i

RIZAL: WORKS AND WRITINGS

AND THE
DEVELOPMENT OF
PHILIPPINE NATIONALISM

An Instructional Module for Rizal

Prepared by:
ROWENA V. ISIDRO, LPT, Ph.D.
PREMEL JEAN B. FARILLON, LPT, M.Ed., RGC
MA. THERESA B. APEPE, LPT, M.A.Ed.
JEFFREY G. QUILANTANG, LPT, M.A.

First Semester, A. Y. 2020-2021

i
 TABLE OF CONTENTS

Preface------------------------------------------------------------------------------------------------i
Acknowledgements……………………………………………………………...……ix
Unit 1. The Rizal Law, Literature and Society……………………..…………………… 1
Lesson 1. Rizal Bill and Rizal Law …………………….………..……………2
A. Rizal Bill ………………………………………………………………….3
B. Rizal Law ………………………………………………..……………….6
C. Main/Salient Points of the Rizal Law.…………………………….……8
D. Relevance of the Rizal Law…………………………………………….8
E. Controversies/Flaws of R. A. 1425 ……………………………………8

Lesson 2. Literature and Society……………..…………………………..…12

A. Connection between Literature and Society ……………………….13
B. The High Culture/Popular Culture Divide …………………………..14

Lesson 3. Rizal on being the Philippine National Hero…………..……….17

A. Criteria of a Hero by the National Historical institute (NHI)…….….18
B. Rizal on being the Philippine National Hero:
Questions and Explanations …………………………………………20
Unit 2. Rizal Law and the Theory of Nationalism…………………….…………26
Lesson 1. The Nation as an Imagined Community…….….…………...….27
A. Nation, State, and Nation-State……………………………………...29
B. Characteristics of a Nation as an Imagined Community…………..32
C. How Imagined Communities are Formed…………………………...33

Lesson 2. Rizal and the Popular Nationalism...…………..…..………..….39

A. Nationalism and Patriotism…………………………………………...41
B. Development of Rizal’s Nationalism…………………………………42
C. Idealism in the Poetry……………………………………………...….45
D. Ideology in the Prose………………………………………………….47
E. Rizal’s Blueprint for Nation Building………………………………....48

Unit 3. The 19th Century Philippine Socio-Political, Society,

Economy, and Education ..……..………………………………....….….53
Lesson 1. The Philippines in the 19th Century as Rizal’s Context …….....54
A. Panoramic Survey of the 19th Century World and
the Philippines …………………………………………….…….…55

ii
Unit 4. Rizal’s Social Origin and Historical Context……………………...……65
Lesson 1. Ascendance of Chinese Mestizos and Inquilinos……..…...….66
A. The Changing Landscape of Philippine Economy
and Society…………………………………………………………68
B. The Inquilinato System and Inquilinos………………………......70
C. The Chinese and Chinese Mestizos……………………………..71
D. Impact on Life in the Colony………………………………...……72
E. Reclassification of the Social Stratification…………………...…74

Lesson 2. Agrarian Relations and the Friar Lands ………….…………….79

A. History of Friar Lands in the Philippines………………….……..87
B. Hacienda de Calamba Conflict…………………………….…..…90
Lesson 3. Intra-clergy Conflict and Cavite Mutiny ………………….……...91
A. Cavite Mutiny……………………………………………………….93
B. Intra-Clergy Conflicts…………………………………………..….94
C. Execution of the GomBurZa……………………………….....…..97
Unit 5. Life of Rizal……………………………………………………………...…..102
Lesson 1. Rizal’s Ancestry and Childhood…………………...…………….103
A. Genealogy………………………….………………….…………..104
B. Childhood………………….………………….…………….……...105
C. EarlyEducation…………………….………………….………..….106
D. Education in Ateneo…………………….……………………...…106
E. Education in UST……………………………….……………...….107
F. Education in Europe………………………….…………………...107
G. Dates and Events of Rizal’s Roaming
the World: Manila to Manila……………………….……...……...109
H. Love Life: The Beautiful Women in Rizal’s Life………………..115
I. Trial and Execution………………………….………………….…121

Unit 6. Rizal in Europe and the Propaganda Movement……………….…….124

Lesson 1. Propaganda Movement…………………….………………...….125
A. Meaning of Propaganda………………….…………………..….126
B. The Beginning of the Propaganda Movement……………...…127
C. Aims of Propaganda Movement………………………………..129
Lesson 2. La Solidaridad and its Important Articles………………………135
A. “Solidaridad” Society……………………………………………..136
B. Solidaridad:Principal Organ of the Propaganda
Movement……………………………………………………...….136
C. Important Articles in La Solidaridad………………………….…137

iii
Unit 7. Rizal and the Noli Me Tangere………………………………………..…144
Lesson 1. Rizal and the Noli Me Tangere………………………………....144
A. Understanding the Circumstances behind
the Writing of the Novels……………………………………...…145
B. Factors that Influenced Rizal for the
Noli Me Tangere …………………………………………………147
C. Motivation behind Writing the
Noli Me Tangere …………………………………………………147
D. Purpose for Writing Noli Me Tangere ……………………….…148
E. Comparison and Contrast of the
Two Novels………………………………………………………..148
F. Different Social Conditions Portrayed in the
Novels……………………………………………………………..148
G. Characters, Description and
Symbolism………………………………………………………...149
H. Summary of Noli Me Tangere…………………………….…….152

Unit 8. Rizal’s Changing View on Spanish Rule and

El Filibusterismo……………………………………………………………156
Lesson 1. Rizal and the Noli Me Tangere………………………………....157
A. Rizal’s Essay on the Indolence of the Filipino People……..…158
Lesson 2. Rizal’s Abandonment of Assimilation …………………………161
Lesson 3. El Filibusterismo ……………………………………………….. 166

REFERENCES……………………………………………………………………….172

iv
Preface of the Course:

To give better picture of the rationale/reasons beyond the offering

of one course, one must move back from the realm of biography to the
ambit of social history. We all have to see social-historical forces at work.
Today, this recent crisis brought about by Covid 19 or pandemic
that made our lives more difficult, complicated and full of uncertainties –
the old question of why Rizal is still part of the General Education courses
adds up to controversies.
The Commission on Higher Education (CHED) thru a memorandum
in 2013 emphasizing a “paradigm shift to learning-based standards in
Philippine Higher Education (CHED, General Education Curriculum)
should provide holistic understanding, intellectual and Civic
Competencies for young students.” (Accessed on July 13, 2017 from
http://www.ched.gov.ph/wp-content/uploads 2013/17/CMO-No. 20-
2013.pdf.) And as emphasized in R. A. 1425, we should see a wider
picture beyond the personal life of Rizal and that would work for the
development of Filipino nationalism.
One important aspect of this module is the inclusion of the primary
sources/reading materials and recent research findings such as those on
the criteria of heroism.
Exercises were included that are intended to develop positive
values that would become part and parcel of the character of our youth
whom Rizal called “The hope of the Motherland”. The experiences and
examples of Rizal embedded in his life story and in his different works
that put Rizal in pedestal, context of history as well as what he means to
us in the present time. This module will also help sought answers on
issues regarding Rizal’s heroism and his place in the pantheon of heroes.
The goal of the course through this module is not merely to know
about Rizal but to imbibe the various principles that he espoused. These
principles will prove to be essential in the 21st century.

v
Important Things to Remember

Before you begin learning what the module is about, please be familiar
with some icons to guide you through this instructional tool.

The portion in this module is where the reasons

Rationale
for having this learning kit is being presented
Introduction A part in the chapter or lesson where the topics
are being introduced.

Activate prior In here, you will do an activity that you already

knowledge know and is related to the lesson

Acquire new This is where the lesson is presented. It may

knowledge have several topics as stipulated in the
objectives.
Applying new In this part, you will practice what you have
Knowledge learned.
You will be tested here and you will be able to
know the gaps in your understanding of the
Assessment lesson. If you are not satisfied with your
achievement, you may go back to some points
that you may have missed.
References This is where the source of the materials is listed.

vi
I. UNIVERSITY VISION, MISSION, GOALS

VISION
ISAT U as a leading science and technology university in Southeast
Asia by 2030.

MISSION
The University is committed to provide quality and relevant advanced
education, higher technological, professional instruction and training in
arts, sciences, education, architecture, engineering, agriculture,
forestry, and other fields of study, thereby producing locally oriented,
globally competitive, and globally eco-friendly human resources. It
shall promote research and development programs to advance science
and technology and undertake sustainable extension and production
activities.

CORE VALUES
Integrity
Commitment
Accountability
Responsiveness
Excellence

INSTITUTIONAL GOALS

1. To provide a nurturing environment where academic freedom is

guaranteed and respected for the optimum development of human
potential.
2. To produce highly competent and eco-friendly graduates, who will
become leaders and experts in their fields of specialization.
3. To conduct research towards the advancement of science and
technology.
4. To provide extension and production activities for the improvement
of the quality of life in the community.
5. To provide effective and efficient delivery of services through
responsive management of human, physical, financial and
information resources.

INSTITUTIONAL OUTCOMES/GRADUATE ATTRIBUTES

1. ISAT U graduates will demonstrate:
a. love of God and Nation;
b. expertise in their field of specialization;
c. leadership in the practice of their profession;

vii
 d. social responsiveness, gender sensitivity and respect towards
people and environment;
e. awareness of and concern to domestic and global issues; and
f. ability to communicate effectively and think critically and
creatively.
2. ISAT U graduates will work:
a. with integrity and commitment in their respective fields of
endeavors; and
b. harmoniously in a multi-disciplinary and multi-cultural
environment.
3. ISAT U graduates will engage into:
a. life-long learning by keeping abreast with the latest development
in the society; and
b. the development and transfer of technology.

II. PROGRAM/DEGREE: BACHELOR OF SCIENCE IN __________________

III. PROGRAM/DEGREE OUTCOMES:

The graduates of Bachelor in (Please provide the information here in a

separate page for your different set of students) program must have the ability
to:

_________________________________________________________

IV. COURSE NUMBER AND TITLE: RIZAL – LIFE AND WORKS OF RIZAL

V. COURSE PRE-REQUISITE: None

COURSE CREDIT/UNITS: 3 Units
CONTACT HOURS/WEEK: 3 Hours

VI. YEAR /SEMESTER OFFERED: 2020 – 2021, First Semester

VII. COURSE DESCRIPTION:

As mandated by Republic Act 1425, this course covers the life and works of
the country’s national hero, José Rizal. Among the topics covered are Rizal’s
life and his writings, particularly the novels, “Noli Me Tangere” and “El
Filibusterismo”, some of his essays, and various correspondences.

viii
VIII. COURSE OUTCOMES
By the end of the course, the students must have:
A. In terms of content:
1. Determined the issues and interests at stake in the debate over
the Rizal Bill and Rizal Law.
2. Evaluated the circumstances of José Rizal’s life in the context of
the 19th Century.
3. Explained the context of Rizal’s various works, particularly his
Noli and Fili, Morga’s Annotations, his two political/historical
essays and other works.
4. Analyzed Rizal’s various works, particularly those mentioned
above.
5. Articulated the significance and paradoxes of Rizal’s
contributions to Filipino nationalism works.

B. In terms of skills:
1. Demonstrated the ability to read and appreciate literary works
critically and creatively.
2. Communicated meaningfully and convincingly a particular
interpretation of the Past.
3. Produced a creative work that conveys the significance of Rizal
in the current generations.
4. Followed the different activities in the module and submit
deliverables in a specified period.
C. In terms of values:
1) Recognized the differing narratives and interpretation of Rizal’s
life and works.
2) Appreciated the importance of reaching a personal opinion
based on study and discussion.
3) Evaluated one’s specific locations in history and personal
relationship to nation-building.
4) Worked with others.

ix
Rationale

As a mandatory course of your study on

the life and works of Jose Rizal, our study would
begin in the understanding of the reason beyond this
mandatory teaching. Republic Act 1425, otherwise
known as the Rizal Law should be reviewed because
since then, debates and contestations or the usual
unofficial protests are still here. This chapter will allow
you to look into the major issues and debates
surrounding the Rizal Bill and its passage into a law.
Analysis of the role of literature in society will also be
emphasized in here. You will also be introduced to the
kind of hero and human person Rizal is. Further, this
chapter will shed light as to the criteria set for heroes.

Module Outcomes
At the end of the module, the learners must have:
1. determined the issues and interests at stake in
the debate over the Rizal Bill and the Rizal Law;
2. explained the relationship between literature and
society; and
3. evaluated the criteria set for heroes.

1
 Lesson Outcomes
At the end of this lesson, the learners must have:
1. determined the issues and interests at stake in the debate
over Rizal Bill;
2. identified at least three salient provisions of Rizal Law;
3. evaluated the issues stated by the supporters and those
against the Rizal Law; and
4. assessed controversies of R. A. 1425.

Introduction
The teaching of Rizal Course in College was made mandatory by law.
This teaching would seek to further develop in the youth the sense of
nationalism and patriotism that Rizal believed in deeply. Today, the challenge is
to make the course as relevant as possible to the diverse fields that students are
pursuing. It is important that the youth embrace Rizal as part of their national
identity.
Ignorance of the relevance of Rizal Course would likely make the journey
of studying it difficult. It is on this contention that teaching this course should be
made interesting and meaningful by relating it to the students’ experiences and to
their realities. Rizal’s works must be reflected on not simply because it is a
solemn duty but mainly because they are relevant to our time and situation at
present.

Activate

Have you ever asked yourself why are you having this course or subject?
Why Rizal and not Bonifacio or the other Philippine heroes is the national
hero? What ideas come to your mind? Write your immediate answer below.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 2

 Acquire
RIZAL BILL AND RIZAL LAW

A. Rizal Bill
The Philippines during early post war period was in an unstable condition
brought by damages of war both in properties and lives of people.
The country was in deep problem with various challenges that call for
nation building. Hence, getting up to stand and deliver again was an important
concern of both the government and the people. And it was on this time, that
prominent Filipinos who championed nationalism came into action. Claro M.
Recto submitted his bill, calling for the return of patriotic values exemplified by
Filipino heroes such as Jose Rizal.
The issuance of the Rizal bill was not welcomed by all. The Catholic
Church assailed it as an anti-church because it forces the students to read
Rizal’s works like the obligatory reading of the novels Noli Me Tangere and El
Filibusterismo.
The intentions/reasons of persons who pushed for the
approval of Rizal Bill are as follows:
There is a need for a rededication to the ideals of freedom and
nationalism from which our heroes lived and died. There is a need to
remember with special fondness and devotion the lives and works of our heroes
who shaped our national character. The life, works, and writings of Dr. Jose Rizal
particularly, his novels Noli Me Tangere and El Filibusterismo are 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. There is a need
to develop moral character, personal discipline, and civic conscience and to
teach the duties of citizenship. There is a need for a rededication to the ideals of
freedom and nationalism from which our heroes lived and died. There is a need
to develop moral character, personal discipline, and civic consciousness.
On the other hand, the intentions or reasons of persons who blocked
the approval of Rizal Bill were stated as the novels, Noli Me Tangere and El
Filibusterismo, written by Dr. Jose Rizal are:

1. Very damaging to the clerics.

2. Estrange from Catholic faith and religion and contradict many of the
Christian beliefs.

Further, the critics of the Rizal Bill argued that to compel Catholic students
to read a book which contains passages that contradict their faith constitutes a
violation of a Philippine constitutional provision (Art. 3, Sec. 1, and Par. 7).

Rizal: Works and Writings and the Development of Philippine Nationalism 3

 Apply

Activity 1
After reading about the Rizal Bill and the statements of its supporters as
well as its critics, let us now check what have you learned so far. Are you ready?
Of course, you are! Here we go.
Read the following excerpts from the statements of the legislators who
supported and opposed the passage of the Rizal Law in 1956. You are expected
to answer the questions that follow in worksheets.

FOR AGAINST
“Noli Me Tangere and El “A vast majority of our people are,
Filibusterismo must be read by all Catholic and Filipino citizens, at the
Filipinos. They must be taken to heart, same time. As such, they have two
for in their pages we see ourselves as great loves: their country and their
a mirror, our defects as well as or faith. These two loves are not
strength, our virtues as well as our conflicting foes. They are harmonious
vices. Only then would we become affections, like the love for his father
conscious as a people and so learn to and for his mother.
prepare ourselves for painful
sacrifices that ultimately lead to self- This is the basis of my stand. Let us
reliance, self-respect, and freedom.” not create a conflict between
nationalism and religion, between
- Senator Jose P. Laurel government and the church.”

“Rizal did not pretend to teach religion -Senator Francisco “Soc” Rodrigo
when he wrote those books. He
aimed at inculcating civic
consciousness in the Filipinos,
national dignity, personal and racial
pride, and patriotism. In the course of
his narration and faithful portrayal of
the situations in the Philippines as it
then existed, Rizal wrote some
religious practices in the Philippines
during those days about the conduct
and behavior of erring ministers of the
church.”
- Senator Claro M. Recto

Rizal: Works and Writings and the Development of Philippine Nationalism 4

Processing Questions:

Direction: Answer the following questions and please limit your answer to 2-3
sentences only.

1. What was the major argument raised by Senator Francisco “Soc” Rodrigo
against the passage of the Rizal Bill?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. What was the major argument raised by Senator Jose P. Laurel and Senator
Claro M. Recto in support of the passage of the Rizal Bill?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Are there points of convergence between the supporters and opposers of the
Rizal Bill based on these statements?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. What is your personal criticism of the Rizal Bill?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 5

A. Rizal Law
Please read the provisions of Rizal Law for clearer understanding of why
Rizal as a 3 unit course is a mandatory course/subject for all college students in
all Colleges and universities in the Philippines.
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;
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

Rizal: Works and Writings and the Development of Philippine Nationalism 6

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 enrolment 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.
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.

R. A. 1425 in Bitesize
Authored and fought for by Senator Claro M. Recto and
Senator Jose P. Laurel

Signed into law by President Ramon Magsaysay

When: June 12, 1956

Rizal: Works and Writings and the Development of Philippine Nationalism 7

B. Three (3) Main/Salient Points of the Rizal Law

1. Mandates all educational institutions (DepEd for Basic Education;

CHED for HEIs)
2. Obliges all school should have enough copies of the materials
for the readings (especially the Noli and Fili)
3. Directs the translations, production and distribution of the
Reading materials (from Spanish to English and Filipino)
C. Relevance of the Rizal Law

The supporters for the approval of the Rizal Bill into the Law reflected that
the Filipino youth in general and to youth in particular need something that would
directly or indirectly guides them to live according to Rizal’s examples by knowing
and by reading his works. Accordingly, intentions/reasons of persons who
pushed for the approval of Rizal Law:
1. There is a need for a rededication to the ideals of freedom and
nationalism from which our heroes lived and died.
2. There is a need to remember with special fondness and devotion to the
lives and works of our heroes who shaped the national character.
3. The life, works and writings of Dr. Jose Rizal particularly, his novels
Noli Me Tangere and El Filibusterismo are constant and inspiring
source of patriotism with which the minds of the youth, especially
during their formative and decisive years in school, should be infused.
4. There is a need to develop moral character, personal discipline, and
civic conscience and to teach the duties of citizenship. There is a need
to develop moral character, personal discipline, and civic conscience
and to teach the duties of citizenship.
5. Further, according to these supporters, the law should be necessary
because more than any other time in our history, there is a need for a
rededication to the ideals of freedom and nationalism – which our
heroes have lived and died for.
6. It is in honoring them, particularly Jose Rizal, that we remember with
fondness and devotion their lives and works that have shaped our
national character.
7. Life, works, and writings of Jose Rizal particularly his novels 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 inculcated.

D. Controversies/Flaws of R. A. 1425
1. Absence of (IRR) Implementing Rules and Regulations.
2. The dissemination issue of its content – open for different
interpretations.
3. The exemption issue – “joke” – because until now, no student, so has
ever wrote a letter to be exempted from reading the novels.

Rizal: Works and Writings and the Development of Philippine Nationalism 8

 Congratulations! You have emerged yourself successfully on the rationale
behind the mandatory course on the life and works of Jose Rizal, the debates
over Rizal Bill and the different reasons expressed by both distractors and
supporters of R. A. 1425.

Now, are you ready for a short evaluation? Of course, you are!

Notes to ponder before you go further!

“I would prefer even to fail with honor than to win by cheating.”

- Sophocles

Assessment

Name: Date:
Program, Year and Section: Score:

Worksheet 1: On the space provided before each number, write the word or
group of words that is being described or asked. (30 points)
________________1. The legitimate reason why you are taking this course.

_______________2. This is otherwise known as Rizal Law.

_______________3-4. Notable persons who fought for the Rizal Bill.

_______________

_______________5. He signed the Rizal Bill, hence, made it into a law.

_______________6. He made issuances for the full implementation of the

R. A. 1425.

_______________7. Date of the promulgation of R. A. 1425.

_______________8. Immediate and full implementation of R. A. 1425.

_______________9-11. Supporters of Rizal Bill.

_______________

_______________

Rizal: Works and Writings and the Development of Philippine Nationalism 9

12-14. Salient points of R. A. 1425 (3 points each)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

15. What do you think is the importance of Rizal Law to you as a student and as
a Filipino? (10 points)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Worksheet 2: After going through deep emersion with readings of R. A. 1425,

you are now ready to plunge deeper. (10 points each)

1. With your good background of our history. Illustrate the relevance of the Rizal
Law to you in particular and in your field of specialization - considering you’re
being techno-savvy. (Please limit your answer to 5-7 sentences only).

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 10

2. Do these issues remain pertinent in the present day? Support your answer.
(Your answer should not be more than 50 words).

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 11

 Lesson Outcomes
At the end of the lesson, the learners must have:
1. identified the purpose of literature and its subject matter; and
2. explained the influence and functions of literature on society.

Introduction
This lesson will show and present different functions of literature, its role in
shaping society and how fiction would reflect the real events that are happening
in our society. In addition, in here, your eyes will be opened on how literature had
influenced important events that made big changes on lives and activities of the
world society as a whole.

Activate

Have you watched the teleserye “Ang Probinsyano” starring Coco Martin
as Cardo Dalisay?

If you say yes! Very Good! If not, it’s okay…Surely, you’ve heard about it,
right? As one of the longest prime time teleserye, it still gets the highest audience
share because the different episodes/series revolves around the heroic exploits
of the incorruptible cop, Cardo Dalisay played by Coco Martin, who finds himself
a new nemesis in a situation that has all the elements worthy of another
provocative episode. The series make an unprecedented impact as it unfolds
different, soci0-economic-political issues in our society as reflected on the
different stories of both the main and supporting characters. It is both an
entertainment and society’s reflection of the many facets of socio-economic-
political life of the Filipinos.

Literature entertains us through our youth. We learn to enjoy certain works

of literature as we mature. We learn to hate other works of literature as we
approach higher education. Having said that, literature had always been viewed
as means of entertainment, yet we seldom thought of the actual effect which
literature has on us as individuals, and as a society.

Rizal: Works and Writings and the Development of Philippine Nationalism 12

 Does society shape literature? Does literature shape society? These are
some of the questions that we will try to answer at the end of this lesson on
literature and society. In here, you will also see how people learn the value of
nationalism and patriotism in literature.

Acquire
LITERATURE AND SOCIETY
A. Connection between Literature and Society

Literature reflects the society, its good values and its ills. In its corrective
function, literature mirrors the ills of the society with a view to making the society
realize its mistakes and make amends. It also projects the virtues or good values
in the society for people to emulate.

Literature records the thoughts and feelings of great minds. It attracts in

two ways, through its matter and through its manner. The matter must be such
that those who read it are interested in some way. The manner must be such as
will be pleasing to the reader and adds to his fund of knowledge.

In a society we live, people live interdependently. Feelings, thoughts, likes

and dislikes, dreams, and aspirations are being shared and learned from each
other. The subject matter of literature is society. The poet expresses his feeling
and the readers who read the poetry are interested and fell with the writer.
Literature influence on our mind and attitude as society reacts to it in a
living way. An inspiring poem creates general influence on society. It arouses
our feelings and enthusiasm for welfare. Poets are referred to as the
unacknowledged legislators of mankind. The function of a legislator is to lay
down the law. Novels are known to have changed the direction of the human
mind and set in motion movements that have altered our ways of life.

The influence of literature on society is felt directly or indirectly. For

example:
1. Stowe's Uncle Tom's Cabin (1852) was directly responsible for a
movement against slavery in literature and life in USA of those days
(books.google.com).
2. The novels of Charles Dickens such as Oliver Twist, A Christmas
Carol, and Bleak house, had an indirect influence in creating a feeling
for regulating and removing social wrongs, calling for necessary
reforms.
3. Sarat Chandra Chattopadhyay's novel like Choritrohin, have gone a
long way in breaking conservatism as regards women in our society.

Rizal: Works and Writings and the Development of Philippine Nationalism 13

 Society creates literature. It may be described as the mirror of the
society. But the quality and nature of the reflection depends upon the writer's
attitude of mind, whether he is progressive in his outlook or reactionary.

There are two kinds of writers:

1. A conservative-minded writer will stress those aspects of social life,

which put the traditional ways of life in the best possible way. For
example, he will set a high value on reverence for age-old ideals,
respect for religion, chastity of woman and so on.
2. A progressive writer will tend to show how old ideals act as restraints
on the natural freedom of the human mind, cripple the free movement
of ma9n and women in an unrestricted atmosphere, set for liberating
new ideals, and moving society that looks forward to newer ways of
life.

Society experiences constant changes, whether politically, socially, or

morally. By viewing society in the eyes of others, we further educate ourselves,
and magnify our understanding of how the world works. Fiction shows us what
can happen, and not what has happened. This is obviously different than history,
or non-fiction, which labels what has happened. Fiction guides society into the
direction of what has not yet been accomplished. Without exploring the
unexplored, how can the world advance?

B. The High Culture/Popular Culture Divide

Traditionally, in modern countries of the west, society left the study of high
culture to specialists in literature, art, and music. This attitude was partially a
product of sociologists’ discomfort with aesthetic evaluation.

The popular culture, on the other hand, was seen as simply unworthy of
attention or that sociologists study. They view literature as an area that focus on
high-culture. Because early Marxist sociologists of literature defines literature as
part of the ideological superstructure within which the literatures of elites or ruling
class is expressed.

Moreover, literature works both as a reflection of changing social patterns

and as a force shaping those patterns. Culture as a resource for the powerful is
also manifested in many works of literature that in turn influenced the movements
in society.

Rizal: Works and Writings and the Development of Philippine Nationalism 14

 Apply
After learning in the previous lesson about R.A. 1425 and learning in this
lesson what can literature do, you are now ready to apply what you have learned
from both topics. Are you ready? Of course you are! So here we go, prepare a
short summary of your discussion points to be presented as one of the
deliverables of this course. (Prepare a thought paper – with the following rubrics
for correcting)

Thought Paper 1:

1. Based on what you have gained from the topics previously learned,
write a paper on the topic: Is Republic Act 1425 realistic? Why or why
not?” Answer this question from your perspective as students of the
Rizal course. The paper must not be less than 300 words and not be
more than 6,000 words.

2. Prepare a simple oral report or your output. (If there’s a synchronous

meeting or else the output should be passed as part of course’s
deliverables)

Rubrics for Thought Paper 1:

20% Clarity in the discussion of the characteristics of literature

20% Application of these characteristics to a discussion of merits of
the Rizal Law
20% Clarity in the discussion of the hazards of translation
10% Application of these hazards to a discussion of the merits of the
Rizal Law
20% Strength of overall argument or thesis
10% Quality of writing and composition

For Presentation: 2-3 minute presentation of oral report

Rizal: Works and Writings and the Development of Philippine Nationalism 15

 Assessment

Name: Date:
Program, Year and Section: Score:

1. Name three (3) classic literary works that have influenced events in society.

2. Give at least three (3) roles of literature in society.

3. Differentiate conservative from creative writers in shaping minds of people in

society.

Rizal: Works and Writings and the Development of Philippine Nationalism 16

 Lesson Outcomes
At the end of this lesson, the students must have:
1. reflected your own hero in your life;
2. gave at least three reasons why a person/s be considered
a hero;
3. evaluated the criteria set for heroes by the NHI; and
4. cited and assessed at least three controversial issues or
questions as to Rizal’s being a national hero.

Introduction
As a mandatory course of your study on the life and works of Jose Rizal’s
life, our study started with the understanding of the reason beyond this
mandatory teaching through Republic Act 1425, otherwise known as Rizal Law.
But since then, debates and contestations or unofficial protests were never been
done. In this lesson, you will be introduced to the kind of hero and human person
Rizal is. Further, this chapter will shed light as to the criteria set for heroes.
In the past, NO law, Executive Order or any proclamation has been
enacted or issued officially proclaiming any Filipino historical figure as a national
hero. However, because of their significant roles in the process of nation building
and contributions to history – there were laws, enactment and proclamations
issued honoring them.

Rizal: Works and Writings and the Development of Philippine Nationalism 17

 Activate

When you hear the word hero, who comes to your mind? Why? Please
give at least 2 reasons. Please use the box here.

My Hero is… Put your reason here.

Acquire

RIZAL ON BEING THE NATIONAL HERO

A. Criteria of a Hero by the National Historical Institute (NHI)
Even, Rizal was not explicitly proclaimed. The position he has now holds
in Philippine History is a tribute to the continued veneration or acclamation of the
people in recognition to the significant social transformations that took place in
our country. Aside from Rizal (every December 30) only Andres Bonifacio is
given an implied recognition as his birth on November 30 has been made a
national holiday.
Different definitions of a hero were discussed and presented in the book of
De Viana, Jose Rizal in Our Times. In there, he cited the criteria considered by
the historical committee of the National heroes Commission on the
characteristics of the national hero.
1. A prominent or central personage taking an admirable part in any
remarkable action or event;

Rizal: Works and Writings and the Development of Philippine Nationalism 18

 2. A person of distinguished valor or enterprise in danger, or fortitude in
suffering;

3. A man honored after death by public worship because of exceptional

service to mankind.
He further said that they didn’t have any idea that one day they will be
measured up, they just acted upon their principles.

It was only in 1900s when the Philippine Commission (composed of

Pardo de Tavera, Legarda, Luzurriaga as Filipino members) headed by William
Howard Taft approved Act No. 137 - combining districts of Morong and Manila
to be named as “Province of Rizal” in honor of the most illustrious Filipino. The
act was disputed by many but the basis of the Commission was so strong that is
surpassed the public’s question.
During Marcos’s presidency, he tasked the National Heroes Commission
to come up with the criteria for national hero. On March 28, 1993, President
Fidel V. Ramos issued an Executive Order No.75 – Creating the National
Heroes Committee under the Office of the President. The committee was tasked
to study, evaluate, and recommend historical figures to be declared as national
heroes and the said committee come up with the following criteria:
1. Extent of the person’s sacrifices for the welfare of the country.
2. The motives and methods employed in the attainment of the ideal (i.e.
welfare of the country). In the attainment of that ideal, did the person
concerned sacrificed purely and exclusively for the welfare of the
country or was there any selfish or ulterior motive in the making of
such sacrifice? Were the methods employed in the attainment of the
ideal morally valid?
3. The moral character of the person concerned (no morality issue that
affected his ideal)
4. The influence of the person both on his age and on the future;
5. Those that have a concept of nation and thereafter aspire and struggle
for the nation’s freedom (especially on the threat of invasion in any
form)
6. Those who define and contribute to a system of life of freedom and
order for a nation (the one who helps in the betterment and
orderliness of the country)
7. Those who contribute to the quality of life and destiny of the nation
8. Those who are part of the people’s expression (the citizens must have
recognized and acknowledged them as heroes)
9. Must think of the future generation (the future generations must be
seen in his ideals and decisions)
10. Must not only base on the recounting of history or events in the past
but of the entire process that made this particular person a hero (De
Viana, 2014).

Rizal: Works and Writings and the Development of Philippine Nationalism 19

 Apply

1. At this point, please go back to your previously chosen hero and your
justifications as to why you have chosen him, her or them. Were your
reasons related to the criteria identified in the previous page? If yes,
to where they become similar? If not, why?

2. Among the Philippine identified national and local heroes, apart from Jose
Rizal, name two (2) that you think fit in to at least three (3) of the
characteristics that a hero must have based on the criteria cited by the
commission. Show this in a matrix form.

On National Level On Local Level or in your own

community

The National hero that I chose The local hero that I chose is…
is…

The characteristics in the The characteristics in the criteria

criteria that fit in my chosen that fit in my chosen hero are:
hero are:

B. Rizal on being the Philippine National Hero: Questions and Explanations

As mentioned earlier, even Rizal was not explicitly proclaimed a national
hero despite myriad acclamations of him being one. There are even a lot of
controversial questions of his being placed in a pedestal of Philippine heroism.
Here are some of those controversial questions that have been asked and
maybe are still lingering in the minds of many like you.

