UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

Short Term
A.Y. 2020-2021

CORRESPONDENCE LEARNING MODULE

RZAL 1013 (Life and Works of Rizal)

Prepared by:

ANTHONY P. ANGELES
HAYDEN GONZALES
STELLA MARIE R. LUMABAN
RAY T. OBISPO, Ph. D
JEIZELLE MARIE T. QUINTO
DARIN JAN C. TINDOWEN, Ph. D
ALVIC B. TORRES
Course Instructor

Reviewed by:

RENZ MARION C. GAVINO,MP

General Education Area

Recommended by:

VENUS I. GUYOS, Ph.D.

Academic Dean

Approved by:

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academics

RZAL 1013- Life and Works of Rizal | 1

 UNIVERSITY PRAYER

O God, wellspring of goodness and blessings, we give you thanks and praise as one Louisian community. The
graces You incessantly grant upon us and Your divine providence have sustained our beloved University throughout
the years of mission and excellence.

Having been founded by the Congregation of the Immaculate Heart of Mary, we pray that You keep us committed
and dedicated to our mission and identity to serve the Church and the society as we become living witnesses to the
Gospel values proclaimed by Jesus. For if we are steadfast in our good and beautiful mission, our works will bring
success not only to ourselves but also to those whom we are bound to love and serve.

Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him to love You above all things ,
may we also live believing that we are born for a greater purpose and mission as we dwell in Your presence all the
days of our life.

Grant all these supplications through the intercession of

Mother Mary and through Christ our Lord. Amen.

RZAL 1013- Life and Works of Rizal | 2

THE VISION, MISSION, EDUCATIONAL PHILOSOPHY,
AND CORE VALUES OF THE UNIVERSITY

VISION
USL is a global learning community recognized for science and technology across all disciplines, strong research,
and responsive community engagement grounded on the CICM mission and identity for a distinctive student
experience.

MISSION
USL sustains a Catholic academic community that nurtures persons for community, church and society anchored on
CICM’s Missio et Excellentia.

EDUCATIONAL PHILOSOPHY AND CORE VALUES

The University of Saint Louis upholds the philosophy that education is for building of self and persons for the Church
and the Society. Wisdom builds. To these ends, the following are University of Saint Louis’s core values integral in
the formation of every member of the Louisian community.

a. Christian Living. We are witnesses to the Gospel values as taught and lived by Christ thus making God’s
love known and experienced by all.

b. Excellence. We seek and maintain uncompromising standard of quality in teaching, learning, service, and
stewardship of school resources.

RZAL 1013- Life and Works of Rizal | 3

 c. Professional Responsibility. We are committed to efficiently and responsibly apply the learned principles,
values and skills in the chosen field of discipline, taking initiative and command responsibility in one’s
professional advancement.

d. Social Awareness and Involvement. We engage ourselves with society by listening to the prevailing
issues and concerns in the society, thereby initiating and participating in constructive and relevant social
activities for the promotion of justice, peace and integrity of creation and for people’s wellness and
development consistent with the CICM charism.

e. Innovation, Creativity and Agility. We keep ourselves relevant and responsive to the changing needs of
our stakeholders by being flexible, solution oriented, and having cutting-edge decisions and practices

School of Education, Arts and Sciences

Department of Social Sciences
Curriculum 2020-2021

CORRESPONDENCE LEARNING MODULE

RZAL 1013 (Life and works of Rizal)

GENERAL INTRODUCTION:

WELCOME TO THE SHORT TERM OF ACAMEDIC YEAR 2020-2021! You are enrolled in the
Correspondence Learning Modality. I am ALVIC B. TORRES, your instructor in LIFE AND WORKS OF RIZAL
and I’m prepared to oblige your inquiries as far as our subject is concerned. You may call me Sir Vic and I’m
glad to help you.

Stay Connected

For queries, please feel free to contact me through the following:

 Facebook account/ name: Alvic Torres
 E-mail : alvicbt27@gmail.com
 Phone: 09358276624
 Online hours: 8:30AM – 12:00PM
1:00pm – 4:00pm

GET INVOLVED.
USL expects you to do the following:

RZAL 1013- Life and Works of Rizal | 4

  Let your parents pick up your module on the first day of the week.
 Send back your accomplished lessons/learning tasks as your parent will pick up the next.
 Contact me through messenger for any query that you want to make about your lessons or procedures
in school.
 Comply with all requirements (written outputs, projects/performance tasks examinations and the like.)
Turn in learning tasks on time to avoid backlogs. Be guided by the grading system.

Remember:

Expect to do a lot of reading and writing. Varied assessments or activities will be given. At the outset, I am
strictly warning you against plagiarism especially for essay type activities. Plagscan will be used to verify
authenticity of your work. Any plagiarized material will be automatically given zero. (this includes copy paste
from internet and from your classmates)

Academic Intellectual Property Rights: Materials posted over NEO-LMS are the properties of USL and the
Facilitators. Students are not allowed to share it to any third-party individuals not part of the class without any
permission from the owners.

I hope you find this flexible approach helpful. Continue to learn amidst this pandemic. Stay safe while learning.

UNIVERSITY OF SAINT LOUIS

Tuguegarao City
SCHOOL OF EDUCATION, ARTS AND SCIENCES
Social Sciences Department
Curriculum 2020-2021
Course information and Syllabus in RZAL 1013

Descriptive Title: The Life and Works of Rizal

Credit Units: 3 units (Lecture 54 hours)
Pre-requisite/s: None

COURSE DESCRIPTION: (as prescribed by CHED)

As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Jose
Rizal. Among the topics covered are Rizal’s biography and his writings, particularly the novels Noli Me
Tangere and El Filibusterismo, some of his essays and various correspondences.

