LIFERIZ
FIRSTSEMESTER
MODULE 1
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● Section 2. It shall be obligatory on all
schools, colleges, and universities to keep
TOPIC OUTLINE: RIZAL LAW
in their libraries an adequate number of
copies of the original and unespurgated
WHY STUDY RIZAL? editions of the Noli Me Tangere and El
R.A. 1425 Filibusterismo, as well as of Rizal’s other
● Approved:An act to include in the curricula works and biography.
of all public and private schools, colleges
and universities courses on the Life, GOALS
Works and Writings of Jose Rizal, 1. To recognize the importance of Rizal’s
particularly his novels Noli Me Tangere ideas and teachings about present
and El Filibusterismo, authorizing the conditions and situations in society.
printing and distribution thereof, and for 2. To encourage the application of such
other purposes ideals in current social and personal
Dates to ● Approved: June 12, 1956 problems and issues
Remember 3. To develop an appreciation and deeper
● Published: June, 1956 in understanding of all that Rizal fought and
the official gazette, vol. died for.
52, No.6, p.2971 4. To foster the development of the Filipino
People ● Sen. Claro M. Recto “the youth in all aspects of citizenship.
behind father of the Rizal Law”
(R.A. 1425) - he is the HOW DID RIZAL BECAME A HERO?
primary author and ● In 1901, Taft, aiming to demonstrate
proponent of the bill American support for the Filipino people,
proposed Rizal as the hero, emphasizing
● Sen. Jose P. Laurel - he
his role as a symbol of peaceful resistance
also played a crucial role
in crafting the final against Spanish colonial rule.
version of the law and ● Proposed four (4) different criteria for
ensuring its passage choosing the National hero:
1. Must be a Filipino
2. Must have a sense of great love for the
SECTION 1 AND 2
● Section 1. Courses on the life, works and country
writings of Jose Rizal, particularly his 3. Must be dead
novel Noli Me Tangere and El 4. Must have calm disposition
Filibusterismo, shall be included in the Del Pilar was chosen first;
curricula of all schools, colleges and However, they added another criterion:
universities, public or private: Provided, Dramatic death
that in the collegiate courses, the original
or unexpurgated editions of the Noli Me
TOPIC OUTLINE: CRITICAL ATTRIBUTES
Tangere and El Filibusterismo of their
OF RIZAL
English translation shall be used as basic
texts.
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“Let us never consider ourselves finished nurses. We must be learning all of our lives.”
– Florence Nightingale
RIZAL: HUMAN AND HERO the ultimate sacrifice of death in the
● Reverence without understanding is for tragic field of Bagumbayan, now called
deities, not flesh and blood heroes like the Luneta, on December 30, 1896.
Rizal. Hero-worship must be both
historical-critical.” (Ocampo: 1969) RIZAL’S VIRTUES OF CHARACTER
● We must view Rizal as an evolving ● Honesty
personality within an evolving historical ● Personal integrity
period ● Patriotism
● Rizal was capable of unraveling the myths ● Civic responsibility
that were woven by the oppressors of his ● Willingness to sacrifice
time, but he would have been at a loss to ● High sense of justice
see through the more sophisticated myths ● Family solidarity
and recognize the subtle techniques of
present-day colonialists, given the state of RIZAL: A MODERN DAY
his knowledge and experience at that ● When the young Rizal was in the early
time. stages of adolescence, he strove to erase
● Many of his social criticisms are still valid his puny image. He became interested in
today, because certain aspects of our life body-building and athletics, but his
are still a carry-over of the feudal and feelings of inferiority had made an
colonial society of his time. indelible mark on his soul, Rizal was
forever haunted by a sense of inadequacy,
RIZAL: AN EXAMPLE OF SACRIFICE which explains his inability to sustain
● Our national hero was a man of peace relationships with women and his great
with a vision dread of responsibility.
