TOPIC 1: INTRODUCTION OF REPUBLIC ACT NO.

1425
The Making of the Rizal Law
- On April 3, 1956, Senator and Chairman of the Committee on Education, Jose P. Laurel filed
Senate Bill No. 438 or the Rizal Bill. This bill is originally authored by Senator Claro M. Recto.
- The bill aimed to make Rizal’s Noli Me Tangere and El Filibusterismo a compulsory reading in
all universities and colleges.
- On April 19, 1956, Congressman Jacobo Z. Gonales introduced House Bill 5561—which is an
identical copy of the Senate Bill No. 438—to the House of the Representatives.
- Congress passed the Rizal Bill and was signed into a law (Republic Act 1425) by President
Ramon Magsaysay on June 12, 1956.

Notable Individuals Who Tried to Block the Passage of the Rizal Bill
 Senator Decoroso Rosales – brother of Archbishop and later Cardinal Rosales.
 Senator Mariano J. Cuenco – brother of Archbishop Cuenco.
 Senator Francisco Soc Rodrigo – former President of the Catholic Action. He said that he cannot
let his son, 16 years old, to read the works of Rizal as “he might lose his faith.”
 Fr. Jesus Cavana – a Catholic priest from the order of the Congregation pf the Mission,
commonly known as the Vincentian Fathers. He wrote the pastoral letter which branded Rizal’s
works as heretical and impious.
 Members of the House: Cong. Ramon Durano, Jose Nuguid, Marciano Lim, Manuel Zosa, Lucas
Paredes, Dodofredo Ramos, Miguel Cuenco, Carmen D. Consing, and Tecla San Andres Ziga.
 Groups such as Catholic Action of the Philippines, the Congregation of the Mission, the Knights
of Columbus, and the Catholic Teachers Guild.

Intentions/Reasons of People Who Tried to Block the Approval of the Rizal Bill
- The Noli Me Tangere and El Filibusterismo are very damaging to the clerics.
- The novels were written when Dr. Jose Rizal, estranged from Catholic Faith and religion, and
contradict many of the Christian belief.
- To compel Catholic students to read a book which contains passages contradicting their faith
constitutes a violation of a Philippine constitutional provision (Art. 3, Sec 1, Par. 7, 1935
Constitution—this is now known as Art. 3, Section 5 of the 1987 Constitution)
- The novels do contain teachings contrary to Catholic faith and so, the Church is opposed to the
proposed compulsory reading in their entirety of such books in any school in the Philippines
where Catholic students may be affected.

Notable Individuals Who Fought for the Approval of the Rizal Bill into a Law
 Senator Claro M. Recto – original author
 Senator Jose P. Laurel – principal sponsor
 Members of the House – Cong. Jacobo Z. Gonzales, Emilio Cortes, Mario Bengzon, Joaquin R.
Roces, and W. Rancap Lagumbay.
 Groups such as Veteranos de la Revolucion (Spirit o 1986), Alagad ni Rizal, Freemasons, and
the Knights of Rizal.
Intentions/Reasons of People Who Fought for the Approval of the Rizal Bill
- There is a need for a rededication to the ideals and freedom and nationalism for which our heroes
lived and died.
- There is a need to remember with special fondness and devotion the lives and works of our
heroes who shaped the national character.
- The life, works, and writings of Rizal, particularly his two novels, are 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.
- There is a need to develop moral character, personal discipline, civic consciousness, and to teach
the duties of citizenship.

Salient Points of the Rizal Law

 Courses on the life, works, and writings of Jose Rizal, particularly his novel Noli Me Tangere
and Eli Filibusterismo, shall be included in the curricula of all schools, colleges, and universities,
public and private. (GE9 is a legislative course like NSTP, meaning they are mandated by the
law for the student to take this courses)
 It shall be obligatory on all schools, colleges, and universities to keep their libraries an adequate
number of copies of the original and unexpurgated edition of Rizal’s works and biography.
 It authorized and directed the Board of National education to work for the translation of Rizal’s
works into English, Tagalog, and other principal dialects of the Philippines, and their printing in
cheap or popular editions and their circulation.
 The board shall promulgate rules and regulations providing for the exemption of the students for
reasons of religious belief stated in a sworn written document, from the requirement of the
provision contained in the second course provided for in the first part of the said paragraph.

7 Reasons of Studying Rizal

 The subject provides insights into how to deal with current problems.
 It helps us understand ourselves better as Filipinos.
 It teaches nationalism and patriotism.
 It provides various essential life lessons.
 It helps in developing logical and critical thinking.
 Rizal can serve as a worthwhile model and inspiration to every Filipino.
 The subject is a rich source of entertaining narratives.