CLO 1: Explain the circumstances of Jose Rizal’s life in the context of the nineteenth century
CLO 2: Analyze the context and social and political implication of Rizal’s various works
CLO 3: Articulate the significance and paradoxes of Rizal’s contributions to Filipino Nationalism
CLO 4: Demonstrate a deeper love and appreciation of Philippine through the contributions of Rizal
RZAL 1013- Life and Works of Rizal | 5
Grading System

CRITERIA PRELIM MIDTERM FINALS

CLASS STANDING
Quiz 20% 20% 20%
Assignment / Participation 10% 10% 10%
Activities 30% 30% 30%
MAJOR EXAMINATION 40% 40% 40%
TOTAL 100% 100% 100%

Course: Group Project

The final project offers students the opportunity to integrate what they have learned in the course. The project
which can take any creative form must present Rizal in an interesting way to young Filipinos, college students
in particular the group project will be presented to class. If possible, students will be invited to judge the
projects.

A concept paper of about 500 words must be submitted on the date indicated in the course outline. If should
describe the general plan for the project, how it will be implemented, and what is over all message will be.

In Presenting the final project, a brief essay of at most 1,200 word. Written English/Filipino must be accompany
the project output to explain how the group put it together and to explain its main message about Rizal. The
word count (excluding any references) must be indicated at the end of the paper. A printed copy of the essay
(in Word) must be submitted in class during the presentation.

The integrating project is worth 15 percent of the final grade. The project will be assessed based on the
following criteria: (a) complexity of ideas about Rizal encapsulated in the project, 40 percent, (b) creativity and
effectiveness in conveying those ideas 30 percent; (c) quality of the written text, including clarity and quality of
composition; 30 percent.

REFERENCES:

Printed References:

Text Books:

Crudo, Guiwa, Pawilen., (2019) The Life, Works,And Writings Of Jose Rizal

RZAL 1013- Life and Works of Rizal | 6

 Romero, M. et. al., (2000). Rizal and the development of national consciousness. Quezon City, JMC
Press Inc.

Zulueta, F. (2004). Rizal : life, works, and ideals. Mandaluyong City,National Book Store.

Books:

Anderson, B. ( 2008 ) Why counting counts. Atendeo de Manila Press

Ariola M. (2018) Life and works of Rizal Limited books Library Services Publishing Incorporation
Intramuros , Manila
De Viana,A. (2014) Jose Rizal in times;: a guide for the better understanding of the Philippines foremost
hero,Revised Edition
De Vianan A. ( 2018) Jose Rizal Social Reformer and Patriot. Revised Edition
Dumol, P. (2018 ) the nation as project; a new reading of Jose Rizal ‘ Life and works Ateneo de Manila
press
Garcia, R. ( 2018 ) The life and works of Rizal Quezon city JC Pres.
Guererro, L. ( 2010 ) The first Filipino; a biography of Jose Rizal, Atene de Manila press
Manifesto B. ( 2006) . Philippine Studies Volume 34. Ateneo de Manila Press
Ocampo, A. (2000). Rizal : without the overcoat. Quezon City, Philippines, Orogem.
Ocampo, A. (2005). Meaning and history- the Rizal lectures. Mandaluyong City, ANVIL Publishing, Inc.
Schumacher J. (1997). The Propaganda Movement 1880-1895) Ateneo de Manila Press
Valenzuela, E. ( 2014) Rizal and other heroes: their relevance in modern Filipino nationalism, Revised
Edition

Online References:

Republic Act 1425: Rizal Law. (1956). Retrieved on August 3, 2020 from
https://dimasalang.weebly.com/ra-1425.html.
Batang Rizal Organization. (2012). Jose rizal. Retrieved on August 3, 2020 from
http://batangrizal.wordpress.com/2008/03/01/jose-rizal.
Jose Rizal University. (2012). Rizal in focus. Retrieved on August 3 from
http://www.joserizal.ph/in01.html.

Rizal-Blumentritt Society Austria. Virtual travels of rizal. (1998) Retrieved on August 3, 2020 from
http://www.univie.ac.at/voelkerkunde/apsis/aufi/vtr/vtr.htm.

Multimedia Sources:

Ateneo de Manila University. (1998). The renaissance man.Manila: Processing Systems, Inc.
De Leon, M. (2001). Bayaning 3rd world. Quezon City: Viva Video, Inc.
Diaz-Abaya, M. (1998). Jose rizal. Quezon City: GMA Films.

RZAL 1013- Life and Works of Rizal | 7

 CORRESPONDENCE LEARNING MODULE
RZAL 1013 (Life and works of Rizal)
AY 2020-2021

Topic: Rizal Laws | Philippines in 19th Century

Learning Outcomes: At the end of this module, you are expected to:
1. Recall salient details about R.A 1425 and other laws and policies pertaining
Rizal;
2. Relate the importance of Rizal law in becoming a better Filipino citizen; and
3. Discuss Jose Rizal’s life within the context of 19th century Philippines.

Date Topics Activities or Tasks

June 21 Orientation/Setting of Expectations Read the General Introduction part
The USL-Vision-Mission-Values
June 21-24 R.A 1425 – Rizal Law Read Lessons
R.A 1425 and sections
June 25 Answering of Assessment

June 28-July A panoramic Survey: Read Lessons

1 The Philippines in the nineteenth Century (Social structure, political system ,
educational system)
July 2 Accomplishing Learning Task
July 2 Actual Quiz for the modular
July 5 Submission of worksheet of Week 1 and 2
Acquire new module from the University

"There can be no tyrants where there are no slaves."

Introduction to Rizal Laws

RZAL 1013- Life and Works of Rizal | 8

As mandatory law (R.A 1425), the study of Rizal’s life, works and writings is a requirement to all degree and
non-degree courses in the tertiary education. Primarily, its rationale is to foster in the Filipino youth a
nationalistic sentiment both for their appreciation and emulation.

As Rizal’s vision is anchored best on thoughts expressed not only through his actual
achievement in the social circles he moved in, but more importantly in his writings, a
meticulous consideration of them is assigned literary textual analysis and evaluation.
This module focuses on the laws concerning Rizal- his ideas, works, and even Rizal’s
day. This is an introductory part of the course which builds a foundation in studying his
life.

Laws on Rizal course

There are at least two Republic Acts and two Memorandum Orders pertaining to Jose Rizal:
1. Republic Act N. 1425 or the Rizal Law
2. Republic Act No. 229 or the Celebration of Rizal Day’
3. Memorandum Order No. 247 by President Fidel V. Ramos
4. CHED Memorandum No. 3, s 1995 by Commissioner Mona D. Valismo.

