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I. REPUBLIC ACT 1425
RIZAL LAW (R.A. 1425)
• Set to address “a need for a re-dedication to the ideals of freedom
and nationalism for which our heroes lived and died”
• April 3, 1956 – SB No. 438 was filed by the Senate Committee on
Education; sponsored by Jose P. Laurel
• Sen. Claro M. Recto – main author of the bill
 During the postwar period, Philippines was rife with challenges and
problems due to the stresses brought by World War II. The
paramount concern of the people and the government was getting
up on their feet. The number one challenge during that time is
nation-building. Different individuals during that time who
champion nationalism had persuaded government measures to
instill patriotism and love for country. One measure sought was the
passage of the RA 1425 or the Rizal Law.
 Senate Committee on Education Chair Jose P. Laurel sponsored the
bill and began delivering speeches for the proposed legislation.
Soon after, the bill became controversial as the Catholic Church
began opposing the passage of the bill. Members of the senate who
were largely influenced by the Catholic Church had voiced their
opposition to the bill.
• The bill became controversial as the Catholic Church began
opposing the bill
• HB No. 5561 was filed by Rep. Jacobo Gonzales on April 19, 1956
• June 12, 1956, Pres. Ramon Magsaysay signed the bill into law
 The main point of the argument was whether the compulsory
readings of the texts Noli Me Tangere and El Filibusterismo
appropriated in the bill was unconstitutional. So, Senator Laurel had
proposed amendment to the bill, he removed the compulsory
reading of Rizal’s novels and added Rizal’s other works. After many
revisions the approved version was then passed to Malacañang on
June 12, 1956, and signed into law by Pres. Magsaysay
• Over the years, not many students were dedicated souls and
scholars of Rizal.
• On June 12, 1956, the Congress of the Philippines passed the RIZAL
LAW, REPUBLIC ACT NO. 1425 which awakened greater interest on
matters about Rizal.
The Law provides that courses on the life, works and writings of
Rizal particularly his novels the Noli Me Tangere and El
Filibusterismo shall be included in the curricula of all schools,
colleges, and universities. (Section 1)
Other Rizal Laws (related laws)
1. RA 229
An act to prohibit 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
2. Memorandum Order No. 247
Directing the Secretary of Education, Culture and Sports and the
Chairman of the Commission on Higher Education to fully implement
Republic Act No. 1425
3. CHED Memorandum No. 3, s. 1995
Enforcing strict compliance to Memorandum Order No. 247
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Recognition of Rizal as a national icon/model/hero • Emilio Jacinto

Recognition by fellow Filipinos Other Reasons why Rizal was chosen

 Prior to his death and after his death, some Filipino leaders already • He encourages the people to unite in fighting the Spaniards
recognized Rizal as a model/hero.
• Model of peace
Andres Bonifacio – The Katipunan
• Filipinos are sentimental
Emilio Aguinaldo – El Heraldo dela Revolucion
Executive Order no. 75
Antonio Luna – La Independencia
• March 28, 1993
Recognition by the Americans
• Pres. Fidel V. Ramos
It was during the American occupation when Howard Taft (1904)
• “Creating the National Heroes Committee Under the Office of the
together with some prominent Americans and Filipinos when they
President”
decided that there should be a national hero for the country.
• The principal duty of the Committee is to study, evaluate and
The Role of H. Otley Beyer
recommend Filipino national personages/ heroes in due recognition of
Criteria/ Standards used: their sterling character and remarkable achievements for the country

• A Filipino Criteria for national Heroes

• Passed away already 1. Heroes are those who have a concept of nation and thereafter
aspire and struggle for the nation’s freedom.
• Esteem love of country
2. Heroes are those who define and contribute to a system or life of
• Peaceful sentiment/disposition
freedom and order for a nation.
The Nominees:
3. Heroes are those who contribute to the quality of life and destiny of
• Marcelo H. del Pilar a nation.

