Republic of the Philippines

MAILA ROSARIO COLLEGE

San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

COLLEGE OF CRIMINOLOGY

SUMMER, S.Y. 2022 – 2023

PRELIM COVERAGE

LIFE AND WORKS OF RIZAL

Instructional Manual: 01

Name: _____________________________________________________________
Year/Section: _______________________________________________________
Date Received: ______________________________________________________

INSTRUCTOR: MENCEN M. CALATE

 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

I. OVERVIEW
This module is to know and recognize the background history of Jose Rizal.
This topic discusses about the main reasons and laws that Rizal life and
works were mandated to be taught in all tertiary schools in the country and
also, we can analyze and realized the brief story in the 19 th century when we
colonized by the Spaniards.

II. LEARNING OBJECTIVES

In this week, the students are expected to learn and understand of this subject
and at the end of the module 1 they are:

a. Explain the importance of the Rizal Law;

b. Recognize the families background of Rizal;
c. Appreciate the life and traits of Jose Rizal and;
d. Write a reflection paper that will compare to you in the early childhood of
Dr. Jose Rizal.

III. GUIDE QUESTIONS

1. Give some reasons or situations, where the full name of Jose Rizal came
from?

2. Give some character traits of Jose Rizal.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

IV. LESSON PROPER

DISCUSSION

Rizal Law and the Teaching of the Rizal Course

- This was Rizal’s conviction as well, and he had much to say about such
matter among other matters of extreme significance to the nation which, it is
believed, the Filipinos, young and old, can benefit much from. It is for this
reason that Rizal’s life and works were mandated to be taught in all tertiary
schools in the country. At the present, though, many tertiary students,
particularly those taking up technical courses like engineering and nursing,
are questioning the relevance

Of the Rizal subject to their respective courses and planned career paths,
insisting that the subject will just be a waste of time and money. Some others
wonder if the subject will not be a mere repetition of what they already learned
in high school. Thus, most students tend to be antagonistic not only towards
the subject, but also towards the teacher and, worst towards Jose Rizal
himself.

The Rizal course is mandated by Republic Act 1425, which was authored and
fought for by Claro M. Recto. RA 1425 is also known as the
“Rizal Law”. The following are the major provisions of RA 1425:

1. It directs educational agencies such as the Department of Education and

the Commission on Higher Education to include in the curricula of all
schools, colleges, and universities, public or private, the study of the life of
our national hero, with emphasis on the original or unexpurgated versions
of Rizal’s novels Noli Me Tangere and El Filibusterismo.
2. It obliges all the libraries of all schools, colleges, and universities to
maintain an adequate number of copies of Noli Me Tangere and El
Filibusterismo in their collections, as well as other materials related to the
life of Rizal.
3. It directs the Board of National Education to take charge of the translation,
reproduction, and distribution of printed copies of Rizal’s novels to
interested parties through purok organizations and barangays councils,
free of charge.

- Memorandum Order No. 247 directs the Secretary of Education, Culture, and
Sports and the Chairman of the Commission on Higher Education to fully
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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

implement RA 1425. The late Senator Jose P. Laurel, who sponsored the said
law, believed that by reading and studying Rizal’s life, teachings, and writings,
the Filipino youth will be able to gain incorruptibility, confidence, direction,
courage, and determination to move forward in their journey towards an
abundant life (Garcia,2005)

- The framers of the Rizal Law enacted in 1956 hoped that by studying Rizal’s
life and analyzing his teachings and literary works, the Filipino youth will be
able to:
 gain inspiration and insight and involve themselves in the
community;
 imbibe the virtues and values of Rizal and other reputable leaders
of the country and,
 Acquire proper direction and become better citizens.

