UNIVERSITY OF CAGAYAN VALLEY

Tuguegarao City, Cagayan, Philippines

MODULE IN THE LIFE AND WORKS OF JOSE RIZAL

Course Title: RZL.-THE LIFE AND WORKS OF JOSE RIZAL

Credit: 3.0 units
Prerequisite: None

COURSE DESCRIPTION:
As mandated by Republic Act 1425, this course covers the life and works of the
country’s national hero, Jose Rizal. Among the topics covered are
Rizal’s biography and his writings, particularly the novels Noli Me Tangere and El
Filibusterismo, some of his essays and various correspondences. Finally, this course
unveils some untold stories about the hero.

Course Outcomes:
At the end of the semester, students shall be able to:
Knowledge
1. discuss Jose Rizal’s life within the context of 19th century Philippines,
2. analyze Rizal’s various works, particularly the novels Noli Me Tangere and El
Filibusterismo,
Skills
3. organize Rizal’s ideas into various themes,
4. demonstrate critical readings of primary sources,
Values
5. interpret the values that can be derived from studying Rizal’s life and works,
and
6. display an appreciation for education and love of country.

Course Contents:
LESSON 1: Introduction to the Study of Rizal Course
Intended Learning Outcomes
At the end of this lesson, students are expected to:
1. Define a hero; state and explain the qualities that Rizal has to be considered as the
national hero.
2. Discuss and contextualize the ratification of Batas Rizal.
3. Analyze the controversies surrounding the choice of Rizal as the national hero.

Learning Activities
The academic subject on the Life, works and writings of Jose Rizal was not
mandated by law for nothing. Far from being impractical, the course interestingly offers
many benefits that some contemporaryacademicians declare that the subject, especially
when taught properly, is more beneficial than many subjects in various curricula. The
mandatory Rizal subject in the Philippines was an upshot of this bill which later became a
law in 1956 entitled “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 or the Rizal Law – Republic Act 1425. The law involves mandating educational
institutions in the country to offer a course on the hero’s life, works, and writings
especially the Noli Me Tangere and El Filibusterismo. The Rizal law aims to eradicate
the lives of the youth to the ideals of freedom and nationalism, for which our heroes lived
and died. Secondly, to pay tribute to our national hero for devoting his life and works in
shaping the Filipino character. Lastly, to gain an inspiring source of patriotism through
the study of Rizal’s life, works and writings.
For this topic, I want you to read LESSON 1 - Introduction to the study of Rizal
Course (Republic Act 1425)

Republic Act 1425- The law involves mandating educational institutions in the country to
offer a course on the hero’s life, works, and writings especially the Noli Me Tangere and
El Filibusterismo. The Rizal law aims to eradicate the lives of the youth to the ideals of
freedom and nationalism, for which our heroes lived and died. Secondly, to pay tribute to
our national hero for devoting his life and works in shaping the Filipino character.

Senate bill 438 known as Rizal Bill which was first authored by Senator Claro M. Recto
– requiring the inclusion in the curricula of all private and public schools, colleges and
universities the life, works and writings of Jose Rizal particularly his novels Noli Me
Tangere and El Filibusterismo.

As you read the definition of R.A 1425, are you in favor on the inclusion in the curricula
as one of the subjects to be taught in tertiary while it was considered as one the most
controversial bills in the Philippines?
Yes,
because_________________________________________________________________
__________________________________________________________________.
No,
beacuse_________________________________________________________________
__________________________________________________________________.

For a while, I want you to explain the significance of the following to the life of the
Filipinos today:
1. One Peso Coin-
2. Monument of Rizal-
3. Celebration of the Death of Rizal-
4. The use of the name of the persons associated to Rizal as name of the streets and
place in Manila-

Now, let us continue discussing the Rizal course and Republic act 1425 to widen your
knowledge about the implementation as enumerated below:

RA1425
Senate bill 438 known as Rizal Bill which was first authored by Senator Claro M. Recto
– requiring the inclusion in the curricula of all private and public schools, colleges and
universities the life, works and writings of Jose Rizal particularly his novels Noli Me
Tangere and El Filibusterismo – is considered as one of the most controversial bills in the
Philippines. It had been brought to the Upper and Lower House of the Congress for
deliberations. But what made it controversial is that the bill was not just fiercely opposed
by people from Legislative Arm but also by the Catholic Church due to the inclusion of
compulsory reading of Rizal’s novels in which according to them, catholic dogmas are
humiliated.

The Rizal Bill became the Republic Act No. 1425, known as the  ‘Rizal Law’. The
full name of the law is “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.“

The first section of the law concerns mandating the students to read Rizal’s novels. The
last two sections involve making Rizal’s writings accessible to the general public—they
require the schools to have a sufficient number of copies in their libraries and mandate
the publication of the works in major Philippine languages.Rizal Law aims to accomplish
the following goals:

 To rededicate the lives of youth to the ideals of freedom and nationalism, for
which our heroes lived and died.
  To pay tribute to our national hero for devoting his life and works in shaping the
Filipino character.
 To gain an inspiring source of patriotism through the study of Rizal’s life, works,
and writings
 The subject provides insights on how to deal with current problems.
 It helps us understand better ourselves as filipinos.
 It provides various essential life lessons.
 It helps in developing logical and critical thinking.
 Rizal can serve as a worthwhile model and inspiration to every Filipino.
 The subject is a rich source of entertaining narratives.
 Honor the heroes of our nation.
 Develop moral character.
 Personal discipline.
 Civic conscience.
 Duties of citizenship.
 Selflessness of our national hero.

The life and works of Jose P. Rizal flow in each chapter of Philippine history and his
love for the country became the inspiration of the Filipinos in different eras. His works
served not only the mirror of our society during the time of Spanish colonization but also
enlightened the Filipinos to assert their political and civic rights and ask for reform in our
society. His brilliance in philosophy gave us another source of principles in analyzing our
history and government. His ideas shed light to the Filipino revolutionists and
encouraged them to be brave and die for the sake of our country. The greatness of Rizal
could be seen in the different eras in history, and in the Philippine Uprising in 1896, in
the debate in the American Congress about the annexation of the Philippines and at the
preset when we need to have the inspiration in achieving our goals for our country.

The Hero of Andres Bonifacio and the Katipuneros

Jose P.Rizal had the great influence to Andres Bonifacio, through reading of
Rizal's works, nationalistic sentiments of Bonifacio was enhanced and the novels of Rizal
gave Bonifacio an idea about the revolution. And we may consider Andres Bonifacio as
the first hero who recognized Jose Rizal as his hero.The fanaticism of Andres Bonifacio
to Rizal was evident when Andres attended the founding of La Liga Filipina on July 3,
1892.

The La Liga Filipina is a civic organization founded by Jose Rizal which aimed
for the reform in the society through education and the unity of the whole archipelago.
However, the organization did not attain its goal because Rizal was exiled to Dapitan and
he lived there for four years (July 1892-July 1896) and his exile pushed Andres Bonifacio
and another sixpeople toestablishKKK(Kataastaasang Kagalanggalang na Katipunan
ngmga Anak ngBayan). KKK had different objective than the La Liga Filipina because it
did not aim for reform but independence from Spanish rule through revolution. The
extent of influence of Rizal to Andres was also seen in some aspects of KKK, the
password of Bayani, the highest grade or group in KKK was Rizal. The photograph of
Rizal was also hanging in the headquarters of the KKK. And the presence of Andres
Bonifacio in founding of La Liga Filipina on July 3, 1892 was one of the evidence that
the Spaniards used to associate Rizal to Bonifacio and as the founder of KKK.

While Rizal was in Dapitan, Andres Bonifacio and the members of KKK had the
opportunity to expand to the other provinces of the country, from Manila to Cavite,
Laguna, Batangas, Bataan and other provinces which joined the uprising in 1896. The
name Jose Rizal was used to collect funds since during those times Jose Rizal was
considered as a national figure. This action of the Katipuneros became part of the
evidence of the Spaniards that Jose Rizal was truly the leader of KKK and the uprisings
in 1896.

In May 1896, the emissary of KKK (Dr. Pio Valenzuela) informed Jose Rizal
about the plan of the Revolutionists and sought advice from him. However, Jose Rizal
was against the revolution because he knew that the Filipinos were not yet ready for the
revolution and they did not have a clear picture of good government that they should
establish after the downfall of the Spanish government in the Philippines. Aside from
this, Rizal believed that the assistance of the Creoles and the Illustrados was very much
important in the revolution since they were educated.

In July 1896, Jose Rizal boarded a ship that would bring him to Singapore and
from Singapore, he would travel to Spain because the Governor General granted his
request that he could be a' volunteer doctor to Cuba. But upon his arrival in Madrid, he
was not allowed to leave the ship and for almost a month. He stayed in the ship and then
returned to the Philippines' as a prisoner in Fort Santiago. This was because the Spanish
government already had the suspicion about the existence of KKK that Rizal was the
founder of the secret society. On August 19, 1896, the existence of KKK was revealed to
the Spanish government and on August 25, 1896, the uprising started and even without
concrete evidence, Rizal was accused as the leader of the uprising. The existence of KKK
and the revolution were used by the friars to execute Rizal. Thus, the idea of revolution
that Rizal wrote on his novels also became the reason why he was executed on December
30,1896.

The Hero of Emilio Aguinaldo and the First Philippine Republic

The death of Jose Rizal was the start of the real battle of the Filipinos against the
Spaniards. His death intensified the hate feelings, of the Filipinos against the Spaniards.
KKK.continued their struggle against. The Spaniards and the colonial government in the
Philippines was near to its end. However, because of the issue about leadership, the
conflict between the two factions of KKK (Magdiwang-Magdalo) led to the disunity of
the katipuneros and the execution of Andres Bonifacio signed by Emilio, Aguinaldo. The
death of Andres Bonifacio was one of the factors of the failure of the uprisings of the
Filipino and on December 12-15,1897, the Spaniards and the Filipino decided to end the
hostility and signed the Treaty of Biak na Bato.
However, the group of Emilio Aguinaldo had the opportunity to communícate to
the Americans in Singapore and with their aid, the Spanish colonial government in the
Philippines ended. Upon the return of Emilio Aguinaldo from Hong Kong, he declared
the independence of the Philippines on June 12, 1898 and he became the first President:
The administration of Aguinaldo on December 20, 1898, issued his first proclamation
wherein he declared December 30 as Rizal day and ordered for the half mast of the
Filipino flag from 12:00 noon on December 29 until 12:00 noon of December. (Zaide,
1994)

The Hero of Other Nationalities

Jose P. Rizal was a well-travelled hero; he lived in Europe for eight years
and was able to travel to Japan, America and North America. During his travel, he spent
his time inside the ship in conversation with other nationalities. Language was not a
hindrance to him since he knew 19 different languages. While he was in Europe, he
attended different gatherings where intelligent and known people were involved. He
wrote different novels, essays and poem which were published in Europe and circulated
in different parts of the world. And on his death, the people who had the opportunity to
witness his brilliance gave tribute to his greatness.
On November 20, 1897 at the initiative of Dr. Rudolph Virchow,the president of
the Anthropological Society of Berlin sponsored the scientific neurological services to
honor Rizal. And the periodicals from different countries published the account of Rizal
martyrdom to pay tribute to his greatness. In 1902, Congressman Henry Allen Cooper of
Winconsin delivered a eulogy for Rizal and recited one of his work (Ultimo
Pensamiento) to prove to the Congress the capability of the Filipino people for self-
government since the race was able to produce a brilliant personality like Rizal. The
result of his appeal was the approval of the Cooper Law or the Philippine Bill of 1902
(De Ocampo). During the American colonization in the Philippines, Jose Rizal was
formally recognized and the Americans gave importance to the contributions of Rizal
especially his idea about social reform. The Americans used education as a method of
pacification and so with Jose Rizal who viewed education as means of attaining reform.
The first American civil governor in the Philippines, William Howard Taft approved the
Act No. 137 which organized the politico- military district of Morong into the province
of Rizal. Taft's action was in line with their custom of naming the important localities in
the memory of the person who had a great influence in the community and in the country.
The naming of the district of Morong after Rizal was the first official recognition of the
Americans to our hero. It was also William Howard Taft who first expressed the need to
choose a national hero to the members of the Philippine Assembly. The discussion of the
commission resulted to the list of the following heroes from the Philippines namely:
Marcelo H. del Pilar, Graciano Lopez Jaena, Jose P.Rizal, Gen. Antonio Luna, Emilio
Jacinto and Andres Bonifacio and among the list it was Jose P. Rizal who was chosen as
the National hero because of his contribution in building the sense of nationhood and
because of the extent of theinfluence of his writings to the Filipinos.
Aside from naming the province of Morong after his name, in 1913 the American
government in the Philippines ordered the creation of his monument in Luneta which
marked the origin of the distance of the places in the Philippines (Kilometer Zero).

The Hero for the Filipino Youth

The worth of a hero could not be known to different generations if the people did not
have a clear understanding of his life, struggles and writings. The life of Dr.Jose P. Rizal
was well documented since he left numerous number of writings, a diary and a lot of
correspondence to his family and friends. In June 12, 1956, Jose P. Laurel, Claro M.
Recto, Jose B. Laurel Jr., Jacobo Gonzales, Lorenzo Tañada and other lawmakers
sponsored the Republic Act 1425 that would enforce the teaching of the life and works of
Jose P. Rizal in all public and private schools, colleges and universities. This law was
implemented on August 16, 1956 by the National Congress of Education and was known
as Rizal Law.

