Rizal, Life, works and Writings

I- Introduction.

A. Republic Act 1425 (The Rizal Law).

Senate Bill 448 (Rizal Bill) filed by then Senator Jose P. Laurel with the intention of giving the
Filipino people with the knowledge about the oppressions suffered by their countrymen during the
Spanish Era.

Sen. Jose P. Laurel has the conviction that by reading Rizal’s two (2) popular novels, Noli Me
Tangere and El Filibusterismo and other writings, Filipinos will be able to understand themselves and
their country and realize the greatness of their national Hero.

However, Senate Bill 448 was rough with many attempts from the members of Congress and
from other quarters to block it.

Those opposition senators were Sen. Decoroso Rosales, Sen. Mariano Cuenco, and Sen.
Francisco “Soc” Rodrigo. The reason why they opposed such measure was that a violation of
religious freedom.

The word “compulsory” was removed to read, “inclusion in the curricula of all public and private
schools, colleges and universities, the course on the life, works and writings of Jose Rizal. Thus
Republic Act 1425 known as “ 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” became law on June 12, 1956.

Major Provisions of RA 1425:

1. It directs educational agencies such as the Department of Education and the Commission
on Higher Education to include in the curricula of all schools

2. It obliges all the libraries of all schools to maintain adequate copies of Noli Me Tangere and
El Filibusterismo.

3. It directs the board of National Education to take charge of the translation, reproduction, and
distribution of Rizal’s novel.

Implementation of R.A. 1425

A. During the 50’s and the 60’s.

During this period the influence of Spain was still felt in the country and that could explain the
varying interpretations of Rizal law.

Education Secretary Jose E. Romero gave schools so much leeway in the implementation of
the Law that some schools were granted exception from the reading the two novels.

Others banned the readings of the two novels of Jose Rizal.

 Further on the 60’s, Rizal course could be offered as a three (3) unit subject or a
supplementary topic to other courses.

In 1965, Secretary of Education Alejandro Roces ordered the integration of Rizal course with
appropriate courses other than Spanish.

In 1969, the then secretary of Education Carlos P. Romulo ordered the course of Rizal to be
offered as a three-unit subject and the same time a prerequisite to graduation. This order came out
13 years after the enactment of the Rizal Law in 1956.

In 1984, the Minister of Education then Jaime C. Laya ordered the Rizal course to be
integrated with Philippine History and Rizal’s literary works became part of language and literature
courses in Filipino, Spanish and English. This practice lasted for ten (10) years.

In the 90’s, the Rizal course suffered added setbacks because the government has the
preference on Science and technology. Either for apathy or overreaction to government programs,
some schools took the humanities for granted. These explain the education department’s half-
hearted or varying interpretation of Rizal Law.

B. Presidential Memos/Order 247 and CHED Issuances.

From 1995 to 1996, grand celebrations were held for centennial celebrations of the Philippine
Revolution, the Philippine Independence and Jose Rizal’s Martyrdom. Along these celebrations was
revisiting Rizal Law and its implementation. Former President Fidel Ramos issued 1995
memorandum/Order which mandated the immediate and full implementation of the Rizal Law with
sanctions against schools for noncompliance.

In 1996, The Commission on Higher Education Chairman Angel C. Alcala issued CHED Order
no. 6, reiterating Rizal life, Works and writings as a legislated and mandated course and should be
offered as a three-unit subject. On September 25, 996, CHED Memorandum Order No. 59 specified
CHED Order No. 66 making Philippine History and Rizal as required, three unit courses respectively.

The teaching of Rizal and Philippine History as distinct three-unit separate courses balance the
prescribe number of units for general education in college. These issuances jibed with the Virginia
Anonas’ study on the curriculum development recognizing the significance of Social Sciences. While
irrelevant subjects in curriculum should be eliminated, the study warns school against their tendency
of taking social sciences for granted. Social Sciences serve as the anchor of other courses in the
different discipline.