• Graciano Lopez Jaena  Adopted by the Technical Committee of the National Heroes
Committee on June 3, 1993, Manila. Members of the Committee
• Jose Rizal
included Drs. Onofre D. Corpuz, Samuel K. Tan, Marcelino Foronda,
• Antonio Luna Alfredo Lagmay, Bernardita R. Churchill, Serafin D. Quiason, Ambeth

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Ocampo, then known as Dom Ignacio Maria, Prof. Minerva II. RIZAL IN THE CONTEXT OF 19TH CENTURY PHILIPPINES
Gonzales and Mrs. Carmen Guerrero-Nakpil
Conditions During the Spanish rule in the Philippines
ADDITIONAL Criteria for national Heroes
 Instability of Colonial administration
1. A hero is a part of the people’s expression.
 Corrupt Officialdom
2. A hero thinks of the future, especially the future generations.
 No Philippine representation in the Spanish Cortes
3. The choice of a hero involves not only the recounting of an episode
or events in history, but of the entire process that made this  Human rights denied to Filipinos
particular person a hero.  No equality before the law
Historical Figures Recommended as National heroes  Maladministration of justice
1. Jose Rizal  Racial Discrimination
2. Andres Bonifacio
 Forced labor
3. Emilio Aguinaldo
 Frailocracy
4. Apolinario Mabini
 Haciendas owned by the friars
5. Marcelo H. del Pilar
The changing Landscape of Philippine Economy and society
6. Sultan Dipatuan Kudarat
 19th as an era of profound change in the Philippines
7. Juan Luna
 Monarchy in Spain experienced a dynamic shift from the Habsburgs
8. Melchora Aquino to the Bourbons
9. Gabriela Silang  Gov. Gen. Jose Basco Y Vargas
 On November 15, 1995, the Technical Committee after deliberation and  During this period vast economic, political, social, and currents were
careful study based on Dr. Onofre D. Corpuz’ and Dr. Alfredo Lagmay’s felt
criteria selected the following nine Filipino historical figures to be  Under the new leadership, Spain recalibrated colonial policies that
recommended as National Heroes would have an effect on the Philippines. Bourbon policies and
reforms were carried out to the Philippines (Bourbons concerned
more on economic aspect/money)
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 The first governor-general to the Philippines under the Bourbon
was Gov. Gen. Vargas
 Fall of Galleon Trade
 Global wave of industrialization (Increased demand for raw
materials; export oriented)
 Royal Philippine Company
 Initialized the development of cash crops
 Tobacco Monopoly
 Gradual opening of Manila to foreign markets
 By the time Basco arrived, Galleon Trade (the main economic
institution existing in the Philippines) was already a losing
enterprise
 The global wave of industrialization became a silver lining, an
increased demand for raw materials presented an opportunity to
look on the agricultural potential of the country. The economy was
transformed towards export-oriented economy
 To better facilitate the envisioned reorientation of the economy,
Basco established RPC in 1785 to finance agricultural projects and
manage the new trade being established between the Philippines
and Spain
 As Basco was pushed for the reforms, he lifted a ban on Chinese
merchants bring back internal trade, initialized development of
cash crop (crops cultivated for export), allowed the grdaual opening
of Manila to foreign markets, and established the Tobacco
Monopoly to maximize the production of this export good.
 Mexican War of Independence (1810)
 End of Galleon Trade
 Manila was opened to world trade by 1834
 Importance of land become more evident
 Global events continued to affect the Philippines at the beginning of
the 19th century. 1810, Spain was rattled by the Mexican War of
Independence as it would eventually lead to the loss of their Latin
American colonies
 With this came the eventual end of Galleon Trade which greatly
affected Philippine economy.
 As the Philippine economy was hung in the balance, Manila was
opened to world trade by 1834. as a result, foreign merchants and
traders came and eventually resided to Manila and took over the
role of financing and facilitating the agricultural cash crop, export-
oriented economy. Some of the major investments came from
British and American traders. (Ex. A small landowner needed a
capital, he would sell his land to a rich man given that he could buy
the land back at the same price which however would not happen.
The farmers will be further buried to his debt which makes it
difficult to buy back his land, this will force them to become tenant
farmers of his own land)
 The importance of land became more evident as cash crops, land
ownership and management began to be a concern. The farmers
felt the pressure of the economy while the hacienderos grabbed
the opportunity.
The Chinese and Chinese Mestizos
 The sector that greatly benefitted from the changing economy
 Since pre-colonial times, natives have trade relations with them
 The influx of Chinese settlements in the Philippines made the
Spaniards suspicious
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 The Chinese however proved to be “necessary outsiders”  Schools like Ateneo Municipal were established during this time

 Eventually, they became integrated to the colonial society by  Manila became a trading center which became a viable destination
marrying indios to opportunity seekers--Internal migration

