A Course Module for

The Life, Works,

and Writings
of Jose Rizal
Eugene Raymond P. Crudo
Herald Ian C. Guiwa
Reidan M. Pawilen

••••
••••
..(��'\..

,�,,
GEC Series

08 COM ES-
-our
BASED
-EDUCAT10N
 . A Course Module for

T�e Life, Works,

. and Writings
·o, Jose. Rizal
\
\ .

'
Eugeri'EfRaymo.nd P. Crudo
He�ald ·1an C. c·ui'wa
Rei�an M. P.�wilen

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 PREFACE

To the reader,
dule, a guide to learning abo_ut
We would like to welcome you to the Rizal mo
onal hero. With the advent of social
the life and w�rks of th� country's premier nati
tion online, we know that by now,
media and the fast-paced dissemination of informa
ys being. s�ar�d on the Internet
you have already met Rizal as the symbol that is alwa �
e days such as the celebratio n of Phil ippine Independence
especially in commemorativ
l's·martyrdom every
every 12th of June, the birth of Rizal every 19th of June, and Riza
ments, t-shirts,
30th of December. Even offline, Rizal's image can be seen in monu
money, and various everyday items.
Despite the vast use of Rizal's image in the country however, the question still
remains: Who is Rizai? This central question further merits different auxiliary questions
·mainly: 1) Who is Rizal as a hero? and 2) Who -is Rizal as a person? For students, a
more personal question would be: }'Vhy do we still need to study a p erson who lived
more than 150 years ago? Are the ideas and works of Rizal still relevant today?
This book aims to answer these questions not only by looking at the life· and
works of Rizal but also on understanding why Rizal still matters in today's age. The
book also hopes to regain students' interest in the works of Rizal by looking at how
the state promotes Rizal; how the online world represents and reproduces the image
and the story of Rizal, Rizal's context, and finally, Rizal's ideas that are still relevant
in today's society.

A�tiviti�s are designed to capitalize on today's technology, especially the Intern�t,

to provi de a timely learning experience to the readers. We believe that this will enhance
not only the learning process but also the appreciation of young leaders of one of the
foundations of the Filipino nation.
As Rizal stated in his letter to his sister, Trinidad on March 11 1886
. , , you are
sti·11 young, therefore "you should strive to read , read, and le am. ,, ,vve
. .
A, are very
mu ch
hop ing that you will have a wonderful time using this module. To God be the glory
!

The Authors

V
 Lesson 1: Republic Act 1425 (Rizal Law) I 3.

Lesson Discussion:
The Birth of the Rizal Law
Amidst the destruction of building infrastructures, roads, and bridges brought
by World War II, the people saw the need to rebuild the Filipino identity which
was equally· affected by the war. Nationalist policy-makers did not waste any time
and .painstakingly redirected the nation to the essence of History as a foundation of
nati�nal hope and pri�e. Education became the primary weapon of reorientation
while prioritizing the youth as the bearers of co_untry' s future.
Much at_tention was apportioned to the ideals of freedom and nationalism
of Filipino heroes. Jose Rizal was· an obvious platform from a start since his name
d_ominates the pantheon of heroes. On Apr:il 3, 1956, Senate Bill No. 438 ( AN ACT TO
MAKE NOLI ME TANGERE AND EL ;FILIBUSTERISMO COMPULSORY READING
MATTER IN ALL PUBLIC AND PRIVATE COLLEGES AND UNIVERSITIES AND
FOR OTHER PURPOSES) was submitted to the Senate Committee on Education.
Senator Jose P. Laurel, the Chairman of the Committee, sponsored and presented
the bill to the memb�rs of the Upper House on April 17, 1956. The main purpose of
the bill according to Senator Laurel was to disseminate the ideas and ideals of Jose
Rizal through the reading of his works, notably his novels Noli Me Tangere and El
Filibusterismo. He stated that:
N�li Me Tangere and El Filibusterismo must be read by all Filipinos. They
must b� taken to heart, for in their.pages we see ourselves as in a mirror, our
defects as well as our strength, our virtues as well as our vices. Only then
would we become conscious as a people, and so learn to prepare ourselves
for painful sacrifices that ultimately' lead to self-reliance, self-respect and
freedom (Laurel, Jr., 131).
 Lesson 1: Republic Act 1425 (Rizal Law) I S

opposition. However, Senator Laurel asserted the importance of reading the original
and unexpurgated edition of Rizal's novels because the true purpose of studying these
will be defeated if not followed. To add a more conciliating clause, the last amendment
was proposed-the provisions regarding the "exemption" of students from reading the
two novels on certain conditions. With this, on May 12, 1956, Senate Bill No. 438 was
unanimously approved on second reading. The Lower House imitated the Senate and
on May 14, 1956, the bill was approved unanimously in the House of Representatives •
. The trial of the Rizal Law in Congress (Senate and House of Representatives) is
clearly a triumph of democracy. On one hand, the role of the opponents should not
be overlooked because their dissenting opinions broadened the scope of democratic
-processes. On the other hand, the proponents had perfected their bill because of the
criticism they received. On June 12, 1956, President Ramon Magsaysay signed the bill
to make it a law, �us giving birth to Republic Act 1425 also known as the Rizal Law.
Below is a copy of the law:

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 ideal� 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,
Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:
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
LESSON 2

Concept of Hero

Lesson Outcomes:
At the end of the lesson, the students should be able to:
1. trace the Filipino concept of hero/bayani.through times;
2. analyze the criteria set by the nation in recognizing herpes; and
3. assess the heroism of Rizal using the definitions and-criteria of heroes.

Lesson lntroductio•n:
People tend to misconstrue the title "hero" as an award given.to dead people.
Doing great things is likewise misinterpr�ted as·something.oniy heroes, like Rizal, can
achieve. Worse, as the popular Filipino adage "Mahirap magpakabayani. Ang bayani ay
binabaril sa Luneta" implies, peopie become individualistic, devoi,d of care for others.
Such views, unfortunately, hinder their· .sights on the various poss�bilities they can
do for the country. This lesson traces the concept of hero in the Filipino
•
d.tlture and
I .•
history to assess whether its traditional sense is ·confined only to the likes of Rizal, on
one hand, or may be applied to normal people, like the "millennials," on the other
hand.

Exploration: Youth Empowerment

Through the mandate of State vested upon the Rizal Law, the youth became
empowered to generate new ideas· that can change and improve the society. With this
in mind, the youth can actually select their new sets of heroes. These heroes may not
necessarily be dead. Ordinary or common people may be chosen.

9
 Lesson 2: Concept of Hero \ 11

· · this. According to
Pangangayaw or raiding into una JI'1ed tern: tory is an example of _
be ause o-f four reaso ns, ame y: 1 ) t
William Henry Scott, pangangayaw was done
n l
c �
· · a1 use goods or bounty to human slav es,
secure resources, rangmg from the occas10n . to
2) to avenge a personal affront or fam1• 1 y h onor,· 3) to fulfil mourning reqwrements
or
which the life of enemies must be sacrificed; and lastly 4) for personal �rorrunence
a mercenary reward. It is important to point out that a Bayan_i does not wor� alone; he
or she always exerts efforts togeth er with his/her comrades m the comm�ty. Henc�,
the root word of Bayani is•bayan (community/town/nation). When pangan�ayaw 15
done, the group of Bayani returns home; thus, fulfilling what Zeus Salazar said about
the bayani as a person who leaves his/her town and then r�- The tattoo� used as
the protection of kaluluwa (soul) of a Bayani, his kris/Jca_mpdan (weapon), his p uton g
(head gear), and other garments colored red are his iconic phy sical features.
It is noteworthy to mention, however, that early Filipino h eroes were neither
savages nor blood-thirsty killing machines. A Bayani is more often than not a �e
kawani or lingkod-bayan (community servant) who renders his or her help to those m
need in the community without counting the cost. His/Her ultimate goal is to maintain
peace and order.- the concept of bayanihan (cooper ation) and the- word ipabay ani (free
labor offered to/by someone) proves the semantic essence of Bayani.
The characteristics of early Filipino heroes· are worth emulating. The Boxer
Codex (1590),. an ancient document ab?ut the ear ly Philippine societies, defines
a Bayani as a person with a high_ status and dignity. Pedro Serrano Laktaw, in his
dictionary, elaborates the personality of- a Bayani: a p ers on who fears no one (walang­
takot), courageous (matapang), firm (matib ay), bo ld (mapan g aha s), but quiet ( t ahimik)
and calm (mahinahon). Qualities of the main char acters of Philippine epics, like Lam
Ang, ·Labaw Donggon, Tuwaang, etc., on the other hand, repre sent the actual B ayani.
All these qualities are clearly present in .a living human. The concept of a Filipino
Hero in e�rly Philippine societi�s, therefore ,. is not a posthumous award giv en to dead
people, but rather an honorific ro le and title in the society.
Nevertheless, changes occurred when the Spaniards conquered th e Philippines.
Instead of living role models, th e Spani�ds h ad introduced the image of obedience
of saints and disciples w�om the Filipinos had t o imitate in order to b e come good
colonials. Vid a Sancti, or the lives of [dead] saints became the foundation of good
qualities of life. Doctrina Christi ana or pray er and doctrine books b ecame a t extbook
of faith.
The Americans, on the other hand, propagated a secular view o� heroes. Hero­
worshipping of American soldiers who di ed during _the Philippine-American War
(then dubbed as Philippine Insurrection) like Gen. He nry W. Lawton, Col. John M.
Stotsenburg, and Col. Harry Egbert, was promoted through monuments and annual
commemoration rituals to justify the need for American tutelage in the Philippines.
 Lesson 2: Concept of Hero I 13

