Rizal Law and the Situation of

the Philippines during Rizal

Time
GROUP 1
RIZAL LAW (R.A. 1425)

• The Jose Rizal Law, also known as • Dr. Jose Rizal is the national hero
Republic Act 1425, was approved of the Philippines, and his legacy is
on June 12, 1956, and published in vital in the history of the
the Official Gazette of the Philippines.
Philippines in the same month.
• WHAT IS RIZAL LAW AND IT’S
PURPOSE
An act to include in the curricula of all public and private schools, colleges and
universities courses of 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.
• WHAT IS THE IMPORTANCE OF RIZAL
LAW?
• The Rizal Law is very important in our lives as Filipinos because Dr. Jose
Rizal plays a significant role in the heritage and history of the Philippines.
Rizal’s literary novels immortalize life in the Philippines during the Spanish
era and the strong desire for freedom and independence.
• HISTORY OF RIZAL LAW
• 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 student to
study the life and works of Jose Rizal.
But what made it controversial?
• SECTION 01

• 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 .
• SECTION 02

• 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.
• SECTION 03

• The Board of National Education shall cause the translation of the Nolie
Tangere and El Filibusterismo as well as other writings of Jose Rizal into
English, Tagalog and the principal Philippine dialect.
• SECTION 04

• Nothing in this Act shall be considered 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 05

• The sum of three hundred pesos is hereby authorized to be appropriated out

of any fund not otherwise appropriated in the National Treasury of this Act.
• SECTION 06

• This Act shall take effect upon its approval.

THE PHILIPPINES OF RIZAL’s
TIME
(19 Century)
th
• The Filipinos in this time were unfortunate victims of the evils of
an unjust, biased and deteriorating power.
• These are:
1. Instability of Colonial Administration
2. Corrupt Colonial Official
3. No Philippine Representation in Spanish Cortes
4. Human Rights Denied to Filipinos
5. No Equality Before Law
6. Maladministration of Justice
7. Racial Discrimination
8. Frailocracy
9. Forced Labor
10. Haciendas Owned by the Friars
11. The Guardia Civil
INSTABILITY OF COLONIAL ADMINISTRATION
• The instability of Spanish politics since the turbulent reign of King
Ferdinand VII (1808-1833) marked the beginning of political chaos in spain.

• This political instability in Spain adversely affected philippine affairs because

it brought about frequent periodic shifts in colonial policies in periodic
rigodon of colonial officials.

• 1835 to 1897: 50 Governor – General each serving an average term of only

one year and 3 months.
CORRUPT COLONIAL OFFICIALS
 Gen. Rafael de Izquierdo
( 1871-1873)
• A boastful and ruthless governor general who
ordered the execution of Father Mariano
Gomez, Jose Burgos, and Jacinto Zamora
 Admiral Jose Malcampo
(1874-1877)
Was a good Moro fighter, but was an inept and
weak administration.
 Gerenal Fernando Primo de Rivera
(1880-83 and 1897-1898)
Governor General for two terms enriched himself
by accepting bribes from gambling casinos in
Manila which he scandalously permitted to
operate.
 General Valeriano Weyler
(1882-1891)
A cruel corrupt governor general of Hispanic-
German ancestry, arrived in Manila a poor man
and returned to Spain millionaire.
 General Camilo de Polavieja
(1896- 1897)
An able militarist but heartless governor general,
was widely detested by the Filipino people for
executing Dr. Rizal.
PHILIPPINE REPRESENTATION IN SPANISH CORTES
• To win the support of her overseas colonies during the Napoleonic invasion,
Spain granted them representation in the Cortes (Spanish parliament).
• Accordingly, the Philippines experienced her first period of representation in
the Cortes from 1810 to 1813.
• Ventura de los Reyes- The first Philippine delegate who took active part in
the framing of the Constitution 1812. – Another achievement was the
abolition of the Galleon Trade.
HUMAN RIGHTS DENIED TO FILIPINOS
• Since the adoption of the Spanish Constitution of 1812 and other
constitutions in succeeding years, the people of Spain enjoyed freedom of
speech, freedom of the press, freedom of association, and other human
rights (except freedom of religion).

• The Spanish authorities who cherished these human rights in Spain denied
them to the Filipinos in Asia.
NO EQUALITY BEFORE THE LAW
• Spaniards arrogantly regarded the brown skinned Filipinos as inferior beings.