 Since pre-colonial times, the natives of the Philippines had already
trade relations with the Chinese. During the Galleon Trade, it was
also Chinese products that comprised most of the products being
traded
 These feelings led to stringent policies towards the sangley, ranging
from higher taxes, the restriction of establishment of Parian
(Chinese enclaves), to actual policies of expulsion
 The Spaniards realized the importance of the Chinese in sustaining
the economy. From the goods loaded on the galleons to the
development of retail trade.
 This gave rise to intermarriages with the Indios that gave birth to
Chinese mestizos
Impact on Life in the Colony
 Demanded a more literate population
 Setting up of primary schools in 1836
 1849 decree of Gov-Gen Narciso Claveria to adopt surnames
 Registration and possession of cedula personal bearing one’s
surname and residence
 To help carry out the policies, guardia civil was established
 Increase rate in internal migration resulted to different problems
like overcrowding, difficulty of tax collection, etc.
 To mitigate these concerns, 1849 decree of Gov-Gen Narciso
Claveria urged the people in the colony to adopt surnames;
Catalogo de Apellidos
 Together with more policies, cedulas were required, bearing one’s
name and residence, which became a better surveillance
mechanism
Renegotiating Social Stratification

 Education Decree in 1863

Pe
nin
 Establishment of many schools that will address demand for more sul
ar
professionals Insulares
 The economic developments, influenced social, political, and Mestizo
cultural developments as well.
Principalia
 Colonial government order in 1836 required all town to set up
primary schools to teach how to read and write Indio
 It eventually led to the passage of Education decree in 1863 that Chino Infiel
mandated free primary education

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REVIWER IN JOSERIZ (PRELIM)
 As the Philippine economy felt the impact of the developing
economy, social relations underwent redefinitions and these
changes brought about renegotiations on social stratifications
Peninsular: Pure blooded Spaniards born in the Iberian Peninsula
Insular: Pure blooded Spaniards born in the Philippines
Mestizos: born of mixed parentage (one native and one foreign)
Principalia: wealthy pure-blooded natives
Indios: pure blooded native of the Philippines
Chino infiel: non-Catholic pure-blooded Chinese
 As the Spaniards lost economic power in the 19 th century, they asserted
dominance by virtue of their race. This brought issues with the rising
mestizos and principalia and demanded social recognition that pure
blooded Spaniards had consistently denied them. This wealthy mestizos
and members of the principalia continued to amass economic and
cultural capital. They also availed themselves the opportunity to attain
higher degrees of education not only in the Philippines but also in
Europe.
III. RIZAL, LIFE, FAMILY, CHILDHOOD AND EDUCATION
MEANINGS OF NAME
Doctor: completed his medical course in Spain and was conferred the
degree of Licentiate in Medicine by the Universidad Central de Madrid
Jose: was chosen by his mother who was a devotee of the Christian
Saint San Jose (St. Joseph)
Protacio: from Gervacio P. which come from a Christian calendar
 Gervacio Protacio is the saint on June 19, usually during the Spanish
period, babies are named after the saint on the calendar
Mercado: adopted in 1731 by Domingo Lamco (the paternal great-
great- grandfather of Jose Rizal) which the Spanish term mercado
means ‘market’ in English
Rizal: from the word ‘Ricial’ in Spanish means a field where wheat, cut
while still green, sprouts again Gobernador Heneral Narciso Claveria,
1849
Y: and
Alonzo: old surname of his mother
Realonda: it was used by Doña Teodora from the surname of her
godmother based on the culture by that time
THE MERCADO FAMILY
• Francisco Mercado, originally Francisco Engracio had a good
education that started in a Latin School in Binan and later on to
College of San Jose in Manila
• He married Teodora Alonso/Alonzo who belonged to one of the
wealthiest families in Manila. Teodora’s father was a member of
Spanish Cortes, and she was educated at College of Sta. Rosa
• Rizal was affectionate to all his siblings; however, his relationship
with Paciano was more than of an older brother. Paciano became
Rizal’s second father
Rizal Home in Calamba
 Because of Francisco and Teodora’s industry and hardwork,
their family became a member of the principalia class in the
town of Calamba.
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1. Saturnina Mercado  Spanish and Japanese

(1850-1913)
 Chinese
2. Paciano Mercado
(1851-1930)  Malayo-Polynesian

 Negrito
3. Narcisa Mercado
and Teodora A lonso (1826-1911) (1852-1939)
Francisco M ercado (1818-1898)

