RIZAL’S LIFE, WORKS,

& WRITINGS

Hello my dear students, welcome to the course Rizal’s Life, Works, and Writings!
In this course, you will realize that the life of a national hero is always a relevant topic
since then up to the present time.
A hero’s life is an awe-inspiring story. It can potentially impact your life as a youth and
imbibe valuable lessons that can guide you in the future.
For most Filipinos in general, Dr. Jose Rizal is a source of inspiration. In fact, I know
that you know that a number of monuments, schools, and streets were named after him
to commemorate his heroism.
Course Description:
As mandated by Republic Act 1425, this course covers the life and works of the
country’s national hero, Dr. Jose Rizal. Among the topics covered are Rizal’s biography,
works, and his writings particularly the novels Noli Me Tangere and El Filibusterismo.
At the tertiary level, the Rizal course is a three-unit subject, usually included as one of
the required history courses to students, which places emphasis on Rizal’s nationalistic
ideas and works
 UNIT 1: INTRODUCTION TO THE COURSE

INTRODUCTION

Welcome to the first lesson on the course Life, Works,

and Writings of Jose Rizal.
Unit 1 provides a discussion on the historical context and contents of the Rizal Law,
criteria for a hero, and the social, political and economic conditions in the Philippines in
the 19th century.
Studying the historical context of the Rizal Law allows you to better understand the
contents, rationale and importance of the law. Similarly, assessing the heroism of Rizal
using the definitions and criteria of heroes and studying the Philippines in the 19 th
century is helpful in studying the life, works and ideas of Dr. Jose Rizal.

UNIT LEARNING OUTCOMES

At the end of this unit, you should be able
to:
a. Appreciate the patriotic objectives of the Rizal course as stipulated in R.A. 1425;
b. Assess the heroism of Rizal using the definitions and criteria for a hero; and
c. Analyze the various social, political, economic, and cultural changes that
occurred in the nineteenth century; and

ACTIVATING PRIOR KNOWLEDGE

When you were in highschool,
you already had a glimpse of Rizal’s biography. Recall, by composing a 3-sentence
paragraph, what you know about him except for the fact that he is our national hero.
You may start your composition in this way:
“Dr. Jose Rizal is

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LESSON 1: THE RIZAL LAW

INTRODUCTION

Perhaps, the first question that you as a student would ask yourself is this:
“Why am I still required to study the life and works of Jose Rizal in college despite
having studied the biography of Jose Rizal and his two novels in my high school
years?”
As college students, it is essential for you to know that the study of Rizal’s Life, Works,
and Writings is mandated by law. It is therefore important that you continue reading this
lesson in order for you to find out what this law is all about, how it became one and its
objectives.

LEARNING OBJECTIVES
At the end of this lesson, you should be able to:
1. Trace the history 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.

ACTIVATING PRIOR KNOWLEDGE/ENGAGE STAGE

Many decades have passed since the death of Dr. Jose Rizal, do you think studying his
life is still relevant up to this time? Argue why or why not.
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PRESENTATION OF LEARNING CONTENT

