WELCOME!

BTLED 2b

MARIA TERESA O. BUCIO, MED-LRN

Subject Instructor

Contact Number: 0917-972-7970

Email Address: mariateresa.bucio@qsu.edu.ph
Consultation Time: Friday 1-5 P.M
 Rizal’s Life,
Works & Writings

 RA 1425 or the Rizal Law

 The Philippines in the 19th

Century
 Rizal’s Life: Family, Childhood
and Early Education
BACKGROUND AND CONTENT OF
REPUBLIC ACT NO. 1425, S. 1956

 “Republic Act No. 1425 known as the Rizal Law

mandates all educational institutions in the
Philippines to offer courses about Jose Rizal.

 The full name of the law is ‘An Act to Include in the

Curiculla of all Public and Private Schools, Collages
and Universities Courses on the Life, Works and
Writings of Jose Rizal, Particularly His Novels Noli
Me Tangere and El Filibusterismo, Authorizing the
Printing and Distribution Thereof, and for Other
Purposes.
 Senate bill 438 known as Rizal Bill,
authored by Senator Claro M. Recto –
is considered as one of the most
controversial bills in the Philippines.

 Recto’s original bill made it obligatory

for college and university students to
study the life and works of Jose
Rizal.
 What made it controversial is that the bill was not just
fiercely opposed by people from Legislative Branch but
also by the Catholic Church due to the inclusion of
compulsory reading of Rizal’s novels in which according to
them, catholic dogmas are humiliated.

 The bill was opposed by the three senators:

Senator Francisco Rodrigo,
Senator Mariano Cuenco; and
Senator Decoroso Rosales;

 The Catholic Church was indirectly included in the

debates and played a major role for the intervention of
signing of the bill into a law.
 The catholic Bishops Conference of the Philippines
(CBCP) submitted a pastoral letter to which according,
Rizal violated Canon Law 1399 which forbids or bans
books that attack or ridicule the catholic doctrine and
practices.

 Rizalian Anthology, a collection of Rizal’s literary works

that contain the patriotic philosophy excluding the two
novels.

 Due to apparently never-ending debate on the Rizal Bill,

approved amendments were formulated through ideas of
three senators.
 Senator Laurel – other than Noli Me Tangere and El
Filibusterismo, works written by Rizal and works written by
others about Rizal would be included and reading of the
unexpurgated revision of the two novels would no longer be
compulsory to elementary and secondary levels but would be
strictly observed to college level.

 Senator Lim – suggested the exemption to those students who

feel that reading Rizal’s novels would negatively affect his or her
faith.

 Senator Primicias – promulgates the rules and regulations in

getting an exemption only from reading the two novels through
written statement or affidavit and not from taking the Rizal
Course.
Provisions of the Rizal Law

Section 1.

Courses on the life, works and writing of Jose Rizal,

particularly his novel Noli Me Tangere and El
Filibusterismo, shall be included in the curricula of all
schools, colleges and universities, public or private.

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 unexpurgated editions of the Noli
Me Tangere and El Filibusterismo, as well as of Rizal’s
other works biography.
Provisions of the Rizal Law

Section 3.

 The Board of National Education shall cause the

translation of the Noli Me Tangere and El
Filibusterismo, as well as other writings of Jose Rizal
into English, Tagalog and the principal Philippines
dialects; cause them to be distributed, free of charge, to
persons desiring to read them..

Section 4.

 Nothing in this Act be construed as amendment or

repealing section nine hundred twenty-seven of the
Administrative Code, prohibiting the discussion of the
religious doctrines by public school teachers and other
person engaged in any public school.
Provisions of the Rizal Law

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 out the purposes of the this Act.

Section 6.

This Act shall take effect upon its approval.

Approved: June 12, 1956

By integrating Rizal in the curriculum,
this would benefit the Filipino Youth as
well as the whole nation to acquire the
following traits:

 Incorruptible
 Confidence
 Direction
 Courage
 Determination
 Nationalism
 Patriotism
THE PHILIPPINES IN
THE 19TH CENTURY
Abandonment of
Mercantilism
 Before the 19th century, European practiced
mercantilism – country’s wealth and power can
be measured in its stock of gold and silver

 It also means that all trade should be

conducted within a certain country and its
colonies

 By 18th and 19th centuries, there was a shift

towards laissez faire or free market trade –
countries and their colonies began trading with
one another.
 Before, only the Spaniards benefitted from the Galleon trade,
with free trade, the growers and traders of Philippines
products gained wealth

 Middle class families were to send their children to acquire

higher education

 The opening of Suez Canal in 1869 brought Europe closer to

the Philippines and the enlighten ideas became more
prevalent among middle class-became known as the
illustrados or the “enlightened one”.
The Philippines
during Rizal’s Time

Administrative Organization
 The Spanish colonial government in the Philippines
ran indirectly the viceroy of the Spain in Mexico

 The Governor-General, appointed by the Spanish

monarch, was the head of the Spanish colonial
government.

 He was the Vice Royal Patron – he could nominate

priest for administration of the parishes
Administrative Organization

 He is the president of the Royal Audiencia (the Supreme Court in

the Philippines during those times), he had legislative powers.

 Laws enacted by the Governor-General were called actos acordados.

 The Governor-General had the power of cumplase – the power to

decide which law or royal decree should be implemented or
disregarded.
Governor-General

The Governor-General and other government

officials had so much power that it was
commonly abused. To investigate the
abuses, there were bodies created:

1.Residencia
2.Visitador
3.Royal Audiencia
Below the national government were the local government units,
namely: Provinces; towns; cities and barrios.

