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Most often students feels that Rizal course is an additional burden to their studies because it is a minor subject. The person had been studied was already dead. Students further said that what’s the use of Rizal course where in fact they could not use the name Rizal as one of their references when they apply for a job nor Rizal could back up them if they need help…Well of course! A dead person cannot do anything about the life of the living but the thoughts, ideals, dreams, principles or convictions that he left might be very influential to people’s life as a basis of getting strength in their day to day existence. And that’s where the relevance of Rizal subject came in. Indeed, Republic Act 1425 otherwise known as Rizal law was approved in June of 1956 made it clear that Rizal subject is a compulsory to all students who are enrolled in different colleges and universities. Obviously, a student cannot graduate in his course without taking and ing Rizal subject. Therefore, Rizal subject is equally important to all other subjects. Moreover, Rizal subject would have meaning if the teacher who taught the subject would not just focus her/his discussion to life of Rizal per see but rather made the life of Rizal as a springboard of discussing the culture of the Filipinos, its political, economic and social affairs in the past and relate it at present situation of the people. In that way, student critical thinking would be developed more. As a result students would take an active part not only in the classroom setting but also in participating outside activities for the betterment of the Philippine society in general. More importantly, the value of being a religious person, a loving and obedient son to his parents/family, a responsible student, a strong willed individual who stands for his convictions, the one who loves and serves the country are some of the virtues of Rizal that must and should be emphasized in the whole duration of the coarse. And that’s where the relevance of Rizal subject lies.

Why Study Rizal? It is of great importance that students understand the rationale behind having to take up a Rizal course in college. For high school students, the Noli Me Tangere and the El Filibusterismo are injected into the Filipino subject as part of the overall curriculum. In tertiary education, however, Rizal is a subject required of any course, in any college or university in the Philippines. Usually, during the first day of the course, the professor asks the well-overused questions: Why study Rizal? What is the importance of studying Rizal? Why is Rizal one of the minor subjects taken up in college? Why is Rizal included in the course outline? What relevance does Rizal have in college education? The answer to such questions can be summed up in two points:

1. First and foremost, because it is mandated by law.

2. Secondly, because of the lessons contained within the course itself.

Let us discuss those reasons one by one: WHY STUDY RIZAL: BECAUSE IT IS MANDATED BY LAW The teaching of Jose Rizal’s life, works, and writings is mandated by Republic Act 1425, otherwise known as the Rizal Law. Senator Jose P. Laurel, the person who sponsored the said law, said that since Rizal was the founder of Philippine nationalism and has contributed much to the current standing of this nation, it is only right that the youth as well as all the people in the country know about and learn to imbibe the great ideals for which he died. The Rizal Law, enacted in 1956, seeks to accomplish the following goals: 1. To rededicate the lives of youth to the ideals of freedom and nationalism, for which our heroes lived and died 2. To pay tribute to our national hero for devoting his life and works in shaping the Filipino character 3. To gain an inspiring source of patriotism through the study of Rizal’s life, works, and writings.

WHY STUDY RIZAL: BECAUSE OF THE LESSONS CONTAINED WITHIN THE COURSE 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.

RIZAL'S LIFE IN BRIEF            

Birth and Family Life Childhood in Calamba Education Jose Rizal Movie Analysis Jose Rizal's Diaries Jose Rizal: Watch full movie Quotes Rizal in Dapitan Rizal in Dapitan's Consciousness Rizal's Code of Ethics Rizal's Family: Genealogy and Bloodline Rizal's Romances

