Polytechnic University of The Philippines

Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND Satellite CAMPUSES
BATAAN BRANCH
Course Title: The Life and Works of Rizal
Number of Units: 3 Units
Course Description: As mandated by Republic Act 1425, this course covers the life and works of the
national hero, Jose Rizal. Among the topics covered are Rizal’s biography and
his writings, particularly the novels Noli Metangere and El Filibusterismo, some
of his essays, and various correspondence.
Course Outcome:
At the end of the course, the students should be able to:
1. Discuss Jose Rizal’s life the context of 19th century Philippines

2. Analyze Rizal’s various works, particularly the novel Noli Metangere and El
Filibusterismo
3. Organize Rizal’s ideas into various themes
4. Demonstrate a critical reading of primary sources
5. Interpret the values that can be derived from studying Rizal’s life and works
6. Display an appreciation for education and love for the country
Course Outline:
Module 1. The Republic Act 1425

Module 2. The Philippines in the 19th Century as Rizal’s Context
Module 3. Rizal’s Life: Family, Childhood, and Early Education
Module 4. Higher Education of Rizal and Life Abroad
Module 5. Rizal’s Life: Exile, Trial, and Death
Module 6. Annotation of Antonio Morga’s Sucesos de Las Islas Filipinas
Module 7. Noli Me Tangere
Module 8. El Filibustetismo
Module 9. The Philippines: A Century Hence (Letter to the Women of Malolos/ The
Indolence of the Filipinos)
Module 10. Jose Rizal and the Philippine Nationalism (Bayani and Kabayanihan)
Module 11. Jose Rizal and the Philippine Nationalism-National Symbol
Course: The Life and Works of Rizal

Prepared by: Jose M. Barlis, Jr., EdD
BATAAN BRANCH
Module 1: The Republic Act 1425
Learning Outcome
1. Explain the history of the Rizal Law and its important provisions
2. Critically assess the effectiveness of Rizal Law
Content Discussion:
What is Republic Act 1425 or Rizal Law? - House Bill No. 5561 - Senate Bill No. 438. - It is
commonly known as the Rizal Act, established on 12th of June 1956 by Senator Claro M.
Recto. - It requires the curricula of private and public schools, colleges and universities courses
to include, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El
Filibusterismo. - It was made effective on August 16, 1956.
Rizal Law (Republic Act No. 1425) As stated in the preamble of RA 1425/Rizal Law;
“Whereas, today more than other period f or history, there is a need for a re-dedication to the
ideals of freedom and nationalism for which our heroes lived and died.”
“Whereas, 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.”
Rizal Law (Republic Act No. 1425) - The law requires all schools, colleges, universities,
private or public to include in their curricula courses on the life and works of Rizal. It also
states that all schools are required to have an adequate number of copies of the original and
unexpurgated editions of El Filibusterismo and Noli Me Tangere, as well as other works and
biographies of Rizal. - The purpose of Batas Rizal is to rekindle the flame of nationalism in the
hearts of the Filipino, particularly the youth. We are forgetting what our patriots have done and
given to fight for our freedom.
1. Factors in Determining of a Person

Just
Patient
Courageous
Bearer of Wisdom
Respectful
Nationalist
2. Criteria in Choosing the Philippine National Hero
Filipino citizen
Patriot/nationalist
Has already been dead
Patient

BATAAN BRANCH
3. Personalities Nominated to be our National Hero

Marcelo H. del Pilar
Emilio Jacinto
Graciano Lopez-Jaena
Antonio Luna
Issues about the Proclamation of Dr. Jose Rizal as National Hero
1. He was the illegitimate son of Adolf Hitler
2. He should not be proclaimed as the national hero because of his cowardice to fight the
colonizers through revolution.
3. He was regarded as an “American-made hero”.

 First Philippine Commission was formed by the United States President headed by the
American Governor-General William Howard c. Taft.
 Declaration of Dr. Jose Rizal as our national hero was only their strategy to hinder our
nationalistic feelings.
Assessment 1:
1. Are you in favor of the Republic Act 1424 declaring Jose Rizal as our national hero? Why or
why not?
2. In our present time, who do you consider as a hero? Why?
3. In the Republic Act No. 1425, what provision/s would you like to change? Why?
4. Among the issues on the proclamation of Rizal as national hero, discuss one issue that you
think has a valid reason.
5. Do you think that Rizal Law is effective in promoting the nationalism among the students.
Module 2: The Philippines in the 19th Century as Rizal’s Context
Learning Objective:
1. Appraise the link between the individual and the society

2. Analyze the various social, political, economic, and cultural changes that occurred in the 19th
century
3. Understand Jose Rizal in the context of his time
Content Discussion:
Social Structure
- The Philippine society was predominantly feudalistic.