C. The Teaching of Rizal Course in College.

It has been said that the subject Rizal has been taught in college in different styles and with
different techniques, depending upon the background of the teachers who handle it.

This course is commonly THE LIFE, WORKS AND WRITINGS OF DR. JOSE P. RIZAL, also
known as RIZAL or RIZALIANA.

In 1989, at the national convention held in Baguio City, the Kapisanan ng mga Gurong
Nagmamahal kay Rizal (KAGUNARI) stressed the need of upgrading and professionalizing the
teaching of Rizal. Delegates from different regions shared their common observation which affirmed
earlier discussion on the inappropriate teaching of Rizal course. While Rizal’s Life, Works and
Writings is the only mandated-legislated course in college, up to now, some educators take the
course as a filler for additional teaching loads or as curricular frill.

D. Rizal Law and Filipino Culture.

Noli Me Tangere presents the Filipino Culture and El Filibusterismo forecasts the inability of
revolution.

Culture is the source of national power. As that, the government strives to attain people’s
unity, people proud of their history and artistic inclinations while striving to become a new
industrialized country.

Culture is the very life support system of the Philippines that is a pluralistic in nature, as there
are thousands of island that composed its geographic make up. A real culture serves as the dynamic
resource of a unite people towards nation building.

Culture is about people’s way of life. It reveals the people’s fine qualities, the maladies of a
society; the virtues and vices of a people.

Noli Me Tangere underscored the Filipino culture because it is a lasting legacy, surviving the
present generation and all the generations to come.

Culture is like invisible thread that binds the people together. Its influence is overwhelming; it
consists of events that happened in the past, and has shaped contemporary thinking, beliefs, values
and attitudes of our people.

Culture reflects the kind of social and political structure which we are part of. It is what makes
Filipinos, really Filipinos.

Culture is the complex web knowledge, beliefs, values, morals, laws, customs and all other
tangible and intangible faculties, learned and shared by Filipinos through the years, of both their
triumphs and struggles as a people. Arts and culture are the very oil that runs breathes life into the
Filipino Machine.

II- Who made Rizal Our National Hero?

A. Hero is a person of distinguished valour or enterprise in danger, or fortitude in suffering and a

person who is revered by the public after his or her death because of his exceptional service to
humankind.

1. He is deemed to be the greatest hero our country has produced because he was a
towering figure in the Propaganda Movement, having played an “admirable role” therein.
2. Rizal’s first novel, Noli Me Tangere, influenced the Filipino masses to a great extent.
3. Without Rizal, there would have been no Bonifacio, who founded the Katipunan.

III- The Birth of a Hero.

A. During the times of Rizal, the sinister shadows of Spain’s decadence darkened Philippine
skies.
B. The Filipino people agonized beneath the yoke of Spanish misrule, for they were unfortunate
victims of the evils of an unjust, bigoted and deteriorating colonial power.
C. Instability of Colonial Administration.

1. The Spanish government underwent frequent changes owing to bitter struggles between
the forces of despotism and liberalism.
2. From 1834 to 1862, Spain had adopted four constitutions, elected 28 parliaments, and
installed no less than 529 ministers with portfolios; followed in subsequent years by party
strife, revolutions, and other political upheaval.
3. This political instability affected Philippine affairs because it brought about frequent periodic
shifts in colonial policies and a periodic rigodon of colonial officials.

D. Corrupt Colonial Officials.

1. With few exceptions, the colonial officials (governors-general, judges, provincial executives,
etc.) sent by Spain to the Philippines in the 19th century were a far cry from their able and
dedicated predecessors or the ancestors of the 16th, 17th, and 18th centuries.
2. They were either highly corrupt, incompetent, cruel, or venal.
3. General Rafael de Izquierdo (1871-73), a boastful and ruthless governor general, aroused
the anger of the Filipinos by executing the innocent Fathers Mariano Gomez, Jose Burgos,
and Jacinto Zamora, the “Martyrs of 1972”.
4. Governor Fernando Primo de Rivera, governor general for two terms (1880-83 and 1897-
79), enriched himself by accepting bribes from gambling casinos in Manila which he
scandalously permitted to operate.
5. Other Spanish colonial officials were of the same evil breed of men as the corrupt and
degenerate governors-general mentioned above.

