Unit I.

Sulyap sa Buhay ng
Isang Bayani: RA 1425 and the
Biography of Rizal
Justin Francis Bionat, MA
College of Arts & Sciences, West Visayas State University
Outline of Topics

❖ Introduction to Study History

❖ The Importance of the Jose Rizal Subject

❖ Rizal Law and Rizal’s Early Biographers

❖ Rizal and His Times

❖ Jose Rizal: A Biographical Outline

I. Introduction to Study History
Introduction to Study History

Meaning and Scope of History

● The word “history” comes from the Latin word, “historia” which means
“inquiry” or “investigation”
● Defined as “the branch of social science which deals with the study of the
past in relation to the present and the future”.
● Important elements of history are, therefore, the following: (1) as a branch of
social science, (2) study of the past, and (3) relation to the present and
future.
Important Elements of History

“Branch of Social Science”

● The study of facts based on observation and experimentation.

“Study of the Past”

● Peoples, event, places and even civilizations are one of the main concerns in
studying history. Therefore, we will study the past, regarding Rizal’s life,
works and writings that all happened in the 19th Century Philippines.
Important Elements of History

“Relation to the present and the future”

● Even if Rizal belonged to the 19th century, his life, works and thoughts are
relevant until today.

● His first novel, Noli Me Tangere, talks about the “social cancer” like
corruption, vices and wrong beliefs that are still existing up to this time.
Sources of History

● Primary Sources - physical evidence in history such as artifacts, relics,

remains, fossils and even oral tradition.

● Secondary Sources
○ Published Materials - newspapers, magazines, journals, etc.
○ Unpublished Materials - letters, biographies, theses written by a scholar.
(i.e. The Diary of Anne Frank)
Historical Documentation

● “No documents, no history…,” Teodoro Agoncillo

● Historical Documentation is very important for biography in the sense that it
is proof that the person was existing during his time.
● Primary Evidence - records, letters, birth and death certificates, voice
recordings, paintings, etc.
● In the case of Rizal - Noli Me Tangere & the Epistolario Rizalino (Letters of
Rizal)
Historical Methodology

● Historiography - process of writing historical details. It narrates history in a

proper way according to the time, space and depth.

● “Historical Imagination” - when the reader puts himself in the picture of

writing history. For example, reading biographies puts you in the same
person in order for that person to come alive.

By employing historical imagination, we make the story come alive.

Dimensions of History

● Place/Geographical Dimension - location of events

● Time/Chronological Dimension - the barometer of historical events.
Relevance of Studying History

● The study of Philippine history gives more emphasis on how Filipinos fought
during those times of struggles such as the Propaganda Movement
(1892-1896) influenced by Rizal, Del Pilar and Lopez-Jaena.
● The study of history considers the following:
○ It gives full information and details about the people, events, places, time and existence of
the nation.
○ It gives information on how to create “social and historical awareness” to develop
nationalistic consciousness.
○ It gives pride and national identity from past events, people, culture and the known heroes
who inspired the Filipino people.
II. The Importance of the Jose
Rizal Subject
The subject provides insights on how to deal with
current problems

● There is a dictum, “He who controls the past controls the

future.”
● Our view of history forms the manner we perceive the present,
and therefore influence the kind of solutions we provide for
existing problems.
● The Jose Rizal course is full of historical information from
which one could base his decisions in life.
● It teaches that being educated is a vital ingredient for a person
or country to be really free and successful.
It helps us understand better ourselves as
Filipinos

● The past helps us understand who we are.

● We comprehensively define ourselves not only in terms of
where we are going, but also where we come from.
● Our heredity, past behaviors, and old habits as a nation are all
significant clues and determinants to our present situation.
● The life of Jose Rizal shed light on our collective experience
and identity as Filipino.
It teaches nationalism and patriotism

● Nationalism involves the desire to attain freedom and political

independence.
● Patriotism denotes proud devotion and loyalty to one’s nation.
● Jose Rizal’s life, works and writings radiate these traits.
● The subject helps us to understand our country better.
It provides various essential life lessons

