RIZ101  Unfortunately, akin to Noli-Fili Bill, House

Bill No. 5561 had also been opposed

RIZAL LAW OR RA 1425 contending to its constitutionality and
religiosity.
 is a Philippine law that requires all schools
in the Philippines, both public and private,
to offer courses on the life, works, and The Catholic Church’s Opposition to the
writings of Dr. Jose Rizal. Noli-Fili Bill
 “Act to Include the Curricula of All Public
and Private Schools, Colleges and  Since Jose Rizal criticized the Catholic
Universities courses on the Life, Works Church, the Noli-Fili Bill was met with stiff
and writings of Jose Rizal. Particularly his opposition from the latter’s head and
novels Noli Me Tangere and El supporters.
Filibusterismo. Authorizing the printing  According to them, the bill was an
and distribution thereof, and for other attempt to discredit the Catholic religion.
purposes”  Father Jesus Cavanna argued that the
Jose Rizal’ novels from the past should
Why study him? not be taught in schools because they do
not accurately depict current conditions
 Many Filipinos observed that the sense of
and may give a false impression of the
Filipino identity was waning.
country.
 In response, nationalist policy-makers
took action redirect the nation back to its Here are some additional criticisms of
roots by emphasizing the importance of the Catholic Church regarding the Noli-
history as a foundation for national hope Fili Bill:
and pride.
 Among the 333 pages of Noli Me Tangere,
Senate Bill No. 438 “NOLI-FILI BILL” only 25 passages are nationalistic while
 titled “An act to make Noli Me Tangere 120 passages are Anti-Catholic.
and El Filibusterismo compulsory reading  170 lines from Noli Me Tangere and 50
matter in all Public and Private Colleges lines in El Filibusterismo were offensive to
and Universities and for other purposes.” the Catholic doctrine.
 The main purpose of the bill was to  The bill might divide the nation.
disseminate the ideas and ideals of Jose  Compulsion to read something that
Rizal through the reading of his novels, against one’s faith impairs freedom of
Noli Me Tangere and El Filibusterismo. speech and religious freedom.
 Rizal admitted that he did not only attack
 April 3, 1956 the friars who acted deceptively on the
 Senator Claro M. Recto proposed Senate Filipinos but also the Catholic faith itself.
Bill No. 438 and submitted it to the These Catholic groups organized
Senate Committee on Education. opposition to the Bill:

 April 17, 1956  Catholic Action of the Phil.

 Senator Jose P. Laurel Sr., who was then  Congregation of the Mission
the Chairman of the Committee on  Knights of Columbus
Education, sponsored the Noli-Fili Bill in  Catholic Teachers Guild
the senate and presented it to the Upper
House.  The Church charged Recto with being a
communist and an anti-Catholic.
 April 19, 1956  It even comes to the point where Catholic
 Congressman Jacobo Z. Gonzales filed a Schools threaten to close down their
similar bill House Bill No. 5561 to the schools if the bill was passed.
House of Representatives.
The Enactment of Rizal Law
 Senator Laurel proposed a substitute bill gain confidence, direction, courage and
with a few tweaks to appease the determination to contribute to the
opposition. progress of our nation.
1. Instead of only Noli Me Tangere and El 1. First section
Filibusterismo, the new substitute bill now
 concerns mandating the students to read
includes a wider range of works and writings
Rizal’s novels.
by Jose Rizal.
2. Second section
2. Reading is now optional.
 requires the schools to have a sufficient
3. The implementation of reading
number of copies of unexpurgated edition
unexpurgated versions of Noli Me Tangere
of the novels in their libraries.
and El Filibusterismowill only be for College
or University students. 3. Third section
 Unexpurgated (not censored, or edited  aims to make Rizal’s writing more readily
to remove offensive or objectionable available to the general public by
content) promoting their printing at an affordable
 Expurgated (to remove censor cost, in some cases, providing them for
offensive or objectionable content, free.
especially from a text).
4. Fourth section
 According to Senator Laurel. It’s  clarifies it will not change a specific
important to read the original and section of the Administration Code that
unexpurgated edition of Rizal’s novels prohibits public teachers by discussing
because the true purpose of studying religious doctrine.
these will be defeated if not followed.
5. Fifth section
 May 12, 1956 and May 14, 1956
 authorizes the unallocated funds to be
 Senate Bill No. 438 and House Bill No.
used to implement the act.
5561 were both unanimously approved on
the second reading and in the Lower 6. Last section
House.
 states that the act will immediately take
 June 12, 1956 effect.
 The bill was signed into law by President
Ramon Magsaysay, giving birth to The Goals of Rizal Law
Republic Act 1425 or the Rizal Law.
1. To rededicate the lives of youth to the
ideals of freedom and nationalism, for which
Elements of the Rizal Law our heroes lived and died.