History Context of
the Rizal Law
In 1956, Senator Claro M. Recto filed a measure which became the original Rizal
bill recognizing the need to instill heroism among the youth at the time when the country
was experiencing social turmoil. It was a time when the country was being ravaged by
the Hukbalahap insurgency. The imperialist presence in the form of American influence
was strong in the country’s economy and political policies. The communist insurgency
was fought through American guidance and material aid. The Philippines became part
of the global network to contain the spread of communism with the conclusion of a
mutual defense agreement with the United States in 1951 and it’s joining the Southeast
Asia Treaty Organization (SEATO). On the economic front, the United States still
reigned supreme with the enforcement of the Bell Trade Act back in 1947; parity rights
granted in the Philippine Constitution allowed the Americans to exploit the country’s
natural resources. In 1956, the Laurel-Langley Agreement ensured the free entry of
American products, thus, ensuring the preference of Filipinos for American goods.
Internally, the country was buffered by corrupt party politics and news of political
corruption was rampant. The fifties was indeed confusing times. This was the period
when Recto submitted his bill, calling for a return to patriotic values enunciated by
Filipino heroes like Jose Rizal.
Under the bill, it shall be obligatory for college and university students to study
the life and works of Rizal. The issuance of the bill was not welcomed by various
quarters. The Catholic church assailed the Rizal Bill as anti- Church because it forces
the students to read Rizal’s works like the Noli Me Tangere and El Filibusterismo which
contain passages that were anti-Church. They presented fears that the religious beliefs
of the young students would be harmed by reading Rizal’s works which have religious
overtones would be a violation of the constitutional freedom of religion and of
conscience.
The Church made use of lobbyists as well as priests in opposing the Rizal Bill.
Priests attended hearings of the Senate and also priests who were active in the
hearings of the Senate. Many of these priests were foreigners who sought audience
with senators to convince them to oppose the bill. This was a clear interference of the
Church on the making of the policies by the State.
 Seminars were held across the countryside to oppose the bill. In one seminar,
one of the oppositors Fr. Jesus Cavanna commented that Rizal’s novels belonged to
the past and it would be harmful to read them because they presented a false picture of
the conditions of the country at the time. He also said that out of the 333 pages of the
Noli Me Tangere there were only 25 patriotic statements compared to 120 anti-Catholic
statements. One commentator, Jesus Paredes, said that novels contained objectionable
matters and Catholics had the right to refuse to read them, so as not to endanger their
faith. Another commentator, Narciso Pimentel offered the speculation that Recto
introduced his Rizal bill to get back at the Catholic voters, who, together with President
Magsaysay were responsible for his poor showing in the 1995 elections.
Lawmakers such as Congressman Miguel Cuenco and Senator Francisco “Soc”
Rodrigo voiced the opposition of the Church in Congress. Senator Rodrigo commented
that he would not let his teenage son read the Noli Me Tangere and El Filibusterismo
lest he endangers his Catholic faith. He proposed that the footnoted or annotated
versions of the novels be used instead of the unexpurgated versions required in the
Recto Bill.
The Church continued its opposition to the bill by calling all Catholic voters to
reject lawmakers who supported Recto’s Rizal Bill. Pastoral letters were read in masses
voicing opposition. Bishops threatened to close down Catholic schools if the bill was
approved.
Recto, however, stood his ground and dared the Catholic church to shut down
their schools, knowing that this was only an idle threat since the Catholic learning
institutions were its major source of income. He also rejected Senator Rodrigo’s
suggestion that the annotated or edited versions of the Noli Me Tangere and El
Filibusterismo should be used.
After a month-long stand-off, a compromise bill was filed. It was authored by
Senator Jose P. Laurel and it was based on the proposals of Senators Roseller Lim and
Emmanuel Pelaez. The inclusion of all works and writings of Jose Rizal, not just the two
novels, was the main feature of this bill. He then stressed the removal of the term "compulsion"
to appease the opposition.. 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. The law
accommodated the objections of the Catholic Church . Below is the copy of the law:

REPUBLIC ACT NO. 1425

AN ACT TO INCLUDE 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 THEROF, AND
FOR OTHER PURPOSES.
WHEREAS, today, more than any other period of history, there is a need for a rededication to
the ideals of freedom and nationalism for which our heroes lived and died;
WHEREAS, it is meet that in honoring 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 writing 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 enjoined to develop moral character, personal discipline, civic
conscience, and to teach the duties citizenship; Now therefore,
Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:
Section 1. Courses 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, college and
universities, public or private: Provided, That in the college courses, the original or
unexpurgated 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 providing for the exemption of students
for reasons 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.
Section 2. It shall be obligatory on all schools, colleges and universities to keep in their libraries
in adequate number of copies of the original and unexpurgated editions of the Noli Metangere
and El Filibusterismo, as well as of Rizal's other works and biography. The said unexpurgated
editions of the Noli Metangere 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 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 enrollment 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 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 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.
Section 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.
Section 6. This Act shall take effect upon its approval.
Approved: June 12, 1956

APPLICATION

As a youth and dubbed as the ‘pag-asa ng bayan’, how would you live or apply the
ideals and teachings of Rizal at present time?
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FEEDBACK

Based from the foregoing lesson, explain briefly what the Rizal law aims to instill to
students who are taking the course.
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REFERENCES

De Viana A.V. et.al. (2011). Jose Rizal, Social Reformer and Patriot (1st Edition). Manila:
Rex Book Store, Inc.
 LESSON 2: CRITERIA FOR A HERO

INTRODUCTION

Who declares if anyone is a hero? How did Rizal

become a hero?
This lesson provides a discussion on the concepts of a hero and the criteria set
in recognizing heroes which allows for a better understanding on why Rizal became
one.

