Talojongon, Tigaon, Camarines Sur, Philippines

EXCELLING IN TRUTH IN THE SERVICE OF GOD AND COUNTRY

COLLEGE OF EDUCATION
FIRST SEMESTER
AY 2022-2023

Course Title THE LIFE AND WORKS OF JOSE RIZAL

Course Description 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 correspondents.
Course Credit: Three (3) units
Contact Hours Three (3) hours every week for 18 weeks or 54
hours in a semester
Instructor: MENARD JONAS B. MESOGA, LPT

MODULE 1
PRELIMS

TOPIC: Jose Rizal’s life within the context of 19th century Philippines

OBJECTIVES
At the end of this module, you should be able to:

1. Explain the history of the Rizal Law and its important provisions
2. Critically assess the effectiveness of the Rizal Course
3. Appraised the link between the individual and society
4. Analyze the various social, political, economic, and cultural changes that
occurred in the nineteenth century
5. Understand Jose Rizal in the context of his times.

Motivation: Oftentimes, we have our own subjective definitions of the word

“hero.” For this short task, be able to present or show a picture of your most
admired hero. State your reasons why you considered him or her a hero
including his or her noble and inspiring deeds and contributions to your life.
(25 pts.)

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 INTRODUCTION:
Welcome to the first lesson on the course The Life and Works of Jose
Rizal. This lesson provides a discussion on the historical context and contents of
the Rizal Law and examines the social, political and economic conditions in the
Philippines in the 19th century. Studying the historical context of the Rizal Law
allows us to better understand the contents, rationale and importance of the law.
Similarly, studying the 19th century is helpful in studying the life, works and ideas
of Dr, Jose Rizal because this puts him in the appropriate context.

To discover about a hero with flesh and blood not as a divinity or a

supernatural being that is an object of admiration without understanding. To
inspire a hero like Jose Rizal, we must be able to understand more about him-not
only his acts but the thoughts behind his action, reasons, experiences and works
that are pertinent to our time and place. Also, we should adapt Jose Rizal
attributes as a person-his intelligence, courage, compassion, nationalism, and
weaknesses being a womanizer, violent, and short-tempered that completes him
as a human being.
One of the major reasons behind the passage of the Rizal Law was the
strong intent to instill nationalism in the hearts and minds of the Filipino youth.
Wani -Obias, R et al. (2018).
Presentation of the content:
DEFINITION OF KEY WORDS
A HERO or bayani in Tagalog is someone that saves lives and perform noble
deeds.
a. Hero- according to the dictionary, it is a man admired for his
achievements and noble qualities and regarded as an ideal or model.
-the central figure in an event, period or movement, honored for
outstanding qualities.
-he is someone who shows great courage in an important event.
According to Dr. Esteban de Ocampo, a known Filipino historian, as stated in his
book about Rizal that:
“a hero means a prominent or central personage taking an admirable part in any
remarkable action or event; a person of distinguished valor or enterprise in
danger, or fortitude in suffering; and a man honored after death by public worship
because of exceptional service to mankind.”
b. Illustrado- constituted the Filipino educated class during the Spanish colonial
period in the late 19th century. They were the middle class who were educated in
Spain and expose to Spanish liberal and European nationalists’ ideals.
c. Victorian Hero- one who is usually a dashing oriental knight in shining armor,
prudent, dashing, cool under pressure.

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d. Modern Day Hero- People who are making difference.
LESSON: REPUBLIC ACT 1425: RIZAL LAW

A. Executive Order No. 75 “National Heroes Committee”

Issued by President Fidel V.
Ramos on March 28, 1993, creating the
National Heroes Committee under the
Office of the President.
The principal duty of the
Committee is to study, evaluate and
recommend Filipino national
personages /heroes in due recognition of
their sterling character and remarkable
achievements for the country.
The Technical Committee of the
National Heroes Committee had a meeting on June 3, 1993, in Manila and
adopted the following criteria:
1. Heroes are those who have a concept of nation and thereafter aspire
and struggle for the nation’s freedom.
2. Heroes are those who define and contribute to the quality of life and
destiny of a nation.
In another round-table discussion held on November 15, 1995, the NHC
Technical Committee further adopted the criteria submitted by Dr. Alfredo
Lagmay, as follows:
1. A hero is part of the people’s expression, but that process of a people’s
internalization of a hero’s life and works takes time, with the youth forming part of
that internalization.
2. A hero thinks of the future, especially the future generations.
3. The choice of hero involves not only the recounting of an episode or
events in history, but of the entire process that made this person hero.
On November 15, 1995, the Technical Committee after deliberation and
careful study based on Dr. Onofre D. Corpuz’ and Dr. Alfredo Lagmay’s criteria
selected the following nine Filipino historical figures to be recommended as
National Heroes:

1. Jose Rizal 6. Marcelo H. del Pilar

2. Andres Bonifacio 7. Sultan Dipatuan Kudarat

3. Emilio Aguinaldo 8. Juan Luna

4. Apolinario Mabini 9. Gabriela Silang

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 5. Melchora Aquino

What makes a person a hero then?