To enhance your knowledge, click the link

https://www.officialgazette.gov.ph/1956/06/12/republict-act-no-1425/

Assessment Strategies
Desired Activity

Activity No. 01: Concept Paper

Instruction: Write a Concept Paper about the relevance of the Rizal course in our
contemporary era. Identify a situation which you can use the teachings of Rizal.

Use the format:

Introduction, Teachings of Rizal, Application to current situations and Conclusions.

RUBRICS:
Content: 15
Relevance: 15
Authenticity: 10
TOTAL: 40 pts.

Activity No. 02: Fact Storming Web

Instructions: Fill in each circle with the important details or information about the
identity of our national hero, Jose Rizal.
 Jose P.
Rizal

References:
 Anderson, Benedict. Why Counting Counts: A study of Forms of Consciousness
and Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon
City:
Ateneo de Manila University Press, 2008.
 Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila:
Sentrong Pangkultura ng Pilipinas. 1991.
 Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford
University Press, Quezon City, Malaya Books, 1969.
 Constantino, Renato. “Our Task: To Make Rizal Obsolete” in This Week, Manila
Chronicle (June 14, 1959).
 Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial
Politics. Quezon City, 1982.
 Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City, Guro Books,
1968.
 Diestro, Dwight David et. al. Talambuhay at Lipunan: Si Heneral Paciano Rizal
sa Kasaysayang Pilipino. University of the Philippines Los Baños Sentro ng
Wikang
 Eugenio, Damiana. Philippine Folk Literature: The Epics. Quezon City,
University of the Philippines Press, 2001.
 Fast, Jonathan at Jim Richradson. Roots of Dependency: Political and Economic
Revolution in the 19th Century Philippines. Quezon City. Foundation for
Filipino, 2006.
 Francisco, Virlyn et.al. Rizal: A Modular Approach, MindShapers Co., Inc.,
Intramuros, Manila, 2018
 Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National
Heroes Commission, 1963.
Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose
Rizal National Centennial Commission, 1962.
 Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2
(1960).
Nationalist Studies, 1979.
 Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” Sa Diliman Review,
Tomo 45, Bilang 2-3, 1997, pp. 14-18.
 Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History” in Philippine
Studies vol. 46 no. 2 (1998).
 Ocampo, Ambeth. Rizal without the Overcoat. Pasig City. Anvil Publishing Inc.
1990.
Quezon City. All Nations Publishing Co. Inc., 1997.
 Quezon City: Ateneo de Manila University Press, 1991.
 Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and
Philippine Nationalism. Quezon City: Ateneo de Manila University Press. 1990.
 Revel, Nicole, ed.Literature of Voice: Epics in the Philippines. Quezon City:
Ateneo de Manila University Press, 2005.
 Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as Science Fictionist” in
Humanities Diliman vol. 10 no. 2 (2013).
 Rizal, Jose. “El Filibusterismo” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “Historical Events of the Philippines Islands by Dr. Antonio de
Morga, published in Mexico in 1609, recently brought to light and annotated by
 Rizal, Jose. “Letter to the Young Women of Malolos.”
 Rizal, Jose. “Noli Me Tangere” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “The Indolence of the Filipinos.”
 Rizal, Jose. “The Philippines a Century Hence” in La Solidaridad.”
 Schumacher, John. “Rizal in the Context of the 19th Century Philippines” in the
Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism.
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. The Propaganda Movement, 1888-1885: The Creation of a
Filipino Consciousness, The Making of a Revolution. Quezon City: Ateneo de
Manila
 Sztompka, Piotr. “Great Individuals as Agencies of Change” in the Sociology of
Social Change.” United States: Wiley, 1993. University Press, 1997.
 Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the
Philippines. 1963.
 Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat
ng Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani.

LESSON 2: THE PHILIPPINES IN THE 19TH CENTURY AS RIZAL’S

CONTEXT
Intended Learning Outcomes
At the end of this lesson, students are expected to:
1. Appraise Jose Rizal in the context of his time
2. Comprehend socio- political factors that contributed to the growth of national
consciousness during Rizal’s time.
3. Analyze the various socio-cultural, political, economic,social, and educational
changes that occured in the nineteenth century.

Learning Activities
For this topic, you will learn LESSON 2: THE PHILIPPINES IN THE 19TH
CENTURY AS RIZAL’S CONTEXT

One cannot fully understand Rizal’s thought without understanding the social and
political context of the 19th century. The 19th century marked as the birth of modern life
as well as the birth of many nation- states around the world. The birth of modernity
was precipitated by different great revolutions just like the Industrial Revolution. Rizal
was born and grew up in the 19th century, a period of massive changes in Europe, Spain
and in the Philippines. During this era, the glory and power of Spain had waned both in
their colonies and in the world. The decline of the Spanish rule in the 19 th century and
the popularity of Rizal and his reform agenda were products of an interplay of various
economic, social, political and cultural forces both in the global and local scale.

To begin, let us first watch the video https://m.youtube.com/watch?

v=bAZldaj_Vdc&t=154s in order for you to have a brief summary of our lesson.
 From the video, share to your classmates the happenings and experiences of Rizal in
his time and its relevance to the new society.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
.

To finally start our discussion, let us talk about THE PHILIPPINES IN THE 19TH
CENTURY AS RIZAL’S CONTEXT

The System of Government in the Philippines

S
P King of Spain (De jure executor, judiciary, legislator)
A Spanish Empire
N
I
A Council of the Indies (De jure legislator)
R [Spanish Colonies]
D
S
Governor General (De facto executor, judiciary, legislator)
[Philippine Province of Empire]

I Encomendero (lateralcalde-mayor)
N [Municipality: Encomienda and later alcaldia-mayor)
D
I
O Gobernadorcillo
S [pueblo or town]

Cabeza de Barangay
[barangay (later dissappeared into the barrio]

The Spanish colonial government in the Philippines ran indirectly through the viceroy of
the Spain in Mexico. The viceroy was the one who appointed the Governor General in the
Philippines. The Governor General was the chief executive in the whole archipelago and
the head of the military. He had the power of cumplase or the power to choose the law
that he implemented. Because the Spanish government gave a lot of power to the
Governor General,they assigned two positions that would check the administrtion of the
Governor General. The Visitador who visited the country to check the administration
of the Governor General and the Residencia who lived in the Philippines to observe the
Governor General.
The whole archipelago was divided into different provinces and each province
had the Alcalde Mayor as the head of the political unit. The Alcalde Mayor had the
power and responsibilities like the Governor General but its power was limited in the
province. The provinces were still divided in a smaller political unit headed by the
Gobernadorcillo. The power and responsibilities of the Gobernadorcillo was the same as
the Governor General, however, his power was limited only in the town or pueblo. He
also had the power of Indulto de Comercio or the power of the Gobernadorcillo to engage
into trading. Each town was still divided into smaller unit called barangay and it was
headed by the Cabeza de Barangay. The Filipino was allowed to assume the position of
Gobernadorcillo and Cabeza de Barangay only and only given to a Filipino male, 23
years old, educated and had a property of 500 pesos.
 The power of legislation was on the Consejo de Indias. or the Council of Indies
which was also in Mexico. The Spanish Cortes also had the power to enact law that they
would implement in the Philippines, however, the Filipinos had no representative in the
Spanish Cortes.
In terms of judiciary, the Royal Audiencia was the highest court in the country
and supervised the other courts but in reality there was no equality in the Filipino and
Spaniard in the context of law.
The Spanish had the centralized government in the Philippines. However, aside
from the government, there was a highest decision making body in the country composed
mostly by the friars. So they had the opportunity to dominate the society and the
government.

The Rise of Liberalism in Spain and the Philippines

The Political Situation in Spain

In the early 1800, the Spain was experiencing political instability due to the
successive rise and fall of the leaders brought by the conflict between the Liberals and the
Conservatives. The changes brought by the enlightenment and the territorial disputes
made a change in the perspectiye of the people towards the government.

In the span of Rizal's lifetime, there were continuous changes in the

monarchy of Spain:
1. The lastreign of Queen Isabel II (1861-1868),8
2. The rule of Marshall Serrano as Regent of Spain'(1868-1871),
3. The reign of Amadeo I(1871-1873),
4. The period of the Spanish Republic (1873-1874),
5. The Bourbon Restoration and reign of Alfonso XII(1875-1885),and
6. The regency of Queen Maria Cristina (1885-1896) ( Zafra, 1956).

In 1808-1812, the Spanish people fought against the invasion of Napoleon Bonaparte as
the latter appointed himself as the leader of the French and aimed to expand their territory
to the Iberian peninsula. The war against Napoleon made the Spanish government
suffered from lack of funds, the economic problems due to the bankruptcy of the
business,the collapse of industry and the decrease of population. The difficulty in the
economy and the casualties from the war made the other Spaniards think and insist
political reforms. The “Los Afrancesados" were the well-educated elite who asked for
liberal reforms in the government and the result of their struggle was a constitution with a
more liberal idea of the government.

The Cadiz Constitution of1812 mandated the transformation of the Spanish

government from monarchy to the constitutional monarchy, the parliamentary system in
the creation of law, division of power in the government, equality, free trade, competition
and the divestment of properties held in mortmain or the properties from the church and
other institution (De Pedro, 2005). The changes made by the adaptation of the new
constitution brought confusion to the Spanish people and the majority of the population
wanted the old system of the government because their perspective in the new system
was just a new version of the absolutism government of France.
In 1820, Don Fernando VII reigned in the midst of the battle between liberal and
absolutism and the rebellion and struggle for independence of their colonies in South
America. The political instability led to the bankruptcy of the government. And when
Don Fernando VII was about to end his term in 1833, the liberal members of the
Parliament made a way to change the law which prohibited women to become the next
ruler. And this act made Queen Isabel, a liberal leader to assume the leadership.
In the context of her leadership, her liberal clique initiated aggressive policies
which harassed the church and in 1935, a law was passed that legalized the confiscation
of the properties of the church by the government and the abolition of the religious orders
in Spain except the religious order in the colonies like in the Philippines because the
government recognized the importance of the church in the administration of the
colonies.
 The abolition of the religious orders made the life of the members of the church
difficult in Spain and these difficulties made them decide to become a secular priest. and
travel to the colonies like the Philippines where the church was still in power.
In 1844, the moderate liberals and conservatives succeeded to overthrow the
government and put Queen Isabel II to the throne and upon the gaining of the
conservatives power and influence in the parliament they worked for the new constitution
of Spain. The new laws passed by the government of Queen Isabel II resurrected the
religious orders, introduced a new method of taxation and helped the government gain
their stability. The new period of social order brought economic expansion and growth
but the liberal ideas still continued, their advocate, continued their principle in Masonic
lodges. .
The social and political transformation in Spain paved way to the rise of different
groups which later on affected the political situation in the Philippines and influenced
Jose P. Rizal as he ventured,to Spainjto pursue his studies and to do his mission. The first
group was the Illustrados (the Enlightened Ones) they were the intellectuals who aimed
to introduce reform for the development of Spanish civil life and chosen by King Carlos
III, they believed that through education the society could attain reform.
The second group was the Progresistas, most of them were freemasons who
believed that the hindrance for the attainment of development were the absolutism of
monarchy, the ignorance of the people and the intercession of the friars in the political
and social life of the people. The third group was the Carlista, they believed that to attain
stability in the government and the society the people should follow the tradition and the
church. The conflict brought by the opposite reactions and perspective of the different
groups became the basis of the arguments of the intellectual like Rizal who aimed for the
political reforms in the Philippines. Likewise, the political instability of Spain also
affected the political situations in the Philippines.

The Political Situation in the Philippines

The changes in the government of Spain and the independence of the Spanish
colonies in Latin America affected the political and economic life of the Filipino. The
constant change of the governor general in the country became the hindrance of gaining
the stability of colonial government in the Philippines which resulted to the failure of the
implementation of the needed reforms in the country. The end of the domination of the
Spain to the Latin Americans resulted to the migration of the Spaniards from the said
territory to the Philippines. and the posting of incompetent officials in the Spanish
colonial government in the Philippines led to rampant corruption in the government.
From 1834 to 1862, Spain had adopted four constitutions, elected 28 parliaments, and
installed no less than 529 ministers from 1835 to 1897, the Philippines was ruled by 50
governor- generals(Zaide, 1994). in fact, there was an instance when the appointed order
of Royal Audiencia was terminated before he could reach the Philippines and assume
office.
In the midst of the changes in the political arena, the liberalization of Spanish
government resulted in the implementation of more liberal policies in their colonies and
one of those policies was the opening of the Philippines in the world trade starling 1820
and in 1855 Sual in Pampanga, Iloilo in Western Visayas and Zamboanga in Mindanao
were opened for the world trade. In 1865, Cebu became an open port for trading. The
opening of the Philippines in the world trade brought development in agriculture because
the foreign businessmen invested their capital in the sugar and hemp importation. This
material prosperity was enjoyed by the wealthy Filipino families like the family of Jose
P. Rizal. Because of this development, they were able to send their children to study in
Manila and abroad.
Inspite of the anti-friar sentiments in Spain, the friars in the Philippines were not
affected because the government recognized the importance of the friars in the
establishment of the colonial government in our country and their influence continuously
affected the politics and the society of the Philippines. However, the liberal ideas spiced
up the secularization issue against the regular priest.
The Social Stratification in the Philippines

The Spanish colonization in the Philippines gave way to the existence of the new social
stratification. The Peninsulares or the Spaniards who were born in Spain and settled in
the country occupied the highest class in the society and the position in the government.
The Peninsulares built their community in Intramuros (inside the city) and enjoyed all
the privileges in the country. The Insulares or the Spaniards born in the Philippines were
the second class. Like the Peninsulares, the Insulares also enjoyed the luxuries in the
Philippines. The third class was the Creoles or the mixture of the Spanish and native.
The Creoles class was the group where Jose Rizal, the Gomburza and other
Filipinos who sought reform in the society during the Spanish colonization belonged.
Under the Creoles was the Illustrado or the well educated Filipinos because during those
times there was no public education so the wealthy Filipinos were the ones who could
afford to have an education and the Principalia or the land owner and the lowest class was
the natives or indios as the Spaniards called them.

