CRT LEARNING MODULE

Course Code GE109

Course Title LIFE AND WORKS OF RIZAL
Units 3
Module Title Republic Act 1425 (Rizal Law)

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College for Research & Technology of Cabanatuan

HOW TO USE THIS DIGITIZED LEARNING MODULE

Welcome to the module in Life and Works of Rizal. This

module contains training materials and activities for you to
complete this module.

The Unit of Competency “Life and Works of Rizal ”

covers the knowledge, skills and attitudes required as part of the
competencies.

You are required to go through a series of learning activities

in order to complete each learning outcome of the module. Each
of the learning outcomes is provided with Modules. Follow these
activities on your own and answer the self-check at the end of
each learning outcome. You may remove a blank answer sheet at
the end of each module (or get the answer sheets from the online
facilitator) to write the answers for each self-check. If you have
questions, don’t hesitate to ask your facilitator for assistance.

This will be the source of Information for you to acquire

knowledge and skill in this particular trade independently and at
your own pace, with minimum supervision of help from your
instructor.

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 Work through all the information and complete the activities
in each section. Read Modules and complete self-check.
Suggested references are included to supplement the
materials provided in this module.
 Most probably your facilitator will be your supervisor or
manager. Your online facilitator will support and correct you.
 Your facilitator will tell you about the important things you
need consider when you are completing activities and it is
important that you listen and take notes.
 You will be given plenty of opportunity to ask questions and
practice on the job. Make sure you practice new skills during
regular work shifts. This way you will improve both your
speed and memory and also your confidence.
 Talk to more experienced classmates and ask for their
guidance. You may join the forum sessions for question and
answer at the Facebook (FB) GroupWhen you are ready, ask
your facilitator to watch you online via Zoom or Google Meet
to perform the activities outlined in this module. In the
absence of internet, you may record yourself using mobile
phones to be sent later at the school for checking.
 Ask your facilitator work through the activities: ask for
written feedback on your progress. Your facilitator keeps
feedback/pre-assessment reports for this reason. When you
have successfully completed each element, ask the facilitator
to mark on the reports that you are ready for assessment.

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IMPORTANT NOTES:

1. Use this module with care. Do not write anything on this

module. Do not put unnecessary marks on any part of the
material.
2. Damaged, or lost modules will be charged at your expense.
3. Upon finishing this module, kindly return with your quizzes,
activity outputs in long plastic envelope (clear) with Name,
Grade and Track.
4. Read and comprehend the directions for every lessons,
exercises and other activities.
5. Observe honesty in answering the tests and exercises.
6. Try to finish a given activity before proceeding to the next.
7. Allot 3-5 hours per week per subject to read lessons, answer
the exercises and do assignments and output.

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 The Life and Works of Rizal

Contents of this Learning Module

No. Module Title Topic Code

1  Life and Lesson 1: Module 1.1
Works of Republic Act
Rizal 1425 (Rizal
Law)

MODULE CONTENT

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MODULE TITLE : THE LIFE AND WORKS OF RIZAL

MODULE DESCRIPTOR: The LIFE AND WORKS OF RIZAL aims

to provide students with an appreciation of Rizals’ life story and
how he conquer every problem that he encountered. Through this
subject, students will broaden and acquire the necessary key
information.

Number of Hours:

54 hours

Chapter Outcomes:

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

1. Identify the qualities of a hero;

2. Discuss the provisions of the Rizal Law and why it was

established; and

3. Relate the role of symbols and heroism in the process of nation

building.

MODULE 1.1

Republic Act 1425 (Rizal Law)

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Learning Objective: After reading this MODULE, you should be able to:
1. Discuss the democratic process that led to the promulgation of the Rizal
Law;
2. Examine the goals of the Rizal Law; and
3. Interpret the role of the youth as implied in the Rizal Law.

Lesson Introduction:
Cemented in history as potent symbol of the nation, Rizal’s heroism
was sponsored by the nation through Republic Act 1425 (Rizal Law) of
June 12, 1956, with the younger generations, the “Millennials,” receiving
much importance. This lesson analyzes the Rizal law to stress the
significance of Dr. Jose Rizal, a national hero and foremost exemplar of
Filipino heroism, in fostering a sense of nationalism, especially to the fair
hopes of the nation- the youth.
Exploration: Role of the “Millennials”
In studying history, it is necessary to find the meaning (significance)
and function (application) behind an object (facts, details, descriptive
information like names, places, dates, etc.). The Rizal Law is the object
while all provisions explain its meaning. What then is the function of the
law? That is there the youth, the fair hopes of the nation, enter the picture.
Rizal envisioned the generation of Filipinos yet to come to the enlightened
and educated. Policymakers made sure that the words of Rizal will be

