Rizal Law Notes PDF

**LESSON 1: RIZAL LAW** **Jose Protacio Rizal Mercado y Alonzo Realonda** - The founder of Philippine Nationalism - The greatest hero of the Malayan race - He was a polymath, nationalist, and the most prominent advocate for reforms in the Philippines **Republic act 1425 or the Rizal L...

**LESSON 1: RIZAL LAW** **Jose Protacio Rizal Mercado y Alonzo Realonda** - The founder of Philippine Nationalism - The greatest hero of the Malayan race - He was a polymath, nationalist, and the most prominent advocate for reforms in the Philippines **Republic act 1425 or the Rizal Law** - 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 purposes. **Jose P. Laurel** - The sponsor of the said law **Claro Mayo Recto** - The author or main proponent of the law. - **It was enacted and signed on [June 12, 1956] which coincides the Philippine Independence Day** **THE THREE MAIN GOALS OF RIZAL'S LAW** **CONTENTS OF THE RIZAL LAW** **[SECTION 1:]** This section mandates the students to read the two greatest novels of Rizal. These two shall be included in the curricula of all schools, colleges and universities, public or private **[SECTION 2:]** This section mandates the schools to have "an adequate number" of copies in their libraries **[SECTION 3:]** This section orders the Board of National Education to publish the works in English, Tagalog, and other major Philippine languages **[SECTION 4:]** It prohibits the discussion of religious doctrines by persons engaged in any public school **[SECTION 5:]** A sum of 300 thousand pesos is appropriated to carry out the purposes of the law **[SECTION 6:]** It shall take effect upon its approval **HISTORICAL BACKGROUND ON RIZAL'S TIME** **FEBRUARY 19, 1861 -** The liberal **Czar Alexander II** issued Emancipation Manifesto 1861 **JUNE 19, 1861 -** the **American Civil War** was raging furiously in the United States due to **Negro slavery** **SEPTEMBER 22, 1862 - Benito Juarez** was elected President of Mexico **JUNE 12, 1864 - Archduke Maximillian** of Austria was installed by Napoleon III as **puppet emperor** of Mexico **MAY 15, 1867 -** Juarez defeated the Maximillian forces with U.S. Support & executed Maximillian on June 19 - **Italians and Germans succeeded in unifying their nations** - England -- was known as the **World's Leading Imperialist Power** - **[Queen Victoria]** proudly asserted *"Britannia rules the waves"* - "Opium" Wars - **British Colonies:** - Ceylon (Sri Lanka) - Maldives - Aden - Malaysia - Singapore - Egypt - Australia - New Zealand **JUNE 8, 1853 - [Commodore Matthew C. Perry ]**re-opened Japan to the world ending Japan's 214-year isolation [**- Emperor Meiji (Mutsuhito)**] modernized Japan by freely accepting Western influences, including imperialism **- [Spain]** as the **["Mistress of the World"]** **HISTORICAL BACKGROUND OF THE PHILIPPINES ON RIZAL'S TIMES** - Filipinos were unfortunate victims of the evils of the unjust, bigoted and deteriorating colonial power. - **Instability of colonial administration** - The colonial government often faced challenges and inconsistencies, leading to ineffective governance. - **Corrupt Officialdom** - Officials frequently engaged in corrupt practices, undermining trust and fairness in administration. - **No Philippine representation in the Spanish Cortes** - Filipinos lacked political representation in the Spanish legislature, limiting their voice in governance. - **Human Rights Denied to Filipinos** - Basic human rights were systematically violated, with little regard for the dignity of the Filipino people. - **No Equality Before the Law** - Laws were applied unevenly, favoring colonial authorities and Spaniards while oppressing Filipinos. - **Maladministration of Justice** - The justice system was plagued by inefficiency and bias, often failing to protect the rights of Filipinos. - **Racial Discrimination** - Filipinos faced systemic discrimination based on race, which devalued their status in society. - **Frailocracy** - Power was often held by a small group of elites, undermining broader representation and participation in governance. - **Forced Labor or*"Polo Y Servicios****" -* Filipinos were subjected to mandatory labor without fair compensation, contributing to their exploitation. - **Haciendas Owned by the Friars** - Religious leaders controlled large estates, exacerbating economic inequalities and exerting undue influence over the local population. Jose P. Rizal being the "First Filipino'' stands out in the history of the Philippines as a nation. His life, works, writings and teachings were vital in the origins and development of a Filipino national consciousness that led to the shaping of the nation. The Principles and ideals that he lived and died for permeate through every lesson in this module.             