The Economic Development

In the 19th century, the wealthy Filipino families were engaged in theinternational
trade. The business in line with agriculture attained development because of the opening
of Suez Canal and development in the international trade. However, because most of the
lands intended for agriculture were under the control of the friars, they had the
opportunity to increase the rent in the land that resulted to the decrease in income of the
Filipino elites. For instance, the father of Jose Rizal, Francisco Mercado was an
Inquilino, he rented a big land in Calamba from the Dominican friars. And when the
Dominicans increased the rent in the land, Francisco refused to increase the rent of the
farmers under his administration. So the family of Rizal suffered because of the decrease
in their income.

The Advent of Nationalism in the Philippines

Definition of Nationalism
Nationalism is a sentiment of a person towards his country. It is a display of
loyalty of a person to his own culture, history and aspiration as a nation. It is a national
sentiment that unites the people towards a common goal for the advancement of the
country.
In the Philippines, nationalism could be attributed to growth of national
consciousness brought by the various events which challenged the pride of the people
and the rise of the Creoles and the well-educated Filipinos who wrote different essays
articles and novels that challenged the community to rise and assert their rights and ask
for political reforms.

The Factors that Led to the Rise of Nationalism in the Philippines

A. The Opening ofthe Philippines in the World Trade
The opening of the Philippines in the 'world trade was one important factor in
the rise of nationalism in the country because of two reasons:

1. First, the international trade brought material progress in the different areas in the
Philippines where the agricultural products included in thé trade came from. The increase
of the demand in the agricultural products brought prosperity to the provincial elite and
this development made them capable of sending their children to universities in Manila
and in Spain. The well-educated Filipinos like Jose P. Rizal became the advocate of
political reforms in the country.
2. The Second reason Was that the world trade gave'opportunity to the Filipinos to gain
knowledge about the other parts of the'world as well as the political events and liberal
ideas.
B. The Coming ofthe Liberal Ideas
1. The Administration of Carlos Maria De la Torre
Carlos Maria De La Torre was a liberal-minded governor general in the Philippines,
during his administration, he encouraged the Filipinos to participate in the government
and expressed their sentiments for the development of his administration. This method of
Governance became an eye-opener to those who experienced his liberal administration.
They became aware that the colonial government could also undergo political reforms
and the Filipinos could also have an active participation in the government; however, as
the transition from liberal to conservative monarch in Spain, the liberal administration of
Carlos Maria De La Torre ended and he was succeeded by a conservative governor
general Rafael de Izquierdo who imposed rules opposite De la Torre. The sudden shift
from liberal going to conservative gained negative reaction from the Filipinos.

2. The Issue of Secularization

The secularization issue started in the times of Archbishop Sta. Justa and
Governor General Anda (1767-1776). The problems about the vacancies in the
numerous churches were solved by the appointment of Filipino priests and this decision
of the archbishop was supported by Governor General Anda. This move was criticized
by the regular priest who questioned the credibility of the Filipino priest in leading the
church and the controversy was highlighted by the questions from the standpoint of the
general interest of the church and the advancement of the parochial affairs in the country.
The problem reached the Consejo de Indias and in the Royal Decree in December 1776,
the secularization of the parishes implemented by Archbishop Sta. Justa was suspended.
The Royal Decree which limited the appointment of the Filipino priest in the
parishes was followed by orders which commanded the return of the parishes to the
regular priest. The Filipino priest knew that the policies aimed to eliminate the leadership
of the Filipino in the Philippine churches. This situation in the parishes and the
discrimination of the Filipino priest led to the creation of the secularization movement
and Father Pedro Pelaez, the Vicar Capitular of Manila Cathedral led the movement. This
movement sought reform in the policies of the church towards the Filipino priest and
eventually for the Filipinization of the Philippine curacies. The secularization issues gave
birth to the popularity of the spokespersons of the Filipino priest Fr. Burgos, Fr. Zamora
and Fr.Gomez and put them in conflict with the Spanish priest.

3. The Cavite Mutiny

The administration of Rafael de Izquierdo cancelled the benefits enjoyed by the Filipino
soldiers in Cavite like,the exemption in tribute and personal services. This resulted to the
unrest of the laborers in the Cavite arsenal. The event was popularly known as
Cavite Mutiny; this uprising was of local character and was quickly suppressed. But the
mutiny was used by the Spanish äuthorities against the Filipino reactionaries like Fr.
Burgos, Fr. Zamora and Fr. Gomez.

4. The Execution of GomBurZa

The three priests were executed because they were accused as the leaders of the
uprisings in Cavite. Francisco Zaldua testified against the three priests--Father Mariano
Gomez, Father Jose Burgos and Father Jacinto Zamora.
Father Mariano Gomez was the head priest of Bacoor, the second richest parish
in Cavite in terms of the tributes collected. He served in the, said parish for forty eight
years and was loved by the people because of his dedication in strengthening not only the
spiritual growth of the people but also the progress in terms of their livelihood. His
popularity was known not only in Cavite but in the nearby town of Batangas and when
they needed to collect funds to send a representative to Rome for their problems' about
secularization. He initiated the collection of donations to different parishes in Cavite and
Batangas. And because of his popularity, he became part of the list of the Spanish priest
that they wanted to eliminate. Second was Father Jacinto Zamora, the head priest of
Marikina, he was also part of the secularization movement and supported the struggle of
the Filipino priest for equality and oppórtunity to lead a church.
The third was Father Jose P. Burgos, the youngest among the three and the friend of
Paciano Mercado, the brother of Rizal. He became the leader of the secularization
movement after the death of the father of secuļarization, Father Pedro Pelaez and the
head priest of the Manila Cathedral. He wrote essays which contradicted the regular or
the Spanish clergies and his writings and active leadership made him part
of the list of the Spanish priest.
On January 24, 1872, an uprising of the soldiers of Cavite arsenal happened and
the three priests were accused as the leaders of the uprising on February 17, 1872, after
the speedy trial and upon the testimony of Francisco Zaldua, the three priests were
executed in Bagong Bayan (Luneta) by means of garrote.
The event became an eye opener among Filipinos specially to those who were
well educated. Paciano Mercado, the brother of Rizal was really affected since Father
Jose Burgos was his close friend. The said event and the injustices experienced by the
three priests was inculcated to the young Rizal through his brother so the second novel
of Rizal, El Filibusterismo was written in their memory.

C. The Implementation ofDifferent Unjust Policies

1. Polo Y Servicios - All males 16-60 years old were obliged to work for the government
for 40 days every year_____the Royal decree in 1883 increased the minimum age of the
males who worked as polista from 16 to 18 years old. The natives were required to do the
work as their service to the colonial government, however, those who could afford to pay
falla (the amount money paid to the government to be exempted from forced labor) were
exempted to perform the manual
labor implemented by the polo.
2. Enconmienda - The land of the natives was confiscated and was given to the
Spaniards who helped for the expansion of the territory Spain. The natives who were part
of the land were subjected to the policies of the enconmiendero and to the taxation. The
farmers were not allowed to work in their land without the permission of the said
officials.
3. Hacienda Owned by the Friars - The hacienda system emerged after the abolition of
enconmienda. The descendants of the enconmiendero transformed the land as their
hacienda. And those enconmienda under the church was transformed as hacienda of the
friars.
4. Bandala - The compulsory sale of the products of the natives to the Spaniards.
5. Tributo - tax obligation to the government in money or in kind.

D. The Maladministration ofJustice

The Spanish colonial government in the Philippines had a Penal code as basis for
the justice system in the government, however, in most of the cases the accused was
sentenced without the due process of law.

E. Racial Discrimination
The social stratification made by the colonization of the Spaniards brought racial
discrimination and the usual victims were the creoles and the indios. In the church, the
Filipino priest (Secular) needed to pass the examination before he could be appointed as a
parish priest while the Spanish priest (Regular) could assume the position of Parish priest
even without examination. In the schools and universities run by the friars, the Filipino
students were considered secondary and inferior compared to the Spanish students. In the
position in the government, the Filipinos were only allowed to be elected in the level of
gobernadorcillo or the leader of the town or pueblo. The highest pósitions in the
government were for the pure Spanish only. In terms of land, owning the large and rich
lands were given to the Spaniards.

F. The Lack of Representative of the Filipinos in the Spanish Cortes

One of the political reforms that Jose P. Rizal asked for was the representation of
the Filipinos in the Spanish Cortes. The laws formulated for the Filipinos were suited in
the culture of the people and having a Filipino as répresentative in the Spanish Cortes
could be the way to have laws that would protect the interest of the Filipinos and could
elevate their situation under the law. And as Jose P. Rizal stated in his essay, The
Philippines a Century Hence, the lack of Filipino representative in the Spanish Cortes and
the political reforms in the country would be the reason why the Filipinos rebelled against
the Spanish Colonial government.
 Now, that you have already knowledge about the abovementioned ideas. Give your
opinion about the condition of the Philippines in the 19th century.

In my own opinion,
________________________________________________________________________
___________________________________________________________________.

Assessment Strategies

Desired Activity:

Activity No. 01: Reflection Paper

Instruction: Watch the video entitled “Ganito Kami Noon, Paano Kayo Ngayon?” and
make a reflection paper using the guide questions below:
1. Describe the 19th century presented in the video.
2. Based on your reading and class discussion, what can you say about the representation
of the 19th century?
3. What does the video seeks to answer?
4. What is your own reflection based on the film and your understanding?

RUBRICS:
Content: 15
Relevance: 15
Authenticity: 10
TOTAL: 40 pts.

Activity No. 2: Graphic Organizer

Instruction: Through a graphic oganizer, show the changes in the 19 th century
Philippines categorizing socio-cultural, political, economic, social and educational
changes.

SOCIO- POLITICAL ECONOMIC SOCIAL EDUCATIONAL

CULTURAL

References:

 Anderson, Benedict. Why Counting Counts: A study of Forms of Consciousness

and Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon
City:
Ateneo de Manila University Press, 2008.
 Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila:
Sentrong Pangkultura ng Pilipinas. 1991.
 Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford
University Press, Quezon City, Malaya Books, 1969.
 Constantino, Renato. “Our Task: To Make Rizal Obsolete” in This Week, Manila
Chronicle (June 14, 1959).
 Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial
Politics. Quezon City, 1982.
 Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City, Guro Books,
1968.
 Diestro, Dwight David et. al. Talambuhay at Lipunan: Si Heneral Paciano Rizal
sa Kasaysayang Pilipino. University of the Philippines Los Baños Sentro ng
Wikang
 Eugenio, Damiana. Philippine Folk Literature: The Epics. Quezon City,
University of the Philippines Press, 2001.
 Fast, Jonathan at Jim Richradson. Roots of Dependency: Political and Economic
Revolution in the 19th Century Philippines. Quezon City. Foundation for
Filipino, 2006.
 Francisco, Virlyn et.al. Rizal: A Modular Approach, MindShapers Co., Inc.,
Intramuros, Manila, 2018
 Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National
Heroes Commission, 1963.
Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose
Rizal National Centennial Commission, 1962.
 Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2
(1960).
Nationalist Studies, 1979.
 Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” Sa Diliman Review,
Tomo 45, Bilang 2-3, 1997, pp. 14-18.
 Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History” in Philippine
Studies vol. 46 no. 2 (1998).
 Ocampo, Ambeth. Rizal without the Overcoat. Pasig City. Anvil Publishing Inc.
1990.
Quezon City. All Nations Publishing Co. Inc., 1997.
Quezon City: Ateneo de Manila University Press, 1991.
 Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and
Philippine Nationalism. Quezon City: Ateneo de Manila University Press. 1990.
 Revel, Nicole, ed.Literature of Voice: Epics in the Philippines. Quezon City:
Ateneo de Manila University Press, 2005.
 Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as Science Fictionist” in
Humanities Diliman vol. 10 no. 2 (2013).
 Rizal, Jose. “El Filibusterismo” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “Historical Events of the Philippines Islands by Dr. Antonio de
Morga, published in Mexico in 1609, recently brought to light and annotated by
 Rizal, Jose. “Letter to the Young Women of Malolos.”
 Rizal, Jose. “Noli Me Tangere” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “The Indolence of the Filipinos.”
 Rizal, Jose. “The Philippines a Century Hence” in La Solidaridad.”
 Schumacher, John. “Rizal in the Context of the 19th Century Philippines” in the
Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism.
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. The Propaganda Movement, 1888-1885: The Creation of a
Filipino Consciousness, The Making of a Revolution. Quezon City: Ateneo de
Manila
 Sztompka, Piotr. “Great Individuals as Agencies of Change” in the Sociology of
Social Change.” United States: Wiley, 1993. University Press, 1997.
 Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the
Philippines. 1963.
  Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat
ng Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani.