BATAAN BRANCH
- This was the result of the Spanish land holding improved upon the country with the
arrival of the conquistadores.
- The indios (natives) were exploited by the elite class
- They were drafted for manual labour.
- The Spaniards exacted all forms of taxes and tributes.
Peninsulares- friars, Spanish officials
Insulares- favored natives, mestizos, creollos
Political System
- The Philippines was governed by Spain through the Ministro de Ultramar based in
Madrid.
- Central Government
 Governador- General - King of Spain’s representative in governmental
 affairs.
 Vice – Royal patron over religious affairs.
 Chief executive- issued orders and proclamations
 Ex-officio – president of the Royal Audiencia
 Commander-in-chief of the colonial armed forces
- Provincial Government – ALCADIA
 Alcalde Mayor or Civil Governor (head)
- City Government- CABILDO or AYUNTAMIENTO (head)
 Two alcaldes en- ordinario
- Local Government Unit – PUEBLO or TOWN
 Gobernador Cillo or Town Mayor (head)
 Chief executive
 chief judge
- Smallest Government Unit – BARANGAY or BARRIO
Cabeza se barangay (head)
 to collect taxes and tributes from the constituents
 received 2% of the tax collection aside from the 4 % of the Sanctorum (3
events collected each year intended for All Saint’s Day, Holy Thursday and
Corpus Christi.)
- Guardia Civil
 Organized in 1867
 Corps of native police led by Spanish officers.
 In 1880’s feared instrument of summary arrest of any persons denounced by
friars as filibusteros.
- Royal Audiencia
 Highest court of the colony
 Headed the judicial system
 Auditor of the government finances
 High council to which government affairs were referred.
Frailocracia/ Frailocracy
- Means “rule of the friars”

BATAAN BRANCH
- Reasons:
1. Political instability in mother country.
2. Friars were found in each town, thus, they became rulers of that political unit.
 Supervisor of local election
 Administrators of schools
 Chairman of the board of taxation, of health and of charity.
 Responsible for census taking through the parish registrar.
 Certifies personal Identification Card (ID)
Sources of Weaknesses and Abuses of the Government
- Appointment of officials with inferior qualifications
- Without dedication to duty
- Without moral strength to resist corruption for material advancement.
- The lower positions were either filled by
- Provincial Government – most corrupt government unit
 Indulto de Comercio – license to engage in trade
 Buying people’s products at lowest prices.
 Exacting more taxes and tributes.
Educational System
- Friars occupied a dominant position.
- Emphasis on fear of God and obedience to the friars.
- Indios were constantly reminded that they had inferior intelligence.
- Friars decided what to teach to the children.
- College of San Juan de Letran- the only official Secondary School for BOYS.
- Seven Provinces had private colleges and Latin schools for general studies.
- Secondary Education for Girls in Manila:
 Santa Isabel
 La Concordia
 Santa Rosa
 Asilo de Lookan
 Santa Catalina
- UST- The only University level in Manila.
- Theological seminaries were established:
 Manila
 Cebu
 Jaro (Iloilo)
 Nueva Caceres (Naga)
 Nueva Segovia (Vigan)
- Educational Decree 1863
 Each major town in the colony was to established at least one elementary
school for boys and another one for girls.
- Books and other materials have to pass rigid censorship by the Church and Civil
Authorities.

BATAAN BRANCH
- Most serious criticisms against the Spanish educational system.

 Overemphasis on religion
 Limited and irrelevant curriculum
 Obsolete classroom facilities
 Inadequate teaching materials
 Absence of academic freedom.
- The implementation of the Moret Decree of 1870 (secularization of
higher education in the Philippines) was opposed by the friars.
Assessment 2:
1. What is/are the connection/s between an individual and the society?

2. Enumerate the differences of the social, political, economic, and cultural aspects during the 19th
century and the present time.
3. If you were born during the time of Jose Rizal, do you think you can be able to achieve his
achievements? Why?
Module 3: Rizal’s Life: Family, Childhood, and Early Education
Learning Objectives:
1. Analyze Rizal’s family, childhood and early education

2. Evaluate the people and events and their influences to Rizal’s early life
Content discussion:
Dr. Jose Protacio Rizal Mercado y Alonzo Realonda – Rizal’s full name
Doctor – complete his medical course 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 St. Joseph.
Protacio – form Gervacio P which come from a Christian calendar, in consideration of the day of
his birth.
Rizal – from the word “Ricial” in Spanish means a field where a wheat, cut while still green,
sprouts again.
Mercado – adopted by Domingo Lamco which Spanish term means market.
Alonzo – old name surname of his mother.
Realonda – it was used by Doña Teodora from the surname of her godmother based on the culture
by that time.
Jose Protacio Rizal Mercado y Alonzo Realonda

