LIFE AND WORKS OF RIZAL

LESSON 1
INTRODUCTION TO THE
COURSE
REPUBLIC ACT 1425
INTRODUCTION:
 The Rizal law was made so that the Filipinos, especially
the youth, will not forget him. The teaching of the Rizal
course in the classroom is intended to awaken the sense of
patriotism and nationalism in every Filipino youth and
push them to apply the principles bequeathed by Rizal as
solutions to present day problems.
 Strengthening not only the Rizal course but the subject of
Philippine history is important. We will not only be
inspired by Rizal but also by other heroes. Filipinos are
capable of achieving great things in life and, like our
heroes, we can excel in our ways.
LEARNING OUTCOMES:
At the end of this lesson, students should be able
to:
 Explain the history of the Rizal law and its
provisions;
 Assess the effectiveness and significance of the
Rizal course.
The mandatory Rizal subject in the Philippines
was the upshot of this bill which later became a
law in 1956. The bill involves mandating
educational institutions in the country to offer a
course on the hero’s life, works, and writings,
especially the ‘Noli Me Tangere’ and ‘El
Filibusterismo’. The transition from being a bill
to becoming a republic act was however not easy
as the proposal was met with intense opposition
particularly from the Catholic Church.
Largely because of the issue, the then senator
Claro M. Recto—the main proponent of the
Rizal Bill—was even dubbed as a communist and
an anti-Catholic. Catholic schools threatened to
stop operation if the bill was passed, though
Recto calmly countered the threat, stating that if
that happened, then the schools would be
nationalized. Afterward threatened to be punished
in future elections, Recto remained undeterred.
The bill was eventually passed, but with a
clause that would allow exemptions to
students who think that reading the Noli and
Fili would ruin their faith. In other words,
one can apply to the Department of
Education for exemption from reading
Rizal’s novels—though not from taking the
Rizal subject. The bill was enacted on June
12, 1956.
 RA 1425 and other Rizal laws
House Bill No. 5561
Senate Bill No. 438
The Rizal Bill became the Republic Act No. 1425,
known as the ‘Rizal Law’. The full name of the law
is “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.“ Following are the provisions:
Section 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:
Provided, that in the collegiate courses, the
original or unexpurgated editions of the Noli
Me Tangere and El Filibusterismo of their
English translation shall be used as basic texts.
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 Rizal’ s other works and
biography. The said unexpurgated editions of the Noli
Me Tangere and El Filibusterismo or their translations
in English as well as other writings of Rizal shall be
included in the list of approved books for required
reading all public or private schools, colleges and
universities.
Section 3: The Board of the National Education
shall cause the translation of the Noli Me Tangere
and El Filibusterismo, as well as other writings of
Jose Rizal into English, tagalog 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 the
Barrio Councils throughout the country.
Rizal Law aims 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.
Not known to many, there is another republic
act that concerns the national hero. Republic
Act No. 229 is an act prohibiting
cockfighting, horse racing, and jai-alai on the
thirtieth day of December of each year and to
create a committee to take charge of the
proper celebration of Rizal day in every
municipality and chartered city, and for other
purposes.
 The Importance of Studying Rizal
 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 influences the kind
of solutions we provide for existing problems. Jose
Rizal course, as a history subject, is full of historical
information from which one could base his decisions in
life. In various ways, the subject, for instance, 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. Interestingly, the life of a very important
national historical figure like Jose Rizal contributes
much to shedding light on our collective experience and
identity as Filipino. The good grasp of the past offered
by this subject would help us in dealing wisely with the
present.
 It teaches nationalism and patriotism
 Nationalism involves the desire to attain freedom
and political independence, especially by a
country under foreign power, while patriotism
denotes proud devotion and loyalty to one’s
nation. Jose Rizal’s life, works, and writings—
especially his novels—essentially, if not
perfectly, radiate these traits. For one thing, the
subject helps us to understand our country better.
 It provides various essential life lessons
- We can learn much from the way Rizal faced various
challenges in life. As a controversial figure in his time,
he encountered serious dilemmas and predicaments but
responded decently and high-mindedly. Through the
crucial decisions he made in his life, we can sense his
priorities and convictions which manifest how noble,
selfless, and great the national hero was. For example,
his many resolutions exemplified the aphorism that in
this life there are things more important than personal
feeling and happiness.
 It helps in developing logical and critical thinking
- Critical Thinking refers to discerning, evaluative, and
analytical thinking. A Philosophy major, Jose Rizal
unsurprisingly demonstrated his critical thinking skills in
his argumentative essays, satires, novels, speeches, and
written debates. In deciding what to believe or do, Rizal
also proved his being a reasonably reflective thinker, never
succumbing to the irrational whims and baseless opinions
of anyone. In fact, he indiscriminately evaluated and
criticized even the doctrines of the dominant religion of his
time. A course on Rizal’s life, works, and writings therefore
is also a lesson in critical thinking.