LESSON 3: RIZAL’S LIFE, FAMILY, CHILDHOOD AND EARLY EDUCATION

Intended Learning Outcomes

At the end of this lesson, students are expected to:
1. Describe the childhood years of Rizal in Calamba.
2. Enumerate some of the scholastic achievements of Rizal in his early education in
Biñan.

Learning Activities
For this topic, you will learn LESSON 3: RIZAL’S LIFE, FAMILY, CHILDHOOD
AND EARLY EDUCATION

Jose Rizal our national hero has a lot of beautiful memories and wonderful experiences to
reckon during his childhood days in Calamba Laguna. He grew up in a happy home,
ruled by good parents, bubbling with joy and contentment sanctified by god’s blessing.He
spent his childhood at the lake shore town of Calamba with its scenic beauty. In Calamba
it was typical for a son of an illustrado family to receive the four R’s methods of teaching
reading, writing, arithmetic and religion. Jose Rizal’s first teacher was his mother. She
taught him how to read and to write aside from that his mother also taught him to read
and to say haltingly the humble prayers which he raised fervently to God.

Before we proceed, I want you to analyze the childhood of Jose Rizal based on the
following letters and entry in his diary. For each document, the students will need to fill
up the data retrieval chart:

Article Writer content Impact to the

Personality of
Jose P. Rizal
1
2
3
4

To finally start our discussion, let us dissect RIZAL’S LIFE, FAMILY, CHILDHOOD
AND EARLY EDUCATION

Article 1
I spent many, many hours of my childhood down on the shore of the lake, Laguna
de Bay. I was thinking of what was beyond. I was dreaming of what might be over on the
other side of the waves. Almost every day, in our town, iwe saw the Guardia Civil
lieutenant caning and . injuring some unarmed and inoffensive villagers. The villager's
only fault was that while at a distance he had not taken off his hat and made his
bow. The alcalde treated the poor villagers in the same way whenever he visited us.
We saw no restraint put upon brutality. Acts of violence and other excesses
were.committed daily... I asked myselfif, in the lands which lay across the lake, the people
lived in this same way. I wondered if there they tortured any countryman with hard and
cruel whips merely on suspicion. Did they respect the home? Or ever yonder also, in
order to live in peace, would one have to bribe tyrants?

Article 2
To My Sisters
Iurge you to take care of, to serve and to love our parent as you would like your children
later to take care of, serve and love you in your old age. May you live united and forgive
one another's asperities and slight faults-the natura! thorns oflife because it is a
displeasure for parents. to see that their children are not living in harmony. Afterwards,
when our parents are dead, we shall miss them greatly and we shall be sorry for not
having served them while they lived.
I give my brother-in-law very many thanks for the friendship they have always
accorded me; they have loved me as a brother; I could not help but love them likewise.
May my nephews and nieces study, be good, obedient to their
parėnts,grandparents and aunts.
May my boys continue behaving well... I shall know how to take care ofthem ifI
return. God will dispose ofthat. They have lost nothing it iis always good to have behaved
well.

Article 3
Dear Son,

On the 13'h ofthis month we ate atyour Aunt Betang'shouse and on the 14th we
slept there, because we three had a group picture taken to send to you so that you will not
get sad. We happen to talk about your great desire to see our picture. Even though it is
hard for my eyes, I am writing you so that you may receive a letter from me.
It is very necessary that I tell you that, when you are not doing anything, you
recall the time when you zwere very young, before you learned to read, you were devoted
to the Holy Virgin,the Merciful Lady. She watched over you until you learned almost
miraculously. I acknowledge that the learning that you have attained is due to the many
rosaries you recited to her. May we not forget this.
Why is it that in one of your letters, it seems that you do not favor our praying in
the church? I am going to tell you since you left this place, in addition to my special
offerings for you, I urge fervently the saints to whom Ipray to preserve and protect you.
Now I am going to mention to you one by one my new debts to the Lord. On June
6, 1882 Lucia delivered a baby boy who was named Jose; on 15 of September 1882
Neneng gave birth to a baby boy named Alfredo; On 14 June 1883 Sisa gave birth to a
girl who was given the name Maria Consolacion; on September 3, 1883 Olimpia gave
birth to a boy who was named Aristeo. On 24 November 1883 Lucia gave birth to a girl;
on the 26 Novèmber 1883 Lucia gave birth to a girl; on the 26 ofthis month Neneng gave
birth to a girl also. Both girls are not yet baptized but they will be on Sunday. Here many
die ofchild birth, but they went through it safely.
The terrible cholera visited this place followed by beriberi and the destructive
typhoon, but we were not affected, because of God's mercy, Who seems to have sheltered
and supported us. Thieves stole 4,000 pesos from Neneng; she recovered it, except a
small amount. Just see ifit is not proper for you, my children, to help me to be grateful for
all these debts, so that in the end we may be grated another one, which is that we may
meet again. Let us give thanks to the Lord. Your mother who wishes the welfare of your
soul.
Teodora Alonso
P.S.
Igave your uncle Antonio 25 pesos as my Christmas present to you.

Article 4
"One night, all the family, except my mother and myself,went to bed early. Why, I
do not know, but we two remained sitting alone. The candles had already been put out.
They had been blown out in their globes by means of a curved tube of tin. That tube
seemed to me the finest and most wonderful plaything in the world. The room was dimly
lighted by a single light of coconut oil. In all filipino homes such a light burns through
the night. It goes out just at day-break to awaken people by its spluttering.
My mother was teaching me to read in a Spanish reader called "The Children's
Friend"(El Amigo de los Niños).This was quite a rare book and an old copy.It had lost its
cover and my sister had cleverly made a new one. She had fastened a sheet of thick blue
paper over the back and then covered it with a piece of cloth.
This night my mother became impatient with hearing me read so
poorly.Ididnotunderstand Spanish andso Icouldnotreadwithexpression. She took the book
from me. First, she scolded me for drawing funny pictures on its pages. Then she told me
to listen and she began to read. When her sight was good, she read very well. She could
recite well, and she understood verse-making, too. Many times during Christmas
vacations, my mother corrected my poetical compositions, and she always made valuable
criticisms.
I listened to her, full ofchildish enthusiasm. I splendour at the nice- sounding
phrases which she read from those same pages. The phrases she. read so easily stopped
me at every breath. Perhaps I grew tired oflistening to sounds that had no meaning for
me. Perhaps I lacked self-control. Anyway, I paid little attention to the reading. I was
watching the cheerful flame. About it, some little moths were circling in playful flights.
By chance, too, I yawned. My mother soon noticed that I was not interested. She stopped
reading. Then she said to me: “ I am going to read you a very. pretty story. Now pay
attention."
On hearing the word story I at once opened my eyes wide. The word story
promised something new and wonderful. I watched my mother while she turned the leaves
of the books, as ifshe were looking for something. Then I settled down to listen. I was full
ofcuriosity and wonder. I had never even dreamed that there were stories in the old book
which I read without understanding. My mother began to read ine the fable ofthe young
moth and the old one she translated it into Tagalog a little at a time.
My attention increased from the first sentence. I looked toward the light, fixed my
gaze on the moths which were circling around it. The story could not have been better
timed. My mother repeated the warning of the old moth. She dwelt upon it and directed it
to me. I heard her, but it was a curious thing that the light seemed to me each time more
beautiful, the flame more attractive. I really envied the fortune of the insects.They
frolicked so joyously in its enchanting splendor that the ones which had fallen and been
drowned in the oil did not cause me any dread.
My mother kept on reading and I listened breathlessly. The fate of the two insects
interested me greatly. The flamed rolled its golden tongue to one side and a moth which
this movement had singed fell into the oil, fluttered for a time and then was quiet. That
became for me a great event. A curious change came over me which I always noticed in
myself whenever anything stirred my feelings. The flame and the moth seemed to go
farther away and my mother's words sounded strange and uncanny. I did not notice when
she ended the fable. All my attention was fixed on the face of the insect. I watched it with
my whole soul... It had died a martyr to its illusions.
As he put me to bed, my mother said: See that you do not behave like the young
moth. Don't be disobedient, or you may get burnt as it did. I do not know whether I
answered or not...The story revealed to me things until then unknown. Moths no longer
were, for me, insignificant insects. Moths talked; they knew how to warn. They advised
like my mother. The light seems to be more beautiful. It had grown more dazzling and
more attractive. I knew why the moths circled the flame.

Birth of the Hero

Jose P. Rizal was born on the 19h day of June 1861 between 11:00-12:00
midnight. His mother Teodora Alonzo almost lost her life in giving birth to Jose because
of his big head and because of this difficulty, the family of Jose considered him as special
and called him as muy bonito. He was born in Calamba, Laguna, which was considered a
first class municipality and a place where the rich families enjoyed the material progress
brought by the opening of the Philippines in the world trade. Majority of the land of the
town were owned by the Dominican Friars and his father Francisco Rizal was an
inquilino who rented a huge land from the Dominicans.The family of Rizal was
considered as one of the richest families in Calamba which was evident because his
family was able to send their ten children to prestigious schools and universities in the
country.
The time of his birth was also important in analyzing his personality as a person
and as a hero. He was born in a time where the well-educated Filipinos were starting to
ask for reform from the Spanish government in the Philippines. The changes in the
political views of the people during the time of his birth were brought by the
enlightenment of the well-educated Filipinos and the international events in regard to
politics and government (the French Revolution, the conflict between the Consrvative
and Liberal government in Europe and the Revolution of the colonies in the Latin
America). The different events during his time enriched his liberal ideas and sharpened
his knowledge about the truegovernment.
The Mixed Ancestry
Jose came from a mixture of Chinese,Spanish,Japanese and Filipino blood. His
great grandfather in the father side was Domingo Lamco, a Chinese immigrant from
China who married Ines de la Rosa, a Chinese Christian girl from Manila. Domingo
adopted the surname Mercado (Spanish term for market). The son of Domingo and Ines,
Francisco Mercado residëd in Biñan and married a Chinese woman, named Cirila
Bernacha. He was elected as gobernadorcillo of Biñan and later on, his son Juan Mercado
followed his footstep as the gobernadorcillo of the town. Juan also married a Chinése
Filipina named Cirila Alejandro. The couple was blessed with thirteen children and one
of those was Francisco Mercado, the father of Jose Rizal. At the age of eight, Francisco
lost his father and grew up under the care of his mother. He studied Latin and Philosophy
at College of San Jose in Manila and fell in love with the student from the College of
Santa Rosa, named Teodora Alonzo.
Teodora Alonzo came from the family of Lakandula. Her great grandfather
Eugenio Ursua who had a Japanese ancestry married Benigna. The daughter of Eugenio
and Benigna was Regina who was married to a Chinese-Filipino from Pangasinan. And
their daughter Brigida was married to a prominent Spanish named Lorenzo Alberto
Alonso from Biñan. One of the daughters of Lorenzo and Brigida was Teodora Alonzo.
Both the parents of Jose P. Rizal had Chinese ancestry. And after their marriage
on June 28, 1848, they settled in Calamba and engaged in farming business. They were
blessed with eleven children namely, Saturnina, Paciano, Narcisa, Olimpia, Lucia, Maria,
Jose, Concepcion, Josefa, Trinidad and Soledad.
Rizal's family belonged to the middle class or a principalia class or a creoles class.
The status of his family brought a comfortable life to Jose, their house was made of
adobe and hardwood, they owned a carriage and horses which were the symbols of
wealth during those times. Jose had ten siblings and all of them were 'educated in Manila
and still his parents'could afford to hire a private tutor fór the young Jose. The resources
provided by his parents enhanced the innate intelligence of Jose Rizal in becoming well-
educated and because of his knowledge he would someday enlighten the Filipino to'assert
their rights' änd ask for reform in the government.

The Childhood Memories

His childhood memories were full of'happiness because of the care and love of his
family. And because his healthcondition, his parents employed an aya (nurse maid) who
looked after his comfort. His aya told him a lot of stories about the fairies, asuang,the
nuno and the tikbalang. His innate brightness made him remember all the trees from the
orchards of his father (Guerero, 2010). When he was three years old, his father built a
little nipa cottage in their garden and it was his splendor place where he listened to the
chirping sounds of the birds and smelled the aroma coming from the flowers of the trees.
When he was four years old, he experienced his first sorrow because of the death
of his little sister Concha. It was the first time that he shed tears caused by love and grief.
He learned to read and write at the age of three with the help of his mother, his first
teacher.

The Story of the Moth

One night after dinner, as the usual scenario, Teodora Alonzo was teaching the
young Jose to read; however, the attention of Jose was caught by the flying moth in the
light of the lamp. Then Teodora decided to narrate a story about the young moth and his
story seemed to be the metaphor in the life of Jose P. Rizal. The tragic fate of the young
moth that was enchanted with the beautiful flame and did not listen to the advice of his
mother had a similarity to the fate of Rizal. Like the moth, he also chose to be involved in
the reform movement and using his literary skills he enlightened the people about their
true conditions and the need for action and to seek reform. And like the young moth, he
died as a martyr for his ideals.
The story of The Moth and the Flame is not the only part of his childhood which
became true in his lifetime. One instance during his childhood, he made a small
monument of himself and because of that his sisters laughed at his work. In between
sobbing, he told them that someday he would have a monument built byother people. In
the future, the prediction of Jose Rizal became true and he had the monuments in
different parts of the country and also abroad.