Important Issuances Relative to the Implementations of Rizal Law

 Approval of R.A. 1425 on June 12, 1956.
 President Memorandum Order 247 dated December 26, 1994 – Pres. Ramos directed DECS and
CHED to immediately and fully implement R.A. 1425.
 CHED Memorandum Order 6 dated February 15, 1996 – Ched ordered all colleges and
universities to offer Rizal course as a separate three-unit course fully and immediately.
TOPIC 2: RIZAL IN THE CONTEXT OF NINETEENTH CENTURY PHILIPPINES
Just like any seminal thinkers, Rizal’s evolving nationalist thoughts must be studied within the
context of his times. The reason for this is that most of the time, his words, rather than his thoughts, has
been invoked without any consideration of the historical context. Thus, people tend to misunderstand
their (the words’) real value/purpose.

Political Development
- The struggle of Nations for Nationalism

 The French Revolution (1779-1789)

- Liberty, equality, and fraternity – the battle cry off the revolution.
- This revolution became a period of fundamental change in the political history of France as the
French governmental structure changed from absolute monarchy (with feudal privileges for the
rich and clergy) into a more liberal government system founded on the principles of citizenship
and inalienable rights.
 The American Civil War (1861-1865)
- The Union's victory over the Confederacy not only dealt a fatal blow to slavery in the United
States, but it served as a catalyst to human rights reform across the world.

When the Philippines was opened to world trade in the 19th century, liberal ideas from
America carried by ships and people from foreign ports started to penetrate the country and sway
the ilustrados. These political thoughts included the ideologies of the American and French
Revolutions.

Conservatism Vs. Liberalism

- In Spain, there was the split among the intellectuals into the irreconciled camps, the
Conservatives and the Liberals, neither of which advantage adequate practical solutions to end
all strives.
 Conservatism – favors the long-standing social traditions, beliefs, and systems (like monarchy). It is
a is a type of political belief that supports emphasis on traditions and relies on the individual to
maintain society.
 Liberalism – favors social change and individual liberty. It is a worldview founded on ideas of
freedom and equality. Liberals believed a country should be free from domination by another and the
people should enjoy liberty, equality, and opportunity.

Appointment of General Carlos Maria Dela Torre

- The appointment of Carlos Maria Dela Torre (1869-1871), who was a democrat, brought
liberalist ideas in the country. His liberal and democratic governance had provided Jose Rizal
and the others a preview of a democratic rule and way of life.
- His accomplishments include: (1) abolished censorship of the press and allowed unlimited
discussions of political problems and proclaimed freedom of speech. (2) curtailed abuses
particularly the tribute and the polo. (3) allowed secular priests to be assigned to vacant parishes
 or seminaries and created an office which would prevent abuses by members of the regular
religious orders.
Frailocracy
- A government/rule of the friars.
- During the last decades of the 19th century the Spanish friars were so influential and powerful
that they practically ruled the Philippines.

Religious Orders in the Philippines

 Augustinian Missionaries
 Franciscans
 Jesuits
 Dominicans
 Recollects

Regular Clergy and Secular Clergy

 Regular Clergy
- Regular priests belonged to religious orders. Their main task was to spread Christianity.
Examples were the Franciscans, Recollects, Dominicans, and Augustinians.
 Secular Clergy
- Secular priests did not belong to any religious order. They were trained specifically to run the
parishes and were under the supervision of the bishops. Mostly Filipinos.

Secularization Movement
- A movement in the Philippines under Spanish colonial administration from the 18th to late 19th
century for greater rights for native Filipino Roman Catholic clergymen.
- On November 9, 1774, Archbishop Basilio Santa Justa, a royal decree ordered for the
secularization of all parishes or the transfer of parochial administration FROM the regular friars
TO the secular priests. Since there were not enough seculars to fill all the vacancies the
archbishop hastened the ordination of Filipino seculars.
- The regulars resented the move because they considered the Filipinos unfit for the priesthood.
- Monsignor Pedro Pelaez, ecclesiastical governor of the Church, sided with the Filipinos.
Unfortunately, he died in an earthquake that destroyed the Manila Cathedral in 1863. After his
death, other priests took his place in fighting for the secularization movement. Among them
were Fathers Mariano Gomez, Jose Burgos and Jacinto Zamora.

The Cavity Mutiny

- About 200 Filipino soldiers and workers in Fort San Filipe mutinied caused by Izquierdo’s
abolition of the exemption of the Filipino workers from polo and paying tributes.
- Mutiny leaders and participants were arrested and shot to death. Among these are the
GomBurZa.

GomBurZa
 - They fought for the secularization of parishes. Being prominent figures of the secularization
movement, they were accused of being involved and mastermind in the 1872 Cavite mutiny.
- They were executed by garrote in Bagumbayan, Manila at the orders of Spanish authorities on
treason and sedition charges despite doubtful evidence
Economic Development
- In about 1830, growth in the export economy flourished which brought increasing prosperity to
the middle and upper classes Filipino. It also brought into the Philippines both the machinery and
the consumer goods which the Economies of the West could supply.
- Philippines exports in this economy were agricultural products like rice, sugar, abaca, etc.

