Module 1 - Jose Rizal and The Rizal Law

West Visayas State University
COLLEGE OF ARTS AND SCIENCES

La Paz, Iloilo City, Philippines
SS 105 (Life and Works of Rizal )
Module Packet in SS 105 (Life and Works of Rizal )
Module 1: Ang Bayani at at ang mga Pilipinong Mag-aaral: Rizal and the
History of Rizal Law
Learning Outcomes
At the end of this lesson, the students able to:
Explain the history of Rizal Law and its important provision;

Critically assess the effectiveness of the Rizal Course; and
Appreciate the study of Rizal and its role in the formation of
the nation.
INTRODUCTION
Filipinos encountered the name “Rizal” where such a name can be found
in money, streets, parks, books, etc. where you find his face, statues, writings,
life history and the like. In social media, many of the netizens think of him as
“Dakilang playboy” because of the number of ladies where the Hero had an
affair. Some students also believed that Adolf Hitler was Rizal’s illegitimate son
(Zaide, 2008). Some of these have a glimpse of reality in the life of Jose Rizal
but most of these are nothing, but conspiracy or in the Philippines, we called it
“Tsismis” including his relationship to Hitler.
In this lesson, we are going to tackle Rizal, not as playboy or topic of

conspiracy, but as a nation-builder, especially his ideals of freedom and
2020-21 Module Packet for SS 105 (Life and Works of Rizal), College of Arts and Sciences, West Visayas State University Iloilo
City, Philippines.
1
nationalism as a potential source of patriotism inspiring the minds of the Filipino
people (R.A. 1425).
Diagnostic Activity
Instruction: In 3 sentences, write who is the person in the photo and why we
are studying about his life and work. Write your answer in the space provided
(below the photo).
Photo taken from: Panay News (2019). Birth of a hero.

https://www.panaynews.net/birth-of-a-hero/ Retrieved dated August 23, 2021
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Lesson Proper 2
There are debates among students, teachers, scholars, and other

concerned citizens concerning the Rizal Course ranging from the importance of
studying up to its effectiveness. These debates had been part of the Philippines
from the 1950's up to present. In the past, the Philippine Catholic Church was a
powerful entity that absolutely condemned the novels and forbade their reading
(Schumacher, 2011).
Many years after his execution and the publication of his novels, Jose Rizal
became the subject of political controversy that placed the Philippines state
against the Roman Catholic Church over the issue of including the national hero’s
life and works in the curricula of the public and private schools, colleges, and
universities (Hau citing Constantino and Constantino 1978; Totanes, 1987).
It was the Philippine Government’s effort to use literature to foster

national consciousness among the Filipino people and “good” citizen of the
Filipino youth by singling out and ardently studying Rizal’s two novels, the Noli
and its sequel, El filibusterismo, as “constant and inspiring source of patriotism”
(Hau, 2000)
Contrary to popular belief, there is no law that declares Rizal as the

“Philippine National Hero”. Even though there is Republic Act 1425 which
mandated the following: (1) Teaching of life, works, and writings of Jose
Rizal; and (2) Readings of Noli Me Tangere and El Filibusterismo as
“Mandatory subject” in all public and private schools, colleges and universities
(but colleges and universities, it is original or unexpurgated version)”
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approved in June 12, 1956, it is the Filipino People that regarded and venerated
him as the national hero.
In addition to the previous statement, the purposes of Rizal Law (R.A. 1425)
are the following:
1. Re-dedication to the ideals of freedom and nationalism for which our