Birth and Family Life 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 BAPTISMAL CERTIFICATE His baptismal certificate reads: "I, the undersigned parish priest of Calamba, certify that from the investigation made with proper authority, for replacing the parish books which were burned September 28, 1862, to be found in Docket No. 1 of Baptisms, p.49, it appears by the sworn testimony of competent witnesses that Jose Rizal Mercado is the legitimate son, and of lawful wedlock, of Don Francisco Rizal Mercado and Dona Teodora Realonda, having been baptized in this parish on the 22nd day of June in the years 1861, by the parish priest Rev. Rufino Collantes, Rev. Pedro Casanas being his godfather. -- Witness my signature." (Signed): Leoncio Lopez 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, 1926 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. THE SURNAME Mercado was the original surname of the Rizal family. Domingo Lamco, Jose's great-greatgrandfather, adopted the name Rizal in 1731 and it became a second surname of the family. In Jose's letter to Ferdinand Blumentritt, he says: "I am the only Rizal in because at home my parents, my sisters my brother, and my relatives have always preferred our old surname Mercado. Our family name was in fact Mercado, but there were many Mercados in the Philippines who are not related to us. It is said that an alcalde mayor, who was a friend of our family added Rizal to our name. My family did not pay much attention to this, but now I have to use it. In this way, it seems that I am an illegitimate son." -- But of course, we all know that he is not.

Childhood in Calamba     

Rizal's childhood was the happiest period of his life. Calamba, the hero's hometown, belonged to the Dominican Order. A few kilometers south of Calamba lies mount Makiling. East of the town is Laguna de Bay. Rizal was a student in the Ateneo de Manila in 1876 when he was 15 years old.

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When he was fifteen, he wrote the poem entitled In Memory of My Town (Un Recuerdo A Mi Pueblo) Rizal was sickly, underweight, undersized, and frail as a child. He had his own nipa cottage where he played in the day, built by his father. He had an aya (nurse maid) who has a kind old woman and who took care of him and his health. He began birdwatching at the age of 3, observing the culiauan, the maya, the maria capra, the martin, and the pipit. He recited the Angelus prayer daily. Of all his sisters, Jose loved little Concepcion best. She was only a year younger than him, and fell ill and died at the age of 3. The death of his sister was Jose's first grief. Jose and his father went on a pilgrimage to Antipolo on June 6, 1868 so that they could fulfill his mother's vow, which she made when Jose was born. Teodora could not them on this pilgrimage because she had given birth to Jose's sister Trinidad. After the pilgrimage, Jose went with his father to Manila where they visited his sister Saturnina, who was then a boarding student at La Concordia College in Santa Ana. On "The Story of the Moth," Rizal thought that the creature's death was justified because he believed that to sacrifice one's life for one's ideals is worthwhile. He began sketching at the age of five. He had a black dog named Usman. At the age of eight, Jose wrote his first poem entitled Sa Aking Mga Kababata (To My Fellow Children). When he was also eight years old, Rizal write his first dramatic work, which was a Tagalog comedy. It was staged in a festival in Calamba, and was later sold to a gobernadorcillo from Paete for two pesos. Jose was skilled in operating marionettes. He used to meditate by Laguna de Bay with his pet dog, Usman.

Education Education in Binan        

During the time of Rizal, education was characterized by the 4Rs: reading writing, arithmetic, and religion. Rizal, although he was born a physical weakling, became an intellectual giant. His first teacher was his mother. At the age of 3, Rizal learned to recite the alphabet and prayers. Jose had private tutors to teach him lessons at home: Maestro Celestino, then Maestro Lucas Padua. Leon Monroy, who as a former classmate of Jose's father, taught the young boy Spanish and Latin. When Leon Monroy died, Jose's parents decided to send him to a private school in Binan. When Jose left for Binan, he was accompanied by his brother Paciano.

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Jose lodged at his aunt's house in Binan. Rizal's school in Binan was in the house of his teacher, Maestro Justiniano Aquino Cruz. Pedro, the teacher's son, was not very fond of Jose. He bullied Rizal, and this led to Jose's first school brawl. Jose also took painting lessons in Binan, and was taught by an old painter named Juancho, his schoolteacher's father-in-law. He was the best student in school, beating all the Binan boys. His schooling in Binan lasted for a year and a half.

