GE 09 – THE LIFE AND
The Board of National Education is hereby authorized and
WORKS OF RIZAL
CHAPTER I – COURSE INTRO
R.A 1425 – Rizal Law
- act that mandates the study of Rizal’s life and works
- aims to establish cognizance among students on how
our national hero’s works shaped the Philippines’ history
REPUBLIC ACT NO. 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 any 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 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 of
citizenship; Now, therefore,
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,
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
translation shall be used as basic texts.
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 provisions of
this Act. The Board shall 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 an adequate number
of copies of the original and unexpurgated editions of the Noli
Me Tangere and El Filibusterismo, as well as of 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.
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.
TALA, Psalm Ruvi B.
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Dr. Jose Rizal according to Zaide, 2008
- greatest Philippine National Hero
- father of Asian Nationalism
- forerunner of nationalism and patriotism
Nationalism And Its Faces
nation – group of people identified as sharing any
number of real or perceived characteristics such as
common ancestry, language, religion, culture, specific
institution, historic tradition, or shared territory.
- people who have identified themselves and persons
who belonged to one group with the same desire to
remain as group, united through some form of
organization that is often in political and economic
system and/or social structures.
“-ism” – suffix used in nationalism to signify attitude,
sentiment, and behavior of people who have identified as
a nation
nationalism – desire of a nation for self-determination
- generally associated with patriotism and chauvinism
patriotism – positive and supportive attitude to a
“fatherland”
chauvinism – aggressive patriotism or blind and biased
devotion to any group, attitude, or cause
Nationalism according to Benedict Anderson
- an imagined1 political community that is both
inherently limited2 and sovereign3.
1. because members will never know most of their
fellow members, yet in the minds of each live
the image of their communion.
- it is conceived as deep, horizontal comradeship
2. because it has finite boundaries beyond which
lie other nations
3. because it came to maturity at a stage of human
history when freedom was a rare and precious
ideal.
Features of Nationalism
1. involves a strong identification of society and
the state.
2. movement to establish or protect a homeland for
an ethnic move.
3. reactionary (ultra-conservative) or
revolutionary (abrupt or sudden change in a
society)
4. emphasizes collective identity – people must be
autonomous, united, and express a single
national culture.
Types of Nationalism
1. Ethnic Nationalism – nation is defined in terms
of ethnicity and descent from previous
generation. it includes the idea of a culture
shared between members of the group.
2. Civic Nationalism – the state derives political
legitimacy from the active participation of its
citizenry.
3. State Nationalism – a variant of Civic
Nationalism.
- nation is assumed to be a community of those
who contribute to the maintenance and strength
of the state
4. Expansionist Nationalism – a radical form of
imperialism that incorporates autonomous,
patriotic sentiments with a belief in
expansionism.
5. Romantic Nationalism – a form of Ethnic
Nationalism
- the state derives legitimacy as a natural
consequence and expression of the nation
6. Cultural Nationalism – nation is defined by
shared culture, and neither purely civic n0t
purely ethnic.
7. Third World Nationalism – nationalist
sentiments result from resistance to colonial
domination in order to survive and retain a
national identity.
8. Liberal Nationalism – individuals need a
national identity in order to lead meaningful,
autonomous lives.
9. Religious Nationalism – a shared religion can
be seen to contribute to a sense of national unity,
and a common bond among the citizens of the
nation.
10. Pan-Nationalism – Ethnic and Cultural
Nationalism applies to a nation which is itself a
cluster of related ethnic groups and culture.
11. Diaspora Nationalism – where there is a
nationalist feeling among a diaspora
12. Stateless Nationalism – an ethnic or cultural
minority within a nation-state seeks
independence on nationalist grounds.
13. Nationalist Conservatism – a political term
used to describe a variant of Conservatism
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 which concentrates more on national interests
than standard conservatism.
CHAPTER II – RIZAL’S HISTORICAL CONTEXT
The World in the 19th Century
- Philippines was still a colony of Spain in the
nineteenth century.
- Colonies that achieved independence through
revolution: South and Central America,
Mexico, Chile, Argentina, Venezuela,
Colombia, Ecuador, Peru, Nicaruaga, El
Salvador, and Honduras
- Colonies that remained under Spanish influence
and control: Philippines, Cuba, Puerto Rico,
Spanish Sahara.
- Philippines was the largest in terms of natural
resources and has great potential for strong and
grand trade commerce.
The Representation and Political Reform
Napoleon Bonaparte allied with Spain against
Britain. However, the alliance failed, resulting in
Napoleon’s invasion of Spain in 1808 and the
installation of his brother Joseph (a.k.a Crown
Prince Ferdinand) as king.
Cadiz Constitution – the constitution that
guaranteed colonies the right to be represented
in the Spanish Cortes
- was abolished by King Ferdinand VII
when he was reinstated as the rightful
monarch
- the Spanish people held the king
hostage in 1820 and forced him to
reconvene the Cortes and restore
Colonial representation.
- the Cortes was abolished once more
when France sent armies to restore
Ferdinand to absolute once more.
- the Cortes was eventually restored
when the King died but the body in
charge of representations met in secret
and decided not to appoint a
representative from the Philippines
Ventura de Los Reyes – first representative to
the Spanish Cortes for the Philippine colony.
King Ferdinand VII – abolished the Cortes as
his platform.
