THE RIZAL LAW: (RA 1425)

Bill vs law

How the Bill becomes a law?

Step 1: bill is filed in the senate office of the secretary (given a number &
calendared for 1st reading
Step 2: first reading (title, number and author/s & referred to the
appropriate committee)
Step 3: committee hearings (bill is discussed w/in the committee & period of
consultation is held & can approve {w/o revisions or recommend
substitution or consolidation w/ similar bills} or can reject. After the
committee submits the report, the bill is calendared for second reading.

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Step 4: second reading (bill is read and discussed on the floor {the author
delivers a sponsorship speech & other members engage in discussions &
debates, & amendments may be suggested to the bill.
Step 5: Voting on the second reading (senators vote on whether to approve
or reject the bill & if approved, the bill is calendared for third reading)
Step 6: Voting on 3rd reading (copies of the final versions of the bill are
distributed to the members of the senate who will vote for its approval or
rejection
Step 7: consolidation of version from the house (if there are differences
between the senate and the house of reps. versions , a bicameral
conference committee is called to reconcile the two. After this, both
chambers approve the consolidated version.
Step 8: transmittal of the final version to malacanan( the Pres. Can either
sign or veto and return it to the Congress.

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ISSUES:
April 3, 1956 senate bill number 438 was filed by the senate committee on
education
April 17, 1956 – Jose P. Laurel, sponsored the bill
April 23, 1956 – Claro M. Recto, main author, entered into fierce battle for
the passage of SB 438.
House of Reps HB 5561 identical version of SB 438
April 19, 1956 – is filed by Jacobo Z. Gonzales
May 9, 1956 – debates started whether or not Noli Me Tangere & El
Filibusterismo are compulsory.
May 14, 1956- removed the compulsory reading of Noli Me Tangere & El
Filibusterismo & its unexpurgated version
May 17, 1956- both versions are approved
June 12, 1956 – approved versions were transmitted to Malacanan & signed
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The bill into the law which become RA 1425. (page 3,4,5)

FOR: Senator Jose P. Laurel

Claro M. Recto

AGAINST: Senator Francisco Rodrigo

Catholic Church

09, 11-1b (30 minutes)

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THE THEORY OF NATIONALISM

Nation: a group of people w/ a shared language, culture & history.

State: a political entity that wields sovereignty over a defined territory.
Nation-building: a project undertaken w/the goal of strengthening of the
nation.

Nation-state: a state ruling over a nation (fusion of people & state)

Patriotism: a feeling of attachment to ones homeland
Sovereignty: the authority to govern a polity w/o external interference

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Breaking off from colonialism: is a challenge?
1. Who refused
2. Who could not identify
• Nation
• Identity assertion
• Recognition
Thus, NATIONALISM & NATIONAL IDENTITY: NATION & NATIONALISM –
it constructs/imprints a deep/ horizontal comradeship that maintains
harmonious co-existence & even fuels the WILLINGNESS OF PEOPLE to
fight and DIE for the NATION.

HOW?

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1. Fostered unified fields of communication using printed outputs {it allows millions
of people w/in the same territory to know each other & identified w/in the same
community}.

2. Standardized languages that enhanced feelings of nationalism & community.

{conformity}

3. Maintained communication through few languages widely used in the printing

press which endured through time.
* Nationalism is a sentiment of a person towards his country, a display of loyalty to
his own culture, history & aspiration.

HOW TO ENRICH OUR DEEP/ HORIZONTAL COMRADESHIP ABOUT NATIONALISM

IN THE CONTEXT OF THE PHILIPPINES? “this is our challenge in BUILDING A
FILIPINO NATION”
* 23-4 { present a dispute in a phrase & use the concept of nationalism to address
the dispute} 30minutes
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RIZAL IN THE 19TH CENTURY: understanding Rizal in the 19th century context
Rizal grew up in the society of 19TH century: in TRANSITIONS or CHANGES,
By the time Rizal matured he could reap the benefits of CHANGES
1. Looking in the social context (social class) diagram - Filipino
2. Frailocracy ( SPANISH friars become more powerful)
3. Suez Canal (importance books/ propaganda)
4. Cavite Mutiny- dela Torre- Izquierdo (GamBorZa execution)
5. El Filibusterismo
6. Revolution 1896
*Led to the RISE OF NATIONALISM IN OUR COUNTRY: within this context

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INDUSTRIAL REVOLUTION
Transition to new manufacturing process like the use of steam-powered,
special purpose machinery, factories & mass production in Europe that had
effects to our Phil. economy.
benefitting only those limited number of inhabitants: Filipinos of
Spanish ancestry & Filipino merchants of Chinese ancestry and became
prominent in Phil society forming a new group of influential middle class
Filipino.
Middle Class Filipinos- these families had the means to provide education
for their children.
- at the same time members of the propaganda
movement.