heroes lived and died;
2. Honor Filipino heroes, particularly the national hero and patriot, Jose
Rizal;
3. Use the life, works and writing of Jose Rizal, particularly his novels Noli
Me Tangere and El Filibusterismo in inspiring patriotism in the the minds
of the youth; and
4. Develop moral character, personal discipline, civic conscience and to
teach the duties of citizenship.
There is provision on the basis of religious belief that can be a reason for
exempting students from taking Rizal Course but this recourse is no longer being
used nowadays. In addition to that, Colleges and Universities are obligated to
have adequate copies of the original or unexpurgated version of Noli Me Tangere
and El Filibusterismo for purposes of properly studying this subject.
In the past, there was a heated argument between those in-favor and
against the Rizal Law from both Houses of Congress to the condemnation of the
Catholic Church up to the divided stand of the public which caused division of
Philippine Nation for weeks (Laurel Jr., 1960). The leaders of the Church think
that this law will vilify the Roman Catholic Church especially its priest while the
Proponents reasoned out that its purpose is to teach the Filipinos on the ideals of
freedom, exercising civic responsibility and formation of the spirit of nationalism.
To make it short, the bill became a law and as effect, made the act of reading
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literature an act of rediscovering the nation’s origin in ideals embodied by the life
works of the nation’s heroes (Hau, 2000).
As of today, 64 years after the approval of the Rizal Law the argument is no
longer on passing of the law but on how the law was implemented in that span
of time. The question of Filipino people in all walks of life is if it has achieved its
purpose. People, nowadays, given the circumstances that they are facing have
different priorities but the formation of nationalism and fulfillment of the duties
of citizens is an undeniable fact crucial in nation building and the development of
the country.
The government had already spent thousands of pesos building monuments

in Rizal’s honor from naming streets, and a province after him to declaring his
death anniversary a public holiday, and presiding over celebrations in his
memory. These practices were graced in different places in the Philippines, and
have appeared on money, stamps, and others.
The sad fact is that Rizal was visible everywhere, but largely unread (Hau,
2000). The Rizal Law was clearly aimed at closing that last frontier – the
“content” of Rizal’s life and works – which needed to be mapped by a state that
had filled every space of national life with signs of Rizal (Locsin, 1956a).
The succeeding information were copied from the book “Rizal and the
Development of National Consciousness” by Romero, Romana & Santos (2006)
The heart and the core of our historical, biographic and analytical
approach is to interweave the highlights of Rizal's life, works and teachings into
the origins and development of a Filipino national consciousness that led to the
making of a nation we can be proud of. The principles and ideals in which he
lived and died permeate through every lesson of this Module.
The framers of the Rizal law had hoped that by studying his life and
analyzing his teachings and literary works, the youth may gain inspiration and
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insight and involve themselves in the community, carrying the values and virtues
of Rizal and other national leaders. The youth must acquire proper direction and
search for a better national life.
To understand Rizal's philosophy and motivation, we must review the era

in which he lived. The Module 2 (The life and Times of a Hero) will serve as a
background to the historical narration that we unfold where emphasis is placed
on Rizal’s birth of national consciousness. Added, Rizal is a product of his time
and it is imperative to understand his social environment if one wants to know
him better, especially his way of thinking and seeing things. This led us to the
discussion of the historical events in Europe and in the Philippines that influenced
the development of his national consciousness (and Filipino national
consciousness) which will be delineated and emphasized in the eyes of the
experts and those who are interested enthusiast who wish to know the transition
and growth of a sensitive and observant student, Jose Rizal, into a matured and
determined nationalist.
Contemporary Insight in studying Rizal

By Romero, Romana & Santos (2006)
In our country and beyond, the call for sacrifice and life direction reverberates.
The response to this call is inspired and influenced to great extent by several
factors such as family and school as well as the needs in problem in the
situations.
1. Sacrifice and direction toward national consciousness and national

reform. We note that Rizal sacrificed professional prominence for the more
urgent task of improving the condition of his people, and that this called for
directing the inevitable fundamental change in relation to the Spanish
government. In both respects, we acknowledge the influence of his Jesuits
teachers at Ateneo as well as the paradigm of heroic leadership that the Jesuits
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have developed and practiced through the ages. Internationally acclaimed
Filipino historian Father Horacio de la Costa, S.J., explains: By Rizal's time
Filipinos had become conscious of themselves as a nation and this change was
what gave the contemporary situation its particular character of urgency. He
attributed the change not to an economic, social or political cause but to a
psychological one. What he did was, briefly, that the Spaniards added insult to
injury. In the latter phase of the colonial period a different attitude began to
spread among the Spaniards in the Philippines. They began to treat Filipinos with
contempt as essentially inferior beings... What three centuries of oppression
could not do, the wounded amor propio did. It brought into being Filipino
nationalism. Conscious of their common misery, Filipinos began to agitate for
reforms on a nationwide scale?
2. Need for balance and identity and unity.

