1: THE BIRTH OF THE RIZAL LAW Notable Persons Who Tried to Block its Approval

Republic Act 1425: The Rizal Law ●​ Sen. Decoroso Rosales – brother of
Archbishop (Cardinal) Rosales
Republic Act No. 1425 ●​ Sen. Mariano Cuenco – brother of Archbishop
●​ Also known as Rizal Law was approved on Cuenco
June 12, 1956, an act of mandating all public ●​ Francisco “Soc” Rodrigo – President of
and private institutions including colleges and Catholic Action of the Philippines
state universities to include Dr. Jose Rizal's ●​ Jesus Paredes – radio commentator
life, works, and writings as a course across ●​ Fr. Jesus Cavana – member of the Paulist
programs. Order who wrote a pastoral letter
●​ Friars
Salient Points of Rizal Law
●​ Courses on the life, works and writings of Dr. Intentions/Reasons of Persons Who Blocked the
Jose Rizal, particularly the novels Noli Me Approval of Rizal Bill
Tangere and El Filibusterismo, shall be ●​ The Noli Me Tangere and El Filibusterismo are
included in the curricula of ALL schools, very damaging to the clerics.
colleges, and universities, public and private. ●​ The novels were written when Dr. Jose Rizal,
●​ It obliged ALL schools, colleges, and estranged from Catholic faith and religion and
universities to keep in their libraries an contradicts many of the Christian beliefs.
adequate number of copies of the original or ●​ To compel Catholic students to read a book
unexpurgated editions of the Noli Me Tangere that contains passages contradicting their faith
and El Filibusterismo as well as Rizal's other constitutes a violation of a Philippine
works and biography. constitutional provision (Art. 3, Sec. 1, Par. 7).
●​ It authorized and directed the Board of ●​ The novels do contain teachings contrary to
National Education to work for the translation the Catholic faith and so, the Church is
of Noli Me Tangere and El Filibusterismo as opposed to the proposed compulsory reading
well as other writings of Dr. Jose Rizal into in their entirety of such books in any school in
English, Tagalog and other principal dialects the Philippines where Catholic students may
and their printing in cheap or popular editions be affected.
and their circulation.
Notable Persons Who Fought for its Approval
The Making of Rizal Law ●​ Sen. Claro M. Recto
●​ The main proponent of the law was Sen. Claro ●​ Sen. Jose P. Laurel
M. Recto. ●​ Other Illustrious/Nationalists
●​ Senator Jose P. Laurel the person who
Sponsored the Law. Intentions/Reasons of Persons Who Pushed for
the Approval of Rizal Bill
The main purpose of the bill according to Senator ●​ There is a need for a rededication to the ideals
Laurel was to disseminate the ideas and ideals of of freedom and nationalism for which our
Jose Rizal through the reading of his works, heroes lived and died.
notably his novels Noli Me Tangere and El ●​ There is a need to remember with special
Filibusterismo. fondness and devotion the lives and works of
our heroes who shaped the national character.
He stated that: ●​ The life, works and writings of Dr. Jose Rizal
particularly, his novels Noli Me Tangere and El
Noli Me Tangere and El Filibusterismo must be read Filibusterismo are constant and inspiring
by all Filipinos. They must be taken to heart, for in sources of patriotism with which the minds of
their pages we see ourselves as in a mirror, our the youth, especially during their formative and
defects as well as our strength, our virtues as well as decisive years in school, should be suffused.
our vices. Only then would we become conscious as a ●​ There is a need to develop moral character,
people, and so learn to prepare ourselves for painful personal discipline, civic conscience and to
sacrifices that ultimately lead to self-reliance, teach the duties of citizenship.
self-respect and freedom (Laurel, Jr., 131).
The heated exchange continued as part of the
democratic process. Opposition to the Senator
Francisco "Soc" Aldana Rodrigo stood up and In most cases, the focus of the course is on Rizal's
delivered his speech: biography and trivial matters, compounded by the
varying interpretations of the spirit and the letter of
A vast majority of our people are at the same time Rizal law through the years.
Catholics and Filipino citizens. As such, they have two
great loves: their country and their faith. These two Important Issuances Relative to the
loves are no conflicting loved. They are harmonious Implementation of Rizal Law
affections, like the love of a child for his father and for ●​ Approval of R.A. 1425 on June 12, 1956
his mother. This is the basis of my stand. Let us not ●​ Presidential Memorandum Order 247 dated
create a conflict between nationalism and religion; the Dec. 26, 1994 – to immediately and fully
government and the church (Laurel, Jr., 132). implement R.A. 1425.
●​ CHED Memorandum Order 6 dated February
He then uttered these words: 15, 1996 – CHED ordered all colleges and
universities to offer Rizal course as a separate
Rizal did not pretend to teach religion or theology three-unit course fully and immediately.
when he wrote those books. He aimed at inculcating
civic consciousness in the Filipinos, national dignity, Summary
personal pride, and patriotism…but while he criticized The Rizal Law could be considered a landmark
and ridiculed the unworthy behavior of certain legislation in the Postwar Philippines. During this
