. Recognized
• Importation of liberal books,
sovereignty as coming from the
newspapers and magazines from
people and not from the king.
Europe and America.
• European ideologies and
philosophies went to the Philippines
and influenced several Filipino
liberals to fight for the rights.

SOCIAL STRUCTURE OF THE
PHILIPPINES UNDER THE SPANISH RULE
The Filipinos suffered from deudalistic and
master-slave relationship eith the Spaniards.
Their social structure was ranked intro three
groups.
Highest Class – people who belong to this
class are Spaniards, peninsulares, and the
friars. They have the power and authority to
rule over the Filipinos. They enjoyed their
positions, and they do what they want.
The Spanish Officials/Spaniards
The Peninsulares – These are the
Spaniards who were born in Spain. They held
the most important government jobs and
made up the smallest number of the
population.
The Friars - are member of any certain
religious orders of men, especially the four
mendicant orders: Augustinians. Carmelites,
Dominicans, and Franciscans.
Middle Class – people who belong to this
class are the natives, mestizos. And the
criollos.
Natives – the pure Filipinos
The Mestizos – Filipinos of mixed
indigenous Filipino or European or Chinese
ancestry
Criollos – People of pure Spanish descent
The Social Hierarchy
Indio
• Normal FIlipions – treated as slaves
• Forced Labor – Polo y Servicio
• They are required to pay taxes and
tributes
Lowest Class - This class refers to the
indios, pure-blooded Filipinos who were poor
and have been ruled over the Spaniards.
It is difficult to say when Filipinos began to
think of themselves as Filipinos and not
simply as Tagalogs, Ilokanos, or Visayans.
During the Spanish period, the native
inhabitants were called “Indios” while only the
inhabitants with Spanish blood
(peninsulares, Insulares, or mestizos.)
In summary: Spanish government in the
Philippines is abusive, corrupt and
inefficient.
RACIAL DISCRIMINATION
Another area of animosities between
Filipinos and Spaniards that led to the
discontentment of the Filipino to the Spanish
rule is racial discrimination. Racial
discrimination is a form of social exclusion
where people are prevented from having
access to public goods by virtue of their
physical traits. It is abusive behavior of one
race against another.
In colonization, the white colonizers who are
Caucasians often treat the colonized people
or the natives as inferior by virtue of their skin,
height, nose or physical traits. In the
Philippines, the Spanish authorities regarded
the brown Filipinos as inferior people and
they have mockingly called them “Indios” or
Indians.