Rizal: Works and Writings and the Development of Philippine Nationalism 20

 1. Essential or Controversial Questions:

a. Was Rizal an “American-made hero?”

b. Was Rizal against the revolution for Philippine independence?
c. Is Rizal worthy to be chosen as our national hero?

Before we proceed to the questions, let us take a look first of what

books and our knowledge of history, taken from various sources, tell us
about the kind of Rizal that we know. These are as follows:

2. The Rizal that we know …Rizal is, among others, a:

a. Literary genius e. A loving son
b. An illustrious doctor f. An observant traveler
c. An effective teacher g. A martyr
d. A playboy

3. What the Youth Know about Rizal…

To continue with our digging on the controversies about Rizal being

the Philippine National hero, let us take a look at the discussions of the
youth, cited by Balsomo (2009), a museum curator of Valenzuela city and
historian. Here are some of what the Filipino youths have to say about
Rizal (htpps://ph.linkedin.com):

Keener (Jul 16, 2006): “If there’s something that I learned from my
Rizal class now in college, it is that Rizal NEVER asked for freedom from
the Spaniards. He was asking for ASSIMILATION. He wanted the
Philippines to be a PROVINCE OF SPAIN, NOT establish an independent
state.”

Flimmeryrose741 (Jul 16, 2006): “oh… so that means..ayaw niya

pala maging free ang Philippines? So gusto niya pala na maging parte ng
Spain ang Philippines? What a hypocrite! xxx Bonifacio should be the
hero… Rizal is a jerk.,”

Rev4maite (Jul 18, 2006): ^^correct… hindi dpat c Rizal ang

pambansang bayani dahil 1.) Babaero 2.) Did he really fought for
Philippine freedom 3.) As far as I know, ang gusto lang niya ay maging
pantay ang filipino sa mga spanish, what if mahirap c Rizal at nde
nakapag-aral? Will he still be the National Hero? I guess not…”

Kensamor (Jul 26, 2006): “Sabi ng teacher ko dati, naging national

hero si Rizal dahil sa mga Kano. Medyo malabo nga sa akin kung ano nga
ba talaga ang nagawa niya para sa Pinas.
http://www.pinoyexchange.com/forums/archive/index.php/t-247161.html. Cited in
Balsomo, 2009

Rizal: Works and Writings and the Development of Philippine Nationalism 21

Quick Stop Over!
After reading the discussions of the youth, cited by Balsomo (2009), do
you have other issues in mind or personal questions? Write them down in the
box below.

To continue, lets us now look at the other issues that have been raised.
Are you still okay? Of course you are!

4. Common Misconceptions about Jose Rizal

1. Rizal became the national hero because of the Americans.

2. Rizal never supported the independence movement of the Philippines.
3. Andres Bonifacio should be the national hero not Rizal.

5. Explanations to the Misconceptions about Rizal

a. Explanations to the Question of Rizal being an “American-made

Hero”

Some Filipinos believe that the Americans, particularly William H.

Taft was responsible for the veneration of Rizal as the national hero. It
was done allegedly in the following manner:

“….and now gentlemen, you must have a national hero”. These

were supposedly to be the words addressed by Governor William Taft to
… the Filipino members of the Philippine Commission… the final choice
was Rizal. And so history was made.” ( Zaide, 1999)
However, it should be noted that even the Revolutionary
Governments of Andres Bonifacio as well as of Emilio Aguinaldo gave
tribute to Rizal to show their appreciation for his contributions to the
country. In his opening address at the Congress Assembly in Malolos,
Bulacan on Sept. 15, 1898, President Aguinaldo said:

Rizal: Works and Writings and the Development of Philippine Nationalism 22

 “Illustrious spirits of Rizal, Lopez Jaena, of Marcelo del Pilar! Arise
a moment from your graves!” Then on December 20, 1898 at the
revolutionary capital at Malolos, President Aguinaldo issued the first
official proclamation making December 30 of the year as “Rizal Day”.
(Ibid.)
Thus, Rizal was proclaimed a National Hero by the First Philippine
Republic six years before the alleged proclamation of Taft.

b. Explanations to the Question of Rizal having not supported the

Independent Movement of the Philippines
The words of Mr. Constantino are an understatement (emphasis
mine). Pio Valenzuela’s Memoirs of the KKK and the Philippine
Revolution, presents the radical and revolutionary concepts of Rizal thus
disapproving the view that he is against the revolution. Valenzuela
recounted the private meeting with Rizal in Dapitan on June 21, 1896:
“After his introduction about the secret organization, I discussed
with Rizal the resolutions of the Katipunan. Rizal did not oppose the
resolutions. In fact, he approved these resolutions and even suggested
that they be complied with as soon as possible.”
However, when Valenzuela told Rizal that “the revolution will break
out even without having arms”, Rizal opposes this resolution stating that
“the Spaniards … will annihilate the Filipinos”. (Valenzuela in De la Cruz,
2008).
Rizal opposed the immediate start of the revolution, not the
movement itself. To help the Katipunan, he advised that they must first
have sufficient arms and to invite rich and influential persons to join the
secret organization (Ibid.).
Further confirmation of Rizal’s support for the Philippine revolution
can be traced in the second stanza of his poem “Mi Ultimo Adios”.
On the field of battle, ‘mid the frenzy of fight,
Others have given their lives, without doubt or heed;
The place matters not -- cypress or laurel or lily white;
Scaffold or open plain, combat or martyrdom’s plight,
‘Tis ever the same, to serve home and country’s need

In this part of his poem, Rizal is encouraging the Filipinos who are
suffering for the country to fight. He implies that dying in the battlefield,
being executed as a martyr and getting wounded in combat is equally
honorable.

Rizal: Works and Writings and the Development of Philippine Nationalism 23

 c. Andres Bonifacio, not Rizal, should be the National hero

Foremost national heroes of other countries are soldier- generals,

like George Washington of the U.S. Andres Bonifacio did lead the Filipinos
in the armed struggle for Philippine independence. Then why did we not
follow the examples of other nations in selecting a military leader for the
national hero? The case of Rizal versus Bonifacio in these words:
“Whereas generally the heroes of occidental nations are warriors
and generals who serve their cause with the sword, the hero of the
Filipinos served his cause with the pen, demonstrating that the pen is
mighty as the sword to redeem a people from their political slavery.”
According to Ocampo (in Zaide,1999), the revolution prepared by
Bonifacio was only the effect, the consequence of spiritual redemption
wrought by the pen of Rizal. In point of importance the previous work of
Rizal seems to us superior to that of Bonifacio.”
“There are only two powers in the world, the sword and the pen;
and in the end the former is always conquered by the latter”.
- Napoleon I

To Sum It Up!
1. Q: Was Rizal an “American-made hero?”
A: NO. Rizal was proclaimed as our National Hero by the First Philippine
Republic.

2. Q: Was Rizal against the revolution for Philippine independence?

A: NO. Rizal supported the revolution but opposed the immediate start of it
due to lack of arms.

3. Q: Is Rizal worthy to be our national hero?

A: YES. His life served as the inspiration of our nation to be free and cherish
freedom. The teachings of Rizal are as valid today as they were
yesterday.

Rizal: Works and Writings and the Development of Philippine Nationalism 24

 Assessment

Name: Date:
Program, Year and Section: Score:

Direction: Write the word or group of words that is being asked or described.
Write your answer on the space provided before each number.

________________1. Combining districts of Morong and Manila to be named as

“Province of Rizal” in honor of the most illustrious Filipino.

________________2. He issued an Executive Order No.75, creating the

National Heroes Committee to formulate criteria for the
selection of Philippine national hero.

________________3. He was charged to be the American responsible for the

whole idea that the country needs a national hero.

________________4. The world renowned military leader who said, “There are
only two powers in the world, the sword and the pen; in
the end the former is always conquered by the latter”.

________________5. The official date of “Rizal Day”.

________________6. Law that is responsible for the public holiday in the

provinces of Aklan, Antique and Iloilo every February 11
of the year.

________________7-10. Controversial issues or essential questions as to the

title of Rizal being the Philippine National hero.
________________

________________

________________

Rizal: Works and Writings and the Development of Philippine Nationalism 25

Rationale

Jose Rizal, our national hero has always been

identified with “nationalism” due to his many
contributions in freeing our nation from the hands of
the colonizers, through his works and writings. This
module will explain the concepts of nation and
nationalism and how nation is considered as an
imagined community preceding to the understanding of
nationalism by the Filipinos. Likewise, we will tackle
on how Rizal and the Filipinos attained Nationalism
and reflect on Rizal’s blue print for nation-building.

Module Outcomes
At the end of the module, the learners must have:
1. explained a nation as an imagined community;
2. defined nationalism in the works of Rizal; and
3. compared and contrasted the students’ personal
view of Rizal with historical facts.

26
 Lesson Outcomes
At the end of the lesson, the learners must have:
1. explained nationalism in relation to the concepts of nation,
state, and nation-state;
2. identified the characteristics of a nation as an imagined
community;
3. determined how imagined communities are formed; and
4. analyzed how a nation can be considered as an imagined
community.

Introduction
Rizal is a symbol of nationalism in the eyes of
the students taking the Rizal subject in the tertiary
level of education, simply because, he is the National
Hero of the Philippines. This notion was already
etched in the minds of the Filipinos since they started
their primary education when they were still young.
You, as a Filipino student, were informed about the
life, works, and writings of Rizal, as well as his
achievements and role in obtaining the Philippine
Independence.
So at this time of the pandemic, let us open our https://twitter.com/csmark86
minds, see the other side of the story in which Rizal /status/811043194427215872
espoused nationalism, by means of thinking first of /photo/1
our nation as an imagined community and clarify
some things how the current notion of the nation were
formed as an imagined community.

Rizal: Works and Writings and the Development of Philippine Nationalism 27

 Activate
“Nation” is one of the simplest words I have
encountered in my life as a student in college but every
time I am asked what its meaning, I cannot readily
answer. I cannot speak for others, but that was my
experience.

How about you? If you are asked about its

meaning, can you immediately utter a word, a line, or
sentence? Or are you having the same problem with
me? But if you can, please try to think what comes to https://twitter.com/knowth
your mind first when you hear the word, “Nation”. How enation/photo
about the other terms inside the table below?

Please kindly write your answers on the third column on the table found in
the next page. Let us see if you can still remember these terms. Are you ready?
If you are, then let’s go! If you aren’t yet ready, don’t worry! You don’t need a
dictionary to do this activity. Just write what comes to your mind first upon seeing
the terms. Good luck!

Activity: Meaning Recall

Terms Write your own meaning of the terms.

1 Nation
2 State
3 Nation-state
4 Nationalism
5 Community

Processing Questions:
1. How you feel about the Meaning Recall activity? Was it difficult? Why or why
not?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Which among the terms was easy to recall the meaning? Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 28

3. Which of these terms made an impact on your life? How?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Acquire

THE NATION AS AN IMAGINED COMMUNITY

You must have thought deeply while doing the activity on the Meaning
Recall but it made you think as well if these terms have an impact on your life as
a student, as a child, and as a Filipino. Before we go to the main topic of this
lesson, let us first tackle important terms that we will be using as we go on with
the lesson. Sit back, relax, and read the concepts with an open mind and
analyze the concepts carefully.

A. Nation, State, and Nation-State

In order to better understand nationalism, you must learn first the following
concepts related to it. Now, please see the matrix below. Simple definitions are
provided from various sources so you will be given an idea about these concepts.

Concept Meaning
A large body of people united by common descent, history,
Nation culture or language inhabiting a particular country or
territory (Lexico.com, 2020).
A politically organized body of people usually occupying a
State
definite territory (Merriam-Webster Dictionary, 2020).
A self-governed political entity occupied by people who
Nation-state speak the same language and share a common history
and culture (Yourdictionary.com, 2020).

Most people may be confused of these three aforementioned concepts,

but I am sure by this time this is clear to you. So, let’s go deeper and learn more
about these concepts.

Rizal: Works and Writings and the Development of Philippine Nationalism 29

 1. Nation
A nation refers to a group people
who are linked by one another by means
of their traditions, language, religion,
beliefs, cultural practices, and historical
background.
https://rappler.com/nation/elections/dute
rte-miting-de-avance-speech- one-
2. State filipino-nation

Wanni-Obias, et. al. (2018)

referred to this as a political entity that
has sovereignty over a defined territory.

 It has laws, taxation,

government, and bureaucracy.
 Bureaucracy is the means of
regulating life within the
territory.
 This sovereignty needs https://web.facebook.com/thestatenews
/photos/a.490961025574/10155581006
diplomatic recognition to be 345575/?type=1&theater
legitimate and acknowledged
internationally.
 Its boundaries and territory are not fixed and change across
time with war, sale, arbitration, negotiation, assimilation, and
secession.
 It also refers to a territory with its own government and borders
within a larger country (Yourdictionary.com, 2020).
o Example: California in the United States of America

3. Nation-state
This is a territorially bounded
sovereign polity, or state, that is ruled in
the name of a community of citizens who
identify themselves as a nation
(Britannica.com, 2020).

Examples:
 South Korea, Iceland, Japan,
https://medium.com/swlh/which-nation-state-
Portugal (Muscato, 2015) will-be-the-first-to-hold-bitcoin-reserves-
 France, Germany, Japan (Olson, 956e6e3cb4a7
2017)
Wanni-Obias, et. al. (2018) stated that a nation-state a combination of the
elements of the nation (people/community) and the state (territory). Nation-states
started to develop during the periods when Enlightenment occurred in Europe.

Rizal: Works and Writings and the Development of Philippine Nationalism 30

The “classical” nation-states of Europe began with the Peace of Westphalia in
the 17th century, which brought to an end the 80 Years War between Spain and
the Dutch and the German phase of the 30 Years’ War. The peace was
negotiated, from 1644, in the Westphalian towns of Münster and Osnabrück. The
Spanish-Dutch treaty was signed on January 30, 1648 (Britannica.com, 2020).

Many paths were taken towards the formation of the nation-states in which
many scholars posit that the process was an evolution from being a state into a
nation-state (Wanni-Obias et. al., 2018). Some of these paths are the following:

1. The members of the bureaucracy like

the lawyers, politicians, diplomats,
etc., eventually moved to unify the
people within a state to build a nation-
state.

2. Intellectuals and scholars from

subsequent nation-states which were
https://www.thelocal.fr/userdata/ima
formed from nations laid the foundation ges/article/5e060caacd e6d4ac8.jpg
of political and diplomatic recognition to
create a nation-state.
3. Many Asian and African people involved breaking off from a colonial
relationship, especially after World War II when a series of
decolonization and nation-(re)building occurred. At this time, groups
initially controlled by imperial powers started to assert their identity to
form a nation and build their own state from the fragments of the
broken colonial ties.

https://microform.digital/boa/collections/ https://progressive.org/ dispatches/how-

61/ asia-at-war-world-war-2-as-described- african-american-wwii-veterans-were-
by-uspg-missionaries-1914-1946 scorned-by-the-g-i-b/

4. A group of people who are already a part

of an existing state and refused to or
could not identify with the rest of the
population, built a nation, asserted their
own identity, and demanded recognition by
means of violent secessions.
https://www.pri.org/stories/2015-04-
16/ catalonias-leaders-plan-
secession-spain

Rizal: Works and Writings and the Development of Philippine Nationalism 31

 By this time, you must have already a clear idea of the concepts of nation,
state, and nation-state. So, let us go to the main part of the topic where a nation
is said to be an imagined community.

B. Characteristics of a Nation as an Imagined Community

One major component of the nation-state is the nation. This concept

assumes that there is a bond that connects a group of people together to form a
community. The origin of the nation, and concomitantly nationalism, has been a
subject of debates among social scientists and scholars. In this part, let us point
out the notion of the nation as an imagined
community.
Benedict Richard O’Gorman
Anderson (2016), an Irish political scientist,
best known for his influential work on the
origins of nationalism, defined nation as an
imagined political community.

The nation is imagined because the

members of even the smallest nation will Benedict Anderson (1936 – 2015)
never know most of their fellow-members, meet https://nationalismstudies.files.wordpress.com/
2013/10/400anderson.jpg
them, or even hear of them, yet in the minds of
each lives the image of their communion.

 The nation is characterized as both inherently limited and sovereign.

The nation is imagined as limited.

 Even the largest nation, composed of perhaps a billion living human
beings, has finite, if elastic, boundaries, beyond which lie other nations.
 No nation imagines itself coexisting with mankind. The most messianic
nationalists do not dream of a day when all the members of the human
race will join their nation in the way that it was possible, in certain eras,
for, say, Christians to dream of a wholly Christian world.

The nation is imagined as sovereign.

 This concept was born in a period when Enlightenment and Revolution

were destroying the legality of the divinely fated, hierarchical ruling
empire.

 Coming to maturity at a stage of human history when even the

sincerest believers of any universal religion were inevitably met with
the living diversity of such religions, and the allomorphism between
each faith's ontological claims and territorial stretch, nation’s dream of

Rizal: Works and Writings and the Development of Philippine Nationalism 32

 being free in the eyes of God. Thus, the sovereign state is the
instrument and symbol of this freedom.

The nation is imagined as a community.

 Regardless of the actual inequality and exploitation that may flourish in

each nation, it implies a deep, horizontal comradeship. This notion
makes the people think that they have to fight together in order to gain
freedom regardless of their class, color, or race. They do not need to
see and know all the members of the fraternity. This further suggests
that people are willing to fight and die for their community.

C. How Imagined Communities are Formed

Anderson (2003 in Wanni-Obias, 2018) stressed the important role of the

mass media in the construction of the nation. He underscored that the media:

1. fostered unified fields of communication which allowed the millions

of people within a territory to “know” each other through printed
outputs and become aware that many others identified with the same
community;
2. used standardized languages that enhanced feelings of nationalism
and community; and
3. maintained communication through a few languages widely used
in the printing press which endured through time.

Anderson’s Imagined Communities

(1983, 1991, 2003, 2006, 2016) builds on this
understanding of public space and emphasizes
the ways certain forms of media give rise to
certain types of political community (Koh,
2016).

https://www.goodreads.com/book
/show/399136.Imagined_Commu
nities

According to Koh (2016), the media and communication become

political through the explicit community that they created was presented by the
political scientist Benedict Anderson in his ground breaking book Imagined
Communities which argues that the invention of the newspaper resulted in the
creation of a new type of political community that would bring nationalism—and
revolution—into being.

Rizal: Works and Writings and the Development of Philippine Nationalism 33

 There are also some platforms that formed the networked public
sphere that have fostered imagined communities. In the networked public
sphere, individuals with little political or social power have the ability to join a
conversation and affect mass opinion, as trending hashtags in recent years have
illustrated (Koh, 2016). Some of these are the:

1. Social Media
 This created new discourses for imagining community. These new
imagined communities have a great deal of political potential as well as
limits.

 This created asynchronous communities around issues and interests.

Example:
o Facebook and Google Plus
groups - allow people to join and
take part in conversations over
time

o Reddit community - users can

read about and post responses to
issues that form pages on a topic
https://marketingland.com/library/cha
nnel/social-media-marketing

2. The Internet
 This has dramatically augmented the
possibilities of political communities that
can form through similar changes in the
concepts of time

 The networks of communication

supported by the Internet include
narrower modes such as e-mail as well
as ones that have potentially huge
https://towardsdatascience.com/iot-in-
audiences, such as Twitter, Facebook, action-a8b7fac83619
and Instagram.

At this time, you must have understood why a nation is said to be an

imagined community. If you have, it will be easier for you to do the following
activities and assessment. Are you ready? If you are, please read the instructions
carefully. Good luck!

Rizal: Works and Writings and the Development of Philippine Nationalism 34

 Apply

A. Direction: Read the story about a company known by the public as “Apple”
and answer the questions below in 2 – 3 sentences. 5 points each
question.
Apple, beginning with its “Think
Different” campaign, developed an imagined
community of users centered originally on its
founder, Steve Jobs, and its innovations.
When Apple was about to introduce a new
product, people would line about at its stores
hours before they opened and then high-five
the sales clerks as they paid out hundreds of
dollars for a device. That’s an imagined
community (Manaiza, 2019).
https://www.theonion.com/apple-
becomes-first-american-company-that-
should-have-p-1828067066

Processing Questions:
1. Are you familiar with the “Apple” company mentioned in the story? If yes,
How did you know about it? If not, Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. When you read about the story about “Apple”, how did you feel about it?
Do you feel think you can belong in this so-called imagined community? Why
or Why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. If your answer is “Yes”, then, that is good. Now, please think of another
imagined community where you can belong to. Why? But if your answer is
“No”, then can you think of an imagined community where you can be a part
of? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 35

B. Direction: Write an essay how can the “Nation” become an imagined
community during this time of the pandemic in 5 – 10 sentences.
Please try to be open-minded and be specific when you give
example situations in explaining your point of view. (10 points)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 36

 Assessment

Name: Date:
Program, Year and Section: Score:

A. Direction: Fill in the blanks or identify what is being described in the

following items inside the table and write only one (1) answer on
the last column of the table. (10 points)

Statement Answer
A political unity that has sovereignty over a
1
definite territory is called as _____.
A _____ is a member of the bureaucracy who
2
moved to unify the people to build a nation-state.
The ____ is considered as an imagined
3 community because it implies a deep horizontal
comradeship among the people.
The nation is imagined as _____ wherein nations
4
dream of gaining freedom.
A territorially bounded sovereign community
5 governed in the name of a group of people who
identify themselves as a nation.
One good example of a nation-state in Asia
6
according to Olson is _____.
An imagined community is formed by using _____
7 that developed feelings of nationalism and
community.
The nation is _____ because the members of the
group think that they live in one community
8
believing in one goal even though they have not
met or heard from each other.
_____ worked to create a nation-state by means
9 of laying the foundation of political and diplomatic
recognition.
One of the modes of networks of communication
10 supported by Internet with large audiences is
known as the _____.

Rizal: Works and Writings and the Development of Philippine Nationalism 37

B. Direction: Match the items in column “I” with the answers in column “C” and
and write only the letter of the correct answer in column “A” in
the matrix below. (10 points)

A I C
This created new discourses for imagining A. Networked
1
community with political potential and limits. Public Sphere
The nation is an imagined _____ because this
makes people think that they must fight together B. Printed
2
in order to obtain freedom irrespective of their Outputs
class, color, or race.
The institution that Benedict Anderson C. Bureaucracy
3 emphasized has a very significant role in the
construction of a nation.
People with little political or social power have the D. Internet
ability to converse with others and affect mass
4
opinion, as trending hashtags in recent years
have illustrated.
This book emphasized public space and the ways E. Newspaper
5 of various kinds of media resulted to certain types
of political community.
The means that were used by the mass media in F. Limited
6 fostering unified fields of communication for
people to know each other in a certain territory.
This is the description of an imagined community G. Imagined as
7 because it was said that even the biggest nation Sovereign
has certain boundaries.
The means of regulating the lives of people in a H. Social Media
8
definite territory.
This invention resulted in the creation of new type I. Imagined
9 of political community that would about Communities
nationalism and revolution.
The nation is _____ during the era of J. Community
Enlightenment and Revolution when these events
10
were destroying the legitimacy of the divinely K. Mass Media
fated, hierarchical ruling kingdom.

Rizal: Works and Writings and the Development of Philippine Nationalism 38

 Lesson Outcomes
At the end of the lesson, the learners must have:
1. distinguished nationalism from patriotism;
2. traced the development of Rizal’s nationalism;
3. explained the relevance of nationalism and nation-building;
4. identified the importance of practicing nationalism; and
5. explained the means or ways to develop patriotism.

Introduction
Rizal had an encompassing devotion and love for his country which meant
love for justice, for liberty, and for personal dignity. He was the first Filipino to
express Philippine nationalism in his writings, to direct the path to national unity
for his fellowmen, and to show nationalism as leading to freedom and liberation.
During his time, the Filipinos had no sense of national awareness nor a passion
for independence.

So, at this time of the pandemic, let

us think of how Rizal, our national hero,
developed his nationalistic ideals. You
should be a witness of his idealism and
ideology as manifested in his works and
writings. You can do this by reading them
religiously, by being patient in doing your
activities, and instill in your minds the
reasons given by various authors why Dr.
Jose Rizal was known as the “Father of
https://medium.com/@ellajanevergara/dr- Filipino Nationalism” according to
jose-rizal-nationalist-or-patriot- Esteban A. De Ocampo (1962).
c1d247c234e9

Rizal: Works and Writings and the Development of Philippine Nationalism 39

 Activate

“Nationalism” is very common in my world

of teaching. How about in your world of studying? I
taught the “Alphabet” and ”Catechism” in Filipino
language to the young children in my village during
summertime when I was in high school and in my
college years without payment, certainly because I
just love teaching. That’s how I practiced
nationalism as a student.
http://ramazing29.blogspot.com/20
How about you? Can you think of some 12/10/modern-day-filipino-
ways on how to be nationalistic? Kindly write your nationalism.html
answers in 1-2 sentences on the space provided.
Good luck!!!

Activity: Practicing Nationalism

How do you practice nationalism as a ___________________?
1. Student:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Daughter/Son:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. Filipino:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Acquire

RIZAL AND POPULAR NATIONALISM

You must have thought a lot of things while doing the previous activity but
it made you more aware of your role as a student, as a son/daughter of your
parents, and as a Filipino citizen that may be related to the development of your
nationalistic ideals like how Rizal, our national hero, develop his nationalism.

Rizal: Works and Writings and the Development of Philippine Nationalism 40

 Before we go to the main topic of this lesson, let us first distinguish these
two terms being used interchangeably sometimes by many people, including you
and me. Try to be more open-minded, read and analyze the concepts carefully. I
hope you will learn more about the development of Rizal’s nationalism.

A. Nationalism and Patriotism

Daquila (2009) defined nationalism as the people’s awareness of their
uniqueness and their consciousness of the cultural bond that binds them:
 in the commonality of their origin, history, language, religion, race, and
idiosyncrasies;
 their pride in identifying with the fine qualities and abilities of their race;
 their firm resolve in rectifying them; their constancy of faith in the
nobility of their national heroes;
 the meaningful commemoration of historical events; and
 the sincere appreciation of martyrs in the face of today’s oblivion,
ingratitude, and the seeming anachronism of national heroes in today’s
generation.

Nationalism also refers to the loyalty and

devotion to a nation especially in the sense of
national consciousness exalting one nation above
all others and placing primary emphasis on
promotion of its culture and interests as opposed
to those of other nations (Dictionary.com, 2020).

https://ourhappyschool.com/ap-social-
studies/10-modern-ways-express-
filipino-nationalism

Whereas, patriotism is the supreme sacrifice of one’s life and the

readiness to die so others may live in abundance and in peace (Daquila, 2009).
This is also the feeling of loving your country more than any others and being
proud of it (Cambridge Dictionary, 2020).
You must have heard that nationalism is
used interchangeably with patriotism; however
patriotism is deeper than nationalism. Nationalists
usually think that the general welfare of the people
comes first before their own happiness. Patriotism
and nationalism combined is presented in the joint
sentiments and desires of the people to shape
their fate bereaved of manipulation and authority
by other nations (Daquila, 2009).
https://marilil.files.wordpress.com/20
11/06/misc-022.jpg

Rizal: Works and Writings and the Development of Philippine Nationalism 41

B. Development of Rizal’s Nationalism

I am sure that you have learned a lot about Rizal’s life, works, and writings
since in your elementary years. At this time, let’s trace the development of Rizal’s
nationalism, in his famous novels, his idealism in his poetry, and his ideology in
his prose. Romero, Sta. Romana, & Santos (2006) stressed Rizal’s nationalism
in certain lines and words uttered by some important characters as supported by
other authors, researchers, and references. So come with me and let’s read
some more to better understand Rizal’s nationalism.

Nationalism in the Novels

According to Romero, Sta. Romana, & Santos
(2006) among Rizal’s writings, his two novels – Noli
Me Tangere (1887) and El Filibusterismo (1891), had
a more remarkable effect on the Filipino people than
his other writings because these fearlessly critiqued
the life in the Philippine during the 19th century.
These two novels of Rizal are considered very https://www.pinterest.ph/pin/269
important in the lives of the Filipinos according to 864202642249234/

Romero, et. al., (2006), Daquila (2009), De Viana, et.

al. (2018), and Wanni-Obias, et. al. (2018) because:
 These works of fiction expressed the
theme of Philippine nationalism in a most
reflective and dramatic manner to awaken
the dormant spirits of a frustrated people.

 The novels remained the most powerful

encouragement for national unity at
present. They are considered “the https://www.pinterest.ph/pin/269864
greatest Philippine social documents”. 202642249234/

 In the official acknowledgement of the “gospels of Philippine

nationalism,’” the Congress of the Philippines passed Republic Act
1425 or the Rizal Law on June 12, 1956, making the reading of two
novels compulsory in all the schools, colleges, and universities in the
country.

 The wisdom of these two novels has made Rizal known all over the
world as the most foremost Asian nationalist. With utmost
intelligence, the novels express his concept of love of country with an
inherent sense of loyalty. Through them, he bravely boldly spoke out
against unfair Spanish colonial abuse and he attempted for political
and social reforms.

Rizal: Works and Writings and the Development of Philippine Nationalism 42

 Rizal’s nationalism is also seen in the lines and views of the characters of
the novels. See some of the lines and view of characters below as recounted by
Romero, et. al. (2006).

The passion of Rizal’s nationalism is expressed in the dedication of El

Filibusterismo:
“To the memory of the priests, Don Mariano Gomez, eighty-five, Don Jose
burgos, thirty, and Don Jacinto Zamora, thirty-five, who were executed on the
scaffold at Bagumbayan on 28 February 1872.
The Church, by refusing to unfrock you, has put in doubt the crime
charged against you; the Government by enshrouding your trial in mystery and
pardoning your co-accused has implied that some mistake was committed when
your fate was decided; and the whole of the Philippines in paying homage to your
memory and calling you martyrs totally rejects your guilt.
As long therefore as it is not clearly shown that you took part in the
uprising in Cavite, I have the right, whether or not you were seeking justice and
liberty, to dedicate my work to you as victims of the evil I am trying to fight. And
while we wait for Spain to clear your names someday, refusing to be a party to
your death, let these pages serves as a belated wreath of withered leaves on
your forgotten graves. Whoever attacks your memory without sufficient proof has
your blood upon his hands.”
- J. RIZAL
-
Expressions of Nationalism among Characters

The spirit of nationalism that encompasses in the novels is conveyed in

the passionate conversation of the leading characters. At other times it is inferred
by the disguised remarks and actions of the sensitive characters whose
ignorance Rizal wanted to eliminate.

a. Crisostomo Ibarra – the principal character in the Noli Me Tangere

 In the early part of the Noli, he exposed Rizal’s political sentiment that
Spain and the Philippines were two parts of one nation and that loyalty
to one was loyalty to the other. The former was patria grande, and the
latter was patria chica; today this is recognized as nationalism and
regionalism.

 When Ibarra reflected on his country’s problems and the possibility of

uprising, he said:
“No, inspite of everything, my country comes first – first the
Philippines, daughter of Spain – second Mother Spain. What was

Rizal: Works and Writings and the Development of Philippine Nationalism 43

 destined, what was unavoidable, cannot stain the honor of the
Motherland.”
 When Ibarra was conversing with Tasio, he said:

“Is my love of country incompatible with love of Spain?... I love my

country, the Philippines, because I owe her my life and happiness, and
because every man should love his country. I love Spain, the country
of my forefathers, because, after all, the Philippines owe and will owe
to Spain both happiness and future.”

 While chatting with the Governor

General, Ibarra honestly
proclaimed:

“Sir, my greatest desire is

the happiness of my country, a
happiness which I would wish to
be due to the motherland and to
the efforts of my fellow citizens,
one united to the others with
eternal ties of common ideas and
common interests. What I can ask
only be given by the Government https://www.reddit.com/r/Philippines/comments/9c
2ypi/sid_lucero_as_crisostomo_ibarrasimoun_fan_
after many years of continuous work casting/
and the correct measures of reform.”

b. Simoun

 Rizal provided a philosophy of patriotism in him:

“However perfect humanity may become, patriotism will always

be a virtue in oppressed peoples because it will always mean the love
of justice, freedom and self-respect…A man is great not because he
goes ahead of his generation, which is in any case impossible, but
because he guesses what it wants. The intellect may think that
geniuses are ahead of their time, but they only appear to those who
look at them from afar or who mistake, the rearguard for a whole
nation.”