Introduction about the Rizal Law

 Republic Act 1425: Rizal Law was authored by Senator Claro M. Recto
 It was signed by President Ramon Magsaysay on June 12, 1956
 It requires the implementation of the Rizal course as a requirement for graduation in all non-degree
and degree courses in the tertiary education
 It includes the life, works, and writings of Jose Rizal, particularly his novels, Noli Me Tangere and El
Filibusterismo.
 On August 16, 1956, the Rizal Law took effect

Aims of Rizal Law

1. Recognize the relevance of Jose Rizal ideas, thoughts, teaching, and life-values to present conditions
in the community and country and apply them in the solution to day to day situations and problems of
contemporary life.
2. Develop an understanding and appreciation of the qualities, behavior, and character of Rizal and thus
foster the development of moral character and personal discipline.

The goals set by the Board on National Education (Capino et.al, 1997)
1. Recognize the relevance of Rizal’s ideas, thoughts, teachings, and life values to present conditions in
the Community;
2. Apply Rizal’s ideas in the solution of day-to-day situations and problems in contemporary life;
3. Develop an understanding and appreciation of the qualities and behavior and character of Rizal; and
4. Forster development of moral character, personal discipline, citizenship, and vocational efficiency
among the Filipino Youth.

REPUBLIC ACT NO. 1425

RZAL 1013- Life and Works of Rizal | 9

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.

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 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.

RZAL 1013- Life and Works of Rizal | 10

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.

Approved: June 12, 1956

Senate Bill No. 438

House Bill No. 5561
Archbishop of Manila - bishop Rufino Santos
Mayor of Manila – Arsenio Lacson

What is the RA 1425 or the Rizal Law?

RA 1425, also commonly known as Rizal Law, was a law signed by President Ramon Magsaysay on June 12,
1956 that requires all schools in the country include Rizal’s life, works and writings in the curriculum. The
rationale behind the law was that there is a need of rekindle and deepen the sense of nationalism and freedom
of the people, especially of the youth. The law sought to cultivate character, discipline, and conscience and to
teach the obligations of citizenship. Libraries are required to keep sufficient copies of Rizal’s writings,
especially Noli Me Tangere and El Filibusterismo. Language barrier and poverty-related restrictions were taken
out of the equation with provisions such as translation of Rizal’s writings into English, Filipino and other major
Philippine Languages and the free charge distribution through Purok Organizations and Barrio Councils.

The main proponent of the law was

Senator Claro M. Recto who was
met by protestants from the
Catholic Church. Senator Jose P.
Laurel Sr., then Chairman of the
Committee on Education
sponsored the bill in the senate.

Former President Ramon Magsaysay Senator Recto (Left) and Senator Laurel (Right)

REPUBLIC ACT NO. 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

SECTION 1. The existing laws and regulations to the contrary notwithstanding, cockfighting, horse racing and
jai-alai are hereby prohibited on the thirtieth day of December of each year, the date of the martyrdom of our
great hero, Jose Rizal.

SECTION 2. It shall be the official duty of the mayor of each municipality and chartered city to create a
committee to take charge of the proper observance of Rizal Day Celebration of each year, in which he shall be
the chairman, which shall be empowered to seek the assistance and cooperation of any department, bureau,
office, agency or instrumentality of the Government, and the local civic and educational institutions. Among the

RZAL 1013- Life and Works of Rizal | 11

ceremonies on Rizal Day shall be the raising of the Philippine flag at half mast in all vessels and public
buildings.

SECTION 3. Any person who shall violate the provisions of this Act or permit or allow the violation thereof,
shall be punished by a fine of not exceeding two hundred pesos or by imprisonment not exceeding six months,
or both, at the discretion of the court. In case he is the mayor of a municipality or a chartered city he shall
suffer an additional punishment of suspension from his office for a period of one month. In case of
partnerships, corporations or associations, the criminal liability shall devolve upon the president, director, or
any other official responsible for the violation thereof.

SECTION 4. This Act shall take effect upon its approval.

Approved: June 9, 1948

Explanation:

Rizal Day

Mangubat gave three reasons explaining why Rizal's death

served as a turning point to the nationalistic hopes of the
countrymen: First is that it served as a signal to the
Katipunan to raise up arms against the Spaniards and begin
the revolution. It is important to note that it was not formed
after the death of Rizal, rather, the event at Bagumbayan on
December 30 crystallized the motives of the organization.
Second, his execution also served as a realization to the elite
that they weren't an exemption to the despotism of the Spanish rule. Many other sectors joined in the
Katipunan as the revolutionary and nationalistic mind began to settle on them. Lastly, because the event
happened at the turn of the century, it was also significantly considered as a "New Beginning" for the country.

Emilio Aguinaldo gave the first decree to declare December 30 as "national day of mourning" and as
anniversary of Jose Rizal's death. To observe this, he ordered that all flags must be hoisted at half-mast on
December 29 and on the following day, there would be no government offices. The first ever monument of
Rizal erected was on Daet, Camarines Norte and its unveiling is simultaneous to the first observance of Rizal
Day on December 30, 1898 by the Club Filipino. February 1, 1902, the Philippine Commission ordained Act no.
345 which issues December 30 as Rizal Day and as national holiday observed each year.

According to Ambeth Ocampo, oftentimes, heroes are remembered more on their deaths than their births.
However, Mangubat mentions that the death of Rizal would not have that been more meaningful were it not for
birth and life spent for the betterment of our country. There are many moves that wish to change the date of
Rizal Day to June 19 because it has a more positive sense and that it is close to June 12 and May 28 which
are the Philippine Independence Day and the National Flag Day, respectively. On the other hand, December
30 is nearer to the much more celebrated holidays of Christmas and New Year which often overshadow the
hero's celebration. For me personally, although his birth date is a much more joyous celebration, his death can
be a better perspective to look at the entirety of Rizal's life and why he was willing to die for the sake of his love
for the country.