LEARNING OBJECTIVES

At the end of this lesson, you should be able to:

1. Understand the definitions of a hero;
2. Analyze the criteria set by the nation in recognizing heroes; and
3. Assess the heroism of Rizal using the definitions and criteria of heroes

ACTIVATING PRIOR KNOWLEDGE

In your own point of
view, what does it take to be a hero?
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 In the case of Dr. Jose Rizal, what do you think are the reasons or factors that
made him the national hero of this country?
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PRESENTATION OF LEARNING CONTENT

Concepts and Criteria for a Hero

There is no law or proclamation which directly made Rizal into a hero. Rizal's
hero status was made by the acclamation of the Filipino people. This means though the
hero's achievements and example the people considered the person as an admirable
exemplar who should be followed. The person becomes the object of public worship
and accolades are heaped upon him. This could be seen in the singular tributes to his
honor and it may even be manifested physically thorough the erection of monuments
and the naming of streets and buildings after him. The test of a person’s heroism
becomes stronger if the person is acclaimed long after his death and by people who are
not of his generation. This means the appreciation to his life and achievements spans
beyond his life.
No one becomes a hero overnight. One might be recognized for his acts of
heroism but that does not make him a hero. To be considered a hero, his life and
achievements need to be studied carefully. A passage of time is necessary to allow a
dispassionate and objective study of his life, achievements, and times. This would allow
people to reflect on the hero's life and achievements and its overall effect on the
country’s history.
The National Historical Institute, the country’s agency in charge of historical
matters prescribes the passage of fifty years before a person is finally confirmed as a
hero. If the person is still being admired after that period and his ideas and ideals were
still invoked and appreciated, the person has passed the test of time and is considered
as a hero.
The National Historical Institute also laid down the definition of a hero. In 1965,
its predecessor office, the National Heroes Commission released a criteria on the
definition of a national hero. It was approved by a committee headed by Director Carlos
Quirino of the National Library. According to its definition, a hero was defined as “an
admirable leader towering over his peers, who serves a noble cause possessing
exceptional talent, distinguished valor and/or hold enterprise, exercising a determination
influence over the spiritual life of his people in a particular remarkable event.”
The criteria also mentioned that “the hero must, during extreme stress and
difficulties, project himself by his own fortitude, by his own sacrifices to be the
inspiration of his countrymen in leading them to their rightful destiny. He must exhibit
self-denial and abandon his personal interests to place those of his country before any
other and whose deeds and acts are proudly emulated by a grateful people that after
his death render him singular tribute, honor him with public worship, and acknowledge
his meritorious services to mankind by spontaneous national recognition.”
Moreover, criteria specified, “a hero must exercise a determination influence over
the spiritual life of his people in an event of great significance”. It further said that in
order to qualify for the distinction of a national hero, “one must project himself by his
own fortitude, effort, and sacrifices to be the beacon light of his oppressed countrymen
to their rightful destiny.”
The historical committee of the National Heroes Commission came out with the
characteristics of a person to be examined below he could be considered a hero:
1. The extent of the person's sacrifices for the welfare of the country;
2. Motives and methods employed in the attainment of the ideal (e.g., welfare of the
country). In the attainment of the ideal, did the person concerned sacrifice purely
and exclusively for the welfare of the country or was there any selfish or ulterior
motives in the making of such sacrifices? Were the methods employed in the
attainment of the ideal morally valid?
3. The third criteria concern the moral character of the person. Did he do anything
immoral to taint his personal character? It there was any immortality, did it affect
his work, his society or the ideal?
4. The final criterion examines the influence of the person to his age or epoch and
the succeeding eras.
Judging from these criteria, the considerations for heroism are very stringent and
would subject the person concerned to intense scrutiny. It is aimed to confer the mantle
of being considered a hero on those who truly deserved, as the word “hero" is overused
and abused nowadays.
More definitions on what a hero is were added in the year 1993 as the country
was preparing for the commemoration of the centennial of the declaration of Philippine
Independence. On March 28,1993, President Fidel V. Ramos issued Executive Order
No. 75, creating the National Heroes Committed “to study, evaluate, and explicitly
recommend Filipino national personages as national heroes in due recognition to their
sterling character and remarkable achievements for the country”. A round table
discussion for the criteria for national heroes was held on June 3,1993 which was
attended by historians Onofre D. Corpus, Carmen Guerrero- Nakpil, Dr. Samuel K. Tan,
Dr. Marcelino Foronda, Dr. Alfredo Lagmay, Dr. Bernardino R. Churchill, Dr. Serafin D.
Quinton, and Professors Ambeth R. Ocampo and Minerva Gonzales.
The body adopted the definition of a hero drafted by Dr. Corpus. He said,