A person can be considered as a hero if he or she possesses works
relevant to time and place. To be able to appreciate, we must learn and
understand more about his acts, reasons, motivation, and deeds.
To deeper understand on Rizal’s Life and Works, we should truly apply in
ourselves what Rizal’s did during his time: compassionate, nationalistic, intelligent,
and courageous.
Laws Honoring/Commemorating Filipino Historical Figures-for Dr. Rizal
a. Decree of December 20, 1898, issued by General Emilio Aguinaldo,
declared December 30 of every year a day of national mourning in honor of
Dr. Jose Rizal and other victims of the Philippine Revolution.

b. Act No. 137, which organized the politico-military district of Morong into the
Province of Rizal, was the first official step taken by the Taft Commission to
honor our greatest hero and martyr.

https://www.bing.com/images/search

REPUBLIC ACT NO. 1425

AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE

SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE,
WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS
NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE
PRINTING AND DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES

WHEREAS, today, more than any other period of our history, there is a need for a
re-dedication to the ideals of freedom and nationalism for which our heroes lived
and died;
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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.
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SECTION 4. Nothing in this Act shall be construed as amendment or repealing
section nine hundred twenty-seven of the Administrative Code, prohibiting the
discussion of religious doctrines by public school teachers and other person
engaged in any public school.

SECTION 5. The sum of three hundred thousand pesos is hereby authorized to

be appropriated out of any fund not otherwise appropriated in the National
Treasury to carry out the purposes of this Act.

SECTION 6. This Act shall take effect upon its approval.

Approved: June 12, 1956

Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956

Patriotic Objectives of the Rizal Law

1. To recognize the relevance of Rizal’s ideals, thoughts, teachings, and life
values to present conditions in the community and the country and apply
them in the solution of day-to-day situations and problems of contemporary
life.
2. To develop an understanding and appreciation of the qualities, behavior,
and character of Rizal as well as his thoughts and ideas, and thus foster
the development of moral character, personal discipline, citizenship, and
vocational efficiency.
3. To comply with the patriotic objectives of the Rizal Law given by the late
Senator Jose P. Laurel.

Senator Jose P. Laurel said “Rizal

was the founder of the Filipino
nationality. He was the architect of the
Filipino nation…I dare say that we
cannot know him without knowing and
imbibing the great principles and ideals
for which he stood and died. Rizal
believed that as we teach the young
men and the young women, the boys
and girls in all schools that virtue is the
only foundation of national greatness.
By approving this measure…It is hoped
that the future generations and the
generations after us by reading the life,
teachings, courage, and determination
in order that we may continue forward
our never ending pilgrimage to a full,
greater and more abundant life.
https://www.bing.com/images/search

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Below are the following Rizal’s Life reasons:

1. as an example of SACRIFICE
 He preferred to work through peaceful means of reforms to seek
equality for his people under Spanish laws (He could have enjoyed
the fruits of his family’s abundance and rubbed elbows with the
Spanish officials and the “illustrados”.
 He spent his life abroad in hunger and poverty
 He missed the company of his parents, brothers and sisters who
have been persecuted by the Spanish government
 When he returned home, he no longer held his life in his hands

2. His ideas: A Reply to the Challenges of the Millennium

 His social and civic virtues-embodied in his noblest aspirations for
his country and his people
 By consciously and clear-headedly accepting the ultimate sacrifice
of DEATH
 His field of action that lays in the strife of politics and power, but
were not in his inclinations
 He shouldered his political burden solely in the cause of duty
 A circumstance rendering him one of the figures rare in human
affairs
 A revolutionary without hatred
 A leader without worldly ambition
 He exemplified the virtues of honesty, personal integrity, civic
responsibility, social values of peace, justice, family, solidarity civic
responsibility, patriotism, and national dignity for his people, survive
and endure in this new millennium

3. A modern-day Hero as compared to a Victorian hero

 Victorian hero-one who is usually a dashing oriental knight in

shining armor, prudent, dashing, cool under pressure
 A Modern-day Hero…
 Rizal conquered his inferiorities
 He responded to the challenge of conquering himself
 He was able to accept great responsibility-he gave his
own life for his country
 From a weak and frail child, Jose Rizal rose to become
one of the tallest men in history.
B. THE 19th CENTURY PHILIPPINES AS RIZAL’S CONTEXT
Social Structure

 The Philippine society was predominantly feudalistic.

