This document discusses Republic Act 1425, also known as the Rizal Law, which was passed in 1956. Some key points:
1. RA 1425 mandates that all educational institutions in the Philippines must offer courses about Jose Rizal, the Philippine national hero.
2. It requires schools to include Rizal's novels Noli Me Tangere and El Filibusterismo in their curriculum and have copies available in their libraries.
3. The law aims to instill patriotism and civic values in students by teaching them about Rizal's life and works.
01 - Rizal Law (RA 1425) - Life and Works of RizalHumi
In this slide, we will explore the Rizal Law, a Philippine law that mandates the teaching of the life and works of national hero Jose Rizal. We will also examine the reasoning behind the law and the perspectives of those who disagree with it. Lastly, we will consider whether the law is still relevant in today's society. (Spoiler: The editor is not sure)
---
What Exactly is Rizal Law?
Rizal Law or RA 1425 is a Philippine law that requires all schools in the Philippines, both public and private, to offer courses on the life, works, and writings of the Philippine national hero, Dr. Jose Rizal.
Why study him?
Why Study Rizal: From The Perspective of Lawmakers
Many Filipinos observed that the sense of Filipino identity was waning. Hmmmm. In response, nationalist policy-makers took action to redirect the nation back to its roots by emphasizing the importance of history as a foundation for national hope and pride.
On April 3, 1956, Senator Claro M. Recto proposed Senate Bill No. 438 and submitted it to the Senate Committee on Education.
“NOLI-FILI BILL”
Senate Bill No. 438, titled "An Act to Make Noli Me Tangere and El Filibusterismo Compulsory Reading Matter in All Public and Private Colleges and Universities and For other Purposes,”
On April 17, 1956, Senator Jose P. Laurel, Sr., who was then the Chairman of the Committee on Education, sponsored the Noli-Fili Bill in the senate and presented it to the Upper House.
“Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for in their pages we see ourselves as a mirror, our defects as well as our strength, our virtues as well as our vices. Only then would we become conscious as a people, and so learn to prepare ourselves for painful sacrifices that ultimately lead to self-reliance, self-respect and freedom.”
The Noli-Fili bill sounds good, right?
NO.
The Catholic Church's Opposition to the Noli-Fili Bill
According to them, the bill was an attempt to discredit the Catholic religion. Since Jose Rizal criticized the Catholic Church, the Noli-Fili bill was met with stiff opposition from the latter’s head and supporters.
According to them, the bill was an attempt to discredit the Catholic religion. Father Jesus Cavanna argued that Jose Rizal’ novels from the past should not be taught in schools because they do not accurately depict current conditions and may give a false impression of the country.
Here are some additional criticisms of the Catholic Church regarding the Noli-Fili Bill:
Among the 333 pages of Noli Me Tangere, only 25 passages are nationalistic while 120 passages are anti-Catholic. 170 lines from Noli Me Tangere and 50 lines in El Filibusterismo were offensive to the Catholic doctrine. The bill might divide the nation. Compulsion to read something against one’s faith impairs freedom of speech and religious freedom. Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos but also the Catholic faith itsel
01 - Rizal Law (RA 1425) - Life and Works of RizalHumi
In this slide, we will explore the Rizal Law, a Philippine law that mandates the teaching of the life and works of national hero Jose Rizal. We will also examine the reasoning behind the law and the perspectives of those who disagree with it. Lastly, we will consider whether the law is still relevant in today's society. (Spoiler: The editor is not sure)
---
What Exactly is Rizal Law?
Rizal Law or RA 1425 is a Philippine law that requires all schools in the Philippines, both public and private, to offer courses on the life, works, and writings of the Philippine national hero, Dr. Jose Rizal.
Why study him?
Why Study Rizal: From The Perspective of Lawmakers
Many Filipinos observed that the sense of Filipino identity was waning. Hmmmm. In response, nationalist policy-makers took action to redirect the nation back to its roots by emphasizing the importance of history as a foundation for national hope and pride.
On April 3, 1956, Senator Claro M. Recto proposed Senate Bill No. 438 and submitted it to the Senate Committee on Education.
“NOLI-FILI BILL”
Senate Bill No. 438, titled "An Act to Make Noli Me Tangere and El Filibusterismo Compulsory Reading Matter in All Public and Private Colleges and Universities and For other Purposes,”
On April 17, 1956, Senator Jose P. Laurel, Sr., who was then the Chairman of the Committee on Education, sponsored the Noli-Fili Bill in the senate and presented it to the Upper House.
“Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for in their pages we see ourselves as a mirror, our defects as well as our strength, our virtues as well as our vices. Only then would we become conscious as a people, and so learn to prepare ourselves for painful sacrifices that ultimately lead to self-reliance, self-respect and freedom.”
The Noli-Fili bill sounds good, right?
NO.
The Catholic Church's Opposition to the Noli-Fili Bill
According to them, the bill was an attempt to discredit the Catholic religion. Since Jose Rizal criticized the Catholic Church, the Noli-Fili bill was met with stiff opposition from the latter’s head and supporters.
According to them, the bill was an attempt to discredit the Catholic religion. Father Jesus Cavanna argued that Jose Rizal’ novels from the past should not be taught in schools because they do not accurately depict current conditions and may give a false impression of the country.
Here are some additional criticisms of the Catholic Church regarding the Noli-Fili Bill:
Among the 333 pages of Noli Me Tangere, only 25 passages are nationalistic while 120 passages are anti-Catholic. 170 lines from Noli Me Tangere and 50 lines in El Filibusterismo were offensive to the Catholic doctrine. The bill might divide the nation. Compulsion to read something against one’s faith impairs freedom of speech and religious freedom. Rizal admitted that he did not only attack the friars who acted deceptively on the Filipinos but also the Catholic faith itsel
the katipunan. The contents of this slide share are the following : The founding of katipunan, aims of katipunan and election in each katipunan.. ANY MANY MORE ....a lot of topic LEARN TO THIS SLIDE SHARE..ITS ALL ABOUT THE KATIPUNAN ...
Lapu-lapu
Si Lapu-lapu ang kauna-unahang pinunong Pilipinong lumaban sa mga mananakop na Kastila. Pinamumunuan ni Magallanes ang unang pangkat ng mga Kastilang nagtangkang sumakop sa kapuluan. Nang dumating siya kasama ng kanyang mga sundalo sa pulo ng Mactan, magiting na ipinagtanggol ni Lapulapu at ng kanyang mga tauhan ang kalayaan nila. Napatay si Magallanes sa labanang iyon kaya't itinanghal na unang bayaning Pilipino si Lapu-lapu ng bansa.
Marcelo Hilario del Pilar y Gatmaitán was born on August 30, 1850 in Cupang (now Barangay San Nicolás), Bulacán, Bulacan.He was baptized "Marcelo Hilario" on September 4, 1850.
Who Made Rizal Our Foremost Bayani?.pptxssuser384faa
Esteban A, de Ocampo‟s article, “Who made Rizal Our Foremost National Hero,
and Why?” has become well-known in depending Jose Rizal‟s being the Philippine‟s
foremost hero. Essentially, it denies the claim that Rizal is a made-to-order national hero
manufactured by the Americans, chiefly by then Civil Governor William Howard Taft.
This presentation is about the history of Rizal Law. It also introduces the life and works of rizal as well as his two novels the Noli Me Tangere and the El Filibusterismo. At the end of this presentation is an activity that can be used to assess the level of understanding of the students in this subject The life and works of Rizal.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
3. Full name of the Law
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 thereof, and for
other purposes.
4. - mandates all educational
institutions in the Philippines to
offer courses about Jose Rizal
5. Important points from RA 1425:
• Re-dedication of the ideals of
freedom and nationalism
• Honoring the national hero and
patriot, Jose Rizal-remember
with special fondness and
devotion the lives and works that
have shaped the
national character
6. Important points from RA 1425:
• Life, works and writings of Jose
Rizal particularly his novels Noli Me
Tangere and El Filibusterismo,
should be a constant and inspiring
source of patriotism
7. Important points from RA 1425:
• Instill values of moral character,
civic conscience, personal
discipline and duties of citizenship
8. Section 1:
• Noli Me Tangere and El
Filibusterismo
- shall be included in the
curricula of all schools,
colleges and universities
- public or private
9. Section 1:
• Noli Me Tangere and
El Filibusterismo
- In the collegiate
courses, the original or
unexpurgated editions of the
Noli Me Tangere and El
Filibusterismo shall be used as
basic texts.
10. 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
expurgated editions of the Noli Me
Tangere and El Filibusterismo
• Also Rizal’s other works and
biography.