IV. RIZAL LIFE, HIGHER EDUCATION AND LIFE ABROAD

4. Olympia Mercado
(1855-1887)
STUDENT OF MANILA (Ateneo Municipal)
5. Lucia Mercado  Rizal was sent by his father to Ateneo Municipal (Escuela Pia) for a
(1857-1919)
six-year program, Bachiller en Artes
6. Maria Mercado
(1859-1945)
 Rizal studied in Anteneo from1872- 1877

 He used the name Jose Rizal instead of Jose Mercado

7. Jose Mercado
(1861-1896)  He took the entrance exam on June 10, 1872, four months after the
8. Concepcion
execution of GomBurZa
Mercado (1859-1945)
 He followed the advice of his brother, Paciano, to use the name Jose
9. Josefa Mercado Rizal instead of Jose Mercado
(1865-1945)
 He feared that Rizal might run into trouble if it was known openly
10. Trinidad Mercado that they were brothers since Paciano was known to have links to
(1868-1951) Jose Burgos
11. Soledad Mercado  Ateneo Municipal was known to offer the best education for boys
(1870-1929)
run by Jesuit fathers
 Their house was among the first concrete houses to be built in  Ateneo was also known for its rigid discipline and religious
the town instruction that trained students’ character

 Students were required to attend masses in the morning before the

Multiracial Ancestry start of classes

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 Like all colleges in Manila, Ateneo was managed by priests, but with
an important difference in the sense that these religious were not
friars but Jesuit fathers.
 Students in Ateneo were divided into two groups, Romans and
Carthaginians
 The title “emperor” was given to Rizal just in months’ time
 After 5 years, He passed the oral examination on March 14, 1877,
and graduated with a degree Bachiller en Artes with the highest
honors.
 The Roman Empire was composed of students boarding at Ateneo
while the Carthaginian Empire was composed of non- boarding
students
 This was done to stimulate the spirit of competition among the
students
 The title emperor was given to the most outstanding student in the
class
STUDENT OF MANILA (UNIVERSITY OF STO. TOMAS)
 After finishing Bachiller en Artes, Rizal was sent by Don Francisco to
the University of Santo Tomas (Doña Teodora opposed the idea)
 During his freshman (1877- 1878), he attended the course
Philosophy and Letters; took up a vocational course in Ateneo that
gave him the title “perito agrimensor” or expert surveyor
 In his second year, he shifted to Medicine due to his mother’s failing
eyesight
 Rizal’s academic performance in UST was not as impressive as that in
Ateneo
 He was still one of the 7 students who remained in the course out of
the original batch of 24
RIZAL IN EUROPE
 In 1882, Rizal and Paciano made a secret pact – Rizal would go to
Europe to complete his medical studies there and prepare himself
for the great task of liberating the country from Spanish tyranny
 On May 3, 1882, Rizal left the Philippines for Spain
 In his first trip abroad, Rizal was very excited to learn new things. He
was only 20 yrs. old and as a young man, he was very observant and
eager to interact with foreign nationals. He made sketches of his
fellow passengers and of the things that he saw during his travels.
 He reached Barcelona on June 16, 1882
 He arrived during the summer vacation, so he was able to meet up
with former classmates in Ateneo
 These classmates organized a welcome party for Rizal at a coffee
house in Plaza de Cataluña. They also toured Rizal around the city
and brought him to famous historical sites in Barcelona
 In Barcelona, he found time to write “El Amor Patrio” (Love of
Country); published on August 20, 1882, in Diariong Tagalog; Laong
Laan was the pen name Rizal used
 After the summer vacation, he decided to move to Madrid where he
enrolled in Medicine and Philosophy and Letters at the Universidad
Central de Madrid on Nov. 3, 1882
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 He also took lessons in painting and sculpture at the Academia de
San Fernando, and classes in French, English, and German at the
Madrid Ateneo
 Also, he still managed to enroll to Fencing class at the schools in Sanz
and Carbonell
 After 2 years, he was awarded with the degree and title of Licentiate
in Medicine for passing the medical examinations in June 1884
 He continued in enrolling in courses that would have led to a
Doctorate in Medicine, but the degree was not given to him because
he failed to pay the fee required to defend his thesis
 With this title (Licentiate in Medicine), Rizal was able to practice
medicine
 At that time, Rizal was already feeling the effect of the difficult
economic situation in Calamba. His family faced financial problems
brought about by low crop production because of drought and
locusts aggravated by the hike in rentals on the haciendas by the