● As Rizal was a controversial figure in his time, he encountered

serious dilemmas and predicaments but responded decently
and high-mindedly.
● We can sense Rizal’s priorities and convictions which manifest
how noble, selfless, and great he was.
● For example, his many resolutions exemplified the aphorism
that in this life there are things more important than personal
feelings and happiness.
It helps in developing logical and critical thinking

● Critical Thinking refers to discerning, evaluating, and analytical

thinking.
● Rizal demonstrated his critical thinking skills in his
argumentative essays, satires, novels, speeches, and written
debates.
● Rizal was a reflective thinker never succumbing to the
irrational whims and baseless opinions of others.
● He criticized event the doctrine of the dominant religion of his
time, the Catholic Religion.
Rizal can serve as a worthwhile model and
inspiration to every Filipino

● Rizal’s philosophies, life principles, convictions, thoughts,

ideals, aspirations, and dreams are a good influence to
anyone.
● Throughout his life, he valued nationalism and patriotism,
respect for parents, love for siblings, loyalty to friends, and
maintained a sense of chivalry.
● He manifested versatility and flexibility while sustaining a
strong sense of moral uprightness.
The subject is a rich source of entertaining
narratives

● Rizal has several interesting non-fictional accounts.

○ Rizal was involved in a love triangle with Antonio Luna as
part of the romantic equation.
○ Rizal was a model in some of Juan Luna’s paintings.
○ Leonor Rivera (Maria Clara), Rizal’s ‘true love’ has a son
who married the sister of former President to the UN
General Assembly Carlos P. Romulo.
○ The Original Manuscripts of Rizal’s Noli and Fili were once
stolen for ransom.
Rizal Law and Rizal’s Early
Biographers
Republic Act 1425

● Bill - a measure which, if passed through the legislative process, becomes a

law.
● Unexpurgated - basically untouched. In the case of the novels of Rizal,
unexpurgated versions were those that were not changed or censored to
remove parts that might offend people.
● Bicameral - involving the two chambers of Congress: the Senate and the
House of Representatives.
Republic Act 1425

● Third Congress of the Republic of the Philippines

● “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”
● “The Rizal Law”
● “There is a need for a rededication to the ideals of freedom and nationalism
for which our heroes lived and died.”
Republic Act 1425

● “We remember with special fondness and devotion their lives and works that
have shaped the national character.”
● “The life, works and writings of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo are a constant and inspiring source of
patriotism”
● “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.”
Republic Act 1425

● Sec. 1. “Courses on the life, works, and writings of Jose Rizal, particularly his
novels Noli Me Tangere and El Filibusterismo, shall be included in the
curricula of all schools, colleges and universities, public or private…”
● Sec. 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 and El Fili, as well as of Rizal’s other works
and biography…”
● Sec 3. “The Board of National Education shall cause the translation of the
Noli and El Fili, as well as other writings of Jose Rizal into English, Tagalog
and the principal Philippine dialects…”
Republic Act 1425

● Sec. 4. “Nothing in this Act shall be construed as amending or repealing

section 927 of the Administrative Code…”
● Sec. 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.”
● Sec. 6. “This Act shall take effect upon its approval.
Republic Act 1425

Senate Bill No. 438 House Bill No. 5561

On April 3, 1956, SB No. 438 was The debates on the Rizal Bill also ensued
filed by the Senate Committee on in the House of Representatives. HB No.
Education. On April 17, 1956, 5561, an identical version of SB 438, was
Jose P. Laurel sponsored the bill filed by Representatives Jacobo Z.
an began delivering speeches for
Gonzales on April 19, 1956. The House
the proposed legislation. Debates
Committee on Education approved the
started on April 23, 1956.
bill without amendments on May 2, 1956
and the debates commenced on May 9,
1956.
Republic Act 1425

● The bill was enacted on June 12, 1956.

● Jose P. Laurel, senator and co-author of the Rizal bill, explained that Jose
Rizal was the founder of the country’s nationalism and has significantly
contributed to the current condition of the nation.
● The Rizal Law aimed to accomplish the following goals:
○ To rededicate the lives of 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.
The Rizal Law (R.A. No. 1425) - Purpose

● The Study of Rizal’s Life, Works and Writings can support and foster the
cause of nationalism for FIlipinos especially the youth.
● Inclusion of the works of Rizal in the College Curriculum for a better
understanding of 19th Century Philippines.
● The inclusion also of other words of Rizal such as his letters, paintings,
travels can promote the cause of nationalism.
● Funding of the law in order to give supplemental copies of the novels to
public libraries.
Analysis on Rizal Law

● The adoption and implementation of R.A. 1425 which clearly states that the
study of Jose Rizal’s Life Works and Writings must be taught in all public
and private schools, colleges and universities.