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 ENTITLED "AN
RZAL 1013- Life and Works of Rizal | 12
 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, Republic Act No. 1425 approved on June 12, 1956, directs all schools, colleges and universities,
public and private, to include in their curricula, courses on the life, works and writings of Jose Rizal, particularly
his novels Noli Me Tangere and El Filibusterismo which "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, according to Dr. Rizal, "the school is the book in which is written the future of the nation;"

WHEREAS, in 1996, the Filipino people will commemorate the centennial of Rizal’s martyrdom and, two years
thereafter, the centennial of the Declaration of Philippine Independence; and

WHEREAS, as we prepare to celebrate these watershed events in our history, it is necessary to rekindle in the
heart of every Filipino, especially the youth, the same patriotic fervor that once galvanized our forebears to
outstanding achievements so we can move forward together toward a greater destiny as we enter the 21st
century.

NOW, THEREFORE, I FIDEL V. RAMOS, President of the Republic of the Philippines, by virtue of the powers
vested in me by law, hereby direct the Secretary of Education, Culture and Sports and the Chairman of the
Commission on Higher Education to take steps to immediately and fully implement the letter, intent and spirit of
Republic Act No. 1425 and to impose, should it be necessary, appropriate disciplinary action against the
governing body and/or head of any public or private school, college or university found not complying with said
law and the rules, regulations, orders and instructions issued pursuant thereto.

Within thirty (30) days from issuance hereof, the Secretary of Education, Culture and Sports and the Chairman
of the Commission on Higher Education are hereby directed to jointly submit to the President of the Philippines
a report on the steps they have taken to implement this Memorandum Order, and one (1) year thereafter,
another report on the extent of compliance by both public and private schools in all levels with the provisions of
R.A. No. 1425.

This Memorandum Order takes effect immediately after its issuance.

DONE in the City of Manila, this 26th day of December in the year of Our Lord, Nineteen Hundred and Ninety-
Four.

Former President Fidel V. Ramos in 1994 through Memorandum Order no.247, directed the Secretary
of Education, Culture and Sports and the Chairman of the Commission on the Higher Education to fully
implement the RA 1425.

CHED MEMORANDUM NO. 3,s. 1995

Commission on Higher Education
RZAL 1013- Life and Works of Rizal | 13
 Office of the President of the Philippines

January 13, 1995

CHED Memorandum
No.3,s. 1995

To:
Head of State Colleges and Universities
Head of Private Schools, Colleges and Universities
Office of the President Memorandum Order No. 247

Re: Implementation of Republic Act No. 1425

1. Enclosed is a copy of Memorandum Order No. 247 dated December 26, from the Office of the President of
the Philippines entitled, "Directing Secretary of Education, Culture and Sports and the CHAIRMAN OF
COMMISSION ON HIGHER EDUCATION to fully implement the Republic Act No. 1425 entitled "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" for guidance of all concerned.
2. Strict compliance therewith is requested.

(sgd) MONA D. VALISNO

Commissioner
Officer-in-Charge

WHY STUDY RIZAL?

Aside from those mentioned above, there are other reasons for teaching the Rizal course in Philippine schools:
1. To recognize the importance of Rizal’s ideals and teachings in relation to present conditions and
situations in the society.
2. To encourage the application of such ideals in current social and personal problems and issues.
3. To develop an appreciation and deeper understanding of all that Rizal fought and died for.
4. To foster the development of the Filipino youth in all aspects of citizenship.

Take note, Rizal’s legacy is very important in changing the condition of our present society. His teachings
challenge us all Filipinos to make a difference for the future of our country by living the teachings of Rizal.
Likewise, it teaches us to be more responsible and braver enough to face the challenges in our present society
by acting on the principles that Rizal had strongly spoken and lived.

SUMMARY OF RIZAL LAWS

An act to include in the curricula of all public and private Schools, Colleges and Universities courses
RA 1425 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.

RZAL 1013- Life and Works of Rizal | 14

 An act to prohibit cockfighting, horse racing and jai-alai on the thirtieth day of December of each year
RA 229 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

Memorandum Directing the Secretary of Education, Culture and Sports and the Chairman of the Commission on
Order No. 247 Higher Education to fully implement Republic Act No. 1425

CHED
Memorandum Enforcing strict compliance to Memorandum Order No. 247
No. 3, s. 1995

A Panoramic Survey (the Philippines in the 19th century)

The essence of the life of Rizal is marked by the

conditions that existed during his lifetime in the
Philippines and around the world, particularly in
Europe. Rizal is the product of his era and his message
sets forth as human declaration that all human beings
are born free and equal in dignity and rights.

The 19th century stands out as an extremely

dynamic and creative age especially in Europe and
the United States. During this period such concepts as
industrialism, democracy, and nationalism gained ascendancy and triggered revolutionary changes in science,
technology, economics, and politics. These changes enabled man to achieve the heights of prosperity and
dignity.

However, 19th century Philippines was largely medieval, although signs of progress or change were noted
in certain sectors. Its social and economic structure was based on the old feudalistic patterns of abuse and
exploitation of the indio. Earlier, clamor for reforms had mentioned unheeded; social and discontent caused
confusion among the people.

THE PHILIPPINES IN THE 19th CENUTRY

SOCIAL STRUCTURE:

The Philippine society was predominantly feudalistic- the result of the Spanish land holding system
imposed upon the country with the arrival of the conquistadores. An elite class exploited the masses,
RZAL 1013- Life and Works of Rizal | 15
 fostered by the “massive slave” relationship between the Spaniards and the Filipinos. The Spaniards exacted
all forms of taxes and tributes, and drafted the natives for manual labor. Consequently, the poor became
poorer and the rich wealthier.

The Pyramidal structure:

1. APEX (TOP) - peninsulares (Spaniards born in Spain) and
friars.

2. MIDDLE CLASS – favored rich natives, mestizos (half

breed), creoles/insulares (Spaniards born in colonies)

3. BASE – Indios were looked down upon; the indios were

typically the native Filipinos.

Racial discrimination was prevalent as the Spanish born

peninsulares were given the highest offices and positions in society. While the creoles, the Philippine-born
Spaniards, the half breed or mestizos, enjoyed second priority and the native or indios were look down upon.