E. Human Rights Denied to Filipinos

1. 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).

2. No Equality before the Law.

The Spanish missionaries, who introduced Christianity into the Philippines as early as in
the 16th century, taught that all men, irrespective of color and race, are children of God and
as such they are brothers, equal before God.

3. Maladministration of Justice

a. The courts of justice in the Philippines during Rizal’s time were notoriously corrupt.
b. Verily, they were courts of “injustice”, as far as the brown Filipinos were concerned.
c. Justice was costly, partial, and slow.

d. Poor Filipinos had no access to the courts because they could not afford the heavy
expenses of litigation.
4. Racial Discrimination

a. Spain introduced Christianity into the Philippines with its beautiful egalitarian concept
of the brotherhood of all men under God the Father.
b. They regarded the converted Filipinos not as brother Christians, but as inferior
beings who were infinitely undeserving of the rights and privileges that the white
Spaniards enjoyed.

5. Frailocracy.

a. Owing to the Spanish political philosophy of union of Church and State, there arose
a unique form of government in Hispanic Philippines called “Frailocracy”
(frailocracia), because it was a government by friars.
b. Friars are members of certain monastic orders under the vows of obedience, poverty
and chastity. The following are examples of Friars:

1) The Grey Friars known as the Franciscan;

2) Austin Friars known as the Augustinians;

3) Black Friars known as the Dominicans;

4) White Friars known as the Carmelites.

c. Friars played very important roles in the process of bringing about peace in the
island colony, not to mention the gift of Christianity.
d. They held advantage over the civil government officials because of their longer stay
in the Philippines, their familiarity with the natives & their local dialects, & the natives’
deep respect for priests.
e. Spain saw the convenience of establishing FRAILOCRACY.
f. The Friars were even more powerful than the civil government officials.
g. This affirms Voltaire when he said, “Religion makes men cohesive, & if society does
not have religion, then one must be invented for easy conquest.
h. Religion pacifies conflicts & unites divergent people.
i. The friars (Augustinians, Dominicans, and Franciscans) controlled the religious and
educational life of Philippines.
j. The Power of the Parish Priests during the Spanish Era:

1) Preacher
2) Tax Collector
3) Election Inspector
4) Law Enforcer
5) Registry of deeds
6) Confessors

6. Forced Labor.

a. Known as the polo, it was the compulsory labor imposed by the Spanish colonial
authorities on adult Filipino males.
b. Originally, Filipino males from 16-60 years old were obliged to render forced labor
for 40 days a year.
c. Later, the Royal Decree of July 12, 1883, implemented by the New Regulations
promulgated by the Council of State of February 3, 1885, increased the minimum
age of the polistas (those performed the forced labor) from 16-18 and reduced the
days of labor from 40 to 15.
 7. Haciendas Owned by the Friars.

a. The rural folks, who had been living in these haciendas and cultivating them
generation after generation became tenants.
b. The friars were recognized as legal owners of said lands because they obtained
royal titles of ownership from the Spanish crown.

8. The Guardia Civil

a. The last hated symbol of Spanish tyranny was the Guardia Civil which was
created by the Royal Decree of February 12, 1852, as amended by the Royal
Decree of March 24, 1888, for the purpose of maintaining internal peace and order
in the Philippines.
b. It was relatively peaceful in the Philippines at about the time that Jose Rizal was
born.
c. By the time Don Francisco Rizal joyfully announced the coming of his seventh child,
a boy, Spain had lost her colonies in the new world.
d. Mexico became an independent country in 1821 and the last galleon from Acapulco
ended its voyage in 1815.
e. About two years before the birth of Rizal, Spain made some head way in her
conquest of Morocco in North Africa.
f. In 1859, Darwin published his Origin of Species.
g. In the 19th century, the impressionist school of painting, based in France, emerged.

