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MODULE 1- Introduction to the Life, Writings and Works of Jose Rizal

“One only dies once, and if one does not die well, a good opportunity is lost
and will not present itself again.”-Jose Rizal

Objectives: What will you learn from this module?

At the end of the module, you should be able to:

1. Value the true meaning of heroism and the criteria set by the National Heroes Committee (NHC);
2. Examine the policy on the selection and proclamation of national heroes;
3. Understand the Rizal law and its implication to the current educational system;

Introduction
Taking up Rizal course for credits, like reading Shakespeare to get by in English courses, can be tiresome
for the youth. If reading and discussing the text about Rizal cannot be fun, then it will just be like a cold stone
without elaboration. To discuss about a hero is taking him as a person with flesh and blood not as a deity or a
supernatural being that is an object of reverence without understanding. To appreciate a hero like Rizal, we
must be able to learn more about him – not his acts but the thoughts behind his acts, his reasons, his
experiences and his works that are relevant to our time and place. We should study Rizal as a person – his
intelligence, courage, compassion nationalism and also his weakness like being a womanizer, violent, and
short-tempered that complete him as a human being. When we realize that he is like us, then, we can truly
appreciate his being human and his great and exemplary deeds are word emulating.

Analysis: What makes a person a hero?

A person to be considered a hero must have his works relevant to our time and place. To be able to
appreciate that person a hero, we must learn more about him – not merely his acts, his reasons, the situations
he found himself in, and his motivations. Based on how you understand the concept of “heroism” in
contemporary time, explain how the following scenarios below signify an act/s of heroism.

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LESSON I. What is a Hero? Rizal Law (R. A. 1425)

Abstraction: Definition of a hero

According to the dictionary:

- a hero is a man admired for his achievements and noble qualities and regarded as an ideal or model
- the central figure in an event, period or movement, honored for outstanding qualities
- he/she is someone who shows great courage in an important event
- a hero is a man admired for his achievements and noble qualities and regarded as an ideal or model
- the central figure in an event, period or movement, honored for outstanding qualities
- he/she is someone who shows great courage in an important event.

According to Dr. Esteban de Ocampo, a known Filipino historian, as stated in his book about Rizal that: “ a hero
means a prominent or central personage taking an admirable part in any remarkable action or event; a person of
distinguished valor or enterprise in danger, or fortitude in suffering; and a man honored after death by public worship
because of exceptional service to mankind.”

Who will set the criteria for the recognition of the national hero?

No law, executive order or proclamation has been enacted or issued officially proclaiming any Filipino
historical figure as a national hero. However, because of their significant roles in the process of nation building and
contributions to history, there were laws enacted and proclamations issued honoring these heroes. But according to
historians, heroes, should not be legislated. Their appreciation should be better left to academics. Acclamation for
heroes, they felt, would be recognition enough.

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Executive Order No.75 “National Heroes Committee”

Issued by President Fidel V. Ramon on March 28, 1993 creating the National Heroes Committee under the
Office of the President. The principal duty of the Committee is to study, evaluate and recommend Filipino national
personages/heroes in due recognition of their sterling character and remarkable achievements for the country.

The Technical Committee of the National Heroes Committee had a meeting on June 3, 1993 in Manila and
adopted the following criteria:

1. Heroes are those who have a concept of nation and thereafter aspire and struggle for the nation’s
freedom.
2. Heroes are those who define and contribute to a system or life of freedom and order for a nation.
3. Heroes are those who contribute to the quality of life and destiny of a nation.

In another round-table discussion held on November 15, 1995, the NHC Technical Committee further adopted
the criteria submitted by Dr. Alfredo Lagmay, as follows:

1. A hero is part of the people's expression, but that process of a people's internalization of a hero's life and
works takes time, with the youth forming part of that internalization.
2. A hero thinks of the future, especially the future generations.
3. The choice of hero involves not only the recounting of an episode or events in history, but of the entire process
that made this particular person a hero.

On November 15, 1995 , the Technical Committee after deliberation and careful study based on Dr. Onofre D. Corpuz’
and Dr. Alfredo Lagmay’s criteria selected the following nine Filipino historical figures to be recommended as National
Heroes:
a) Jose Rizal f. Marcelo H. del Pilar
b) Andres Bonifacio g. Sultan Dipatuan Kudarat
c) Emilio Aguinaldo h. Juan Luna
d) Apolinario Mabini i. Gabriela Silang
e) Melchora Aquino

What makes a person a hero then?

To study Rizal, do not treat him like god, as he becomes unattainable and his accomplishments inhuman, but study
Rizal deeper. You see him as he truly was- compassionate, nationalistic, intelligent, courageous, short-tempered,
womanizer, gambler, violent and sometimes rash. When we realize that he is like us, that his deeds are not impossible
to imitate, we will realize his humanity and that we will be truly inspired by his heroism.

Laws Honoring/ Commemorating Filipino Historical Figures- for Dr.Rizal

A. Decree of December 20, 1898 , issued by General Emilio Aguinaldo, declared December 30 of every year a day
of national mourning in honor of Dr. Jose Rizal and other victims of the Philippine Revolution.
B. Act No. 137, which organized the politico-military district of Morong into the Province of Rizal, was the first
official step taken by the Taft Commission to honor our greatest hero and martyr.

What is the Rizal Law or R.A.1425? and Why is it mandated?

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.

WHEREAS, today, more than any other period of our history, there is a need for a re-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;
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WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo,
are a constant and inspiring source of patriotism with which the minds of the youth, especially during their
formative and decisive years in school, should be suffused;

WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all
schools are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of
citizenship; Now, therefore,

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 unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as
well as of Rizal’s other works and biography. 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.
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 the Noli Me Tangere and El
Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine
dialects; cause them to be printed in 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 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 5. The sum 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 its approval.

Approved: June 12, 1956
Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.

Opposition of the bill

A coalescence of religious groups within the church rallied to block the passage of the bill in the Senate. Among
the most active groups that opposed the Rizal Bill were the Catholic Action of the Philippines, the Knights of Columbus,
the Congregation of the Mission, and the Catholic Teachers Guild. The Catholic Church urged its faithful to write to
lawmakers to make their opposition to the bill known. Catholic groups organized symposiums on why it should not
become law.
In one of these symposiums, Fr. Jesus Cavanna allegedly argued the novels would misrepresent current
conditions in the church. Cavanna was the author of the book, Rizal's Unfading Glory: A Documentary History of the
Conversion of Dr. José Rizal, published in 1956 after the passage of the Rizal Law. The book details Jose Rizal’s
conversion to Catholicism.
It was not only church groups and clergy who vehemently opposed the Rizal Bill. Catholic schools around the
country banded together in opposition to the Rizal Bill. It came to a point when a number of Catholic schools
threatened to close down if the Rizal Bill became law. Senator Recto responded by saying the government would
simply take over the administration of these schools if they closed, and nationalize them.
The Rizal Bill only became the Rizal Law after a compromise between the Catholic Church and the legislators
was reached. The legislators, especially Recto, agreed to the condition of watering down the morally offensive parts
of Rizal’s novels before they were taught to schools. They called it the expurgated versions. Further, it was agreed that
only colleges and universities would teach these materials to their students.

The Rizal Law was enacted on June 12, 1956, coinciding with the Philippines’ Independence Day.
Module I- Introduction to the Life and Works of Jose Rizal
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Assessment:

Substantiate your answer to this question in the maximum of 10-sentence paragraph but not less than 5
sentences: If you are one of the senators during the debate over the Bill, will you support or oppose the Bill. Why or
why not?

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Module I- Introduction to the Life and Works of Jose Rizal