This shows the structure of the Philippine government and its function. Unluckily, there were abuses of the
officials in their power to hold public office. So, below are the specified sources of abuses and sometimes
corruption by the officials in the administrative system.

 The main cause of the administrative system was the appointment of officials with inferior qualifications,
and without dedication to duty, and moral strength to resist corruption for material advancement.
 These officials were given duties and powers and privileges.
 Another is the Union of the Church and the State. The Governor-general had power over church.
However, it seemed that the church exercised more power than the government and because of this;
the government in the Philippines was called “Frailocracia,” a government controlled by the friars.
 The principal officials of the Administrative system obtained their position by royal appointment, while
the rest of the position were either filled by the governor general himself or were sold to the highest
bidder.

POLITICAL SYSTEM:

Spain governed the Philippines through the

Ministro de Ultramar (Ministry of the
Colonies) that was established in Madrid on
1863. This body helped the Spanish
monarch manage the affairs of the colonies
and govern the Philippines through a
centralized machinery exercising:
 Executive
 Legislative
 Judicial and
 Religious powers.

The Governor General appointed by the Spanish monarch headed the central administration in Manila, He was
the king’s representative in all state and religious matters and as such he exercised extensive powers. He

RZAL 1013- Life and Works of Rizal | 16

issued executive orders and proclamation and he had supervision and disciplinary powers over all government
officials. He was the commander in chief of the armed forces of the Philippines. He had supreme authority in
financial matters until 1784. He also exercised legislative powers with his cumplase. Cumplase is the power of
the Governor-General to disregard or suspend a Royal decree if the condition in the colony does not warrant
it.By which he could disregard or suspend any law or royal decree from Spain. An ex-officio president of the
Royal Audiencia until 1861. He enjoyed religious duty gave him the prerogative to nominate priest to
ecclesiastical positions and control the finances of the missions.

POLITICAL STRUCTURE DURING SPANISH REGIME

In terms of its Political Structure, Spain governed the Philippines through the Ministro de Ultramar.
 Ministry of the Colonies established in 1863
 It helped the Spanish monarchs manage the affairs of the colonies
 Governed the Philippines through a centralized machinery
 Exercising executive, legislative, judicial and religious powers

The Governor General- As the King's representative and the highest-ranking official in the Philippines, the
governor general saw to it that royal decrees and laws emanating from Spain were implemented in the
Philippines. He had the power to appoint and dismiss public officials, except those personally chosen by the
King. He also supervised all government offices and the collection of taxes.
The governor general exercised certain legislative powers, as well. He issued proclamations to facilitate the
implementation of laws.

The Residencia- This was a special judicial court that investigates the performance of a governor general who
was about to be replaced. The residencia, of which the incoming governor general was usually a member,
submitted a report of its findings to the King.

The Visita- The Council of the Indies in Spain sent a government official called the Vistador General to
observe conditions in the colony. The Visitador General reported his findings directly to the King.

The Royal Audiencia- Apart from its judicial functions, the Royal Audiencia served as an advisory body to the
Governor General and had the power to check and a report on his abuses. The Audiencia also audited the
expenditures of the colonial government and sent a yearly report to Spain. The Archbishop and other
government officials could also report the abuses of the colonial government to be Spanish king. Despite all
these checks, however, an abusive governor general often managed to escape stiff fines, suspension, or
dismissal by simply bribing the Visitador and other investigators.

The Provincial Government- The Spaniards created local government units to facilitate the country’s
administration. There were two types of local government units – the alcadia and the corregimiento. The
alcadia, led by the alcalde mayor, governed the provinces that had been fully subjugated: the corregimiento,
headed by corregidor, governed the provinces that were not yet entirely under Spanish control.
The alcalde mayors represented the Spanish king and the governor general in their respective provinces. They
managed the day-to-day operations of the provincial government, implemented laws and supervised the
collection of taxes. Through they were paid a small salary, they enjoyed privileges such as the indulto de
comercio, or the right to participate in the galleon trade.

The Municipal Government- Each province was divided into several towns or pueblos headed by
Gobernadordcillos, whose main concerns were efficient governance and tax collection. Four lieutenants aided
the Governardorcillo: the Teniente Mayor (chief lieutenant), the Teniente de Policia (police lieutenant), the
Teniente de Sementeras (lieutenant of the fields) and the Teniente de Ganados (lieutenant of the livestock).

SOURCES OF ABUSES IN THE ADMINISTRATIVE SYSTEM

RZAL 1013- Life and Works of Rizal | 17

The main cause of weakness of the administrative system was the appointment of officials with inferior
qualifications -without dedication to duty, no moral strength to resist corruption. The kind of officials sent in
the Philippines were corrupt, abusive and unqualified officers. They were not equipped to any public office.
This was the reason why instead of focusing on their role as public officers to form a good and well nation, they
focused on getting wealth through corruption. The worse thing was that, they became brutal and abusive to
native Filipinos to the extent that they executed most of our fellow native Filipinos who fought and resisted
against them.

There was also complication in the situation between the union of the church and state. The priest or what we
call the “Friars” also became powerful, cruel and corrupt. FRIARS. The missionaries or the friars as they were
known, played a major role not only in propagating the Christian faith but also in the political, social, economic
and cultural aspects of the Filipinos. Aside from spreading the word of God, they helped in pacifying the
country.The checks adopted by Spain to minimize abuses either proved ineffective or discouraged the officials
appointed by the King of Spain were ignorant of Philippine needs. This was the reason behind their bad
motives to our Philippine nation.

The most corrupt branch of government was the alcaldias. Dishonest and corrupt officials often exacted more
tributes than required by law and pocketed the excess collections. They also monopolized provincial trade and
controlled prices and business practices. The parish priests could check this anomaly but in many cases they
encouraged the abuses in exchange for favors.

Participation in the government of the natives was confined to the lowest offices. They participate only as
gobernadorcillo of a town and cabeza de barangay of a barrio. The position of gobernadorcillo was
honorary entitled to two pesos/month. The natural and constitutional rights and liberties of the indios were
curtailed. Homes were searched without warrants. People were convicted and exiled for being filibusteros
Books, magazines and other written materials could not be published without the approval of the Board of
Censors

THE EDUCATIONAL SYSTEM

There was no systematic government supervision of schools. The teaching methods was obsolete. There was
a limited curriculum and poor classroom facilities and there was an absence of teaching materials.
The friars inevitably occupied a dominant position in the Philippine educational system. Religion was the
main subject in the schools. Fear of God was emphasized and obedience to the friars was instilled.