“Heroes are those who have concept of nation and thereafter aspire and struggle for the
nation’s freedom”. He explained that our own struggle for freedom was begun by
Bonifacio and finished by Aguinalfo the latter formally declaring revolution a success. In
reality a revolution has no end. Revolutions are only the beginning. One cannot aspire
to be free only to sink back to bandage. He also added that “Heroes are those who
define and contribute to a system of life and freedom and order for a nation. Freedom
without order will only lead to anarchy”. Dr. Corpuz cited person who make the country’s
Constitution and laws can be heroes like Apolinario Mabini and Claro M. Recto.
An important element in considering heroism is the person’s nationalism.
According to the group, a person could be considered a hero if he had a concept of
nation and thereafter aspires and struggles for the nation’s freedom. The person to be
considered a national hero must be guided by the conviction of national identity. This
means that the person must identify himself with the nation and would be willing to
sacrifice for its benefit. Examples of those persons are Jose Rizal, Andres Bonifacio,
Graziano Lopez Jaena, and Marcelo H. Del Pilar, who sought to uplift the social
conditions of the Philippines and not just a particular region or ethnolinguistic group.
The body also said that heroes are those who contribute to the quality of life and destiny
of a nation.
In another meeting of historians held on November 15, 1995, the National
Heroes Committee decided to adopt a criterion stating that “a hero is part of the
people’s expression”. However, the process of a people’s internalization of a hero’s life
and works takes time, with the youth forming part of that internalization. This means
that the appreciation of a person’s contribution to history would require a period of
analysis and the younger generation who is not a part of the hero’s era would play a
part in the objective study of his role. Only by undergoing such process a person’s
achievements and virtues can be truly appreciated.
The Committee also said that “a hero thinks of the future, especially the future
generations”. The choice of a hero, it said, “involves not only the recounting of an
episode or events in history but of the entire process that made this person a hero". This
involves the understanding of the historical conditions in which the hero had lived.
Dr. Serafin Quiason gave a definition saying, “a hero is an event-making man
who helps create the fork in the historical time that he faces. Heroes in a democracy
should be great figures in the pantheon of thought, the men of ideas, and social vision
of scientific and artistic power.”
There were some remarks that the process of evaluating and proclaiming heroes
imitates the practice of canonization of saints. Politicians too might be tempted to
legislate unilaterally on who should be heroes. Heroes, according to historians, should
not be legislated. The evaluation of their achievements should be better left to
academicians. Acclamation for heroes, they felt would be recognition enough.
Even with the absence of any official declaration proclaiming them as national
heroes, persons like Rizal, Bonifacio, and Aguinaldo remained admired and revered for
their roles in the Philippine history. Proclaiming them will only confirm the public
veneration of their contribution to the country’s history.
Presently, the Philippine has set aside four days to honor its heroes, two of which
honor specific persons, namely, Jose Rizal and Andres Bonifacio. Rizal Day is
commemorated every December 30. The origin of this commemoration came from the
decree issued by General Emilio Aguinaldo on December 20, 1898. It declared the 30 th
day of December as a national mourning day in honor of Dr. Jose Rizal and other
victims of the Philippine Revolution. Though Aguinaldo's decree did not specifically
declare Rizal as a national hero, it was a tribute to his heroism. The other day
dedicated to a single Filipino hero is Bonifacio Day which is celebrated every November
30. It honors Andres Bonifacio, the founder of the Kataastaasang Kagalanggalang
Katipunan ng mga Anak ng Bayan (KKK ANB) which launched the Philippine Revolution
of 1896. The celebration of Bonifacio Day was made possible by the issuance of Act
No. 2946 by the Philippine Legislature on February 16,1921.
The third day set aside for commemorating Filipino heroes is the National Heroes
Day, celebrated every last Sunday of August. The celebration of this holiday became
possible in accordance to Public Act No. 3827 passed by the Philippine Legislature on
October 28,1931. National Heroes Day honors all the heroes of the Philippine including
those who are unknown.
A fourth holiday was created by the President Gloria Macapagal-Arroyo on
December 25, 2004, when she signed into law the Republic Act 9256, which created
Ninoy Aquino Day. This holiday is commemorated every August 21, the anniversary of
the assassination of former Senator Benigno “Ninoy" Aquino. Ninoy was the leading
symbol of the antidictatorship struggle against then President Ferdinand E. Marcos.
As for who should recognize heroes, this should be better left to the people
through their popular acclamation. The people are the final judge to the heroes’
achievements and they would subscribe to the heroes' ideals as long as these are
relevant and classic. Popular acclamation should be sustained and should withstand the
test of time. The role of the government and other authorities is to continue to keep alive
the memory of these heroes and to confirm their heroism after a long period of study
and reflection. In the case of Rizal, more than a hundred years have passed and we can
now say that Rizal has passed the test of time and is a true Filipino hero.

