Enforcement of Rizal Law in Educational Institutions

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I. RIZAL LAW

* The full name of the law is 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 printing and distribution, and for Other Purposes. * Opposed by Roman Catholics due to the contents of Noli Me Tangere and El Filibusterismo * Allowed translation of the works of Rizal for national education purposes * Authorized by Claro M.

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Recto

* Sponsored by Jose P. Laurel in the senate
* The Republic Act was signed by the President on June 12, 1956,(Independence day) in order to stir patriotism nationalism in every Filipino

II. THE WORLD DURING RIZAL’S TIME

A. BIRTH:

* Italians and Germans succeeded in unifying their own countries * The Italians under the leadership of Count Cavour and of Garibaldi and his army of “Red Shirts” drove out the Austrians and French armies from Italy and proclaimed the Kingdom of Italy under King Victor Emmanuel with Rome as Capital.

* The Prussians led by Otto von Bismarck, the “Iron Chancellor” defeated France in the Franco-Prussian war and established the German Empire on Jan. 18, 1871, with King Wilhelm of Prussia as the First Kaiser of the German Empire. * With the defeat of Emperor Napoleon his Second French Empire Collapsed and over its ruin the Third French Republic arose, with Adolph Thiers as first President.

B. WHAT RIZAL WITNESSED:

* England emerged as the world’s leading imperialist power. * During glorious reign of Queen Victoria the British people asserted: Britannia Rules the Waves.

” * Britain won in the First Opium war (1840-1842) against the tottering Chinese Empire under the Manchu dynasty, and acquired the island of HongKong (Fragrant Harbor) * In the Second Opium War (1856-1860) Britain won again and forced the Manchu Dynasty to cede Kowloon Peninsula. * After suppressing the Indian Rebellion and dismantling the Mogul Empire, she imposed her raj (rule) over the sub-continent of India. (India, Pakistan and Bangladesh) * By winning the Three Anglo-Burmese war, she conquered Burma. * Other lands in Asia that became British colonies:

* Ceylon (Sri Lanka), Maldives, Aden, Malaya, Singapore and Egypt. * In South Pacific they were able to get Australia and New Zealand.

C. IMPERIALIST COUNTRIES THAT FOLLOWED BRITAIN’S EXAMPLE: * France – Vietnam, annexed Cambodia and Laos. Then merged all these countries into a federated colony under the name French Indochina. * Dutch – colonized the vast and rich archipelago of the East Indies and named it the Netherlands East Indies (now Indonesia). * Czarist Russia – conquered Siberia, Kamchatka, Kuriles, and Alaska ( which she sold in 1867 to the U.S. for $7,200,000. * She also conquered the Muslim Khanates of Bokhara, Khiva, and Kokand in Central Asia. * They also acquired Manchuria and as a “sphere of influence” they were able to build the 5,800-mile Trans-Siberian Railway, reputed to be “the world’s longest railroad” linking Vladivostok and Moscow.

* July 8, 1853, an American squadron under the command of Commodore Mathew C. Perry re-opened Japan to the world. (214-year isolation) * Emperor Meiji (Mutsuhito) modernized Japan by freely accepting Western Influences, including Imperialism. Fought against the weak China in the Sino-Japanese war, grabbed Formosa (Taiwan), Pescadores and later annexed Korea. * Germany was late in scramble for colonies in Asia and Africa, turned to the Islands in the Mid-Pacific world. * Ilties a German warship entered the harbor of Yap (an island in the Carolines) seized the island and hoisted the German flag.

* Strangely, the Spanish Governor of the Carolines (Don Enrique Capriles) was present in the island but showed no resistance. * The German seizure of Yap island enraged Spain who claimed sovereignty over the Carolines and Palaus by right of discovery by Francisco Lezcano who named it Carolina in Honor of King Charles II. * To abort the brewing conflict between the two country, both submitted the Carolina Question to Pope leo XIII for arbitration . * The Holy father recognized Spain’s sovereignty over the island but gave two concessions to Germany: * the right to trade in the disputed islands

* the right to establish a coaling station in Yap for German navy. * Rizal was in Barcelona when these things are happening and he even wrote an article on the Carolina Question at La Publicidad, a newspaper owned by Don Miguel Morayta. * While imperialist powers were enjoying the fruits of their colonial rule Spain who was once upon a time the “Mistress of the World”, was stagnating as a world power. * She lost her rich colonies in Latin America (Paraguay, Argentina, Chile, Colombia and Ecuador. * The Central American countries (Costa Rica, Honduras, Guatemala, El Salvador, and Nicaragua, Venezuela, Peru, Bolivia and Uruguay) * Colonies that remained under her rule was Cuba, Puerto Rico and the Philippines.

III. RIZAL’S CHILDHOOD

A. BIRTH:

* Full name: Jose Protacio Rizal Mercado y Alonso Realonda * Rizal was born to a rich family in Calamba, Laguna and was the seventh of eleven children of Teodora Alonso Realonda de Quintos and Francisco Engracio Rizal Mercado y Alejandro * Rizal’s siblings: Saturnina, Paciano, Narcisa, Olimpia, Luci, María, José Protasio, Concepción, Josefa, Trinidad and Soledad.