Rizal: Works and Writings and the Development of Philippine Nationalism 44

 c. Elias
 His love for country is presented in his sympathy for the poor and the
oppressed who are the victims of Spanish domination in the islands.
 One of the famous lines from the Noli was found at the end, it was from
Elias as he said these lines to Basilio. These words were not only
meant for Basilio, but for all of us who lived a period of freedom and
liberty (Mindanaofilms.wordpress.com, 2017).

“I shall die without seeing the dawn break upon

my homeland. You, who shall see it, salute it! Do
not forget those who have fallen during the night.”

https://twitter.com/akosipiloto/photo

C. Idealism in the Poetry

Romero, Sta. Romana, & Santos (2006) emphasized that Rizal’s poetry
exposed the nationalist’s idealism that instills a drive of determination. Before I
showed Rizal’s idealism in his poetry, let us first define the term “idealism”.
Idealism refers to the cherishing or pursuit of high
or noble principles, purposes, or goals (Dictionary.com,
2020). This denotes the belief that your ideals can be
achieved, often when this does not seem likely to others
(Cambridge Dictionary, 2020).
At this part, the evolution and development of
Rizal’s idealism and underwent three (3) stages written
below. In order for you to better understand, I made a
https://www.philstar.com/lifesty matrix of Rizal’s poems taken from Romero, et. al.
le/arts-and- (2006), Daquila (2009), Areño (2011), De Viana, et. al.
culture/2019/07/28/1938619/ri
zals-future-today-jose-rizals- (2018), Wanni-Obias, et. al. (2018), and other website
ideals-and-their-relevance- cited in the references.
youth

a. First Stage: Articulate Poetry includes the poem:

 Sa Aking Mga Kabata (“To My Fellow

Children”, “Our Mother Tongue”) - 1869

A talented poet at eight, Rizal showed idealism

and seriousness in his first lyric poem, “Our Mother
Tongue.” Most of his early endeavors were written
under the supervision of his beloved mother. Rizal
showed a understanding of the full meaning of https://ourhappyschool.com/phili
patriotism as he encouraged gratitude and concern ppine-studies/did-jose-rizal-
for the native tongue. write-poem-%E2%80%98sa-
aking-mga-kabata%E2%80%99

youth

Rizal: Works and Writings and the Development of Philippine Nationalism 45

b. Second Stage: Adolescent Poetry (1874-1882)
The work of a hardworking, hopeful student newly exposed to
philosophical ideas, religion, classical philosophy and mythology, oral and written
exposition, and argumentation. Rizal’s famous poems are included in the list
such as:

Spanish Title of the Poem English Translation Year

A Remembrance for My Town, 1876
1 Un Recuerdo a Mi Pueblo A memory of my Town,
In Memory of my Town
2 A la Educacion To Education
Alianza Intima entre la 1876
Intimate Alliance between Religion
3 Religion y la Buena
and Good Education
Educacion
Through Education the 1876
Por la Educacion Recibe Motherland Receives Light,
4
Lustre de Patria Education Gives Luster to the
Motherland
To The Filipino Youth, 1879
5 A la Juventud Filipina
To the Philippine Youth
A Filipinas (en el album de To the Philippines: In the Album of 1880
6
escultores Filipinos) Filipino Sculptors
7 Junto al Pasig Beside Pasig River 1880

c. Third Stage – Nationalistic Poetry

Rizal’s poetry’s maturity arose as he talked about nationalism not only as
a sentiment, but as a desire, a virtue that could be attained and developed into
an ideology that rationalized and blended his personal thoughts and reveries.

These expressions of nationalism are seen in Rizal’s poems such as:

Spanish Title of the Poem English Translation Year

1 Me Piden Versos They Ask me for Verses, 1882
3 A las Flores de Heidelberg To the Flowers of Heidelberg 1886
4 Canto de Maria Clara Song of Maria Clara 1887
5 Himno al Trabajo Hymn to Labor 1888
6 A mi Musa To My Muse 1890
7 Versos de Isagani Verses of Isagani
8 Kundiman 1891
9 A Don Ricardo Carnicero To Don Ricardo Carnicero 1892

Rizal: Works and Writings and the Development of Philippine Nationalism 46

 10 Mi Retiro My Retreat 1895
11 Canto del Viajero Song of the Traveler/Wanderer 1895
12 Mi Ultimo Adios The Last Farewell 1896

D. Ideology in the Prose

Romero, Sta. Romana, & Santos (2006) pointed out that historians,
researchers, scholars, and influential leaders were motivated and guided by
Rizal’s writings on certain beliefs of nationalism and nation building. They have
systematically collected his essays and other records that reminded them of
Rizal to preserve the works of our national hero for the future generation.
These included some:

1. Speeches 4. Translations
2. Unfinished manuscripts 5. Research notes and drafts
3. Formal documents 6. Book reviews

Before I tackle about Rizal’s ideology in his prose, let us first define the
term “ideology”.

Ideology refers to a set of beliefs or principles, especially one on which

a political system, party, or organization is based (Cambridge Dictionary,2020).
This also speaks about a set of opinions or beliefs of a group or an individual.
Very often ideology refers to a set of political beliefs or a set of ideas that
characterize a particular culture (Vocabulary.com Dictionary, 2020).

In writing his essays, Rizal used his pen name,

”Laong Laan” and Masonic pseudonym of “Dimas Alang”
when he was in Spain and some of them were published
in Diariong Tagalog, a Philippine newspaper and in La
Solidaridad, in Madrid, Spain (Romero, et. al. (2006).

Among the better known compiled by Romero, et.

al. (2006), Daquila (2009), Areño (2011), De Viana, et. al.
http://myjoserizal2010.blogspot.co
m/2011/03/11-what-economic-
(2018), and Wanni-Obias, et. al. (2018), are listed in a
political-and-social.html matrix like:
youth

Rizal: Works and Writings and the Development of Philippine Nationalism 47

Spanish/Filipino Title of the Essay English Translation Year

1 El Amor Patrio The Love of Country 1882

Toasting Speech in Honor of Juan 1884
2 Brindis
Luna and Felix Resurrecion Hidalgo
Sa Mga Kababayang 1889
3 To the Young Women of Malolos
Dalaga sa Malolos
Sobre la indolencia de los 1890
4 The Indolence of the Filipinos
Filipinos
Filipinas Dentro de Cien 1890
5 The Philippines within a Century
Años
6 La Instruccion The Town School in the Philippines
7 Annotation to Morga’s Annotations to Morga’s 1889
Sucesos de las Islas History/Events of the Philippine
Filipinas Islands

E. Rizal’s Blueprint for Nation Building

In the Philippines, many debates that the mission of nation-building is an
ongoing fight up to the present. Intellectuals noticed the significant work of the
propagandists like Rizal in the continued efforts to build the nation and endorse
the alteration in the Spanish colony (Wani-Obias, et. al., 2018).
However, if we look back, Romero, et. al. (2006) emphasized that Rizal
began to understand now that the prolonged subjugation of his people was
caused primarily by two factors, namely the:
1. Absence of national consciousness
2. Poor training and education of the people
Rizal presented to his people how to live nationalism and he also thought
of an idealism of devotion and courage for the improvement of Philippine society.
Hence, Romero, et. al. (2006) presented Rizal’s blueprint for nation building that
includes the:
 Importance of Education
Rizal asserted on educating his people so
that they may productively eliminate the evils of
their society. He wanted them to develop a
national consciousness of their human rights and
pride in their country’s legacy and culture.
 Instilling racial pride and dignity among the
https://books.google.com.ph/b
people ooks/about/Jos%C3%A9_Riz
al_s_Legacy_and_Nation_buil
A feeling of weakness and a lack of racial ding.html?id=y6HWrQEACAA
pride and dignity was formed among the people due J&redir_esc=y

to the lengthy era of foreign dominance from their colonial rulers.

Rizal: Works and Writings and the Development of Philippine Nationalism 48

 This attitude must be renewed by means of having a sense of pride
in themselves as a nation. Rizal desired to instill into people an
understanding of history from which, he believed, started the roots of
genuine nationalism.
 The Promotion of National Consciousness
He wanted his people to devote their views, words, and actions not
only to themselves as people but to themselves as citizens of a nation.
National consciousness is significant to the accomplishment of a better
society.
 The Re-orientation of Values and Attitude
The people must re-orient their values and attitudes in order to help
to the task of nation building.
 The Willingness to Sacrifice for the Country
Rizal highlighted that the mission of nation building is accompanied
by challenges and trials which the people must unavoidably experience to
encourage their bravery. The sacrifices experienced by a people toughen
their connections of unity and their sense of freedom.

Apply

A. Direction: Compare and contrast the works of Rizal by giving and describing
two (2) examples of poems of Rizal. You may refer on the list
provided or you could research for more poems of Rizal. Please
use conjunctions like “whereas” and write your answers on the
space provided. (10 points)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 49

B. Direction: Choose one (1) essay of Rizal in the list provided in this lesson
and write about your insights and realization about it not less
than 5 sentences. Please write your answers on the space
provided. (10 points)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Assessment

Name: Date:
Program, Year and Section: Score:

A. Direction: Identify the following items and write your answers legibly after
each item. Wrong spelling will be marked wrong. (10 points)

1. The people’s awareness of their uniqueness and their consciousness

of the cultural bond that binds them in the commonality of their origin,
history, language, religion, race, and idiosyncrasies.
____________________

2. The feeling of loving your country more than any others and being
proud of it. ____________________

3. Rizal’s nationalism is expressed in the dedication of this book.

____________________

4. A set of beliefs or principles, especially one on which

a political system, party, or organization is based.
___________________

Rizal: Works and Writings and the Development of Philippine Nationalism 50

 5. Rizal’s poem written when he was eight years old that showed a full
meaning of his patriotism in encouraging the use of our mother tongue.
(Tagalog) ____________________

6. The cherishing or pursuit of high or noble principles, purposes, or

goals. ____________________

7. The man who loves his country and sympathized to the poor and the
oppressed who are the victims of Spanish domination in the islands.
____________________

8. The principal character of the first novel of Rizal. ___________________

9. One of the factors that caused the prolonged subjugation of the

Filipinos according to Rizal. ____________________

10. This is what the people need according to Rizal in order to productively
eliminate the evils of society. ____________________

B. Direction: Answer the following questions in 5 – 10 sentences. Please try to

be open-minded and be specific when you give example
situations in explaining your point of view. (10 points each / 20
points)

1. What is the importance of practicing nationalism?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 51

 2. As a student, how can you develop patriotism in your own way?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 52

Rationale
The period of 19th century (1800-1899) was
described to be as a dynamic and creative years of
Europe as. This was so because of the emergence of
industrialization and the ideals of democracy and
nationalism that were rushing in the European
countries were undeniably putting pressures on the
socio-political life in Spain. The ideals of democracy
and nationalism were gaining ascendancy and they
triggered revolutionary changes in science, technology,
economics and politics. On the other hand, the
Philippines was still largely MEDIEVAL.

Module Outcomes
At the end of the module the learners must have:
1. described the nature and structure of Philippine
society in the 19th century;
2. analyzed the effect of 19th century social structure
to the lives of the Filipinos;
3. compared the political and educational systems of
19th century and the present; and
4. evaluated Rizal in the context of his time.

53
 Lesson Outcomes
At the end of the lesson, the learners must have:
1. described the nature and structure of Philippine society in
the 19th century;
2. analyzed the effect of 19th century social structure to the
lives of the Filipinos;
3. compared the political and educational systems of 19th
century and the present; and
4. evaluated Rizal in the context of his time.

Introduction
In this lesson, we will be exploring the nature and structure of
Philippine society as well as the socio-political conditions of the country.
Moreover, educational system will be looked upon. This lesson will
present background on the life of Rizal that shaped his ideals and
nationalism.

Activate

We start this lesson with the question…

When faced with this question what is your

Are you what immediate answer? Answer this in 2-3 sentences
your environment only.
is? ____________________________________________
____________________________________________
____________________________________________
____________________________________________

Agree? Or disagree?
We are what our ____________________________________________
environment is! ____________________________________________
____________________________________________
____________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 54

 Why do you think you are asked with such a question? What is the
connection of the question to our topic about Rizal and the 19th century?

You are right! It is so because like Rizal, we are all the products of the
events and circumstances surrounding our existence with regard to both time
and condition of place.

Do you agree with the statement now? Well, if yes very good. If not yet,
it’s okay. The discussions below will further enlighten you to the situations of the
19th century Philippines as well as the circumstances that shaped and influenced
Rizal’s ideals and developed his nationalism. Please read the different topics and
answer the exercises for you to able to grasp well the message of this chapter’s
lessons.

Acquire

THE PHILIPPINES IN THE 19TH CENTURY AS RIZAL’S CONTEXT

A. Panoramic Survey of the 19th Century World and the Philippines

1. Feudalistic Nature of Philippine Society

Feudalism is a socio-economic political system that uses LAND as
basis of power. This simply implies the idea of large ownership & land
grabbing. It shows that the more lands you have the more power, prestige,
and influence come with it. This system that the Philippines was in during
the 19th century resulted to Master-Slave relationship between the
Spaniards and the Filipinos. Obviously the masters were the Spaniards
and the slaves were the Filipinos.

Rizal: Works and Writings and the Development of Philippine Nationalism 55

 This system where Filipinos were in, resulted to the following
implications to their lives. During the Spanish occupation of the Philippines
for more than three centuries especially towards the end of the 19 th
century, our forefathers were:
 Abused
 Maltreated
 Discriminated
 Enjoyed no rights/freedom:
o cannot express opinions
o cannot have ownership of properties
o cannot barely be educated

2. Pyramidal Structure of Society

Peninsulares (Pure blooded Spaniards who were born in

Spain)

Insulares (creoles, Mestizos, mixed Spanish &

Filipino blood)

Indios (Filipinos who are regarded as inferior

class)

The structure of Philippine society is described to be as pyramidal.

Such is divided into three layers with unequal distribution of occupants.
 The upper portion which is the smallest is composed of the
Peninsulares. They were known to be the pureblooded
Spaniards who were born in Spain. They were the ones
occupying highest position or ranks in society. Both power and
influence were vested on their hands.

 The middle portion was occupied by the Insulares or

sometimes they were refferred to as mestizos, creoles or those
with the mixed Spanish and fFlipino blood in them. They enjoy
some privileges, prestige and power.

 On the other hand, the lowest or the base portion of the

society’s structure was occupied by the Indios. They were the
Filipinos who were regarded as the inferior class. They were the
original residents of the country but considered nobody in
society. They are treated with no respect, no value and enjoy no
rights and privileges nor power in the society. This structure
simply showed the sad reality were our forefathers had during
the Spanish occupation or colonization of our country.

Rizal: Works and Writings and the Development of Philippine Nationalism 56

 3. Philippine Political System: Comparison of Political System
(19th Century and the Present)

Our discussion in this lesson begins with the introduction of the

three (3) basic powers/branches of the government namely:

a. Executive branch - vested in the hands of the head of the

state, may it be the President or the Prime minister depending
on the form of that government. The president functions as
both the head of the state and the head of the government. As
the name suggests it is the one who execute the law or to
impose the laws of the land.
b. Legislative branch – vested in hands of the “congress” or the
legislative body. In the case of the Philippines, since the country
adopts the bicameral system, the Congress is in the hands of
the lower house (House of Representatives/Congressmen) and
the Senate is in the upper house (Senators). This is the law-
making-body of the state,

c. Judiciary branch – judicial power rests with the Supreme Court

and the lower courts as established by the law (Art. VIII, sec. 1
of the 1987 Constitution). Its duty is to settle actual
controversies involving rights which are legally demandable and
enforceable. The judiciary enjoys fiscal autonomy. There are
lower courts namely: Court of Appeals, Court of Tax Appeals,
Sandiganbayan, The Trials Courts of the first and second level.

Rizal: Works and Writings and the Development of Philippine Nationalism 57

 In the 19th century or Spanish time, where the absolute powers of
the government was vested in the hand of the governor-general. The
governor-general was the head of the state and government being the
King’s representative in the country. He also had legislative and judiciary
powers.
During Spanish time, the mother country is Spain and the
Philippines was only a puppet. The government was theocratic in nature,
the chief executive has an absolute power, and the government was
centralized.
Today, the three (3) powers of the government are vested
separately and independently into different co-equal branches of the
government. The country being a democratic Republic has the checks and
balances in the government as the three (3) branches of the government
are independently exercising its functions. The features of the present
government are as follows:
a. Presidential Democracy

b. Separation of powers of the Government exist such as:

Legislative - Congress
Executive - President
Judiciary - Courts System

c. Decentralized (with presence of the Local Government Unit

(LGU)

Rizal: Works and Writings and the Development of Philippine Nationalism 58

 4. The Philippine Educational System: Then and Now

Characteristic features of Philippine Educational System

The Philippine Educational System today is generally patterned

from the educational system of the United States of America. This lesson
here, would present at the difference between 19th century Philippine
educational System (Spanish time) and today (Philippines as an
independent democratic republic). Below are the features of Philippine
Educational system then and now.

19th century Present

Overemphasis on Religious Separation of Church and State matters

Matters (Catechism –voluntary)
Less emphasis on memorization and
Parrot Learning
more on understanding and Application
Varied Instructional
Approaches/Teaching Approaches
Obsolete Teaching Method
(Lecture Discussion, use of Audio-Visual
Aid, Video clips, etc. )

Poor Classroom Facilities Generally, Better classroom facilities

No government supervision With government supervisions (from

(DepEd, CHED, TESDA) Basic Education, Tertiary, Post Graduate
Studies and Technical Education)

Rizal: Works and Writings and the Development of Philippine Nationalism 59

 5. Spain in the 19th Century (Unstable Politics and Economics
Crises)

Towards the end of the 19th century, as the principles of freedom

and democracy advocated by the leaders of French Revolution and
American Declaration of Independence were penetrating the European
lands, Spain found it difficult to remain impassive and conservative.
Advancement of science and modern political ideologies were rushing in.
Hence, Spain was suffering from political instability and economic
difficulties. She was sea sawed between absolutism and democracy.
The problem of political instability was aggravated by economic difficulties
which led the colonial government neglect the affairs or problems of their
colonies including the Philippines. Also, Spain imposed higher taxes and
demanded for more natural resources. This in turn made the lives of the
Filipinos more difficult.
Meanwhile, the young bourgeoisie who gained their education in
Spain and other European countries formed an organization called
“Propaganda Movement”. In, La Solidaridad, the official organ of the
propaganda movement, the propagandist tried to show the ills of the
colonial government as well as the longings and desires of the colony.
The difficult situations mentioned above was further enlightened by
the works of Jose Rizal, his two novels, opened the eyes, hearts and
minds of the Filipinos to their sad realities. Hence, they engaged in
revolutionary movements due to discontentment and abuses. The struggle
was not an overnight thing. It lasted for several years and caused loss of
lives, including that of Rizal. But eventually, after two years, the revolution
resulted to the gaining of the Philippine Independence.

Rizal: Works and Writings and the Development of Philippine Nationalism 60

 Apply
After going through with the condition of the Philippines and the Filipinos
during the 19th century, it is the utmost hope that you are now in better state to
relate the different conditions of the Filipinos then and that of Jose Rizal. Now,
we will see how much you have realized and understood. Let’s begin by having
the following exercises. Please answer the worksheets that follow.

Worksheet: Philippines and Europe in the 19th Century (Panoramic Survey)

1. Compare and Contrast the Philippines and Europe during the 19th century in
terms of its development. Put your answer in the matrix below. Please limit
your answer on the space provided.

19th Century Philippines 19th Century Europe

Rizal: Works and Writings and the Development of Philippine Nationalism 61

2. Compare and Contrast the Philippines during the 19th century and now in
terms of:
a. Nature and Structure of Society
b. Educational System
c. Political System

19th century Present Remarks/Observation

1. Nature and
structure of
Philippine
society

2. Philippines
Educational
System

3. Philippine
Political
system

Are you happy you live today or would you rather prefer to live in the 19th century
Philippines? Why?

Rizal: Works and Writings and the Development of Philippine Nationalism 62

 Assessment

Name: Date:
Program, Year and Section: Score:

A. Illustrate one good thing and one bad thing about the colonization of the
Philippines by Spain. (10 points)

Picture - Good thing Picture - Bad thing

B. Identification/Enumeration. Identify or give what is being asked. (15 points)

1. Give two (2) factors that cause Spanish instability during the latter part of
the 19th century.
a. _____________________________________________________________
b. _____________________________________________________________

2. Give three (3) Effects of Spanish instability to the Philippines.

a. _____________________________________________________________
b. _____________________________________________________________
c. _____________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 63

 3. The structure of Philippine society during the Spanish colonization.

__________________________________________________________________

4. The nature of Philippine society during Spanish colonization.

__________________________________________________________________

5. Give 4 implications of the Master-slave relationships between Spain and

Philippines.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

6. Feature of Philippine educational system during Spanish time where

students were made to memorize without understanding.

__________________________________________________________________
7. They occupy the highest position in Philippine society.
__________________________________________________________________

C. Evaluate Rizal in the context of his time

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 64

Rationale

To better understand José Rizal as the national hero

of the Philippines, it is vital to discover his social origins and
the historical context of his birth. It is also significant to find
out the challenges of the times that molded his persona as
an individual. Using an interdisciplinary approach, we
should look at the world events in the contexts of history,
economics, religion, politics, and education. Reading and
analyzing the works of Dr. José Rizal along with these
conditions will assist you to comprehend Rizal’s thoughts,
his aims in writings, his feelings, and his principles. This will
also help you in understanding the interplay of several
factors that can explain why and how global events took
place and how these occurrences affected Rizal’s life.

Module Outcomes

At the end of the module, the learners must have:

1. traced the historical conditions that led to the
emergence of Chinese Mestizos as an important
element of Philippine society;
2. illustrated the history of agrarian relations and friar
lands during the Spanish colonial period; and
3. related the Cavite mutiny to the development of
Rizal’s nationalism.

65
 Lesson Outcomes
At the end of the lesson, the learners must have:
1. traced the historical conditions that led to the emergence of
Chinese mestizos as an important element of Philippine society;
2. described Rizal’s life in the Philippines in relation to the world
events and developments of the 19th century;
3. explained the significant role of the Chinese Mestizos and
Inquilinos within the changing of Philippine economy and
society; and
4. determined the how the interaction of numerous factors
contributed to the changing landscape of Philippine society
and economy.

Introduction
To appreciate the details of Rizal’s to be related in
the next chapter, we should locate him within the
broader context of the Philippines in the 19th century.
This lesson will describe the changing landscape of
Philippine economy in the 19th century and relate how
these developments affected the society in which Rizal
lived, developed as mature person, and finally died as a
martyr. We will start by looking at the remarkable
economic development starting in the late 18th century
as a result of numerous factors. This lesson will also plot
https://twitter.com/rapplerdot
the effects of economic developments on Spanish com/status/87665484251661
policies on the lives of the people of the Philippines as 9264
well as their education and social life. The role of the
significant inhabitants, the Chinese Mestizos, the Philippine life, and economy
will also be noted. These Chinese Mestizos will also be located in the perspective
of the changing social stratification in the Philippines.

At this time of the pandemic, we will go back to the past before the birth
our national hero and tackle the numerous factors that influenced his life. Let us
try to be patient and analyze the interplay of these factors for you to know the
ascendancy of the Chinese Mestizos, whom you see in thriving in the business
sector of our country.

Rizal: Works and Writings and the Development of Philippine Nationalism 66

 Activate

Look at yourself in the mirror for a while. Do you see any features that
resembles with that of the Chinese people? If you have, kindly answer the
following activity. If you don’t think you have the Chinese features, then follow the
instructions in the activity below.

Activity: Feeling Chinese? Do you have _____?

Direction: Kindly place a check (/) after each item if you think you belong in a
certain category. If you possess the features or not, you must still
answer this activity.

Chinese Physical Features Yes No

A. Physical Features
1. Tsinito/a eyes (Chinky eyes)
2. Slanting Eyebrows
3. Fair complexion
B. With Chinese Family Name
Write: ________________________________

Processing Questions:

1. How you feel about the activity in determining if you have Chinese features?
Was it fun? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. After answering the activity sheet, would you conclude that you must
descended or your family originated from the Chinese? Why or Why not?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. What have you realized after doing the activity?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 67

 Acquire

ASCENDANCE OF THE CHINESE MESTIZOS AND INQUILINOS

Did you enjoy doing your activity? I hope you have. At this time, I will bring
you to the past lives of our ancestors. So, are you ready now to immerse yourself
in the early life of the Filipinos before our national hero was born? If you are,
fasten your seat belts and let’s take a little ride to the 19th century Philippines.

A. The Changing Landscape of Philippine Economy and Society

Many intellectuals think 19th century as period of intense change in the
Philippines. During this era, massive political, economic, cultural, and social
factors were experienced. However, this change had its first waves in the
preceding century. By the late 18th century, the empire in Spain experienced an
imperial change from the Habsburgs to the Bourbons. Under the new
management, Spain changed colonial policies that would have an effect on the
Philippines. With the goal of revitalizing the lucrativeness of the colonies like the
Philippines, Bourbon policies and reforms were done (Romero, et. al., 2006;
Daquila, 2009; Wanni-Obias, et. al. 2018).
The following events changed the landscape of the Philippine economy
and society as related by Romero, et. al. (2006), De Viana, et. al. (2018) and
Wanni-Obias, et. al. (2018).
 José de Basco y Vargas, the first governor-
general to the Philippines under the Bourbon
command arrived in the Philippines in 1778.

 The Galleon Trade, the main economic

institution existing in the Philippines, was
already a losing empire when Basco arrived.
This was a form of trade between the
Philippines and Mexico. The galleons were the
big ships that would sale to Mexico loaded with
goods and return to the Philippines carrying
the payment in silver. José Basco y Vargas
(1733 -1787)
 The global wave of industrialization became https://philippineculturaleduc
an opportunity as Spain search for ways to ation.com.ph/basco-jose-y-
recover the deteriorating economy of the vargas/
empire. As many grand powers in Europe and
the West were experiencing industrialization, an increased demand
for raw materials presented an opportunity to look into the agricultural
prospect of the Philippines.
 It was thought that the transformation of the economy to being export-
oriented, harnessing the agricultural products that could be generated
from the Philippines, was the means to survive.

Rizal: Works and Writings and the Development of Philippine Nationalism 68

  The Royal Philippines Company was established by Basco in 1875
to finance agricultural ventures and manage the new trade being
established between the Philippines and Spain as well as other
European and Asian markets in order to better facilitate the projected
change of direction of the economy. However, these changes were
met with indifference.

 The Catholic Church was one of the different sectors that opposed
these changes for its leaders were not interested in the labor
readjustments involved in the planned reforms, and traders still
preferred the Galleon Trade. It also did not help that the Royal
Philippine Company was troubled with issues of mismanagement and
corruption.

 As Basco pushed for the reforms in the Philippines, he did the

following steps:
1. lifted a ban on Chinese merchants that reinforced the internal
trade;
2. initialized the development of cash crop farms;
3. relaxed certain policies that allowed the gradual opening of
Manila to foreign markets; and
4. established the Tobacco Monopoly to maximize the production
of this export good.
 World events continued to affect the Philippines at the beginning of
the 19th century. By 1810, the Mexican War of independence
disturbed the Spanish empire, and eventually resulted to the loss of the
precious Latin American colonies. With this came the ultimate end of
the Galleon Trade which complicated matters in the Philippines.

 Manila was opened to World Trade by 1834 and policies were

standardized when the Philippine economy dangled in the balance with
the eventual closing of the Royal Philippine Company. This was
followed by Sual, Iloilo, and Zamboanga in 1855, Cebu in 1860, and
Legaspi and Tacloban in 1873.

 Foreign merchants and traders came, resided in Manila, and

assumed the control in the financing and facilitating the growing
agricultural cash crop, export- oriented, economy. Some of the major
investments came from British and American traders that set up
merchant house in Manila. These merchant houses were the firms
established in Manila and other cities by foreign traders.

 Cash crops like tobacco, sugar, cotton, indigo, abaca, coffee, and
rice were the agricultural products that comprised the majority of the
exports that led to the rapid development of the economy in the
Philippines by the first half of the 19th century.

Rizal: Works and Writings and the Development of Philippine Nationalism 69

  The significance of land became more evident as cash crops
became the major source of revenue in the colony. As the provinces
shifted to cultivating cash crops, land ownership and management
began to be a concern.
B. The Inquilinato System and Inquilinos
By the mid-19th century, the native
farmers in the Philippines felt the pressure
in the change of the economy while the
hacienderos grabbed the opportunity of
increase their wealth. An expanding
economy based on exporting agricultural
products led to these changes and
gradually established the Inquilinato
system.
At this time, I will list some important
Spanish words that you may not have
encountered before with their meaning as The "Inquilinos" of Cavite: A
given by Wanni-Obias, et. al. (2018) for you Social Class in Nineteenth-
to understand this topic easily. Century Philippines
https://www.jstor.org/stable/20070841?seq=1
 Canon – annual rent paid by the
Inquilino
 Cavan – a measure equal to 75 liter
 Hacienda – a large estate that was used for raising livestock and
agricultural production
 Hacienderos – the plantation or farm owners
 Inquilino – a tenant who rented land from the friars and subleased the
land to sharecroppers
 Kasamá (sharecropper) – an individual who rented the land from an
inquilino and worked the land
 Pacto de Retroventa – an agreement that allowed landowner to sell
his/her land with the guarantee that he/she
could buy the land back at the same price
Under the inquilinato system, the following situations were occurring as
related by Wanni-Obias, et. al. (2018):
 An individual rented land for a fixed annual amount, known as canon.
Aside from the rent, the inquilino or lessee was also expected to render
personal services to his landlords.
 If the inquilino were unsuccessful to comply these requirements, he
could be expelled from the land. Usually, the inquilino, in turn, would
sub-lease the land to a kasamá or sharecropper who would cultivate
the land.

Rizal: Works and Writings and the Development of Philippine Nationalism 70

  As a result, a three-layered system arose with the landlords at the top,
the inquilinos in the middle, and kasamá at the bottom.
With this system, who were the winners? Can you guess? You are right!
The hacienderos!!! They grabbed the opportunity of increasing their wealth
through this situation. For example:
 When a small landowner needed money and capital for a business
venture, he would engage in a pacto de retroventa which is an
agreement of sale guaranteeing that he could buy the land back at the
same price at which it was sold.
 In the end, they would lose the land and would be forced to become
tenant farmers, or kasamá because it became difficult to purchase
back land given the nonstop increasing demand of the economy and
the renewals of the sale, which further buried the farmers to
indebtedness.
 Aside from the said method, land acquisition also came to in the
form of land-grabbing. As the growing economy required better
management of lands, inquilinos emerged, renting land to rent it to
smaller farmers. These factors would bring change to the social
stratification in the countryside that continued with tensions and
controversy.
C. The Chinese and Chinese Mestizos
The sectors like the Chinese and the
Chinese Mestizos really benefited from the
changing economy in the Philippines. Before
the colonization of Spain, the natives of the
Philippines had had trade relations with the
Chinese.
In this part, I will also list some
important Chinese terms that are used in this
topic with their meaning as given by Wanni-
Obias, et. al. (2018) as additional information https://artbooks.ph/products/chinese-
and-chinese-mestizos-of-manila
in your vocabulary.
 Parian – a Chinese territory established in 1581 outside the walls of
Intramuros in which the Chinese were forced to live
 Sangley – a term that flourished in the Spanish Philippines to refer to
people of pure Chinese descent that came from the Hokkien
word “seng-li” meaning business
As Wickberg (1964, 2000), Wanni-Obias, et. al. (2018) and De Viana, et.
al. (2018) related, during the peak of the Galleon Trade, Chinese products mostly

Rizal: Works and Writings and the Development of Philippine Nationalism 71

comprised the goods being traded. However, the Spaniards became suspicious
of the arrival of Chinese settlements in the Philippines.
These suspicions of the Spaniards among the Chinese led to strict state
policies towards the sangley such as:
 higher taxes
 restriction of movement that led to establishment of the Chinese
territory, (the Parian)
 actual policies of expulsion
The Chinese, however, became the “necessary outsiders” in the
Philippine colonial economy and society. The Spanish realized the significance of
the role of the Chinese in sustaining the economy, even though the Spaniards
were suspicious of the latter.
As a result, the following events were the outcome:
 The Chinese intermarried with the indios or the natives who were
farmers that became traders. They gave birth to Chinese mestizos,
thus, they were integrated into the
colonial society.

 The Chinese mestizos played a

significant role in the economy during
the Spanish colonial period. They
influenced the changing economy in the
19th century by purchasing land,
accumulating wealth and influence.