Education in the Ateneo de Manila                  

Jose was sent to Manila four months after the friars Gomez, Burgos, and Zamora were martyred. He studied in the Ateneo Municipal, which was under the supervision of the Spanish Jesuit priests. The Ateneo Municipal was later named Ateneo de Manila. Jose's father had intended him to study at Letran, but changed his mind and sent him to the Ateneo instead. At first, the college registrar, Fr. Magin Ferrando, refused Jose's ission because the boy had ed late and he was sickly and small for his age. Rizal was nonetheless itted to the Ateneo with the help and intercession of Manuel Xeres Burgos, a nephew of the martyred priest. Jose adopted the name Rizal to escape suspicion. His brother Paciano had used the name Mercado, and was now known to the authorities as Jose Burgos' favorite student. The quality of education in the Ateneo was more advanced. Students were divided into two groups: the "Roman Empire" (boarders) and the "Carthaginian Empire" (non-boarders). The best student in each empire was the emperor, followed by the tribune, then the decurion, the centurion, and the fifth best was the standard-bearer. The Romans had red banners, and the Carthaginians had blue. Jose's first professor at the Ateneo was Fr. Jose Bech. To improve his Spanish, Jose took private lessons in Santa Isabel College at noon breaks. Rizal's first favorite novel was The Count of Monte Cristo by Alexander Dumas. He won a medal in Latin. Jose considered Fr. Sanchez as his best professor in the Ateneo. He obtained the highest grades in all subjects and graduated with the highest honors. When Rizal was 16 years old he had his first romance with Segunda Katigbak. Unfortunately, the lady was already engaged to be married. Rizal, as a shy and timid lover, failed to propose despite her encouragement.

Medical Studies at the University of Santo Tomas  

After finishing one year in Philosophy and Letters, Jose transferred to the medical course. He enrolled in UST for two reasons: (1) to appease his father, and (2) because he was still unsure of what career he should pursue.

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Rizal took up medicine following the advice of Fr. Pablo Ramon, the Rector of the Ateneo. He also did so to be able to cure his mother's growing blindness. He finished a surveying course in the Ateneo, but was not given the title of Surveyor because he was still 17 and underage. After finishing four years in the medical course, Rizal decided to study in Spain. He did not seek his parents' permission for this, because he knew they would not allow it.

SUBJECT (3 units): History 23 COURSE TITLE: Life and Works of Rizal

JOSE RIZAL UNIVERSITY COLLEGE COURSE SYLLABUS

I. Course Description & Objectives

A study of the life of Dr. Jose Rizal, national hero and martyr, and of his important works, particularly the "Noli Me Tangere" and the "El Filibusterismo" in their unexpurgated editions. At the end of the course, the student is expected to: 1. 2. 3. 4.

Understand the life, works and writings of Rizal particularly his moral and intellectual legacies to the Filipino youth. Know the relevance of Rizal's teachings to contemporary situations. Gain inspiration and insight from the experince of Rizal as a son, student, patriot and nationalist. Imbibe the spirit of patriotism and nationalism.

II. Course Classification [ ] Required for a Degree in BSA, BCS, BSE, BEED, AB

[ ] Prerequisite Required

[ ] Required for Major in:

[ ]Elective

III. Course Outline

Time Allotment First Prelims

Topic

References

I. The Setting

Week 1 & 2

A. Philippine society under Spanish rule

Agoncillo, Chapter 5-7

Week 3

B. Development of Filipino Nationalism

Guerroro, Chapter I

Week 4

II. The making of a leader A. Family background of Rizal and its influence on the development of his nationalism

Week 5

B. Rizal's educational experience Early schooling at the traditional village school Studies at the Ateneo and UST C. Early literary works

Guerrero, Chapter I-II

Guerrero, Chapter III-VII

Week 6

III. The moral and intellectual legacies A. Rizal's teachings as expressed in his speech (1884) and letters to parents

Guerrero, Chapter VIII

B. Noli: Philosophical and sociological interpretations

Guerrero, Chapter IX-X

Second Prelim Term Week 7 & 8 Week 9

C. Essays and letters e.g. Annotations to Morga's Sucesos de Las Islas Filipinas & letter to young women of Malolos

Guerrero, Chapter XI Guerrero, Chapter XII

Week 10

Rizal's major essays e.g. The Indolence of the Filipinos, The Philippines Within a Century, etc. Educational trip to Rizal Shrine

