ACTIVATION OF KNOWLEDGE

Rizal did not appear to have started writing in Spanish. He was known to have spoken a total of 18
foreign languages. His genius could not be confined to parochial boundaries. He went on to master not
only Spanish but other languages as well. In his "Mi Ultimo Adios," he wrote: Adios Patria adorada,
region del sol querida, perla del mar del oriente, nuestro perdido Eden.

Rizal's "Noli Me Tangere" was a literary masterpiece, a stinging social commentary in the tradition of
Stowe's "Uncle Tom's Cabin". The novel became the source of the title of a major classic of Philippine
literature, "Without Seeing the Dawn" written by Stevan Javellana in 1947. English translators had this
read: "I die without seeing the dawn brighten over my native land." In 1882, he left for Spain to continue
his studies and broaden his social and political perspectives. He was terribly homesick but, his
nationalism aroused, he stayed on, rejuvenating the Filipino expatriates in Madrid. He wrote "El Amor
Patrio" for the first bilingual newspaper in the Philippines showing the sensitivity that only a man pining
for his faraway home could feel. His toast to Luna and Hidalgo for their achievement in the fine arts may
be considered one of his finest public deliveries in defense of the genius of the Filipino race.

THE LIFE AND WORKS OF RIZALTHE SELECTION OF NATIONAL

HEROES AND REPUBLICT ACT 1425
SELECTION OF THE NATIONAL HERO
•During the American Period
•US Gov. Gen. FRANK MURPHY (1933-1935)
•Identification of the Philippine NATIONAL SYMBOLSSELECTION OF THE NATIONAL HERO
•During the American Period
•US Gov. Gen. FRANK MURPHY (1933-1935)
•Identification of the Philippine NATIONAL SYMBOLS
selection of our National Hero
Members of the commission for the selection
Americans Filipinos
William Taft Trinidad Pardo de Tavera
Morgan Shuster Gregorio Araneta
Bernard Moses Cayetano Arellano
Dean WorcesterJose LuzuriagaHenry Ide
The selection of our National HeroQualifications/ Requirements
Filipino CitizenDeep LOVE and/ or devotion for his country
Peaceful, calm, and/or having a pacified mind
Deceased

THE PROCESS of SELECTION

CREATIONOF THECOMMITTEE
>Members5 Americans4 Filipinos Filipino

IDENTIFICATION OF THE QUALIFICATIONS

>Filipino
>Deceased
>Peaceful
>Nationalistic
NAMING THE CANDIDATES
>M. Del Pilar
>G.L.Jaena
>A. Luna
>J. Rizal
>E. Jacinto

ELECTION &/orVOTATION

The selection of our National

Graciano Lopez Jaena
Propagandist Antonio Luna

Great orator Great Military General

Editor – La Solidaridaridad Chemist by profession

Died due to sickness Writer

Marcelo Del Pilar Died due to assassination

Propagandist
WriterEditor – La Solidaridad Emilio Jacinto

Died due to sickness Brains of the Katipunan

Adviser of Andres Bonifacio
Editor – Kalayaan Jose Rizal

Died in a battle Propagandist

Medical Doctor by ProfessionWriter
Founder of La Liga Filipina
Died through a “ firing squad”

HISTORICAL BACKGROUNDR.A. 1425

1950’s
•Lack of ROLE MODELS
•Lack of Devotion & Commitment
•Lack of NATIONALISM
LOWERHOUSE
•Jacobo Gonzales
•Proposed Bill 5561
UPPER HOUSE
•Claro Recto & Jose Laurel
•Proposed Bill 438

REPUBLIC ACT 1425

•Use of the word COMPULSION ANTI
•Closing of Sectarian Schools Francisco Rodrigo
•Violation of the Revised Administrative Code Decoroso Rosales
Section 927
Jesus Paredes
•Includes the LIFE of Rizal (not only the works
and writings