● The Rizal Course offers a wide range of thoughts on how Rizal and other
heroes (Marcelo H. Del Pilar, Andres Bonifacio and Apolinario Mabini and
others) fight for freedom for the sake of the country’s survival against the
“evil imperialism” of foreign invaders.
Biography and Autobiography

● Biography - when somebody writes your life from challenges to triumph.

● Autobiography - when you write your own life story.

Is Rizal’s life Biography or Autobiography?
Biography - Rizalian History, main secondary sources

Autobiography - Epistolario Rizalinos, compiled by Teodora Kalaw.

Cover Copy of the Epistolario Rizalino
First compiled, arranged chronologically and published
by Teodoro M. Kalaw, director of the National Library of
the Philippines. These five volumes, in six books,
appeared between 1930 and 1938. After the war, Rizal’s
letters were reorganized and supplemented in 1961 by
the Jose Rizal National Centennial Commission
(JRNCC), which published them in four volumes in eight
books: “Correspondence with Family (two books),”
“Correspondence with Colleagues in the Propaganda
Movement” (two books); “Correspondence with
Ferdinand Blumentritt” (three books); and
“Miscellaneous Correspondence” (one book).
Writing Historical Account

● Each story must have these three important components: people, event,
places (PEP).
● In Rizal’s biography, the people became the characters of his novel, Noli Me
Tangere.
● The events that took place at that time as well as the 1872 mutiny became
one of the root causes of Rizal’s nationalism which led him to write his
second novel, El Filibusterismo.
● He dedicated El Fili to GOMBURZA, the 3 martyrs of Filipino secularization.
Early Biographers of Dr. Jose Rizal

● There are several biographers who attempted to write the life and
works of Jose Rizal.
○ Wenceslao Retana
○ Carlos Quirino
○ Rafael Palma
○ Austin Coates
○ Leon Maria Guerrero
○ Ambeth Ocampo
Accounts of Wenceslao Retana

● Critical of Rizal’s nationalistic fervor.

● In the newspaper, “La Epoca”, attacked Rizal and the latter challenged
Retana to a fist fight.
● In the eyes of Retana, Spain was “wrong” when they executed Rizal. Believed
that Rizal’s execution was proof of the injustices committed by Spain
towards Filipinos.
Accounts of Carlos Quirino

● One of the great biographers of Dr. jose Rizal wrote Rizal’s biography
because of a “writing contest”.
● Carlo Quirino’s work entitled, “The Great Malayan” won the 3rd prize.
● It was one of the classical best in Rizal’s biography - in pocket size.
● Quirino describes Rizal as an “ordinary person” with a great love for his
country, his compatriots an for the search of truth.
Accounts of Rafael Palma

● His work “Biografia de Rizal” was one of the greatest and finest biographies
of the national hero.
● Palma’s writing can be considered as the primary source in history as it is
more serious and academic.
Accounts of Austin Coates

● Austin Coates (1922-1997) is known for his detailed work on Rizal’s

biography entitled, “Rizal, Philippine Nationalist and Martyr” published in
1968 by Oxford University Press.
● Coates discussed Jose Rizal as one of the greatest patriot ever generated in
his times.
● He wrote Rizal’s biography from the eyes of a foreigner whose details and
authenticity cannot be found in the local college textbooks.
Accounts of Leon Maria Guerrero

● The work on Leon Maria Guerrero is entitled “The First Filipino”.