Journey to His Early Education

At the age of three, the young Jose already knew how to read and write. This was
because ofhis mother who took care of his first education. His mother also hired
private tutors to enhance the learning and talent of Jose Rizal.He had Maestro Celestino
as hisfirst private tutor, Maestro Lucas Padua as his second private tutor and Leon
Monroy who lived with their family and taught Rizal Spanish and Latin but because
of his age, he did not live long and died after five months. However, his education
learned from home was not sufficient so his father Don Francisco decided to send
him to the fishing village in Biñan for his primary education.
In June 1869, at the age of eight, Jose P. Rizal needed to leave his family to
study in Biñan. With tears in his eyes, he left Calamba and his brother
Pacianoaccompanied him to Biñan. The two brothers rode the carromata for one and a
half hour, they arrived in Biñan. Jose lodged in the house of his aunt Isabel. The
beautiful scenery in the place did not appeal to the young Jose because of his
homesickness.

The First Day in Biñan

The school was thirty meters away from the house of his aunt and also the house
of his teacher Maestro Justiniano Cruz which was described by Rizal as tall, thin, long
necked, with a sharp nose and body slightly bent forward, and he used
to wear sinamay shirt and he knew by heart the grammar by Nebrija (Spanish language)
and Gainza (dialect in Bicol).
He experienced being scolded by Maestro Justiniano Cruz because he was
asked if he knew Latin and Spanish and he answered "um poco" or a little. His Maestro
wanted that his students should study their lesson and be ready before coming to school
so he had the reward and punishment as his method of teaching.During those times,
teachers were allowed to scold their students so that they would have
discipline.According to his diary, Jose did not want to remember the number of beatings
that he experienced but the lessons from those beatings. For Rizal,the sadistic method of
learning was beneficial since he was encouraged to study harder and perform above what
was expected.

A Victim of Bullying
After the incident in the classroom, young Jose met the bully, Pedro,who laughed
at him during his conversation with Maestro Justiniano. Jose challenged Pedro to a fight
and the latter accepted because he thought that he could beat Jose for he was smaller than
him but Jose learned the art of arm wrestling from his Tiyo Manuel so he was able to
defeat a taller boy than him. After the fight he gained respect from his other classmates.
Jose Rizal developed the other aspects of his personality to avoid bullying, to compensate
for his smail physique; he studied arm wrestling, fencing and various aspects of arts.

Daily Life in Biñan

His life in Biñan was simple and well disciplined and this training contributed
a lot to his development as a person and as a hero. He lived in Biñan as a well disciplined
student but there was one instance that his cousin asked him to join them in playing near
the river and then his cousin pushed him because he was not aware that he was not a good
swimmer. Luckily, their companions saved him and because of that he avoided joining
his cousin in his escapades.According to his memoirs, this was his daily life in Biñan.

"Here was my life. I heard the four o'clock mass, if there was any or I studied my
lesson at that hour and I went to mass afterwards. I returned home and I went to the
orchard to look for a mabolo to eat. Then I took breakfast, which consisted generally of a
dish ofrice and two dried small fish, and I went to class from which i came out at ten
o'clock. I went home at once. If there was one special dish, Leandro and I took some
ofit to the house of his children and I returned without saying a zword. I ate with them
and afterwards I studied, I went to school at two and came out at five. I prayed a short
while with some nice cousin and I returned home. I studied my lessons. I drew a little,
and afterwards I took my supper consisting ofone or two dishes ofrice with an ayungin.
We prayed and ifthere was a moon, mynieces invited me to play in the street together
with others. Thank God that I never got sick away from my parents."

Success in Biñan
Maestro Justiniano Cruz used corporal punishment to inculcate discipline
to his students. Jose didn't want to remember the number of beatings that he gained from
the Maestro Cruz but those beatings encouraged him to do his best in order to master the
skills in Latin, Spanish and other subjects. Because of his intelligence and perseverance
he became the top student in his class and gained the admiration of his teacher. After his
class with Maestro, he had a painting lesson with old Juancho. He was able to improve
his painting skills and became one of the favorite painters in the class.
Young Jose Rizal experienced the simple and usual life like other normal children. His
training and happy memories were the foundation of his personality. Although he
disapproved of the sadistic method of teaching as he stated in Noli Me Tangere but the
discipline that he gained from this method contributed a lot as he pursued higher
education.

Return to Calamba
In December 1870, he received a letter from his sister Saturnina advising him to
ride the steamer Talim that would bring him back to Calamba.Knowing that this would
be the end of his stay in Biñan so he went to the Chapel of the Virgin of Peace of
Antipolo, went to the river to gather stones as souvenir, made paper fishes and bade
goodbye to his classmates and teachers. On December 17, 1870 at one o'clock in the
afternoon of Saturday, he reached his home at Calamba and this ended his homesickness
and longing for his family.

Assessment Strategies
Desired Activity:

Activity No. 01: Biography

Instructions: Write a short biographical essay that compare the students early childhood
with Rizal’s own.

RUBRICS:
Content: 15
Relevance: 15
Authenticity: 10
TOTAL: 40 pts.

Activity No. 2: Family Tree

Instructions: Make a diagram or the family tree which illustrates genealogy of the
family of Rizal. You can add more box if needed.
References:
 Anderson, Benedict. Why Counting Counts: A study of Forms of Consciousness
and Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon
City:
Ateneo de Manila University Press, 2008.
 Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila:
Sentrong Pangkultura ng Pilipinas. 1991.
 Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford
University Press, Quezon City, Malaya Books, 1969.
 Constantino, Renato. “Our Task: To Make Rizal Obsolete” in This Week, Manila
Chronicle (June 14, 1959).
 Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial
Politics. Quezon City, 1982.
 Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City, Guro Books,
1968.
 Diestro, Dwight David et. al. Talambuhay at Lipunan: Si Heneral Paciano Rizal
sa Kasaysayang Pilipino. University of the Philippines Los Baños Sentro ng
Wikang
 Eugenio, Damiana. Philippine Folk Literature: The Epics. Quezon City,
University of the Philippines Press, 2001.
 Fast, Jonathan at Jim Richradson. Roots of Dependency: Political and Economic
Revolution in the 19th Century Philippines. Quezon City. Foundation for
Filipino, 2006.
 Francisco, Virlyn et.al. Rizal: A Modular Approach, MindShapers Co., Inc.,
Intramuros, Manila, 2018
 Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National
Heroes Commission, 1963.
Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose
Rizal National Centennial Commission, 1962.
 Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2
(1960).
Nationalist Studies, 1979.
 Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” Sa Diliman Review,
Tomo 45, Bilang 2-3, 1997, pp. 14-18.
 Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History” in Philippine
Studies vol. 46 no. 2 (1998).
 Ocampo, Ambeth. Rizal without the Overcoat. Pasig City. Anvil Publishing Inc.
1990.
Quezon City. All Nations Publishing Co. Inc., 1997.
 Quezon City: Ateneo de Manila University Press, 1991.
 Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and
Philippine Nationalism. Quezon City: Ateneo de Manila University Press. 1990.
 Revel, Nicole, ed.Literature of Voice: Epics in the Philippines. Quezon City:
Ateneo de Manila University Press, 2005.
 Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as Science Fictionist” in
Humanities Diliman vol. 10 no. 2 (2013).
 Rizal, Jose. “El Filibusterismo” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “Historical Events of the Philippines Islands by Dr. Antonio de
Morga, published in Mexico in 1609, recently brought to light and annotated by
 Rizal, Jose. “Letter to the Young Women of Malolos.”
 Rizal, Jose. “Noli Me Tangere” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “The Indolence of the Filipinos.”
 Rizal, Jose. “The Philippines a Century Hence” in La Solidaridad.”
 Schumacher, John. “Rizal in the Context of the 19th Century Philippines” in the
Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism.
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. The Propaganda Movement, 1888-1885: The Creation of a
Filipino Consciousness, The Making of a Revolution. Quezon City: Ateneo de
Manila
 Sztompka, Piotr. “Great Individuals as Agencies of Change” in the Sociology of
Social Change.” United States: Wiley, 1993. University Press, 1997.
 Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the
Philippines. 1963.
 Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat
ng Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani.
Course Contents:
LESSON 4: Rizal’s Life Higher Education and Life Abroad
Intended Learning Outcomes
At the end of this lesson, students are expected to:
1. Describe the life of Rizal in Ateneo and UST
2. Analyze Rizal’s growth as a propagandi
3. Explain the principle of assimilation advocate by the Propaganda Movement
4. Appraise the relationship of Rizal and other propagandist through their literary
works
5. Discuss some of the experiences of Rizal in his medical course in Spain.
6. Explain the reasons for Rizal in going to Paris and Berlin.

Learning Activities
Proper and good education is very important for all of us. It facilitates quality learning all
through the life among people of any age group, cast, creed, religion and region. Youths
of this generation must appreciate the different struggles of Rizal throughout his
academic endeavor. Jose Rizal enrolled at the Ateneo Municipal de Manila in Intramuros.
Rizal launched himself into studies that sharpened not only his capacity for critical
thinking and discernment, but also his love for God and country. Five years later, he
graduated with a Bachelor of Arts degree with the rating sobresaliente (highest honors).

For this day before we start our discussion, I would like to show you some pictures that
are related to our discussion and I want you to analyze it and give your ideas about the
pictures.

Base on the pictures that have been presented kindly give your ideas, On what is it all
about?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________

The pictures that have been presented is all about Education. Education is the social
institution through which society provides its members with important knowledge,
including basic facts, job skills, and cultural norms values. One of the most important
benefits of education is that it improves personal lives and helps the society to run
smoothly. For our discussion for today

We are going to discuss about Rizal’s Life Higher Education and Life Abroad. Jose
Rizal’s first teacher was his mother, who had taught him how to read and pray and who
had encouraged him to write poetry. Later, private tutors taught the young Rizal Spanish
and Latin, before he was sent to a private school in Biñan.

When he was 11 years old, Rizal entered the Ateneo Municipal de Manila. He earned
excellent marks in subjects like philosophy, physics, chemistry, and natural history. At
this school, he read novels; wrote prize-winning poetry and practiced drawing, painting,
and clay modeling, all of which remained lifelong interests for him. Before we continue
our discussion, I would like you watch this short video about Rizal’s Life Higher
Education and Life Abroad https://www.youtube.com/watch?v=5SnR-e0S6Ic.

Now let’s continue discussing Rizal’s Life Higher Education and Life Abroad. As you
have watched the video Rizal eventually earned a land surveyor’s and assessor’s degree
from the Ateneo Municipal while taking up Philosophy and Letters at the University of
Santo Tomas. Upon learning that his mother was going blind, Rizal opted to study
ophthalmology at the UST Faculty of Medicine and Surgery. He, however, was not able
to complete the course because “he became politically isolated by adversaries among the
faculty and clergy who demanded that he assimilate to their system.”

Without the knowledge of his parents, Rizal traveled to Europe in May 1882. In order to
obtain a better education, had had to leave his country stealthily like a fugitive from
justice, and his family, to save themselves from persecution, were compelled to profess
ignorance of his plans and movements. His name was entered in Santo Tomas at the
opening of the new term, with the fees paid, and Paciano had gone to Manila pretending
to be looking for this brother whom he had assisted out of the country.”

Rizal earned a Licentiate in Medicine at the Universidad Central de Madrid, where he

also took courses in philosophy and literature. It was in Madrid that he conceived of
writing Noli Me Tangere. He also attended the University of Paris and, in 1887,
completed his eye specialization course at the University of Heidelberg. It was also in
that year that Rizal’s first novel was published (in Berlin).

DESIRED ACTIVITIES
Activity No.1: Article Analysis
Instruction: Read the following letters of Rizal “My Parents and Brother” Article 1 and
2 then identify the struggles of Rizal based on the two letters.
12 Ludwigsplatz, 11 March 1886
Heidelberg
Article 1