B. FAMILY AND ANCESTRY:

* Both Francisco and Teodora were prosperous farmers that were granted lease of a hacienda and an accompanying rice farm by the Dominicans. * Rizal was a 5th-generation patrilineal descendant of Domingo Lam-co, a traditional Chinese immigrant entrepreneur who sailed to the Philippines during mid 17th century. Lam-co married Inez de la Rosa, a sangley(pure Chinese) of Luzon. * Jose Rizal also had Spanish and Japanese ancestors. His grandfather and father of Teodora was a half Spaniard engineer named Lorenzo Alberto Alonzo. His maternal great-great-grandfather was Eugenio Ursua, a descendant of Japanese settlers.

C. HOME TOWN: Calamba, Laguna

D. STORY OF THE MOTH:

"One night, all the family, except my mother and myself, went to bed early. My mother began to read me the fable of the young moth and the old one. She translated it from Spanish into Tagalog a little at a time. "My attention increased from the first sentence. I looked toward the light and fixed my gaze on the moths which were circling around it. The story could not have been better timed. My mother repeated the warning of the old moth. She dwelt upon it and directed it to me. I heard her, but it is a curious thing that the light seemed to me each time more beautiful, the flame more attentive. I really envied the fortune of the insects.

They frolicked so joyously in the enchanting splendor that the ones which had fallen and been drowned in the oil did not cause me any dread. "My mother kept on reading and I listened breathlessly. The fate of the two insects interested me greatly. The flame rolled its golden tongue to one side and a moth, which this movement had singed, fell into the oil, fluttered for a time and then became quiet. That became for me a great event. A curious change came over me which I have always noticed in myself whenever anything has stirred my feelings.

The flame and the moth seemed to go farther away, and my mother's voice sounded strange and uncanny. I did not notice when she ended the fable. All my attention was fixed on the fate of the insect. I watched it with my whole soul. It had died a martyr to its illusions. "It was a long time before I fell asleep. The story revealed to me things until then unknown. Moths no longer were, for me, insignificant insects. Moths talked; they knew how to warn. They advised, just like my mother. The light seemed to me more beautiful, more dazzling, and more attractive. I now knew why the moths circled the flame."

E. BOYHOOD INFLUENCES

* Uncle Manuel, a huge man who loved sports above everything else, took José in hand and taught him athletics. This was fortunate, for the little boy was undersized and frail. With his tedious tendencies he might have fallen victim to the dread tuberculosis that cuts short so many hopeful careers, had not Uncle Manuel torn him from his books and led him out into the joys of vigorous sports.

Thus, like Theodore Roosevelt, José was able to build up health and muscle and to form habits of daily exercise that kept him fit through the terrible years which followed. He learned to run, to jump, to fence, and to swim. He loved to ride on his pony, so spirited that few others could handle it, and to take long walks through the forests and along the streams with his great black dog. Always his eyes were open. Animals, birds, butterflies, insects of every kind, anything with life and beauty, caught his artist's eye. He examined them, drew them, or molded them in clay, and valiantly defended them from all harm.

* Another happy influence in building José's character was the parish priest who lived in the convent just around the corner from the Rizal home. Father Leoncio Lopez was an independent thinker with wide intelligence and sound judgment. He loved children, but above all the eager little boy who asked serious leading questions about the things he had heard his elders say. Years later in Noli Me Tangere, the most famous of his books, Rizal paid a beautiful tribute to Father Leoncio. Perhaps, too, he had this beloved old priest in mind when in El Filibusterismo he makes Father Florentino utter the most famous of all quotations from Rizal's prose writings: "Where are the youth, who will consecrate their rosy hours, their dreams, and their enthusiasm for the welfare of their motherland?..."

* Rizal had his early education in Calamba and Biñan. It was a typical schooling that a son of an ilustrado family received during his time, characterized by the four R’s- reading, writing, arithmetic, and religion. Instruction was rigid and strict. Knowledge was forced into the minds of the pupils by means of the tedious memory method aided by the teacher’s whip.

Despite the defects of the Spanish system of elementary education, Rizal was able to acquire the necessary instruction preparatory for college work in Manila. It may be said that Rizal, who was born a physical weakling, rose to become an intellectual giant not because of, but rather in spite of, the outmoded and backward system of instruction obtaining in the Philippines during the last decades of Spanish regime.

* The first teacher of Rizal was his mother, who was a remarkable woman of good character and fine culture. On her lap, he learned at the age of three the alphabet and the prayers. "My mother," wrote Rizal in his student memoirs, "taught me how to read and to say haltingly the humble prayers which I raised fervently to God."

* As tutor, Doña Teodora was patient, conscientious, and understanding. It was she who first discovered that her son had a talent for poetry. Accordingly, she encouraged him to write poems. To lighten the monotony of memorizing the ABC’s and to stimulate her son’s imagination, she related many stories.

* As Jose grew older, his parents employed private tutors to give him lessons at home. The first was Maestro Celestino and the second, Maestro Lucas Padua. Later, an old man named Leon Monroy, a former classmate of Rizal’s father, became the boy’s tutor. This old teacher lived at the Rizal home and instructed Jose in Spanish and Latin. Unfortunately, he did not lived long. He died five months later.

F. EDUCATION IN CALAMBA AND BINAN