ministers of the church, he made exceptions in favor period, the Philippines was trying to get up on its feet
of the worthy ones, like the Dominican friar, Padre from a devastating war and aiming towards
Fernandez, and the virtuous native priest, Padre nation-building. As the government sought ways to
Florentino, and the Jesuits in general (Laurel, Jr., unite the people, legislators like Claro M. Recto drew
132-133). inspiration from the lives of the heroes of the
revolution against Spain. In this frame, the teaching of
It was in this context that Senator Laurel proposed a the life and works of José Rizal, particularly the
substitute bill. The inclusion of all works and reading of his novels Noli Me Tángere and El
writings of Jose Rizal, not just the two novels, was Filibusterismo, was proposed to be mandated to all
the main feature of this bill. He then stressed the private and public educational institutions. The
removal of the term “compulsion” to appease the proposed legislation, however, met opposition
opposition. However, Senator Laurel asserted the particularly from the Catholic Church. After much
importance of reading the original and unexpurgated debate, the proposed bill was eventually signed into
edition of Rizal’s novels because the true purpose of law and became Republic Act No. 1425.
studying these will be defeated if not followed.
2: The Philippines in the 19th Century as Rizal’s
The last amendment was proposed – the provisions Context: Economic, Social & Political Aspects
regarding the “exemption” of students from reading
the two novels on certain conditions. With this, on May Introduction
12, 1956, Senate Bill No. 438 was unanimously Though the origins and development of Filipino
approved on second reading. The Lower House Nationalism cannot be understood simply by studying
imitated the Senate and on May 14, 1956, the bill was Rizal of his nationalist thought, neither can it be
approved unanimously in the House of understood without giving him central attention. But
Representatives. like any seminal thinker, Rizal’s evolving nationalist
thought must be studied within the context of his time.
President Ramon Magsaysay One of the ironies of the cult rendered Rizal as a
●​ Congress passed the Rizal Bill and was signed national hero is often his words, rather than his
into Rizal Law (Republic Act 1425) by thoughts, have been invoked without any
President Ramon Magsaysay on June 12, consideration of the historical context in which they
1956. were spoken or of the issue they addressed.
Thus, it has been possible alternately to portray the
Teaching of Rizal Course in College American Colonial System as the fulfillment of Rizal's
Rizal as a course has been taught in College aspirations, to picture him as an ineffectual reformist
generally as a supplementary course by teachers of unable to bring himself to accept national evolution
different specializations. envisaged by Bonifacio, and to invoke him as a patron
of the ideals of the Marcos New Society.
The purpose of this lesson is to single out some major work on their land without giving the exact payment
economic, political and social developments of the for their hard work everyday.
19th-century that influenced Rizal's growth as a
nationalist as a condition of the evolution of his Maharlika – Mestizo Filipinos
thought. Without an understanding of that milieu one Illustrados – Educated Natives
can scarcely understand Rizal's enduring importance
of Filipino people nor the relevance of his ideas and Industrialization
ideals today. ●​ The Agricultural boom gave rise to Haciendas
or the “cash crop economy” where large
Spanish Misrules and Abuses parts of lands would be used for crops
●​ Instability of Colonial Administration considered as cash crops.
●​ Corrupt Officials ●​ Being open to world trade and having these
●​ No representation in the Spanish Cortes products abundant in the Philippines, the
●​ Human rights of Filipinos were denied Philippines became a major exporter of these
●​ No equality before the law products and became well-known in other
●​ Injustice parts of the world.
●​ Racial discrimination ●​ Shift from a barter system to a moneyed
●​ Frailocracy economy
●​ Forced Labor ●​ Service sector is the principal single
●​ Friars owning Haciendas component of our economy
●​ Guardia Civil Abuses ●​ Elimination of the monopoly enjoyed by the
galleon to Acapulco
The Philippine Setting in the 19th Century ●​ Decline of the Galleon trade
●​ Economic Setting ●​ Haciendas owned by priests
●​ Social Setting ●​ Polo y Servicio
●​ Political System ●​ Paying taxes as recognition of Spain's
Sovereignty over the Philippines
Economic System ●​ Manila trade opened 1834
Later in the 1800's economic growth civilization has
greatly occurred in our country. A lot has happened in Education
the past years and it influenced other Filipinos the Most of the people around this era have developed
culture of different countries. Economics during this especially on education attainment. Colleges were
time still has a hierarchy system, but during 1830, implemented in our country (Our high school today).
Economic changes in Europe began to affect Spain, Subjects were Latin, Geography, Math and
including Philippines since we're colonized by them. Philosophy. Boys and girls' schools were separated.