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2. The DEVELOPMENT of ECONOMY also had a profound IMPACT on the
social and political landscapes. Also, the ascendance of mestizo &
principalia.
Spaniards lost economic power and asserted dominance by virtue of the
race. Mestizo & principalia also realized their indispensable position as
movers & facilitators of the economy. Mestizos & principalia elite demanded
recognition but the pure blooded Spaniards denied them.

*Impact on economy: “inquilinato system” in this system it freed the

religious hacenderos FROM paying tax.
the land intended for agriculture were under the control of the friars, the
friars increased the rent in the land resulting to the decrease of the elite
meztizos & principlia like the father of Rizal as lessee“ inquilino” , who
rented the a big parcel of land in Calamba from the Dominicans. But
Francisco refused to increase the rent of the farmers “ kasama”. Start of
AGRARIAN DISPUTES.
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3. OPENING OF SUEZ CANAL:
1. paved the way for the importation of books, magazines & newspapers
w/ liberal ideas from Europe & America.
2. development to international trade.
These led to:
instrumental to political awakening of Rizal to expand his perspectives as he
was exposed to higher education. In here, he realized that economic
development was a reality as well as INEQUALITY & worsening conditions for
the majority of the population.
GALLEON TRADE: ( changes the trading system in the Phils.)
- That a merchant (Chinese & Acapulco ) are free to exchange their extra
goods to Filipino merchants if they can afford to pay ticket “boletas”
Because natives are obliged to sell their products to Spaniards only even at
the lowest price
Natives are forced to live in the center that they could hear the sound of the
bell ( for easy monitoring of the parish priest).
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1. SOCIAL STRATIFICATION
Peninsulares
(Spaniards born in Spain)

Insulares
(Spaniards born in the Phil)

Creoles(mestizo)
(Spanish & natives)
Ilustrado(well
educ fil.)

Indios
(native inhabitants)

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a. TAXATION:
Peninsulares & insulares are exempted from paying the taxes
cedula- 18 years & above will pay 8 reales every year for the cedula
Sanctorum- tax for the church amounting to 3 reales
Donativo de Zamboanga- ½ real to finance the war in Mindanao against
Muslim
Tributo(buwis) – paid in cash or in kinds , was collected from the natives
(gold/ money) or rice, cloth, chicken…..later it is in the form of cash in
the amount of 8 reales or in gold.
b. ENCOMIENDA SYSTEM:
Royal: King of Spain
Ecclesiastical: Church
Privado: friend of the King

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*The encomienda system was abolished and converted to
haciendas. It is now the encomiendero had all the right to collect
taxes & the natives became slaves(in their own land) & workers &
subject to taxation.

*Most of the encomiendero are Spanish friars (frailocracy)

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c. FRAILOCRACY: rule of the Spanish friars: (Augustinian, Dominican,
Franciscan) most corrupt and dominant - -maintains the Phil. archipelago as
Spanish colony.
*impact on education: religion is the center of the educational system in
every town. Functions: 1. priestly duties
2. supervisor of local elections
3. inspector of schools & taxes
4. arbiter of morals
5. censor of books
6. superintendent of public works
7. guardian of peace & order
Rizal & the propagandist ( reformist & nationalist) to let the people know
who the real enemies. LED TO secularization of GOMBURZA

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d. Economic policies:
Polo- forced labor, obligated to render personal service to community
projects for 40 days.. Except the datu & sons (construction & repair of
infrastructure). With a minimum wage of ¼ real or non-payment that led to
starvation-death.

e. EDUCATIONAL SYSTEM: are used to pacify the Filipinos( creole, ilustrado,

principalia, mestizos) and train them in Catholicism & to follow laws
imposed by the Spaniards.