Dominicans. Consequently, there were delays in his monthly
allowance from the Philippines
 He also obtained the degree Licenciado en Filosofia y Letras
(Licentiate in Philosophy and Letters) from the Universidad Central de
Madrid on June 19, 1885, with a rating of sobresaliente
 Won the first prize in Greek and a grade of excellent in history
 In between his studies, Rizal made time for meeting fellow Filipinos in
Madrid, ilustrados (enlightened ones); Circulo Hispano- Filipino (held
informal programs with activities like poetry- reading and debates)
 He was asked to write a poem, Mi Piden Versos (They Ask me For
Verses)
 In one of the Filipino reunions at the house of Pedro Paterno in
Madrid on Janaury 2, 1884, Rizal proposed the writing of the novel
about the Philippine society
 The group approved the project, but the plan did not materialize.
 While in Madrid, He was exposed to liberal ideas through the masons
he met. He was impressed with the masons’ view about knowledge
and reasoning and how they value brotherhood. He joined the
Masonry and became a master Mason at the La Solidaridad on
November 15, 1890.
 Filipinos in Madrid occasionally visited Don Pablo Ortiga y Rey
(former city mayor of Manila under the term of Gov. Gen. Carlos
Maria dela Torre)
 Rizal joined his fellow Filipino at Don Pablo’s house where he met
and get attracted to Consuelo. Rizal did not pursue her because of his
commitment to Leonor Rivera. His friend, Eduardo de Lete was also
inlove with Consuelo but did not want to ruin their friendship. He
wrote a poem to Consuelo entitled “A Señorita C.O.y R.”
 During his stay in Germany, he befriended different scholar like
Fredrich Ratzel
 Through Ferdinand Blumentritt, Rizal was able to meet Feodor Jagor
and Hans Virchow
 Feodo Jagor and Hans Virchow were anthropologists who were doing
studies on Philippine culture
 He mastered German language and wrote Tagalische Verkunst
(Tagalog Metrical Art); translated Schiller’s William Tell in Tagalog
(1886)
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 He finished Noli in Berlin and published it with the help of Maximo
Viola (March 21, 1887). Noli is supposedly group project turned
individual
 After five years in Europe, Rizal went home to Calamba on August 8,
1887.
 Opened a medical clinic and cured the sick
 Doctor Uliman
 His vacation was however cut short because he was targeted by the
friars who were portrayed negatively in the Noli Me Tangere
 He left the country for the second time on Feb. 16, 1888
RIZAL’S SECOND TRIP TO EUROPE
 In his second trip, Rizal became more active in the Propaganda
Movement (La Liga Filipina) with fellow illustrados like Marcelo H.
Del Pilar, Graciano Lopez Jaena, Antonio Luna, Mariano Ponce, and
Trinidad Pardo de Tavera
 The Propaganda Movement campaigned for reforms such as:
1) For the Philippines to be made a province of Spain so that native
Filipinos would have equal rights accorded to Spaniards
2) Representation of the Philippines in the Spanish Cortes
3) Secularization of the parishes
 Rizal was preoccupied with writing articles and essays published in
La Solidaridad
 Among his works were: Annotation of Sucesos de las Islas Filipinas
(1890), Sobre la Indolencia de los Filipinos (1890), Filipinas Dentro
de Cien Años (1889-1890)
 Sucesos de las Islas Filipinas showed that even before the coming of
the Spaniards, the Filipinos already have a developed culture
 Sobre la Indolencia de los Filipinos (On the Indolence of the Filipinos,
he attributed Filipinos indolence to different factors such as climate
and social disorders
 Filipinas Dentro de Cien Años (The Philippine a Century Hence),
another essay called for reforms
 Compared to Noli, El Fili was more radical with its narrative portrayed
a society on the verge of a revolution
 By July 1891, while in Brussels (Belgium), he completed El
Filibusterismo which was published on Sept. 18, 1891, through the
help of Valentin Ventura.
 In 1892, Rizal decided to return to the Philippines thinking that the
real struggle was in his homeland. Inspite of his family’s warning, he
arrived in the Philippines on June 26, 1892
 He immediately visited his friends in central Luzon and encourage
them to join la La Liga Filipina (a socio-civic organization established
by Rizal on June 3, 1892)
 Unfortunately, just few days after Liga’s formation, Rizal was arrested
and brought to Fort Santiago on July 6, 1892.
 He was charged with bringing with him from Hong Kong leaflets
entitled Pobres Frailes (Poor Friars), a satire against the rich
Dominican Friars and their accumulation of wealth which was against
their vow of poverty
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 Despite his protest and denial, Rizal was exiled to Dapitan in

Mindanao

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