Life and

Works
By: Erwin C. Ybiernas
Rizal Bill of 1956
 The Controversy
 Claro M. Recto
 The opponents
 The Proponents
 Sen. Soc Rodrigo’s privilage speech
 “The issue is not Dr. Jose Rizal, but the Senate Bill. The
church is not against Rizal nor his nationalism, but the
provision in the Bill which made the novels
compulsory reading, even for those who found it
offensive to their faith.
 R.A 1425, June 12, 1956.
https://www.facebook.com/Interaksyon/posts/in-1890-claro-m-recto-was-born-in-
tiaong-tayabas-he-presided-over-the-1935-phili/2298672286824287/
 AS
JO NH
EDIS
RWILZOIFRE
ALKS

BY: ERWIN YBIERNAS

WHY HIS NOT THE NATIONAL HERO?
R.A 1425
 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.

Whereas, today, more than other period of our history,

there is a need for a re-dedication 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 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 enjoined to develop moral
character, personal discipline, civic conscience, and to
teach the duties of citizenship; Now therefore,

Be it enacted by the Senate and House of

Representatives of the Philippines in Congress
assembled
 SEC.1
Courses on the life, works and writings of Jose Rizal,
particularly his novels Noli Me Tangere and El
Filibusterismo, shall be included in the curricula of all
schools, colleges and universities, public or private;
Provided, That in the collegiate courses, the original or
unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their English translations 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 regulations 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.
 SEC.2
It shall be obligatory on all schools, colleges and
universities to keep in their libraries an adequate
number of copies of the original and expurgated
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 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.
 SEC.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 the Barrio Councils
throughout the country.
 SEC.4
Nothing in this Act shall be construed as amending or
repealing section nine hundred twenty-seven of the
Administrative Code, prohibiting the discussion of
religious doctrines by public school teachers and other
persons engaged in any public school.

SEC.5
The sum of three hundred thousand pesos is hereby
authorized to be appropriated out of any fund not
otherwise appropriated in the National Treasury to
carry out the purposes of this Act.

SEC.6
This Act shall take effect upon its approval.
 The old world that was Europe. (Greek and Roman
Civilization)
 Emergence of the Church’s power.
 The Renaissance. (literary and cultural movements in
the 14th-16th).
 Give importance to the worth of individual.
 Possible to improve human society through classical
education.
 The role of Spain
 Colonialism
 Protestant Revolution.
 Absolute Monarchy
 (Divine right theory) Sovereigns are representative of
God.
 Glorious revolution (1688)
 King James II refused to rule the Magna Carta. (Bill of
rights).
 French revolution (1789)
 Age of enlightenment
 The age of reason and science.
 Jean Jacques Rosseau ( Social contract theory)
 John Locke (Human rights)
 Voltaire ( Denounces the power of the clergy).
The classical old world that was Europe. (Greek & Roman Civilization) 1000b.c.e-500 c.e
Emergence of the Church’s power. 700-1500 c.e

The Renaissance. (literary and cultural movement

The Renaissance. (literary and cultural movements in the 14th-16th).
Give importance to the worth of individual.
Possible to improve human society through classical education.
The role of Spain
Colonialism
Protestant Revolution.
 Absolute Monarchy
(Divine right theory) Sovereigns are representative of God.

•French revolution (1789)

Age of enlightenment
The age of reason and science.
Jean Jacques Rosseau ( Social contract theory)
John Locke (Human rights)
Voltaire ( Denounces the power of the clergy).
 19th century Philippines
 Philippines before the Spaniards.
 Colonial system.
 Monopolization
 Socio-political and religious grievances.
 (polo, taxation, abuses of the clergys)