• Spanish Penal Code, which was enforced in the Philippines, particularly

imposed heavier penalties on Native Filipinos or mestizos and lighter
penalties on white-complexioned Spaniards.
MALADMINISTRATION OF JUSTICE
• The courts of justice in the Philippines during Rizal's time were notoriously
corrupt.
• Justice was costly, partial and slow.
• Wealth, social prestige and color of skin were preponderant factors in
winning a case in court.
• The judicial procedure was so slow and clumsy that it was easy to have justice
delayed.
RACIAL DISCRIMINATION
• Filipinos as inferior beings who were infinitely undeserving of the rights and
privileges that the white Spaniards enjoyed.

• Spaniards call the brown-skinned and flat-nosed Filipinos “INDIOS”

(Indians), in retaliation, the Filipinos dubbed their pale-complexioned
detractors with the disparaging term “BANGUS” (milkfish).
FRAILOCRACY
• The friars (Augustinians, Dominicans and Franciscans) controlled the
religious and educational life of the Philippines, and later in the 19 th century
they came to acquire tremendous political power, influence and riches.

• Almost every town in the archipelago, except in Islamic Mindanao and Sulu
and in Pagan hinterlands, was ruled by a friar curate.
FORCED LABOR
• Known as polo.
• Compulsory labor imposed by the Spanish colonial authorities on adult
Filipino males in the construction of churches, schools, hospitals, buildings
and repair of roads and bridges building of ships and other public works.
HACIENDAS OWNED BY THE FRIARS
• During Rizal’s times the Spanish friars belonging to different religious orders
were the richest landlords, for they owned the best haciendas (agricultural
lands) in the Philippines.
GUARDIA CIVIL
• Had rendered meritorious services in suppressing the bandits in the
provinces, they later became infamous for their rampant abuses, such as
maltreating in some people, looting their carabaos, chickens, and valuable
belongings and raping women.
• Rizal himself witness the discrimination of how the Guardia civil (either
Filipino or insulares ) treated the Filipinos
 COMPARING AND
CONTRASTING THE SOCIAL
SYSTEM IN THE PHILIPPINES
DURING RIZAL’s time and the
present time
• Social system in rizal’s time

• COLONIAL RULE • CLASS SYSTEM

• The Philippines was under Spanish • The colonial society had a rigid
colonial rule during Rizal’s time. class system that divided people
The social system was characterized into various social classes, including
by a hierarchical structure, with the the Spanish ruling class, the local
Spanish authorities and clergy elite, the middle class, and the
holding significant power and indigenous population. Social
influence. mobility was limited.
• EDUCATION • RELIGION
• Access to education was limited, • The Catholic Church played a
with educational opportunities central role in society, and religious
largely reserved for the elite and practices were deeply ingrained in
those with Spanish ancestry. Many daily life. The clergy had significant
Filipinos, particularly the influence, both spiritually and
indigenous population, had limited socially.
access to formal education.
• LIMITED CIVIL LIBERTIES

• Freedom of speech and expression was restricted, and dissent against

colonial authorities was often met with repression. Filipinos had limited
political rights and representation.
• Social system in the present time

• INDEPENDENCE • ECONOMIC CHANGES

• The Philippines gained • The Philippines has experienced
independence from colonial rule in economic growth and
1898 and has since undergone development, leading to changes in
significant political changes, the social structure. The middle
including periods of American class has expanded, and there is
colonial rule and the establishment greater economic opportunity for
of a democratic republic. many.
• EDUCATION • RELIGIOUS PLURALISM

• Access to education has improved, • While Catholicism remains the

with a greater emphasis on literacy dominant religion, there is greater
and formal education. Public and religious pluralism, with the
private schools, as well as higher presence of various Christian
education institutions, are more denominations, Islam, and
widely accessible. indigenous belief systems.
• POLITICAL SYSTEM • SOCIAL ISSUES

• The Philippines has a democratic • The Philippines continues to face

political system with regular social challenges, including poverty,
elections, representation, and civil inequality, and issues related to
liberties. Freedom of speech and governance and corruption. Social
expression are protected, and reform movements and advocacy
citizens have the right to participate for social justice are ongoing.
in political processes.
• GLOBALIZATION AND TECHNOLOGY

• The modern Philippines is influenced by globalization, with increased

connectivity, technology, and exposure to global trends and cultures
THAT’S ALL THANK YOU FOR LISTENING!