Industrialization
- This generally applied to the extraordinary transformation in the method of production,
transportation, and communication through the substitution of the manual labor to machine.
- This flourished in the Philippines because of the opening of the Suez Canal.

Encomienda system
- Encomienda, from encomendar, “to entrust”, is a system wherein a grant by the crown is given
to an official, soldier, etc. The receiver of the grant, the encomendero, could exact tribute from
the “Indios” in gold, in kind, or in labour and was required to protect them and instruct them in
the Christian faith.

Hacienda system
- The encomienda system evolved into the hacienda system, which was geared more towards
super-profits than tributes. The landholdings were expanded and were made into large economic
units producing single crops, which were linked to international markets.
- The encomienda did not include a grant of land, but in practice the encomenderos gained control
of lands inhabited by “Indios” and failed to fulfill their obligations to the indigenous population.

Hacienda
- Large estate (mainly owned by encomiendero) that were used for raising livestock and
agricultural production.
- During Rizal’s times the Spanish friars were the richest landlords, for they owned the best
haciendas. The rural folks (including Rizal’s family) who have been living in the haciendas and
cultivating them generation after generation just became tenants.

Reasons Spanish Hacienderos Failed to Develop their Lands

 The Spanish population was transient
 The market for livestock products, which hacienda offers, remained relatively small until the
latter part of the Spanish Colonial Period.
 The Galleon Trade that was based in Manila offered bigger economic rewards and attracted more
Spaniards.
Inquilino System
- An individual rented land for fixed annual award known as canon. Aside from the rent, the
Inquilino (a tenant who rented from the friars and subleased the land to sharecroppers), was also
expected to render personal service to his landlord.
- Usually, the Inquilino in turn, would sub-leased the land to a “Kasama” or sharecroppers who
would then take on the task of cultivating the soil.

End of Galleon Trade

 Galleon Trade: Manila – Alcapulo Galleon Trade
- Galleon Trade (1565 to 1815) was ship that went to and from Manila to Mexico bringing
products to be traded.
- The Galleon trade started when the Spaniards close all the parts of Manila for other countries
who had been trading with the Philippines even before the arrival of the Spaniards like China,
Japan and Siam (now Thailand).
- Some years after the end of the Galleon Trade, between 1820 and 1870, the Philippines was well
on its way of developing an export crop economy. Products, such as sugar, Manila hemp,
tobacco, and coffee were produced for foreign markets while imported goods of the European
factory industry found their way into many parts of the Philippines. Thus, the rise of export crop
economy.

Indulto De Comercio
- Another main source of wealth during the post-galleon era was monopoly contracting. Indulto
De Comercio is the privilege of provincial governors to engage in and monopolize trade. This
was abolished in 1844.

Forced Labor (Polo y Servicio)

- Is the forced labor for 40 days of men ranging from 16-60 years of age who were obligated to
give personal services to community projects. One could be exempted from polo y servicio by
paying the falla, a daily fine of one and a half real.
- In 1884, labor was reduced to 15 days. The polo system was patterned after the Mexican
repartimento, selection of forced labor.

Taxation
- to support the colony, several forms of taxes and monopolies were imposed.
- Diezmos Prediales (the tithe) is the payment of the 10% of an individual’s annual income to the
government.
- Episcopal (sanctorum) is the tax being paid as support to the church
- Tributo (encomienda tax or buwis) is the taxor rent given to the landlord a resident is under.
(Eventually replaced by cedula in 1884).
- It may be in cash or in kind (tobacco, chickens, produce, gold, blankets, cotton, rice, etc.
depending on the region of the country), fixed at 8 reals and later increased to 15 reals.
 - Bandala System: the farmers’ produce was sold on a wholesale basis to the government on a
compulsory basis. (In 1884 this system is replaced by the “cedula” (poll tax)

Socio-Cultural Development
Social Class
 Peninsulares – Pure blooded Spanish born in Spain like the Spanish officials, Spaniards born in
Spain, and the friars.
 Insulares – Full blood Spaniards born in the Philippines
 Creoles – Mix blood of Spaniards and Filipinos
 Mestizos – a person with mixed ancestry. They are also called in different types:
1. Mestizo de Sangley – person of mixed Chinese and Filipino ancestry. (Sangley is a term to refer
to people
2. Mestizo de Espanol – person of mixed Spanish and Filipino ancestry.
3. Tornatras - person of mixed Spanish, Chinese and Filipino ancestry.
 Principalia – wealthy pure-blooded natives said to have descended from the kadatuan class.
 Indio – pure-blooded natives of the Philippines
 Chino Infiel – non-Catholic pure-blooded Chinese.