RZAL 1013- Life and Works of Rizal | 18

Indios were constantly reminded that they had inferior intelligence and were fit only for manual labor.
These practices resulted in a lack of personal confidence and a development of inferiority complex.
Students memorized and repeated the contents of books which they did not understand. Teacher
discrimination against Filipinos was present.
The friars were against the teaching of Spanish in the Philippines. They believed that the knowledge of
the Spanish language would encourage the people to oppose Spanish rule. Indios might be inspired by the
new ideas of freedom and independence, so they isolate Filipinos in the light of intellectual attainment.
Since racial discrimination is rampant Indios were not allowed to study and they are only good for manual labor
and students/pupils before were only to memorize and repeated the contents of books, religion also was the
main subject in the schools in order for them to inculcate in their mind the Fear of God. As seen above the
educational system Filipinos were left behind because of discrimination, after sometime the Filipinos allowed to
study in the Philippines and in abroad.

Ateneo de ManilaFigure
/ Escuela Pia (San
1First picture andJuan
College of San
de Letran), Juan
Second de(Escuela
Picture LatranPia), Third Picture (Ateneo de Manila)
 Only school offering secondary education in the Philippines.
At the end of the Spanish period, the College of San Juan de Letran was the only official secondary
school in the Philippines although secondary education was offered at the Ateneo de Manila. Seven provinces
had private colleges and Latin schools for general studies, and Secondary Education for girls was furnished by
five colleges in Manila. These are:
 Santa Isabel
 La Concordia
 Santa Rosa
 Looban
 Santa Catalina
Up the end of the Spanish regime, the University of Santo Tomas was the only institution in the University level
of Manila. Initially established solely for Spaniards and mestizos, it opened its doors to Filipino students for
decades before the end of the Spanish rule.

Felipe Buencamino

In 1820, he led the petition criticizing the Dominican methods of

instruction in UST, clamored for better professors and demanded
government control their University thru anonymous letters.

Felipe Buencamino
RZAL 1013- Life and Works of Rizal | 19
1855 – Governor Crespo organized the commission to study and recommend remedial measures to improve
elementary education in the Philippines.

Educational Decree of 20 December 1863

 Orders the establishment of at least one primary school for boys and girls in each major town in the
Philippines.
Escuela Normal Elemental
 School of teachers for the primary school under the Jesuits supervision (1865)
 Subsequently became a training school for male teachers for work in the secondary schools. (1893)
Educational Decree of 1863
 Issued to establish teacher trainings schools and to have a government supervision of the public school
system.
Friars continued protecting their interest by blocking Madrid orders regarding education system (e.g. Monet
Decree of 1870 – intended to secularize higher education in the colony)

One cannot fully understand Rizal’s thought without understanding the social and political context of the 19th
century. So for us to fully understand the sentiments of Riza, we need to understand first the era where he
lived and suffered. Social scientists marked the 19th century as the birth of modern life as well as the birth of
many nation-states around the world.

REFERENCE

RZAL 1013- Life and Works of Rizal | 20

Textbooks:
(1987) Philippine Constitution
Clemente, J. et . al., (2019) The life and Works of Rizal: Outcome Based Modelu
De Viana, A , et al., (20180 Jose Rizal: Social Reformer and Patriot ( a study of His Life and Times )
Obias, R. et, al. ,(2019) Life and Works of Jose Rizal Romero, M. et. al., (2000). Rizal and the development of
national consciousness. Quezon City, JMC Press Inc.
Zulueta, F. (2004). Rizal : life, works, and ideals. Mandaluyong City,National Book Store

Journals
Ernesto Thadeus, M. (2017) Reading Rizal; a literary approach on the study of the life and works of
Rizal,Philippine Daily Inquirer
Nery, J. (2011). Revolutionary spirit: jose rizal in southeast asia. Institute of Southeast Asian Studies,
Singapore.

Online Reference
Curaming, R. (2017) Rizal and the rethinking of the Analytics of Malayness. https//www. Tandfonline.com.
Published Online:September 25, 2017
Lasco, G. (2017). Following Rizal;’s Footsteps in Europe. https://opinioninquirer, net104792/following-rizals-
footsteps-europe. Published Online-2017

Pictures
Rizal Day in Philippines in 2020 https://www.officeholidays.com/holidays/philippines/rizal-day\
Rizal Law https://www.wikiwand.com/en/Rizal_Law
The Philippines in the 19th century https://dimasalanglaonglaan.wordpress.com/philippines-in-the-19th-
century/

RZAL 1013- Life and Works of Rizal | 21

 SCHOOL OF EDUCATION, ARTS and SCIENCES
Short Term, A.Y. 2020-2021
RZAL 1013 (LIFE AND WORKS OF RIZAL)
CORRESPONDENCE LEARNING WORKSHEET
Name: Scores:

Course and Contact

Year: No.:

Instructor Code:

ESSAY
Instructions: Read the questions below then answer briefly but substantially.

CRITERIA POINTS

CONTENT 10

ORGANIZATION 5

GRAMMAR AND
5
MECHANICS

TOTAL 20

1. Do you think Social Stratification still applies in Contemporary times? Cite some evidence.

RZAL 1013- Life and Works of Rizal | 22

2. What do you think is the importance of Rizal Subject to your future profession? Does this subject
really matter? Explain your answer.

PUT YOUR FUTURE

PROFESSION/CAREE
R HERE 

YOUR EXPLANATION

CATEGORIZATION
Instruction: Read the following statements below and categorize them based on the laws discussed in the
lesson. Choose your answer from the box below. (10 points)
A. Republic Act N. 1425
B. Republic Act No. 229
C. Memorandum Order No. 247
RZAL 1013- Life and Works of Rizal | 23
 D. CHED Memorandum No. 3, s 1995

Noli Me Tangere Summary

Noli Me Tangere by Jose Rizal

Setting

The novel is set in Manila, Philippines.