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 This was the result of the Spanish land holding improved upon the country
with the arrival of the conquistadores.
 The indios (natives) were exploited by the elite class
 They were drafted for manual labour.
 The Spaniards exacted all forms of taxes and tributes.
o Peninsulares- friars, Spanish officials
o Insulares-favored natives, mestizos, creollos
 The Philippines was governed by Spain through the Ministro de Utramar
based in Madrid.
 Central Government
o Governador-General-King of Spain’s representative in
governmental affairs.
o Vice-Royal patron over religious affairs
o Chief executive-issued orders and proclamations
o Ex-officio-president of the Royal Audencia
o Commander-in-chief of the colonial armed forces
 Provincial Government-ALCADIA
o Alcalde Mayor or Civil Governor (head)
 City Government-CABILLO or AYUNTAMIENTO (head)
o Two alcaldes en-ordinario
 Local Government Unit-PUEBLO or TOWN
o Gobernadorcillo or Town Mayor (head)
- Chief executive
- Chief judge
 Smallest Government Unit-BARANGAY or BARRiO
o Cabeza de barangay (head)
- To collect taxes and tributes from the constituents
- Received 2% of the tax collection aside from the 4% of
the Sanctorum (3 events collected each year intended
for All Saints Day, Holy Thursday and Corpus Christi.)
 Guardia Civil
o Organized in 1867
o Corps of native police led by Spanish officers
o In 1880’s feared instrument of summary arrest of any
persons denounced by friars as filibusteros

 Royal Audencia
o Highest court of the colony
o Headed the judicial system
o Auditor of the government finances
o High council to which government affairs were referred

 Frailocracia Audencia
o Means “rule of the friars”
o Cebu
o Jaro (Iloilo)
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 o Nueva Caceres (Naga)
o Nueva Segovia (Vigan)

 Educational Decree 1863

o Each major town in the colony was to establish at least one
elementary school for boys and another one for girls
 Books and other materials must pass rigid censorship by the Church
and Civil Authorities.
 Most serious criticisms against the Spanish educational system.
o Overemphasis on religion
o Limited and irrelevant curriculum
o Obsolete classroom facilities
o Inadequate teaching materials
o Absence of academic freedom.

 The implementation of the Moret Decree of 1870 (secularization of higher

education in the Philippines) was opposed by the friars.

Film Viewing Time: “Ganito kami noon, Paano kayo ngayon?” Directed by Eddie
Romero.

ASESSMENT: (Please type your answer in the activity sheet)

1. How significant for us to study and understand the life and works of Rizal? (20 pts.)
2. Think of a recent novel, story, or movie that you have read or watched.
Critically answer the questions below:
a. How did you learn from that story? State its title. (15 pts.)
b. Select a statement that shows patriotism from the novel you’ve read or
a movie you’ve watched. Then, reflect it to the Rizal’s writings. (15 pts.)

SUMMARY
The hero is an expression of people’s acceptance of his/her contribution to
the development of the nation. It is not just a popular belief but the consistent
recognition and acknowledgement not only of his contemporaries but also the next
generation. Dr. Rizal is truly a hero exceptional in his ideas, works and decisions.
Republic Act No. 1425, known as the Rizal Law, mandates all educational
institutions in the Philippines to offer courses about José Rizal. The full name of
the law is 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. Rizal is recognized as
the most prestigious and dedicated 19th century nationalist.

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 REFERENCES

A. BOOK REFERENCES

Agoncillo, T. A. (1956). The revolt of the masses

Capino, D. et al. (2005). Rizal’s Life, works and writings: Their impact on our national
identity.
Pasigui, R.E. and Cabalu, D.H. (2006). Jose Rizal: The Man the hero
Perpetual Help System Dalta, Las Piñas Campus, AMA Computer University

B. ONLINE REFERENCES
www.slideshare.net.
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425
https://www.bing.com/images/search

BLESSED BE TO GOD FOREVER!

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 EXCELLING IN TRUTH IN THE SERVICE OF GOD AND COUNTRY

COLLEGE OF EDUCATION
FIRST SEMESTER
AY 2020-2021

THE LIFE AND WORKS OF JOSE RIZAL

ACTIVITY SHEET 1

Name:_____________________________ Course/Year:_______________
Date:______________________________

MOTIVATION: (Kindly attach your output here.) (25 pts.)

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ASSESSMENT

a. Type your answer on the space below for Q1 (20 pts.)

b. Type your answer on the space below for Q2 – A (15 pts.)

c. Type your answer on the space below for Q2 – B (15 pts.)

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 EVALUATION:

1. Plot the history of the Rizal Law and its important provisions by using
graphic organizer. You can use additional sheet for this task. (50 pts.)

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2. How do social, political, economic, and cultural changes that occurred in
the nineteenth century affect the people of today? Type your answer on the
space below. (20 pts.)

3. What important details that you have learned on the Rizal’s context that
you can apply at this present time? Type your answer on the space below.
(20 pts.)

4. How would reading Rizal’s novels impart patriotism? Type your answer on
the space below. (20 pts.)

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 ASSIGNMENT

1. In your spare time, watch the film titled “Ganito kami noon, Paano kayo
ngayon?” Directed by Eddie Romero.

Guide Question: Write a statement/ point of view of no less than 100

words about the film “Ganito kami noon, Paano kayo ngayon?” to display
value the relation between individual and society.

2. Read and study the Advent of a National Hero (Rizal’s Life: Family,
Childhood and Early Education).

Total Number of Points for Module 1 = 185 points.

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