Rizal Law-world Hist(2).docx

RIZAL LAW:  Republic Act No. 1425  House Bill No. 5561  Senator Claro M. Recto – original author of Rizal Bill (1956)  Senate Bill No. 438  Compromised bill-authored by Senator Jose P. Laurel Sr.  June 12,1956 – Republic Act # 1425  Rizal Law DEFINITIONS OF A HERO:  A hero must exercise a determinative influence over the spiritual life of his people in an event of great significance.  One must project himself by his own fortitude, effort & sacrifices to be the beacon of light of his oppressed countrymen to their rightful destiny. (National Historical Institute)  “Heroes are those who have a concept of a Nation and thereafter aspire and struggle for the nation’s freedom”.  “Heroes are those who define and contribute to a system of life and freedom and order for a nation. Freedom without order will only lead to anarchy” (Onofre Corpuz et al.(1993)) 4 IMPORTANT HOLIDAYS: 1st Dec. 30 – Rizal Day is commemorated ORIGIN: Gen. E.Aguinaldo – issued decree – Dec 20, 1898 (declaration – Dec. 30 – national mourning in honor of Dr. Rizal & other victims of Phil. Revolution. )

2nd2nd Nov. 30 – Bonifacio Day - founder of K.K.K.A.N.B. (BORN:Nov.20, 1863) - issuance of Act No. 2946 (Feb. 16, 1921)

3rd Every last Sunday of August – National Heroes Day (R.A.# 3827) (Oct. 28, 1931) To honor all the heroes of the Philippines including those who are unknown. 4th August 21 – Ninoy Aquino day (R.A. #9256) (Dec. 12, 2004) signed by Pres. Gloria Macapagal- Arroyo

REPUBLIC ACT NO. 1425 SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novels 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 school, 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 Rizal’s other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translation in English as well as other writings of Rizal shall be included in the approved books for required reading in all public and private schools, colleges and universities. The Board of National Education shall determine the adequacy of the number of books depending upon the enrollment of the school, college or university. SECTION 3. The Board of National Education shall cause the translation of Noli Me Tangere and El Filibusterismo, as well as other writings of Rizal into English, Tagalog and the principal Philippine dialects; caused them to be printed in a 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 amending 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 public school. SECTION 5.The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any found not otherwise appropriated in the National Treasury to carry out the purpose of this Act. SECTION 6. This Act shall take effect upon its approval. APPROVED, June 12, 1956. 4 MAJOR PERIODS IN THE LIFE OF RIZAL: 1ST PERIOD: (1861-1872) 1. Stories – triggered (imagination & critical thinking) 2. Values & virtues – developed 3. Industriousness instead of idleness 4. Creativeness instead of unproductiveness 5. Rationality instead of blind acceptance 6. Dignity instead of servility

2ND PERIOD: (1872-1882) Ateneo Municipal de Manila. Gomburza martyrdom Other significant development in his life: 1. Strengthening of religious foundation 2. Cultivation of drive towards excellence 3. Conception of Philippines as fatherland 4. Envisioning the Philippines receiving light through education 5. Perception of the intimate alliance between religion and education 3RD PERIOD: (1882-1892) 1. 1st time to leave his country 2. Observed, read and learned – Europe 3. Wrote: essays, poems and novels 4. Political, economic and social conditions of the Philippines 4TH PERIOD: (1892-1896) 1. Last turning point in his life 2. Exiled in Dapitan 3. An individual can do and accomplish things within a short period of time. 4. Detached himself from politics and devoted his time in practical service and usefulness to the community. PROOFS OF EARLY ADMIRATION FOR RIZAL 1ST SIMPLE MONUMENT – Daet, Camarines del Norte built by a group of masons. Bore the words “A Jose Rizal”; “Noli Me Tangere and El Filibusterismo”; “Morga” Monument at Luneta – built in 1911 Act # 243 of the Phil. Commission Construction of myriad monuments in cities and towns Names of streets and avenues in various towns and cities RIZAL PROVINCE – formerly part of Manila named in his honor (Act # 137 of the Phil. Commission) BUSINESS: Rizal Cement brand Rizal Bank SCHOOLS: Jose Rizal University Rizal Technological University