 The provinces during the Spanish regime were called alcaldias

– each province was headed by an Alcalde Mayor or Provincial
Governor, who exercised executive and judicial functions.

 The provincial government was the most corrupt unit in local

government then, because of indulto de commercio – a right
given to Alcalde Mayor to engage in trading.

 The alcaldias or provinces were divided into towns or pueblos.

Each pueblo was headed by a gobernadorcillo or town mayor.
 At first, he was elected by all married males.

 In the 19th century, he was voted by 13 electors, chaired by

the outgoing gobernadorcillo.

 His principal responsibility was tax collection.

 He was required to mortgage his properties to the

government at the beginning of his term of office.

 Each town was divided into barrios or barangays. Each

barangay was headed by a cabeza de barangay.

 His main function was the maintenance of peace & order

and collection of taxes & tributes in the barangay.
 The friar was the supervising representative of the Spanish
government for all local affairs.

 His approval was necessary on almost all acts of the local

officials.

 Eventually, the friars became more powerful and influential that

even civil authorities feared them – this situation was what
Lopez Jaena termed as frailocracia.

 Their advice (friars) on the proper management of governmental

affairs was sought by every new governor-general.

 Another institution feared in the Philippines then was the

Guardia Civil-national police force of Spain.
 Filibusteros – enemies of the government
 Erehes – nemies of the Catholic Church

 Judicial power of the government was vested on the Royal Audiencia –

the Supreme Court during those times

 It did not only adjudicate appeals for civil and criminal cases, it also
served as a forum for settling important issues on governance and an
auditing agency of the finaces

 Philippines representation in the Spanish Cortes was abolished in 1837.

 Spanish colonial administration was corrupt
and inefficient.

 The governor-general exercised absolute powers

– he could reward positions in the bureaucracy
to his favorites

 Another source of weakness and abuse of

Spanish government was the widespread selling
of government positions
THE SOCIAL STRUCTURE
OF FILIPINO
Educational System
 Up to the middle of the 19th century, schools were under the control of
friars.

 Primary education was not given attention despite the establishment of

parochial schools in many towns.

 Instructions centered on the teaching of fear of God and obedience to friars

 Children in schools were taught that they were of inferior intelligence and
were suited only for manual work.

 Filipino children were not able develop self-confidence in their ability to

learn.
Educational System
 By the end of 19th century, only the University of Santo Tomas
(UST) was the existing higher education institution in the
Philippines.

 UST, founded by the Dominicans in 1611, was the only university

which offered courses in medicine, pharmacy, theology,
philosophy, as well as canon and civil law

 It opened to the Filipinos during the last of the 19th century

 The Spaniard also opened secondary schools for boys

 Notable among these schools were the Colegio de Santo Tomas,

Colegio de San Juan de Letran and Ateneo Municipal
 Secondary education for girls were provided by the
following schools in Manila namely: Santa Isabel; La
Concordia; Santa Rosa; and Santa Catalina

 All these schools were subject to inspection of the

Dominican Rector of the University of Santo Tomas

 It was also in this century (19th century) when public

education for the natives was begun.

 The Educational Decree of 1863 was implemented in the

country –it requires the establishment of one elementary
school for boys and one elementary for girls in each town
in the Philippines.
 The same decree provided for the establishment of a school for the
training of teachers with a mastery of the Spanish Language –
Spanish language shall be the medium of instruction in all schools.

 The friars resisted the teaching of Spanish language to the Filipino

 They believed that knowledge of the knowledge of the Spanish

language would lead to the development of political and social
awareness among the natives-could trigger in them the desire to work
for freedom and independence.
 They keep the Filipinos ignorance and opposed
all efforts to improve education

 Although the Spanish government exerted efforts

to educate the Filipinos in the 19th century, the
educational system implemented in the country
had serious weaknesses.

Over-emphasis on religion;
Limited and irrelevant curriculum;
Obsolete classroom facilities;
Inadequate instructional materials;
Absence of academic freedom and; and
Racial prejudice against the Filipinos in school
The Social Structure of Filipino
Economic Situation

The country was opened to foreign trade in 1834, which resulted to rapid rise
of foreign firms in Manila

The growing prosperity of the Philippines in the 19th century had significant
consequence

it increased Filipino contacts with foreigners;

they were able to send their sons for an education in Europe;

the awareness of a completely different type of society prevalent in

Europe made these European-educated Filipinos disenchanted
with Spain.
 The Different Socio-Economics Policies imposed by the
Spaniards

 Reduccion – This policy was implemented so that the government and

parish priest could easily monitor the natives and for the easy
conversion to Catholicism

 Bandala – the natives are obliged to sell their products to the

Spaniards

 Polo y Servicios – The forced labor of all Filipino males from 16 to 60

years old for 40-day periods. The only way to avoid being forced to do
polo y servicio was to pay the falla.
 The Different Socio-Economics Policies imposed
by the Spaniards

 Taxation
 Cedula-male and female 18 years old and above
will pay every year for the cedula
 Sanctorum – tax for the church
 Tribute – it may be in cash or in kind

 Miguel Lopez de Legazpi was first to order they

payment of tribute. The tribute or buwis was
collected from the natives both in cash (gold or
money) and in kind (e.g. rice, cloth, chicken,
coconut oil, abaca, et.)
 The Different Socio-Economics Policies imposed by the
Spaniards

 Galleon Trade

This trading policy changed the system of free trading in the Philippines
where in the other nationalities like the Chinese are free to exchange their
goods with the Filipinos who had extra goods.

Boletas – the ticket for the Galleon trade.

El fin!