 The rationale for passing the Rizal Law is 2. To pay tribute to our national hero for
that there is a concern that the Filipino devoting his life and works in shaping the
identity is warning. Filipino character.
 Law is to educate the young generation of 3. To gain an inspiring source of patriotism
the Philippines about the ideals and through the study of Rizal’s life, works, and
principles for which Rizal sacrificed his writings.
life.
THE 19TH CENTURY OF RIZAL CONTEXT

 By reading and studying Rizal’s life

teachings, and writings, the youth will The birth of Modern life
 the era of challenges and responses galleon including exotic goods such as
 It is the period of major changes that perfumes, porcelain, cotton fabric (from
affect man & society India), and precious stones.
 Age of Enlightenment

 Royal Philippine Company

The birth of modernity brought up three  an organization made by Gov. Gen Basco
revolutions to the world: that will finance both the agricultural and
the new trade that were being made
1. Industrial Revolution in England
between the Philippines and Spain and
2. French Revolution in France other Asian countries.

3. American Revolution  Monopolies

During these periods the Spaniards have  Another main source of wealth during the
already been in so much power to some post-galleon era was monopoly
parts of the world. contracting.
 Monopoly contracts were opened to
foreigners who could be in charge of the
importation and sales. Majority of the
Economic History: The Revolutions
contracts were held by the Chinese.
 The Galleon Trade
 Was a ship going back and forth (Manila-  Tobacco Industry
Mexico)  was under the government control during
 It served as the income generating Gen. Basco’s time.
business for Spanish colonists.  Maximize the production of tobacco.
 When Governor-General Jose de Basco y  1871 - the first tobacco monopoly was
Vargas arrived in the Philippines, Galleon established in Cagayan Valley, Ilocos
Trade was not yet in progress. Region, La Union, Isabela, Abra, Nueva
 But trading with China, Japan, Siam (now Ecija and Marinduque.
Thailand), India, Cambodia, Borneo and
the Moluccas (Spice Islands) was already  The tobacco monopoly positively
apparent among our ancestors when the raised revenues for the government
Spaniards came to the Philippines and made Philippine tobacco
 1565 – the Spaniards closed the ports of prominent all over Asia and some
Manila to all countries except Mexico. The parts in Europe.
birth of the Manila-Acapulco Trade, more  Negatively though, the monopoly
known as the “Galleon Trade.” brought about food shortages since
 was the main source of income for the the planting of basic crops like rice
colony during its early years. Service was was somewhat neglected and
inaugurated in 1565 and continued into abandoned.
the early 19th century.  Finally abolished in 1882 because it
 The Galleon trade brought silver from prompted Filipinos to seek freedom
New Spain and silk from China by way of from colonial bondage.
Manila. This way, the Philippines earned
Industrial Revolution
its income through buy and sell – that is,
they bought American silver for resale to  The first among the revolutions which
China was about the inventions of steam
 Chinese silk – was the most important engines and machines that were used in
cargo. the manufacturing sector in different
 Other goods include tamarind, rice, cities of Europe.
carabao, Chinese tea and textiles,
fireworks and tuba were shipped via the
From this, positive effects took place as Sociocultural Context
the industrial revolution contributed
 related to the different groups of people
many things to the people:
in society and their habits, traditions, and
1. The Philippines was opened for world beliefs.
commerce.  Birth of the Middle Class
2. Foreigners were engaged in
manufacturing and agriculture.
 Education in the 19th Century
3. The Philippine economy become dynamic  Schools were established and run by
and balanced. missionaries.
 was under the control of Friars during the
4. There was rise of new influential and
19th to mid-19th century.
wealthy Filipino middle class.
 Fear of God and obedience to the Friars
5. People were encouraged to participate in were the main lessons taught to students.
the trade. Children in the schools were taught to
instill in their minds that they were
6. Migration and increase in population were inferior to others and were only capable
encouraged. of doing manual work.
 The students’ learning was measured
based on how well they read without
 1810 – the end of Galleon Trade. understanding it.
 1834 – Manila was opened for world  Made religion a compulsory subject at all
trade. levels.
 Aside from religion, the native children
were taught reading, writing, arithmetic
 Suez Canal and some vocational and practical arts
 opened on Nov. 17, 1860 and was built by subjects.
Ferdinand de Lesseps, a French Man.  The first formal schools were the
 An artificial sea-level waterway in Egypt, parochial schools opened in their parishes
it connects the Mediterranean Sea to the (an area that has its own priest or
Red Sea through the Isthmus of Suez minister) by the missionaries.
 It caused the importation not only  Latin was taught instead of Spanish.
commercial products but also of books, Included history, geography,