● Rizal suffered as much as his countrymen ● Rizal’s determination to excel in as many
● He was the spark that gave birth to fields as possible was to show the world
Philippine pride for one’s country and that he was capable, that he was as tall as
people the next man. He proved that he was very
● Yet all he wanted for his people was that much taller by rising above himself.
they educate themselves so that they
could stand as free men and face the
TOPIC OUTLINE: 19TH CENTURY
world with heads held high
PHILIPPINES
”Whatever our condition might be, then, let us
love our country always and let us wish for
nothing but her welfare. Thus we shall labor in 19TH CENTURY
conformity with the purpose of humanity ● An era of challenges and responses
dictated by God, which is the harmony and ● The period of major challenges that affect
universal peace of His creation.” - Letter of man and society
Rizal to Dr. Ferdinand Blumentritt ● “Age of Enlightenment”
● Spain’s glory and rule as a colonial power
RIZAL IDEAS were already waning
● “Rizal’s ideas are responses to the ● The natives of the Philippines were slowly
challenges of the new millenium.” realizing the need to awaken their national
● Rizal’s preeminence is derived from the consciousness
very fact that he validated all his social ● This was sparked by movement against
and civic virtues, embodied in his noblest the oppression of the Spanish colonizers
aspirations for his country and people, by
consciously and clear-headedly accepting
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ECONOMIC DEVELOPMENT
● Before the Spanish occupation, ancient SOCIAL DEVELOPMENT: BIRTH OF THE
Filipinos had already been trading with the MIDDLE CLASS
Japanese, the inhabitants of Siam, ● Five Social Classes in the Philippines:
Indians, Cambodians, and with the natives
of Borneo and the Mallucas. Peninsulares
● When the Spaniards arrived the Spanish
government carried on the existing trade
relationships with these countries for a Insulares Spanish
period.
Middle Class Spanish Mestizos
GALLEON-TRADE-MANILA-ACAPULCO
TRADE Chinese People fro
● Connected the Philippines with Mexico
for 250 years Indio Malayan in
● It was a government monopoly of two
trading ships, one navigated from
Acapulco in Mexico to Manila for 120 days POLITICAL DEVELOPMENT
with some ₱500,000 worth of ● Mandated people to take on surnames,
merchandise. undergo registration, and be in possession
of a cedula indicating one’s name and
Philippines sent mangoes, tamarinds, rice, residence. “Caťalogo alfabético de
carabao, Chinese tea textiles apellidos” by Narciso Claveria.
Tuba to Mexico
POLITICAL SITUATION IN SPAIN DURING
THE 19TH CENTURY
Guava, avocado, papaya, pineapple etc. was ● There was a struggle between Liberals
sent by Mexico to Philippines and Conservatives
● Spain lost most, if not all, of its colonies in
South America in the 19th century
OPENING OF THE SUEZ CANAL
● An artificial way that connects the Red HOW DID THIS AFFECT THE
Sea and the Mediterranean Sea in Egypt PHILIPPINES?
● Lead to an effortless maritime route for ● Constant practice of replacing the
Spanish trading governor generals
● It decreased the travel time of the ● Dumping ground for inept bureaucrats
Philippines to Spain from 3 months to ● Failure to make or achieve consistent
32-40 days policies
EFFECTS TO THE ECONOMY OF THE CULTURAL DEVELOPMENT
● Emergence of “illustrados” known as the
PHILIPPINES
● Filipino’s lives prosper due to vigorous “enlightened ones”
economic activity in the colony ● Instrumental in paving the way for the
● Modern methods of agriculture were creation of the Propaganda movement
introduced
● The means of transportation and TOPIC OUTLINE: JOSE RIZAL’S
communication improve GENALOGY
● Acquired material, wealth, and improved
social life
● Emergence of the Middle class
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RIZAL FAMILY Jose Coll
● The Rizal family was a large one. Austin
Craig recounted that Rizal’s father's family Teodora Alonzo ● Mother o
began in the Philippines with a Chinaman. Lorenzo A
Domingo Lam-Co; the family’s paternal
ascendant was full-blooded Chinese who RIZAL’S SIBLINGS
migrated to the Philippines from Amou,
Saturnina ● Eldest; N
China in the late 17th century.