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materialized through state-sponsored education of his life, works and
writings. All the powers, hopes, and dreams of the state were given to the
youth through the Rizal Law. The youth, in turn, have the responsibility not
just to accept trivial information on Jose Rizal’s legacies, but more
importantly to suffuse them down to their very core. Indeed, the
“Millennials” are active participants in the process of nation-building. It is
expected that they would generate new ideas that will affect the society in
the future.
The Birth of the Rizal Law Amidst the destruction of building
infrastructures, roads, and bridges brought by World War II, the people
saw the need to rebuild the Filipino identity which was equally affected by
the war. Nationalist policy-makers did not waste any time and painstakingly
redirected the nation to the essence of History as a foundation of national
home and pride. Education become the primary weapon of reorientation
while prioritizing the youth as the bearers of country’s future. Much
attention was apportioned to the ideals of freedom and nationalism of
Filipino heroes. Jose Rizal was an obvious platform from a start since his
name dominated the pantheon of heroes.
On April 3, 1957, Senate Bill No. 438 (AN ACT TO MAKE NOLI ME
TANGERE AND EL FILIBUSTERISMO COMPULSARY READING MATERIAL IN
ALL PUBLIC AND PRIVATE COLLEGES AND UNIVERSITIES AND FOR
OTHER PURPOSES) was submitted to the Senate Committee on Education.

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Senator Jose P. Laurel, the chairman of the committee, sponsored and
presented the bill to the members of the Upper House on April 17, 1956.
The main purpose of the bill according to Senator Laurel was to
disseminate the ideas and ideals of Jose Rizal through the reading of his
works, notably his novels Noli Me Tangere and El Filibusterismo. He stated
that: Noli Me Tangere and El Filibusterismo must be read by all Filipinos.
They must be taken to heart, for in their pages we see ourselves as in a
mirror, our defects as well as our strength, our virtues as well as our vices.
Only then would we become conscious as a people, and to learn to prepare
ourselves for painful sacrifices that ultimately lead to self-reliance,
selfrespect and freedom (Laurel, Jr., 131).
Debate for the bill in aid of legislation ensued next, albeit not smooth
sailing. Opponents, mostly rabid Catholic senators, contented that the
proposed bill was too controversial. Their arguments were as follows:
1. The bill was an attempt to discredit the Catholic Religion.
2. Inimical to the tenets of the faith to which 170 lines in Noli Me Tangere
and 50 lines in El Filibusterismo were offensive to the Church doctrine.
3. The bill might divide the nation.
4. Compulsion to read something against one’s faith impaired freedom of
speech and Religious freedom.

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 Heated exchange continued as the part of democratic process.
Opposition to the bill Senator Francisco “Soc” Rodrigo stood up and
delivered his speech:
A vast majority of our people are at the same time Catholics and
Filipino citizens. As such, they have two great loves: their country and their
faith. These two loves are no conflicting loved. They are harmonious
affections, like the love of a child for his father and for his mother. This is
the basis of my stand. Let us not create a conflict between nationalism and
religion; the government and the church (Laurel, Jr., 132). Vehemently
refuting the arguments of opposition, Senator Carlo M. Recto exclaimed
that the novels have no intentions of discriminating the Church. More so,
he said that the bill only aims to contextualize Rizal’s heroism in the face of
Spanish tyranny. He then uttered these words:
Rizal did not pretend to teach religion or theology when he wrote
those books. He aimed at inculcating civic consciousness in the Filipinos,
national dignity, personal pride, and patriotism… but while he criticized and
ridiculed the unworthy behavior of certain ministers of the church, he made
exceptions in favor of the worthy ones, like the Dominican friars, Padre
Fernandez, and the virtuous native priest, Padre Florentino, and the Jesuits
in general (Laurel, jr., 132-133). Meanwhile, a similar bill (House Bill No.
5561) was filed by Congressman Jacobo Z. Gonzales in the House of
Representatives. As expected, the bill was welcomed by dissenting