MY DEAR PARENTS AND BROTHERS,

As I announced to you in my previous letter, I’m now in this new house, in front of the
University itself, and in zohichl intend to remain all the time I have to be in this city, until
I can go to Berlin, zohich will be within a few months.During last week and half of this it
had been very cold and snow fell during that time in the mountain as well as in the city.
The wind blows with great force, beats the tree branches, and makes the snow whirl,
lashing and reddening the face. Despite the fact that Dm not sanguine, my cheeks are red
and at that I'm not very stout.
Despite the cold, the wind, and the snow, I continue going to the hospital and studying
ophthalmology and German every day. I'm progressing fairly in German, for now I can
make myself understood by everyone, only that I don't understand everybody, for many
here speak very fast or speak a patois or dialect which is not the classic German, or high
German that I study. Although snow makes many suffer on account of the cold it causes,
on the other hand it entertains children and the youth. The children make snowballs with
which they attack one another. The young people ride in sledges or they slide from a
height on a mountain path down to the valley below. It is worth describing to you the
Fackelzug or the torch festival which I mentioned to you in my previous letter. On the
occasion of the election of the Rector, the students, numbering from 650 to 700, hold this
celebration. All are dressed in the uniform of their corporations, usually preceded by two
bearing dual swords. Each corporation selects its finest young men and these lead the
march. Ahead go the Rector and the highest official in a carriage and behind them march
the students with bands of music. All carry lighted torches and walk at a light gait. The
effect is beautiful and wonderful. After going through the streets of Heidelberg, they all
gather at this square and form a square leaving a big space in the middle. At a given
signal all throw their torches up in the air- seven hundred torches fluttering in space.
Those that fall are picked up and thrown up again, while all sing in chorus Gaudeamus
 igitur to the beat of the music and the clashing of the swords. Here it is the student who
prevails; without students Heidelberg is a dead city. On Saturday there will be another
Fackelzug as a farewell, for March and April are placation months. Carmioal passed
away with more gaiety, though with very much less pomp and animation than in Madrid.
Very few masks, 20 or 30 floats only but as the German is serious during the whole year,
on Shrove Tuesday he makes up and enjoys himself. The street where they stroll is
moreover narrow, so that all the merry-making is concentrated and the people enliven
with their presence what luxury and movement do in other places. In spite of the cold and
the wind that makes the ears crack, there were some little jokes, throwing of peas from
carriage to carriage, and ... The German language is becoming clearer to me. It no
longer seems to me so obscure and difficult as at the beginning. I hope that within
five months I’ll speak it like Spanish. I'm afraid that I may forget the latter
language, for until the present, since I arrived in Germany, I haven't found anyone
who knows Spanish. On the other hand, I spoke Tagalog once with a German who
stayed a long time at Singapore and who spoke Malay. Although we couldn't
understand each other very well, nevertheless I encountered many words similar to
Tagalog. Now I lead an entirely different life from what I had lately. I eat outside. The
house with service costs me 28 marks - this is 7 pesos, each murk being worth 2 reales
fuertes. Breakfast served at the house costs me 40 pfennigs; I lunch at the restaurant; for
2 reales 18 cuartos they give me soup, three dishes, dessert, and wine, besides potatoes,
salad, cabbage and other vegetables, for it must be noted that German cooking is all full
of vegetables and many things mixed together. At night I buy two small rolls which cost
three cuartos, cheese, fruits, and a piece of sausage or butter. Ali in all, the heating, light,
laundry, room, and food cost me some 30 pesos a month or a little less. Add to these
expenses the cleaning ... etc. so that for 40 pesos one can live well in Germany, ifone
doesn't have to buy clothes and to travel from time to time. At the hospital I practice and
examine patients who come every day. The professor corrects our mistakes in diagnosis; I
help in the treatment and although I dont see so many operations as I did at Paris, here I
study more the practical side. If I receive sufficient money in April or May, I intend to
enroll in a regular course in ophthalmology either in Leipzig, Halle, or Berlin. God
willing, 1 don’t intend to remain in Germany longer than until November at most in order
to go afterward to England in December and remain there during the spring of1887 and
go again to Paris to observe the operations of Dr. de Wecker who, as a surgeon, it seems
to me, is very superior to anyone I have been until the present. From there I can return to
the Philippines and manage very suitably a clinic for eye diseases. Until now 1 haven’t
received a letter from you since the last that I received from my brother at the beginning
of January. You may continue sending me your letters to Paris and send them through the
French mail boat which departs from there every fortnight. A German promised me one
of these days

Article 2
MY DEAR PARENT'S AND BROTHERS,

Since the beginning of January until now, I haven't received either a letter or draft,
though according to my calculation I ought to receive money a month ago, for what I
have would barely last until the beginning of May. The next mail doesn't arrive until after
two weeks, and as I haven’t received your advice to give up, I continue hoping ... In
Germany I have neither a
countryman nor a true friend to turn to, Luna has been lending me the whole past month,
but my friend is poor and besides has his brother at Paris and has to support two. I
expected to receive through the latter, who arrived two weeks ago, the watch my brother
promised me, but undoubtedly you didn't know he was leaving. I repeat once more, lest
you may have forgotten it, the convenience and necessity of writing me in advance when
you cannot send me the promised amount. Thus, I shall be at ease knowing by what to
abide and I don't contract obligations which later will cause me displeasures that are not
easy to imagine. If you don't have much to tell me, a postal card with four or five words
would suffice, which is very convenient and costs one half. With an expenditure off our
cuartos, you save me many displeasures. This is always easy to do. It is my serious and
ardent desire to go home, for it seems to me that I cause too much expense and I wish to
help the family in whatever way I can. I'm tired of Europe and I'm afraid to ruin the
family, for they say that. business is very bad. I wish to go home as soon as possible in
order to be with you. When you send me a draft

send me through the following mail the 2nd copy, and the 3rd copy through the one after
that, in order that in case it is lost, the amount can be collected. I fear that that is what
might have happened this time, for I can't explain the delay and lack of letters. In Europe
postal employees are very honest and diligent, at least in France, Germany, and England.
It is seldom that a letter gets lost. Please answer this letter.

YOURS, RIZAL

DESIRED ACTIVITIES
Activity No.2: Creative Letter
Instruction: Create a Letter dedicated to Rizal about his sacrifices for the
betterment of our Country be guided by the following by the Criteria below.

CRITERIA POINTS
SALUTATION AND CLOSING 10 POINTS
BODY OF LETTER 10 POINTS
USES BASIC WRITING 10 POINTS
CONVENTION
NEATNESS 5 POINTS
TOTAL 35 POINTS

DESIRED ACTIVITIES
Activity No.3: VIDEO RECORDED PRESENTATION
Instructions: Create a video recorded presentation, choose among the following topics
that you will present and be guided by the criteria below.

TOPICS
THE RELEASE OF HIS MOTHER
THE LOVES OF RIZAL DURING HIS TEENAGE DAYS
COLLEGE LIFE IN UNIVERSIDED DE SANTO TOMAS
THE LITERARY TRIUMP OF RIZAL IN UST

CRITERIA POINTS
CONTENT 10 POINTS
AUTHENTICY 10 POINTS
USE OF LANGUAGE 10 POINTS
VIDEOGRAPHY CLARITY 10 POINTS
CREATIVITY 10 POINTS
TOTAL 50 POINTS

I. BRINDIS. Read the following statements found in the homage of Rizal to Luna
and Hidalgo. Analyze each statement and write your own explanation below what
would best explain the passage.

1. Luna and Hidalgo were as much Spanish glories as they were Filipinos. Just as they
were born in the Philippines, then could have been born in Spain because genius has no
country, genius blossoms everywhere, genius is like the light, the air, it is the heritage of
all cosmopolitan like space, like life and like God.
2. The patriarchal era of Filipinas is passing. The illustrious achievements of her children
are no longer consummated within home. The Oriental Chrysalis is leaving the ocean.

3. This you know well, and you glory in it. To you Filipinas owes the beauty of the
diamonds that stud her crown. She has given the stones. Europe ha polished them. And
we contemplate proudly, you, your work, ours the flame, the bread, the materials
provided.

4. In The Spolarium, through that canvas which is not mute, one hears the noise of the
crowd, the shout of the slaves, the metallic clanking of the dead bodies’ armor, the
sobbing of the orphans, the murmured prayers, with as much vigor and realism as one
hears the deafening noise of thunder amid the crashing sound of a waterfall or the
awesome, terrifying shaking of an earthquake.

5. This is why Hidalgo is all light, color, harmony, sentiment, purity, as Filipinas is in
moonlight nights, in her quiet days, with her horizon that invites to meditation, cradle
gently rocking the infinite.
6. Reason and aspiration in open struggle against personal troubles, fanaticism and
injustice, because sentiment and opinion will break open a path through even the thickest
walls, because for them all bodies have pores, al are transparent, and if they the lack the
pen, if the printing press does not second them, the palette and the brush not only will
give pleasure to the eyes.

7. If the mother teachers her child her language in order to understand his joys, his needs
or pains, Spain as a mother also teachers her language to Filipinas, despite the opposition
of those short-sighted midgets who secure their position, incapable of looking into the
future and not weighing the consequences.

8. Spain is there, thee where she makes her beneficent influence felt, and even if her flag
were to disappear, her memory would remain, eternal, imperishable. What can a piece of
red and yellow cloth do, what can guns and cannons do, there were the feeling of love, of
affection, does not spring, where there is no fusion of ideas, unity of principles, accord
amongst opinion?

9. I offer a toast that the Filipino youth, sacred hope of my country, may imitate such
precious models and that mother Spain, solicitous and attentive to the well-being of her
provinces may soon put into practice the reform she had long considered; for the furrow
has been plowed and the earth is not barren!

10. I offer toast to the happiness of parents who, deprived of their son’s affection, from
those distant regions follow them with tearful gaze and beating hart through the seas and
distance, sacrificing on the altar of the common good the sweet consolations that are so
scarce in life’s twilight.

II. Create a video that discuss the activities and experiences of Rizal in different
countries that he travelled.

CRITERIA POINTS
CONTENT 20 POINTS
VIDEO CLARITY 15 P0INTS
AUTHENTICY 15 POINTS
TOTAL 50 POINTS

III. Make a Summary paper about the significant events about the Life of Rizal in Higher
Education and Life Abroad. Be guided by the following criteria.

CRITERIA POINTS
CONTENT 10 POINTS
GRAMMAR 5 P0INTS
AUTHENTICY 5 POINTS
TOTAL 20 POINTS

IV. Complete the chart by writing about the details on the travels of Rizal. Write the
answer on the space provided.
 Achievements Experienced/Events that Happened
PLACE

Heidel-
berg

Vienna

Danube

Geneva

Rome

References:

 Anderson, Benedict. Why Counting Counts: A study of Forms of Consciousness

and Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon
City:
Ateneo de Manila University Press, 2008.
 Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila:
Sentrong Pangkultura ng Pilipinas. 1991.
 Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford
University Press, Quezon City, Malaya Books, 1969.
 Constantino, Renato. “Our Task: To Make Rizal Obsolete” in This Week, Manila
Chronicle (June 14, 1959).
 Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial
Politics. Quezon City, 1982.
 Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City, Guro Books,
1968.
 Diestro, Dwight David et. al. Talambuhay at Lipunan: Si Heneral Paciano Rizal
sa Kasaysayang Pilipino. University of the Philippines Los Baños Sentro ng
Wikang
 Eugenio, Damiana. Philippine Folk Literature: The Epics. Quezon City,
University of the Philippines Press, 2001.
 Fast, Jonathan at Jim Richradson. Roots of Dependency: Political and Economic
Revolution in the 19th Century Philippines. Quezon City. Foundation for
Filipino, 2006.
 Francisco, Virlyn et.al. Rizal: A Modular Approach, MindShapers Co., Inc.,
Intramuros, Manila, 2018
 Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National
Heroes Commission, 1963.
Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose
Rizal National Centennial Commission, 1962.
  Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2
(1960).
Nationalist Studies, 1979.
 Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” Sa Diliman Review,
Tomo 45, Bilang 2-3, 1997, pp. 14-18.
 Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History” in Philippine
Studies vol. 46 no. 2 (1998).
 Ocampo, Ambeth. Rizal without the Overcoat. Pasig City. Anvil Publishing Inc.
1990.
Quezon City. All Nations Publishing Co. Inc., 1997.
Quezon City: Ateneo de Manila University Press, 1991.
 Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and
Philippine Nationalism. Quezon City: Ateneo de Manila University Press. 1990.
 Revel, Nicole, ed.Literature of Voice: Epics in the Philippines. Quezon City:
Ateneo de Manila University Press, 2005.
 Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as Science Fictionist” in
Humanities Diliman vol. 10 no. 2 (2013).
 Rizal, Jose. “El Filibusterismo” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “Historical Events of the Philippines Islands by Dr. Antonio de
Morga, published in Mexico in 1609, recently brought to light and annotated by
 Rizal, Jose. “Letter to the Young Women of Malolos.”
 Rizal, Jose. “Noli Me Tangere” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “The Indolence of the Filipinos.”
 Rizal, Jose. “The Philippines a Century Hence” in La Solidaridad.”
 Schumacher, John. “Rizal in the Context of the 19th Century Philippines” in the
Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism.
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. The Propaganda Movement, 1888-1885: The Creation of a
Filipino Consciousness, The Making of a Revolution. Quezon City: Ateneo de
Manila
 Sztompka, Piotr. “Great Individuals as Agencies of Change” in the Sociology of
Social Change.” United States: Wiley, 1993. University Press, 1997.
 Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the
Philippines. 1963.
 Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat
ng Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani.

Prepared by:

Rizal Instructors

Course Contents:
LESSON 5: Noli Me Tangere
Intended Learning Outcomes
At the end of this lesson, students are expected to:
1. Describe the classical types in the country during that era
2. Describe the wrong works, violence, cruelty and suffering of the Filipinos due to
slavery and poverty
3. Appraise the important characters and what they represent through scrutinizing
the novel.
4. Examine the present Philippine situations through the examples mentioned in the
novel
 5 Present some of the sad experiences of Rizal in the making and publication of his
Noli Me Tangere
6. Present some of the characters of the novel and their important roles they played
. 7. Compare and contrast the plot, character and theme of El Filibusterismo and
Noli Me Tangere.

Learning Activities
In more than a century since its appearance, Jose Rizal’s Noli Me Tangere has become
widely known as the great novel of the Philippines. A passionate love story set against
the ugly political backdrop of repression, torture, and murder, “The Noli,” as it is called
in the Philippines, was the first major artistic manifestation of Asian resistance to
European colonialism, and Rizal became a guiding conscience—and martyr—for the
revolution that would subsequently rise up in the Spanish province.

Let’s start our discussion by watching the video that I’ve downloaded for our topic.
Listen carefully and I will ask you about your personal insights about the video that you
have watched.
https://www.youtube.com/watch?v=2KrXCD9ryl4__

Base on the video that you’ve watched , Who played the as main character?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_____________________

Now, Let’s continue our discussion about the Novel Noli Me tangere.