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f. THE SYSTEM OF GOVERNMENT IN THE PHILIPPINES:
King of Spain (De jure executor, judiciary, legislator)
[Spanish Empire]

Council of the Indies (De jure legislator)

[Spanish Colony]

Governor General (De facto executor, judiciary, legislator)

[Philippines (Province of Empire)]

Encomendero (later alcalde-mayor)

[Municipality: Encomienda and later alcadia-mayor]

Gobernadorcillo
[pueblo or town]

Cabeza de Barangay
[barangay (later disappeared into the barrio)]
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g. Replacement of Dela Torre by IZQUIERDO led to CAVITE MUTINY
resulting to the GOMBURZA execution, the El Filibusterismo novel –writings
of Rizal dedicated to the three secularized priest

*33-4

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MIDTERM OUTPUT: MODULE 5 PAGES 163-186
FOR ASSIGNMENT:
1. Map how historical events shaped the national hero’s understanding of
the NATION & NATIONALISM “or” TIMELINE as your MIDTERM OUTPUT TO
BE SUBMITTED on June 28, 2019 in one page.
FOR PRESENTATION:
2. Submit in one page: topic/s on section 1(Indolence & Spanish colonial
rule); section 2(Rizal’s Abandonement of Assmilation); section 3(El
Filibusterismo). Comical skit.

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 Comparison: Noli Me Tangere/ El Filibusterismo

*Published in Berlin, Germany Published in Ghent, Belgium

*March 21, 1887 September 18, 1891
*Maximo Viola Valentin Ventura
*“Touch Me Not”- “The Reign of Greed”
Social cancer
*“Huwag mo akong salingin” “Ang Paghahari ng Kasakiman”
*Romantic Novel, a story expo Political Novel, a story of revenge &
sing the real situation in the revolt
Phil.

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*To work as pacifist, choosing To revenge the sufferings of the
peaceful reforms through family & country men resulting from
education of the YOUTH, colonial bitter & traumatic experiences,
discrimination. Failure of the revolution planned
As idealist, introducing reforms by Simoun
*Motherland GomBurZa
*64 chapters 38 chapters
*”Uncle Tom’s Cabin” a sequel of Noli Me Tangere

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 19th century gave us UNDERSTANDING the mind-framework of Rizal
And now,
The CULTURAL ROOTS OF RIZAL , so we will fully understand WHO Rizal is
and what made him our national HERO.
We cannot study the writings of Rizal right away if we will not study his:
1. Family background
2. Who influence him to paint and write literary works
(contributions{writings} of Rizal – from childhood to adolescence).
a. Moth & the flame (send a copy) f. The Indolence of the Fil.(165)
b. To my fellow youth (page 63) g. Noli Me Tangere
c. Letter to the young woman of Malolos h. El Filibusterismo
d. The Phils. a Century Hence i. Pacto de Sangre(page 143)
e. Rizal’s Annotations-”Antonio Morga”( p159) j. Mi Ultimo Adio(225)
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1.
Domingo Ines de la Eugenio
Lam-co Rosa Ursua Benigna

Francisco Cirila Manuel de Regina

Mercado Quintos Ursua

Juan Cirila Alejandra Lorenzo Brigida

Mercado (Siangco) Alberto Alonso Quintos

Francisco Teodora Alonso

Mercado Rizal Realonda

Saturnina Paciano Narcisa Olympia Lucia Maria

1850-1913 1851-1930 1852-1939 1855-1887 1857-1919 1859-1945

Jose Concepcion Josefa Trinidad Soledad

1861-1896 1862-1865 1865-1945 1868-1951 1870-1929

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 CULTURAL ROOTS OF RIZAL

1872 - February 1872 GOMBURZA EXECUTION- EL FILISBUSTERISMO

January 1872 – CAVITE MUNITY
showed significant role of the CAVITE MUNITY in the armed revolt against Spaniards.
1870 - (Paterno & Sanciano) both Chinese mestizos – defended the indolence of the Filipinos-and was
nurtured by Rizal’s writing (Indolence page 164).
1869-1871- Dela Torre (1871-1873) Izquirdo (removal)
1800 - Chinese mestizos showed grievances with the indios. 18th Century
might influence the political consciences of Indians.
1741 – reclassification for tax payment or tribute (Spaniard, Indios, Chinese & Chinese mestizo)
Spaniards mestizos
exempted depending on the home
1740 – Spaniards, Indios and Chinese
1700 – Iloilo/Pampanga/Cebu – 100 intermarriages – resulting to Chinese mestizos. 17th Century
1594 - Binondo – Chinese permanent settlement, intermarriages Chinese immigrants and Filipino
natives. Chinese mestizos espoused by Spanish Gov. Gen. Dasmarinas is needed for economic
growth.
16th Century – Chinese merchants
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 JOSE PROTACIO MERCADO RIZAL

JOSE in honor of San Jose “St. Joseph”