● Leon Ma. Guerrero (1853-1935) in his introductory statements, described
the 2 types of Spain; one was great and the other was evil.
● The evil side of Spain was where Rizal moulded his nationalism.
● His book is one of the best source and rich Rizaliana historiography.
Accounts of Ambeth Ocampo

● Discussed history in a “telling friend” approach. His journalistic pattern of

writing earned him the title of the best modern historian in our time.
● His work on Rizal’s biography is entitled, “Rizal Without an Overcoat”.
● He makes or even remakes Rizal as an ordinary Filipino.
● He exposed Rizal as a person with big ambitions for his countrymen.
● He believed that education was the best weapon to expel the evil Spanish
tyranny.
Rizal and His Times
The Philippines of Rizal’s Times

● The Filipino people agonized beneath the yoke of Spanish misrule, for they were the
unfortunate victims of the evils of unjust, bigoted, and deteriorating colonial power.
● Among these evils were:
○ Instability of Colonial Administration
○ Corrupt Officialdom
○ No Philippine Representation in the Spanish Cortes
○ Human Rights denied to Filipinos
○ No Equality before the Law
○ Maladministration of Justice
○ Racial Discrimination
○ Frailocracy
○ Forced Labor
○ Haciendas Owned by the Friars
○ The Guardia Civil
Instability of Colonial Administration

● The instability of Spanish politics since the turbulent reign of King Ferdinand
VII (1808-1833) marked the beginning of political chaos in Spain.
● This political instability in Spain adversely affected Philippine affairs
because it brought about frequent periodic shifts in colonial policies and
rigodon of colonial officials.
● The frequent change of colonial officials hampered the political and
economic development of the Philippines. (for example: from December
1853 - November 1854 there were four governors-general)
Corrupt Colonial Officials

● The officials sent by Spain to the Philippines in the 19th century were either
highly corrupt, incompetent, cruel, or venal.
● General Rafael de Izquierdo (1871-1873), a boastful and ruthless governor
general, aroused the anger of the Filipinos by executing the innocent Fathers
Mariano Gomez, Jose Burgos, and Jacinto Zamora (GOMBURZA)
● General Camilo de Polavieja (1896-1897) an able militarist but heartless
governor general, was widely detested by the Filipino people for executing
Dr. Rizal.
Philippine Representation in Spanish Cortes

● Spanish Cortes - Parliament of Spain, comprising of two houses; the

Congress of Deputies and the Senate.
● The Philippines experienced her first period representation in the Cortes
from 1810 to 1813.
● First Philippine delegate, Ventura de los Reyes, took active part in the
framing of the Constitution of 1812.
● Second period (1820-1823), Third period (1834-1837)
● Representation of Overseas Colonies in the Spanish cortes was abolished in
1837. Therefore, there was no way for the colonies to expose the anomalies
perpetuated by colonial officials.
Human Rights Denied to Filipinos

● The Spanish Constitution adopted in 1812 enshrined the freedoms of

speech, freedom of the press, freedom of association, and other human
rights (except freedom of religion).
● The Spaniards cherished their human rights or constitutional liberties but
denied them to the Filipinos in Asia.
● Sinibaldo de Mas, Spanish economist and diplomat, 1843, “Why do we fall
into an anomaly, such as combining our claim for liberty for ourselves, and
our wish to impose our law on remote peoples? Why do we deny to others
the benefit which we desire for our fatherland?”
No Equality Before the Law

● The spanish missionaries, 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. However, they regarded the brown-skin Filipinos as inferior beings, not their
Christian brothers.
● Leyes de Indias (Laws of the Indies) were promulgated by Christian monarchs to
protect the rights of the natives in the colonies but were rarely enforced by the
officials.
● The Filipinos were abused, brutalized, persecuted, and slandered by the Spaniards.
They could not appeal to the law for justice because the law was only for the white
Spaniards.
● Legal inequality- The Spanish Penal Code imposed heavier penalties on native
Filipinos or mestizos and lighter penalties on the white-complexioned Spaniards.
Maladministration of Justice

● The courts of justice in the Philippines during Rizal’s time were notoriously
corrupt. Justice was costly, partial, and slow. Poor Filipinos has no access
to the courts because they could not afford the heavy expenses of litigation.
● Wealth, social prestige, and color of skin were preponderant factors in
winning a case in court.
● The judicial procedure was so slow and clumsy that it was easy to have
justice delayed.
● The case of Juan de la Cruz in 1886-1898. Rizal and his family were victims
of Spanish injustice (in 1871 and 1891). Dona Teodora was unjustly arrested
and jailed on flimsy grounds. Rizal was deported to Dapitan without benefit
of a trial.
Racial Discrimination