 Rizal can serve as a worthwhile model and inspiration to
every Filipino
- If one is looking for someone to imitate, then Rizal is a very
viable choice. The hero’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, and loyalty
to friends, and maintained a sense of chivalry. As a man of
education, he highly regarded academic excellence, logical and
critical thinking, philosophical and scientific inquiry, linguistic
study, and cultural research. As a person, he manifested
versatility and flexibility while sustaining a strong sense of moral
uprightness.
 The subject is a rich source of entertaining
narratives
- People love fictions and are even willing to
spend for books or movie tickets just to be
entertained by made-up tales. But only a few
perhaps know that Rizal’s life is full of
fascinating non-fictional accounts.
 LESSON 2
THE PHILIPPINES IN THE
19 CENTURY AS
TH

RIZAL’S CONTEXT
INTRODUCTION:
 To appreciate and understand the life of Dr. Jose
Rizal, it is necessary to know the historical
background of the world and of the Philippines
during his times. The 19th century when he lived
was a century of ferment caused by the blowing
winds of history. In Asia, Europe, and the
Americas, events surged inexorably like sea
tides, significantly affecting the lives and
fortunes of mankind.
Learning Outcomes:
At the end of this lesson, the students should be
able to:
 Discuss Jose Rizal’s life within the context of
19th- century Philippines
 Review the political and social changes that
occur during the 19th century.
During the times of Rizal, the sinister shadows of Spain’s
decadence darkened Philippine skies. The Filipino people
agonized beneath the yoke of Spanish misrule, for they were
unfortunate victims of the evils of unjust, bigoted, and
deteriorating colonial power. Among this evils are follows:

 Instability of Colonial Administration. This political

instability in Spain adversely affected Philippine affairs because
it brought about frequent periodic shifts in colonial policies and
periodic rigodon of colonial officials. For instance, from 1835-
1897, the Philippine was ruled by 50 governors general, each
serving an average term of only one year and tree months.
 Corrupt Colonial Official. 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 of
the 16th, 17th and 18 centuries. They were either
highly corrupt, incompetent, cruel or venal.
Apparently, they symbolize the decadent Spain
of the 19th century.
 General Rafael de Izquerdo (1871-73), a boastful and
ruthless governor general, aroused the anger of the
Filipino’s by executing the innocent Fathers Mariano
Gomez, Jose Burgos, and Jacinto Zamora, the Martyr’s of
1872”
 General Fernando Primo de Vera, governor general for two
terms (1880-1883 and 1897-1898), enriched himself by
accepting bribes from gambling casinos in Manila which
scandalously permitted to operate General Valeriano Weyler
(1888-91), a cruel and corrupt governor general of
Hispanic-German ancestry, arrived in Manila a poor man
and returned to Spain a millionaire.
 He received huge bribes and gifts of diamonds for
his wife from wealthy Chinese who evaded the anti-
Chinese law. The Filipinos scornfully called him
“tyrant” because of his brutal persecution of the
Calamba tenants, particularly the family of Dr.
Rizal. The Cubans contemptuously cursed him as
the “Butcher” because of his ruthless
reconcentration policy during his brief governorship
in Cuba in 1896, causing the death of thousands of
Cubans.
 Philippine Representation in Spanish Cortes. To win
the support of her overseas colonies during the Napoleonic.
Invasion, Spain granted them representation in the Cortes.
Accordingly, the Philippines experienced her first period of
representation in the Cortes from 1810-1813. History
demonstrates that the first Philippine delegate, Ventura De
Los Reyes, took active part in the framing of the
Constitution of 1812, Spain’s first democratic constitution,
and was one of its 184 signers. This constitution was
extended to the Philippines. Another achievement of
Delegate De Los Reyes was the abolition of Galleon trade.
 Human Rights Denied to Filipino. 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). The Spaniards ardently guarded
this rights so that no Spanish monarch dared abolish
them.
 Strangely enough, the Spanish authorities who
cherished these human rights or constitutional liberties
in Spain denied them to the Filipinos in Asia.
 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. Fascinated by this noble concept of human relations
and convinced by the truth of the Christian faiths, most Filipinos in the
hinterlands of Luzon and the Visayas and in Mindanao and Sulu) became
Christian.
 In practice, however, the Spanish colonial authorities who were Christians, did
not implement Christ’s precept of the brotherhood of all men under the
Fatherhood of God. Especially during the last decades of Hispanic rule, they
arrogantly regarded the browned-skinned Filipinos as inferior beings, not their
Christian brother’s to be protected but rather as their majesty subjects to be
exploited. To their imperialist way of thinking, brown Filipinos and White
Spaniards may be equal before God, but not before the law and certainly not in
practice. They could not appeal to the law for justice because the law, being
dispense by Spaniards, was only for the white Spaniards.