Socio-political economic transformation of the 19th

century.
-Opening of the Philippines to world trade.
(Rise of the Middle Class/ Illustradus)
-Opening of the Suez Canal.
Philippines before the Spaniards.
Colonial system.
Monopolization
Socio-political and religious grievances.
(polo, taxation, abuses of the clergys)
Socio-political economic transformation of
the 19th century.
*1834-Opening of the Philippines to world
trade.
*(Rise of the Middle Class, Illustradus,
Principalia)
*Opening of the Suez Canal.
Changes in the 19th Century
 Spanish colonial policies were put into importance
invigorating profitability of the colonies.
 Gov.-Gen. Jose Y Vasco Y Vargas and the establishment
of the Royal Philippine Company giving importance to
CASH CROPS
 He lifted ban on the Chinese merchants that
reinvigorated internal trade
 The Opening of Manila to World Trade (1834) resulted
to the more demand on CASH CROPS
 The importance of land became more evident
https://luxetsalinterra.tumblr.com/post/74671368393/toba
cco-monopoly-in-laoag
The Chinese and Chinese
Mestizos
 The Spaniards were
already suspicious of the
Chinese since the early
part of colonization””
 This would led to
onerous govt. policies
against the Chinese
 They would soon
become “Necessary
Outsiders” and
reinvigorated the
economy
http://philhistorypics.blogspot.com/2009/11/spanish-era-philippines.html
http://travelogphilippines.com/index.php/2011/01/chinatown-
binondo-manila/
https://cebufinest.com/metro-sidewalk-sale-shopping-experience-metro-
gaisano-ayala-cebu/
 The new economy demanded a more literate
population
 This demand compelled Spain to issue colonial order
(1836) that required all towns to set-up primary
schools.
 This also prompted other people to relocate in Manila
for better opportunities
 As the Spaniards lost economic power, they asserted
dominance by virtue of their race.
https://www.timetoast.com/timelines/history-of-education-in-the-philippines
 History of the Friar Estates

 Conquistadores were given land grants composed of

large and small tracts of land
 But the Spanish hacienderos failed to develop these
lands in time due to;
 1. Many of the Spaniards were transient
 2. Galleon Trade is more lucrative
 WHERE IS THE SUEZ CANAL?

HOW DID THE OPENING OF THE SUEZ CANAL CONTRIBUTED

TO THE SOCIO-POLITICAL AND ECONOMIC TRANSFORMATIONS
IN THE PHILIPPINES?
Early days in Calamba
 Calamba, province of Laguna
 Rice capital of the Philippines, suitable for agriculture.
 A town between 3-4000 inhabitants.
 The town was part of the Dominican estate.
 Francisco Mercado
 Sugar-planter, land holder
 With Chinese ancestry mostly residents of Binan,
Laguna.
 A prominent and respected man in Laguna

 Why Jose’s last name is Rizal?

https://www.biyahenglaguna.com/adventures/throwback-
adventure/rizal-shrine/
 Teodora Alonso
 A native of Binan, Laguna
 A disciplinarian; teacher.
 Devout catholic
 June 19, 1861- Birth date of Jose Rizal.
 7th child and the 2nd son.
 Saturnina, Paciano, Narcisa, Olimpia, Lucia, Maria, Jose,
Concepcion, Josefa, Trinidad and Soledad.
 Sickly at birth
 Showing interest in reading and writing at an early age.
 Unpleasant first formal education in a Latin school in
Binan, Laguna (1870)
 Was Jose Rizal born to be a hero? Or made?
https://www.facebook.com/calambacitylag/posts/rizal-apparently-came-from-a-
chinese-filipino-descent-francisco-mercado-y-chinco/1710319169203919/
Teodora
Saturnina
Paciano
Narcisa
Olimpia
Lucia
Maria
Josefa
Trinindad
Soledad
Frailocracy
 The friars;
 Augustinians, Dominicans, Franciscans.
 Controlled the religious and educational life during
Spanish colonial period.
 Tax collectors
 In-charged of charities, health, public works, security.
 The arrest of Teodora Alonso (1871)
 Teodora was charged as an accomplice to an
attempted poisoning along with her cousin Jose
Alberto.
Reasons in watching the Mercados with caution.
 Francisco and the Dominican estate.
 Teodora Alonso’s prominence to other low-ranking
Spaniards in Calamba.
 Paciano was a favorite student of Fr. Jose Burgos.
 Friars were on the defensive brought by the opening of
Philippines to world trade.
 Internal crisis in Spain and the revolution of 1868.
 Carlos Ma. Dela Torre and Fr. Burgos.
 The Cavite Mutiny. (1/1872)
 The execution of GOMBURZA. (2/1872)
 SECULARIZATION
Rizal in Ateneo
 Jose Protasio Rizal Mercado y Alonso
Realonda became known simply as Jose
Rizal.
 At aged eleven Rizal studied in Ateneo
Municipal (Jesuits).
 In touch with modern scientific thought.
 Well educated, young passionate teachers, a
few years older than their eldest students..
(Like me)
Rizal in Ateneo
 Jose Protasio Rizal Mercado y Alonso
Realonda became known simply as Jose
Rizal.
 At aged eleven Rizal studied in Ateneo
Municipal (Jesuits).
 In touch with modern scientific thought.
 Well educated, young passionate teachers, a
few years older than their eldest students..
(Like me)
https://www.ateneo.edu/grade-school/news/looking-
back-rizal%E2%80%99s-ateneo
Located inside Intramuros.
Rented a lodging house in Binondo
along with the sons of priests.
Outstanding student, developed
leadership and talents.
sexy romantic look.
 Francisco Paula De Sanchez- model of uprightness.
 Encourage Jose to concentrate on writing.
 Fr. Jose Villaclara- discourages Jose about poetry as a
waste of time.