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opinions. Different face but same stance, the bill was attacked based on its
constitutionality and religiosity. With this setback both in the Upper House
and the Lower House, it seemed hopeless for the bill to pass into law in the
latter part of April 1956. It was in the context that Senator Laurel proposed
a substitute bill. The inclusion of all works and writings of Jose Rizal, not
just the two novel, was the main feature of this bill. He then stressed the
removal of the term “compulsion” to appease the opposition. However,
Senator Laurel asserted the importance of reading the original and
unexpurgated edition of Rizal’s novels because the true purpose of
studying these will be defeated if not followed. To add more conciliating
clause, the last amendment was proposed- the provisions regarding the
“exemption” Of students from reading the two novels on certain conditions.
With this, on May 12, 1956, Senate Bill No. 438 was unanimously approved
on second reading. The Lower House imitated the Senate and on May 14,
1956, the bill was approved unanimously in the House of Representatives.
The trial of the Rizal Law in Congress (Senate and House of
Representatives) is clearly a triumph of democracy. On one hand, the role
of the opponents should not be overlooked because their dissenting
opinions broadened the scope of democratic processes. On the other hand,
the proponents had perfected their bill because of the criticism they
received.

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 On June 12, 1956, President Ramon Magsaysay signed the bill to
make it a law, thus giving birth to Republic Act 1425 also known as the
Rizal Law. Below is a copy of the law:

REPUBLIC ACT NO. 1425 AN ACT INCLUDE IN THE

CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES
AND UNIVERSITIES COURSES IN THE LIFE, WORKS AND
WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME
TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE
PRINTING AND DISTRIBUTION THEROF, AND FOR OTHER
PURPOSES
WHEREAS, today, more than any other period of our history, there is
a need for a rededication on the ideals of freedom and nationalism for
which our heroes lived and died; WHEREAS, it is meet that in honouring
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; WHEREAS, 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 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

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enjoined to develop moral character, personal discipline, civic conscience
and to teach the duties of citizenship; Now, therefor, Be it enacted by the
Senate and House of Representatives of the Philippines in Congress
assembled:
Section 1. Course on the life, works and writings of Jose Rizal,
particularly his novel Noli Me Tangere and El Filibusterismo, shall be
included in the curricula of all schools, colleges and universities, public or
private: provided, that in the collegiate courses, the original or un
expurgated editions of the Noli Me Tangere and El Filibusterismo or their
English translation shall be used as basic texts. The board of National
Education is hereby authorized and directed to adopt forthwith measures to
implement and carry out the provisions of this Section, including the
writing and printing of appropriate primers, readers and textbooks. The
board shall, within sixty (60) days from the effectivity of this Act,
promulgate rules and regulations, including those of a disciplinary nature,
to carry out and enforce the provision of this Act. The board shall
promulgate rules and regulations providing for the exemption of students
for reason of religious belief stated in a sworn written statement, from the
requirement of the provision contained in the second part of the first
paragraph of this section; but not from taking the course provided for in
the first part of said paragraph. Said rules and regulations shall take effect
thirty (30) days after their publication in the Official Gazette.

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 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 other Rizal’s works and biography. The said
unexpurgated editions of Noli Me Tangere and El Filibusterismo or their
translations in English as well as other writings of Jose 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
enrolment 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 in English, Tgalog 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.

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 Section 5. The sum of three hundred thousand pesos is hereby
authorized to be appropriated out of any fund not otherwise appropriate in
the National Treasury to carry out the purpose of this Act.
Section 6. This Act shall take effect upon its approval. Approved:
June 12, 1956.

Reference: Eugene Raymond P. Crudo, Herald Ian C. Guiwa, Reidan

M. Pawilen. A Course Module for the Life, Works, and Writings of Jose
Rizal. Rex Book Store.

ADVENT OF A NATIONAL HERO

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Dr. Jose P. Rizal
-Is a unique example of many-splendored genius who became
the greatest hero of a nation.
-Endowed by God with versatile gifts, he truly ranked with the
world’s geniuses.
He was a:
• Surveyor
• Physician
• Poet
• Dramatist
• Essayist
• Novelist
• Historian
• Architect
• Painter
• Sculptor
• Educator
• Surveyor

Above and beyond all these, he was a hero and political

martyr who consecrated his life for the redemption of his
oppressed people.
No wonder, he is now acclaimed as the national hero of the
Philippines.

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THE BIRTH OF A HERO
Jose Rizal was born on the moonlight Night of Wednesday,
June 19, 1861, in the lakeshore town of Calamba, Laguna
Province, Philippines.
His mother almost died during the delivery because of his
big head.
As he recounted many years later in his student memoirs:
“I was born in Calamba on 19 June, 1861, between
eleven and midnight, a few days before full moon. It was
a Wednesday and my coming out in this vale of tears
would have cost my mother her life had she not vowed to
the virgin of Antipolo to take me to her sanctuary by way
of pilgrimage”.