PRO
•AMENDED THE PROPOSED BILLS
Titong Roces
•Used the word INTEGRATION
Claro Recto
Arturo Tolentino
Rizal law enacted in 1956 to accomplish the following objectives:
To rededicate the lives of the youth to the ideals of freedom and nationalism, for which our heroes lived
and died
To pay tribute to our national hero for devoting his life and works in shaping the Filipino Character
To gain an inspiring source of patriotism thru the study of Rizal’s life, works, and writings.
The Patriotic Policy of Rizal Law
To recognize the relevance of Rizal’s ideals, thought, teachings, and life values to present conditions in
the community
To apply Rizal’s ideas in the solution of day-to-day situations and problems in contemporary life;
To develop an understanding and appreciation of the qualities, behavior and character of Rizal;
To foster the development of moral character, personal discipline, citizenship and vocational efficiency
among the Filipino youth.
REPUBLIC ACT 1425
WHAT: A law that provided the INTEGRATION of the LIFE, WORKS & WRITINGS of DR. JOSE
RIZAL in all PUBLIC and PRIVATE SCHOOLS
WHO : Ramon del Fierro Magsaysay
WHEN: June 12, 1956 (Approval) August 16, 1956 (Full Implementation)

REPUBLIC ACT 1425

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,
public or private: Provided, That in the collegiate courses, the original or unexpurgated editions of the
Noli Me Tangere and El Filibusterismo or their English translation shall be used as basic texts.
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 the Noli Me Tangere and El
Filibusterismo, as well as of Rizal’s other works and biography. The said unexpurgated editions of the
Noli Me Tangere and El Filibusterismo or their translations in English as well as other writings of Rizal
shall be included in the list of approved books for required reading in all public or private schools,
colleges and universities.
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 Philippine
dialects; cause them to be printed in cheap, popular editions; and cause them to be distributed, free of
charge, to persons desiring to read them, through the Purok organizations and Barrio Councils throughout
the country.
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 out the purposes of this Act.
SECTION 6.This Act shall take effect upon its approval.Approved: June 12, 1956

1. What is a Greek City=State? Ancient Greece's community structure was a city-state, or polis. Each
city-state was divided into two sections: the urban core and the surrounding countryside. Outer walls for
defense, as well as a public space with temples and government buildings, were characteristics of the city
in a polis. Temples and political structures were frequently constructed atop the acropolis, or hilltop. The
famed Parthenon of Athens is a surviving example of a structure key to an ancient acropolis. The
Parthenon was a temple dedicated to Athena, the Greek goddess. The city, being the hub of trade,
commerce, culture, and political action, housed the majority of a polis's people.
2. Feudalism, also referred as the feudal system or feudality, and French féodalité is a historiographic
construct that describes the social, economic, and political conditions in Western Europe during the early
Middle Ages, which lasted from the fifth through the twelfth century. Feudalism, as well as the related
phrase feudal system, are labels that were coined many centuries after the period during which they were
applied. They allude to what individuals who created them saw as the most significant and distinguishing
features of the early and central Middle Ages. By the early 17th century, the expressions féodalité and
feudal system had been coined, and the English words feudality and feudalism (as well as feudal pyramid)
were in use.

3. An Imperial State or Imperial Estate was a part of the Holy Roman Empire with representation and the
right to vote in the Imperial Diet. Rulers of these Estates were able to exercise significant rights and
privileges and were "immediate", meaning that the only authority above them was the Emperor.
Imperialism is an action where a country (usually an empire or kingdom) extends its power by acquisition
of territories. It may also include the exploitation of those territories which is similar to colonialism and is
generally regarded as an expression of imperialism.

4. What is an Autocratic State?

What is an Autocratic State? Autocracy is a government system in which absolute power over a state is
concentrated in the hands of one person, whose decisions are not subject to external legal restraints or
regularized mechanisms of popular control (except perhaps for the implicit threat of a coup d'état or other
forms of rebellion).

5. What is a Democratic State? a form of government in which the supreme power is vested in the people
and exercised directly by them or by their elected agents under a free electoral system.

6. What is a Modern State?The modern state is a haphazard historical development, born in blood, rather
than a permanent or unavoidable part of human civilization. So, what exactly is the modern state? The
modern state combined social, political, and economic tasks that were formerly divided among multiple
institutions into a single entity; its story, as we will see, is one of centralization, concentration, and
absorption. The social and political institutions that previously prevailed in Europe, in which three estates,
each with its own privileges and prerogatives, checked the power of rulers, had not envisioned anything
like the contemporary state's sovereignty. The Church, the nobility, and the peasantry all had certain
ancient rights that were more or less well expressed, many of which appeared to modern eyes to be the
stuff of statehood. Modern European nation states superseded a fragmented order in which several minor
and overlapping jurisdictions and power centers coexisted and competed. Even mentioning Europe during
this time omits critical aspects that cast doubt on the continent's image as a cohesive, coherent political or
cultural entity. Similarly, many of the regions we now recognize as distinct nations, thought to be firmly
defined by a shared history and culture, were actually quite dissimilar on the inside.