The national situation and problem addressed by the Rizal Law of 1956 was
succinctly described by Father dela Costa in 1968: We are faced with the
problem of integration. A problem of balance: how to encourage the rational
vision of the world and the impersonal management of affairs that economic
development requires, without depersonalizing a society whose very strength
consists in deep personalism? A problem of identity: how to assist a people of
such diverse cultural origins to realize that it is in this very diversity that their
uniqueness consists? A problem above all of unity, for our task is to unite the
people whom we serve, and we must first all be united among ourselves.
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Stop Over!
7
APPLICATION & ASSESSMENT
Name:____________________________ Section:_________________________
“I would prefer even to fail with honor than to win by cheating”

-Sophocles
Instruction: Conduct an interview to any members of the Family about their

knowledge about Jose Rizal. Write the interview (word by word) and provide an
analysis using the intents of Rizal Law. (20 points)
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Rubric for Grading the Essay
Criteria 5 4 3 2 1
Introduction: The introduction is inviting, states
a clear thesis statement, and previews that
structure of the paper. There is one clear, well-
focused thesis statement.
Supporting details: Relevant, telling, quality
details give the reader important information that
goes beyond the obvious or predictable.
Organization: Ideas flow together smoothly and
form coherent arguments.
Grammar and Spelling: No errors in grammar
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or spelling that distract the reader from the
content.
“We learn, not for school, but for life”

- Lucius Annaeus Seneca
*End*
REFERENCES
Constantino, R. (1969). The Making of a Filipino: A Story of Philippine Colonial

Politics. Quezon City, Philippines: Malaya Books.
Clemente, J. & Cruz, G. (2019). The Life and Works of Rizal. C & E
Publishing, Inc.
Hau, C. (2000). “Introduction” in Necessity Fiction: Philippines Literature and

Nations. Quezon City, Philippines. Ateneo De Manila University Press
Laurel Jr., J. (1960). The Trials of Rizal Bill. Historical Bulletin Vol. 4, no. 2
Schumacher, J. (2011). The Rizal Bill of 1956: Horacio de la Costa and the
Bishops. Ateneo De Manila University Press
Romero, Romana & Santos (2006). “Rizal and the Development of National
Consciousness”. Katha Publishing Co, Inc.
Zaide, S & Zaide, G. (2008). Jose Rizal: Life Works, and Writings of a Genius,
Writer, Scientist, and National Hero. All-Nations Publishing Co., Inc.
Text of RA 1425 https://www.gov.ph/1956/06/12/republic-act-no-1425/
Panay News (2019). Birth of a hero. https://www.panaynews.net/birth-of-a-

hero/ Retrieved dated August 23, 2021
City, Philippines.

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West Visayas State University

COLLEGE OF ARTS AND SCIENCES

At the end of this lesson, the students able to:

Explain the history of Rizal Law and its important provision;

In this lesson, we are going to tackle Rizal, not as playboy or topic of

Photo taken from: Panay News (2019). Birth of a hero.

There are debates among students, teachers, scholars, and other

It was the Philippine Government’s effort to use literature to foster

Contrary to popular belief, there is no law that declares Rizal as the

1. Re-dedication to the ideals of freedom and nationalism for which our

The government had already spent thousands of pesos building monuments

To understand Rizal's philosophy and motivation, we must review the era

Contemporary Insight in studying Rizal

1. Sacrifice and direction toward national consciousness and national

2. Need for balance and identity and unity.

“I would prefer even to fail with honor than to win by cheating”

Instruction: Conduct an interview to any members of the Family about their

“We learn, not for school, but for life”

Constantino, R. (1969). The Making of a Filipino: A Story of Philippine Colonial

Hau, C. (2000). “Introduction” in Necessity Fiction: Philippines Literature and

Text of RA 1425 https://www.gov.ph/1956/06/12/republic-act-no-1425/

Panay News (2019). Birth of a hero. https://www.panaynews.net/birth-of-a-

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