- died in 1833 and was succeeded by his
daughter, Queen Isabela II
The 19th Century Philippine
Kailanes – leading citizens of Ilocos, Philippines
- refused to believe that the Cadiz Constitution has been
repeated
- revolted against the colony authorities, but were
crushed by troops from the region’s other provinces
Lt. Andres Novales – Mexican soldier that led the
mutiny against Spanish peninsular officials together with
his men
- rallied support among Filipinos in exchange for
assistance in achieving Philippine independence
Apolinario Dela Cruz – a priest aspirant but
was denied by the Spaniards due to his Indio
race
Confradia de San Jose – Apolinario Dela
Cruz’s religious organization
Principales (leading citizens) – social structure
of privileged officials (governardorcillo, captain
municipal, teniente, and cabeza).
- exempt from taxation and community labor or
personal prestacion
Spanish clergymen played an important role in:
o spreading the Christian faith alongside
the establishment of a colonial
government.
o education
Religious officials were openly involved in:
- politics
- education
- public morals
- censorship
- often regarded as national governor generals’
advisers
Seculars – Filipino priests
- pursued secularization of churches in the
Philippines
The Secularization Mutiny, and Martyrdom
regular priests worked on establishing and
administering parishes:
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 - Augustinians
- Recollects
- Jesuits
- Franciscans
- Dominicans
Jesuits – congregation of priests or religious order who
left the Philippines in 1767
- their expulsion created opportunities for some
secular priests to occupy the parishes they
vacated.
January 20, 1872 – a violent mutiny was staged in
Cavite led by Filipino Sergeant Lamadrid with
approximately 200 Filipino soldiers and workers.
Mariano Gomez, Jose Burgoz, and Jacinto Zamora
(GOMBURZA)– leaders of the Philippine parishes’
secularization
Gov. Gen. Rafael de Izquierdo – ordered the execution
of GOMBURZA on February 17, 1872.
Philippine Socio-Political Structure in the 19th Century
Feudalistic – social structure of the Philippines due to
the ongoing conflict of between the native Filipinos and
the conquistadores
Master-slave relationship – relationship between
Spaniards as the masters and Filipinos as slaves.
Pyramidal Structure of the Philippine Society
Peninsul
ares
Favored natives, mestizos
& creoles
Indios
Peninsulares – pure-blooded Spaniards
- they have the highest income because they hold
the highest position.
Favored natives, mestizos (half-breed Spaniards) &
creole (Philippine-born Spaniards) – second priority
Indios – Filipino natives who do manual labor for living
Political System – governed by the Ministries of
Colonies (Ministro de Ultramar)
- covered the executive, legislative, judicial, and
religious branches of the government
Central Government
Governor-General – highest-ranking official in the
central government
- appointed as a representative by the Spanish
Monarch and in charge of state and religious
affairs.
Primary responsibilities:
1. executive orders and proclamation are issued, as
well as supervision and disciplinary powers
2. armed forces commander-in-chief
3. in charge of all government and religious affairs
Provincial Government (Alcaldias)
Alcaldes Mayores – civil governors that led the
government
Alcaldes en Ordinario – administrators of the city
government (mayor and vice mayor)
Gobernadorcillo - chief executive and chief judge
of the town
- called as Captain by his constituents
Cabeza de Barangay – manages and maintained the
smallest unit (barangay or barrio
- responsible for maintaining peace and order and
collecting tribute and taxes in the barrio
Guardia Civil and Cuadrelleros – tasked to
perform police jobs and maintain peace and order
Alferez – second lieutenant
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- a Spaniard who led the police force/guardia civil
Education System – dominated by the friars
- the fear of God was instilled to the people
- Indios were constantly reminded that their
intelligence was inferior which caused in lack of
personal and confidence and inferiority complex
- intellectual decadence due to inadequate
education system
- excessive emphasis on religious issues
- out of date teaching method, restricted
curriculum, and deplorable classroom facilities
- lack of teaching materials
- academic freedom was violated
- there was a widespread prejudice against
Filipinos
CHAPTER 3 – ON BECOMING A HERO
I. Rizal’s Childhood and Early Intellectual
Formation
Birth – June 19, 1861
Baptism – June 22, 1861
- Rufino Callanes – celebrating priest
- Pedro Casanas – godfather
The Name Jose was chosen by Doña Teodora, a
devotee of Saint Joseph
Aya (Wet Nurse) – being sickly and frail, the family
hired a wet nurse.
Mercado Siblings
when studying Latin and Philosophy In College of
San Jose Manila, Don Fransisco Mercado met and
fell in love with Doña Teodora Alonso. They decided
to marry on June 28, 1848. The couple had eleven
children: two boys and nine girls.
1. Saturnina (1850-1913) – also called as Neneng
- married to Manuel T. Hidalgo
2. Paciano (1851-1913) – became a revolutionary
general during the Philippine Revolution but
retired as a farmer in Los Baños, Laguna.
- had two children (boy and girl) by his mistress
Severina Decena
3. Narcisa (1852-1939) – also called Sisa
- married to Antonio Lopez
4. Olimpia (1885-1887) – also called Ypia (haha
parang society ng accountants lol)
- married to Silvestre Ubaldo, a telegraph operator
from Manila
5. Lucia (1857-1919) – married to Mariano
Herbosa who died of Cholera in 1889 but was
declined with Christian burial because he was
Rizal’s in-law
6. Maria (1859-1945) – also called as Biang
- married to Daniel Faustino
7. Jose (1861-1896) – Pepe, our National Hero
- had a son with Josephine Bracken and called
him Francisco
8. Conception (1862-1865) – died at the age of
three. her death is Rizal’s first sorrow
9. Josefa (1865-1945) – Panggoy. died an old maid
at the age of 80
10. Trinidad (1868-1951) – Trinning. died an old
maid at the age of 83
11. Soledad (1870-1929) – also called as Chloeng
- married Pantaleon Quintero
TALA, Psalm Ruvi B.
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