In fact the authors of the Rizal law \[R.A. No. 1425\] had hoped that by having an understanding of his life and analyzing his teachings and literary works, the Filipino youth may be provided the much- needed role model that seen too wanting today. They may also gain inspiration and insight and involve themselves in the community, carrying the values and virtues of the national and the other heroes. **Republic Act No. 1425 or the Rizal Law**             The **Republic Act 1425, **better known as the Rizal Law, was passed on June 12, 1956, authored by Claro M. Recto According to the "Official Gazette" the Rizal Law was implemented by the National Council of Education on August 16, 1956. The Rizal law provides for the inclusion of Rizal's life, works, and writings especially his novels *Noli Me Tangere *and *El Filibusterismo *in the curriculum of all schools, private and public. Among other things, it also authorizes the publication and the distribution of materials that contain the life, works, and writings of Jose Rizal. For contemporary relevance, the inclusion of the works of other nationalists, from the GomBurZa to Marcos, as allowed and encouraged by the same law (Department Order No. 112 s 1969, implementing the three- unit course on the Life, Works, and Writings of Jose Rizal).             The central idea of the chronological, biographic, critical, and analytical approach is to combine the salient points of Rizal's life, works, and writing into the origin, evolution, and development of our national consciousness. Moreover, as the law requires, there is a need for rededication to the ideals of freedom and nationalism for which our heroes lived and died.             Rizal law stresses, particularly the novels *Noli Me Tangere* and *El Filibusterismo* as the basic text from among the writings of Rizal. The framers of the law regarded the books as *"constant and inspiring source of patriotism with which the minds of the youth during their formative and decisive years in school be suffused."* They hoped and by studying Rizal's life and analyzing his teachings and literary works, the youth may gain inspiration and insight so that consequently involve themselves in the community, carrying the values and virtues of Rizal and other national heroes. The youth, who Rizal referred as the "* Fair hope of the Fatherland,"* must acquire proper direction and search for a better national life. **THE RIZAL ANCESTRY** As a typical Filipino, Rizal was a product of the mixture of races. In his veins flowed the blood of both the East and West. Predominantly, he was a Malayan and was a magnificent specimen of Asian manhood. Rizal's great-great grandfather on his father side was Domingo Lameo, a Chinese immigrant from the Fukien city of Changchow, who arrived in Manila in about 1690. He became a Christian, married a well-to-do Chinese Christian girl of Manila named Ines dela Rosa, and assumed in 1731 the surname Mercado, which was appropriate for him because he was a merchant. The Spanish term Mercado means market in English. Domingo Mercado and Ines dele Rosa had a son Francisco Mercado, who resided in Binan, married a Chinese-Filipino mestiza, Cirila Bernacha, and was elected gobernadorcillo  of the town. One of their sons, Juan Mercado, Rizal's grandfather, married Cirila Alejandro, Chinese-Filipino mestizo. Like his father, he was elected gobernadorcillo of Binan. Capitan Juan and capitana Cirila had thirteen children, the youngest being Francisco Mercado, Rizal's father. At the age of eight, Francisco Mercado lost his father and grew up to manhood under the care of his mother. He studied Latin and Philosophy in the College of San Jose in Manila. While studying in Manila, he met and fell in love with Teodora Alonso Realonda, a student in the College of Sta Rosa. They were married on June 28, 1848. After which they settle down in Calamba, where they engaged in farming and business and reared a big family. It is said that Dona Teodora's family descended from Lakandula, the last native King of Tondo. Her great grandfather, Rizla's maternal great-great grandfather, Eugenio Ursua, (of Japanese ancestry) who married a Filipina named Benigna (surname unknown). Their daughter Regina, married Manuel de Quintos, a Filipino-Chinese lawyer from Pangasinan. On eof the daughters of Atty. De Quintos and Regina was Brigida, who married Lorenzo Alberto Alonso, a prominent Spanish-Filipino mestizo of Binan. Their children were Narcisa, Teodora (Rizal's mother) Gregorio, Manuel, and Jose. Jose Rizal was born on June 19, 1861.  It was a Wednesday evening in Calamba, Laguna, and his mother nearly died in the process.  He was baptized three days later, on June 22, by the parish priest of the Catholic church in his town, Fr. Rufino Collantes from Batangas.  His godfather, Fr. Pedro Casanas, was a close family friend.  Rizal\'s mother named him after St. Joseph, to whom she was ardently devoted. **RIZAL\'S FAMILY** Francisco Mercado Rizal was born on May 11, 1818 in Binan, Laguna.  He was a graduate of the College of San Jose in Manila, studying Latin and Philosophy.  Francisco moved to Calamba to become a tenant-farmer of a hacienda owned by the Dominicans.  