11. Section 2:
• 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.
12. Section 2:
• All schools, colleges and
universities are obligated to have
adequate number of copies of
Rizal’s two novels and his other
literacy pieces.
13. Section 3:
• The National Board of Education is
assigned to translate Rizal’s
writings into English, Tagalog and
other principal Philippine dialects.
14. Section 3:
- cause them to be printed in
cheap, popular editions
- cause them to be distributed,
free of charge, to persons
desiring to read them, through
the Purok organizations and the
Barrio Councils throughout the
country.
15. Section 4:
• Nothing in this Act shall be
construed as amendment or
repealing section nine hundred
twenty-seven of the Administrative
Code
16. Section 4:
- prohibits the discussion
of religious doctrines by public
school teachers and other
person engaged in any public
school
17. Section 5:
• A fine of three hundred pesos is
issued if the act was violated.
18. Significance
• It arouse Filipino nationalism
• Makes the Filipino people
remember who they are
and that they have their
own identity as a nation
19.
20. CONCEPT OF A HERO
• The concepts of “hero” and
“heroism” seem to have existed
in all cultures on earth, in many
forms and varieties
• The word itself has probably
appeared first in ancient Greece,
where it was combined in the
name of one of the greatest
heroes of all times: Heracles.
21. CONCEPT OF A HERO
Ancient Greece
• According to Robert Graves,
- an authority on Greek culture
- the name Hero is derived from
that of the great goddess Hera
so Hero means “Hera’s Glory.”
• Heracles, then, lived, acted and
died in the name and for the glory
of that goddess.
22. CONCEPT OF A HERO
Ancient Greece
• One of the most famous Greek
heroes was the Athenian Theseus,
who sailed from his city to Crete to
fight against the Minotaur and
save his young countrymen and
women, who were supposed to be
sacrificed to a monster.
23. CONCEPT OF A HERO
Ancient Greece
• In a book Graves describes
important feature of life of a hero
- dies not just to glorify his
Mother goddess but to save his
people — the tribe of which he
is chief — from all their yearly
sins and all possible
punishments.
24. CONCEPT OF A HERO
Japan
• Japanese Yamato Take, who was
the son of a king was accredited
with slaying a dangerous serpent
of Omi.
- Similar deeds were performed
by Heracles.
25. CONCEPT OF A HERO
Christians
• Jesus’ heroism was not apparent in
his physical powers but in doing
miracles. His death in agony on
the cross presents him as a classic
hero. Jesus was a classic victim
- like Heracles, he went up after
his death to heaven, to
become a proper deity.
26. CONCEPT OF A HERO
• The Hero then possessed the
three main characteristics of
heroism:
1. They performed outstanding
deeds
2. They risked their very being for
the sake of others rather than for
their own glory
3. They were all victims
27. CONCEPT OF A HERO
Rizal as a hero
1. Performed outstanding deeds
- used the pen to fight
2. Risked his very being for the
sake of his countrymen
- he waged a non-violent crusade
against the oppressors of his
countrymen
3. He is a victim
- suffered political martyrdom
28.
29. WAS RIZAL AN AMERICAN SPONSORED HERO?
• The Spaniards, the Filipinos and
the Americans raised Rizal to the
rank of supremacy among our
heroes.
- Thus Rizal’s life, works and
martyrdom raised him to the
highest place in the
pantheon of our
revolutionary heroes
30. WAS RIZAL AN AMERICAN SPONSORED HERO?
• His supremacy was acknowledge
by his contemporaries(Aguinaldo,
Bonifacio, etc.)
- Spanish writers acknowledge
his fame
- American colonial legislators
who came to admire our
people through his history
acknowledge him as well
31. WAS RIZAL AN AMERICAN SPONSORED HERO?
• It is simply not true that there was
ever any colonialists’ meeting or
plot to impose Rizal as the National
Hero of the Philippines.
• The decision to honor him in this
way was made by the Filipinos,
for the Filipinos.
32.
33. 1. The doctrines of Rizal are not for
one epoch but for all epochs. They
are as valid today as they were
yesterday. It cannot be said that
because the political ideals of Rizal
have been achieved, because of
the change in the institutions, the
wisdom of his counsels or the value
of his doctrines have ceased to be
opportune. They have not.“
- Rafael Palma
34. 2. As a towering figure in the
Propaganda Campaign, he took
an "admirable part" in that
movement w/c roughly covered
the period from 1882-1896.