 Rizal’s student memoirs in his final year.

 “My second college year (resembled the first), with the

difference that patriotic feeling have been greatly
developed in me”.
https://www.slideshare.net/MariaAikoAgon/rizal-kabanata-4
Early patriotic poems of Rizal in Ateneo
 Por la Educacion Recibe Lustre la Patria.
 Through education the fatherland acquires glory.
 “ Just a gentle movement of a breeze causes flowers to show
of their colors more vividly”
 Nuestra Cara Patria
 Our beloved country (Spain or the Philippines)
 Spain the source of greatness.
 Philippines; ignorance can be eliminated by altering the
educational system of the friars.
 A La Juventud Filipina ( To the Philippine youth) 1879
 Won 1st prized in a public competition in Manila.
 Give importance to the educated youth.
Assesment in Ateneo
 5 medals
 A record of studies which had never been surpassed by
any student.

 Political views:
 The prerequisite to any improvement lay in the people
acquiring knowledge.
 Awakening of the people who are still asleep and
unconscious.
 “There are no despots where there are no slaves”.
ATENEO MUNICIPAL
University of Santo Tomas
 The oldest university in the Philippines.
 Manage by the Dominicans.
 Considered as the institution of higher learning.
 Teodora Alonso was reluctant to send Jose to UST.
Why?
 Paciano accompanied Jose to Manila.
 Undecided about what course to take.
 Enrolled in Metaphysics.
 Pride of the Dominicans? Higher learning???
 Academically stagnant
 self-expression was hindered.
 Friars are manipulative
http://arquitecturamanila.blogspot.com/2014/07/university-of-santo-
tomas-main-building.html
https://smapse.com/university-of-santo-tomas-ust-
university-of-santo-tomas/
Segunda Catigbac
 14 yrs old from Lipa, Batangas
 Belongs to a wealthy mestizo family.
 “She was short, with expressive eyes, sometimes
passionate, at other times relaxed, rosy-cheeked, with
such an enchanting and provocative smile that revealed
some very lovely teeth”.
 Flirty moments and the Christmas vacation of 1877.
 Chose not to go with Segunda to Lipa.
 For him, he had a purpose in life, and not even the love
of a woman can alter his perception.
 “She as always a conqueror of my heart that still refused
to surrender”
segunda
 Nocturnal activities.
 “She was fair, with seductive and attractive eyes. She, or
we, talked about love, but my heart and my thought
followed (Segunda) through the night to her town. If the
filthiest corpse had told me that she likewise was
thinking of me, I would have kissed it out of gratitude”
 Char.com.ph

 The charismatic Jose Rizal.

 Always had an eye for beauty.
 He discovered that his mother was going blind thus
choosing medicine in his second year in Sto. Tomas
though not an interest.
 Why he chooses medicine?
 Enrolled also Philosophy and literature.
 A busy Jose Rizal.
 The problem is not only in the friars but also the
indios, as also describe by Rizal in the El
Filibusterismo of what a class in Sto. Tomas like.
Departure on a Mission
 The bond between brothers.
 Both were idealistic/ seeking reforms.
 Who will go abroad?
 Who will marry?
 Leonor Rivera
 A Maria Clara in the making.
 Secret departure
 (May 3, 1882) lonely mission
https://www.pinterest.ph/pin/521010250621719426/