Main Characters

Juan Crisóstomo Ibarra y Magsalin (Ibarra)- is A wealthy young man of mixed Spanish and
Filipino ancestry who has recently returned to the Philippines from Europe after spending seven
years studying abroad.

María Clara- she is a well-regarded woman in San Diego for her high social station.

Father Dámaso- is a Spanish friar living in the Philippines who is an arrogant priest.

Elías- he is an outlaw and vagabond revolutionary who resents the power that the Catholic
Church and Spanish government have over the Philippines.

Father Salví- he is a serious and committed Spanish friar who takes over Father Dámaso’s post
in San Diego as the town’s priest.

Captain Tiago (Don Santiago de Los Santos) - she is a Filipino socialite and well-respected
member of the country’s wealthy elite
RZAL 1013- Life and Works of Rizal | 24
The Ensign- he is a Spaniard in charge of the Civil Guard in San Diego.

Old Tasio (Don Anastasio) - he is an old man who used to study philosophy and who prefers
secular knowledge to Catholicism.

Crispín- he is a very young boy studying to be a sexton.

Basilio- he is Crispín’s older brother, who is also training to be a sexton.

Doctor Tiburcio de Espadaña- he is a Spaniard who speaks with a stutter and looks
significantly older than his thirty-five years.

La Doctora Victorina de los Reyes de Espadaña- she is a Filipina woman married to Don
Tiburcio.

Doña Consolación- she is an older Filipina woman married to the ensign.

Señor Guevara- he is an elderly lieutenant of the Civil Guard who deeply respects both Ibarra
and the late Don Rafael.

The Captain-General- she is an unnamed representative of Spain and the highest government
official in the Philippines.

Linares- he is Doctor de Espadaña’s nephew from Spain.

The Schoolmaster- he is a teacher whom Don Rafael supported, helping him find a house and
enabling him to properly do his job.

Don Filipo (Filipo Lino) - is the deputy mayor of San Diego.

RZAL 1013- Life and Works of Rizal | 25

The Mayor- he is the mayor of San Diego who is conservative and devoted to religion.

The Yellow Man- he is a man hired to kill Ibarra.

Társilo- he is a man whose father died at the hands of the Civil Guard.

Plot Summary

Juan Crisóstomo Ibarra y Magsalin, commonly referred to as Ibarra, has been studying in
Europe for the past seven years. As he arrives back in the Philippines, his friend, Captain Tiago,
hosts a reunion dinner. During dinner, Father Dámaso, who Ibarra thought was friends with his
father, treats him badly, which surprises Ibarra. As Ibarra is walking home from the dinner,
another family friend, Señor Guevara, follows him and tells him that his father died in prison
after a campaign of slander against him and that Father Dámaso had a hand in his death. Ibarra
is shocked, but unsure of what to do. He goes to visit his old lover, Maria Clara, but as Maria
mentions Ibarra’s family, Ibarra is put off.

Instead of seeking revenge, Ibarra tries to follow his father’s footsteps of peace. After meeting
with a schoolmaster who knew his father, he plans on establishing a public school to help his
hometown. The schoolmaster warns him that Father Dámaso meddles in the school system,
preventing students from learning Spanish and demanding that he beat the students. Ibarra
pitches the idea of the school to town officials, pretending that he wants to work with them on
it, and they agree.

Meanwhile, two young boys, Crispín and Basilio, work as sextons to support their poor mother,
Sisa, who is abused by their father. When Crispín is falsely accused of theft, the brothers must
work even more. Crispín protests and is severely beaten, while Basilio escapes. He returns the
next day to look for his brother, but can't find him. Sisa looks for both her sons, losing her mind
RZAL 1013- Life and Works of Rizal | 26
as she wanders the area in search of them. Ibarra goes to his father’s grave, seeking peace. He is
shocked to discover that his father’s corpse was removed and supposedly put into a Chinese
cemetery at the order of the town's curate, Father Dámaso.

During the town's festivities, Ibarra and the officials plan to celebrate the new school, hoping to
bless it after a sermon by Father Dámaso. During the sermon, a mysterious man named Elías
approaches Ibarra, warning him of a plot to kill him. That night, Father Dámaso invites himself
to a dinner Ibarra is hosting. He insults both indigenous Filipinos and Ibarra’s father
specifically. Ibarra punches Father Dámaso, but before he can kill him, he is stopped by María
Clara.

Ibarra is excommunicated, and María Clara falls ill, she is then re-engaged with a new man after
her spineless father calls off her wedding to Ibarra. Meanwhile, the Captain-General manages to
lift Ibarra's ex-communication, angering the clergy. Ibarra continues working on the school, and
Father Salvi, who is in love with María Clara, plots with Lucas, to frame Ibarra for a rebellion
by organizing people with grievances against the colonial government and telling them that
Ibarra is leading the revolt. Right before the attack happens, Father Salvi warns everyone,
claiming someone told him about it in confession.

Ibarra is thrown into prison, having been found guilty based on a letter he wrote to María Clara
before leaving for Europe years ago. Again, Elías rescues him, breaking him out of prison and
taking him to María Clara. She apologizes to Ibarra and explains that she gave Father Salvi the
letter that led to Ibarra being found guilty because he blackmailed her. Elías and Ibarra row
away, but they quickly realize they're being followed by another boat, which will soon catch up.
Elías jumps off the boat to confuse their pursuers, who think he is Ibarra, and try to shoot him
while the real Ibarra escapes. They appear to kill him, but they never see his body.

María Clara tells Father Dámaso that she can't marry Linares, the man she is now engaged to
and threatens to commit suicide if she is not allowed to enter a convent. On Christmas Eve,
Basilio wanders away from the cabin where he has been staying with an adoptive family and
looks for Sisa, his mother. He finds her, but she doesn't recognize him and runs away. Finally,
RZAL 1013- Life and Works of Rizal | 27
 he catches her and she faints, she dies of shock, having finally recognized him. Elías appears,
telling Basilio that he is about to die, and asks Basilio to put his body with Sisa's on a funeral
pyre.