He died at the age of 80 on January 5, 1898 in Manila. About his father, Jose Rizal says that he is *\"a model of fathers.\"* Teodora Alonso Realonda was born on November 8, 1826 in Manila.  She was a graduate of the College of Santa Rosa.  She died at the age of 85 on August 16, 1911 in Manila. About his mother, Jose Rizal says, *\"My mother is a woman of more than ordinary culture; she knows literature and speaks Spanish better than I. She corrected my poems and gave me good advice when I was studying rhetoric. She is a mathematician and has read many books.\"* Rizal is the seventh of eleven children: 1. Saturnina 2. Paciano 3. Narcisa 4. Olimpia 5. Lucia  6. Maria 7. Jose 8. Concepcion 9. Josefa 10. Trinidad 11. Soledad Rizal\'s family was a mixture of races.  They were a combination of Negrito, Malay, Indonesian, Japanese, Chinese, and Spanish, though Jose was predominantly Malayan. Mercado was the original surname of the Rizal family.  Domingo Lamco, Jose\'s great-great-grandfather, adopted the name *Rizal* in 1731 and it became a second surname of the family.** ** **EARLY EDUCATION** Jose Rizal early education in Calamba and Binan was a typical schooling that a son of *Ilustrado* family received during his time, characterized by the four Rs- reading, writing, arithmetic and religion. Instruction was rigid and strict. Knowledge was forced into minds of the pupils by means of the tedious memory method aided by the teacher's whip. Despite the defects of the Spanish system of elementary education, Jose Rizal was able to acquire the necessary instruction preparatory for college work in Manila and abroad **EARLY EDUCATION IN CALAMBA AND BIÑAN** Rizal had his early education in Calamba and Biñan. It was a typical schooling that a son of an ilustrado family received during his time, characterized by the four R's- reading, writing, arithmetic, and religion. Instruction was rigid and strict. Knowledge was forced into the minds of the pupils by means of the tedious memory method aided by the teacher's whip. Despite the defects of the Spanish system of elementary education, Rizal was able to acquire the necessary instruction preparatory for college work in Manila. It may be said that Rizal, who was born a physical weakling, rose to become an intellectual giant not because of, but rather in spite of, the outmoded and backward system of instruction obtaining in the Philippines during the last decades of Spanish regime. **THE HERO'S FIRST TEACHER** The first teacher of Rizal was his mother, who was a remarkable woman of good character and fine culture. On her lap, he learned at the age of three the alphabet and the prayers. \"My mother,\" wrote Rizal in his student memoirs, \"taught me how to read and to say haltingly the humble prayers which I raised fervently to God.\"\ \ As tutor, Doña Teodora was patient, conscientious, and understanding. It was she who first discovered that her son had a talent for poetry. Accordingly, she encouraged him to write poems. To lighten the monotony of memorizing the ABC's and to stimulate her son's imagination, she related many stories. ***Three*** uncles who were brothers of his mother also had much influence on the early childhood of ***Jose*** Rizal. The youngest ***uncle*** named ***Jose***, took care of teaching regular lessons to Rizal. His huge ***uncle*** Manuel developed his physique until he had a body of silk and steel and no longer a skinny and sickly boy. And uncle Gregorio was a lover of books. He instilled into the mind of his nephew a great love for books.\ \ As Jose grew older, his parents employed private tutors to give him lessons at home. The first was Maestro Celestino and the second, Maestro Lucas Padua. Later, an old man named Leon Monroy, a former classmate of Rizal's father, became the boy's tutor. This old teacher lived at the Rizal home and instructed Jose in Spanish and Latin. Unfortunately, he did not lived long. He died five months later.\ \ After a Monroy's death, the hero's parents decided to send their gifted son to a private school in Biñan.  **JOSE GOES TO BIÑAN** One Sunday afternoon in June , 1869, Jose, after kissing the hands of his parents and a tearful parting from his sister, left Calamba for Biñan. He was accompanied by Paciano , who acted as his second father. The two brothers rode in a carromata, reaching their destination after one and one-half hours' drive. They proceeded to their aunt's house, where Jose was to lodge. It was almost night when they arrived, and the moon was about to rise.\ \ That same night, Jose, with his cousin named Leandro, went sightseeing in the town. Instead of enjoying the sights, Jose became depressed because of homesickness. \"In the moonlight,\" he recounted, \"I remembered my home town, my idolized mother, and my solicitous sisters. Ah, how sweet to me was Calamba, my own town, in spite of the fact that was not as wealthy as Biñan.