35. 3. Blumentritt, after reading
Rizal’s Noli, wrote & congratulated
its author, saying among other
things: "Your work, as we Germans
say, has been written w/ the blood
of the heart...
36. 4. If Rizal’s friends & admirers praised
w/ justifiable pride the Noli & its
author, his enemies were equally
loud & bitter in attacking &
condemning the same.
37. 5. The proponents & opponents of the
Rizal Law engaged themselves in a
bitter & long drawn-out debate the
finally resulted in the enactment of
a compromise measure, now
known as RA 1425.
38. 6. Cong. Henry Allen Cooper of
Wisconsin delivered an eulogy of
Rizal & even recited the martyr’s
Ultimo Pensamiento on the floor of
the U. S. House of Representatives
in order to prove the capacity of
the Filipinos for self- government.
39. 7. No Filipino has yet been born who
could equal or surpass Rizal as a
"person of distinguished
valor/enterprise in danger,
fortitude in suffering.”
40. 8. Dr. Frank C. Laubach, an
American biographer of Rizal,
spoke of the hero’s great
courage.
41. 9. To the bigoted Spaniards in Spain
& in the Philippines, Rizal was the
most intelligent, most courageous,
& most dangerous enemy of the
reactionaries & the tyrants
42. 10. Fernando Acevedo, who called
Rizal his distinguido amigo,
compañero y paisano", wrote the
letter from Zaragoza, Spain, on 25
Oct 1889: "I see in you the model
Filipino; your application to study
& you talents have placed on a
height w/c I revere & admire."
43. 11. The Bicolano Dr. Tomas Arejola
wrote Rizal in Madrid, 9 Feb 1891,
saying: "Your moral influence
over us is indisputable."
44. 12. Guillermo Puatu of Bulacan wrote
this tribute to Rizal:
Among the foreigners who recognized Rizal as the
leading Filipino of his time were Blumentritt,
Napoleon M. Kheil, Dr. Rheinhold Rost, & Vicente
Barrantes. Prof. Blumentritt told Dr. Maximo Viola
in May 1887 that "Rizal was the greatest product
of the Philippines & that his coming to the world
was like the appearance of a rare comet, whose
rare brilliance appears only every other century."
45. 13. Napoleon Kheil of Prague,
Austria, wrote to Rizal & said:
Dr. Rost, distinguished Malayologist &
librarian of the India office of
London, called Rizal "una perla
hombre"
46. 14. Don Vicente Barrantes
admitted that Rizal was ‘the first
among the Filipinos"
47. 15.
Even before the outbreak of the
revolution against Spain in 1896,
many instances can be cited to
prove that his country here &
abroad recognized Rizal’s
leadership. In the early part of
1899 he was unanimously elected
by the Filipinos in Barcelona &
Madrid as honorary pres. of la
Solidaridad.
48. 16. In the early part of 1899 he was
unanimously elected by the
Filipinos in Barcelona & Madrid as
honorary pres.
49. 17. In Paris, he organized & became
chief of the Indios Bravos. In Jan
1891, Rizal was again unanimously
chosen Responsable (chief) of
the Spanish-Filipino Association.
50. 18. He was also the founder &
moving spirit in the founding of
la Liga Filipina on Manila in
3 Jul 1892.
51. 19. A year after Rizal’s execution,
Gen. Emilio Aguinaldo & the other
revolutionary chiefs exiled to
Hong Kong held a
commemorative program there
on 29 Dec 1897 on the occasion
of the 1stanniversary of the hero’s
execution & martyrdom.
52. 20. Of utmost significance in the
public’s appreciation for Rizal’s
patriotic labors in behalf of his
people were the tributes paid by
the revolutionary government to
his memory.
53. 21. On 20 Dec 1898 at the
revolutionary capital of Malolos,
Pres. Aguinaldo issued the
1stofficial proclamation making
30 Dec of that year as
"Rizal Day".
54. 22. It should be further noted that
both the La Independencia,
edited by Gen. Antonio Luna, &
the El Heraldo de la Revolucion,
official organ of the revolutionary
government, issued a special
supplement in honor of Rizal in
one of their December issues
in1898.
55. 23 . Cecilio Apostol, on 30 Dec of the
same year, wrote these lines:
"!Duerme en paz las sombras de la nada,
Redentor de una Patria esclavizada!