● The Spaniards called the brown-skinned and flat-nosed Filipinos “Indios”

(Indians). In retaliation, the Filipinos jealousy dubbed their
pale-complexioned detractors as “bangus”.
● During Rizal’s time a white skin, a high nose, and Castilian lineage were a
badge of vaunted superiority.
● Racial prejudice was prevalent everywhere - in government offices, in the
courts of justice, in the armed forces, in the social classes, and in the
educational institutions.
Frailocracy

● Spanish political philosophy of union of Church and State - arose a unique form of
government in Hispanic Philippines; frailocracy - a government by friars.
● Since the days of the Spanish conquest, the friars (Augustinians, Dominicans, and
Franciscans) controlled the religious and educational life of the Philippines. They
also came to acquire tremendous political power, influence and riches.
● The friars practically ruled the Philippines through a facade of civil government.
● Rizal denounced the friars as the enemies of liberal reforms and modern progress
in the Philippines.
● Two faces of Frailocracy - The bad face and good face.
Forced Labor

● Known as the polo, it was the compulsory labor imposed by the Spanish
colonial authorities on adult Filipino males.
● Filipino males from 16 - 60 years old were obliged to render forced labor for
40 days a year.
● Falla - sum of money paid to the government to be exempted from the polo.
Haciendas Owned by the Friars

● The friars were the richest landlords, for they owned the best haciendas in
the Philippines.
● The friars were recognized as legal owners of said lands because they
obtained royal titles of ownership from the Spanish crown.
● The haciendas were hotbeds of agrarian revolts. The bloody agrarian revolts
of 1745-1746.
● According to Rizal, the friar ownership of the productive lands contributed to
the economic stagnation of the Philippines. - Sobre la Indolencia de los
Filipinos (Indolence of the Filipinos), Rizal
The Guardia Civil

● A symbol of Spanish tyranny was the Guardia Civil (Constabulary) which was
created by the Royal Decree of February 12, 1852, as amended by the Royal Decree
of March 24, 1888.
● Purpose of maintaining internal peace and order in the Philippines.
● Infamous for their rampant abuses, maltreating innocent people, looting their
caraboas, chickens, and valuable belongings, and raping helpless women.
● Rizal and his mother were victims of the brutalities of the lieutenant of the Guardia
Civil.
● He exposes the Guardia Civil through “Elias” in Noli Me Tangere - “So much power
in the hands of men, ignorant men filled with passions, without moral training, of
untried principles is a weapon in the hands of a madman in a defenseless
multitude.”
The Philippines during the 19th Century

● The history of the Philippines during the 19th century, was divided into three
institutions, namely:
○ Political Institutions
■ Headed by the Governor-General (Capitan Heneral)
○ Economic Institutions
■ The ecomienda system or the leasehold system was the main economic program of
Spain in the Philippines
○ Social Institutions
■ A social strata puts principalia (the rich and opulent class) or the peninsulares and
insulares at the apex of the triangle.
Political Institutions

● The Governor-General - appointed by the King of Spain for an “indefinite” period of

time.
● The Governor-General performs dual functions - political and ecclesiastical.
● Political Powers include being chief executive head of the colony - managing the
internal affairs of the state and executor of laws of the land.
● Chief of the Real Audiencia (Spanish Supreme Court in the Philippines) &
Commanding Officer of the Armed Forces.
● Ecclesiastical Powers were to settle church matters as there was Union of Church
and State.
● Provinces headed by Alcade-Mayor, Ayuntamiento (Cities) headed by
Gobernadorcillo, Pueblos (Little Towns), Barangays headed by Cabeza de
Barangay
Economic Institutions

● Encomienda System - 70-30 percentage crop sharing became the most

abused practice to uneducated farmers because it was usurious.
● Monopoly System (Bandala System) where the Spaniards monopolized the
buying and selling of raw materials and middlemen sold them at a higher
cost.
● Galleon Trade - “boletas” or tickets were used to purchase goods from the
ships though there were instances when ships never returned due to
typhoons or man-made accidents at sea.
Social Institutions ● Principalia (the rich and opulent class) or
the peninsulares and insulares at the apex
of the triangle.
● Middle Class or the ilustrados (composed
of the educated class)
● Lower Portion of the apex is composed of
mixed races (Spaniards, Chinese and
Austronesian ancestry).