 As a result, they became richer and

formed the nucleus of the middle
class. The increased wealth allowed
the middle-class families to have better Chinese-Filipino Mestizo
houses and sent their children to Costume
colleges and universities for tertiary https://www.alamy.com/english-chinese-
(Mallat deBassilan, 1846)1800s-1-
filipino-mestizo-costume-1800s-1-
education. They gained higher education january-1846-jean-mallat-de-bassilan-
january-1846-jean-mallat-de-
bassilan-chinese-mestizo-costume-
chinese-mestizo-costume-
degrees which they believed made them equal with the Spaniards.
image184947276.html
image184947276.html
 Eventually they became concerned with issues of equality including
secularization. Rizal’s family belonged in the middle class and by the
time of Rizal’s youth, the quest for equality was the cry of the times. It
influenced Rizal throughout his life and it became his lifelong quest.

D. Impact on Life in the Colony

The economic development, as mentioned, brought about social,
political, and cultural developments. Romero, et. al. (2006), De Viana, et. al.
(2018) and Wanni-Obias, et. al. (2018) narrated sample situations to understand
this occurrence:

Rizal: Works and Writings and the Development of Philippine Nationalism 72

  The new economy required a more literate population to address the
increasing need for a more professionalized labor force to handle
the trading activities in Manila and other centers.
 This demand obliged the issuance of the colonial government order
that required all towns to set up primary schools to teach the people
how to read and write.

 The Educational Reform Decree of 1863 was eventually passed and

implemented which mandated free primary education. This decree
ordered the establishment of public primary schools and a normal
school to train teachers for the primary grades.

 Eventually, the 19th century also gave birth to many schools that
addressed the growing demand for more professionals. Schools like
Ateneo Municipal were established by the Jesuits during this time.
They belong to the Society of Jesus (S. J.), a Roman Catholic order
of the religious men founded by St. Ignatius of Loyola, noted for its
educational, missionary, and charitable works (Petruzzello, 2019).
 From then on, the Jesuits had been influential in disseminating
general primary education, improving methods of instruction and
enriching the curricula for higher education.
 The complex nature of the developing economy also allowed the
government to intensify bureaucratization and to reorganize colonial
governance.

 As Manila became a trading center, it became a feasible destination

for people in search of better prospects or those who wanted to escape
the deteriorating conditions in the farmlands. The increased rate of
internal migration raised several concerns:
o People gathered in the centers of trade like Manila.
Overcrowding means issues in living quarters, sanitation and
public health, and increase in criminality.

o The continuous movement of people makes tax collection extra

difficult.
Governor-General Narciso Claveria
implemented the 1849 decree, a measure that
urged the people in the colony to adopt surnames
to lessen the said concerns.

Governor-General
Claveria Narciso
http://www.pinoystop.org/0
7-october-1846/

Rizal: Works and Writings and the Development of Philippine Nationalism (Mallat deBassilan, 73
1846)1800s-1-january-
1846-jean-mallat-de-
 The catalogo de appellidos was drawn up and the colonial government
required the following policies to the people to have better surveillance
mechanism:
1. assigned surnames to people
2. forbade changing names at will.
3. register their names
4. possess cedula personal bearing one’s
name and residence
The Guardia Civil was established to help carry out the policies better. As
the new economy managed the colonial state new opportunities, it also prompted
the state to be more regulatory and to declare its authority.
E. Reclassification of the Social Stratification
The Philippine society felt the impact of the developing economy. As a
result social relations went through re-evaluations and the changing dynamics
led to a renegotiation of social stratification. With the growing relevance of the
mestizo population, new lines were drawn with the new levels of social strata.
Wanni-Obias, et. al. (2018) presented this in the matrix below.

Level Description
Pure-blooded Spaniard born in Iberian Peninsula (i.e.
Peninsular
Spain)
Insular Pure-blooded Spaniard born in the Philippines
Born of mixed parentage, a mestizo can be:
Spanish Mestizo – one parent is Spanish, the other
Mestizo is a native (indio)
Chinese Mestizo – one parent is Chinese, the other
parent is native (indio)
Wealthy pure-blooded native supposedly descended
Principalia
from the kadatoan class
Indio Pure-blooded native of the Philippines
Chino Infiel Non-Catholic pure blooded Chinese

When the Spaniards lost economic power in the 19th century, these events
took place as narrated by Wanni-Obias, et.al. (2018):
 The Spaniard asserted their authority by virtue of their race. This issue
brought problems with the rising principalia and mestizo populations
who realized their vital position in society as movers and facilitators of
the economy.
 Renegotiation continued throughout the century as the mestizos and
principalia elite finally wanted social recognition that the pure-blooded
Spaniards had consistently deprived them

Rizal: Works and Writings and the Development of Philippine Nationalism 74

  The wealthy mestizos and members of the principalia continued to
accumulate economic and cultural capital. They also availed
themselves of the opportunity to attain higher degrees of education not
only in the Philippines but in Europe as well. These activities improved
their relevance in society. It was from these groups that expressions of
nationalism would arise.

Apply
A. Direction: List all the changes that occurred in the Philippines into the three
(3) columns base on various aspects.

Political Aspect Socio-cultural Aspect Economic Aspect

1
2
3
4
5

B. Impressions of Chinese people

When you go to the city proper or in any part of the “poblacion” of your
towns, can you see any Chinese or Chinese Mestizos? What comes to your mind
when see them? But, wait, do you know the difference between them? While
strolling in the streets, can you see stores or houses owned by the Chinese? If
yes, can you describe them? If no, please answer base on your stored
knowledge when you see the Chinese in other places. Kindly write your answers
on the next table.

Descriptions or Impressions

Chinese Features Chinese Stores Chinese Houses

Rizal: Works and Writings and the Development of Philippine Nationalism 75

 Assessment

Name: Date:
Program, Year and Section: Score:

A. Direction: Identify the following items and write your answers legibly after
each item. Wrong spelling will be marked wrong. (15 points)

1. The first governor-general to the Philippines under the Bourbon command

who arrived in the Philippines in 1778. ____________________

2. The main trade of the Philippines that was opened to World Trade by
1834. ____________________

3. The main economic trade institution existing between the Philippines and
Mexico. ____________________

4. This was established in 1875 to finance agricultural ventures and manage

the new trade being established between the Philippines and Spain as
well as other European and Asian markets. ____________________

5. One of the cash crops that comprised the major agricultural products for
export led to the rapid development of the economy in the Philippines by
the first half of the 19th century. ____________________

6. A tenant who rented land from the friars and subleased the land to
sharecroppers. ____________________

7. An agreement that allowed landowner to sell his/her land with the

guarantee that he/she could buy the land back at the same price.
____________________

8. They played a significant role in the economy during the Spanish colonial
period for they influenced the changing economy by purchasing land,
accumulating wealth and influence. ____________________

9. An individual who rented the land from a tenant and cultivated the land.
____________________

10. A Chinese territory established in 1581 outside the walls of Intramuros in

which the Chinese were forced to live. ____________________

Rizal: Works and Writings and the Development of Philippine Nationalism 76

 11. They “necessary outsiders” in the Philippine colonial economy and
society. ____________________

12. They are the pure-blooded native of the Philippines.

____________________

13. The decree that was passed and implemented which mandated free
primary education by establishing public primary schools and a normal
school to train teachers for the primary grades. ____________________

14. The Governor-General who implemented the 1849 decree, a measure that
urged the people in the colony to adopt surnames to lessen the said
concerns. ____________________

15. The wealthy pure-blooded native supposedly descended from the

kadatoan class. ____________________

B. Direction: Answer the following questions in not less than 5 sentences.

Please try to be open-minded and be specific when you give
example situations in explaining your point of view. (10 points
each/20 points)

1. What were the implications of the ascendance of the Chinese Mestizos and
Inquilinos?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 77

2. Give one factor that contributed to the changing landscape of Philippine
society and economy in the 19th century and how did this happen?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 78

 Lesson Outcomes
At the end of the lesson, the learners must have:
1. examined Rizal’s life in the Philippines within the wider context
of the development in the 19th century;
2. illustrated the history of agrarian relations and the friar lands
during the Spanish colonial period;
3. explained how the Hacienda de Calamba issue serves as an
exemplary illustration of agrarian disputes in the late 19th century;
and
4. described the interplay of several factors that contributed to the
changing landscape of Philippine society and economy.

Introduction
As one of the students and teachers of history, I agree that the conflict
between Rizal’s family and the Dominican friars over the Hacienda de Calamba
seriously affected our national hero. In order to understand this event, this lesson
will illustrate the historical context of the agrarian relations and the friar lands
during the Spanish colonial period behind the incident that played a crucial role in
Rizal’s life. A history of the origin of the friar lands in the Philippines will be
provided and will then give a brief history into the Hacienda de Calamba conflict.

We will examine Rizal’s life in

the Philippines within the wider
context of the development in the 19th
century. Let us see how the interplay
of several factors that contributed to
the changing landscape of Philippine
society and economy affected Rizal’s
life and his family.

The Philippines under the Frailocacy

https://scribblingblues.wordpress.com/2011/02/01/the-
philippines-under-the-frailocracy/#jp-carousel-108

Rizal: Works and Writings and the Development of Philippine Nationalism 79 79

 Activate

Think of the properties of your immediate family, which are actually owned
by your parents or siblings. Does your family have a land, a house, a vehicle or
any other properties that needs a title deed or a document that proves ownership
that your family owns them?

If your family owns properties, then, that’s

good. But the question is, are these documents
available when someone asks to see them? Have
you seen these documents yourself? If not, then
you have to be sure, you might want to ask your
parents about these things in order to be sure
that your properties are still in the family. You
may want to check your family’s properties were
not forgotten if it was pawned to someone and
may have already been seized or sold due to
https://www.jbsolis.com/2019/12/landbank-
failure of payment of the interest. farm-lot-for-sale.html

The statements and questions I posed

above must have blown you away but it’s the reality, in the past and even at
present. But that will be a preparation for you to answer the activities later after
the lesson.

At this time, please answer the following activity about your own properties
as a person and as a student. List down the things that you personally own
because you bought them or they were given to you as a gift. Please kindly write
your answers in the following table then answer the questions afterwards.

Activity: What Do I Own?

The things I own personally are….

Rizal: Works and Writings and the Development of Philippine Nationalism 80

Processing Questions:

1. Which among the things you listed above you like the most? Why?

_____________________________________________________________________
_____________________________________________________________________

2. Which of these things is the most valuable item in your list? Why?

_____________________________________________________________________
_____________________________________________________________________

3. If you were given the chance to buy a very important property and funds are
available, what would that be? Why?
_____________________________________________________________________
_____________________________________________________________________

4. How do you feel about the previous activity? What have you realized?
_____________________________________________________________________
_____________________________________________________________________

Acquire

AGRARIAN RELATIONS AND THE FRIAR LANDS

How was the previous activity? Did you realize a lot of things? I hope you
have. At this time, I will bring you to the time when the friars owned the lands in
the upper portion of the country which led to agrarian disputes and controversies
that also involved Rizal’s family. Are you ready to learn more about Rizal’s life? If
you are, then go with me to the 16th and 17th century Philippines.

A. History of Friar Lands in the Philippines

Daquila (2009) and Wanni-Obias, et. al. (2018) gave a detailed account of
the origin of the friar lands. I will relate these events in chronological order for you
to better understand easily.

Rizal: Works and Writings and the Development of Philippine Nationalism 81

 The friar lands can be traced back to
land grants bestowed to the early Spanish
conquistadores who arrived in the Philippines
during late 16th and 17th centuries.
Approximately 120 Spaniards were awarded
grants that were often comprised of a large
area of land known as sitio de ganado mayor
that measures 1,742 hectares and smaller
territories of land known as caballerias
measuring 42.5 hectares.
After some time, the Spanish Pureza
hacienderos were not able to develop their https://www.gmanetwork.com/news/lifestyle
/content/261466/film-review-pureza-an-
lands for some reasons. unflinching-look-at-the-negros-sugar-
industry/story/
1. The Spanish people stay in the
Philippines temporarily. The Spanish administrators return to Spain
after having served in the country.

2. The market for livestock products, which haciendas offered, continued

relatively small until the later part of the Spanish colonial era.

3. The Spaniards were more attracted to the Galleon Trade that was
based in Manila offered larger economic profits. The religious orders
assumed control of the task of developing the lands because of the
Spanish hacienderos lacked the interest to do this.
The religious orders acquired the land through several ways such as these
cases:
1. The lands were donated by Spaniards seeking spiritual benefits.

2. Estates that had been heavily mortgaged to the ecclesiastics were

eventually purchased by the religious orders themselves.

3. The lands were donated or sold by number of Filipino principales that

contributed to the formation of the friar lands.

Even these methods are known to many, the Filipinos still believe that the
religious orders had no titles to their lands and that they had acquired these
lands through usurpation or taking over the property by force and other
suspicious ways. However, the religious estates in the Tagalog region continued
to expand that by the 19th century, they comprised approximately 40% of the
provinces of Bulacan, Rizal (which used to be called Tondo), Cavite and Laguna.
The preoccupation in the estates was the diverse during the early
centuries of Spanish colonial rule. In the 16th and 17th century:

Rizal: Works and Writings and the Development of Philippine Nationalism 82

 1. The lands mostly served as cattle ranches and farms of
subsistence crops.
2. Rice and sugar was the main agricultural products in the haciendas
and became important sources of revenue for the religious orders
especially during the 19th century.
Agrarian relations in the
haciendas developed in that period. In
the 16th century, the social structure
found in the haciendas consisted
predominantly of lay brother
administrators at the top and cultivating
tenants below. Even though the lay
brother administrators were under the
direct authority of the heads of their
religious orders, they had the freedom
to make their own decisions on
managerial affairs. Whereas the
tenants, on the other hand, were Spanish Hacienderos in Pampanga
expected to cultivate the land and pay an http://viewsfromthepampang.blogspot.com/2016/11/4
annual rent, which was usually referring 12-spanish-hacienderos-in-pampanga.html
to a fixed amount of harvest and or in
money in later centuries.
By the half of 18th century, a flourishing economy based on exporting
agricultural crops led to these changes and gradually established the Inquilinato
system. This system was already explained in the previous lesson. But I will
reiterate this again to refresh your memory and explain the system in more
details as related by Wanni-Obias, et. al. (2018):
Under the inquilinato system, these situations were occurring:
1. An individual rented land for a fixed annual amount, known as canon.
Aside from the rent, the inquilino or lessee was also expected to
render personal services to his landlords.

2. If the inquilino were unsuccessful to comply these requirements, he

could be expelled from the land. Usually, the inquilino, in turn, would
sub-lease the land to a kasamá or sharecropper who would cultivate
the land.
3. As a result, a three-layered system arose with the landlords at the
top, the inquilinos in the middle, and kasamá at the bottom.

4. The religious hacienderos freed themselves from the social

responsibilities of handling matters with the kasamá or sharecroppers
since it was now the inquilinos who deal directly with the kasamá by
leasing the land to an inquilino.

Rizal: Works and Writings and the Development of Philippine Nationalism 83

 5. The kasamá or sharecroppers
preferred this arrangement
because their labor
responsibilities to the religious
estates allowed them to be
excused from the responsibilities
of forced labor commanded by
the Spanish government.

6. However, the disadvantage to

this type of arrangement was The Tenancy Problem
that two non-working groups also http://www.rms gs.de/phileng/history/kap02.html
reduced the revenue of the
sharecroppers. After the inquilino paid his rent to the religious
hacienderos and taken his own share, the remaining amount of the
income would then be divided among all sharecroppers.
The change in the social structure and land tenure practices would
eventually make the haciendas as sites of controversy among the Spanish
religious hacienderos, the inquilinos, and the kasamá. Now it must not be
surprising for you at this time, then, that when the Philippine Revolution broke out
in1896, the abuses in the friar lands were often known as one of the main causes
that started the rebellion.
B. Hacienda de Calamba Conflict
The Hacienda de Calamba must be familiar to you for this is the place
where Rizal, our national hero lived and spent most of his youth. But not much is
known about the Hacienda de Calamba before 1759 other than it was owned by
several Spanish laymen according to Daquila (2009) and Wanni-Obias, et. al.
(2018):
In 1759, a poor Spanish layman,
Don Manuel Jauregui, donated the lands
to the Jesuits on the condition that he would
be allowed to live in the Jesuit monastery
for the rest of his life.
The Society of Jesus (S.J.) or known
as the Jesuits claimed ownership to the
land for only eight years before they were
expelled from the Philippines through a
Spanish Jesuits from the Old Manila
decree issued by King Charles III on
Observatory
February 27, 1767 and the society was https://hechoayer.wordpress.com/2014/07/31/igl
disbanded by 1768. esia-de-san-ignacio-de-loyola-intramuros-on-the-
200th-anniversary-of-the-restoration-of-the-jesuits/

Rizal: Works and Writings and the Development of Philippine Nationalism 84

 The government seized the Jesuit properties, including the Hacienda de
Calamba, as a result of the expulsion and place under the management of the
Office of Jesuit Temporalities.
In 1803, the government sold the property to a Spanish layman, Don
Clemente de Asanza, for ₱ 44,507.00. When he died in 1833, the Hacienda de
Calamba, which measured 16,424
hectares.
In 1833, the Dominicans
bought the Hacienda de Calamba
for ₱ 52,000.00 from the
government when Asanza died. By
this time, many families from
neighboring towns had migrated to
the hacienda in search of economic
opportunities. Among the families
that arrived at the hacienda were
Rizal’s ancestors, who eventually Dominican Friars
https://dominicanfriars.org/about/history-dominican-friars/
became one of the principal
inquilinos in the hacienda.
Rizal’s family rented one of the largest leased lands in the hacienda,
measuring approximately 380 hectares.
Sugar was a main agricultural product planted in the hacienda as there
was a big demand for the crop in the world market. Much of the wealth of Rizal’s
family came from these lands; thus, it was natural that when the conflict began to
be show as early as 1883, there was much for the family to be concerned about.
At this time in 1833, Rizal
was already 22 years old when the
conflict in the Hacienda de
Calamba happened and Rizal was
in Hong Kong. Paciano Rizal,
Rizal’s brother, wrote that the friars
were collecting rents without
issuing the usual receipts. Two
years later, the tenants were not
able to pay their rents because the
rent had increased while sugar
prices had remained low in the
world market.
The Dominicans were
The Hacienda de Calamba during the
furious with these actions of the
Philippine Revolution
tenants so they punish them for not http://haciendadecalamba.blogspot. com/2012/06/chapter-iii-
paying the rent. The Dominicans leasehold-system-at.html

Rizal: Works and Writings and the Development of Philippine Nationalism 85

declared the lands vacant and invited residents of other towns to take over the
tenancies. However, since only a few outsiders replied to their invitation, the
friars weakened their position. Many tenants were spared from eviction, except
for four or five tenants.
The charges against the friars continued with Rizal’s brother-in-law,
Mariano Herboso. He complained about the following:
1. Annual increase in rentals
2. Faulty irrigation systems
3. Failure of the friars to issue receipts

The price of sugar continued to go down in the world market and this
situation became so dreadful that at one time, Paciano thought of returning his
lands to the friars and cultivate land elsewhere.
In 1887, the problems continued to worsen; the colonial government
demanded from the tenants of the hacienda a report on income and production of
the estate because they suspected that the Dominicans were evading payment
of their taxes. The tenants obeyed and submitted a report, but they also attached
a petition written by Jose Rizal. The petition included a list of grievances against
the hacienda owners that also included a complaint on the increasing amount of
rent. The tenants began to refuse paying the rents to show resistance.
In 1891, the friars started to evict tenants who refused to pay rent as a
form of vengeance. Those who still continued to fight the friars were evicted in
the end. Among those who were banished to remote areas in the country were
Rizal’s parents, brother, and sisters.
Although Rizal tried on reversing the decision of the Philippine courts, his
family’s exile would only be lifted upon the issuance of a decree from another
governor-general. The experience affected Rizal deeply and the increasing
despair he felt from the event would be reflected in his second novel,
El Filibusterismo.

Apply
A. Direction: Please answer the questions below and write your answers on the
space provided in not more than 5 sentences for each question.
(5 points each/15 points)
1. If you lived during the time of the friars, would you respond to the invitation
of becoming one of their tenants as an inquilino? Why or Why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 86

 2. If you were given a choice, which would you choose, to be an inquilino or
a kasamá/sharecropper? Why?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. If you are friends with the Rizal family, what would be your advice to them
given their situation before their eviction from their land?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

B. Direction: List the important properties that your family own in your own
knowledge and write the document that proves that. But in do
this activity, you may want to request your parents to help you if it
is okay with them. This activity may help you and your family to
keep track of your family’s assets. But remember, you are not
obliged write everything here, just write the most important.

Important Property Proof of Ownership

Rizal: Works and Writings and the Development of Philippine Nationalism 87

Processing Questions:

1. Which among the family’s properties you consider the most valuable Why?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How do you feel about the previous activity? What have you realized?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 88

 Assessment

Name: Date:
Program, Year and Section: Score:

A. Direction: Fill in the blanks or identify what is being described in the

following items inside the table and write only one (1) answer
on the last column of the table. (10 points)

Statement Answer
The friar lands can be traced back to land grants
1 bestowed to the early _____ who arrived in the
Philippines during late 16th and 17th centuries.
2 Two main agricultural products in the haciendas and
became important sources of revenue for the religious
3 orders especially during the 19th century.
This person preferred the arrangement of being free
4 from the responsibilities of forced labor commanded
by the Spanish government.
A small territory that measuring 42.5 hectares owned
5 by Spanish hacienderos.
This territory was owned by several Spanish laymen
6 before it was owned by the Dominicans.
The order of priests who claimed ownership to the
7 land for only eight years before they were expelled
from the Philippines in 1767.
The main charge against the friars by Rizal’s family
8 regarding their rented land which they refuse to pay.
This is the reason why Spanish hacienderos lacked
9 interest to develop their lands.
A large area of land measuring to 1,742 hectares
10 owned by Spanish hacienderos.

Rizal: Works and Writings and the Development of Philippine Nationalism 89

B. Directions: Answer the following questions in not less than 5 sentences.
Please be open-minded and be specific when you give example
situations in explaining your point of view. (10 points each/
20 points)

1. Given the social tensions between the hacienda owners and indios, why were
the indios willing to become the kasamá of the inquilinos?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Why did the Hacienda de Calamba become a site of agitation in the late 19th
century?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 90

 Lesson Outcomes
At the end of the lesson, the learners must have:
1. examined the causes and effects of the Cavite Mutiny;
2. explained the conflict between the Filipino secular priests
and the Spanish regular priests;
3. determine the reasons behind the execution of the three
martyred priest, known as the GomBurZa; and
4. determined the how the interaction of numerous factors
contributed to the changing landscape of Philippine society
and economy.

Introduction
As a teacher of the Rizal subject for more than a decade now, I have read
many textbooks and references about the life, works, and writings of Rizal written
by various authors and one of them was my mentor in the Social Sciences, Dr.
Sonia S. Daquila. I would be mesmerized listening to her every time she talks
about our national hero. The experience was like when the young José Rizal was
listening to Paciano talking about Father Jose Burgos. Even though Rizal was
only 10 years old when the
three martyred priests were
sentenced to death in 1872,
the events that happened in
that year in his life must have
influenced him in making his
decisions, formed his beliefs
and convictions, and molded
his personality. Now, I fully
understood why Rizal
dedicated his second novel, El
Filibusterismo, to the three GOMBURZA
http://malacanang.gov.ph/7695-the-martyrdom-of-the-gomburza/
martyred priests, Mariano
Gomez, Jose Burgos, and
Jacinto Zamora. This lesson will focus on these events specifically in the Cavite
mutiny, the execution of the GomBurZa and a background on the Intra-clergy
conflicts.

Rizal: Works and Writings and the Development of Philippine Nationalism 91

 Activate
Think of any conflict that you have witnessed or know personally in your
surroundings recently. It could be in your home, school, or in your neighborhood.
What did you do How did you feel about it? Did you wonder what the reason
behind the conflict? Were you scared, alarmed, affected, or just dismissed the
thought from your mind?

At this time, please answer the following activity about a recent conflict in
life that you have seen around you. Please describe what you have seen.

Activity: Conflicts in Life

I saw this conflict recently…

Processing Questions:

1. How did you feel about the conflict?

_____________________________________________________________________
_____________________________________________________________________

2. What was the reason of the conflict?

_____________________________________________________________________
_____________________________________________________________________

3. When you saw or knew about the conflict, what did you do/ why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4. How do you feel about the previous activity? What have you realized?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 92

 Acquire

INTRA-CLERGY CONFLICTS AND CAVITE MUTINY

How was your experience while doing the previous activity? Did you realize
something? If you have, I hope you learned an important lesson. At this time, I
will bring you to the time when conflicts arose among the clergy in the Church
and the laymen which led to the mutiny of some Filipinos in certain parts of the
country. Some of Rizal’s family was a witness to these events. Are you ready to
learn more about Rizal’s life? If you are, then go with me to the late 19 th century
Philippines.

A. Cavite Mutiny
On January 20, 1872, approximately
250 Filipino soldiers from the marine
infantry, artillery, and workers rose in
rebellion at an arsenal in Cavite led by
Sergeant Fernando La Madrid. Eleven
Spaniards were killed during the mutiny,
but an immediate assault led by
government forces put an end to the
uprising after three days (Romero, et. al.,
2006; Wanni-Obias, et. al. 2018).
Cavite Mutiny (January 20, 1872)
https://alchetron.com/1872-Cavite-mutiny
According to Romero, et. al. (2006)
and Wanni-Obias, et. al., (2018), the often
cited reason for the mutiny was a decree released by Governor-General Rafael
de Izquierdo. They resented the governor-general’s policy of cutting some of
their privileges. This decree ordered that the arsenal workers would not be
exempted from the polo and tributo, a privilege they had enjoyed in the past.
The Spanish words mentioned above may not be familiar to you so
definitions of these terms are provided below for you to understand them.
 Polo – the system of forced labor that required Filipino males from 16
to 60 years old to render service for a period of 40 days.
 Tributo – the system of taxation imposed by the Spanish colonial
government on the Filipinos in order to generate resources for
the maintenance of the colony
Romero, et. al. (2006) and Wanni-Obias, et. al. (2018) related the
following events that happened about the revolt.
 Official accounts argued that the revolt was part of a larger movement
with the aim of dethroning the Spanish government and asserting
independence.

Rizal: Works and Writings and the Development of Philippine Nationalism 93

  Official reports also claimed that the leaders of the mutiny had
expected the reinforcement of close to 2,000 men from troops guarding
in Cavite and sympathizers from Manila. Their plan was to start the
uprising after midnight in Manila with rebels setting fires in Tondo to
distract the authorities.

 A signal will be made by setting up fireworks to the rebels in Cavite

who would attack the arsenal. However, what really happened was the
mutiny in Cavite started earlier in the evening and many of those who
promised to help change sides and swore loyalty to Spain.

 Eventually, the mutiny failed and the Spanish government used the
incident as a means to stop the growing calls for a more liberal
administration.

 Among those who sought for reforms were Filipino secular priests. For
you to understand how the Filipino secular priests became involved in
the Cavite Mutiny of 1872, a brief historical background on the intra-
clergy conflicts in the Philippines will be tackled first.

B. Intra-Clergy Conflicts
Wanni-Obias, et. al. (2018) pointed out that the introduction and the
strengthening of Christianity in the Philippine were mostly through the efforts of
two types of clergy:
1. Regular Priests
 The jurisdiction of the regular clergy fell on their elected prelates.
 They were better prepared for missionary work because of their
standards of discipline and asceticism.
 It is their job to introduce the faith, convert the natives, and establish
religious communities.
 In the Philippines, five (5) religious orders took on this task when they
arrive in the country.
a. Augustinians who arrived in 1565
b. Discalced Franciscans who arrived in 1578
c. Jesuits who arrived in 1581,
d. Dominicans who arrived in 1587
e. Augustinian Recollects who arrived in 1606.

2. Secular Priests
 The secular clergy were priests who “live in the world.”
 They were under the authority of bishops and not members of a
religion order.

Rizal: Works and Writings and the Development of Philippine Nationalism 94

  Their main task was the management of the religious communities and
if possible, the continuation of the work already given up by the regular
clergy.
 The management of the parishes themselves was left to the secular
priests.
In the Philippines, the missionary efforts presented a unique case for the
regular clergy remained administrators of the parishes well into the 19th century.
Whereas, in other Spanish colonies, the secular priests replaced the regular
clergy in well-established parishes in the management of the religious
communities.
Two issues were particularly causing arguments among the clergy in the
Philippines according to Wanni-Obias, et. al. (2018):
1. Episcopal Visitations – an official pastoral visit conducted by the bishop on
a diocese to examine the conditions of a congregation which was often done
once every three years

 An omnimoda bull passed by Pope Adrian V in 1522 permitted the

regular clergy to administer the sacraments and act as parish priests
independent from the authority of the local bishop.

 This bull was in conflict with reforms established in the Council of Trent
(1545-1563), which declared that no priest could care for the souls of
people unless they were subjected to episcopal authority that often
came in the form of visitations.

 King Philip II was granted discretionary power to implement the

reforms in the Philippines but the regular clergy often opposed their
implementation. The regular clergy argued that if they allowed the
visitations to occur, the congregation would be placed under the
control of two sources of authority, the bishop and the provincial
superiors, who may issue contradicting orders. By refusing the
episcopal visitations, they wished to avoid the possibility of violating
their oaths of disobedience to their superiors.

 The serious efforts to impose the visitations, however, were often

opposed by the regular clergy who abused their authority by resigning
from their posts and leaving the parishes unattended. This type of
situations was especially tragic in the early stages of Christianization
when the small number of secular priests often forced the government
to grant to the demands of the regular clergy.

Rizal: Works and Writings and the Development of Philippine Nationalism 95

2. Management of the Parishes

 Regular priests controlled over the parishes in the early stages of

Christianization out of need because of the scarcity of secular priests
to whom the parishes would be passed on.

 But in the beginning in the late 17th century, efforts were strengthened
to produce and train Filipino secular priests. By 19th century, they
constituted an increasingly significant number of Filipino secular
priests. Even though this was the scenario, the regular clergy usually
opposed, if not outright declined, the rights of the secular clergy to the
parishes.

 These are the reasons of the regular clergy for doing so:

a. The regular clergy thought that the Philippines still remained an

active mission because some groups of Filipinos were not fully
yet Christianized. Thus, they would argue that the Filipinos were
not ready to be assigned to the secular clergy.
b. The economic aspect in the sense that the regulars were
refusing to give up the parishes that generated big profits for
them.
c. The regular priests refused to give up the parishes because
they think that the Filipino secular clergy were unqualified and
incompetent.
d. The worst reason was that some regulars regarded the secular
as potential leaders of any future separatist movement.

 The secular clergy reacted strongly to these claims of the regular

clergy. In the mid-19th century, Fr. Mariano Gomez, parish priest of
Bacoor, Cavite and Fr. Pedro Pelaez, secretary to the archbishop,
prepared expositions to the government on behalf of the secular
clergy, but their effort was useless.

 The fight eventually took on a different tone toward 1860s as the issue
of secularization was no longer limited to questions of merit and
competence. By 1864, the nature of the issue became one of the racial
equality. At the head of this struggle to gain equality between Spanish
and Filipino priests was Fr. Jose Burgos.