PROTACIO catholic practice based on catholic calendar ,
saint of the day
MERCADO from Lamco to Mercado
“merchant”(changed by his great great
grandparents –fathers side)
RIZAL “racial” means luntiang bukirin(changed by Don
Francisco)- relates to
his father’s work as hacienda owner.
REALONDA the surname of the godmother of Dona
Teodora Alonzo

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1. Large stone house
2. Rented a vast track of land from Dominicans
[principalia-land owner]
3. Beautiful garden
4. Grocery
5. Private library (1000 volumes)
6. Small flour mill
7. Carriage [illustrados]- - well educated inhabitants

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7th child born on :
JUNE 19,1861 in Calamba, Laguna
JUNE 22, 1861 baptism
3 years old – participated religious procession & novena
5 years old – able to read Spanish bible
7 years old- attended Antipolo pilgrimage w/ his father
Death of Concha – 1st shed of tears for love and grief

Insert slides page 23:

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EARLY CHILDHOOD OF RIZAL: Jose once said: ”I do not want to remember
the number of beatings but the lesson from those beatings” {diary}
Timeline of his Writings:
Story of Moth & The Flame- though not the only part of his childhood but
TRUE IN HIS LIFETIME
A victim of Bullying- of which young Jose developed his small physique by
studying arm wrestling, fencing & various aspects of arts.
4:00am- starts his day and went to mass then breakfast then studied
afterwards then at 10:00am went home from school and had lunch then
studied afterwards. Went back to school at 2:00pm & came out at 5:00pm.
Prayed a short while. Returned home. Studied his lessons. Drew a little, then
supper. Prayed with nice cousins. Tank God I never got sick away from my
parents” slides 26

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Higher Education: With the help of the nephew of Father Burgos, Manuel
Jerez, 11 years old Jose was accepted in Ateneo de Municipal {Jesuits}
In Ateneo de Municipal: (1872-1877)
The class was divided into two groups: Cathaginian{non-boarder} &
Roman{boarder inside Ateneo}. Compete with each other and those who
commit 3-mistakes lose his position. The best student in each group was
called Emperor , 2nd is Tribune, Decurion, Centurion & the 5th was Standard
Bearer.

All his grades are Sobresaliente “EXCELLENT”. He is a prefect of ACADEMY

OF SPANISH LITERATURE & ACADEMY OF NATURAL SCIENCE.
These success was not complete because he has to visit his mother in prison
& cheered her up by citing his ACADEMIC EXCELLENCE in Ateneo. His
mother was released from prison upon the request of his sister Soledad to
the Gov. Gen. after the latter appreciated her talent in dancing.
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In Ateneo, he graduated the Bachelor of Arts= HS & junior college today
In UST (1877-1882): while in UST he still studied in Ateneo taking up vocational
course leading to the title of “perito agrimensor”{expert surveyor} with a grade of
EXCELLENT at 17 years old. His first year he took Philosophy & Letters
• Shifted to medicine.
• He joined the contest and won the first prize- “A La Juventad Filipina”1879-
stand up & work harder
• “El Consejo de los Dioses” – The Council of the Gods, the gods discussed the
merits of the great writers – trumpet to Homer, lyre to Virgil & laurel to
Cervantes. At the end all the mythological characters are dancing & gathering
laurels to Homer. 1880
• “Junto al Pasig”- Beside the Pasig- a drama, a religious satire where the main
character Leonido together with the choir of angels cast out satan & devils.
• However, his grades are not that superior: Passed, Good, Very Good, Excellent ..
Not finishing medicine , He went abroad for a reason of Journalism & observed
politics in Madrid.
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 LIFE ABROAD
1882
Madrid – El Amor Patrio – 1st nationalistic essay published in Diariong
Tagalog & was translated in Tagalog by Marcelo H.
del Pilar.
- enrolled Medicine & Philosophy & Letters.
- joined Circulo Hispano Filipino (mestizo), &
wrote ”Mi Piden Versos” Ask Me for Verses, a
poem showed which the sadness of the son of
art who lived on a place away from his
homeland.
1883
Paris – in his letter to Maria, sister, he describes places: Opera House
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 Cathedral of Notredame, Madelaine church, The
Invalides, Libraries, Landscapes, plates, wall decors etc..
1884
Madrid –went back to Madrid due to high cost living in Paris & he joined
Free Masonry hoping he can used this assoc as shield against
Spanish friars & later received his diploma as Master Mason.
- Spolarium of Juan Luna (gold medal) & Christian Virgins Exposed to
Populance(silver medal) & Rizal gave a TOAST for Luna & Hidalgo

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