BATAAN BRANCH
- He was born near midnight of Wednesday of June 19, 1861 to the Rizal family of Calamba,
Laguna. - He was baptized by Rev. Rufino Collantes in the Catholic church of Calamba on
June 22, 1861, three days after birth.
- His Godfather named Father Perdo Casanas, a close friend of Rizal family.
- Lieutenant-General Jose Lemery was the governor- general of the Philippines when Rizal was
born.
Rizal’s Father
Rizal’s Father Don Francisco Mercado (1818-1898)
- Born in Biñan, Laguna on May 11, 1818.
- Studied Latin and Philosophy at the College of San Jose in Manila.
- Became a tenant-farmer of the Dominican-owned hacienda.
- A hardly and independent-minded man, who talked less and worked more, and was strong in
body and valiant in spirit.
- Died in Manila on January 5, 1898 at age of 80.
- Rizal affectionately called him ―a model father.
Rizal’s Mother
Rizal’s Mother Doña Teodora Alonso Realonda (1826-1911)
- Born in Manila on November 8, 1826. - Educated at the College of Santa Rosa, a well- known
college for girls in the city.
- A remarkable woman, possessing refined culture, literary talent, business ability, and the
fortitude of Spartan.
- Is a woman of more than ordinary culture; she known literature and speaks Spanish (according to
Rizal).
- Died in Manila on August 16, 1911 at age of 85.
Information about his parents

- Rizal always called her sisters Doña or Señora (married) and Señorita (single).
- Francisco Mercado and Teodora Alonso Realonda married on June 28, 1848, after which they
settled down in Calamba.
- The real surname of the Rizal was Mercado, which was adopted in 1713 by Domingo Lamco
(paternal great-great grandfather of Jose Rizal), who was a full-blooded Chinese.
- Rizl ‘s family acquired
a second surname –
Rizal – which was
given by a Spanish
Alcalde Mayor
(provincial governor) of
Laguna, who was a family
friend.
Fig. 1. Father Side

Ancestry

BATAAN BRANCH
NARCISA, TEODORA, GREGORIO,

MANUEL AND JOSE Jose
Fig. 2. Mother Side Ancestry
The Siblings of Jose Rizal

Saturnina (1850-1913)
- Oldest of the Rizal children
- Nicknamed Neneng
- Married to Manuel T. Hidalgo of Tanauan, Batangas.

BATAAN BRANCH
Paciano
- Older brother and confident of Jose Rizal.
- He was the second father to Rizal.
- Immortalized him in Rizal ‘s first novel Noli Me Tangere as the wise Pilosopong Tasio.
- Rizal regarded him a s the ―most noble of Filipinos.
- He became a combat general in the Philippine Revolution.
- Died on April 13, 1930, an old bachelor at age of 79, he had two children by his mistress
(Severina Decena) – a boy and a girl.
Rizal Narcisa (1852-1939)
- Petname Sisa
- She was married to Antonio Lopez (nephew of Father Leoncio Lopez), a school teacher of
Morong.
Olympia (1855-1887)
- Petname Ypia
- She was married to Silvestre Ubaldo, a telegraph operator in Manila.
Lucia (1857-1979)
- she was married to Mariano Herbosa of Calamba, who was a nephew of Father Casanas.
Maria (1859-1945)
- Biang was her petname
- She was married to Daniel Faustino Cruz of Biñan, Laguna.
Concepcion (1862-1865)
- Concha was her pet-name
- She died at age of three because of sickness.
- Her death was Rizal’s first sorrow in life.
Josefa (1865-1945)
- Panggoy was her pet-name
- An old maid, died at age of 80.
Trinidad (1868-1951)
- Trining was her pet-name
- An old maid, died at age of 83.
Soledad (1870-1929)
- Choleng was her pet-name
- She was married to Pantaleon Quintero of Calamba.
Rizal’s Home (Physical)

BATAAN BRANCH
 It is one of the distinguished

stone houses in Calamba
during the Spanish times.
 It was a two-story building,
rectangular in shape, built of
adobe stones and hard-woods
and roofed with red tiles.
 During the day, it hummed
with the noises of children at
play and the songs of the birds
in the garden; by night, it
echoed with the dulcet notes of
family prayers.
 The Rizal family belonged to
the principalia, town
aristocracy in Spanish
Philippines.
 The Rizal family had a simple,
contented and happy life.
Rizal-Mercado home, Kalamba. Here José Rizal was born. The family lost this
building, along with most of their other property, in the land troubles. Governor-
General Weyler sent soldiers to drive them out, though the first court had decided
in their favor and an appeal to the Supreme Court had not yet been heard. Later,
the upper part of the building was rebuilt.
Source: Rizal's own story of his life
Childhood Years in Calamba, Laguna