Rizal as a Filipino Hero

the Republic Act 1425
Jose Rizal as a Filipino hero is state-sponsored through
II phenomenon. Two
(Rizal Law). His heroism, however, is not a post-World War
De:ember 30, 1898
ye�rs after Rizal's death, the first commemoration was hel� _on
maldo, declared
when the then President of the First Philippine Republic, Errulio Agu
bas and
in Malolos, Bulacan, a day of National Mourning. Various provinces like Taya
of Rizal's
Batangas were reported to observe the solemn commemoration in front
ented
portrait. But this was not the start of the long years of veneration. It is do�
that during the meetings of the Katipunan, a portrait of Rizal was hangmg m the
room where members were made to believe that Rizal was an honorary member of
the secret society.
The Americans, realizing the possibilities of a Rizal cult in th�ir colonial agenda,
s�ized the opportunity and made Rizal the "national" hero of the Philippines. Among
the choices they had, three criteria were used in the selection: 1) a hero who is not
violent and militant, and if possible, preferred peaceful means like education; 2) a hero
who had no qualms on American imperialism; and 3) a hero who is already dead. It
is obvious here that Del Pilar, Mabini, Bonifacio, and Aguinaldo were not qualified as
heroes. It is a no-brainer that the Americans would pick Rizal ahead of others. In 1901,
William H. Taft, President of the Second Philippine Com.mission, had appointed Rizal
to embody the brand of natio�alisin propagated by the American colonial government.
However, there was no actual law during the American Regime that explicitly
declared Rizal the offi�al hero of the country. Three steps, instead, were made by the
American colonial government to promote his heroism, namely: 1) the creation of Rizal
Province; 2) the erection of Rizal Monument; and 3) the declaration of Rizal Day on
December 30 as a public holiday. Since th�n, Rizal' s image as a hero of the Philippines
has become a viable enterprise for stamp, chart, post-card makers, and other printed
materials. This was heightened when in 1956, the ·Rizal Law was conceived, since
books, textbooks, and modules were necessary for educational purposes.
In 1995, amidst. the preparation of the nation for the upcoming centennial
celebration of Philippine Revolution and Philippine Independence Day, the National
Heroes Committee created by. President Fidel V. Ramos released a list of recommended
national heroes. These were as follows:
1. Jose Rizal 6. Sultan Dipatuan Kudarat
2. Andres Bonifacio 7. Juan Luna
3. Emilio Aguinaldo 8. Melchora Aquino
4. Apolinario Mabini 9. Gabriela Silang
5. Marcelo H. del Pilar
 14 \ A Course Module for The Life, Works, and Writings of Jose Rizal

The aforementioned list is not yet approved. The website of th� National
Commission on the Culture andArts states that "this might trigger a flood of requ ests
for proclamations" and-might "trigger bitter _debates involving historica� controversies
about the heroes." Various laws honor_ing/ comm�morating Filipino historical figures
were instead passed into law.
Today, there are
four major •.nati9nal :celebration s with Rizal as an important
subject: June 12 (Indepenqence Day), June 19 (BirthA.n¢versary), last week ofAugu st
(National Heroes Week), and December 30 (Rizal Day)..

.,.

2.

3.
 lESSO 3
Rizal as a bol

lesson Outcomes:
. t � end o the lesson, the students should be able to:
differentiate the historical Rizal from the symbolic Rizal;
.... analyze photos of Rizal as signs and symbols; and
..). a...--sess the significan<:e of symbols in strengthening national solidarity and sense of
community.

Lesson Introduction:
The readers of Rizal are said to be more powerful than Rizal himself. He lived
and died in the past, but readers make him exist. I;{eader.� can actually manipulate
his image depending on a specific agenda. The proliferation of ideas had indeed.
generated a ,rka.nya-ka.nyang Rizal." This lesson will focus on the symbolic Rizal which
in reality is the kind of Rizal we see in our daily lives. It is expected in the end that the
'"'Millennials" would generate their own version of a symbolic -Rizal.

Exploration.; Finding a Rizal Meme

We may not notice itt but ever since we were born, Rizal has already been with
us. In fact, it is normal that we first· encounter Rizal not in schools but instead.� other
venues outside the academic life. This is Rizal as a social construct, the hero. Various
realities were generated by people who live in different fields, spaces, and time; with
different dispositions, emotions, viewpoints, and biases. This activity aims to expose
the "mill.ennials" to the many Rizals invented by people.