Most of our countryside became active in trades. Education of different Filipinos were changed when
Important as a stimulus to trade was the gradual the Suez Canal was opened between the area of
elimination of the monopoly enjoyed by the galleon to Europe and Asia.
Acapulco. By the mid 1830's, Manila had begun
foreign merchants and exchanges of goods. Public schools were made and another class was
made which is the “Illustrados”. It is made to
Most of the products that we trade are agricultural accommodate more students from different social
products since the Philippines at that time had a lot of classes.
natural minerals, plants and animals. The demand for
Philippine tobacco, sugar, and abaca (hemp) grew Political Aspect
pace, and the volume of exports to Europe expanded Central Government Under Spain
even further after the completion of the Suez Canal in ●​ Corrupt Officialdom
1869. ●​ Instability of colonial administration
●​ There was no representation for the
Thus, because of this great change on trading the Philippines in the Spanish court
pre-spanish haciendas. Most of our middle class ●​ The struggle of nationalism
Filipino mestizos were used by the Spaniards to gain ●​ Conservatism vs. Liberalism
Money and reputation. Meanwhile, most of the ●​ A government controlled by the friars
hacienda workers are Filipinos who are abused to ●​ Guardia Civil
 ●​ Regionalization of regions into pueblos to ●​ collected taxes
create effective form of government ●​ built schools & other public works
●​ is the political authority that governs an entire
nation. The Governor General
●​ Spain established ONE CENTRAL ●​ The King’s representative and the
GOVERNMENT in the Philippines. highest-ranking official in the Philippines.
●​ Many independent barangays of our ancestors ●​ He had GREAT POWERS. He had the power
disappeared. One government alone ruled to appoint and dismiss public officials, except
most of the country. Thus, for the first time in those personally chosen by the King. He was
history, we became united as one nation called the commander in chief of the colonial armed
“Filipinas”. The rest of the world came to forces.
know our country by that name. ●​ He was also the president of the Royal
●​ Since Spain was far from the Philippines, the Audiencia (Like the Chief Justice of the
Spanish King ruled the islands through the Supreme Court today).
viceroy of Mexico, which was then another ●​ The first one was Miguel Lopez de Legazpi
Spanish colony. and the last was Diego de los Rios.
Persons:
King of Spain​ ​ King Ferdinand VII ●​ Miguel Lopez de Legazpi
| 1784-1833 he was the king ●​ Diego de los Rios
Viceroy of MEXICO of Spain in the early to mid ●​ The Governor General and other government
| 19th century. officials had so much power that it was
Philippines commonly abused. To investigate the abuses,
there were bodies created:
When Mexico regained its freedom in 1821, the ●​ Residencia
Spanish King ruled the Philippines through a Governor ●​ Visitador General
General. ●​ Royal Audiencia

King of Spain Residencia – This was a special judicial court that

| investigated the performance of a Governor
Governor General General who was about to be replaced. The
| Residencia, of which the incoming Governor General
Philippines was a member, submits a report of its findings to
the King.

Visitador General – Sent by the Council of the Indies

in Spain to observe the conditions in the colony.
The Visitador General reports the findings directly to
the King.