APPLICATION
 As a millennial, how can you be a hero in your own ways especially that the
country is currently challenged by the COVID-19 pandemic?
Write your answer here:
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FEEDBACK

Now that you have learned the different definitions and criteria for a hero, which
definition or criterion for a hero is most fitting why Dr. Jose Rizal was considered as
one? Explain why.
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REFERENCES

De Viana A.V. et.al. (2011). Jose Rizal, Social Reformer and Patriot (1st Edition). Manila:
Rex Book Store, Inc.
 LESSON 3: THE PHILIPPINES IN THE NINETEETH CENTURY
AS RIZAL’S CONTEXT

INTRODUCTION

In order to fully appreciate Rizal's life and

achievement, it is important to place him in the proper historical context. Rizal's century
was the 19th century. During the year of his birth, the Philippines was still a colony of
Spain. At this time, however, most of Spain's colonies such as those in South and
Central American, such as Mexico, Chile, Argentina, Venezuela, Colombia, Ecuador,
Peru, Nicaragua, El Salvador, Honduras, and others have won their independence from
Spain through revolution. The Philippines was one of Spain's remaining Spanish
colonies along with Cuba, Puerto Rico, and the Spanish Sahara.
In this lesson, you will understand Jose Rizal in the context of his times and
relate how the conditions of the 19 th century Philippines and Europe affected the
formation of his consciousness.

ACTIVATING PRIOR KNOWLEDGE

Recall your lessons in history
th
during the 19 century. What happenings in the world in general and in the country in
particular do you remember?
Write them down here:
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LEARNING OBJECTIVES

At the end of this lesson, you should be able to:

1. Analyze the various social, political, economic, and cultural changes that
occurred in the nineteenth century; and
2. Understand Jose Rizal in the context of his times

PRESENTATION OF LEARNING CONTENT

The Philippines in the Nineteenth Century

The 19th century was a dynamic and creative age especially in Europe and the
United States. During this period, such concepts as industrialism, democracy, and
nationalism triggered revolutionary changes in science, technology, economics, and
politics. These changes enabled men to achieve the heights of prosperity and dignity.
Although 19th century Philippines was largely medieval, signs of progress or
change were noted in certain sectors. Its social and economic structure was based on
the old feudalistic patterns of abuse and exploitation of the Indios. Racial discriminatory
practices were oppressive. Intellectual decadence prevailed and government processes
did not respect the need of the people.
Social Structure
Philippine society was predominantly feudalistic, the result of the Spanish
landholding system imposed upon the country with the arrival of conquistadores. An
elite class exploited the masses, fostered by the “master-slave” relationship between
the Spaniards and the Filipinos. The Spaniards exacted all forms of taxes and tributes,
and drafted the natives for manual labor. Consequently, the poor became poorer and
the rich, richer.
The pyramidal structure of the 19th century Philippine society favored the
Spaniards. Its apex was occupied by the Spanish officials, the peninsulares, and the
friars; its base, by the Filipino majority, the indios; and its middle area, by a small middle
class which consisted of favored natives, mestizos, and creoles. Racial discrimination
was prevalent as the Spanish-born peninsulares were given the highest offices and
positions in society, while the creoles, the Philippine-born Spaniards, the half-breed or
mestizos, enjoyed second priority, and the natives or indios were looked down upon.