BATAAN BRANCH
 Calamba was a hacienda town which

belonged to Dominican Order, which
also owned all the lands around.
 Un Recuerdo A Mi Pueblo (In Memory of My
Town) – a poem about Rizal‘s beloved town
written by Rizal in 1876 when he was 15 years old
and was student in the Ateneo de Manila.
 The first memory of Rizal, in his infancy, was his
happy days in the family garden when he was three.
 Another childhood memory was the daily Angelus
prayer. By nightfall, Rizal related, his mother
gathered all the children at the house to pray the
Angelus.
 Another memory of Rizal during infancy was the
nocturnal walk in the town, especially when there
was a moon.
 The death of Concha was his first sorrow.
 At age of three he began to take part in the family
prayers.
 At 5, he was able to read haltingly the Spanish
family bible, and make sketches with this pencil and to mold in clay and wax on objects
which attracted his fancy.
Rizal at 14
 The Story of the Moth – made the profoundest impression
of Rizal.
 Sa Aking Mga Kabata- the first poem written in the native
language at age of 8, he also wrote his first dramatic work
(Tagalog comedy).
Influences on the Hero’s Boyhood

1. Hereditary influence
2. Environmental influence
3. Aid of the Divine Providence
- Tio Jose Alberto – he developed the artistic ability of Rizal.
- Tio Manuel – he guided Rizal on his physical exercises.
- Tio Gregorio – intensified Rizal’s voracious reading of good books.
- Father Leoncio Lopez – fostered Rizal’s love for scholarship and intellectual honesty.
Early Education in Calamba and Biñan

- The first teacher of Rizal was his mother, who was remarkable woman of good character and
fine culture.
- Maestro Celestino – first private tutor.

BATAAN BRANCH
- Maestro Lucas Padua – science tutor.

- Leon Monroy – a former classmate of his father, that instructed in Spanish and Latin. He died
five months later.
- June 1869 – Rizal left Calamba to study in Biñan, accompanied by Paciano.
- Maestro Justiniano Aquino Cruz – Rizal’s first teacher in Biñan.
- Pedro – his classmate that challenge him to fight.
- Andres Lakindanan – challenged Rizal to a wrestling match.
- Juancho – an old painter who was the father-in-law of the school teacher; freely give Rizal
lesson in drawing and painting.
- December 17, 1870 – he left Biñan after one year and a half of schooling.
- Arturo Camos – a French friend of Rizal’s father who took care of him on board.
Assessment 3:
1. Write reflections about how Rizal’s character was influenced by the historicity of his time and
his family as well.
2. How does one’s family weld an individual’s character? If you were Rizal what have you done?
3. How does the society influenced Rizal’s early life?
4. Do you think Rizal have happy childhood days? Why?


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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Course Title: The Life and Works of Rizal

Number of Units: 3 Units

At the end of the course, the students should be able to:

1. Discuss Jose Rizal’s life the context of 19th century Philippines

Module 1. The Republic Act 1425

Course: The Life and Works of Rizal

Module 1: The Republic Act 1425

1. Factors in Determining of a Person

Course: The Life and Works of Rizal

3. Personalities Nominated to be our National Hero

Issues about the Proclamation of Dr. Jose Rizal as National Hero

1. He was the illegitimate son of Adolf Hitler

3. He was regarded as an “American-made hero”.

Module 2: The Philippines in the 19th Century as Rizal’s Context

1. Appraise the link between the individual and the society

Course: The Life and Works of Rizal

Course: The Life and Works of Rizal

Course: The Life and Works of Rizal

- Most serious criticisms against the Spanish educational system.

1. What is/are the connection/s between an individual and the society?

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

1. Analyze Rizal’s family, childhood and early education

Jose Protacio Rizal Mercado y Alonzo Realonda

Course: The Life and Works of Rizal

Information about his parents

Fig. 1. Father Side

Course: The Life and Works of Rizal

NARCISA, TEODORA, GREGORIO,

Fig. 2. Mother Side Ancestry

The Siblings of Jose Rizal

Course: The Life and Works of Rizal

Rizal’s Home (Physical)

Course: The Life and Works of Rizal

 It is one of the distinguished

Source: Rizal's own story of his life

Childhood Years in Calamba, Laguna

Course: The Life and Works of Rizal

 Calamba was a hacienda town which

Influences on the Hero’s Boyhood

Early Education in Calamba and Biñan

Course: The Life and Works of Rizal

- Maestro Lucas Padua – science tutor.

Course: The Life and Works of Rizal

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