 Romero, et. al. (2006) emphasized that Father Jose Burgos, a

Spanish Mestizo, openly and enthusiastically worked for clerical
equality and for the secularization of parishes. His intense nationalism
was pronounced in his defense of the much criticized Filipino clergy.
He argued that although the prejudiced attitude and policies of the

Rizal: Works and Writings and the Development of Philippine Nationalism 96

 friars, several Filipinos had done well and he mentioned how each of
them had been successful. They were never given the suitable
incentive, however, when they showed their capabilities, they were
disregarded and their accomplishments were underestimated.
C. Execution of the GomBurZa
Romero, et. al. (2006) pointed out that the result of the rebellion in Cavite
was that some priests and laymen were arrested on the orders of Governor-
General Izquierdo. The following are some of the details about the arrest and
sentence to the priests and laymen:
Among the priests arrested in the succeeding days were:
1. Fr. Jose Burgos 8. Fr. Bartolome Serra
2. Fr. Jacinto Zamora 9. Fr. Miguel de Laza
3. Fr. Mariano Gomez 10. Fr. Justo Guanzon
4. Fr. Agustin Mendoza 11. Fr. Vicente del Rosario
5. Fr. Jose Guevarra 12. Fr. Pedro Dandan
6. Mariano Lopez 13. Fr. Anacleto Desideri
7. Feliciano Gomez 14. Fr. Mariano Sevilla

Among the laymen were lawyers and businessmen arrested were:

1. Dr. Joaquin Pardo de Tavera 7. Ramon Maurente

2. Antonio Ma. Regidor 8. Maximo Paterno
3. Gervacio Sanchez 9. Antonio Ma. Regidor
4. Pedro Carillo 10. Jose Ma. Basa
5. Maximo Inocencio 11. Enrique Parayso
6. Balbino Mauricio,

All prisoners – priests, laymen, businessmen, soldiers – were thrown into

a common prison cell to wait for trial. They were accused of “wanting to establish
here a republic in conspiracy with the republican partisans in Spain”. All were
given rushed trials, and summary convictions and punishments were given to all
groups. Thus, the military court sentenced the three priests to die through a
strangulation machine called garrote. This an apparatus used for capital
punishment in which an iron collar is tightened around a condemned person’s
neck

The efforts of Archbishop Gregorio

Meliton Martinez to save them were
unsuccessful. These Filipinos were
sentenced to varying terms of exile in
Guam. The rest of the accused were either
exiled to the Marianas or were sentenced to
imprisonment and hard labor for eight to ten
years.
GomBurza (February 17, 1872)
http://www.pinoystop.org/tag/gomburza/

Rizal: Works and Writings and the Development of Philippine Nationalism 97

 A French-writer named Edmund Plauchut (1962 in Wanni-Obias, et. al.,
2018) accounted that the three priests, Fr. Burgos, Fr. Gomez, and Fr. Zamora
were convicted to death by garrote on February 17, 1872. While they were
strangulated, the great number of people that witnessed the event knelt and
prayed. This impulsive show of respect and sympathy for the martyrs was
interpreted by Spanish members of the crowd as a signal for revolt. They
panicked and try to find refuge in Intramuros.
Romero, et. al. (2018) further explained that the authorities declared the
Cavite Mutiny Affair a close incident. They did not realize that the oppressive
mass retaliation would start a series of militant expressions of nationalist
sentiment. The vindictive failure made no difference of social class or status,
either they mestizos, indios, priests, lawyers, and workers, they were all
imprisoned, shamed, and convicted as a group. Those social groups finally
realized that to save their lives and wealth, they had to pursue for one common
objective: they had to unite, or there would be no end to their miseries.

Apply
A. Direction: Read the following excerpt from a letter José Rizal wrote to
Mariano Ponce (in Wanni-Obias, et. al., 2018). Answer the
questions that follow. Please answer the questions after the text
write your answers on the space provided in not more than 5
sentences for each question. (5 points each/15 points)

“Without 1872 there would not be now either a Plaridel, or Jaena, or

Santiago, or would there exist brave and generous Filipino colonies in Europe;
without 1872, Rizal would be a Jesuit now and instead of writing Noli Me
Tangere, would have written the opposite. At the sight of those injustices and
cruelties, while still a child, my imagination was awakened, and I swore to devote
myself to avenge one day so many victims, and with this idea in my mind I have
been studying and this can be read in all my works and writings. God will
someday give me an opportunity to carry out my promise. Good! May they
commit abuses, let there be imprisonments, banishments, executions, good. Let
destiny be fulfilled! The day they lay their hands on us, the day they martyrize
innocent families for our faults, goodbye, friar government, and perhaps,
goodbye Spanish government!”

1. What do you think is the main idea in Rizal’s letter?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 98

2. Give one thing in the letter that support Rizal’s message. Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. What did you realize after reading the excerpt of the letter of José Rizal?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

B. Direction: Research about any revolt, rebellion, or uprising that happened in

our city, town, or province in the 19th – 20th centuries. List the
important events, people, dates, causes, and effects of that event.
Please provide a title and write about lesson you have learned
from that event. (20 points)

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 99

 Assessment

Name: Date:
Program, Year and Section: Score:

A. Direction: Fill in the blanks or identify what is being described in the

following items inside the table and write only one (1) answer on
the last column of the table. (10 points)

Statement Answer
The leader of the mutineers who were soldiers and
1
workers who rose in revolt at an arsenal in Cavite.
The system of taxation imposed by the Spanish
colonial government on the Filipinos in order to
2
generate resources for the maintenance of the
colony.
It is the job of this clergy to introduce the faith,
3 convert the natives, and establish religious
communities.
The three martyred priests who were sentenced to
4
death by means of strangulation in 1872.
They were thought to be unqualified and
5 incompetent in handling matters that involves
management of parishes.
The system of forced labor that required Filipino
6 males from 16 to 60 years old to render service for a
period of 40 days.
The main task of this clergy was the management of
7
the religious communities.
An official pastoral visit conducted by the bishop on a
8 diocese to examine the conditions of a congregation
which was often done once every three years.
The Spanish Mestizo who openly and
9 enthusiastically worked for clerical equality and for
the secularization of parishes.
The order of clergy that arrived in 1587 in the
10
Philippines.

Rizal: Works and Writings and the Development of Philippine Nationalism 100
B. Direction: Answer the following questions in not less than 5 sentences.
Please be open-minded and be specific when you give example
situations in explaining your point of view. (10 points each/
20 points)

1. What conflicts marred the relations between the secular and regularly clergy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Why did the GomBurZa convicted to death?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 101
 Rationale
Learning the past of our ancestors helps us gain greater
understanding of the lives they lived and challenges they faced. This
knowledge would allow us to have a plunged of their way of life which in
return would give us genuine inspiration and greater love for who they
are and what they’ve been. Knowing their history would give us
opportunity to understand well their traits and personalities.
Traits refer to the different characteristics that make up an
individual's personality. Roberts, Wood, and Caspi in their “Handbook
of Personality: Theory and Research” defined personality traits as
"the relatively enduring patterns of thoughts, feelings, and behaviors
that distinguish individuals from one another." But debates on the
greater or lesser effect or influence of nature or nurture has been a hot
topic. True enough, the environment do play an important influence on
individual’s patterns of thought, feelings and dreams. But the nature of
the person surely determines his capabilities. Both nature and nurture
can play a role in personality.

Module Outcomes
At the end of the module, the learners must have:
1. traced the family tree of Rizal and reflected on your personal family
tree;
2. described Rizal’s education at home, in Biñan, Ateneo, UST, and
Europe);
3. traced Rizal’s travels and appreciated the different women in his life;
4. enumerated the cause(s) of Rizal’s exile to Dapitan, Mindanao;
5. evaluated Rizal’s practical nationalism in his 4 year stay in Dapitan;
6. analyzed Rizal’s trial and execution.
 Lesson Outcomes
At the end of the lesson, the learners must have:
1. traced Rizal’s ancestry;
2. reflected on your personal family tree;
3. described Rizal’s childhood environment; and
4. identified Rizal’s innate talents and skills in his early years.

Introduction
A person’s perspectives and standpoint is affected by his upbringing and
the society where he lived. You are familiar of the quotation, “Tell me who your
friends are and I’ll tell you who you are”. The bravery and heroism portrayed by
Jose Rizal is because of certain reasons that push him to do his conviction for
patriotism, convictions affected by the time, the desire for freedom, and
specifically in the society where he lived. Thus, it is important to learn his
environment.
In this lesson you are going to look into the factors that shape the
personality of Jose Rizal particularly his family and his immediate environment in
his childhood years.
Are you ready? I bet you are more than ready!

Rizal: Works and Writings and the Development of Philippine Nationalism 103
 Activate
“Tell me who your father is and I will tell you who you are!” When you
hear this statement what comes to your mind? Do you agree with this? Yes or
No? Why?
Write a short answer in 3-4 sentences only and cite simple but concrete
evidence.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Self-Check:
Think of your two (2) most distinct physical features and two (2) most
distinct behavioral traits. In your most honest assessment, where do you think
such physical and behavioral traits came from?

Acquire

RIZAL’S ANCESTRY AND CHILDHOOD

A. Genealogy
Genealogy is the study of
ancestry and family histories.
The one who does the study is
called a genealogist. This
chapter will start with tracing of
the origin and history of the
name of the martyr national
hero of the Philippines, Jose
Protacio Realonda Alonzo
Mercado Rizal, known to be
“a child coming from a good
family”. He was born on June
https://www.google.com/search?q=Rizal%27s+Family+tree+picture&sxsrf=ALeKk
02CS6zifSvohaYZR4fwaUUkWYWX6Q:1596285700673&tbm=isch&source=iu&ictx
=
Rizal: Works and Writings and the Development of Philippine Nationalism 104
19, 1861, between 11 and 12 in the evening, a few days before the full moon, in
Calamba, Laguna in the southwest shore of the picturesque, Laguna de Bay.

 He was born of mixed racial ancestry.

 Rizal’s parents were Francisco Mercado Rizal and Teodora
Realonda Alonzo.
 He was the seventh child in the family.
 He had only one brother, the second child in the family – Paciano
Rizal, who was 10 years older than him.
 He had nine sisters namely: Saturnina, Narcisa, Olympia, Lucia, Maria,
Concepcion, Josefa, Trinidad, and Soledad.

B. Childhood

Like many children especially the boys, Rizal also had many beautiful
memories of childhood like a happy home filled with parental affection, family
joys, and sanctified by prayers. Jose spent his early years in the midst of such
peaceful refined and god- loving family. The natural beauties of Calamba such as
the lavish green meadows and the enchanted view of Mount Makiling as well as
the abundant river that surrounds the nearby vast plain impressed him as a
growing child and deeply these have influenced his mind and character, in
particular, it enhanced his poetic prowess.

At three years old, it is always cited in most books about Rizal that he can
already recite the alphabet. He had memory of his happy days in the farm
garden. He was given tenderest care of his parents because he was a frail, sickly
and undersized child. Some books and other documents would show that as he
watched in his garden cottage, built by his father, he would listen to the twilight
songs of the Caliauan, maya, Maria-capra, Martin pepit, and other birds with
wonder and joy. Jose and his siblings would gather by their mother to pray the
angelus at night. Many happy moonlight nights were spent at the Azotea after the
nightly rosary. His aya (nanny) told them many stories about the fairies, tales of
buried treasures, trees blooming with diamonds, and other fabulous stories.

Jose was closest to his elder brother, Paciano. A strong bond of friendship
sprang between them, stronger than mere blood brotherhood. He loved his little
sister, Concha (Concepcion) but her death when she was only three years old
became Rizal's first sorrow in life. At 5 years old, he was able to read
haltingly the Spanish family bible. He was seriously devoted that he was
mockingly called as "Manong Jose" by hermanos and hermanas terceras. He
often heard mass in the parish at 4:00 am. When he was eight years old, it is
said that he wrote his first poem entitled, “Sa Aking Mga Kabata”. This is a

Rizal: Works and Writings and the Development of Philippine Nationalism 105
controversial work which will be discussed thoroughly in the later part of this
module.
It is said that part of Rizal’s boyhood experience was mostly spent on the
shore of Laguna de Bay thinking of what was beyond while dreaming of what
might be on the other side of the waves. He was wondering if the people there
were also maltreated like what was happening in their place. He saw the civil
guards almost every day and witnessed how they maltreated the unarmed
villagers for the reason of not taking their hats while making a bow. He
witnessed how badly the alcalde treated the poor villagers.

C. Early Education

Rizal’s first teacher was Doña Teodora, his mother. She was patient,
conscientious, and understanding. She discovered that her son had a talent for
poetry. Hence, she encouraged him to write poems. It is said that Rizal learned
his alphabet in a unique way. Imaginary tales told by his “aya” and the nocturnal
walk in the town during full moon, aroused in him an enduring interest in legends
and folklore. He was even jokingly called “Ute” by his brothers and sisters.
Rizal’s private tutors were Maestro Celestino, Maestro Lucas and Leon
Monroy. At nine years, he was sent by his parents to study in Biñan and his
older brother Paciano accompanied him there. He was taught by Maestro
Justiniano Cruz and Jose concentrated on his studies assiduously and excelled
in all subjects. In academic studies, Rizal beat all Biñan boys. He surpassed
them all in Spanish, Latin, and other subjects. While doing well in his academics,
Jose also developed his painting skills from a local painter.

D. Education in Ateneo

Life and studies in Ateneo was considered a refinement of Rizal's skills.

Ateneo de Municipal was established by the Jesuits. On June 10, 1872, He
took the entrance examination at San Juan de Letran College, passing all the
qualifying tests in Christian doctrine, reading, and arithmetic entitled him to
admission at Ateneo where he studied from 1872-1877. He obtained a Bachelor
of Arts degree, with the highest honors that entitled him to admission in any
University. His teacher was Fr. Jose Bech. He belonged to the class composed
of Spaniards, mestizos, and Filipinos.
He found that there is wisdom in books. At the start of the class in Ateneo,
he was quiet and being new, observed class activities. By the end of the month
he became the emperor and received a prize, a religious picture. He understood
Spanish but he could not speak the language well. To improve his Spanish, Rizal
took private lessons in Santa Isabel College. In a week's time, he was promoted

Rizal: Works and Writings and the Development of Philippine Nationalism 106
and after a month, he was on top of his class. He was a consistent medalist and
his grades in all subjects were excellent.
He pursued history, philosophy, science, and the imaginative world of
poetry. The academic excellence of Rizal and his literary prowess qualified him
for membership in two exclusive societies at Ateneo: the Academy of Spanish
Literature and the Academy of Natural Science.
While he was in Ateneo, Rizal had a lot of extra-curricular involvement. He
was an emperor inside the classroom, campus leader, and an active member
and became a secretary of the Marian Congregation Religious Society. Among
others, Rizal was a member and became a prefect of the Academy of Spanish
Literature and also a member of the Academy of Natural Sciences.
He also studied painting under the famous Spanish Painter, Agustin
Saez. His sculpture talents was improved under the supervision of Romualdo de
Jesus. Further, he engaged in gymnastics and fencing and continued the
physical training under his sportsminded Tio Manuel.

E. Education in University of Santo Tomas (UST)

Rizal’s medical studies in the University of Santo Tomas were considered

a crucial decision. After graduating from Ateneo, he enrolled in courses in
Philosophy and Letters at UST. Before he was 21 years old, he completed the
Surveyor and Expert Assessor course with a grade of Excellent. He finally
decided to take up Medicine at the University of Santo Tomas because he
wanted to treat the failing eye of her mother. His general average was creditable
but he found the classroom inadequate for his academic curiosity.
Some of the important works of Rizal while in Ateneo and UST were:
 Junto al Pasig (Beside the Pasig)
 El Heroismo de Colon (The Heroism of Columbus)
 A la Juventud Filipina (To The Filipino Youth)
 El Consejo de los Dioses (The Council of the Gods

F. Education in Europe

Rizal left for Europe abroad the SS Salvadora on May 3, 1882 and arrived
at Barcelona on June 16, 1882. He joined the Circulo-Hispano-Filipino in
Barcelona. It is said that Rizal did not have a good impression of both the city
and its people. But later, he came to like the place due to prevalence or
existence of freedom and liberalism. These freedom and liberalism are
demonstrated by its residents’ open heartedness, hospitality, and courage. Rizal
was welcomed by the Filipinos in Barcelona, most of whom were his former

Rizal: Works and Writings and the Development of Philippine Nationalism 107
classmates at Ateneo Municipal. They had a welcome party at a favorite coffee
house at Plaza de Cataluña. Rizal had a walk around the city to see the famous
historical spots of Barcelona. While enjoying the beauty of Barcelona, Rizal took
time writing to his family, relatives, and friends in the Philippines. He did not
forget that one of his missions was to make a name for himself in the field of
writing. This was the belief of Paciano – that Rizal would be able to express his
nationalistic and patriotic sentiment which in effect can arouse the hostility and
suspicion of the Spanish Regime. Paciano had this faith to his young brother that
one day Rizal will be transformed into a patriot, a novelist, and a nationalist.
Here are some pictures of places in Barcelona which Rizal had a memory
with. These were taken last April 2018. The first picture is said to be where Rizal
lived on which he described a distaste of this place. The second picture is the
Plaza de Cataluña where most of the important socio-economic-political events
in Barcelona took place. And the third picture is where Rizal was believed to be
welcomed by his friends upon his arrival in Barcelona.
Hotel in La Ramblas Plaza de Cataluña: Venue Cataluña Plaza Hotel
where he used to stay of many demonstrations place of favorite coffee shop

After a while in Barcelona, he moved to Madrid because the medical

education was reportedly cheaper. In there, he followed a system and had a
well-organized schedule of study because he wanted to learn so much within a
short time. He enrolled at the Central University of Madrid for the Licentiate in
Medicine. He enrolled in Philosophy and Letters to further acquire wisdom and
culture. He also took up lessons in painting and sculpture at the Academia de
Bellas Artes de San Fernando, as well as lessons in German at the Ateneo de
Madrid. During his free hours, he attended lectures and frequented the theater.
Although time was limited for numerous studies of Rizal, he acquired proficiency
in various fields of learning in two years.
Up to this date, Jose Rizal’s many achievements in Spain are being
recognized as there are places in Madrid, Spain that bears this beautiful
memory. Some of these are as follows: the monument of Jose Rizal in Madrid
where his Mi Ultimo Adios is found. In the vicinity are streets and establishments
bearing a label as Las Islas Filipinas. Such signage of Philippines influence and
presence can even be seen in the train station.

Rizal: Works and Writings and the Development of Philippine Nationalism 108
 These pictures above were some of my personal pictures taken last April
2018 in Madrid, Spain.
By June 21, 1884, his assiduous devotion to his studies yielded its first
fruit. He completed the course for the Licentiate in Medicine with satisfactory
grades. He proceeded to a Doctorate in Medicine but was not able to submit
his thesis and failed to pay certain fees. In 1885, he received his Licentiate in
Philosophy and Letters which entitled him to a University Professorship. He
went to Paris for advanced studies in Ophthalmology. His limited allowance and
his desire to learn more about eye ailments motivated him to go to Germany
where the cost of living was cheaper. He practiced in a hospital in Heidelberg
under the supervision of the hospital director himself, Dr. Otto Becker, a
renowned German doctor. Rizal proceeded to Berlin where he worked as an
assistant in the clinics of Dr. Schultzer and Dr. Xavier Galezowski, eminent
German ophthalmologists. Rizal’s observation in Europe opened his mind to the
imperative needs of his country and the ways that it met his needs.

G. Dates and Events of Rizal’s Roaming the World: Manila to Manila

Dates Events that Transpired

May 3, 1882 Rizal left Philippines for the first time boarded the
fish steamer SS Salvadora bounded for
Singapore. It was kept secret. He used a passport
of b Mercado, which was procured for him by his
uncle Antonio Rivera, father of Leonor Rivera. He
was accompanied to the quay where the SS
Salvadora was moored by his uncle Antonio,
Vicente Gella, and Mateo. The captain of the ship
was Donato Lecha from Austria.

May 11,1882 SS Salvadora docked in Singapore.

Rizal: Works and Writings and the Development of Philippine Nationalism 109
 May 17, 1882 Rizal transferred to another ship SS Djemnah, a
French Vessel for Europe. Djemnah reached Point
Galle, a seacoast town in Southern Ceylon (now
Sri Lanka), then continued the voyage crossing
Indian Ocean to the Cape of Guardufui, Africa,
which Rizal called “inhospitable land but famous”.
The next stopover was in Aden. He was amused to
see the camels for the first time. From Aden, the
Djemnah continued to voyage to the city of Suez.
He saw the Suez Canal for the first time and he
was thrilled.

May 9, 1882 The ship docked at an Italian city called Naples. He

was fascinated by Mount Vesuvius and the Castle
of St. Telmo.

June 16, 1882 Rizal arrived in Barcelona. His first impression of

Barcelona was unfavorable but it changed and he
began to like the city because of its atmospheric of
freedom and liberalism. He wrote an essay entitled
“Amor Patrio” (Love of Country) here. After two
years in Spain, things went wrong in the
Philippines. Rizal experienced financial problems
due to calamities that happened. Rizal’s monthly
Aug. 20, 1882 allowance were delayed and there were a times
that he missed meals.

His article “Amor Patrio” was published in

Diarong Tagalog, a Manila newspaper edited by
Basilio Teodoro. This was the first article he wrote
abroad.

Rizal: Works and Writings and the Development of Philippine Nationalism 110
 Sept. 2, 1882 He matriculated at the Universidad Central de
Madrid.

He took the subjects like medical clinic, surgical

clinic, legal medicine, and obstetrical clinic.

November 7, 1882 He wrote the article “Revista de Madrid” (Review

of Madrid) which was intended for publication in
the Diarong Tagalog in Manila, but was not
published because the newspaper stops its
circulation.

June 24, 1884 A touching incident in Rizal’s life in Madrid

occurred because he was broke, he was unable to
take breakfast that day. With an empty stomach,
he attended class at the university and
participated in the contest in Greek Language and
he won the gold medal.

In the evening of the same day, he was able to

eat dinner because he was a guest speaker in a
Rizal’s monument in
banquet held in honor of Juan Luna and Felix
Madrid, Spain with the
Resurreccion Hidalgo at Restaurant Ingles,
Mi Ultimo Adios
Madrid.
June 21,1884 Completion of Rizal’s studies. Rizal completed
his Medical course in Spain.
Nov. 20-22, 1884 Rizal was involved in a student demonstration
caused by the address of Dr. Miguel Morayta
proclaiming “The Freedom of Science and The
Teacher”. Rizal chose to specialize in
Ophthalmology because he wanted to cure his
mother’s eye ailment.
Sept. 28, 1883 He enrolled at the Central Universidad de Madrid
for the second course in Medicine.

Rizal: Works and Writings and the Development of Philippine Nationalism 111
 January 2, 1884 He proposed to the members of the Circulo-
Hispano-Filipino assembled in the house of the
Pateros, the publication of a book by association.
This idea became the embryo of this first novel,
Noli Me Tangere.
June 21, 1884 He finished the degree of Licentiate in Medicine
with the grade of aprobado from the Central
Universidad de Madrid.

June 25, 1884 He won first prize in a Greek contest after which
he delivered a speech (Brindis) in honor of two
Filipino painters, Juan Luna and Felix
Resurrection Hidalgo. This occasion
commemorated the triumph of the two, especially
Luna who won the first prize for his Spoliarium
during the National Exposition of Fire Arts held in
Madrid in 1884.

July 1, 1884 Rizal explained the term “Filibusterismo” in the

newspaper of Madrid El Progreso, calling the
attention of the Spanish authorities over the case
about the future of the Filipinos.

Nov. 20, 1884 He witnessed the tumultuous scene in Central

Universidad de Madrid when the students and
professors staged a strike against
excommunication imposed by the bishop on the
lecture proclaiming the freedom of science and of
the teacher.

Nov. 1885 Rizal lived in Paris for four months and he worked
as an assistant to Dr. Louis de Weckert until
February 1886.

Because of his homesickness he wrote a fine

poem “A las Flores de Heidelberg” (To the
Flowers of Heidelberg).

April 22, 1886 He experienced the feeling of nostalgia for his

parents and his country, Rizal wrote the poem
(Heidelberg, Germany) “A las Flores de Heidelberg”.

Rizal: Works and Writings and the Development of Philippine Nationalism 112
 March 21, 1887 Copies of Rizal’s first novel, Noli Me Tangere,
(Berlin, Germany) came off the press. He sent one copy to Professor
Ferdinand Blumentritt. In a letter of his Austrian
friend, he said it was the first impartial and daring
book to be written on the life of the Tagalogs.

August 5, 1887 Manila At 9:00 o’clock, Rizal arrived in Manila after 5

years of study and patriotic labors in Europe.

August 30, 1887 He left Calamba for Manila to see Governor-

General Emilio Terrero on the issue of the Noli
Me Tangere which caused torment among the
friars in the Philippines.

September 1887 Rizal decided not to leave his family within this
year. His father did not permit him to go out alone
and eat in the house of his relatives.

October 19, 1887 Rizal made a pencil drawing of a sailboat sailing

on Laguna de Bay which he saw with Jose Taviel
de Andrade, Lieutenant of the Civil Guards
assigned by the Governor-General Terrero to
protect him, during an Excursion to Los Baños.
This drawing was sent to Blumenttrit.

In Hong Kong: After staying in the Philippines for almost six

February 3, 1888 months, he left Manila for Hong Kong, bringing
with him P5,000 which he earned from his medical
practice.

February 19, 1888 With Jose Maria Basa, Jose Sainz de Varanda
and some Portuguese, Rizal left Hong Kong for
Macao on board the Kuikiang. In Macao, they
lived in the house of Juan Lecanoz. Rizal went
around for observation, especially the botanical
garden.

Rizal: Works and Writings and the Development of Philippine Nationalism 113
 February 2, 1888 After staying in Hong Kong for almost two weeks,
he left for Japan on board the Oceanic. From
Japan, he went to America then London, England,
and Paris and lastly Rizal was back in Spain.

Back in Madrid: He reported to Juan Luna what transpired between

August 23, 1890 him and Antonio Luna. They had a quarrel and
had a duel.

March 29, 1891 He finished writing his book, El Filibusterismo and

(Biarritz, France) he planned revising some chapters.

Brussels, Belgium In a letter sent to Jose Maria Basa, Rizal reiterated

May 1, 1891 his desire to be in Hong Kong, reminding the
former of the amount he borrowed for his fare. He
informed Deodato Arellano about his plan to
move from Europe to either Hong Kong,
Philippines or Japan and to renounce the
receiving of pension from the Propaganda.

May 30, 1891 He was ready for the printing of 20 chapters of the
manuscript of the El Filibusterismo. He was
waiting for the amount to defray the publication
expense.
Ghent, Belgium: He was financially hard up. He did not receive
July 9, 1891 money or pension for three months. He was living
in the most difficult situation. He had already
pawned all his jewels.

September 18, 1891 Rizal’s second novel, El Filibusterismo was

published using the donations from his friends.

Back to Philippines: He arrived in the Philippines. He attended the

June 26, 1892 reunion held in the house of Don Ong-Junco, a
Chinese Mestizo who was living in the district of
Tondo.

July 3, 1892 He had again an interview with Governor-

General Eulogio Despujol y Dusay. He attended
also a meeting at the house on Calle Ylaya to
discuss the proposed Liga Filipina.

Rizal: Works and Writings and the Development of Philippine Nationalism 114
 July 6, 1892 He held a last interview with Governor-General
Despujol. The Governor-General confronted him
for anti-friar bills supposedly found in the baggage
of his sister Lucia. He was ordered to be
imprisoned in Fort Santiago in July 6-15, 1892.

Exile in Dapitan
October 1896 Montjuic Castle. Rizal was among the famous
prisoners lodged at this military fortress atop the
Montjuic mountain in Barcelona. (Pictures in Mt.
Montjuic taken last 2018.)

Entrance of Mt. Cell where Rizal Vi ew from Top

At Montjuic Museum Montjuic Military was detained overlooking a vast
Preso Memoria de Fortress sea
Barcelona

H. Love Life: The Beautiful Women in Rizal’s Life

Name Description and Extent of Relationship

Segunda Katigbak She was said to be Rizal’s puppy love. Unfortunately,
his first love was engaged to be married to a town mate
- Manuel Luz.

Leonor Valenzuela She was a tall girl from Pagsanjan. Rizal sent her love
note written in invisible ink that could only be
deciphered over the warmth of the lamp or candle. He
visited her on the eve of his departure to Spain and
bade her a last goodbye.

Rizal: Works and Writings and the Development of Philippine Nationalism 115
 Leonor Rivera Rizal’s sweetheart for 11 years played the greatest
influence in keeping him from falling in love with other
women during his travel. Unfortunately, Leonor’s
mother disapproved of her daughter’s relationship with
Rizal, who was then a known filibustero. She hid all the
letters sent by Rizal to his sweetheart. Leonor,
believing that Rizal had already forgotten her, sadly
consented to marry the Englishman, Henry Kipping, her
mother’s choice.

The prettiest of Don Pablo Ortiga’s daughters, fell in

Consuelo Ortiga y Rey love with him. He dedicated to her A la Senorita C.O. y
R., which became one of his best poems. The Ortiga's
residence in Madrid was frequented by Rizal and his
compatriots. He probably fell in love with her and
Consuelo apparently asked him for romantic verses. He
suddenly backed out before the relationship turned into
a serious romance, because he wanted to remain loyal
to Leonor Rivera and he did not want to destroy his
friendship with Eduardo de Lete who was madly in
love with Consuelo.

O Sei San A Japanese samurai’s daughter taught Rizal the

Japanese art of painting known as sumi-e. She also
helped Rizal improve his knowledge of the Japanese
language.

If Rizal was a man without a patriotic mission, he would

have married this lovely and intelligent woman and
lived a stable and happy life with her in Japan because
the Spanish legation there offered him a lucrative job.

Rizal: Works and Writings and the Development of Philippine Nationalism 116
 Gertrude Beckett While Rizal was in London annotating the Sucesos de
las Islas Filipinas, he boarded in the house of the
Beckett family, within walking distance of the British
Museum.

Gertrude, also known as “Gettie” or “Tottie”, a blue-

eyed and buxom girl was the oldest of the three Beckett
daughters. She fell in love with Rizal. Tottie helped him
in his painting and sculpture. But Rizal suddenly left
London for Paris to avoid Gertrude, who was seriously
in love with him.

Before leaving London, he was able to finish the group

carving of the Beckett sisters. He gave the group
carving to Gertrude as a sign of their brief relationship.

Nellie Boustead Rizal having lost Leonor Rivera, entertained the

thought of courting other ladies. While a guest of the
Boustead family at their residence in the resort city of
Biarritz, he had befriended the two pretty daughters of
his host, Eduardo Boustead. In a party held by Filipinos
in Madrid, a drunken Antonio Luna uttered unsavory
remarks against Nellie Boustead. Their love affair
unfortunately did not end in marriage. It failed because
Rizal refused to be converted to the Protestant faith, as
Nellie demanded and Nellie’s mother did not like a
physician without enough paying clientele to be a son-
in-law. The lovers, however, parted as good friends
when Rizal left Europe.

Suzanne Jacoby In 1890, Rizal moved to Brussels because of the high

cost of living in Paris. In Brussels, he lived in the
boarding house of the two Jacoby sisters. In time, Rizal
developed feelings for Suzanne and they fell deeply in
love with each other. Suzanne cried when Rizal left
Brussels and wrote him when he was in Madrid.

Rizal: Works and Writings and the Development of Philippine Nationalism 117
 Josephine Bracken In the last days of February 1895, while still in Dapitan,
Rizal met an 18-year old petite Irish girl, with bold blue
eyes, brown hair and a happy disposition. She was the
adopted daughter of George Taufer from Hong Kong,
who went to Dapitan to seek Rizal for eye treatment.
Rizal was physically attracted to her. His loneliness and
boredom must have taken the measure of him and
what could be a better diversion that to fall in love
again. But the Rizal sisters suspected Josephine as an
agent of the friars and they considered her as a threat
to Rizal’s security. Rizal asked Josephine to marry him,
but she was not yet ready to make a decision due to
her responsibility to the blind Taufer. Since Taufer’s
blindness was untreatable, he left for Hong Kong on
March 1895. Josephine stayed with Rizal’s family in
Manila. Upon her return to Dapitan, Rizal tried to
arrange with Father Antonio Obach for their marriage.
However, the priest wanted a retraction as a
precondition before marrying them. Rizal upon the
advice of his family and friends and with Josephine’s
consent took her as his wife even without the Church
blessings. Josephine later gave birth prematurely to a
stillborn baby, a result of some incidence, which might
have shocked or frightened her.

I. Exile in Dapitan

 The following are the reasons for Rizal’s exile in Dapitan.

1. Bringing leaflets from Hong Kong that mocked/satirized the priests
2. Possessing a bundle of handbills that violated the Spanish orders.
3. Criticizing the religion spread by the Spaniards and spreading the
idea of “Filibusterismo” in the Philippines.
4. Advocating separation of the Philippines from Spain
5. De-catholicizing the Philippines.

Rizal: Works and Writings and the Development of Philippine Nationalism 118
1. Bits and Pieces of Dapitan!

This is the rock where Rizal was said to have

written his poem “Mi Retiro” (My retreat). In this poem he
described Dapitan as a “spacious beach of fine and
delicate sand at the foot of a mountain greener than a leaf,
where he planted his humble hut beneath an orchard
where in his words, “seeking in the still serenity of the
woods repose to my intellect and silence to my grief.” This
simply is giving us the idea of how pure and serene the
place is. The poem, “Mi Retiro” is actually a description of
his feelings as a prisoner in this secluded place of Dapitan.
It is an elaboration of the place of his four year exile in
Talisay, Dapitan which is now the site of the “Rizal Shrine”.
The picture on the left was similar to
Rizal’s hut and was described by him as “a
lofty nipa”. Its floor is brittle and its beams
and posts are roughhewn wood. He even
said that certainly it is of no worth. (He was
probably referring to his real situation as
prisoner plus, of course, of the reality of the
One of the 3 houses of Rizal in wealth and prestige of the places with the
Dapitan. The 8-sided house buildings and bamboo therein which he used
where he stayed. to be in for the last few years of his life in
Singapore, Europe, America, Japan, Hong
Kong, and even Manila). Other descriptions
of Dapitan can be well imagined in his other
poems like “A Josefina” (a poem for
Josephine Bracken) and “A Ricardo
Carnicero” (a poem to a jailer who became
his friend), “Hymn to Talisay” (a poem that
Rizal sang to the tune of “Sampaguita.”