\"\ \ **FIRST DAY IN BIÑAN SCHOOL** The next morning (Monday) Paciano brought his younger brother to the school of Maestro Justiniano Aquino Cruz. The school was in the house of the teacher, which was a small nipa hut about 30 meters from the home of Jose's aunt. Paciano knew the teacher quite well because he had been a pupil under him before. He introduced Jose to the teacher, after which he departed to return to Calamba. Immediately, Jose was assigned his seat in the class. The teacher asked him:\ \ \"Do you know Spanish?\"\ \"A little, sir,\" replied the Calamba lad.\ \"Do you know Latin?\"\ \"A little, sir.\" The boys in the class, especially Pedro, the teacher's son laughed at Jose's answers.\ The teacher sharply stopped all noises and begun the lessons of the day. Jose described his teacher in Biñan as follows: \"He was tall, thin, long-necked, with sharp nose and a body slightly bent forward, and he used to wear a sinamay shirt, woven by the skilled hands of the women of Batangas. He knew by the heart the grammars by Nebrija and Gainza. Add to this severity that in my judgement was exaggerated and you have a picture, perhaps vague, that I have made of him, but I remember only this.\" First School BrawlIn the afternoon of his first day in school, when the teacher was having his siesta, Jose met the bully, Pedro. He was angry at this bully for making fun of him during his conversation with the teacher in the morning. Jose challenged Pedro to a fight. The latter readily accepted, thinking that he could easily beat the Calamba boy who was smaller and younger. The two boys wrestled furiously in the classroom, much to the glee of their classmates. Jose, having learned the art of wrestling from his athletic Tio Manuel, defeated the bigger boy. For this feat, he became popular among his classmates. After the class in the afternoon, a classmate named Andres Salandanan challenged him to an arm-wrestling match. They went to a sidewalk of a house and wrestled with their arms. Jose, having the weaker arm, lost and nearly cracked his head on the sidewalk.\ \ In succeeding days he had other fights with the boys of Biñan. He was not quarrelsome by nature, but he never ran away from a fight. **BEST STUDENT IN SCHOOL** In academic studies, Jose beat all Biñan boys. He surpassed them all in Spanish, Latin, and other subjects. Some of his older classmates were jealous of his intellectual superiority. They wickedly squealed to the teacher whenever Jose had a fight outside the school, and even told lies to discredit him before the teacher's eyes. Consequently the teacher had to punish Jose.  **EARLY SCHOOLING IN BIÑAN** Jose had a very vivid imagination and a very keen sense of observation. At the age of seven he traveled with his father for the first time to Manila and thence to Antipolo to fulfill the promise of a pilgrimage made by his mother at the time of his birth. They embarked in a casco, a very ponderous vessel commonly used in the Philippines. It was the first trip on the lake that Jose could recollect. As darkness fell he spent the hours by the katig, admiring the grandeur of the water and the stillness of the night, although he was seized with a superstitious fear when he saw a water snake entwine itself around the bamboo beams of the katig. With what joy did he see the sun at the daybreak as its luminous rays shone upon the glistening surface of the wide lake, producing a brilliant effect! With what joy did he talk to his father, for he had not uttered a word during the night! When they proceeded to Antipolo, he experienced the sweetest emotions upon seeing the gay banks of the Pasig and the towns of Cainta and Taytay. In Antipolo he prayed, kneeling before the image of the Virgin of Peace and Good Voyage, of whom he would later sing in elegant verses. Then he saw Manila, the great metropolis , with its Chinese sores and European bazaars. And visited his elder sister, Saturnina, in Santa Ana, who was a boarding student in the Concordia College. When he was nine years old, his father sent him to Biñan to continue studying Latin, because his first teacher had died. His brother Paciano took him to Biñan one Sunday, and Jose bade his parents and sisters good-bye with tears in his eyes. Oh, how it saddened him to leave for the first time and live far from his home and his family! But he felt ashamed to cry and had to conceal his tears and sentiments. \"O Shame,\" he explained, \"how many beautiful and pathetic scenes the world would witness without thee!\"\ \ They arrived at Biñan in the evening. His brother took him to the house of his aunt where he was to stay, and left him after introducing him to the teacher. At night, in company with his aunt's grandson named Leandro, Jose took a walk around the town in the light of the moon. To him the town looked extensive and rich but sad and ugly.\ \ His teacher in Biñan was a severe disciplinarian. His name was Justiniano Aquino Cruz. \"He was a tall man, lean and long-necked, with a sharp nose and a body slightly bent forward. He used to wear a sinamay shirt woven by the deft hands of Batangas women. He knew by memory the grammars of Nebrija and Gainza. To this add a severity which, in my judgement I have made of him, which is all I remember.