The teaching of the Rizal course in all tertiary institutions in our country today
embodies the patriotic statements of the Rizal Law and the following patriotic goals
set by the former Board on National Education (Capino et al, 1997)

 to showcase the relevance of Rizal’s ideals, thoughts, teachings, and values

to community life;
 to apply Rizal’s ideas to the solution of the day-to-day problems encountered
in contemporary life;
 to promote the understanding and appreciation of the qualities, conduct, and
character of Rizal and,
 to foster the development of the moral character, personal discipline,
citizenship skills, and vocational efficiency of the Filipino youth.

Historical Background of Rizal

Rizal’s Birth
- Born on Wednesday, June 19, 1861 between 11 and 12 mn at the lakeshore
town in Calamba, Laguna.
- Jose Protacio Rizal Mercado Alonso Y Realonda.
- 7th child of Don Francisco Mercado and Dona Teodora Alonso
- His family fondly called him “Pepe”
- He was christened at the church on June 22,1861 when was only 3 days old
by Rev. Fr. Rufino Collantes, and his godfather was Rev. Fr. Pedro Cansanas
- His baptism was attested by the parish priest of the town, Rev. Fr. Leoncio
Lopez.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

Jose’s Parents
Don Francisco Engracio Rizal Mercado Y Alejandra II

- was born on May 11, 1818 at Binan, Laguna

- youngest of Cirila Alejandro and Juan Mercado
- he was one of the 4th generations of a Chinese immigrant in the late 1600s
named Domingo Lamco
- Pepe regarded him as “model of Fathers”
- He was a tenant and also a landowner of the Dominican state in Calamba,
Laguna
- He died on January 5, 1898 at the house of his daughter Narcisa shortly after
the execution of his son Jose.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

Dona Teodora Morales Alonso Realonda Y Quintos

- Born in Meisik, Manila on November 9, 1827

- A native of Sta. Cruz, Manila
- She was martinet, devoted, well-mannered and a diligent mother
- Studied Spanish at Colegio de Santa Rosa
- Pepe considered her a remarkable woman
- She demonstrated on how to keep families together despite the turmoil of the
Spanish Regime
- She possessed business ability, a refined culture, literary giant, and the
courage of a frugal woman

Jose’s Sibling

Dona Saturnina (1850-1913)

 Eldest child of the Rizal-Alonzo family

 Also known as “Neneng”

 Married to Manuel Hidalgo
 Studied at La Concordia College
 Published Pascual Poblete’s tagalog translation of Noli Me Tangere
 Died in 1913 at the age of 63

Paciano (1851-1930)
 Elder and only brother of Pepe
 Second child

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

 Known as “Ciano”
 Studied at Colegio de San Jose
 Married to Severina Decena and had 2 children
 Died at the age of 79 because of tuberculosis

Narcisa (1852-1939)
 The third child
 Known as “Sisa”
 Believed to be the only sibling that could narrate the poems of Pepe
 Married to a teacher and musician named Antonio Lopez

Olimpia/Olympia (1855-1887)
 Known as “Ypia”
 The fourth child
 Married to Silvestro Ubaldo
 Died while giving birth

Lucia (1857-1919)
 The fifth child
 Married to Manuel Herbosa of Calamba, Laguna.

Maria (1859-1945)
 The sixth child
 Married to Daniel Faustino Cruz of Binan, Laguna
 She was known as “Biang”

Concepcion (1862-1865)
 The eight child
 She was called as “Concha”
 Died at the age of 3

Josefa (1865-1945)
 The ninth child, an epileptic, she died a spinster

 Was an old maid who died at the age of 80

 Known as “Panggoy” in her family

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

Trinidad (1868-1951)
 The tenth child, died a spinster and was the last to die in the family
 Like her sister Panggoy, she died an old maid at the age of 83
 She was the keeper of Rizal’s dirge Mi Ultimo Adios

Soledad (1870-1929)

 The youngest child

 She became a teacher
 She was known as “Choleng”
 Married to Pantaleon Quintero

Jose’s Family
- Lived harmoniously
- Showed love, care, and comfort to their children
- Discipline their children
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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

- Religious family
- Love for God was their foundation to value and respect one’s right
- Allowed their children to play in the backyard.
- They belonged to the social group of Principalias
- They are capable of sending their children to state colleges.