Rizal described his properties in Dapitan as follows; “I have three houses:

a square house, a six-sided house, and an eight-sided house. My mother, my
sister Trinidad, a nephew, and I live in a square house; my students – boys,
whom I am teaching math, Spanish, and English – and a patient stay in a six-
sided house. My chickens live in the six-sided house too. From my house, I can
hear the murmur of a crystalline rivulet that drops from high rocks. I can see the
shore, the sea where I have two small boats or “barotos” as they are called here.
I have many fruit trees such as mangoes, lanzones, guyabanos, batuno, langka,
etc. I have rabbits, dogs, cats, etc.” (Ocampo, 2013).

Rizal: Works and Writings and the Development of Philippine Nationalism 119
 According to Ambeth Ocampo (2013), in his book “Rizal Without the
Overcaught”, Rizal was sometimes happy and contented and Dapitan but in
some days he really was sad because despite not being in bars (being a
prisoner), Dapitan was definitely far from London, Paris, Barcelona, Madrid, nor
New York. Dapitan was literally the boondocks. (10/25/96)

2. Rizal’s Practical Nationalism in Dapitan

https://www.google.com/search?q=picture+of+Dapitan+shrine&sxsrf=ALeKk01pRS
7dHQT18HP9APfhGTuw4uQqsQ:1596265746710&tbm=isch&source=iu&ictx=1&
-

In Dapitan, Rizal did not stop to do something for the country. As he

showed a true epitome of practical nationalism or love of the country by doing
simple things that the time and place needed most. The following were his ways
of showing practical love of the country in Dapitan:

1. As a person born with linguistic excellence, Rizal continued his studies

of languages and shared this with the natives of Dapitan. In Dapitan,
he learned the Bisayan, Subanon, and Malay languages.

2. As a Doctor, he practiced Medicine in Dapitan and later on built a

hospital for his patients and most of them were poor so he gave them
free medicines.

3. He was an Engineer. In Dapitan, he applied his knowledge in

Engineering by constructing a system of waterworks in order to furnish
clean water to the townspeople.

4. He was an Agriculturist. In Dapitan, he was an agriculturists, Rizal

bought 16 hectares of land in Talisay, where he built his home, school,
and hospital. He planted cacao, coffee, sugarcane, coconuts, and fruit
trees.

Rizal: Works and Writings and the Development of Philippine Nationalism 120
 5. He was a Community Builder. He was able to build the community
when they established a cooperative of the people.

6. He was a Teacher. He taught students practical application of the

theories and laws learned inside the classroom.

7. He was a Cartographer and Map Maker. He made the large map of

Mindanao.

Memory of our Dapitan Shrine Visit. Indeed, the works of Dr. Jose
Rizal here still play a very important role in this secluded but definitely beautiful
place. Once there, you will definitely be awed by the kind of practical nationalism
he showed during his four-year exile in Dapitan.

J. Trial and Execution

1. Rizal’s Trial and His Alleged Guilt

The Trial of Rizal commenced on December 19, 1896 for persecution.
Luis Taviel de Andrade defended Rizal by saying that the alleged accusations
were biased. Rizal was found guilty beyond reasonable doubt and to be
condemned to death by a firing squad.
Rizal was a civilian but was tried by a military tribunal. Rizal was already
condemned guilty even before the trial. All allegations against Rizal were
accepted by the court but not the arguments and evidence in his favor. Rizal was
not allowed to confront the witnesses against him nor his counsel to cross-
examine them. The evidences to convict Rizal didn’t have any bearing on his
alleged commission of the complex crime of rebellion.

2. Reasons for the Execution of Rizal

The reasons for the execution of Rizal were the following:
a. He founded the La Liga Filipina, which was a short lived organization
that Rizal founded that died a natural death after he was exiled to
Dapitan due to lack of leadership.

b. Due to his association with the members of Katipunan, Jose Rizal

was implicated as one of its founders and was tried for sedition,
rebellion, and conspiracy before a military court.

c. He promoted and induced rebellion by publishing books and

newspapers that spread rebellious and seditious ideas to the public.

Rizal: Works and Writings and the Development of Philippine Nationalism 121
3. Rizal’s Last Day
Rizal spent his last 24 hours in his death cell where he received members
of his family and wrote his letter of farewell, the first one to his “second brother’’
Ferdinand Blumentritt. He gave his sister, Trinidad, an old petroleum lamp and
whispered to her in English that there was something inside the lamp where
Rizal’s famous farewell poem “Mi Ultimo Adios” (Last Farewell) was found.
Rizal said to have married his Irish girlfriend Josephine Bracken according to
catholic rites in the very last hours of his life.

Apply
Activity 1: My Family Tree
After looking into the Family tree of Rizal, you are now to look at your own
ancestors for a better appreciation of your clan and get better explanation why
for instance, you have certain characteristic traits or physical features.
Task: Make your own family tree (as much as possible up to three (3)
generations back: parents, grandparents, and great grandparents), look
for the oldest patriarch or matriarch in your family and ask about your
own family ancestors. Give emphasis on the background or major
achievement or major flaws that had happened to them that made your
family known to.

Activity 2: The following excerpt is from Rizal’s letter to Blumenttrit. Please

read the excerpt and answer the following items.

“I get up early, at 5 in the morning, 1. Give at least three (3)

inspect my fields, feed the chickens, wake up professions that Rizal practice
my farm-hands and get them to work. At half in Dapitan.
past 7, we have breakfast consisting of tea,
__________________________
pastries, pastries, cheese, sweets, etc. Then I
__________________________
hold a clinic and examine patients and treating
__________________________
the poor patients who come to see me. I dress
dress up and go to town in my “baroto” to visit
2. In your analysis, was Rizal
my patients there. I return at noon and have
happy in Dapitan? Yes or No?
lunch that has been prepared for me.
Why? ___________________
Afterwards, I teach the boys until 4 p.m. and
__________________________
spend the rest of the afternoon in the fields. At
__________________________
night, I read and study”.

Rizal: Works and Writings and the Development of Philippine Nationalism 122
 Assessment

Name: Date: ___________

Program, Year and Section: Score: __________

Direction: For those with connectivity, make a power point presentation of your
answers to the questions below. For those without connectivity, make
a scrap book or comic strips of the answers. After going through with
the different topics on the life of Rizal, let us now check how much
you have gained from readings. Are you ready? Of course, you are!
Please read the questions and give what is/are being asked or
described.

1. Identify there (3) early manifestations of Rizal’s innate talents.

2. In his formal search for knowledge, Rizal found or experienced in:

a. Ateneo that “there is wisdom in books”. Elaborate this idea. (5 points)

b. UST “prejudicial limitations and pervading racial discrimination”.

Illustrate how did he experience this. (5 points)

3. Name five (5) of Rizal’s works while a student both in Ateneo and UST
that had given him both recognition and somehow humiliation.

4. Give four (4) reasons for the recommendation of the absolute prohibition,
importation, reproduction, and distribution of Noli Me Tangere.

5. Give four (4) reasons for Rizal’s arrest and deportation to Dapitan.

6. Give at least two (2) reasons for Rizal’s condemnation to death.

7. Name five (5) ways of Rizal’s practical nationalism in Dapitan and briefly
describe each of them. (3 points each)

8. Give five (5) of your own version of practical nationalism that the YOUTH
TODAY can do. Describe each of them briefly. (3 points each)

9. In 3 to 5 sentences, give your own interpretation of the “fall/death” of

Rizal.

Rizal: Works and Writings and the Development of Philippine Nationalism 123
Rationale

Following the tragedies of Cavity mutiny and the Martyrdom of GOMBURZA

in 1872, there were lull years described to be a time of peace and quiet. But after a
while, historical drama unfolds in Madrid, Spain where the nationalistic minds of the
Filipinos intellectuals begun to be awakened up.

Educated nationalistic in Europe headed by Dr. Pedro Paterno and Dr.

Gregorio Sancianco (both doctors of Laws in Madrid) headed the way for the fight of
freedom for Filipinos through a peaceful means, hence, the birth of the propaganda
movement.

The propaganda movement which is considered to be a peaceful but

vigorous campaign for the equality of Filipinos with the Spaniards and for the fight of
Filipino freedom played an important role in the unfolding of the Philippine gaining of
its independence, hence, the importance of the study of the Propaganda movement.

In this chapter, you will be introduced to the many things that the propaganda
movement have done in laying the ground for the Philippine fight for its independence.
Also, some of the important works published in the “La Solidaridad” will be presented.

Module Outcomes
At the end of this chapter, the learners must have:
1. described the Propaganda Movement and La
Solidaridad;
2. traced Rizal’s involvement in the Propaganda
Movement;
3. described what the Filipino women should be in the
eyes of Rizal; and
4. analyzed the Philippine situation as presented in the
Indolence of the Filipinos.”
 Lesson Outcomes
At the end of this lesson, the learners must have:
1. defined Propaganda Movement;
2. enumerated the aims of the propagandists; and
3. traced Rizal’s participation in the Propaganda Movement.
.

Introduction
Spanish regime in the Philippines was brought by Magellan’s voyage and
was properly established by Miguel Lopez de Legaspi when Spain’s permanent
settlement was established in Cebu.
A lot of changes did occur many of which made the lives of the Filipinos in
our lands difficult and unbearable. Though, there are good things that happened
such as education, religion or faith, economy, and in politics. One of this was the
Cavity Mutiny and the eventual death of the GOMBURZA.
Meanwhile in 19th century Spain, as presented in the previous chapter,
many changes transpired. Turmoil and uninterrupted chaos characterized the
situation. She was seesawed between democracy and monarchy.
The initial works of Dr. Pedro Paterno and Dr. Gregorio Sancianco was
later followed by Graciano Lopez Jaena, Pedro de Govantes, Eduardo de
Lete, and Jose Rizal.
Rizal was not only in Europe to enhance his educational attainment but
also to campaign for reforms. His stay exposed him to different cultures and
practices, good and bad. This mission was to observe keenly the life and culture,
languages and customs, industries and commerce, and government and laws of
the European nations in order to prepare himself in the great task of liberating his
oppressed people from the Spanish tyranny.

Rizal: Works and Writings and the Development of Philippine Nationalism 125
 Activate

1. Before we proceed, let us first be clarified with some terminologies. When

you hear the word “P R O P A G A N D A”, what comes to your mind? Write
your answers on the space provided. (Give at least three (3) brief ideas.)

2. Have you ever made a

campaign statement for
yourself? If yes, then
share it here. If no, then
now is the right opportunity
to do it. On the space
provided, post your
favorite picture of yourself
and make a strong
statement that would serve
as a campaign idea for
your classmate to vote for
you as your classroom
president.

Acquire

PROPAGANDA MOVEMENT
A. The Meaning of Propaganda
The term “propaganda” apparently first came into common use in Europe
as a result of the missionary activities of the Catholic Church. In Europe,
Gregory XV created the Congregation for the Propagation of the Faith in
Rome.
Propaganda is a kind of communication that is used primarily to influence
an audience and further an agenda, which may not be objective and may be
presenting facts selectively to encourage a particular synthesis or perception, or
using loaded language to produce an emotional rather than a rational response
to the information. It is dissemination of information—facts, arguments, rumors,
half-truths, or lies—to influence public opinion.

Rizal: Works and Writings and the Development of Philippine Nationalism 126
 The word "propaganda" in English has acquired a pejorative connotation
that is absent from the original Latin word. One can see its true meaning in the
Roman institution called "Congregatio de Propaganda Fide" - the Secretariat
for the Spread of the Faith (or, as the modern translation has it, for the
Evangelization of Peoples). It was in the latter sense that the word was used by
the Filipino group that sent Marcelo H. del Pilar to Spain to continue the
"propaganda" on behalf of the Philippines.

B. The Beginning of the Propaganda Movement

The Propaganda Movement was a period of time when native Filipinos

were calling for reforms, lasting approximately from 1880 to 1886 with the most
activity between 1880 and 1885.
The first works of Dr. Pedro Paterno was a collection of literary verses
entitled “Sampaguitas”. In here, he attempted to show the great works of a
Filipino by the Filipinos.
On the other hand, Dr. Gregorio Sancianco wrote more of serious
themes such as on areas of economic reforms. In his book (El Progreso de
Filipinas in 1881), he claimed that the tax scheme was the reason for the
economic deterioration. In here, Dr. Sancianco criticized the taxation system. He
said that it was full of irregularities and the rich and wealthy were favored. He
also questioned the “tribute” system which was very unfair and only favored the
Spaniards. He proposed a socialized scheme of taxation. According to him,
these reforms were possible if the Philippines were considered a province of
Spain and not just a colony. Dr. Sancianco proposed assimilation of the
Philippines by Spain. Both their works laid the foundation of the propaganda
movement.

Other prominent members of the Propaganda Movement:

a. José Rizal, author of Noli Me Tángere and El Filibusterismo.

Jose Rizal was a physician, scholar, scientist, and writer. During the
decade that followed, Rizal's career spanned two worlds: among the small
communities of Filipino students in Madrid and other European cities. He became
a leader and eloquent spokesman, and in the wider world of European science
and scholarship--particularly in Germany--he formed close relationships with
prominent natural and social scientists. The new discipline of anthropology was
of special interest to him; he was committed to refuting the friars' stereotypes of
Filipino racial inferiority with scientific arguments.
His greatest impact on the development of a Filipino national
consciousness, however, was his publication of two novels--Noli Me Tangere
(Touch Me Not) in 1887 and El Filibusterismo (The Reign of Greed) in 1891.

Rizal: Works and Writings and the Development of Philippine Nationalism 127
Rizal drew on his personal experiences and depicted the conditions of Spanish
rule in the islands, particularly the abuses of the friars. Although the friars had
Rizal's books banned, they were smuggled into the Philippines and rapidly
gained a wide readership

b. Graciano López Jaena, publisher of La Solidaridad, the movement's

principal organ.
A noted orator and pamphleteer who had left the islands for Spain in 1880
after the publication of his satirical short novel, “Fray Botod’ (Brother Fatso), an
unflattering portrait of a provincial friar.
In 1889, he established a biweekly newspaper, “La Solidaridad”
(Solidarity) in Barcelona, which became the principal organ of the Propaganda
Movement. Its contributors included Dr.Jose Rizal and Prof. Ferdinand
Blumentritt, an Austrian geographer and ethnologist whom Rizal had met in
Germany.

c. Mariano Ponce, the organization's secretary

He was Filipino physician, writer, and active member of the Propaganda
Movement. In Spain, he was among the founders of La Solidaridad and
Associacion Hispano-Filipina, a society of Liberal Spaniards and Filipinos.

d. Marcelo H. del Pilar - a reform-minded lawyer.

Del Pilar was active in the anti-friar movement in the islands until obliged
to flee to Spain in 1888, where he became editor of La Solidaridad and assumed
leadership of the Filipino community in Spain.

e. Juan Luna and Felix Resurreccion Hidalgo – in the “Exposicion Nacional

de Bellas Artes in 1884, both won over their Spanish competitors. Lopez
Jaena called this event as the “vindication of the Filipinos”.
Their established goal was to bring happiness to their homeland and
encourage social security. The campaign, called “Propaganda Movement”,
which they had created, fought aggressively, but peacefully at the same time,
with the Spanish system, by the use of words in forms of speeches as well as
pieces of writing.
Although they worked individually writing articles for liberal and radical
Spanish newspapers, they are united in acting upon certain occasions or events
such as during the/their:
a. Abolition of tobacco monopoly in 1881.
b. Victory of Juan Luna and Felix Resurreccion Hidalgo at the Exposicion
Nacional de Bellas Artes in 1884 in Madrid.
c. Management of Exposicion Filipina in 1887.
d. Desire to publish their own newspaper.

Rizal: Works and Writings and the Development of Philippine Nationalism 128
C. Aims of Propaganda Movement

Between 1872 and 1892, a national consciousness was growing among

the Filipino émigrés (ˈe-mi-ˌgrā) who had settled in Europe. In the freer
atmosphere of Europe, these émigrés (emigrants)--liberals exiled in 1872 and
students attending European universities--formed the Propaganda Movement.

The Propagandists were organized for literary and cultural purposes

more than for political ends. This movement that includes upper-class Filipinos
from all the lowland Christian areas strove to "awaken the sleeping intellect of the
Spaniards to the needs of our country". They aimed to create a closer, more
equal association of the islands and the motherland.

Among their specific goals were the following:

a. Representation of the Philippines in the Cortes, or Spanish parliament

b. Secularization of the clergy
c. Legalization of Spanish and Filipino equality
d. Creation of a Public School System independent of the friars
e. Abolition of the polo y servicios (forced labor service) and vandala
(forced sale of local products to the government)
f. Guarantee of basic freedoms of speech and association
g. Equal opportunity for Filipinos and Spanish to enter government
service.

The propagandists asserted an image of dignity and identity as they claim

their rights to administrative and economic reforms and correcting the
discriminations and anomalies in the existing government.

D. Rizal and the Death of the Propaganda Movement

Rizal became a leader of the reformist movement called Propaganda

Movement, an unwavering campaign for political and social freedoms, lobbying
the peninsular government, using their connections with the liberal Spanish
politicians. While many activities of the propagandist were on going (favorable
and unfavorable to the movement), Rizal concentrated his effort in writing his first
novel, Noli Me Tangere and published it in March 1887. This added fuel to the
already heated arguments between the pro and anti-propagandists.

In 1887, Rizal returned briefly to the Philippines. But because of the

worsening situation in the country especially with the appearance of Noli Me
Tangere, he was advised by Governor-General Emilio Terrero to leave. He
returned to Europe by way of Japan and North America to complete his second
novel and an edition of Antonio de Morga's 17th century work, Sucesos de las
Islas Filipinas (History of the Philippine Islands).

Rizal: Works and Writings and the Development of Philippine Nationalism 129
 Rizal’s work on Sucesos became an important ethnological interest in the
cultural connections between the peoples of the pre-Spanish Philippines and
those of the larger Malay region (including modern Malaysia and Indonesia) and
the closely related political objective of encouraging national pride. De Morga
provided positive information about the islands' early inhabitants, and reliable
accounts of pre-Christian religion and social customs.

After a stay in Europe and Hong Kong, Rizal returned to the Philippines in
June 1892, partly because the Dominicans had evicted his father and sisters
from the land they leased from the friars' estate at Calamba, in Laguna Province.
He was also convinced that the struggle for reforms could no longer be
conducted effectively from overseas. In July 1892, he established the Liga
Filipina (Philippine League), designed to be a truly national, non-violent
organization. It was dissolved, however, following his arrest and exile to the
remote town of Dapitan in north-western Mindanao.

The Propaganda Movement languished after Rizal's arrest and the

collapse of the Liga Filipina. La Solidaridad went out of business in November
1895, and in 1896, both Marcelo H. del Pilar and Graciano Lopez Jaena died
in Barcelona, worn down by poverty and disappointment. An attempt was made
to re-establish the Liga Filipina, but the national movement had become split
between illustrado advocates of reforms and peaceful evolution
(the compromisarios, or compromisers) and a plebeian constituency that wanted
revolution and national independence.

It is notable in contrast to the Katipunan or the "K.K.K.", whose aim was

for the total independence of the Philippines from Spain, whereas the
Propaganda Movement's aim was for the assimilation of the Philippines as
a province of Spain, and not a mere colony.

Apply

1. Create a flow chart illustrating the connection of propaganda movement, its

prominent members and their respective achievements.
The following are the keywords that you can use to create a flow chart
on the next page:
Propaganda Movement Marcelo H. Del Pilar Jose Rizal
Graciano Lopez Jaena Mariano Ponce

Rizal: Works and Writings and the Development of Philippine Nationalism 130
2. In your own words, explain the following specific aims of Propaganda
Movement.

a. Representation in the Philippines in the Cortes Generales, the Spanish

parliament

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

b. Secularization of the Clergy (i.e. usage of secular or diocesan priest rather

from a religious order)

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

c. Legalization of Spanish and Filipino Equality

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 131
 d. Provision of Spanish citizenship to Filipinos

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

e. Recognition of the Philippines as a province of Spain

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

f. Abolition of polo y servicios (labor service) and the vandala (forced sale of
local products to the government

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

g. Guarantee of basic freedoms of speech and association

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

h. Equal opportunity for Filipinos and Spanish to enter government service

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 132
 Assessment

Name: Date: ___________

Program, Year and Section: Score: __________

Direction: Please answer the following items about the Propagandists and the
Propaganda movement. (35 points)

1. Explain the specific contributions of the prominent members of the

Propaganda Movement in 2-3 sentences. (5 points each/20 points)

a. Jose Rizal
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

b. Graciano Lopez Jaena

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

c. Mariano Ponce
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

d. Marcelo H. del Pilar

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 133
2. Trace Jose Rizal’s involvement in the Propaganda Movement being the
national hero of the Philippines. (10 points)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. TRUE or FALSE. Write True if the statement is correct and False if it is

wrong. Write your answers on the space provided before each item.
(5 points)

_______ a. The Propaganda Movement was a time for Filipinos asking for
reforms and for the total assimilation of the Philippines as a province
of Spain.

_______b. The Noli Me Tangere and El Filibusterismo written by Dr. Jose Rizal
showed the good practices of Spaniards especially the Spanish
priests.

_______c. The purpose of the prominent members of the Propaganda Movement

was to seek equality between Filipinos and Spaniards.

_______d. The Filipino propagandists aimed to have total independence of the

Philippines from Spain as embodied in the Propaganda Movement.

_______e. Marcelo H. del Pilar wanted to continue the Propaganda Movement in

behalf of the Philippines.

Rizal: Works and Writings and the Development of Philippine Nationalism 134
 Lesson Outcomes
At the end of this lesson, the learners must have:
1. described the organization of La Solidaridad; and
2. analyzed the important works of Rizal published in
La Solidaridad.

Introduction
As Filipinos, we tend to join various groups in order to belong to a
particular organization when we reach the ripe age of youth. We would like to
meet important people in the society and collaborate with them in doing what we
like to do, be in the field of academics, politics, or business ventures. We tend to
engage in certain activities that would enhance our capabilities and build our
network of friends. Thus, Rizal when he arrived in Europe, he met a lot of
Filipinos and joined in founding different organizations. They aimed to seek for
reforms for the Philippines, thus, the Propaganda Movement was founded. In this
chapter, we will focus on how the society of La Solidaridad was founded and its
primary organ, La Solidaridad, with the same name as well as the various works
published in the La Solidaridad.

Activate
Do you still remember the first week of the classes when you were in
elementary, high school, and even in college, your class adviser would request
the class to elect the class officers? If you do, that’s good! Were you a candidate
for a certain position? Were you elected as one of the class officers? What
position were you elected? Or there was no election and the officers were just
appointed? These questions must have brought some memories of your
childhood and high school days. These class officers were supposed to be the
representatives of the class to certain meetings when school activities will be
held. Did the class officers did their job of representing your class to voice out
your concerns? If they have, they must have done their job well. I hope you will
also do the same at this time if ever you will be elected. Good luck!!!

Rizal: Works and Writings and the Development of Philippine Nationalism 135
 Acquire
LA SOLIDARIDAD AND ITS IMPORTANT ARTICLES

A. “Solidaridad” Society
The Filipino nationalist who were, at the beginning, individually working,
finally come to consolidate and formally organized themselves in Barcelona,
Spain during the New Year’s eve into the “Solidaridad” Society in 1889.
The following set of officers was chosen:

President: Galicano Apacible

Vice President: Graciano Lopez Jaena
Secretary: Manuel Santa Maria
Treasurer: Mariano Ponce
Auditor: Jose Ma. Panganiban
Honorary President: Jose Rizal

The year was quite productive and inspiring for them. In addition, Marcelo
H. del Pilar, who have been working in the Philippines arrived in Barcelona and
joined the Solidaridad group. But a few days after the formal organization of
Solidaridad society in Barcelona, another group was organized in Madrid, Spain
called “Asociacion Hispano-Filipino”. It was composed of Filipinos and Spaniards
who worked for the reforms for the Philippines.

B. “La Solidaridad” – Principal Organ of the Propaganda Movement

The Filipino propagandists were able to get together behind a new
publication which they called La Solidaridad, and which for it’s more than five
years of its existence became the principal organ of the propaganda movement.
It was founded on February 15, 1889 and existed up to November 15, 1895.
The first issue of La Solidaridad was published on February 15, 1889. The
editorship was first offered to Rizal but he declined because he was busy in his
annotation of Antonio Morga’s Sucesos de las Islas Filipinas. So, Graciano
Lopez Jaena, who was interested, was finally selected.
The first issue of this modest fortnightly magazine announced its aims as
follows:
a. To spread and defend the ideas of democracy.
b. To work for and promote progress in politics, science, arts, letters,
commerce, agriculture and industry.

However, in the next editorials Lopez Jaena started to criticize the

Spanish two-party system, also the indifference of the people in civic

Rizal: Works and Writings and the Development of Philippine Nationalism 136
participations and national responsibility. Problems in the government and
economic crisis issues were also tackled in there. Eventually, after almost 9
months of publication, Marcelo H. del Pilar took over the editorship and they
transferred the office to Madrid in the hope of gaining wider support.
All the major contributors of La Solidaridad were working for the equality of
rights and dignity of the Filipinos. They hoped to gain equality through
administrative and economic reforms.
The administrative reform they worked for was through:
1. assimilation of the Philippines by Spain, making it as official province;
2. representation in the Spanish Cortes;
3. freedom of press, association and worship; and
4. prohibition of government deportation without judicial sentence.
Through La Solidaridad, the nationalists continued to expose and criticized
the very difficult situation of the Philippines that has been caused by the
discrimination and inept corrupt officials of the government and church.
The contributors of the La Solidaridad (sometimes referred to as the
“Sol”) were mostly Filipinos, such as:

1. Marcelo Marcelo H. del Pilar (Plaridel)

2. Dr. Jose Rizal (Dimas Alang and Laong Laan)
3. Mariano Ponce (Tikbalang, Naning, and Kalipulako)
4. Antonio Luna (Taga-Ilog)
5. Jose Ma. Panganiban (Jomapa)
6. Dr. Pedro Paterno
7. Antonio Ma. Regidor
8. Isabelo delos Reyes
9. Eduardo de Lete
10. Jose Alejandrino
11. Pro. Ferdinand Blumentritt (Austrian etnologist)
12. Dr. Morayta (Spanish historian, university professor, and
statesman)

C. Important Articles in La Solidaridad

The national hero, Dr. Jose Rizal, composed several brilliant writings in his
lifetime. These writings awakened the Filipino patriotism and paved the way for
Philippine Revolution. Moreover, his writings were living proofs that, “The pen is
mightier than the sword.” Many of these works were published in La Solidaridad
but we will only focus on some of these articles listed below such as:
1. To The Young Women of Malolos
2. The Indolence of the Filipinos
3. The Vision of Fray Rodriguez
4. The Philippine a Century Hence

Rizal: Works and Writings and the Development of Philippine Nationalism 137
1. To The Young Women of Malolos
This was originally written in Tagalog, “Sa Mga Kababayang Dalaga sa
Malolos”, in 1889 and this famous essay directly addressed to the young women
of Malolos, Bulacan. It was written by Rizal as a response to Marcelo H. del
Pilar’s request. Rizal was greatly impressed by the bravery of the 20 young
women of Malolos who planned to establish a school where they could learn
Spanish despite the opposition of Fr. Felipe Garcia, the Spanish parish priest of
Malolos. The letter expressed Rizal’s yearning that women be granted the same
chances given to men in terms of education. In the olden days, young women
were not educated because of the principle that they will soon be wives and their
primary career would be to take care of the home and children. Rizal however
advocated women’s right to education.

Below are some of the points mentioned by Rizal in his letter to the young
women of Malolos:

a. The priests in the country that time did not embody the true spirit of
Christianity.
b. Private judgment should be used.
c. Mothers should be an epitome of an ideal woman who teaches her
children to love God, country, and fellowmen.
d. Mothers should rear their children in the service of the state and set
standards of behavior for men around her.
e. Filipino women must be noble, decent, and dignified and they should
be submissive, tender, and loving to their respective husband.
f. Young women must edify themselves, live the real Christian way with
good morals and manners, and should be intelligent in their choice of a
lifetime partner.

2. The Indolence of the Filipinos

Another essay entitled, “The Indolence of the Filipinos” (Sobre la

Indolencia de los Filipinos) originally appeared in the Filipino forthrightly
review, La Solidaridad, of Madrid, in five instalments, running from July 15 to
September 15, 1890. It was a continuation of Rizal's campaign of education in
which he sought by blunt truths to awaken his countrymen to their own faults at
the same time that he was arousing the Spaniards to the defects in Spain's
colonial system that caused and continued such shortcomings (Craig, 1913).

Part I related about indolence which was misused in the sense of little
love for work and lack of energy. Rizal, however, stated that indolence did
exist among Filipinos but first we had to examine the causes based on facts
before proposing a remedy for it. Like what Rizal said, “A hot climate requires of
the individual quiet and rest, just as cold incites to labor and action”. He added,
“A man can live in any climate, if he will only adapt himself to its requirements
and conditions.”

Rizal: Works and Writings and the Development of Philippine Nationalism 138
 The climate as a factor for being indolent, Rizal emphasized that the
indolence in the Philippines was lethargy and a complete disregard for hard work.
Filipinos were not born lazy, though, but they had a natural predisposition to
laziness because of the heat of the climate. People were expected to work less in
a hot climate than I a cold one. And in the Philippines, as if to compensate for the
hot weather, Mother Nature had made the land so fertile that the farmer did not
have to work very hard to insure a good crop. Nature was responsible for the
heat and the fertile land. But man was lord of nature and the factors that were
responsible for the lethargy and indolence of the Filipinos were man-made. The
men behind this had authority--in the family, in the government, in the Church.
They could have fostered the malevolent predisposition, or uprooted it before it
pestered society.

Part II related about an analogy of the “physician” which included the friars
and the Spanish government, the “patient” which was the Philippines, the
“illness” as the indolence which is a chronic illness. It was emphasized by Rizal
that “Indolence in the Philippines is a chronic malady, but not a hereditary one.”
Before the arrival of Spaniards, Malayan Filipinos participated in an active trade,
not only among themselves but also with other neighboring countries. This was
one of the evidences that Filipinos were not indolent. Rizal further stated that an
illness will worsen if the wrong treatment is given.

Part III enumerated several reasons that may have caused the Filipinos
cultural and economic corruption such as:

 Wars that gave rise to conflicts among Spaniards, natives, and Moros.
 Invasion of pirates that resulted to diminished number of native
Filipinos.
 Forced labor in which the Filipinos were sent abroad to fight for Spain
or to shipyards to construct vessels.
 Some Filipinos hid in the forest and mountains and abandoned their
farm lands because of fear.

Rizal explained that, “Still they struggled a long time against indolence,
yes: but their enemies were so numerous that at last they gave up!”

Part IV further linked the indolence of the Filipinos to some other reasons
mentioned below, yet, “Filipinos still have inspirations, he thinks and strive to rise.

 Abuses of the encomenderos (landlords) were so brutal that the friars

would often advise their parishioners, in order to free them from the
tyranny of the encomenderos, “to stop working the mines, to abandon
their industries, to destroy their looms, pointing to them heaven as their
sole hope, preparing them for death as their only consolation.”

Rizal: Works and Writings and the Development of Philippine Nationalism 139
  Wrong or false teachings of the friars and the Church that led to the
confusion among Filipinos and asked themselves, “Why work? If the
rich man will not go to heaven”?
 Filipinos resorted to gambling because of the promise of sudden
wealth was better than to work in the fields.
 Trading was cut off due to the losing business of the Galleon Trade.
The only trade allowed was through the galleons that plied between
china and Mexico, with Manila as an important port of call.
 Local business disappeared as a result of discouragement caused by
rampant piracies, government restrictions, and much “red tape” in the
approval of permits to transact business.
 Absence of encouragement from the government and no aid for poor
crops were given to the tenants.
 Discrimination on education was also seen as a reason for indolence.
Only a few were given a chance to learn and study.