 Maladministration of Justice. The courts of justice in
Philippines during Rizal’s time were notoriously corrupt.
Verily, they were courts of injustice as far as the brown
Filipinos were concerned. The Spanish judges, fiscals
(prosecuting, attorneys), and other court officials were inept,
venal, and often times ignorant of law.
 Justice was costly partial and slow. Poor Filipinos had 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.
Irrespective of the weight of evidence, a rich man or a
Spaniard, whose skin was white, easily achieved victory in
any litigation.
 Racial Discrimination. Spain introduced Christianity into the
Philippines with its beautiful egalitarian concept of the brotherhood of all
men under God the Father. The Spanish authorities, civil as well as
ecclesiastical, zealously propagated the Christian faith, but seldom
practiced its sublime tenets. 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. 
 With this unchristian attitude, many Spaniards and their mestizo satellites
derisively called the brown-skinned and flat-nosed Filipinos “Indios”
(Indians). In Retaliation, the Filipinos jealously dubbed their pale-
complexioned detractors with the disparaging term “bangus” (milkfish).
During Rizal’s time a white skin, a high nose, and Castilian lineage were a
badge of vaunted superiority. Hence, a Spaniard or a mestizo, no matter
how stupid or mongrel-born he was, always enjoyed political and social
prestige in the community.
 Frailocracy. Owing to the Spanish political philosophy
of union of church and state, there a rose a unique form
of government in Hispanic Philippines called
“frailocracy” (frailocracia), so named because it was a
government by friars. History discloses that since the
days of the Spanish conquests, the friars (Augustinians,
Dominicans, and Franciscans) controlled the religious
and educational life of the Philippines, and later in the
19th century they came to acquire tremendous political
power, influence, and riches.
The friars practically ruled the Philippines through a façade of civil
government. The colonial authorities, from the governor general down
to the alcaldes mayors, were under the control of the friars. Almost
every town in the archipelago, except in unpacified Islamic Mindanao
and Sulu and in the pagan hinterlands, was ruled by the friar curate.
Aside from his priestly duties, the friar was the supervisor of local
elections, the inspectors of the school and taxes, the arbiter of morals,
the censor of books and comedias (stage play), the superintendent of
public works, and the guardian of peace and order. So great was his
political influence that his recommendations were heeded by the
governor general and the provincial officials. He could send a
patriotic Filipino to jail or denounced him as a filibustero (traitor) to
be exiled to a distant placed or to be executed as an enemy of god and
Spain.
 Forced Labor. Known as the polo, it was the compulsory labor imposed
by the Spanish colonial authorities on adult Filipino males in the
construction of churches, schools, hospitals; building and repair of roads
and bridges; the building of ships in the shipyards; and other public works.
 Originally 16-60 years old were obliged to render forced labor for 40 days a
year. 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 who performed the forced
labor) from 16-18 and reduced the days of labor from 40-15. The same
Royal Decree provided that not only native Filipinos, but also male Spanish
residents from 18 years old to 60 must render forced labor, but this
particular provision was never implemented in the Philippines for obvious
reasons. So actually the brown Filipinos did the dirty job of building or
repairing the public works. The well to do among them were able to escape
this manual labor by paying tha “falla”, which was the sum of money paid
to the government to be exempted from the polo.
 Haciendas owned by the Friars. During Rizal’s times the Spanish
friars belonging to different religious were the richest landlords, for
they owned the best haciendas (agricultural lands) in the
Philippines. The rural folks, who had been living in this haciendas
and cultivating them generation after generations become tenants.
Naturally they resented the loss of their lands which belong to their
ancestors since pre-Spanish times; legally, however, the friars were
recognized as legal owners of said lands because they obtained
royal tittles of ownership from the Spanish crown.
 Rizal, whose family and relatives were tenants of the Dominicans
Estate of Calamba, tried to initiate agrarian reforms in 1887, but in
vain. His advocacy of agrarian reforms ignited the wrath of the
Dominican Friars, who retaliated by raising the rentals of the lands
leased by family and other Calamba tenants.
The Guardia Civil. The last hated symbol of Spanish tyranny
was the Guardia Civil which was created by the Royal Decree of
February 12, 2852, as amended by the Royal Decree of March 24,
1888, for the purpose of maintaining internal peace and order in
the Philippines. It was patterned after the famous and well-
disciplined Guardia Civil in Spain.
 While it is true that the Guardia Civil in the Philippines had
rendered meritorious services in suppressing the bandits in the
provinces, they late become infamous for their rampant abuses,
such as maltreating innocent people. Looting their carabaos,
chickens and valuable belongings, and raping helpless women.
Both officers (Spaniards) and men (natives) were ill trained and
undisciplined, unlike the Guardia Civil in Spain who were
respected and well-liked by the populaced.