The Philippines during the 19th century under Spanish Rule

Political Institutions
- The Spanish colonial government in the Philippines was centralized in form.
The Philippines was governed through the Ministries of the Colonies
established in Madrid in 1863. This body governed the affairs of the colonies
of Spain, including the Philippines, through centralized machinery exercising
executive, legislative, judicial, and religious powers. The national government
in the Philippines was headed by a mestizo, while the local government was
headed by an indio. (Filipinos)
- The main local government units were the provinces (alcaldias), headed by
the alcalde mayor or provincial governor, who exercised executive and judicial
functions. The alcalde mayor was considered the most corrupt government
official then in the Philippines; he was the administrator, judge, and military
commandant, with the privilege of engaging in and monopolizing trade, called
indulto de commercio.
- The alcaldes mayores bought goods from the natives at low prices and sold
these back to the natives in times of scarcity at much higher prices. Nobody
dared tile a complaint against them, though, because they were also the
provincial judges at that time.

- The provinces were divided into towns or pueblos. Each pueblo was headed
by a gobernadorcillo or town mayor. As his position was honorary, no salary
was given to him, but he was entitled to two pesos a month. He was
responsible for the collection of taxes. To ensure the collection and remittance
o such taxes, he was required to mortgage his properties to the government
at the beginning of his term of office.
- Each town was divided into barrios or barangays. Each barangay was headed
by a cabeza de barangay, whose main function was the maintenance of
peace and order in the barrio and the collection of the taxes and tributes from
the barrior’s residents.

The Philippine Social Structure

- The pyramidal social structure of the 19 th century favored the Spaniards. The
highest social class consisted of the Peninsulares (Spaniards born in Spain
and settled in the country (Philippines) occupied the highest class in the

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

society and the position in the government), followed by the Insulares

(Spaniards born in the Philippines were the second class, like the
Peninsulares, the Insulares also enjoyed the luxuries in the Philippines), the
third class was the Creoles or the mixture of the Spanish and native. The
Spanish and Chinese and the principalia, the latter class composed of the
gobernadocillos, merchants, and wealthy native families.

The Educational System

- The schools in the Philippines during the Spanish colonial period were not
coeducational; the girls were separated from the boys. The first college for
boys was College of Manila, founded by the Jesuits in 1589. It was renamed
College of San Ignacio and later (in 1621) became a university. It was
closed in the 18th century when the Jesuits were expelled from the Philippines.
- The first college for girls, established in 1589, was Colegio de Santa
Potenciana. In 1866, it was merged with another school, forming what is now
Sta. Isabel College.

Economic Institution
- The current economic structure of the Philippines, which is basically
feudalistic, stemmed from the encomienda system that the Spaniards
introduced in the colony. Such system was one of the instruments that were
used by the government officials to pacify and exploit the natives during the
Spanish colonial period. It paved the way for various oppressive practices,
such as the tributo, forced labor, bandala, and military conscription. All these
exactions assumed greater urgency and were therefore enforced with greater
severity when Spain was at war.

The Tributo

- The collection of the tribute (tribune) began during the time of Legazpi and
was imposed throughout the archipelago until 1884. It was levied on all
Filipinos from 19-60 years old, with the exception of the incumbent
gobernadorcillos and cabezas and their families, the soldiers who had
rendered distinguished service, the other native chieftains, and the
government employees, choir members, sacristans, and church porters. The
tribute is a tax obligation to the government could be paid in cash or in kind.

Polo Y Servicios

- In addition to the tribute, the male natives between the ages of 16 and 60,
except for the chieftains and their eldest sons, were required to serve for 40
days each year under the system of forced labor or polo. This requirement
was instituted in 1580, but the number of days of required service was
reduced to 15 per year in 1884.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

The Bandala

- Another exploitative device was instituted by Governor Sebastian Hurtado de

Corcuera, in the first half of the 17 th century. This was the bandala. It
consisted of the assignment of annual quotas to each province for the
compulsory sale of products of the natives to the Spaniards. The provincial
quotas were subdivided among the towns. Since the government claimed not
to have enough funds to pay for the products, the bandala was tantamount to
a virtual confiscation of goods.