Part V stated that causes of indolence can be reduced to two factors that
emerged from the people such as the limited training and education of Filipino
native. The Filipinos also developed inferiority due to the lack of a national
sentiment of unity among them. Rizal thought that, “A man in the Philippines is
only an individual; he is not a member of a nation;”

Thus, Rizal proposed that Spain, in order to solve this problem of

indolence of the Filipinos must give the native Filipinos some measure of
education and liberty. Rizal concluded that, “Someday or the other, Spain will
reap the fruits and find a people who will be with it at heart and in interests; there
is nothing like a favor to win friendship or enmity.”

3. The Vision of Fray Rodriguez

Jose Rizal, upon receipt of the news concerning Fray Rodriguez’s bitter
attack on his novel Noli Me Tangere, wrote this defense under his pseudonym
“Dimas Alang.” This was published in Barcelona, entitled originally in Spanish,
“La Vision del fray Rodriguez” and a satire depicting a spirited dialogue between
the Catholic Saint Augustine and Fray Rodriguez. Augustine, in the fiction, told
Rodriguez that he (Augustine) was commissioned by God to tell him (Rodriguez)
of his stupidity and his penance on earth that he (Rodriguez) shall continue to
write more stupidity so that all men may laugh at him. In this pamphlet, Rizal
demonstrated his profound knowledge in religion and his biting satire.

4. The Philippines A Century Hence

This essay, “The Philippines a Century Hence” is an essay written by

Philippine national hero, Dr. Jose Rizal to forecast the future of the country within
a hundred years. The essay came as a series of four articles in La Solidaridad on
September 30, 1889, October 31, 1889, December 15, 1889, and February 1,

Rizal: Works and Writings and the Development of Philippine Nationalism 140
1890. Rizal felt that it was time to remind Spain that circumstances that ushered
in the French Revolution could have a telling effect for her in the Philippines.

The essay started by analyzing the various causes of the miseries

suffered by the Filipino people. As Rizal stated, the Spanish era was a period of
military conquests. The military policies of the Spaniard naturally had deplorable
consequences in the Philippines such as:

 The population decreased dramatically.

 Poverty became more rampant than ever, and farmlands were left to
wither.
 The family as a unit of society was neglected, and overall, even aspect
of the life of the Filipino as retarded.
 The Filipino indigenous culture deteriorated and disappeared.

o When Spain came with sword and the cross, the gradual
destruction of the native Philippine culture began. Because of
this, the Filipino started losing confidence in their past and their
heritage, became doubtful of their present lifestyle, and
eventually lost hope in the future and the preservation of their
race.

 The Filipinos became passive and submissive to the Spanish

colonizers.

o The Spanish friars were the most powerful forces that influenced
a culture of silence among the natives. Because of the use of
force, the Filipinos learned to submit themselves to the will of
the foreigners.

The question then arises as to what had awakened the hearts and opened
the minds of the Filipino people with regard to their plight. Eventually, the natives
realized that had failed. Such oppression in their society by foreign colonizers
must no longer be tolerated.

One question Rizal raised in this essay was whether or not the Spain can
indeed prevent the progress of the Philippines, keeping the people uneducated
and ignored had failed. National consciousness had still awakened, and great
Filipino minds still emerged from the rubble.

Keeping the people impoverished also came to no avail. On the contrary,

living a life of eternal destitution had allowed the Filipinos to act on the desire for
a change in their way of life. They began to explore other horizons through which
they could move towards progress.

Rizal: Works and Writings and the Development of Philippine Nationalism 141
 Exterminating the people as an alternative to hindering progress did not
work either. The Filipino race was able to survive amidst wars and famine and
became even more numerous after such catastrophes.

Apply
A. Give two (2) important lessons that you have learned from these works
written by Dr. Jose Rizal:

1. To the Young Women of Malolos

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. The Indolence of the Filipinos

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

3. The Vision of Father Rodriguez

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

B. In the essay, “The Philippines a Century Hence”, Rizal voiced out his
concern, that seems to be a “political forecasting”. He asked, “Given a
century, which was a reasonable amount of time for matters to develop, what
would become of the Philippines?” The following questions below were
possible reasons for Rizalistas to believe that he had the foresight of what
may happen to our country. To arrive at a logical conclusion, one needed to
review events in the history of the country and examine contemporary
conditions.

1. Would it stay as a colony of Spain?

2. Would it become a province of Spain?
3. Would it become an independent nation?
4. Or would it become a colony of another nation?

While you were reading the questions posted by Rizal, what do you
think happened to our country after a century? I’m sure your mind is trying to
analyze this mind-buggling question. Choose among the items which really
happened to the Philippines and state your reasons below in not more than
five (5) sentences.

Rizal: Works and Writings and the Development of Philippine Nationalism 142
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Assessment

Name: Date: ___________

Program, Year and Section: Score: _________

Essay: Please answer the following statement in not less than 200 words and
not more than 500 words.

Statement:

Supposing you are a member of the Editorial Staff of La Solidaridad,

write an article regarding the aspirations, sentiments, and problems of Filipino
people under the sovereignty of Spanish colony.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 143
Rationale

In the preface of Noli Me Tangere, Rizal promises “to reproduce the condition (of the
country) faithfully, without discrimination”. He clearly stated his intention of giving an accurate
picture of the conditions in the Philippines at the time, and this gives the reader a good idea of
what the main theme would be.

Noli Me Tangere can be regarded as a historical novel, as it has mostly fictional

characters but also historical persons like Father Burgos who lived in actual places within a
social system that was then typical of a colonized land.

Admittedly, Rizal exaggerated a bit, as in his portrayal of characters like the friars
Damaso, Salvi, and Sibyla; the two women who were preoccupied with prayers and novenas,
and, the Espadañas but, generally, the novel follows the basic rules of realism.

Humor worked best where a serious presentation of the general practices of religion
during that time (and even up to present) would have given the novel a darker and pessimistic
tone. Rizal’s description of the lavish fiesta showed the comic antics of the Church and the
ridiculous expense for one day of festivities. In short, Noli Me Tangere is simply a
presentation of the social condition of the Philippines under the Spanish colonization. In here,
we can see our many selves in the persons of the fictional characters. But why, are we still
having them now, when this situations where the truth of the 19 th century? The answer is
simple because the situations then are still very present today and the characters there are
still very alive today. They can be you, me, or somebody we know in the community. Hence,
the timing and the lessons we can gain are still significant at present despite the difference of
time.
Module Outcomes
At the end of this chapter, the learners must have:
1. described the context in which Rizal wrote Noli Me
Tangere;
2. identified major elements of the Noli Me Tangere;
3. evaluated how Noli Me Tangere contributed to the
formation of Filipino national consciousness; and
4. appraised the hero of Noli Me Tangere.
 Activate
Let’s have a simple recall. Surely you have heard of the names Sisa,
Maria Clara, Padre Damaso, and Ibarra among others. In the table below, please
write at least three (3) things that you associated with when you hear their
names.

Names Description 1 Description 2 Description 3

Sisa

Maria Clara

Damaso

Victorina

Ibarra

Who among them is your most favorite character? Why? Write your
answer on the space provided below.

Acquire
RIZAL AND THE NOLI ME TANGERE

A. Understanding the Circumstances behind the Writing of the Novels

1. Textual and Cover Analysis of Noli Me Tangere
Title: Noli Me Tángere (Touch Me Not; The Social Cancer)

Rizal: Works and Writings and the Development of Philippine Nationalism 145
 Literally translated, the Latin words “Noli Me Tángere” means, “Touch me
not” which was taken from John 20:17 when Mary Magdalene holds on to Jesus
and he tells her not to touch him. - John 20:17

Jesus said to her: “Stop clinging to me. For I have not yet ascended to the
Father. But be on your way to my brothers and say to them, ‘I am ascending to
my Father and to your Father and to my God and your God.”

Why a social cancer? It sketches a wound painful even to the healer's

touch causing more agony than relief.

Cover Analysis:
a. Cross - sufferings & death
b. pomelo blossoms and laurel leaves - honor
and fidelity; faith
c. Silhouette of a Filipina - Maria Clara / Motherland
d. Burning torch- rage and passion; defense of
honor
e. Sunflower - enlightenment, constancy, loyalty
f. Bamboo stalk – resilience
g. Man in a cassock with hairy feet - priests
using religion in a dirty way
h. Chain – slavery
i. Whip – cruelties
j. Helmet of the civil guards – arrogance of those
in authorities

At the top, all that is best in Philippine life is shown. A woman,

symbolizing constancy, religious faith symbolized by the tombstone with a
laurel that symbolizes courage and the flower of the pomelo worn by bride and
groom at a wedding which symbolizes purity.
The words partly covered by the title are the secret, inner dedication by
Rizal to his parents, the complete text being probably:
‘A mis P(adres.) al escribir e(sta obra he estado) pensando continuamente e(n
vosotros que me) habeis infundido los (primeros pensamientos) y las primeras
ideas; a (vosotros os dedi)co este manuscrito de me (joventud com p)rueba de
amor. -- Berlin, (21 de Febrero de) 1887.

To the left of the title, the Mirasol flower, represents the youth seeking
the sun. The author's name, means, the green of renewal, mounting up into the
green of the most enduring of all Philippine trees, the bamboo. At the bottom, all
that is worst in Philippine life: the helmet of the Civil Guard, the whip, and
instruments of torture, and the foot of a friar.

Rizal: Works and Writings and the Development of Philippine Nationalism 146
2. Dedication: Showing the Social Cancer
Recorded in the history of human sufferings is a cancer that is so
malignant. A condition that is better left untouched for a slightest stroke would
irritate it and awakens its sharpest pain. In Rizal’s words, “Desiring thy welfare,
which is our own, and seeking the best treatment, I will do with thee what the
ancients did with their sick, exposing them on the steps of the temple so that
everyone who came to invoke the Divinity might offer them a remedy.”

3. Theme
Theme as an element of fiction is the idea that runs through the whole
novel, repeated again and again in various forms and ways. Here are some of
the many interpretations of the theme of Noli Me Tangere.

a. According to Daquila’s “Seeds of the Revolution” (2009), the theme is

about abuse of power.
b. According to Romero, Sta. Romana, & Santos in their book, “Rizal and
the Development of National Consciousness” (2006), the theme is
nationalism.
c. The theme of “Noli Me Tangere” comes from the Gospel of John. John
tells that when Jesus showed himself after the Resurrection, it was first
to Mary Magdalene.
d. The “Noli Me Tangere” or ‘Touch me not’ is a symbol of the need for
distance.
e. The “Noli Me Tangere” has a theme of longing and fulfillment

B. Factors that influenced Rizal in writing the Noli Me Tangere

1. Spoliarium – a painting of Juan Luna that depicted the sufferings

faced by humanity

2. Uncle Tom’s Cabin – A book written by Harriet B. Stowe that dealt

with slavery in America and depicted the struggle and hardships of
the blacks in the hands of the whites.

C. Motivation behind Writing the Noli Me Tangere

1. Gospel of John, in which Jesus appeared to Mary Magdalene and
uttered these words: “for I am not yet ascended to my Father”.
According to Rizal, it was very fitting because he intended to write
about the themes that were taboo in the Philippines for centuries;
things the people dared not touch.

2. First, Rizal wanted to use French (being the language of the

intellectuals). Then finally, he used Spanish to let the Spaniards
understand his plight and reach out to his countrymen to the

Rizal: Works and Writings and the Development of Philippine Nationalism 147
 Philippines. Rizal explained: “I must wake from its slumber the spirit of
my country…I must first propose to my countrymen an example with
which they can struggle against their bad qualities, and afterwards,
when they have reformed, many writers would rise up to present my
country to proud Europe.”, (Schumacher, 1991 in Wanni-Obias, et. al.,
2018).

D. Purpose for Writing the Noli Me Tangere

1. To expose the ills of Philippine colonial society under Spain.
2. Through its passage, readers will have a glimpse of how Rizal saw his
country.
3. To portray the societal issues experienced in the Philippines.
4. To understand the colonial society and make a diagnosis of the ills of
colonial society.

E. Comparison and Contrast of the Two Novels

Area Noli Me Tangere El Filibusterismo

Freshness Darkness
Humor Serious
Theme Love Hatred
Romantic/work of the heart Greediness
Political/Work of the mind

Date and 1887 1891

Place of
Berlin, Germany Ghent, Belgium
Publication

Dedication To the Motherland To the Memory of the Three

Martyr Priests, GomBurZa

F. Different Social Conditions Portrayed in the Novels

1. Racial Discrimination
2. Abuse of Government and Church Authorities\
3. Poor Educational System
4. Child Abuse/Child Labor
5. Arrange Marriage
6. No separation of Church and Government (Theocratic Government)
7. Corruption
8. Weaknesses of Filipinos

Rizal: Works and Writings and the Development of Philippine Nationalism 148
G. Characters, Description, and Symbolism

Ibarra (Juan Crisóstomo Ibarra y Magsalin)

He is a son of a Filipino businessman, Don Rafael Ibarra.
He studied in Europe for seven years. Ibarra is also María Clara's
fiancé. Upon his return, Ibarra requested the local government of
San Diego to construct a public school to promote education in
the town.
María Clara (María Clara de los Santos y Alba)
She is the most beautiful and widely celebrated girl in San
Diego and the love interest of Ibarra. She was raised by Capitán
Tiago, San Diego's cabeza de barangay. In the later parts of the
novel, María Clara's identity was revealed as an illegitimate
daughter of Father Dámaso, the former parish curate of the town,
and Doña Pía Alba, the wife of Capitán Tiago. In the end she
entered the local convent for nuns, Beaterio de Santa Clara.
Capitán Tiago (Don Santiago de los Santos)
He is a Filipino businessman and the cabeza de barangay
or head of barangay of the town of San Diego. He is the foster
father of María Clara. He is considered as a good Catholic, a
friend of the Spanish government, and as a Spanish by
colonialists. Capitán Tiago never attended school, so he became
a domestic helper of a Dominican friar who taught him informal
education. He married Pía Alba from Santa Cruz and his love for
money is number one, second to none.

Padre Dámaso (Dámaso Verdolagas)

He is a Franciscan friar and the former parish curate of
San Diego. Padre damaso is best known as a notorious
character who speaks with harsh words and has been a cruel
priest during his stay in the town. He is also the real father of
María Clara and an enemy of Crisóstomo's father, Rafael Ibarra.
Later, he and María Clara had bitter arguments whether she
would marry Alfonso Linares or go to a convent. At the end of the
novel, he was again re-assigned to a distant town and was found
dead one day.

Rizal: Works and Writings and the Development of Philippine Nationalism 149
 Elías
He is Ibarra's mysterious friend and ally. Elías made his
first appearance as a pilot during a picnic of Ibarra and María
Clara and her friends. He wanted to revolutionize the country and
to be freed from Spanish oppression.

Filosofo Tacio (Pilosopo Tasyo)

His full name is only known as Don Anastacio. Seeking for
reforms from the government, he expresses his ideals in paper
written in a cryptographic alphabet similar from hieroglyphs and
Coptic figures hoping "that the future generations may be able to
decipher it" and they would realized the abuse and oppression
done by the conquerors. The educated inhabitants of San Diego
labeled him as Filosofo Tacio (Tacio the Sage) while others
called him as Tacio el Loco (Insane Tacio) due to his exceptional
talent for reasoning.

Narcisa or Sisa

She is the deranged mother of Basilio and Crispín. She is

described as beautiful and young, although she loves her
children very much, she cannot protect them from the beatings of
her husband, Pedro. She is an epitome of a mother. A symbol of
the Philippines.

Crispín and Basilio

Crispin is Sisa's 7-year-old son. As an altar boy, he was

unjustly accused of stealing money from the church. After failing
to force Crispín to return the money he allegedly stole, Father
Salví and the head sacristan killed him.
Basilio is Sisa's 10-year-old son. An acolyte tasked to ring
the church bells for the Angelus, he faced the dread of losing his
younger brother and falling of his mother into insanity.

Padre Bernardo Salví

He is the Franciscan curate of San Diego, secretly

harboring lust for María Clara. He is described to be very thin and
sickly. It is also hinted that his last name, "Salvi" is the shorter
form of "salvi" meaning Salvation, or "Salvi" is short for "salvaje"
meaning bad hinting to the fact that he is willing to kill an innocent
child, Crispin, just to get his money back, though there was no
enough evidence that it was Crispin who has stolen his 2 onzas.

Rizal: Works and Writings and the Development of Philippine Nationalism 150
 El Alférez or Alperes

He is the Chief of the Guardia Civil. He was the mortal

enemy of the priests for power in San Diego and husband of
Doña Consolacion.

Doña Consolacíon

She is the wife of the Alférez, nicknamed as La Musa de

los Guardias Civiles (The Muse of the Civil Guards) or La
Alféreza, was a former laundrywoman who passes herself as a
Peninsular and best remembered for her abusive treatment of
Sisa.

Doña Victorina (Doña Victorina de los Reyes de Espadaña)

He is an ambitious Filipina who classifies herself as a

Spanish and mimics Spanish ladies by putting on heavy make-
up. She is the wife of Don Tiburcio de Espadaña.

Don Tiburcio de Espadaña

He is the Spanish quack Doctor who is limp and

submissive to his wife, Doña Victorina.

Teniente Guevara

He is the close friend of Don Rafael Ibarra. He revealed to

Crisóstomo how Don Rafael Ibarra's death came about.

Alfonso Linares

He is a distant nephew of Tiburcio de Espanada, the

would-be fiancé of María Clara. Although he presented himself as
a practitioner of the law, it was later revealed that he, just like Don
Tiburcio, is a fraud. He later died due to medications given by Don
Tiburcio.

Non-recurring These characters were mentioned in the novel, appeared

characters once, mentioned many times or have no major contribution
to the storyline.
Tía Isabel - Capitán Tiago's cousin, who raised Maria Clara.

Governor General – Unnamed person in the novel, he is the

most powerful official in the Philippines. He has great disdains
against the friars and corrupt officials, and sympathizes with
Ibarra.

Rizal: Works and Writings and the Development of Philippine Nationalism 151
 Padre Manuel Martín - He is the linguistic curate of a nearby
town, who says the sermon during San Diego's fiesta.

Don Rafael Ibarra – The father of Crisóstomo Ibarra. Though he

is the richest man in San Diego, he is also the most virtuous and
generous.

Don Pedro Eibarramendia - The great-grandfather of

Crisóstomo Ibarra who came from the Basque area of Spain. He
started the misfortunes of Elias' family. His descendants
abbreviated their surname to Ibarra. He died of unknown
reasons, but was seen as a decaying corpse on a Balite Tree.

Don Saturnino Ibarra - The son of Don Pedro, father of Don

Rafael, and grandfather of Crisóstomo Ibarra. He was the one
who developed the town of San Diego. He was described as a
cruel man but was very clever.

El Hombre Amarillo (apparently means "yellowish person",

named as Taong Madilaw) - One of Crisostomo Ibarra's would-be
assassins. He is not named in the novel, and only described as
such. In the novel, he carved the cornerstone for Ibarra's school.
Instead of killing Ibarra, he was killed by his cornerstone.

Lucas - The brother of the Taong Madilaw. He planned a

revolution against the government with Ibarra as the leader, after
he was turned down by Ibarra. He was said to have a scar on his
left cheek. He would later be killed by the Sacristan Mayor. Their
children were no good to be related to a fugitive like himself.

Doña Pía Alba – The wife of Capitan Tiago and mother of María
Clara. She died giving birth to her. In reality, she was raped by
Padre Dámaso so she could bear a child.

Sinang - Maria Clara's friend. Because Crisóstomo Ibarra offered

half of the school he was building to Sinang, he gained Capitan
Basilio's support.

H. Summary of Noli Me Tangere

Please read the brief summary of Rizal’s first novel, Noli Me Tangere,
provided in the next page and answer the questions in the next activity.

Rizal: Works and Writings and the Development of Philippine Nationalism 152
 NOLI ME TANGERE: A Summary
Having completed his studies in Europe, young Juan Crisostomo Ibarra
comes back to his motherland after a seven-year absence. In his honor, Capitan
Tiago (Don Santiago de los Santos) throws a get-together party, which is
attended by Father Dámaso, Fray Sibyla, Lieutenant Guevarra, Doña
Victorina, and other prominent figures. In an unfortunate incident, Father
Dámaso, former curate of San Diego, belittles and slanders the young man. But
the ever-gracious and diplomatic Ibarra brushes off the insult and takes no
offense; he instead politely excuses himself and leaves the party because of an
allegedly important task. Ibarra's sweetheart, Maria Clara (Maria Clara de los
Santos y Alba), an extraordinarily beautiful lady is known as the daughter of
Capitan Tiago, an affluent resident of Binondo. The day after the humbling party,
Ibarra goes to see Maria Clara. Their long-standing love is clearly manifested in
this meeting, and Maria Clara cannot help but re-read the letters her sweetheart
had written her before he went to Europe. Before Ibarra left for San Diego,
Lieutenant Guevarra (a Guardia Civil), and reveals to him the incidents
preceding the death of his father Don Rafael Ibarra. Don Rafael was a rich
haciendero of the town.
According to the lieutenant, Don Rafael was unjustly accused of being a
heretic, in addition to being a filibuster--an allegation brought forth by Father
Dámaso because of Don Rafael's non-participation in confession and mass rites.
Father Dámaso's animosity against Ibarra's father is aggravated by another
incident. Once, Don Rafael saw a tax collector and a student fighting. Out of
compassion, he helped the child. The tax collector was greatly irked and picked a
fight with Don Rafael. Unfortunately, the Spanish tax collector fell, hit his head
against a rock, and died. The collector's death was blamed on Don Rafael, and
he was arrested. Suddenly, all of those who thought ill of him surfaced with
additional complaints. He was imprisoned, and just when the matter was almost
settled, he got sick and died in jail. Still not content with what he had done,
Father Dámaso arranged for Don Rafael's corpse to be dug up and transferred
from the Catholic cemetery to the Chinese cemetery, because he thought it
inappropriate to allow a heretic such as Don Rafael a Catholic burial ground.
Unfortunately, it was raining and because of the bothersome weight of the
cadaver, the men in charge of the burial decided to throw the corpse into the
river.
Revenge was not in Ibarra's plans; instead he carries through his father's
plan of putting up a school, since he believes that education would pave the way
to his country's liberation.
During the inauguration of the school, Ibarra would have been killed in a
sabotage had Elias not saved him. Instead the hired killer met an unfortunate
incident and died. The sequence of events proved to be too traumatic for Maria
Clara who got seriously ill but was luckily cured by the medicine Ibarra sent her.

Rizal: Works and Writings and the Development of Philippine Nationalism 153
 After the inauguration, Ibarra hosts a luncheon during which Father
Dámaso again insults him. Ibarra ignores the priest's insolence, but when the
latter slanders the memory of his dead father, he is no longer able to restrain
himself and lunges at Father Dámaso, prepared to stab the latter for his
impudence. His beloved Maria Clara stops him just in time.
As a consequence, the Archbishop of the Roman Catholic Church
excommunicates Ibarra. Father Dámaso takes this opportunity to persuade the
already-hesitant father of Maria Clara to forbid his daughter from marrying Ibarra.
The priest wishes Maria Clara to marry a Spanish named Linares who just
arrived from Spain.
With the help of the Captain General, Ibarra's excommunication is nullified
and the Archbishop decides to accept him as a member of the Roman Catholic
Church once again. But, as fate would have it, some incident of which Ibarra had
known nothing about is blamed on him, and he is wrongly arrested and
imprisoned. But the accusation against him is overruled because during the
litigation that followed, nobody could testify that he was indeed involved.
Unfortunately, his letter to Maria Clara somehow gets into the hands of the jury
and is manipulated such that it then becomes evidence against him.
Meanwhile, in Capitan Tiago's residence, a party is being held to
announce the upcoming wedding of Maria Clara and Alfonso Linares. Ibarra, with
the help of Elias, takes this opportunity and escapes from prison. But before
leaving, Ibarra talks to Maria Clara and accuses her of betraying him, thinking
that she gave the letter he wrote her to the jury. Maria Clara explains to Ibarra
that she will never conspire against him but that she was forced to surrender
Ibarra's letter to her in exchange for the letters written by her mother even before
she, Maria Clara, was born. The letters were from her mother, Pia Alba, to Father
Dámaso alluding to their unborn child; and that she, Maria Clara, is therefore not
the daughter of Capitan Tiago, but of Father Dámaso.
Afterwards, Ibarra and Elias board a boat and flee the place. Elias
instructs Ibarra to lie down and the former covers the latter with grass to conceal
the latter's presence. As luck would have it, they are spotted by their enemies.
Elias thinks he could outsmart them and jumps into the water. The guards rain
shots on the person in the water, all the while not knowing that they are aiming at
the wrong man.
Maria Clara, thinking that Ibarra has been killed in the shooting incident, is
greatly overcome with grief. Robbed of hope and severely disillusioned, she asks
Father Dámaso to confine her into a nunnery. Father Dámaso reluctantly agrees
when Maria Clara threatens to take her own life: the nunnery or death!
Unbeknownst to her, Ibarra is still alive and able to escape. It was Elias who has
taken the shots.

Rizal: Works and Writings and the Development of Philippine Nationalism 154
 It is Christmas Eve when Elias arrives at the Ibarra forest, gravely
wounded, and barely alive. It is in this forest that Elias finds Basilio and his
lifeless mother, Sisa. Elias dies without having seen the liberation of his country.

Apply
Based on the things presented in this chapter, imagine now that that you
are writing to Rizal. Tell him about your thoughts regarding the following items by
showing this in a matrix form and 15 points credit will be gained by doing this
activity.
1. Three most salient problems/cancers that Philippine society is facing today.
2. What factors contributed to the persistence of these problems?
3. Suggest ways on what should be done to address these problems?

Assessment

Name: Date: ___________

Program, Year and Section: Score: __________

Direction: Please read each of the items and do the following activities.
1. Looking at the cover of the Noli, identify the different symbols used by
Rizal and explain their relevance. Then, as an application please do
what is being asked in the next items.

2. Make your own short story with a plot that contains a title, setting, 4-7
characters, issue/s at hand, important characters, and villain of the
story). Looking at the present condition of the Philippines, make a short
summary/plot of an original story you can create. Make your own cover
with at least 5 symbols and its symbolisms. This should be passed as
part of the deliverables of this course.

3. Name five (5) characters in the novel that has striking impact to your
attention. Look for their present counterpart and justify why. Make a
simple story line (comic style) - showing the present scenario - where
at least four (4) of these characters will be in conversation. Show your
output in a creative way such as comic strip, live, or taped
dramatization. Please pass this activity also as part of the deliverables
of this course.

Rizal: Works and Writings and the Development of Philippine Nationalism 155
Rationale

This module discusses the circumstances which

affected the change of how Rizal viewed the Spanish rule of
our country. As somebody who merely asking for reforms
especially on social justice and one who campaigns for
assimilation of our country as one of the province of Spain
into an outward manifestation of abuses and injustices
committed by the leaders and friars. You will also be
introduced in this chapter the real causes on why the
Filipinos were called indolent by the Spaniards. Why Rizal
abandoned the campaign for assimilation and the writing of
his second novel, El Filibusterismo, with its implication on
the development of national consciousness.

Module Outcomes

At the end of this chapter, the learners must have:

1. identified the literary works of Rizal and their
importance in our better understanding of the
19th century Filipinos;
2. compared and contrasted the two novels of Rizal,
“Noli Me Tangere” and “El Filibusterismo”); and
3. explained the implication of “El Filibusterismo” on
the development of our national consciousness.
 Lesson Outcomes
At the end of this lesson, the learners must have:
1. realized how the Spaniards looked down on us thinking that
they are superior human beings compared to Filipinos;
2. provided at least three reasons or root causes why Filipinos
during Rizal’s time were seemingly indolent; and
3. analyzed the significance of Rizal’s Sobre La Indolencia de los
Filipinos in relation to the development of Filipino nationalism.
.
Introduction
No human being is indolent, it is the nature of man to work and exert effort
in order to live. As was stated in the Bible “Those who do not work should not
eat” (2 Thes. 3:10). Thus, everybody is industrious in relation to his natural work
of interest.

Activate

Most probably we all were once called by somebody “lazy” in one way or
another, maybe those were the times when we don’t feel like doing what they
want us to do at that very moment or were not feeling well. In the table below,
please list down three ways when you feel industrious and when you feel like
doing nothing.

I am in working if… I feel lazy when...

a ___________________________________ a ___________________________
___________________________________ ___________________________
b ________________________________ b ___________________________
________________________________
___________________________
c ________________________________
c ___________________________
________________________________ ____________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 157
 Acquire
FILIPINO INDOLENCE AND THE SPANISH RULE

A. Rizal’s Essay on the Indolence of the Filipino People

(Sobre la Indolencia de los Filipinos)

Rizal as an active propagandist contributed his literary works in La

Solidaridad, a biweekly newspaper published in Spain. One of these was his
essay concerning a reply concerning a notion that Filipinos are a kind of indolent
people, entitled Sobre La Indolencia de los Filipinos.

In his work, Rizal acknowledges that indolence exists among Filipinos,

however it should not be considered as the cause of the backwardness of the
country but rather the effect of the backwardness and the troubles brought about
by the foreign colonizers. He says that one should study the causes of indolence
and not just affirming or denying its existence. Like a long chronic illness, the
indolence should be treated properly. Like a chronic sickness the indolence of
the Filipinos is not a hereditary one. The pre-colonial Filipinos were not like this,
they were actively involved with trade to the neighboring countries, and Chinese
manuscripts of the 13th century spoke about the honesty of the early Filipinos,
while Pigafetta described the inhabitants of Samar as courteous and hospitable.
Since the early Filipinos were active in trade they were engaged in agriculture
and in different industries as seen in their goods being traded with China and
India. He then enumerated the reasons behind the existence of this.

One of these reasons is the hot climate, an hour’s work under the burning
sun is equal to a day’s work in a temperate or colder countries. One cannot stay
long working in the fields under a scorching heat of the sun. Thus, if a Filipino
refuses due to extreme heat they were considered as indolent.

Another were the abuses and discrimination experienced by Filipinos

under their colonizers which led to the deterioration of their values. The Spanish
government did not encourage labor and trade, businesses were monopolized by
many government officials, red tape, bribery, and rampant gambling was
tolerated by the government. The abuses Filipinos suffered under the
encomenderos have caused them to abandon their fields. There was also
discrimination against natives in the field of education. The Church’s wrong
doctrine that the rich will not go to heaven resulted to a wrong attitude toward
works. These are some of the reasons which Rizal cited as causing the
deterioration of values among Filipinos.

Next is the Filipinos’ cultural and economic decadence due to frequent

wars, insurrections, and invasions which brought disorder to the communities.
Communities were depopulated due to war campaigns of the colonizer which

Rizal: Works and Writings and the Development of Philippine Nationalism 158
brought men who are adept in agriculture to wars for Spain. The colonizer’s
policy on forced labor which sent people to shipyards to construct ships and as
well as bridges and churches left many communities deprived of male workers.
The frequent invasions brought about by Mindanao pirates led the people to
leave their fields and fled to the mountains. As a result, the farms were
neglected.

Finally, according to Rizal, all the causes of indolence can be reduced to

two factors:
1. The first factor is the limited training and education Filipino natives
receive. The Filipinos do not receive the same opportunities that are
available to the foreigners. They are taught to be inferior.
2. The second factor is the lack of a national sentiment of unity among
them. Because Filipinos think they are inferior, they submit to the
foreign culture, do everything they were told to do, and they tend to
imitate anything which is considered as Spanish.
The solution to this problem of the indolence of the Filipinos then,
according to Rizal, would be education and liberty.

Apply
After learning the causes of the seemingly indolence of Filipinos above,
you may now express your idea or describe the situation of the sorry state of the
Filipinos through making a caricature depicting the state of the Filipinos under the
Spanish colonization. Place your caricature/ drawing inside the box below.

Rizal: Works and Writings and the Development of Philippine Nationalism 159
 Assessment

Name: Date: ___________

Program, Year and Section: Score: __________

Direction: In relation to the lesson above, answer the very easy questions
below. Answer the following items in 5 – 10 sentences.
(10 points each / 20 points)
1. Write the three (3) things that you significantly learned from the topic/lesson
above.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Do you believe the Filipinos are indolent/lazy? Defend your answer.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 160
 Lesson Outcomes
At the end of this lesson, the learners must have:
1. outlined the Ilustrado campaign for assimilation;
2. analyzed the events that prompted Rizal to consider
other means of achieving justice and demanding reforms
from Spain; and
3. explained the implications of Rizal’s abandonment of the
campaign for assimilation.
.

Introduction
This section presents the circumstances that prompted Rizal to consider
other means of campaigning for reforms for the Philippines. After a series of
setbacks both in the Philippines and in Spain, Rizal was set to move forward to
demand change from the colonizers.