Royal Audiencia – This was the highest court of the

colony and headed the judicial system. It served as
an advisory body to the Governor General. It had the
power to check and report the Governor General’s
abuses. It also served as the auditor of the
government finances and a high council to which
government affairs were referred.
The Political Structure
Spain established a centralized colonial government in Local Government: Provincial
the Philippines that was composed of a NATIONAL ●​ The Spaniards created Local Government
GOVERNMENT and the LOCAL GOVERNMENT that Units (LGU) for the provinces. There were two
administered provinces, cities, towns, and types of Local Government Units:
municipalities. 1.​ Alcaldia – Alcalde Mayor (Province –
Governor)
National Government 2.​ Corregimiento – Corregidor
●​ maintained peace & order (Municipality – Mayor)
 ●​ Though they were paid a small salary, they ○​ Literate in Oral or Written Spanish
enjoyed privileges such as the INDULTO DE ○​ Cabeza de Barangay for 4 yrs
COMERCIO or the right to participate in the ■​ Ex: Emilio Aguinaldo
Galleon Trade.
●​ The ALCALDIA, led by the Alcalde Mayor, Cabeza de Barangay
governed the provinces. Their duties included: ●​ Served as the Barrio Administrator or
○​ Represented the Spanish King and the Barangay Captain.
Governor General. ●​ Responsible for the peace and order of the
○​ Managed the day-to-day operations of barrio and were recruited men for public works.
the provincial government. ●​ Qualifications:
○​ Implemented laws and supervised the ○​ Cabezas should be literate in Spanish.
collection of taxes. ○​ Have good moral character & property.
●​ The CORREGIMIENTO headed by the ○​ Cabezas who served for 25 years were
Corregidor governed the provinces that were exempted from forced labor.
not entirely under Spanish control.
●​ Examples of Philippine Corregimiento Liberalism is a worldview founded on the ideas of
Provinces are Bataan and Mindoro. freedom and equality. During the French Revolution
(1789-1799), the idea of liberty, equality and fraternity
Local Government: Municipal arose as well as the change from absolute monarchy
●​ Each province was divided into several towns to liberal government system. The liberals in Spain
or pueblos headed by GOBERNADORCILLOS encompassed numerous changes in parliaments and
(Little Governor). constitutions, and there was a rise of anti-clericalism
●​ Main Duties: Efficient governance and tax against the Catholic Church as they considered it an
collection. enemy of reforms.
●​ Four Lieutenants aided the Gobernadorcillo:
○​ The Teniente Mayor (Chief Lieutenant) Social Aspect
○​ The Teniente de Policia (Police Philippine society was primarily feudalistic, which is
Lieutenant) the result of the Spanish landholding system enforced
○​ The Teniente de Sementeras upon the country with the arrival of the colonizers. An
(Lieutenant of the fields) elite class exploited the masses, fueled by the
○​ The Teniente de Ganados (Lieutenant “master-slave” relationship between the Spaniards
of the Livestock) and the Filipinos. The Spaniards demanded all types
of taxes and tributes, and enlisted the natives for
Local Government: City manual labor. As a result, the poor become poorer
●​ Larger towns became cities called and the rich, richer.
AYUNTAMIENTO. It became the center of
trade and industry. The pyramidal structure of the 19th century Philippine
●​ The Ayuntamiento had a city council called the society favored the Spaniards. The Spanish
CABILDO which is composed of: colonization in the Philippines paved the way to the
○​ Alcalde (mayor) establishment of the new social stratification.
○​ Regidores (councillors)
○​ Alguacil mayor (police chief) Massive Social Stratification gave birth to the
○​ Escribando (secretary) middle class, the lands became the primary source of
wealth because of the cash-crops, and being able to
Local Government: Municipal afford constructions; it gave rise to technological
●​ GOBERNADORCILLO was a municipal judge interconnections among the separated islands of the
or governor in the Philippines during the Philippines. The Philippines’ regional diversity became
Spanish colonial period. interconnected by railroads, steamships, and advance
●​ He was the leader of a town or pueblo (people in communication.
or population).
●​ They had small salaries but were exempted The Filipinos in the 19th century had suffered from
from paying taxes. feudalistic and master slave relationships by the
●​ Qualifications: Spaniards. Their social structure is ranked into three
○​ Any Native or Chinese Mestizo groups:
○​ 25 yrs old ●​ HIGH CLASS
 ●​ MIDDLE CLASS
●​ LOWER CLASS

HIGHEST CLASS
– The people that belong in this class include the
Spaniards, Peninsulares and the friars. They have the
power and authority to rule over the Filipinos. They
enjoyed their positions and did what they wanted.
– The Peninsulares (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 members of any of certain religious
orders of men, especially the four mendicant orders
(Augustinians, Carmelites, Dominicans, and
Franciscans).
– The Spanish Officials

MIDDLE CLASS
– The people that belong to this class include the
natives, mestizos and the criollos.
– The Natives are the pure Filipinos Water carriers in
lIloilo, 1899
– The Mestizos are the Filipinos of mixed indigenous
Filipino or European or Chinese ancestry.

LOWER CLASS
– This class includes the Filipinos only.
– The Indios are the poor people having pure blood
Filipinos which were ruled by the Spaniards.

Literacy was also considered a weapon by the

Filipinos – a weapon for decolonization.
●​ Human rights denied to Filipinos
●​ No equality before the law
●​ Indios to receive formal education
●​ Racial Discrimination
●​ Scholars and Students weren’t allowed to
express opinions
●​ Limited education curriculum
●​ Maladministration of justice
●​ Spanish as the medium of instruction in all
schools.
●​ Asian country but heavily influenced by
Euro-American
●​ Emphasis of Religion and the Holy Trinity
●​ Strong Asian heritage without abandoning its
assimilated Western practices
●​ Extended Families
●​ Schools weren’t open for natives
●​ Spanish and Chinese mestizos