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LESSON 1
Rizal Law(Republic Act No.1425)

What is Republic Act 1425?
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
What was the main purpose for formulating The Rizal Law?
To instill patriotism and love for country in the hearts and minds of the Filipinos.
To address “a need for a re-dedication to the ideals of freedom and nationalism for which our heroes
lived and died for.”
Republic Act 1425
June 12, 1956
Sponsored by the late Senator Jose P. Laurel
Main proponent of Rizal Bill was Sen. Claro M. Recto
Motivations behind Republic Act 1425
To rededicate the lives of the youth to the ideals of freedom and nationalism for which our heroes lived
and died;
To pay tribute to our national hero for devoting his life and works in shaping the Filipino character;
To gain an inspiring source of patriotism through the study of Rizal’s life, works, and writings.
Goals of Rizal Law
To recognize the relevance of Rizal’s ideals, thoughts, teachings, and life values to present conditions in
the community;
To apply Rizal’s ideals in the solution of day-to-day situations and problems in contemporary life;
To develop an understanding and appreciation of the qualities, behavior and character of Rizal;
To foster the development of moral character, personal discipline, citizenship and vocational efficiency
among the Filipino youth
LESSON 2
19th Century Philippines as Rizal’s Context
Dynamic and creative age especially in Europe and the United States.
Its social and economic structure was based on the old feudalistic patterns of abuse and exploitation of
the Indio's.
SOCIAL STRUCTURE
Philippine society was predominantly feudalistic
An elite class exploited the masses
Its apex was occupied by the Spanish officials, the peninsulares, and the friars.
The peninsulares or the Spaniards who were born in Spain.
The insulares or the Spaniards born in the Philippines were the second class.
The third class was the Creoles or the mixture of the Spanish and native.
Its base, by the Filipino majority, the indios.
Racial discrimination was prevalent.
POLITICAL SYSTEM
Spain governed the Philippines through the Ministro de Ultramar (Ministry of the Colonies) established
in Madrid in 1863.
He was the king’s representative in all state
He issued executive orders and proclamations and had supervision and disciplinary powers over all
government officials.
He was commander-in-chief of the Armed Forces of the Philippines Next to the central government in
the hierarchical structure were the provincial governments or alcaldias led by alcaldes mayors (civil
governors); and the city governments called cabildo or ayuntamiento administered by two alcaldes en
ordinario (mayor and vice mayor)
The gobernadorcillo, fondly called captain by his constituents, was the chief executive and chief judge of
a town.
The smallest unit of government was the barangay or barrio. Each barangay was controlled by a cabeza
de
barangay.
The guardia civil and cuadrilleros performed police duties and helped maintain peace and order. The
alferez (second lieutenant), usually a Spaniard, headed the corps of guardia civil in each town.
EDUCATIONAL SYSTEM
For almost three hundred years since the Spaniards established the first settlement in the Philippines,
there was no systematic government supervision of schools.
MOST SERIOUS CRITICISMS AGAINST THE SYSTEM
The very poor classroom facilities
The absence of teaching materials such as books in the elementary and high school levels
Primary education was neglected
Absence of academic freedom
The prejudice against Filipinos in the schools of higher learning
The friar’s control over the system were also reported
The College of San Juan de Letran
7 provinces had private colleges and Latin schools for general studies
Secondary Education for girls was furnished by 5 colleges in Manila- Santa Isabel, La Concordia,
Santa Rosa, Looban and Santa Catalina.
The University of Santo Tomás Main Building
LESSON 4
Rizal’s Life: Family,Childhood and Early Education
The Advent of a National Hero
Jose Protacio Rizal Mercado Y Alonso Realonda
Baptized at the age of 3 days old by Father Rufino Collantes
Born on June 19, 1861 in Calamba, Laguna
Jose was chosen by his mother
Francisco Mercado Rizal
Born on May 11, 1818 in Biñan, Laguna
Studied Latin and Philosophy at the College of San Jose in Manila
“Model of Fathers” (described by Jose Rizal)
Teodora Alonso Realonda
Born on November 8, 1826 in Manila
Studied at the College of Santa Rosa
“Loving and prudent mother” (described by Jose Rizal)
Jose Rizal had a Chinese ancestor from his father’s side(paternal) , Domingo Lam-Co who married a
Chinese mestizo, Ynes dela Roza.
Aside from his Chinese ancestry, he also had Japanese,Spanish and Malay blood.
“Rizal” as a Surname
Real surname of the Rizal Family was Mercado
Rizal was given by a Spanish alcalde mayor of Laguna
A Good and Middle Class Family
Rizal family belonged to the principalia, a town aristocracy in Spanish Philippines
One of the distinguished families in Calamba
Earliest Childhood Memories

The first memory of Rizal in his infancy was his happy days in the family garden when he was three years
old.
The aya related to the Rizal children many stories
The nocturnal walk in the town, especially when there is a moon.
Daily Angelus Prayer
First Sorrow
Concha
Died of sickness in 1865, when she was three years old
Pilgrimage to Antipolo
On June 6, 1868, Jose and his father left Calamba to go on pilgrimage to Antipolo.
Influences on Hero’s Boyhood
Hereditary Influence
Environmental Influence
Aid of Divine Providence
Early Education in Calamba and Biñan
The first teacher of Rizal was his mother
The Hero’s First Teacher
Rizal’s education was focused on 4R’s – reading,writing, arithmetic and religion.
Tutors of Rizal
Maestro Celestino – first tutor
Maestro Lucas Padua – second tutor
Leon Monroy – third tutor and taught him therudiments of Latin
Uncles of Rizal
Uncle Manuel Alberto – concerned with the physical development of Jose and instilled in him the love
the nature
Uncle Gregorio – taught Rizal the value of education
Uncle Jose Alberto – encouraged him to develop his skills in painting, sketching and sculpting.
First Day in Biñan School
Maestro Justiniano Aquino Cruz – Rizal’s first teacher in Biñan and taught him Latin and Spanish
Jose challenged Pedro (son of Maestro Cruz) to a fight.
Andres Salandanan challenged him to an arm-wrestling match.
Daily Life in Biñan
4 am mass
Studying lesson at the same hour.
Looking for mabolo fruit and ate it
Best Student in School

In academic studies, Jose beat all Biñan boys.
End of Biñan schooling
December 17, 1871
Injustice to Hero’s Mother

Doña Teodora was arrested on malicious charge that she aided her brother, Jose Alberto in trying to
poison his wife.
The Martyrdom of Gom-Bur-Za

January 20, 1872 (Cavite Mutiny flared up)
February 17, 1872 (Execution of Father Gomez, Burgos, and Zamora)
Wrap-up Square, Triangle, Circle

You are going to choose a shape that is associated with a question prompt:
*A square means something that is now “squared away” in your thinking
*Choosing a triangle tasks you with extracting three important ideas from what you learned
*A circle would require you to discuss something“circulating”-ideas that are not yet fully formed in your
minds

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LESSON 1

Rizal Law(Republic Act No.1425)

Earliest Childhood Memories

Best Student in School

Injustice to Hero’s Mother

The Martyrdom of Gom-Bur-Za

Wrap-up Square, Triangle, Circle

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