CcccccccccCHAPTER 1 C THE RIZAL LAW.pptx

CcccccccccCHAPTER 1 C THE RIZAL LAW.pptx

• 1.
  Rizal THE LAW By: John ReyA. Hisug, BSED SCIENCE II
• 2.
  LESSON Objectives At theend of the lesson, the students should be able to: 1. Identify the opposing groups on the issue of the Rizal Law 2. State the opposing groups’ points of contention and determine the intense of the contending groups; and 3. Draw parallels to the present times.
• 3.
  THE Story ofRizal Law • In 1956, Senator Claro M. Recto filed a measure, which became the original Rizal Bill, recognizing the need to instill heroism among the youth at the time when the country was experiencing social turmoil. • The imperialist presence in the form of American influence was strong in the country’s economy and political policies.
• 4.
  THE Story ofRizal Law • The Philippines became part of the global network to contain the spread of communism with the conclusion of a mutual defense agreement with the united states in 1971 and its joining the Southeast Asia Treaty Organization (SEATO) • In 1956, the Laurel-Langley Agreement ensured the free entry of American products, thus ensuring the preference of Filipinos for American goods.
• 5.
  THE Story ofRizal Law • This was the period when Recto submitted his bill, calling for a return a patriotic values enunciated by Filipino heroes like Jose Rizal. • The issuance of the bill was not welcome by various quarters. • The Catholic assailed the Rizal Bill as anti-Church because it forces the students to read Rizal’s works like the Noli Me Tangere and El Filibusterismo which contain passages the were anti-Church.
• 6.
  THE Story ofRizal Law • Forcing the students would be harmed by reading Rizal’s works while they were at their formative years. • The Church made use of lobbyists as well as priests in opposing the Rizal Bill. • Priests attended and actively participated in the hearings of the Senate.
• 7.
  THE Story ofRizal Law • Many of these priests were foreigners who sought audience with senators to convince them to oppose the bill. • Seminars were held across the countryside to oppose the bill. • He also said that out of the 333 pages of the Noli Me Tangere, there were only 25 patriotic statements compared to 120 anti-Catholic statements.
• 8.
  THE Story ofRizal Law • Another commentator, Narciso Pimentel, offered the speculation that Recto introduced his Rizal Bill to get back at the Catholic voters, who, together with President Magsaysay, were responsible for his poor showing in the 1955 elections. • Senator Rodrigo commented that he would not let his teenage son read the Noli Me Tangere and El Filibusterismo least he endangers his Catholic faith.
• 9.
  THE Story ofRizal Law • The Church continued its opposition of the bill by calling all Catholic voters to reject lawmakers who supported Recto’s Rizal Bill. • Recto, however, stood his ground and dared the Catholic Church to shut down their schools, knowing that this was only an idle threat since the Catholic learning institutions were its major source of income.
• 10.
  THE Story ofRizal Law • After a month-long standoff, a compromise bill was filed. • On June 12, 1956, Republic Act. 1425, better known as the Rizal Law, came into effect. • This could be seen in the second paragraph of Section 1, allowing students to seek exemption from reading Rizal’s works fro religious reasons.
• 11.
  THE Story ofRizal Law • The law, however, still requires the reading of the unexpurgated versions of Rizal’s novels. • It was, however, a one-time appropriation and provision for future publication was not given.
• 12.
  Republic Act No.1425 House Bill No. 5561 Senate Bill No. 438 An act to include in the curricula of all public and private schools, colleges, and universities courses on the life, works, and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, authorizing the printings and distribution thereof, and for other purposes.
• 13.
  Whereas, today, morethan any other period of our history, there is a need for a dedication to the ideals of freedom and nationalism for which our heroes lived and died; Whereas, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character. Whereas, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools and enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of citizenship, Now, therefore,
• 14.
  Section 1. Courseon 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. • The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers, and textbooks.
• 15.
  • The Boardshall promulgate rules and regulations providing for the exemption of students for reasons of religious belief stated in a sworn written statement, from the requirement of the provision contained in the second part of the first paragraph of this Section; but not from taking the course provided for in the first part of said paragraph. • Said rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette.
• 16.
  Section 2. Itshall 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 Rizal’s other works and biography. The Board of National Education shall cause determine the adequacy of the number of books, depending upon the enrolment of the school, college or university.
• 17.
  Section 3. TheBoard 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. 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.
• 18.
  Section 5. Thesum 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 approval. Approved: June 12, 1956