magazines, and newspapers with liberal mathematics, philosophy.
ideas from America and Europe, which  Colleges: Boys and girls separated.
ultimately affected the minds of Rizal and
other Filipino reformists.
 17th Century – when colleges and
universities were opened for Spaniards
and Mestizos (those with Spanish blood).
 19th Century – started accepting native
Filipinos. Did not earnestly teach science
 Rise of the Export of Crop Economy and mathematics.
 Some years after the end of the Galleon
Trade, between 1820 and 1870, the
Philippines was well on its way of  Educational Decree of 1863
developing an export crop economy.  requiring each town in the Philippines to
 Cash crop farms – crops cultivated for establish one elementary school for both
export boys and girl.
 It also paved the way for the
establishment of a regular school for the
 training of teachers to master the Spanish pueblos but were regarded as Filibusteros
language, under the supervision of the by the friars.
Jesuits.
 Church controlled the curriculum.
 Previously exclusive for Spaniards and  The Rise of the Chinese Mestizos
Spanish Mestizos. Limited  the intermarriage between Chinese and
accommodation to natives, to wealthy Indios.
Indio families.  The development of commercial
agriculture in the archipelago resulted in
the presence of a new class.
 As a result, a new social class emerged:  Alongside the landholdings of the church
Ilustrados. But despite their wealth and and the rice estates of the pre-Spanish
education, were still deemed inferior. One nobility, there emerged hacienda of
of their aims was to be in the same level sugar, coffee and hemp, typically owned
with the proud Spaniards. by enterprising Chinese-Filipino mestizos.
 With the opening of Suez Canal, locals
took advantage to study abroad typically
in Madrid and Barcelona. Their  The Rise of the Inquilinos (tenant)
nationalism and the thirst for reform  a laborer indebted to a landlord who
bloomed in the liberal atmosphere. allows him to form a farm in parts of his
 The new enlightened class would later property and who, in exchange, works
lead the Philippine independence without pay from the landlord.
movement, using the Spanish language  Inquilinos paid a fixed rent and the
as their key means of communication. amount was determined by the size and
Out of this talented group of students quality of land being worked on.
came Propaganda Movement. The mist  But with the expansion of land owned by
prominent of the Ilustrados was Jose Rial. missionary congregations (friar estates),
the proportion of farmlands leased to
Inquilinos also increased allowing many of
 Social Classes in the Philippines them to sublease parcels of their land to
share croppers or kasamas.
1. Peninsulares – pure blooded Spaniard
born in the Iberian Peninsula such as Spain.
2. Insulares – pure blooded Spaniard in the
Philippines.
 Inquilinato system
3. Spanish Mestizo – one parent is  The process for the system was
Spanish, the other is a native or Chinese somebody or someone, known as canon,
Mestizo; or one parent is Chinese, the other will be renting a piece of land for a fixed
is native. amount for the year.
 As the right to use land in exchange for
4. Principalia – wealthy pure-blooded native
rent. Consequently, many estates turned
supposedly descended from the Kadatoan
progressively to the Inquilino system of
class.
land tenure.
5. Indio – pure-blooded native of the  Pacto de Retroventa
Philippines  an agreement of sale guaranteeing that
the hacienderos could buy the land back
6. Chino Infiel – non-Catholic pure-blooded
at the same price at which it was sold.
Chinese
 Polo y servicio
 Ilustrados  a forced labor.
 belonged to the landed upper class, were  Is the forced labor for 40 days of men
much-respected in their own towns or ranging from 16-60 years of age who
 were obligated to give personal services
to community projects, one could be
exempted from polo y servicio by paying
the falla, a daily fine of one and a half
real.
 1884 - labor was reduced to 15 days. The
polo system was patterned after the
Mexican repartimiento, selection of labor.
 Encomienda To Hacienda
 Labor systems developed by Spain
granting large amount of land to settlers
in the Americas and claiming ownership
of all the resources and of the natives.
 developed an exchange among the
natives for work in return of protection
and education.
 Indulto De Comercio
 privilege of provincial governors to
engage in and monopolize trade.
 Taxation
 to support the colony, several forms of
taxes and monopolies were imposed.
 Direct: the tithe is the payment of the
10% of an individual’s annual income to
the government. The sanctorum is the tax
being paid as support to the church, the
tribute(buwis) is the taxor rent given to
the landlord a resident is under.
 It may be in cash or in kind (tobacco,
chickens, produce, gold, blankets, cotton,
rice, etc. depending on the region of the
country), fixed at 8 reals and later
increased to 15 reals.
French Revolution
 the French government structure
changed from absolute monarchy, which
gave privileges to the nobles and
religious officials. It was a n era of
political disturbances which included
some charges in the ministries,
constitutions and parliaments.