He was baptized in the Catholic church of his town on

June 22, aged three days old, by the parish priest, Father
Rufino Collantes, who was a Batangueño.
Father Pedro Casanas – his godfather (ninong), native of
Calamba and close friend of the Rizal famil
His mother who was a devoted of the Christian saint San Jose (St.
Joseph) chose his name “Jose”.

RIZAL’S PARENTS

Jose Rizal was the seventh of the eleven of Francisco Mercado

Rizal and Teodora Alonso Realonda.
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Francisco (1818 – 1898)
Was born in Biñan, Laguna, on May 11, 1818. He studied
Latin and Philosophy at the College of San Jose in Manila.
In early manhood, following his parent’s death, he moved to
Calamba and became a tenant farmer of the Dominican-owned
hacienda.
He was a hardy and independent-minded man, who talked
less and worked more, and was strong in body and valiant in
spirit.
He died in Manila on January 5, 1898, at the age of 80. In his
student memoirs, Rizal affectionately call him “a model of
fathers”.

Doña Teodora (1826 – 1911)

The hero’s mother was born I manila on November 8, 1826
and was educated at the College of Santa Rosa, a well-known
college for girls in the city.
Rizal lovingly said of her:
“My mother is a woman of more than ordinary culture; she knows
literature and speaks Spanish better than I. she corrected my
poems and gave me good advice when I was studying rhetoric.
She is a mathematician and has read many books”.
Doña Teodora – died in Manila on August 16, 1911, at
the age of 85. Shortly before her death, the Philippine

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government offered her a life pension. She courteously rejected it
saying.
“My family has never been patriotic for money. If he government
has plenty of funds and does not know what to do with them.
Better reduce the taxes”.
Such remarks truly befitted her as a worthy mother of a national
hero.

THE RIZAL CHILDREN

God blessed the marriage of Francisco Mercado Rizal and Teodora
Alonso Realonda with eleven children – two boys and nine girls.

THESE CHILDREN WERE AS FOLLOWS:

1. Saturnina ( 1850- 1913)
2. Paciano ( 1851 – 1930 )
3. Narcisa ( 1852 – 1939 )
4. Olimpia ( 1855 – 1887 )
5. Lucia ( 1857 – 1919 )
6. Maria ( 1859 – 1945 )
7. Jose ( 1861 – 1896 )
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8. Concepcion ( 1862 – 1865 )
9. Josefa ( 1865 – 1945 )
10. Trinidad ( 1868 – 1951 )
11. Soledad ( 1870 – 1929 )

Saturina (1850 – 1913)

– Oldest of the Rizal children, nicknamed Neneng; she married
Manuel T. Hidalgo of Taiwan, Batangas.
Paciano (1851 – 1930)
– older brother and confidant of Jose Rizal; after his younger
brother’s execution, he joined the Philippine Revolution and
became a combat general; after the Revolution, he retired to his
farm in Los Baños, where he lived as a gentleman farmer and
died on April 13, 1930, and old bachelor aged 79. He had two
children by his mistress (Severina Decena) – a boy and a girl.

Narcisa (1852 – 1939)

– Her pet name was Sisa and she married Antonio Lopez
(nephew of Father Leoncio Lopez), a schoolteacher of Morong.
Olimpia (1855 – 1887)
– Ypia was her pet name; she married Silvestre Ubaldo, a
telegraph operator from
Manila
Lucia (1857 – 1919)

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– She married Mariano Herbosa of Calamba, who was a
nephew of Father Casanas. Herbosa died of cholera in 1889 and
was denied Christian burial because he was a brother-in- law of
Dr. Rizal.
Maria (1859 – 1945)
– Biang was her nickname; she married Daniel Faustino Cruz
of Biñan, Laguna.

Jose (1861 – 1896)

– The Greatest Filipino hero and peerless genius; his nickname
was Pepe; during his exile in Dapitan he lived with Josephine
Bracken, Irish girl from Hong-Kong; he had a son by her, but this
baby boy died a few hours after birth; Rizal named him
“Francisco” after his father and buried him in Dapitan.

Concepcion (1862 – 1865)

– Her pet name was Concha; she died of sickness at the age
of three; her death was Rizal’s first sorrow in life.
Josefa (1850 – 1945)
– Her pet name was Panggoy; she died an unmarried woman
at the age of 80.
Trinidad (1868 – 1951)
– Trining, was her pet name; she died also an unmarried
woman in 1951 aged 83.
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Soledad (1870 – 1929)
– Youngest of the Rizal children; her pet name was Choleng;
she married Pantaleon Quintero of Calamba.