Different Movements in the 19th Century

 Reformists
- people who advocate gradual reform rather than abolition or revolution.
 Liberals
- people who want to safeguard personal liberty—freedom of speech and of the press, of
association, religion, etc.
- Though by no means all reformists were liberals, liberals we almost by definition, reformists as
well.
- In the circumstances of the time, to be a liberal very often meant to be anticlerical or at least anti-
friar.
 Anti-clerical
- people who opposed to the power or influence of the clergy, especially in politics.
 Modernizing
- people who are focused primarily on progressive economic changes
 Nationalist
- people who strongly identify with their own nation and vigorously supports its interests,
especially to the exclusion or detriment of the interests of other nations.

Philippine Educational System During Spanish Time

 1855 - the year Spain realized the need of establishing a system of public education for the indios.
- this was also the year that Gov. Gen Crespo organized a Commission and recommended
remedial measures to improve elementary education.
 1861 – the year Commission completed its report and forwarded it to Spain.
 1863 – the year that the Educational Decree of 1863 was issue.
Provisions Of Educational Decree Of 1863
1. Establishments of Teacher Training School.
2. Government supervises the public school system.
3. Use of Spanish as medium of instruction in all schools.
4. Establishment of one primary schools for boys and for girls in each of major town.

Defects Of Educational System During Spanish Time

1. Emphasis on Religion
 Fear and “Will” of God was emphasized.
 Obedience to friars was instilled in the mind of the people.
 Indios were constantly reminded that they have inferior intelligence and were fit for manual
labor only
2. Absence of Academic Freedom
 Most schools were not opened to the natives.
 Students were not allowed to express their opinion.
3. Racial Discrimination
 prior to educational decree of 1863, the schools were not opened to the natives.
 Spaniards hesitated to consider the indios as educable as themselves.
4. Limited curriculum
 Education was limited to the 3Rs, that is, Reading, Writing and Arithmetic

The Philippines of Rizal’s Time

1. Instability of Colonial Administration:
- The frequent change in colonial officials hampered the political and economic development of
the Philippines
2. Corrupt Colonial Official
- Many colonial officials became rich by illegal means or by marrying the heiresses of rich
Filipino families.
3. No Philippine Representation in Spanish Cortes
- From 1810 -1813, the first Philippine representation was fruitful, but the second (1820-1823) and
the third (1834-1837) weren’t as fruitful as first so Philippine Representation was never restored.
4. Human Rights Denied to Filipinos
- The people of Spain enjoyed freedom of speech, freedom of the press, freedom of association
and other rights, but they deny these rights to Filipinos.
5. No Equality Before the Law
- To the imperialist way of thinking, brown Filipinos and white Spaniards may be equal to God,
but not before the law and certainly not in practice.
6. Maladministration of Justice
- Justice was costly, partial, and slow. Wealth, social prestige, and color of skin were predominant
factors in winning a case in court.
7. Racial Discrimination
8. Frailocracy
9. Forced Labor
10. Hacienda owned by Friars
11. Guardia Civil
- Spanish law enforcements that are brutal, cruel, and ruthless.

TOPIC 3: Rizal’s Life: Family, Childhood, and Early Education

Dr. Jose Protacio Rizal Alonzo y Realonda

 Doctor – completed his medical course (not sure) in Spain and was conferred the degree of
Licentiate in Medicine by the Universidad Central de Madrid
 Jose – chosen by his mother who was a devotee of the Christian saint San Jose (St. Joseph)
 Protacio – from Gervacio Protacio which came from a Christian calendar.
 Mercado – adopted in 1731 by Domingo Lamco (the paternal great-great-grandfather of Jose
Rizal) which is a Spanish term for merchant because he was one.
 Rizal – from the word “Rizial” in Spanish which means “a field where wheat, cut while still
green, sprouts again.
 Alonzo – old surname of his mother
 Y – and
 Realonda – was used by Dona Teodora from the surname of her grandmother based on the
culture by the time.

 June 19, 1861 – moonlit of Wednesday between eleven and midnight, Jose rizal was born in the
lakeshore town of Calamba Laguna.
 June 22, 1861 – aged three day old, Rizal was baptized in the Catholic church.
 Father Rufino Collantes – a Batangueno, the parish priest who baptized Rizal.
 Father Pedro Casanas – Rizal’s godfather, native of Calamba and close friend of the Rizal
family.
 Lieutenant-General Jose Lemery – the governor general of the Philippines when Rizal was born.

Rizal’s Parents
 Don Francisco Mercado (1818-1898)
- Born in Binan, Laguna on May 11, 1818
- Studied Latin and Philosophy at the college