Juan Crisostomo Ibarra is a young Filipino who, after studying for seven years in
Europe, returns to his native land to find that his father, a wealthy landowner, has died in
prison as the result of a quarrel with the parish curate, a Franciscan friar named Padre
Damaso. Ibarra is engaged to a beautiful and accomplished girl, Maria Clara, the
supposed daughter and only child of the rich Don Santiago de los Santos, commonly
known as Capitan Tiago.Ibarra resolves to forego all quarrels and to work for the
betterment of his people. To show his good intentions, he seeks to establish, at his own
expense, a public school in his native town. He meets with ostensible support from all,
especially Padre Damaso’s successor, a young and gloomy Franciscan named Padre
Salvi, for whom Maria Clara confesses to an instinctive dread. At the laying of the
cornerstone for the new schoolhouse, a suspicious accident, apparently aimed at Ibarra’s
life, occurs, but the festivities proceed until the dinner, where Ibarra is grossly and
wantonly insulted over the memory of his father by Fray Damaso. The young man loses
control of himself and is about to kill the friar, who is saved by the intervention of Maria
Clara. Ibarra is excommunicated, and Capitan Tiago, through his fear of the friars, is
forced to break the engagement and agree to the marriage of Maria Clara with a young
and inoffensive Spaniard provided by Padre Damaso. Obedient to her reputed father’s
command and influenced by her mysterious dread of Padre Salvi, Maria Clara consents to
this arrangement, but becomes seriously ill, only to be saved by medicines sent secretly
by Ibarra and clandestinely administered by a girl friend.Ibarra succeeds in having the
excommunication removed, but before he can explain matters, an uprising against the
Civil Guard is secretly brought about through agents of Padre Salvi, and the leadership is
ascribed to Ibarra to ruin him. He is warned by a mysterious friend, an outlaw called
Elias, whose life he had accidentally saved; but desiring first to see Maria Clara, he
refuses to make his escape, and when the outbreak page occurs, he is arrested as the
instigator of it and thrown into prison in Manila. On the evening when Capitan Tiago
gives a ball in his Manila house to celebrate his supposed daughter’s engagement, Ibarra
makes his escape from prison and succeeds in seeing Maria Clara alone. He begins to
reproach her because it is a letter written to her before he went to Europe which forms the
basis of the charge against him, but she clears herself of treachery to him. The letter had
been secured from her by false representations and in exchange for two others written by
her mother just before her birth, which prove that Padre Damaso is her real father. These
letters had been accidentally discovered in the convento by Padre Salvi, who made use of
them to intimidate the girl and get possession of Ibarra’s letter, from which he forged
others to incriminate the young man. She tells him that she will marry the young
Spaniard, sacrificing herself thus to save her mother’s name and Capitan Tiago’s honor
and to prevent a public scandal, but that she will always remain true to him.Ibarra’s
escape had been effected by Elias, who conveys him in a banka up the Pasig to the Lake,
where they are so closely beset by the Civil Guard that Elias leaps into the water and
draws the pursuers away from the boat, in which Ibarra lies concealed.On Christmas Eve,
at the tomb of the Ibarras in a gloomy wood, Elias appears, wounded and dying, to find
there a boy named Basilio beside the corpse of his mother, a poor woman who had been
driven to insanity by her husband’s neglect and abuses on the part of the Civil Guard, her
younger son having page disappeared some time before in the convento, where he was a
sacristan. Basilio, who is ignorant of Elias’s identity, helps him to build a funeral pyre, on
which his corpse and the madwoman’s are to be burned. Upon learning of the reported
death of Ibarra in the chase on the Lake, Maria Clara becomes disconsolate and begs her
supposed godfather, Fray Damaso, to put her in a nunnery. Unconscious of her
knowledge of their true relationship, the friar breaks down and confesses that all the
trouble he has stirred up with the Ibarras has been to prevent her from marrying a native,
which would condemn her and her children to the oppressed and enslaved class. He
finally yields to her entreaties and she enters the nunnery of St. Clara, to which Padre
Salvi is soon assigned in a ministerial capacity.

DESIRED ACTIVITIES
Activity No.1: Concept mapping
Instruction: Choose a character in the Noli Me Tangere and create a Concept mapping
about
the personality, contributions or part of the character in the novel.
CRITERIA POINTS
CONTENT 10 POINTS
AUTHENTICY 10 POINTS
CREATIVITY 10 POINTS
TOTAL 30 P0INTS

DESIRED ACTIVITIES
Activity No.2 CREATIVE CHART
Instruction: Make a Creative chart and write down the following Significant events that
happened in the Noli Me Tangere and be guided by the following criteria.

CRITERIA SCORE
CONTENT 10 POINTS
CREATIVITY 10 POINTS
AUTHENTICY 5 POINTS
GRAMMAR 5 POINTS
TOTAL 30 POINTS

DESIRED ACTIVITIES
Activity No.3 : Video presentation
Instructions: Choose any important line or dialogue base in the Novel Noli Me Tangere
and Re-create the line that you have chosen through Video presentation. be guided by the
following criteria.

CRITERIA POINTS
Content 10
Usage of language 10
Creativity 10
Video Clarity 10
40 points

REFERENCES
 Anderson, Benedict. Why Counting Counts: A study of Forms of Consciousness
and Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon
City:
Ateneo de Manila University Press, 2008.
 Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila:
Sentrong Pangkultura ng Pilipinas. 1991.
 Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford
University Press, Quezon City, Malaya Books, 1969.
 Constantino, Renato. “Our Task: To Make Rizal Obsolete” in This Week, Manila
Chronicle (June 14, 1959).
 Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial
Politics. Quezon City, 1982.
 Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City, Guro Books,
1968.
 Diestro, Dwight David et. al. Talambuhay at Lipunan: Si Heneral Paciano Rizal
sa Kasaysayang Pilipino. University of the Philippines Los Baños Sentro ng
Wikang
 Eugenio, Damiana. Philippine Folk Literature: The Epics. Quezon City,
University of the Philippines Press, 2001.
 Fast, Jonathan at Jim Richradson. Roots of Dependency: Political and Economic
Revolution in the 19th Century Philippines. Quezon City. Foundation for
Filipino, 2006.
 Francisco, Virlyn et.al. Rizal: A Modular Approach, MindShapers Co., Inc.,
Intramuros, Manila, 2018
 Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National
Heroes Commission, 1963.
Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose
Rizal National Centennial Commission, 1962.
 Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2
(1960).
Nationalist Studies, 1979.
 Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” Sa Diliman Review,
Tomo 45, Bilang 2-3, 1997, pp. 14-18.
 Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History” in Philippine
Studies vol. 46 no. 2 (1998).
 Ocampo, Ambeth. Rizal without the Overcoat. Pasig City. Anvil Publishing Inc.
1990.
Quezon City. All Nations Publishing Co. Inc., 1997.
Quezon City: Ateneo de Manila University Press, 1991.
 Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and
Philippine Nationalism. Quezon City: Ateneo de Manila University Press. 1990.
 Revel, Nicole, ed.Literature of Voice: Epics in the Philippines. Quezon City:
Ateneo de Manila University Press, 2005.
 Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as Science Fictionist” in
Humanities Diliman vol. 10 no. 2 (2013).
 Rizal, Jose. “El Filibusterismo” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “Historical Events of the Philippines Islands by Dr. Antonio de
Morga, published in Mexico in 1609, recently brought to light and annotated by
 Rizal, Jose. “Letter to the Young Women of Malolos.”
 Rizal, Jose. “Noli Me Tangere” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “The Indolence of the Filipinos.”
 Rizal, Jose. “The Philippines a Century Hence” in La Solidaridad.”
 Schumacher, John. “Rizal in the Context of the 19th Century Philippines” in the
Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism.
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. The Propaganda Movement, 1888-1885: The Creation of a
Filipino Consciousness, The Making of a Revolution. Quezon City: Ateneo de
Manila
 Sztompka, Piotr. “Great Individuals as Agencies of Change” in the Sociology of
Social Change.” United States: Wiley, 1993. University Press, 1997.
 Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the
Philippines. 1963.
  Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat
ng Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani.

Prepared by:

Rizal Instructors

Course Contents:
LESSON 6: EL Filibusterismo
Intended Learning Outcomes
At the end of this lesson, students are expected to:
Knowledge

1. Discuss what religion and belief can really do to everyday life.

2. Show how the Filipino people live during Spanish colonial period
3. Appraise the important characters of the novel and what they represent
4. Examine the present Philippine situations through the examples mentioned in
5. the novel
6. Value the role of youth in the development of future society by embracing
he teaching of Rizal..
7. Value the role of youth in the development of future society.

Learning Activities
The second and last novel completed by José Rizal (though he left behind the
unfinished manuscript of a third one), El Filibusterismo is a sequel to Noli Me Tangere.
A dark, brooding, at times satirical novel of revenge, unfulfilled love, and tragedy,
the Fili (as it is popularly referred to) still has as its protagonist Juan Crisóstomo Ibarra.
Thirteen years older, his idealism and youthful dreams shattered, and taking advantage of
the belief that he died at the end of Noli Me Tangere, he is disguised as Simoun, an
enormously wealthy and mysterious jeweler who has gained the confidence of the
colony’s governor-general.

Let’s start our discussion by watching the video that I’ve downloaded for our topic.
Listen carefully and I will ask you about your personal insights about the video that you
have watched.
https://www.youtube.com/watch?v=D8c1lAytCpk

Base on the video that you’ve watched, Are there any differences or changes between the
Novel El filibusterismo and Noli Me Tangere that you have watched?
Yes___________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________
No____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

SUMMARY OF EL FILIBUSTERISMO

The protagonist of El Filibusterismo is a jeweler named Simoun. He is the new identity

of Crisostomo Ibarra who, in the prequel Noli, escaped from pursuing soldiers. It is
revealed that Crisostomo dug up his buried treasure and fled to Cuba, becoming richer
and befriending Spanish officials. After many years, the newly fashioned Simoun returns
to the Philippines, where he is able to freely move around. He is a powerful figure not
only because of his wealth but also because he is a good friend and adviser of the
governor general.Outwardly, Simoun is a friend of Spain; however, in secret, he is
plotting a terrible revenge against the Spanish authorities. His two obsessions are to
rescue his paramour Maria Clara from the nunnery of Santa Clara and to foment a
Philippine revolution against Spain. The story of El Filibusterismo begins on board a
steamer ship sailing up the Pasig river from Manila to Laguna de Bay.

SUMMARY OF EL FILIBUSTERISMO

The protagonist of El Filibusterismo is a jeweler named Simoun. He is the new identity

of Crisostomo Ibarra who, in the prequel Noli, escaped from pursuing soldiers. It is
revealed that Crisostomo dug up his buried treasure and fled to Cuba, becoming richer
and befriending Spanish officials. After many years, the newly fashioned Simoun returns
to the Philippines, where he is able to freely move around. He is a powerful figure not
only because of his wealth but also because he is a good friend and adviser of the
governor general.Outwardly, Simoun is a friend of Spain; however, in secret, he is
plotting a terrible revenge against the Spanish authorities. His two obsessions are to
rescue his paramour Maria Clara from the nunnery of Santa Clara and to foment a
Philippine revolution against Spain. The story of El Filibusterismo begins on board a
steamer ship sailing up the Pasig river from Manila to Laguna de Bay. Among the
passengers are Simoun; Doña Victorina, a pro-Spanish native woman who is going to
Laguna in search of her henpecked husband, Tiburcio de Espadaña, who has deserted
her; Paulita Gomez, her beautiful niece; Ben-Zayb (anagram of Ibañez), a Spanish
journalist who writes silly articles about the Filipinos; Padre Sibyla, vice-rector of the
University of Santo Tomas; Padre Camorra, the parish priest of the town of Tiani; Don
Custodio, a pro-Spanish Filipino holding a position in the government; Padre Salvi, thin
Franciscan friar and former cura of San Diego; Padre Irene, a kind friar who was a
friend of the Filipino students; Padre Florentino, a retired scholarly and patriotic
Filipino priest; Isagani, a poet-nephew of Padre Florentino and a lover of Paulita;
and Basilio, son of Sisa and promising medical student, whose medical education is
financed by his patron, Capitan Tiago. A man of wealth and mystery, Simoun is a very
close friend and confidante of the Spanish governor general. Because of his great
influence in Malacañang, he was called the “Brown Cardinal” or the “Black Eminence”.
By using his wealth and political influence, he encourages corruption in the government,
promotes the oppression of the masses, and hastens the moral degradation of the country
so that the people may become desperate and fight. He smuggles arms into the country
with the help of a rich Chinese merchant, Quiroga, who aspires to be Chinese consul of
Manila. His first attempt to begin the armed uprising did not materialize because at the
last hour he hears the sad news that Maria Clara died in the nunnery. In his agonizing
moment of bereavement, he did not give the signal for the outbreak of hostilities. After a
long time of illness brought about by the bitter loss of Maria Clara, Simoun perfects his
plan to overthrow the government. On the occasion of the wedding of Paulita Gomez and
Juanito Pelaez, he gives a wedding gift to them a beautiful lamp. Only he and his
confidential associates, Basilio (Sisa’s son who joined his revolutionary cause), know
that when the wick of his lamp burns lower the nitroglycerine, hidden in its secret
compartment, will explode, destroying the house where the wedding feast is going to be
held killing all the guests, including the governor general, the friars, and the government
officials. Simultaneously, all the government buildings in Manila will be blown by
Simoun’s followers.
As the wedding feast begins, the poet Isagani, who has been rejected by Paulita because
of his liberal ideas, is standing outside the house, sorrowfully watching the merriment
inside. Basilio, his friend, warns him to go away because the lightened lamp will soon
explode.
Upon hearing the horrible secret of the lamp, Isagani realizes that his beloved Paulita is in
grave
danger. To save her life, he rushes into the house, seizes the lightened lamp, and hurls it
into the river, where it explodes.The revolutionary plot is thus discovered. Simoun is
cornered by the soldiers, but he escapes. Mortally wounded, and carrying his treasure
chest, he seeks refuge in the home of Padre Florentino by the sea.The Spanish authorities,
however, learns of his presence in the house of Padre Florentino. Lieutenant Perez of
the Guardia Civil informs the priest by letter that he will come at eight o’clock that night
to arrest Simoun.
Simoun eludes arrest by taking poison. As he is dying, he confesses to Padre Florentino,
revealing his true identity, his dastardly plan to use his wealth to avenge himself, and his
sinister aim to destroy his friends and enemies. The confession of the dying Simoun is
long and painful. It is already night when Padre Florentino, wiping the sweat from his
wrinkled brow, rises and begins to meditate. He consoles the dying man saying: “God
will forgive you Señor Simoun. He knows that we are fallible. He has seen that you have
suffered, and in ordaining that the chastisement for your faults should come as death from
the very ones you have instigated to crime, we can see His infinite mercy. He has
frustrated your plans one by one, the best conceived, first by the death of Maria Clara,
then by a lack of preparation, then in some mysterious way. Let us bow to His will and
render Him thanks!” Watching Simoun die peacefully with a clear conscience and at
peace with God, Padre Florentino falls upon his knees and prays for the dead jeweler.
The priest then takes the treasure chest and throws it into the sea.
DESIRED ACTIVITIES

Activity No.1: KWL CHART

Instructions: Create a K-W-L Chart about the topic El Filibusterismo. Next, Fill the
“What I know”, “What I need to know”, “What I Learn”.