(1850-1913)
● There were also traces of Japanese,
Spanish, Malay, and some Negro ancestry Paciano ● Older bro
in the grandmother, Domingo Lam-Co’s (1851-1930) Pilosopo
wife, Ines de la Rosa. have ma
● There was the son of a prosperous order to
Philippine
landowner, sugar and rice planter, of
Chinese-filipino descent — Francisco Narcisa ● ”Sisa”
Mercado Y Chinco, who owned his (1852-1939)
surname in the Chinese custom of looking
for the appropriate meaning. Olympia ● ”Ypia”
● Sangley, the name throughout all the (1855-1919)
Philippines for Chinamen signifies “ Lucia ● Married M
travelling traders.” Mercado was used for (1857-1919)
trading.
Maria ● Nickname
(1859-1945) José's ed
RIZAL’S NAME AND MEANING BEHIND
Jose It was chosen by his mot Jose ● The gre
(1861-1896) Nickname
Protacio It was taken Concepcion ● ”Concha”
(1862-1865)
Rizal It came from the word “ric
adopted in 1850 by autho Josefa ● ”Panggoy
G (1868-1951)
Mercado It was used for trading; Trinidad ● ”Choleng
paternal great-great grand (1870-1929)
m
TOPIC OUTLINE: EARLY EDUCATION
Y
Alonso It was EARLY EDUCATION
● Rizal had his early education in Calamba
Realonda It was used by Doña and Biñan
● It was a typical schooling that a son of an
RIZAL’S PARENTS Illustrado family received during his time,
characterized by the four R’s reading,
writing, arithmetic, and religion
Francisco Mercado ● Fathe
offspr ● Instruction was rigid and strict
● Born
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● Knowledge was forced into the minds of during his Ateneo days two separate
the pupils using the tedious memory religious poems
method, aided by the teacher’s whip 1. “Al Niño Jesus” (To the Child Jesus)
● Despite the defects of the Spanish system 2. “A La Virgen Maria” (To the Virgin Mary)
of elementary education, Rizal was able to ● While in Ateneo, he composed a poem
acquire the necessary instruction entitled “Alianza intima la religion y la
preparatory for college work in Manila educacion” (An intimate Alliance of
FIRST TEACHER AND TUTORS Religion and Education) in which Rizal
expressed the importance of religion and
● The first teacher of R
of good character an education and to him, education without
● On her lap, he learne God is not true education
● “My mother”, wrote R
and to say haltingly t THE PARABLE
● As a tutor, Doña Teod ● Of all the persons who had the greatest
Doña Teodora ● It was she who firs influence on Rizal’s development as a
Accordingly, she enc
● To lighten the mono person was his mother,Teodora Alonso
son’s imagination, sh ● It was she who opened his eyes and heart
● As Jose grew older to the world around him, with all its soul
lessons at home and poetry, as well as its bigotry and
injustice
Maestro Celestino ● Jose Rizal’s first priva
● Throughout his brief life, Rizal proved to
Maestro Lucas ● Jose Rizal’s second be his mother’s son, a chop off the old
block, as he constantly strove to keep faith
● Jose Rizal’s tutor (for with the lessons she taught him
● This old teacher live ● Doña Teodora scolded Jose and told him
Leon Monroy and Latin that if he did not adhere to the advice of
● Unfortunately, he did
his parents, or old people for that matter,
● After Monroy’s death
to a private school in he would be like the moth that burned
itself in the fire
● The parable tells that the young moth was
RELIGIOUS FORMATION attracted to the flame, and thought that it
● Young Rizal was a religious boy. A scion
could conquer it, it pushed itself to the
of a Catholic clan, born and bred in a
burning flame and got burned. The moth
wholesome atmosphere of Catholicism,
died a martyr in its own illusion, it truly
and possessed of an inborn spirit, Rizal
thought he conquered the burning flame,
grew up a good Catholic
but it was not.
● At the age of 3, he began to take part in
the family prayers. When he was five
years old, he was able to read haltingly
the family bible
● He loved to go to church to pray, to take
part in novenas, and to join the religious
processions
RELIGIOUS WRITING
● Rizal’s devotion to the Mother and son
was further manifested when he wrote
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