Guerrero, Chapter XII

D. Rizal's contributions to the reform movement E. Fili: Study of a revolution that failed

Guerrero, Chapter XIII Guerrero, Chapter XIV

Week 13

F. La Liga Filipina IV. Consequences of Rizal's activities and writings

Guerrero, Chapter XV Guerrero, Chapter XVI

Week 14

A. Rizal's exhile in Dapitan B. Trial and execution of Rizal V. Final works

Week 15

A. Rizal's philosophica; and religious ideas B. Rizal's Mi Ultimo Adios

Week 16

VI. Rizal: Martyr and national hero

Week 17

VII. Relevance of Rizal

Week 11 & 12

Final Term

Course Outline / Syllabus Course Title: RIZAL Date Revised: April 15, 2008 Prepared by: Eden Joy Paran COURSE OUTLINE 1. Course Code : SocScie2 2. Course Title : : RIZAL (Rizal’s Works and the Writings of other Filipino Heroes) 3. Pre-requisite : none 5. Credit/ Class Schedule : 3 units/54 hours 6. Course Description

Guerrero, Chapter XVI-XVII Guerrero, Chapter XIX-XX

Guerrero, Chapter XX

Epilogue

1. A critical analysis of Jose Rizal’s life and ideas as reflected in his biography, his novels Noli Me Tangere and El Filibusterismo and in his other writings composed of essays and poems to provide the students a value based reference for reacting to certain ideas and behavior. PROGRAM OBJECTIVES 1. To instill in the students human values and cultural refinement through the humanities and social sciences. 2. To inculcate high ethical standards in the students through its integration in the learning activities. 3. To have critical studies and discussions why Rizal is made the national hero of the Philippines. TOPICS: 1. A Hero is Born 2. Childhood Days in Calamba 3. School Days in Binan 4. Triumphs in the Ateneo 5. At the UST 6. In Spain 7. Paris to Berlin 8. Noli Me Tangere 9. Elias and Salome 10. Rizal’s Tour of Europe with with Viola 11. Back to Calamba 12. HK, Macao and Japan 13. Rizal in Japan 14. Rizal in America 15. Life and Works in London 16. In Gay Paris 17. Rizal in Brussles 18. In Madrid 19. El Filibusterismo 20. In Hong Kong 21. Exile in Dapitan 22. The Trial of Rizal 23. Martyrdom at Bagumbayan Textbook and References: 1. Rizal’s Life, Works and Writings (The Centennial Edition) by: Gregorio F. Zaide and Sonia M. Zaide Quezon City, 1988. All Nations Publishing Co. 2. Coates, Austin. Rizal: First Filipino Nationalist and Martyr, Quezon City, UP Press 1999. 3. Constantino, Renato. Veneration Without Understanding. Quezon City, UP Press Inc., 2001. 4. Dela Cruz, W. & Zulueta, M. Rizal: Buhay at Kaisipan. Manila, NBS Publications 2002. 5. Ocampo, Ambeth. Rizal Without the Overcoat (New Edition). Pasig City, anvil Publishing House 2002.

6. Odullo-de Guzman, Maria. Noli Me Tangere and El Filibusterismo. Manila, NBS Publications 1998. 7. Palma, Rafael. Rizal: The Pride of the Malay Race. Manila, Saint Anthony Company 2000. 8.Romero, M.C. & Sta Roman, J. Rizal & the Development of Filipino Consciousness (Third Edition). Manila, JMC Press Inc., 2001. Course Evaluation: 1. Quizzes : 30 % 2. Exams : 40 % 3. Class Standing : 20 % - recitation - attendance - behavior 4. Final Grade - 40 % previous grade - 60 % current grade Older Post