!No llores de la tumba en el misterio
Del español el triunfo momentaneo:
Que si Una bala destrozo tu craneo,
Tambien tu idea destrozo un emperio!
56. 24. The Filipinos were not alone in
grieving the untimely death of
their hero & idol, for the
intellectual & scientific circles of
the world felt keenly the loss of
Rizal, who was their esteemed
colleague & friend.
57. 25. Among the scientific neurological
services held especially to honor
Rizal, the one sponsored by the
Anthropological Society of Berlin
in 20 Nov 1897 at the initiative of
Dr. Rudolph Virchow, its president,
was the most important &
significant. Dr. Ed Seler recited the
German translation of Rizal’s "My
Last Farewell" on that occasion.
58. 26. The newspapers, magazines, &
other periodicals throughout the
civilized world – in Germany,
Austria, France, Holland, London,
the US, Japan, Hong Kong &
Macao, Singapore, Switzerland, &
in Latin American countries—
published accounts of Rizal’s
martyrdom in order to render
homage to his greatness.
59. 27.
Beyond the shadow of a doubt
that the Great Malayan, by his
own efforts & sacrifices for his
oppressed countrymen, had
projected himself as the foremost
leader of the Philippines until the
moment of his immolation.
60. 28 .
The idea of naming the district of
Morong after Rizal came from
Dr. Pardo de Tavera, a Filipino, &
not from Judge Taft,
an American.
61. 29.
Dr. Laubach’s view about the
question is as follows:
The tradition that every American hears when he reaches
the Philippine Islands is that W. H. Taft, feeling that the
Filipinos needed a hero, made one out of Rizal. We trust
this book (Rizal: Man & Martyr—O.) will serve to show how
empty that statement is. it speaks well for Taft that he was
sufficiently free from racial prejudice to appreciate in
some measure the stature of a great Filipino. It was a
Spaniard who did more than any other to save Rizal for
posterity—Retaña whose work (Vida Escritos del Dr. Jose
Rizal, Madrid, 1907), is by far the most complete &
scholarly than we have(in1936—O.). like Rizal, he lost all
his money in the cause of the Filipinos, & died a poor
man.
62. 30. Granting that Taft commission
chose Rizal out of several great
Filipinos as the No. 1 hero of his
people, still we can say that what
the commission did was merely to
confirm a sort of fait accompli, &
that was that Jose Rizal had
already been acclaimed by his
countrymen & the scientific world
as the foremost hero &
martyr of the land of
his birth.
63. 31.
William Cameron Forbes, an
ardent admirer of Rizal & the
governor-general of the
Philippines during the
construction of the Rizal
Mausoleum on the Luneta, is
appropriate at the point of
acknowledging Rizal as national
hero through placing his picture
on the postage stamp and
currency, naming
Land marks after him etc.
64. 32. While the foremost national
heroes of other countries are
soldier-generals, like George
Washington of US, Napoleon I &
Joan of Arc of France, simon
Bolivar of Venezuela, Jose de San
Martin of Argentina, Bernardo
O’Higgins of Chile, Jimmu Tenno
of Japan, etc., our greatest hero
was a pacifist & a civilian whose
weapon was his quill.
65. 33. Great men said about the pen
being mightier & more powerful
than the sword. Napoleon I
himself, who was a great
conqueror & ruler, said: "There are
only two powers in the world; the
sword & the pen; and in the end
the former is always conquered
by the latter".
66. 34. The following statement of Sir
Thomas Browne is more
applicable to the role played by
Rizal in our libertarian struggle:
"Scholars are men of peace; they
bear no arms; but their tongues
are sharper than the sword; their
pens carry further & give a louder
report than thunder. I had rather
stand in the shock of a basilisk
67. 35. Quoted from Bulwer: "take away
the sword; states can be saved
w/o it; bring the pen!
68. 36. The Austrian savant Prof.
Blumentritt judged him as "the
most prominent man of his own
people" and "the greatest man
the Malayan race has produced".
69. 36. The Austrian savant Prof.
Blumentritt judged him as "the
most prominent man of his own
people" and "the greatest man
the Malayan race has produced".
70. 36. The Austrian savant Prof.
Blumentritt judged him as "the
most prominent man of his own
people" and "the greatest man
the Malayan race has produced".