Themes

1. Colonialism, Religion, and Power. The novel examines how Spain’s colonization of the
Philippines allowed the Catholic Church to dominate and rule the region. Colonialism produced
tensions that would, lead Filipino natives to revolt against Spain’s oppressive religious and
governmental bodies in the Philippine Revolution.
2. Education. Ibarra, who is a respected figure because of the fact that he studied in Europe,
advocates for the importance of intellect and education by building a school in San Diego. In
doing so, he seeks to give the townspeople a means of empowerment outside the context of the
church.
3. Isolation. One of the ways characters in Noli Me Tangere are disempowered is through
political isolation, religious isolation, or intellectual isolation. Politically, all of the characters
are isolated from Spain, the governing body that controls the Philippines. While the friars take
advantage of this remoteness, the townspeople suffer. Religiously, any character who disagrees
with Catholic doctrine is isolated and labeled a heretic.

Welcome to our comprehensive summary of El Filibusterismo, the influential novel by Philippine national
hero, Dr. Jose Rizal. This literary masterpiece delves into the social, political, and economic issues faced by the
Filipino people during the Spanish colonial era. Our goal is to provide you with a clear and concise overview of
the narrative, its characters, and the key themes explored throughout the story. Whether you’re a student, a
history enthusiast, or just curious, this summary will surely pique your interest and deepen your understanding
of this crucial piece of Philippine history.

El Filibusterismo Summary

RZAL 1013- Life and Works of Rizal | 28

Thirteen years after the deaths of Sisa and Elias, the story began.
A steamboat called Bapor Tabo traveled between Manila and Laguna. Among its passengers were the jeweler
Simoun, Basilio, and Isagani.
Upon arriving in San Diego, Basilio visited his mother’s grave in the Ibarra family cemetery. There, he
unexpectedly encountered Simoun, who he recognized as Crisostomo Ibarra in disguise.
To protect Ibarra’s secret, Simoun attempted to kill Basilio but was unsuccessful. Instead, Simoun tried to
persuade Basilio to join his quest for revenge against the Spanish Government. Basilio refused, as he wanted to
finish his studies.
Meanwhile, while the Governor-General was vacationing in Los Baños, Filipino students submitted a petition to
establish a Spanish Language Academy.
The proposal was rejected because the clergy would be in charge, preventing the students from having any
control over the institution’s operations.
Simoun and Basilio met again, and Simoun once more tried to convince Basilio to join his planned rebellion
and create chaos in a forced opening of the Sta. Clara convent to abduct Maria Clara. However, this didn’t
happen because Maria Clara passed away that same evening.
On the other hand, the students held a gathering at the Panciteria Macanista de Buen Gusto, expressing their
disappointment over the failed establishment of the Spanish Language Academy.
Speeches were given inside the Panciteria, where the students openly criticized the clergy. The friars eventually
learned about this.
The next day, posters containing criticism and calls for rebellion were found on the university’s doors, and the
students’ organization members were blamed. The students were arrested, and Basilio was among those
apprehended. This deeply affected his lover, Juli.
Although hesitant, Juli eventually sought help from Padre Camorra to free Basilio. Hermana Bali also
persuaded her, believing that only the priest could help secure Basilio’s release.
To exonerate the students, their relatives intervened for their release. Basilio, however, remained in jail as he
had no intermediary.
Padre Camorra assaulted Juli. Traumatized by the incident, she jumped from the convent window, leading to
her death.
Simoun continued plotting his revenge against the government. To advance his plans, he partnered with Don
Timoteo Pelaez, Juanito’s father, and arranged Juanito’s marriage to Paulita Gomez. The Governor-General was
invited to be the wedding godfather, and other high-ranking officials were also invited to the banquet.
Two months after his imprisonment, Basilio was released with Simoun’s help. Due to the tragic events in his
life, including Juli’s death, Basilio finally agreed to join Simoun’s rebellion.
Simoun seized the opportunity to show Basilio the bomb he had made. It was a grenade-shaped lamp, the size
of a human head. He planned to present this extravagant lamp to the newlyweds, Juanito and Paulita.
The lamp would emit a bright light for twenty minutes before dimming. When the wick was raised to brighten it
again, the grenade would explode, causing the destruction of the pavilion and ensuring no guest would survive.
The explosion would serve as a signal for Simoun to initiate the rebellion.
On Juanito and Paulita’s wedding day, at around seven in the evening, Basilio paced outside the banquet venue.
Simoun also left the house, anticipating the imminent explosion.
As Basilio was about to leave, he spotted Isagani, Paulita’s former lover. Temporarily forgetting his life’s
disappointments, Basilio revealed the planned explosion to Isagani and warned him to leave the area.

RZAL 1013- Life and Works of Rizal | 29

As the lamp began to dim, the Governor-General ordered Padre Irene to raise the wick. However, Isagani
snatched the lamp, ran to the terrace, and threw it into the river.
Simoun’s planned rebellion was thwarted. He fled to the house of Padre Florentino, a Filipino priest.
As those pursuing Simoun were closing in, he drank poison to avoid being captured alive. It was then that he
confessed his true identity to the priest.
He shared his return to the Philippines from Europe thirteen years prior, his love affair with Maria Clara, and
his disguise as a jeweler to seek revenge against the government through a rebellion.
After confessing, Simoun passed away.
The remaining jewels belonging to Simoun were thrown into the sea by Padre Florentino.
Short Summary of El Filibusterismo
Thirteen years after Sisa and Elias’ deaths, Simoun, disguised as a jeweler, plotted revenge against the Spanish
Government. He tried to recruit Basilio for his cause, but Basilio initially refused. Simoun arranged Juanito’s
marriage to Paulita, planning to use a bomb disguised as a lamp at the wedding to start a rebellion. However,
Isagani, Paulita’s former lover, thwarted the plan by throwing the lamp into the river. Simoun confessed his
identity to Padre Florentino before taking poison, and the priest threw Simoun’s remaining jewels into the sea.

You’ve now come to the end of the El Filibusterismo summary covering the entire novel. If you found this
resource helpful, we encourage you to share it with your friends and classmates through social media or any
other way you see fit. By disseminating the knowledge and insights from this significant piece of literature, we
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