IV- THE PHILIPPINES DURING THE 19th CENTURY UNDER SPANISH RULE

A. Political Institution

1. The Spanish misrule in the Philippines was centralized in form.

2. The Philippines was governed through the Ministries of the Colonies established in
Madrid in 1863.
3. The national government in the Philippines was headed by a mestizo, while the local
government was headed by an indio.
4. The main local government units were the provinces (alcaldias), headed by the alcalde
mayor or provincial governor, who exercised executive and judicial functions.
5. The alcalde mayor was considered the most corrupt government official then in the
Philippines; he was the administrator, judge, and military commandant, with the
privilege of engaging in and monopolizing trade, called indulto de commercio.
6. The alcalde mayores bought goods from the natives at low prices and sold these back
to the natives in times of scarcity at much higher prices.
7. The provinces were divided into towns or pueblos.
8. Each pueblo was headed by a gobernadorcillo or town mayor.
9. Each town was divided into barrios or barangays. Each barangay was headed by a
cabeza de barangay, whose main function was the maintenance of peace and order in
the barrio and the collection of taxes and tributes as well.

B. Sources of Abuses in the Administrative System

1. Government officials who are incompetent were appointed

 2. The principal officials obtained their respective positions via royal appointment by the
governor-general himself, or the positions were sold to the highest bidder.
3. the most corrupt government officials was the alcalde mayor
4. As the position of gobernadorcillo was honorary, many of such officials collected taxes
from the natives and did not use these for the improvement of their locality but instead
pocketed them.

C. The Philippine Social Structure

1. The social structure of the 19th century favored the Spaniards.

2. The highest social class consisted of the peninsulares (Spaniards born in Spain),
followed by the insulares (Spaniards born in the Philippines)
3. The Spanish and Chinese mestizos, and the principalia, the latter class composed of
the gobernadorcillos, cabezas de barangay, and wealthy native families.

D. The Educational System

1. The schools in the Philippines during the Spanish colonial period were not co-
educational; the girls were separated from the boys.
2. The first college for boys was College of Manila, founded by the Jesuits in 1589. It was
renamed College of Ignacio
3. The first college for girls, established in 1589, was Colegio de Santa Potenciana. It was
merged in 1866, now called Sta. Isabel College
4. The second colony and the oldest existing University at present, was University of
Santo Tomas.
5. It was founded in 1611 by Fr. Miguel de Benavidez, a Dominican priest, as College of
our Lady of the Rosary.
6. In 1611, it was renamed Colegio de Santo Tomas and in 1645, became known as
University of Santo Tomas.
7. The system of education was the overemphasis on religious matters, the obsolete
teaching methods, the limited curriculum, the poor classroom facilities and the absence
of teaching materials.

E. Economic Institution.

1. It paved the way for various oppressive practices, such as tributo, forced labor,
bandala.

V- Advent of the National Hero.

A. Jose Rizal

1. Dr. Jose Rizal, the greatest hero of the Philippines, was a “many-splendored” genius.
He was richly dowered by God with superb intellectual, moral, and physical qualities.
2. JOSE PROTACIO RIZAL MERCADO Y REALONDA was the complete name of the
baby boy who was destined to become the greatest genius and hero of the Philippines.
3. Jose was the seventh child of the eleven children of Francisco Mercado Rizal and
Teodora Alonzo Realonda.
 B. Parents

1. Father:

a. Francisco Mercado Rizal (1818-1898)

He was born in Biñan, Laguna on May 11, 1818 and died in Manila on January 5,
1898 at the age of 80. He was an educated farmer, studied Latin and Philosophy at the
College of San Jose in Manila. He moved to Calamba after his mother’s death and
became a tenant-farmer. He married Teodora Alonzo Realonda on June 28, 1848.

2. Mother.

a. Teodora Alonzo Realonda (1826-1911).