Political System
Spain governed the Philippines through the Ministro de Ultramar (Ministry of the
Colonies) established in Madrid in 1863. This body helped the Spanish monarchs
manage the affairs of the colonies and governed the Philippines through a centralized
machinery, exercising executive, legislative, judicial, and religious powers.
The Governor General appointed by the Spanish monarch headed the central
administration in Manila. He was the king’s representative in all state and religious
matters, and as such, he exercised extensive powers.
He issued executive orders and proclamations and had supervision and
disciplinary powers over all government officials. He was commander-in-chief of the
Armed Forces of the Philippines. He had supreme authority in financial matters until
1784.
The Governor General was theoretically responsible for all government and
religious activities during his term, including petty official negligence and faulty
administration of justice.
Next to the general government in the hierarchical structure were the provincial
governments or alcadias led by alcaldes mayors (civil governors); and the city
governments called cabildo or ayuntamiento administered by two alcaldes en ordinario
(mayor and vice mayor). The gobernadorcillo, fondly called captain by his constituents,
was the chief executive and chief judge of a town. He was elected at the beginning of
every year by a board composes of members of the town principalia, a body of citizens
of high standing, usually made up of the incumbent or ex-cabeza de barangay.
The smallest unit of government was the barangay or barrio. Each barangay was
controlled by a cabeza de barangay, whose main responsibility was to maintain peace
and order and to collect tributes and taxes in his barrio.
 The guardian civil and cuadrilleros performed police duties and helped maintain
peace and order. The Alferez (second lieutant), usually a Spaniard, headed the corps of
guardia civil in each town.
Educational System
For almost three hundred years since the Spaniards established the first
settlement in the Philippines, there was no systematic government supervision of
schools. The schools were free to administer their own curricula and prescribe the
qualifications of their teachers.
The most serious criticisms against the system were: the overemphasis on
religious matters, the obsolete teaching methods, the limited curriculum, the very poor
classroom facilities, and the absence of teaching materials such as books in the
elementary and high school levels. Primary education was neglected; the absence of
academic freedom, the prejudice against Filipinos in the schools of higher learning, and
the friar’s control over the system were also reported.
The friars occupied a dominant position in the Philippines educational system for
religion was the main subject in schools. Fear of God was emphasized and obedience
to the friars was instilled in the minds of the people. They were constantly reminded that
they had inferior intelligence and they were fit only for manual labor. These practices
resulted in a lack of personal confidence and a development of inferiority complex.
The absence of academic freedom in Spain’s educational system was extended
to the schools that the Spaniards established in the Philippines. Learning in every level
was largely by rote. Students memorized and repeated the contents of books which
they did not understand.
At the end of the Spanish period, the College of San Juan de Letran was the only
official secondary school in the Philippines although secondary education was also
offered at the Ateneo de Manila. Seven provinces had private colleges and Latin
schools for general studies, and secondary education for girls was furnished by five
colleges in Manila – Santa Isabel, La Concordia, Santa Rosa, Looban, and Santa
Catalina.
Up to the end of the Spanish regime, the University of Santo Tomas was the only
institution of university level in Manila. InitiaKlly established solely for Spaniard and
mestizos, it opened its doors to Filipino students decades before the end of the Spanish
rule.
The Educational Decree of 1863 marked a milestone in the history of education
in the Philippines under Spain. For the first time, provisions were made for the
establishment of teacher training schools and for government supervision of the public
school system.

APPLICATION
 Suppose you lived with Dr. Jose Rizal during the 19 th century, what is the most
important lesson that you can draw from your experiences that you want the present
and future generations would learn and realize from you?
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FEEDBACK

Based on your learnings from the foregoing lesson, how were the events in the 19 th
century crucial to the formation of Rizal’s consciousness and love for his country?
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REFERENCES

De Viana A.V. et.al. (2011). Jose Rizal, Social Reformer and Patriot (1st Edition). Manila:
Rex Book Store, Inc.
Purino, A.P. (2014) (2014). Rizal The Greatest Filipino Hero (Revised Edition). Manila:
Rex Book Store, Inc.