RIZAL’S ANCESTRY
As a typical Filipino, Rizal was a product of the mixture of
races. In his veins flowed the blood of both East and West:
 Negrito
 Indonesian
 Malay
 Chinese
 Japanese
 Spanish

RIZAL’S GREAT-GREAT GRAND PARENTS

Domingo Lameo – Rizal’s great-great grand- father on his
father’s side, a Chinese immigrant from the Fukien City of
Changchow.
Ines de la Rosa – Chinese Christian girl of manila the
surname Mercado that was appropriate for him because he was a
merchant. Rizal’s great-great grandmother on his father’s side.
Domingo Mercado and Ines De La Rosa had a son.

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 Francisco Mercado – who reside in Biñan, married a
Chinese-Filipino mestiza, Cirila Bernacha, and was elected
gobernadorcillo (municipal mayor) of the town.
One of their sons,
Juan Mercado (Rizal’s grandfather) – married Cirila
Alejandro, a Chinese-Filipino mestiza. Like his father, he was
elected gobernadorcillo of Biñan.
CAPITAN JUAN AND CAPITANA CIRILA HAD THIRTEEN
CHILDREN
The youngest being Francisco Mercado, Rizal’s Father.
At the age of eight, Francisco Mercado lost his father and grew
up to manhood under the care of his mother.
He studied Latin and Philosophy in the College of San Jose in
Manila. While studying in Manila, he met and fell in love with
Teodora Alonso Realonda, a student in the College of Santa Rosa.

Doña TEODORA’s FAMILY

It is said that her family descended from Lakan-Dula, the
last native king of Tondo.
Her great-grandfather (Rizal’s maternal great-great
grandfather) was Eugenio Ursua (of Japanese ancestry), -who
married a Filipina named Benigna (Surname unknown).
Their daughter, Regina, married Manuel de Quintos, a Filipino-
Chinese lawyer from Pangasinan. One of the daughters of
Attorney Quintos and Regina was Brigida, who married Lorenzo
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Alberto Alonso, a prominent Spanish-Filipino mestizo of Biñan.
Their children were Narcisa, Teodora (Rizal’s mother), Gregorio,
Manuel, and Jose.

THE SURNAME of RIZAL

The real surname of the Rizal family was Mercado, which
was adopted in 1731 by Domingo Lamco (the paternal great-
great-grandfather of Rizal), who was full-blooded Chinese.
Rizal’s family acquired a second surname-Rizal –which was given
by a Spanish alcalde mayor (provincial governor) of Laguna, who
was a family friend. Thus, said Dr. Rizal, in his letter to
Blumentritt:
“I am the only Rizal because at home my parents, my sisers, my
brother, and my relatives have always preferred our old surname
Mercado. Our family name was in fact Mercado, but there were
many Mercados in the Philippines who are not related to us. It is
said that alcalde mayor, who was a friend of our family added
Rizal to our name. My family did not pay much attention to this,
but now I have to use it. In this way, it seems that I am an
illegitimate son.”

THE RIZAL HOME

The house of the Rizal Family, where the hero was born, was one
of the distinguished stone houses in Calamba during Spanish
times.
A GOOD AND MIDDLE-CLASS FAMILY
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OF RIZAL Developed by:
Issued by:
Module 1 : Republic Act Ivy Mae A. Flores
Page 24
1425 ( Rizal Laaw)
CRT
The Rizal family belonged to the principalia, a town aristocracy in
Spanish Philippines; it was one of the distinguished families in
Calamba .As evidence of their affluence, Rizal’s parents were able
to build a large stone house, which was situated near the town
church, and to buy another one.
HOME LIFE OF THE RIZALS.
The Rizal family had a simple, contented. In addition, happy life.
In consonance with Filipino custom, family ties among the Rizal’s
were intimately close.
Don Francisco and Doña Teodora loved their children, but they
never spoiled them. Whenever the children, including Jose Rizal,
got into mischief, they were given a sound spanking.
Evidently. They believed in the maxim: “Spare the rod and spoil
the child”
Life was not, however, all prayers and church services for the
Rizal children. They were given ample time and freedom. To play
by their strict and religious parents. They played merrily in the
azotea or in the garden by themselves. The older ones were
allowed to play with the children of other families.

Document No. 001-2020

LIFE AND WORKS
OF RIZAL Developed by:
Issued by:
Module 1 : Republic Act Ivy Mae A. Flores
Page 25
1425 ( Rizal Laaw)
CRT