One peso coin – basic unit of Phil. currency

THE WORLD IN RIZAL’S TIME (19TH CENTURY) History tells us different stories about changes and development happened during the time of Dr. Rizal.. In different parts of the world there were events that influenced the life and history of people and nation. 19th century- South Asia – there were powerful countries: 1. Portugal 2. England 3. Holland 4. United States 5. France 6. Spain Prince Henry of Portugal“The Great Navigator” Established – colony - East Timor Remaining land – colony – Holland & British. 1815- POPULATION GROWTH –Great Britain result: Industrial Revolution England – spread colonization – by using their power - non-powerful countries in Asia. BORNEO: Sir James Brooke – 1st to sail – East – under English East India Company. Expedition – went - Borneo – soon – under Great Britain. Citizens – fought for their liberty INDIA: Before: Mogul Empire (powerful) – end – last part – 19th century Colonized by England easily The governance of British was unacceptable by Indian people - MAHATMA GANDHI – leader – to attain liberty BURMA: ALAUNGPAYA – leader – Burma (English East India Company = against his government)

Burma – colonized by Great Britain MALAY AND SINGAPORE PENINSULA: Sir Thomas Raffles – opened – door of Malay and Singapore land to England. 1819 – colonized – Raffles (Singapore and exercise their power over the land.) THAILAND: Maja Mongkut- king of Thailand Great Britain & France – wanted to colonized the land but because of good governance by Mongkut – they did not succeed. HOLLAND: Sumatra Celebes Burma Borneo}fought Java }against Holland Holland was not successful in colonization because of Cultural Process UNITED STATES: 1860 – United States – internal problem Apartheid – Racial discrimination After election: 7 states in the south get out of the union led by South Carolina. Civil War among the Americans Started The President explained: the importance of unity. Proclamation: Anti-Slavery Law Abraham Lincoln FRANCE: (Colonization of INDO – CHINA) KING NAPOLEON III - they established a colony in the East Dominican Bishop of Tonkin, a Spaniard was killed by Emperor TU DUC of Annam. Result: Intervention of France to Indo-China Spain and France were allies against Britain until Napoleon invaded Spain in 1808 to persuade Charles IV to abdicate in favor of his son

1850 – France colonized - Tourane, Saigon & Bienhoa. It paved the way to imperialism by France to South Asia. The Kingdom of Cambodia, Vietnam, & Laos – under France SPAIN: CHAOS revolution civil war group/party differences 1868 – Queen Isabella – Liberalism was ignored Marshall Serrano - took over (coup d’etat) - Constitution was written King Amadeo – son of King Victor Emmanuel of Italy Throne was given by the rebels Did his best to attain peace Paved the way for Republican Government Did not last longer Seized by Gen. Pavia , he appointed King Alfonso – son of Queen Isabella There was Peace again in Spain: Constitution – gave rights to the representatives of Cuba & Puerto Rico in Spanish Cortes of Spain – except – Philippines King Alfonso – died in 1885 Maria Cristina – became Queen of Spain JAPAN: military form of government (SHOGUNATE) Commodor Matthew Perry – opened Japan to trade and industry     

United States Holland Russia England France

Japan assume the government by emperor to preserve their culture. CHINA – 1856 – WAR between – England & China France – helped – England China – lose the fight - Manchu family went to Jehol. Result of the war: Hongkong – under British Government INTERNAL PROBLEM OF CHINA: TAIPING REBELLION Death of Manchu’s Emperor – 5 old- child-TUNG CHIH No heir in throne. TZU HSI mother – done all the responsibilities of the young emperor. For 50 years she led the Manchu Government. EUROPE: Crimean; Austrian and Sardinian War ended. There was silence and recovery

1. Queen Victoria of England 2. Victor Emmanuel of Italy 3. Alexander II of Russia 4. Napoleon III of France 5. Otto Von Bismarck of German (Emperor William I) 6. Pope Pius IX of Roman Catholic Church *Concept of Nationalism & Liberalism – influenced widely the thoughts and deeds of people in different parts of the world. *Freedom to participate in all activities of the government for the sake of society as well as the life of people in majority. Sense of loyalty or psychological attachment that members of a nation share, based on common language, history, culture, and desire for independence.(Jackson & Jackson,2000) A feeling that drives a people together as a nation. Love of country expressed in devotion to advocacy of national interest and independence. TWO MAJOR REVOLUTIONS:

1. AMERICAN REVOLUTION – 1776 FRENCH REVOLUTION – 1789 (liberty, fraternity & equality) Gave the idea that an individual’s loyalty has to be to his nation not the king.