● 60% of the population is “indio” which

belongs to the lower class and uneducated
Filipinos.
Jose Rizal: A Biographical
Outline
The Past Rizal: His Journey

1. Formative Years - Serious in his studies because of his first teacher -

Teodora Alonzo
2. First European Sojourn - Studying in various countries and wrote his first
novel, Noli Me Tangere
3. Turning Point - Family’s Exile and the Noli Me Tangere was already banned
by friars.
4. Second European Sojourn - Rizal’s radicalization (From Ibarra to Simoun), a
reformist Rizal to a revolutionist Rizal. He wrote the El Filibusterismo.
5. The Moment of Truth - He sparked the revolution. Establishment of the La
Liga Filipina. Exiled to Dapitan leading up to Rizal’s arrest and martyrdom.
Rizal’s Ancestry, Birth and Childhood

● José Protasio Rizal Mercado y Alonso Realonda was born on June 19, 1861.
● Seventh of Eleven Children of a relatively well-off family living in a
Dominican-owned tenant land.
● Jose’s father, Francisco Mercado Rizal, was a productive farmer from Binan,
Laguna, while his mother, Teodora Alonzo y Quintos, was an educated and
highly cultured woman from Sta. Cruz, Manila.
● The accounts by Zaide (1999) and Lopez and Paras (2010) discussed the
members of the Rizal family.
Rizal’s Ancestry, Birth and Childhood

● Francisco Mercado (Father) & Teodora Alonso (Mother)

● Saturnina Rizal (1850 -1913)
● Paciano Rizal (1851-1930) - Farmer and later a general of the Philippine
Revolution
● Narcisa Rizal (1852-1939)
● Olympia Rizal (1855-1887) - Died while Rizal was in Europe
● Lucia Rizal (1857-1919)
● Maria Rizal (1859-1945)
Rizal’s Ancestry, Birth and Childhood

● Jose Rizal (1861-1896)

● Concepcion Rizal (1862-1865) - Died at the age of three
● Josefa Rizal (1865-1945)
● Trinidad Rizal (1868-1951) - She was entrusted by Rizal with his untitled poem
inside the alcohol lamp.
● Soledad Rizal (1870-1929)
Rizal’s Ancestry, Birth and Childhood
His Early Childhood and Education

● He was taught at home. Then he was sent to Binyang in June 1869 at a young
age of 8.
● In his early childhood, Jose had mastered the alphabet, learned to write and
read books like the Spanish version of the Vulgate Bible.
● At young age, he already showed inclinations to arts. He amazed his family
by his pencil drawings, sketches, and moldings of clay.
● Later in his childhood, he showed special talent in painting and sculpture,
wrote a Tagalog play which was presented at a Calamba fiesta, and penned
a short play in Spanish which was presented in school.
Take Home Coursework (Quiz)

Read “Rizal, A Knight-Errant of Freedom” by Jorge Bacobo and R.A. 1425 and
answer the following questions (to be posted on google classroom and
submitted via google classroom)
1. What is a Knight-Errant? Why did the author call Rizal a “Knight-Errant of
Freedom”?
2. Who and what did Rizal’s writings denounce (fight against)? Do these same
issues exist today? Explain.
3. In your opinion, do we have freedom of ideas today in our country? Explain.
4. What is the essence of RA. 1425 in encouraging patriotism? Explain.
References/Sources

● “Rizal’s Life and Works: Towards Social Awareness and Nationalism”

Textbook on Rizal Course for the New General Education Curriculum, Edwin
E. Valenzuela & Eleonor H. Calayag, 2019
● “Jose Rizal: Life, Works, and Writings of a Genius, Writer, Scientist, and
National Hero”, Gregorio F. Zaide & Sonia M. Zaide, 2008
● “Why Study the Jose Rizal Subject?”, Jensen DG. Manebog, September 15,
2020/ MyInfoBasket.com