\" The boy Jose distinguished himself in class, and succeeded in surpassing many of his older classmates. Some of these were so wicked that, even without reason, they accused him before the teacher, for which, in spite of his progress, he received many whippings and strokes from the ferule. Rare was the day when he was not stretched on the bench for a whipping or punished with five or six blows on the open palm. Jose's reaction to all these punishments was one of intense resentment in order to learn and thus carry out his father's will. Jose spent his leisure hours with Justiniano's father-in-law, a master painter. From him he took his first two sons, two nephews, and a grandson. His way life was methodical and well regulated. He heard mass at four if there was one that early, or studied his lesson at that hour and went to mass afterwards. Returning home, he might look in the orchard for a mambolo fruit to eat, then he took his breakfast, consisting generally of a plate of rice and two dried sardines.  After that he would go to class, from which he was dismissed at ten, then home again. He ate with his aunt and then began at ten, then home again. He ate with his aunt and then began to study. At half past two he returned to class and left at five. He might play for a short time with some cousins before returning home. He studied his lessons, drew for a while, and then prayed and if there was a moon, his friends would invite him to play in the street in company with other boys. Whenever he remembered his town, he thought with tears in his eyes of his beloved father, his idolized mother, and his solicitous sisters. Ah, how sweet was his town even though not so opulent as Biñan! He grew sad and thoughtful. While he was studying in Biñan, he returned to his hometown now and then. How long the road seemed to him in going and how short in coming! When from afar he descried the roof of his house, secret joy filled his breast. How he looked for pretexts to remain longer at home! A day more seemed to him a day spent in heaven, and how he wept, though silently and secretly, when he saw the calesa that was flower that him Biñan! Then everything looked sad; a flower that he touched, a stone that attracted his attention he gathered, fearful that he might not see it again upon his return. It was a sad but delicate and quite pain that possessed him. [**[THE HIGHER EDUCATION OF RIZAL]**](https://lensandrews.csu.edu.ph/course/section.php?id=51685) **Academic Performance in Ateneo** According to Ambeth Ocampo there were only twelve students in a class, nine of which, including Jose Rizal, graduated sobresaliente with the same excellent mark in all their subjects in school year 1876-77. At the age of 16 -- Rizal graduated with highest honors. He took a post-graduated course there in land surveying. 1877 -- completed his surveyor's training May 1878 - passed the licensing exam 1881 -- granted a license in 1881 June 10, 1872-accompanied by Paciano. He took the entrance examinations at the College of San Juan de Letran which was first wish by his father but change to Ateneo instead. Fr. Magin Fernando refuse to admit him. LATE REGISTRATION SICKLY AND UNDERSIZED FOR HIS AGE  Fr. Manuel Xerez-Burgos (nephew of Fr. Burgos) interceded Study and reading until 4 p.m. Some of the books read by Rizal: ( 1) The Count of Monte Cristo by Alexander Dumas (2 ) Travels in the Philippines by Dr. Feodor (Fyodor) Jagor 4 -- 5 exercise 5 -- 6 social and misc obligations. 1st year in Ateneo - LATIN- Excellent - SPANISH- Excellent - GREEK- Excellent 2nd year in Ateneo - Spanish- Excellent - Greek-Excellent - WORLD GEOGRAPHY- Excellent When Rizal Enters Ateneo. - Returned to Calamba in March 1874 for his summer vacation. - 2nd year in Ateneo (1873-1874) - Received excellent grades and a gold medal. - Returned to Calamba in March 1874 for his summer vacation. 3rd year in Ateneo - LATIN- Excellent - SPANISH- Excellent - WORLD HISTORY- Excellent - HISTORY OF SPAIN & PHIL.- Excellent - ARETHMETIC- Excellent - ALGEBRA- Excellent - GREEK- Excellent - Paciano enrolled Rizal to the school of Maestro Justiniano Aquino Cruz. - Pedro- Maestro Justinano's son Bully classmate of Jose - Rizal met the bully, Pedro. Rizal, who was angry at this bully for making fun of him during his conversation with the teacher, challenged Pedro to a fight. Rizal having learned the art of wrestling from his athletic Tio Manuel, defeated the bigger boy. - After class, a classmate named Andres Salandanan challenged him to an arm-wrestling match. Rizal having the weaker arm, lost and nearly cracked his head on the sidewalk. 4th year in Ateneo - RHETORIC & POETRY- Excellent - FRENCH- Excellent - GEOMETRIC & TRIGONOMETRY- Excellent 5th Year in Ateneo - PHILOSOPHY- Excellent - PHILOSOPHY 2- Excellent - MINERALOGY & CHEMISTRY- Excellent - PHYSICS- Excellent - BOTANY & ZOOLOGY- Excellent