Activate

Most probably we all have experienced or observed some time in our lives
conflicts, break ups of friends, and separations from our peer groups or
“barkada”. Sometimes, we, ourselves decided to cease the relationship or
friendship for good. Please fill up the tables below in accordance to what you
have experienced or observed.

Causes of Break-ups/
Causes of Conflicts
Separations

Rizal: Works and Writings and the Development of Philippine Nationalism 161
 Acquire

RIZAL’S ABANDONMENT OF SPANISH ASSIMILATION

The campaigns of the Filipino Ilustrados and propagandists for reforms

resulted to lack of significant progress which led many to believe that the
campaigns for the needed reforms were futile. This rendered them hopeless and
uninterested in supporting the campaigns.

The Filipinos in Spain were also losing motivation. Others opted to

passively participate in Filipino initiatives while others decided to find other ways
to take part in more active campaigns against Spain. This has been the scenario
among the Filipino nationalists in Spain. Personal rivalries among Filipinos also
arose and became a hindrance to the formation of a concrete plan of actions.

Graciano Lopez Jaena and Jose Rizal’s withdrawal from La Solidaridad

was caused by disagreement and differences in ideals and aspirations. This left
Marcelo H. Del Pilar to manage the newspaper single-handedly. In addition, the
desire of other Filipino nationalists to establish a new organization to counter the
Spanish rule resulted in setbacks on the efforts initiated by La Solidaridad. Many
believed that it would be better to be part of a new organization with members
united towards one goal instead of being in an organization where personal
rivalries hinder concrete actions toward greater nationalism.

One of the predominant reforms lobbied by Filipinos was representation in

the Spanish Cortes. This move would have given Filipinos a voice in the Spanish
government, though in a limited capacity. Such representation was previously
granted to the Filipinos but was taken back. The lack of concrete commitment on
the part of the Spanish government only made the representation of Filipinos
barely enough to materialize.

Around that time, Rizal was also preoccupied with the troubles of
hacienderos in Calamba, whose situation he already brought before the courts of
Spain. For Rizal, the lack of Philippine representation in the Spanish Cortes and
the denial of justice to the appeal of Filipinos over agrarian problems had proven
the improbability of a campaign for Filipino rights. In a letter written to Blumentritt
in 1887, Rizal already hinted at such sentiment saying, “The peaceful struggle
must remain a dream, for Spain will never learn from her earlier colonies in South
America… But in the present circumstances we want no separation from Spain;

Rizal: Works and Writings and the Development of Philippine Nationalism 162
all we demand is more care, better instruction, better officials, one or two
representatives, and more security for ourselves and our property. Spain can still
win the Philippine for herself forever, if only Spain were more reasonable.”

The situation became more complicated for Rizal after his mother and
sister were arrested in Manila. After several days of imprisonment, they were
asked to go back to the courts in their province on foot before they were finally
released. In a letter written by Rizal in 1891, he wrote, “If our countrymen hope
in us here in Europe, they are certainly mistaken… The field of battle is the
Philippines; there is where we should be.”

Rizal set the course for his return in Manila after the publication of his
second novel, El Filibusterismo. All copies of the novel were shipped to the
Philippines. Upon his arrival, he established new organization – the La Liga
Filipina, a secret society that embodied the ideas Rizal presented in El
Filibusterismo. This included the calls for the provision of mutual protection,
defense against all injustices, and promotion of instruction and education among
Filipinos.

Rizal’s disappointment and frustration in the Spanish government was

aggravated by the rejection of Governor General Eulogio Despujol of his North
Bornean Project. A brief description of the project is stated below.

In January 1892, Rizal prepared an agreement which was to

govern a Filipino colony in Sabah. This colony would be composed mostly
of farmers from Calamba, Laguna who were evicted from their farmland
by the Dominicans. The North Borneo Company offered a permanent
settlement for the emigrants and the sale or lease of lands for 999 years.
None of the settlers would render free labor or forced to serve in the
military unless the territory’s sovereignty was under threat. They would
govern themselves with their own laws under the safeguard of the
company.

Rizal: Works and Writings and the Development of Philippine Nationalism 163
 Apply
After learning the reasons for Rizal’s abandonment or giving up of the idea
of assimilation or for the Philippines to become a province of Spain, make a
poem or compose a song (ex. Rap) that shows the sentiments being experienced
by Rizal in the topic on Lesson 2 above. Write your short poem or composition
below.

______________________________________________
Title

Rizal: Works and Writings and the Development of Philippine Nationalism 164
 Assessment

Name: Date: ___________

Program, Year and Section: Score: __________

Direction: Based from the lesson or topic above, answer the questions below.
(25 points)

1. Give three (3) reasons or events that influenced Rizal’s abandonment of

assimilation of the Philippines to Spain. (5 points each/15 points)

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. In your opinion, why did Rizal withdraw from the Filipino Organization in Spain
and as an active contributor of La Solidaridad? Write your answer on the
space provided below in 3 – 5 sentences. (10 points)

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 165
 Lesson Outcomes
At the end of this lesson, the learners must have:
1. compared and contrasted the characters, plot and theme
of Noli Me Tangere and El Filibusterismo;
2. determined the importance of the youth in nation-building;
and
3. assessed the significance of Rizal’s Noli Me Tangere and
El Filibusterismo in the 21st century Philippines.
.

Introduction
This section provides a summary of Rizal’s follow up novel to Noli Me
Tangere, the El Filibusterismo. It focuses on Rizal’s ideologies implied in the
novel, particularly on the communities and changes in Rizal’s ideas in the context
of the novel’s plot, characters, and events. This also focuses on the importance
of the youth in nation-building as presented in the novel.

Activate
Some time in our lives we tend to oppose something, especially against
an authority and really or convincingly fought for it in the very best way we could
in asserting ourselves but deep inside we knew that we are right. Please fill up
the table below showing what you are really asserting, the person or group in
authority, and the result.

Idea or what you are Person/Group in Result: Successful or

fighting for: Authority Unsuccessful
1

Rizal: Works and Writings and the Development of Philippine Nationalism 166
 Acquire
EL FILIBUSTERISMO
After publishing his first novel, Noli Me Tangere in 1887, Rizal planned to
return to the Philippines to see how it would be accepted by the Filipinos and of
course to see Leonor. As Rizal anticipated, the possession and distribution of the
novel were immediately banned by the Spanish authorities and ordered the
burning of available copies. Rizal encountered strong opposition from the
Catholic Church such that he was forced to leave the country again for Europe.

To counter Noli Me Tangere’s hopeful and romantic atmosphere, Rizal

followed it up with El Filibusterismo. Rizal started writing his second novel, El
Filibusterismo in 1888 and finished it in 1889. But just like the fate of Noli Me
Tangere, Rizal also had difficulties in the publication of El Filibusterismo due to
the printing costs. Rizal had to move to Ghent, Belgium to look for cheaper ways
of printing the book but still found it too costly. Fortunately, his friend Valentin
Ventura offered him financial assistance which led to the novel’s publication in
September 1891. El Filibusterismo was much shorter with only 39 chapters
compared to Noli Me Tangere which has 64 chapters. Rizal gave Ventura the
original manuscript of El Filibusterismo as a token of gratitude for his
contributions to the publication of the novel.

Rizal used his first novel, Noli Me Tangere, to expose to the Filipinos the
abusive ways of the Spanish authorities and friars. Through the characters of the
plot of the novel, Rizal was able to bring to light the corruption of the Spaniards.
Through the different characters in the novel, Rizal provided insights regarding
the condition of the Philippine society under the Spanish colonial rule. It was
also through the experience of these characters that Rizal was able to direct
readers into recognizing the ills that plagued the country. For instance, Elias, a
character whose family suffered from abuses of the Spaniards and thus took part
in the revolutionary struggle, can be considered a representation of the
revolutionary spirit of the Filipinos. The main antagonist in the novel, Padre
Damaso, is the epitome of hypocrisy and moral corruption of the Spaniards,
particularly the friars. At the end of the novel, Rizal challenged the youth, in the
character of Basilio, to recognize their role in the society—as the catalyst for
social change.

In El Filibusterismo, Rizal warned Spain that its corrupt and self-seeking

colonial government would only lead to disaster, such as what happened to
Kabesang Tales and Basilio in the novel. The novel focuses on the discontent
of the youth, led by Basilio, with the condition of Philippine society. Basilio
experienced great loss in both novels. In Noli Me Tangere, he lost his brother
Crispin and mother Sisa and in El Filibusterismo, he once again lost two very
important individuals in his life, Juli and Kapitan Tiyago. In some analyses,
Basilio seemed to represent Rizal in the novel.

Rizal: Works and Writings and the Development of Philippine Nationalism 167
 Furthermore, Rizal condemned the elite Filipinos, who out of greed,
selfishness, complacency, and cowardice, turned a blind eye on the abuses of
the Spanish authorities as long as these did not affect them. Rizal illustrated this
contempt through the characters of Doña Victorina and Paulita Gomez who
preferred to be associated with the wealthy Juanito Pelaez over the poor
Isagani.

Despite presenting a narrative that starkly condemned the Spanish rule,

Rizal was not asking for a revolution to demand immediate independence.
Instead, he proposed that the task of Filipinos was to prepare for eventual
independence once they are proven to be worthy and ready for it. It is through
education, exemplary lives, and willingness to sacrifice that freedom can be
achieved, according to Rizal. At the end of the novel, Rizal through Padre
Florentino, called on the youth to respond to such challenge.

Today, the two novels remain popular. The original manuscript of Noli Me
Tangere was acquired by the Philippine government in 1911 for 32,000 pesos
from Soledad Rizal de Quintero. The original manuscript of El Filibusterismo
was sold by Valentin Ventura to the Philippine government in 1928 for 10,000
pesos. Both were kept in Manila City Hall for safekeeping. However, the
liberation battle of 1945 destroyed almost everything in Manila and the looting
and pilferage of historical documents became rampant because of their
outstanding monetary value.

In 1946, most of the lost documents were returned to the National Library
under a “no publicity-no question policy” arrangement. Through this, the
invaluable works of Rizal were safely kept by the National Library in the Rare
Books and Manuscripts Section. In 1961, as the government prepared for the
centennial celebration of Rizal’s birth anniversary, the original works of Rizal
including Noli Me Tangere, El Filibusterismo and Mi Ultimo Adios were included
in the exhibit as part of the International Conference organized by the Jose Rizal
National Centennial Commission.

However, on December 8, 1961, the three works were stolen from the
glass-encased-locked display counter. Upon negotiations, they were returned to
the National Library on February 9, 1962.

A few years ago, the original copies of the Noli Me Tangere and El
Filibusterismo in the possession of the National Library were reported to be
decaying. Once more, the cultural treasures were under the threat of being lost
forever. Fortunately, the German government offered a conservation project in
2011 just in time for the 150th birth anniversary of Jose Rizal.

Rizal: Works and Writings and the Development of Philippine Nationalism 168
 Apply
If you are asked to change the title of the second novel of Rizal, its ending,
and do some minor changes in the events that took place what would it be?
Write your answers below.

A. New Title of the Second Novel of Rizal:

_____________________________________________________________________

B. Minor Changes in the Events that happened in the Second Novel of Rizal:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

C. The Ending of the Second Novel of Rizal:

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Rizal: Works and Writings and the Development of Philippine Nationalism 169
 Assessment

Name: Date: ___________

Program, Year and Section: Score: __________

Direction: Based from the lesson above, answer the following items below:

1. Describe the characters, plot and theme of El Filibusterismo. Write your

answers on the table and spaces provided below.

Characters of El Filibusterismo Description/Representation

2. What is the theme of El Filibusterismo?

Rizal: Works and Writings and the Development of Philippine Nationalism 170
3. What is the plot of the El Filibusterismo?

4. Describe how the second novel of Rizal was published and the sacrifices Rizal
went through just to finish and publish it.

5. Discuss the importance of the youth in the nation building.

Rizal: Works and Writings and the Development of Philippine Nationalism 171
 References

Aguilar, F. (2016). Romancing topicality: Ilustrado portraits of the climate

in the late nineteenth century. Philippine Studies: Historical and
Ethnographic Viewpoints, 64 (3-4), 417-454.

Anderson, B. (1991). Introduction. In Imagined communities: Reflections

on the origins and spread of nationalism. (2nd edition pp. 1-7).
Verso Books.

Anderson, B. (2003). Imagined communities: Reflections on the origin and

spread of nationalism. Anvil Publishing, Inc.

Anderson, B. (2008). Why counting counts: A study of forms of

consciousness and problems of language in Noli Me Tangere and
El Filibusterismo. Ateneo de Manila University Press.

Anderson, B. (2016). Imagined communities: Reflections on the origin and

spread of nationalism. Verso Books.

Areño, E. C. (2011). Rizal’s Life, works and writings. West Visayas State
University Publishing House and Bookstore.

Balsamo, J. (2009). Unti-Unti Akong Nagbago: Ang Buhay-Estudyante ni

Rizal sa Ateneo. Philippine Historical Society Bulletin, 13, 120-
125.
C & E Publishing, Inc.

Daquila, S. (2013). Philippine history. Brainbow Essentials.

Daquila, S. S. (2009). Seeds of revolution: Analysis of life and works of Dr.

Jose Rizal. Brainbow Essentials.

De la Costa, H. S.J. ( 1961). The trial of Rizal. Ateneo de Manila.

De Viana, A. V., Cabrera, H. M. F., Samala, E.P., De Vera, M. M., &

Atutubo, J. C. (2018). Jose Rizal: Reformer and patriot. A study of
his life and times. Rex Book Store.

De Viana, A. V., Cabrera, H. M. F., Samala, E.P., De Vera, M. M., &

Atutubo, J. C. (2014). Jose Rizal in our times: A guide for better
understanding of the Philippines’ foremost national hero (3 rd ed.).
Books Atbp. Publishing Corp.

Rizal: Works and Writings and the Development of Philippine Nationalism 172
 Dela Cruz, A. R., (2009). Rizal Meets Pio Valenzuela: The Conference of
Jose Rizal and Pio Valenzuela in Dapitan. Philippine Historical
Society Bulletin, 13, 155-165. Edition). Anvil Publishing, Inc.

Garcia, C., De Viana, A. V., & Cruz, C. (2011). Rizal and the development
of Filipino nationalism (Revised Edition). Books Atbp. Publishing
Corp.

Hau, C. (2004). On the subject of the nation: Filipino writings from the
margins 1981 to 2004. Ateneo de Manila University Press.

Hau, Caroline, (2000). Necessary Fictions. Philippines Literature and the

Nation,1946 to 1980. Ateneo de Manila University Press.

Obias, R., A. & Mallari, J. E. (2018). The Life And Works of Jose Rizal. C
& E Publishing, Inc.

Ocampo, A. (2003). Rizal Without the Overcoat. Anvil Publishing, Inc.

Ocampo, A. (2005). Meaning and history: The Rizal lectures (Revised)

Ocampo. A. (1999). The Centennial Countdown (2nd ed.). Anvil Publishing,

Inc.

Pigafetta, A. (1969). First voyage around the world. Filipiniana Book

Guild.

Quibuyen, F. C. (2008). A Nation Aborted. Ateneo de Manila University

Press.

Rizal, J. (1889). Los agricultores Filipinos/The Filipino farmers. In La

Solidaridad, vol. 1: 1889, Trans. Guadalupe Fores-Ganzon, 42-47.
Fundacion Santiago.

Rizal, J. (1890). Sobre la Indolencia de los Filipinos/On the Indolence of

the Filipinos. In La Solidaridad, vol. 2: 1890, trans. Guadalupe
Fores-Ganzon, 322-27,340-45,362-69,388-401,416-21. Fundacion
Santiago, DS651 S6 1996.

Rizal, J. (1962). Historical events of the Philippine islands: published in

Mexico in 1609 by Antonio de Morga; recently brought to light and
annotated by Jose Rizal; preceded by a prologue by Ferdinand
Blumentritt. Jose Rizal National Centennial Commission.

Rizal: Works and Writings and the Development of Philippine Nationalism 173
 Rizal, Jose. (1996). Noli me tangere, trans. Ma. Soledad Lacson-Locsin.
Bookmark. PQ8897 R5 N531 1996 [read Dedication and Chaps. 1-
32]
Romero, M. C. S., Sta. Romana, J. R., & Santos, L. Y. (2006). Rizal and
the development of national consciousness: A textbook for the
course on Rizal’s life, works, and writings (2nd ed.). Katha
Publishing Co., Inc.

Romero, M. C. S., Sta. Romana, J. R., & Santos, L. Y. (2006). Rizal and
the development of national consciousness (2nd ed.). Katha
Publishing Co., Inc.
Romero, M. C. S., Sta. Romana, J. R., & Santos, L. Y. (2006). Rizal and
the development of national consciousness: A textbook for the
course on Rizal’s life, works, and writings (2nd ed.). Katha
Publishing Co., Inc.

Romero, M. C. S., Sta. Romana, J. R., & Santos, L.Y. (2006). Rizal and
the development of national consciousness (2nd ed.). Katha
Publishing Co., Inc.

Schumacher, J. (1997). Rizal’s break with del Pilar. In The propaganda

movement: 1880-1895: The creators of a Filipino consciousness,
the makers of the revolution (pp. 245-260). Ateneo de Manila
University Press.

Schumacher, J. (1997). The Propaganda movement: 1880-1895: The

creators of a Filipino consciousness, the makers of the revolution.
Ateneo de Manila University Press.

Schumacher, J. (2009). The creation of a Filipino consciousness. The

making of the revolution. The propaganda movement 1880-1895.
Ateneo De Manila University Press.

Schumacher, J. (2009). The Creation of a filipino consciousness. The

making of the revolution. The propaganda movement 1880-1895.
Ateneo de Manila University Press.
Schumacher, J. N. (1997). The propaganda movement 1880-1885. The
rreation of a Filipino consciousness. The making of the. Ateneo de
Manila University Press.

Wani-Obias, R., Mallari, A. A., & Reguindin-Estella, J. (2018). Agrarian

disputes. In The life and works of José Rizal. pp. 72-86. C & E
Publishing, Inc.

Rizal: Works and Writings and the Development of Philippine Nationalism 174
 Wani-Obias, R., Mallari, A. A., & Reguindin-Estella, J. (2018). Emerging
nationalism. In The life and works of José Rizal. pp. 87-97. C & E
Publishing, Inc.

Wani-Obias, R., Mallari, A. A., & Reguindin-Estella, J. (2018). Imagining a

nation. In The life and works of José Rizal. pp. 98-107. C & E
Publishing, Inc.

Wani-Obias, R., Mallari, A. A., & Reguindin-Estella, J. (2018). Nation and

Nationalism. In The life and works of José Rizal. pp. 13-24. C & E
Publishing, Inc.

Wani-Obias, R., Mallari, A. A., & Reguindin-Estella, J. (2018). Noli me

tangere, context and content. In The life and works of José Rizal.
pp. 108-118.

Wani-Obias, R., Mallari, A. A., & Reguindin-Estella, J. (2018). Noli me

tangere, continuing relevance. In The life and works of José Rizal.
pp. 119-126.

Zaide, G and Sonia M. Zaide. (2006). Rizal Life, Works and Writings of a
Genius, Writer, Scientist, and National Hero. (Second Edition). All
Nations Publishing Co., Inc.

Zaide, G. and Zaide, S. M. (1999). Rizal life, works, and writings of a

genius, writer, scientist, and national hero (2nd ed.). All Nations
Publishing Co., Inc.
INTERNET SOURCES

AFP. (2019). Emmanuel Macron continuing his series of debates [Online

Image]. Only in France: French president spends eight hours
debating with intellectuals.
https://www.thelocal.fr/userdata/images/article/
5e060caacde6d4ac9d825d05b6f322e8459da367cb34c1c2afed5e
0ce24bd948.jpg

Altamirano, T. (2019). Rizal’s future today: Jose Rizal’s ideals and their
relevance to the youth [Online Image]. Philipinestar.com.
https://www.philstar.com/lifestyle/arts-and culture/2019/07/28/
1938619/rizals-future-today-jose-rizals-ideals-and-their-relevance-
youth

Asians at War [Online Image]. (2020). Asia at war, world war 2 as

described by USPG missionaries, 1914-1946.
https://microform.digital/boa/collections/ 61/ asia-at-war-world-war-
2-as-described-by-uspg-missionaries-1914-1946

Rizal: Works and Writings and the Development of Philippine Nationalism 175
 Augustyn, A. (2020) Peace of Westphalia. In Britannica Encyclopaedia.
https://www.britannica.com/event/Peace-of-Westphalia

Cavity Mutiny [Photograph]. (2019, July 7). 1872 Cavity mutiny.

Alchetron.com. https://alchetron.com/1872-Cavite-mutiny

Chronology of Rizal. (2011). In Rizaliana Media.

http://myrizal150.com/2011/06/chronology-of-rizal/

De Ocampo, E. A. (1962). Dr. Jose Rizal, Father of Filipino Nationalism.

Journal of Southeast Asian History, 3 (1), 44-55. In Cambridge
University Press. August 24, 2009.
https://doi.org/10.1017/S0217781100000545

Dejeto, M. (2016). Festive Atmosphere: The mammoth crowd at the

Duterte-Cayetano miting de avance shows love for the candidates
[Online Image]. https://rappler.com/nation/elections/duterte-miting-
de-avance-speech-one-filipino-nation

Dela Cruz, R. A. (2012). Modern day Filipino nationalism [Online Image].

http://ramazing29.blogspot.com/2012/10/modern-day-filipino-
nationalism.html

Dominican Friars [Photograph]. (2017). History of the Dominican friars.

Dominicanfriars.org.
https://dominicanfriars.org/about/history-dominican-friars/

Donesa, R. J. I. (2012, June 23). The Hacienda de Calamba during the

Philippine
Dr. Jose Rizal’s annotations to Morga’s 1609 Philippine history. (2012). In
Kahimyang Project.
https://kahimyang.com/kauswagan/articles/966/dr-jose-rizals-
annotations-to-morgas-1609-philippine-history

Duignan, B. (2020). Nation-state. In Encyclopaedia Britannica.

https://www.britanica.com/topic/nation-state

El Filibusterismo by Jose Rizal [Photograph]. (n.d.) In Pinterest.ph.

Retrieved August 14, 2020, from
https://www.pinterest.ph/pin/269864202642249234/

Elias@akosipiloto. (2019, February). Piloto, magsasaka, noli me tangere

[Online Image]. Twitter.com.
https://twitter.com/akosipiloto/photo

Rizal: Works and Writings and the Development of Philippine Nationalism 176
 Farm Lot from Landbank Foreclosed Properties for Sale [Photograph].
(2019).

GomBurZa [Online Image]. (2019, February 17). Today in Philippine

history. Pinoystop.org.
http://www.pinoystop.org/tag/gomburza/

GOMBURZA [Online image]. (2014). The martyrdom of GomBurZa.

Malacanang.gov.ph.
http://malacanang.gov.ph/7695-the-martyrdom-of-the-gomburza/
Hacienda de Calamba. http://haciendadecalamba.blogspot.com/
2012/06/chapter-iii-leasehold-system-at.html

HEFFX Australia. (2020). Apple Inc. (NASDAQ:AAPL) iPhone 9 might

launch as soon as this week [Photograph].
https://www.theonion.com/apple-becomes-first-american-company-
that-should-have-p-1828067066
http://msc.edu.ph/centennial/solidaridad.html#:~:text=The%20pr
esident%20of%20La%20Solidaridad,hold%20the%20wrangling
%20reformists%20together.

http://www.pinoylistnetwork.com/short-summary-noli-me-tangere/
http://www.rms-gs.de/phileng/history/kap02.html
https://blogs.ubc.ca/ryanleggett/2013/10/04/the-links-between-
literature-
https://books.google.com.ph/books?id=rlDaAAAAIAAJ&printsec=frontcove
r&dq=uncle+tom%27s+cabin&hl=en&sa=X&ved=2ahUKEwidnOPU
1MXrAhVPwosBHdFZACMQ6AEwAHoECAIQAg#v=onepage&q=u
ncle%20tom's%20cabin&f=false
https://cebudailynews.inquirer.net/204263/ang-pobinsyano-a-social-
commentary#ixzz6SD377MgH.
https://www.gmanetwork.com/news/lifestyle/content/261466/film-
review-pureza-an-unflinching-look-at-the-negros-sugar-
industry/story/

https://www.google.com/search?q=relationship+between+literature+and+s
ociety&oq=connection+between+literature+and+society&aqs=chro
me.1.69i57j0l7.13775j0j9&sourceid=chrome&ie=UTF-8

Idealism. (2020). In Dictionary.com.

https://www.dictionary.com/browse/idealism

Ideology. (2020). In Cambridge Dictionary.

https://www.dictionary.cambridge.org/us/dictionary/english/ideology

Rizal: Works and Writings and the Development of Philippine Nationalism 177
 Ideology. (2020). In Vocabulary.com Dictionary.
https://www.vocabulary.com/dictionary/ideology
Iglesia de San Ignacio de Loyola, Intramuros: On the 200th
anniversary of the restoration of the Jesuits.
https://hechoayer.wordpress.com/ 2014/07/31/iglesia-de-san-
ignacio-de-loyola-intramuros-on-the-200th-anniversary-of-the-
restoration-of-the-jesuits/

Jaff, B. (2013). Week 6: Benedict Anderson [Photograph]. Nationalism

studies: Monitoring the changing world.
https://nationalismstudies.files.
wordpress.com/2013/10/400anderson.jpg
Jbsolis.com.
https://www.jbsolis.com/2019/12/landbank-farm-lot-for-sale.html

Know the nation. (2017). Know the nation [Online Image].

https://twitter.com/knowthenation/photo

Lecaros, M. (2012, June 11). Pureza [Photograph]. Film review:

'Pureza'—an

Leung, J. (2020). Nation-state flags [Online Image]. Which nation-state will

be the first to hold bitcoin reserves?: And what will happen when
they do? https://medium.com/swlh/which-nation-state-will-be-the-
first-to-hold-bitcoin-reserves-956e6e3cb4a7

Manaiza, J. A. Jr., (2019, November 8). Imagined communities: How they

affect how we perceive ourselves.
https://thriveglobal.com/stories/imagined-communities/

Mañebog, J. DG. (2014). Jose Rizal’s essays and articles.

OurHappySchool.com.
https://ourhappyschool.com/ literature/jose-rizal%E2%80%99s-
essays-and-articles

Mañebog, J. DG. (2014). Jose Rizal’s poems: A compilation.

OurHappySchool.com.
https://ourhappyschool.com/philippine-studies/jose-
rizal%E2%80%99s-poems-compilation

Martin, A. (2019). Internet of things [Online Image]. IoT in action.

https://towardsdatascience.com/iot-in-action-a8b7fac83619

Rizal: Works and Writings and the Development of Philippine Nationalism 178
 Mindanao Films. (2017).
ttps://mindanaofilmsmil.wordpress.com/2017/02/24/the-philippines-
journey-to-metamorphosis/

Munro, A. (n.d.). Benedict Anderson.In Encyclopaedia Britannica.

Retrieved August 9, 2020, from
https://www.britannica.com/biography/Benedict-Anderson

Nacarino, G. (2014). Pro-independence Catalonians hold up giant letters

reading "We are ready, Independence" during the final meeting
before a ceremonial referendum in Barcelona on November 7, 2014
[Photograph]. The World. https://www.pri.org/stories/2015-04-16/
catalonias-leaders-plan-secession-spain

Nation. (2020). In Lexicon: Powered by Oxford.

https://www.lexico.com/en/definition/nation

Nationalism. (2020). In Merriam-Webster.com Dictionary.

https://www.merriam-webster.com/dictionary/nationalism

Nation-state. (n.d.) In Your dictionary. Retrieved August 6, 2020, from

https://www.yourdictionary.com/nation-state

Noli Me Tangere (Touch Me Not) by Jose Rizal [Photograph]. (n.d.)

Pinterest.ph. Retrieved August 14, 2020, from
https://www.pinterest.ph/pin/ 269864202642249234/

Noli Me Tangere (Touch Me Not) by Jose Rizal [Photograph]. (n.d.)

Retrieved August 14, 2020, from
https://www.pinterest.ph/pin/269864202642249234/

Olson, L. (2017, February 11). State, country, and nation. Infoplease.

https://www.infoplease.com/world/diplomacy/state-country-and-
nation

Order of the Knights of Rizal. (2013). José Rizal's Legacy and Nation-
building [Online Image]. In Books. google.com. Retrieved from
https://books.google.com.ph/books/about/Jos%C3%A9_Rizal_s_Le
gacy_and_Nation_building.html?id=y6HWrQEACAAJ&redir_esc=y
Overview: Imagined community. (2020). In Oxford Reference. Retrieved
from https://www.oxfordreference.com/view/10.1093/oi/authority.
20110803095958187

Patriotism. (2020). In Cambridge Dictionary.

https://www.dictionary.cambridge.org/us/dictionary/english/patriotis
m

Rizal: Works and Writings and the Development of Philippine Nationalism 179
 Peraz, A. M. (2011). The Philippines under the frailocacy [Photograph].
Revolution [Photograph]. In Chapter III. The Leasehold System at
the

Reyes, L. L. M. (2013). Independence day parade [Photograph].

Ourhappyschool.com. 10 modern ways to express Filipino
nationalism. https://ourhappyschool.com/ap-social-studies/10-
modern-ways-express-filipino-nationalism

Reyes, M. (2013). El Filibusterismo and Jose Rizal as “Science Fictionist”

Humanities Diliman, 10(2), 29-55.
http://journals.Upd.edu.ph/index.php/
humanitiesdiliman/article/view/4168

Rizal and Filipino Nationalism [Online Image]. (2020). Rizal & nationalism.
https://dokumen.tips/documents/rizal-nationalism.html

Rizal cultivated his literary talent under the guidance of Father Sanchez.
(n.d.) Coursehero.com. Retrieved August 13, 2020, from
https://www.coursehero.com/file/p7p7cvj/Rizal-cultivated-his-
literary-talent-under-the-guidance-of-Father-Sanchez/

Rizal, the Writer [Online Image]. (2011). Jose Rizal: “How lovely, and
lovely it is; to fall that you may rise,” Mi Ultimo Adios. Blogspot.com.
http://myjoserizal2010.blogspot.com/2011/03/11-what-economic-
political-and-social.html

Rizal’s Death [Online Image]. (n.d.) Retrieved August 14, 2020, from
https://marilil.files.wordpress.com/2011/06/misc-022.jpg

Sa Aking Mga Kabata [Photograph). (2014, April 29). Did Jose Rizal write
the poem ‘sa aking mga kabata’? Ourhappyschool.com.
https://ourhappyschool.com/philippine-studies/did-jose-rizal-write-
poem-%E2%80%98sa-aking-mga-kabata%E2%80%99
Scribblingblues.wordpress.com.
https://scribblingblues.wordpress.com/ 2011/02/01/the-philippines-
under-the-frailocracy/#jp-carousel-108

Sid Lucero as Crisostomo Ibarra/Simoun [Online Image]. (2019).

https://www.reddit.com/r/Philippines/comments/9c2ypi/sid_lucero_a
s_crisostomo_ibarrasimoun_fan_casting/

Social Media Marketing [Online Image]. (n.d.) Retrieved August 9, 2020,

from https://marketingland.com/library/channel/social-media-
marketing

Rizal: Works and Writings and the Development of Philippine Nationalism 180
 Spanish Jesuits from the Old Manila Observatory [Photograph]. (2014,
July 31).

State. (2020). In Merriam-Webster.com Dictionary. https://www.merriam-

webster.com/dictionary/state

Summary of indolence of the Filipinos. (2013, April 22).

http://kwentongebabuhayrizal.blogspot.com/2013/04/summary-
of-indolence-of-filipinos.html

The List of Poems of Rizal. (2020). Thelist.org. https:/www.thelists.org/list-

of-poems-of-jose-rizal.html

The Philippine Revolution: La Solidaridad. (n.d.) Retrieved August 4, 2020

from The State Newspaper [Online Image]. (2017).
https://web.facebook.com/thestatenews/photos/a.490961025574/10
155581006345575/?type=1&theater

The Tenancy Problem [Photograph]. (n. d.). Retrieved August 17, 2020
from unflinching look at the Negros sugar industry.

Vergara, E. J. (2017). Dr. José Protasio Rizal Mercado y Alonso Realonda

[Online Image]. In Dr. Jose Rizal: Nationalist or patriot?
https://medium.com/@ellajanevergara/dr-jose-rizal-nationalist-or-
patriot-c1d247c234e9

Weber, B. (2017). A million African Americans joined the military during

World War II as volunteers or draftees, and another 1.5 million
registered for the draft

Rizal: Works and Writings and the Development of Philippine Nationalism 181