The hero’s mother. She was born in Manila on November 8, 1826 and died in Manila
on August 16, 1911, at the age of 85. A graduate of Santa Rosa College and a very
talented woman with high culture, business ability, and literary gift. Jose Rizal loves her
so much.

3. The Rizal Children.

a. Saturnina (1850-1913)- The oldest of the Rizal children married Manuel T.

Hidalgo of Tanawan, Batangas.
b. Paciano (1851-1930)- The older brother of Dr. Rizal. Joined the revolution
after his younger brother’s execution and died an old bachelor.
c. Narcisa (1852-1939)- Married Antonio Lopez, a school Teacher of Morong,
Rizal.
d. Olympia (1855-1887)- Married Silvestre Ubaldo, a telegraph Operator from
Manila.
e. Lucia (1857-1919)- Married. Mariano Herbosa of Calamba.
f. Maria (1859-1945)- Married Daniel Faustino Cruz of Binan, Laguna.
g. Jose (1861-1896)- The “lucky seven” in a family of eleven children. Married
Josephine Bracken, a pretty Irish girl of Hongkong.
h. Concepcion (1862-1865)- Died at the age of three.
i. Josefa (1865-1945)- Died an old maid.
j. Trinidad (1868-1951)- Died an old maid like Josefa.
k. Soledad (1870-1929)- The youngest of the Rizal children. Married Pantaleon
Quintero of Calamba.

II- The Making of a Leader.

A. The Birth of Jose Rizal

 Jose Rizal was born on June 19, 1861 between eleven and twelve o’clock at night, a few days
before the full moon.
 Rizal was the first to use Rizal, which in Spanish means “a field of green wheat”.
 What were Rizal’s attributes? He had large, beautiful, slanting eyes, full lips, prominent
cheekbones, and a nose that slightly widened downward.
 His complexion was medium dark, but his delicate features belied his pure native origin.
 According to Guillermo Tolentino, who made the best Rizal statues this country has ever seen,
Rizal was about 5 ft.3 inc.
 In Tolentino’s sculptures, Rizal’s head is smaller than usual because he insisted that Rizal had
“classical proportions”
 Don Francisco developed the lands to the extent that, “Rizal writes, “he became one of the
town’s wealthiest man, the first to build a stone house in Calle Real in Calamba, Laguna.
 Calamba in Laguna is one of the richest town because of natural setting.
 It was a vast plain that lent itself excellently to the cultivation of rice, sugar cane, and coffee.
 Besides, the town lay beside the Laguna e bay which provided the residents of the river area
with all species of fresh air.
 A contrast to the fertility of the land, life in Calamba was marred by frequent epidemics of
typhoid, malaria, and frequent cholera outbreaks.

B. Early Manifestations of Rizal’s Innate Talents

 Rizal’s education and the environment in which h grew up played a big role in shaping his
habits.
 The scenic beauty of Calamba was instrumental in making him develop his favorite hobbies.
 Rizal was not yet five years old when he started drawing or moulding in wax or clay almost
everything he saw, with great likeness and success.
 On the azotea at night, he listened to his yaya’s stories of “skeletons and buried treasures,
and trees from which diamonds sprang”.
 He wrote the poem “My mother”.

C. The First Taste of Injustice.

1. The Arrest of his mother.

 While Rizal was waiting for the month of July to go to school in Manila, darkness descended
upon their home.
 Jose Alberto’s wife conspired with the Spanish lieutenant of the Guardia Civil and filed a suit
against Dona Teodora for purportedly attempting to poison her.
 Teodora was arrested to walk a distance of 50 kilometres from Calamba to the capital of
Laguna, to Sta. Cruz.

2. Execution of Gomez, Burgos and Zamora.

 In Manila, he found his older brother Paciano, who was then studying in Colegio de San Jose,
frustrated because his favorite professors (GOMBURZA) were executed
 Rizal was only eleven years old when Paciano narrated the incident to him.
 Another experience of Rizal that had a profound impact on him was when he became an
object of racial discrimination in Manila.