- The bandala caused the people a great deal of suffering. Even if rats or
droughts destroyed their crops, they still to buy rice on credit so they would
have something to give to the government.

LESSON SUMMARY

On June 19, 1861, Jose Protacio Rizal Mercado Alonzo Y Realonda was born
in Calamba, Laguna Province from Francisco and Teodora Alonzo. He had nine
sisters (9) and one (1) brother. At the early age of three, the future political leader
had already learned the English alphabet, and the first teacher of Rizal was his
mother and at the age of five, Jose could already and write. He is a brilliant student
who became proficient in multiple languages, and travelled to other countries to
complete his degree
The Rizal’s Family is considered the one of the biggest families during the time.
Domingo Lam-co, the family’s paternal ascendant was a full-blooded Chinese who
came to the Philippines from Amoy, China in the closing years of the 17 th century
and married a Chinese half-breed by the name of Ines de la Rosa.
Jose Rizal, just like Filipino boys, had many beautiful memories of childhood. He has
a happy home, filled with parental affection, impregnated with family joys, and
sanctified by prayers. In the midst of such peaceful, refined, God-loving family, he
spent the early years of his childhood.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

V. EVALUATION

Activity 1
You must consist six (6) to eight (8) sentences in each question.

Criteria:

Content and Development 5 points

Organization 3 points

Grammar punctuation and spelling 2 points

Total 10 points

1. Did your school comply with RA 1425? How effective and importance is the
Rizal law in instilling patriotism among the students?

2. Watch the film entitled “Ganito Kami Noon, Paano Kayo Ngayon?” directed
by Eddie Romero (1976).

Guide Questions:

a. Elaborate and list the main questions that the film seeks to answer.

b. After you watched the film, give your own understanding or insight about it.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

Activity 2
Modified True or False: Write TRUE if the statement is correct, and if is not write the
correct answer to make it correct. Write your answer on the space provided.

_________1. The Republic Act 1425 is also known as the “Rizal course” in the
Philippines.
_________2. The main reason why the RA 1425 fought by Jose Laurel is to
rededicate the lives of the youth to the ideals of freedom and nationalism for which
our heroes lived and died.
_________ 3. To support this law, we need to adequate number of copies of the
literary works of Rizal to promote and desertion our own country.
_________ 4. The purpose of the law is to conceal the Rizal’s ideals through his
novels, Noli Me Tangere and El Filibusterismo for the youths to remind them about
the past.
_________ 5. Rizal chose to fight for his country through knowledge and the power
of letters that’s why we need to actively involved of this course.

Activity 3

Write a reflection paper that will compare to you in the early childhood of Dr. Jose
Rizal and cite some examples to prove your answer.

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 Republic of the Philippines
MAILA ROSARIO COLLEGE
San Gabriel Village, Tuguegarao City, Cagayan North
Contact No. (078) 377 – 2491

VI. REFERENCES
Cecilio D. Duka and Rowena A. Pila, 2010, RIZAL His Legacy to Philippine Society,
Pasig City, Anvil Publishing Inc. page 1-31

Augusto V. De Viana, Helena Ma. F. Cabrera, Emelita P. Samala, et al, 2018, Jose
Rizal: Social Reformer and Patriot, A Study of His Life and Times, Sampaloc Manila,
Rex Book Store Inc., page 10-18

COMPILED BY: CHECKED BY:

MENCEN M. CALATE, LPT

JOSEPH F. TAMACAY, DPA
Filipino Instructor
Criminology Coordinator

APPROVED BY:

DENIZON P. DOMINGO, Ph.D

Vice President of Academic Affairs

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