What I know What I need to know What I Learn

ACTIVITY NO.2: TIME TABLE

INSTRUCTIONS: Create a time table and write down the following sequence of
significant events of The Novel El Filibusterismo. Be guided by the following criteria.

CRITERIA POINTS
Content 10
Usage of language 10
Creativity 10
Total 30 points
DESIRED ACTIVITY
ACTIVITY NO. 3: CREATIVE POEM
INSTRUCTIONS: Create a free verse poem based on the Novel El filibusterismo. Be
guided by the following criteria below.

CRITERIA POINTS
Content 10
Usage of language 10
Creativity 10
Total 30 points

References :
 Anderson, Benedict. Why Counting Counts: A study of Forms of Consciousness and
Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon City:
Ateneo de Manila University Press, 2008.
 Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila:
Sentrong Pangkultura ng Pilipinas. 1991.
 Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford University
Press, Quezon City, Malaya Books, 1969.
 Constantino, Renato. “Our Task: To Make Rizal Obsolete” in This Week, Manila
Chronicle (June 14, 1959).
 Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial
Politics. Quezon City, 1982.
 Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City, Guro Books, 1968.
 Diestro, Dwight David et. al. Talambuhay at Lipunan: Si Heneral Paciano Rizal sa
Kasaysayang Pilipino. University of the Philippines Los Baños Sentro ng Wikang
 Eugenio, Damiana. Philippine Folk Literature: The Epics. Quezon City, University of
the Philippines Press, 2001.
 Fast, Jonathan at Jim Richradson. Roots of Dependency: Political and Economic
Revolution in the 19th Century Philippines. Quezon City. Foundation for
Filipino, 2006.
  Francisco, Virlyn et.al. Rizal: A Modular Approach, MindShapers Co., Inc.,
Intramuros, Manila, 2018
 Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National
Heroes Commission, 1963.
Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose Rizal
National Centennial Commission, 1962.
 Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2
(1960).
Nationalist Studies, 1979.
 Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” Sa Diliman Review,
Tomo 45, Bilang 2-3, 1997, pp. 14-18.
 Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History” in Philippine
Studies vol. 46 no. 2 (1998).
 Ocampo, Ambeth. Rizal without the Overcoat. Pasig City. Anvil Publishing Inc.
1990.
Quezon City. All Nations Publishing Co. Inc., 1997.
Quezon City: Ateneo de Manila University Press, 1991.
 Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and Philippine
Nationalism. Quezon City: Ateneo de Manila University Press. 1990.
 Revel, Nicole, ed.Literature of Voice: Epics in the Philippines. Quezon City: Ateneo
de Manila University Press, 2005.
 Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as Science Fictionist” in
Humanities Diliman vol. 10 no. 2 (2013).
 Rizal, Jose. “El Filibusterismo” (Translation by Virgilio Almario or Soledad Lacson-
Locsin).
 Rizal, Jose. “Historical Events of the Philippines Islands by Dr. Antonio de Morga,
published in Mexico in 1609, recently brought to light and annotated by
 Rizal, Jose. “Letter to the Young Women of Malolos.”
 Rizal, Jose. “Noli Me Tangere” (Translation by Virgilio Almario or Soledad Lacson-
Locsin).
 Rizal, Jose. “The Indolence of the Filipinos.”
 Rizal, Jose. “The Philippines a Century Hence” in La Solidaridad.”
 Schumacher, John. “Rizal in the Context of the 19th Century Philippines” in the
Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism.
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. The Propaganda Movement, 1888-1885: The Creation of a
Filipino Consciousness, The Making of a Revolution. Quezon City: Ateneo de
Manila
 Sztompka, Piotr. “Great Individuals as Agencies of Change” in the Sociology of
Social Change.” United States: Wiley, 1993. University Press, 1997.
 Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the
Philippines. 1963.
 Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat ng
Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani.

Prepared by:

Rizal Instructors

Course Contents:
LESSON 7: Rizal’s Life: Exile and Execution
Intended Learning Outcomes
At the end of this lesson, students are expected to:
Knowledge
1. Explain why “death” has become an important element in defining “heroism” in the
Filipino culture
 2. Analyze the factors which led to Rizal’s execution
3. Analyze the effects of Rizal’s execution
4. Explain the reason why Rizal volunteered to go to Cuba
5. Analyze the factors which led to Rizal’s execution
6. Analyze the effects of Rizal’s execution
Skills
1. Present chronologically the events from his arrest up to the filling of the charges
against him by the Spanish authorities
2. Describe how their examples of heroism affected their own personal characteristics
and their goal to make this world a better place to live in.
3. Describe the life of Rizal in Dapitan; present some of his achievements as an exile in
Dapitan; name some of the plants and animals that were named after him; discuss his
love interest in Dapitan.
Values
1. Share some significance on his execution at Bagumbayan

Learning Activities

Introduction
Proper and good education is very important for all of us. It facilitates quality learning all
through the life among people of any age group, cast, creed, religion and region. Youths of
this generation must appreciate the different struggles of Rizal throughout his academic
endeavor. Jose Rizal enrolled at the Ateneo Municipal de Manila in Intramuros. Rizal
launched himself into studies that sharpened not only his capacity for critical thinking and
discernment, but also his love for God and country. Five years later, he graduated with a
Bachelor of Arts degree with the rating sobresaliente (highest honors). Rizal completed his
Bachilleren Artes at the Ateneo Municipal. Upon learning that his mother was going blind,
Rizal opted to study ophthalmology at the UST Faculty of Medicine and Surgery. He,
however, was not able to complete the course because “he became politically isolated by
adversaries among the faculty and clergy who demanded that he assimilated to their system. .

Rizal returned to the Philippines in 1892, feeling he needed to be in the country to effect
change. Although the reform society he founded, the Liga Filipino (Philippine League),
supported non-violent action, Rizal was still exiled to Dapitan, on the island of
Mindanao. During the four years Rizal was in exile, he practiced medicine.

To begin, let us first watch some of the video about Rizal in Dapitan
http://thelifeandworksofrizal.blogspot.com/2013/06/rizal-sa-dapitan-1997-film.html in
order for you to have a brief summary of our lesson.

From the video, share to your classmates the happenings and experiences of Rizal in his
time in Dapitan and its relevance to the new society.
________________________________________________________________________
________________________________________________________________________
__________________________________________________________________.

To continue with this lesson, below is an outlined handout, read and understand it.

Rizal in Dapitan

Contributions to Dapitan
1. He opened an eye clinic.
2. He developed waterways.
3. He developed a system for the lighting and cleaning of the areas.
4. He established a school for free.
5. He taught the more advance system of farming.
6. He initiated the foundation of a cooperative for the fishermen.
7. He developed studies about the different species that could be found in Dapitan.
 8. He invented “sulpukan” lighter and the machinery.
9. He initiated the foundation of cooperative for the farmers.
10. He worked for the development of the sugar, abaca, and lumber trading.

The Love Life of Rizal in Dapitan

Josephine Bracken- she went to Dapitan with Mr. George Tauffer, a blind man who
adopted Josephine. Because Rizal was known as an eye specialist in Hong Kong, Mr.
Tauffer decided to go to Dapitan to consult his condition with Jose Rizal. While staying
in Dapitan Josephine fell in love with Jose Rizal while Rizal was also attracted to the
charming face and kind behavior of Josephine. But Jose Rizal asked his parents and
sisters to accept Josephine because according to Rizal. And this was evident on the letter
written by Rizal to his mother.
http://www.geocities.ws/kakerusworld/rizal/files/letters/1896.html

Literary Works in Dapitan

 Hymn of Talisay- https://nhcp.gov.ph/rizal-composed-rebellious-songs/
- https://allpoetry.com/Hymn-to-Talisay
 My Retreat - https://allpoetry.com/my-retreat

Imprisonment and Trial in Fort Santiago

Rizal’s deportation to Dapitan only lasted four years (1892-1896). In 1895, Rizal asked
for permission to travel to Cuba as an army doctor. His request was approved, but in
August 1896, Katipunan, a nationalist Filipino society founded by Andres Bonifacio,
revolted. Though he had no ties to the group and disapproved of its violent methods,
Rizal was arrested shortly thereafter.

The Trial
 On December 20, 1896 the Spanish authorities discussed the nature of his case.
 On December 8, 1896, Rizal choose from among the names given to him, the
person who could be his legal counsel. And he chose Lt. Luis Taviel de Andrade,
the brother of former guard.
 On December 15, 1896, Rizal Presented the letter to his countrymen stating that
the leaders of the uprising only used his name to collect funds and was not
connected to the uprising.
 On December 16, 1896, the trial against Rizal started.

The Decision
 On December 26, 1896, the trial was held and all of the evidence was presented to
Governor General Camilo Polavieja.
On December 29, 1896, Rizal informed about the decision and was not surprised.
 On his remaining time, he wrote letters to his family and friends.
http://ubdlibrary.wikidot.com/a-letter-to-his-parents

The Execution
Dec. 30, 1986. 4:00 – 5:00 a.m. : Rizal picks up Imitation of Christ, reads, meditates and
then writes in Kempis’ book a dedication to his wife Josephine and by this very act in
itself he gives to her their only certificate of marriage. — 5:00 – 6:15 : Rizal washes up,
takes breakfast, attends to his personal needs. Writes a letter to his parents. Reads Bible
and meditates. Josephine is prohibited by the Spanish officers from seeing Rizal,
according to Josephine’s testimony to R. Wildman in 1899. — 6:15 – 7:00 : Rizal walks
to the place of execution between Fr. March and Fr. Villaclara with whom he converses.
Keep looking around as if seeking or expecting to see someone. His last word, said in a
loud voice: "It is finished" — 7:00 – 7:03: Sounds of guns. Rizal vacillates, turns halfway
around, falls down backwards and lies on the ground facing the sun. Silence. Shouts of
vivas for Spain.

Expectedly, the passing away of Jose Rizal's was greeted with joy by his
enemies. On the contrary, those who love, respected and supported him was
brokenhearted and painfully inflamed. For them, he died a hero and martyr to Philippine
freedom.

As you read the of the above mentioned lesson, are you in favor in the decision of the
court about the case of Jose P. Rizal?
Yes,
because_________________________________________________________________
__________________________________________________________________.
No,
beacuse_________________________________________________________________
__________________________________________________________________.

Activity no. 1: Essay

Instruction: Answer the following question.

What is the life of Rizal in Fort Santiago? How will you compare that to the prisoners
nowadays?

Answer
________________________________________________________________________
________________________________________________________________________
_____________________________________________

Activity no. 2:
Instruction: Complete the chart by writing the important details or contributions of Rizal
in Dapitan. Write the answer on the space provided. You can add another layer of Radial
Cluster SmartArt Graphs if needed.

LIFE OF
RIZAL IN
DAPITA
N

Activity no. 3: Video Making

Instruction: Choose One (1) question below. Explain in within 1 minute video.
a) If you were the Governor- General that time, will you sign the execution of
Dr. Jose Rizal?
b) If you were the defense counsel then what will be your defense for your client
(Dr. Jose Rizal); and
c) If you were the judge, what will be your decision on the case?

CRITERIA POINTS
 CONTENT 20 POINTS
CLARITY 15 P0INTS
AUTHENTICY 15 POINTS
TOTAL 50 POINTS

Activity no. 4: Critique Paper

Instruction: Watch the short video film of UCV Students on the execution of Rizal
(https://www.youtube.com/watch?v=F9Et9CVGMEw&t=109s). Make a critique on the
things that worked and what didn’t. Minimum of 150 words. Short bond paper.

Rubrics:
Content-50pts
Organization of ideas- 30pts
Mechanism (punctuation, grammar) - 20pts

References:

 Anderson, Benedict. Why Counting Counts: A study of Forms of Consciousness

and Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon
City:
Ateneo de Manila University Press, 2008.
 Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila:
Sentrong Pangkultura ng Pilipinas. 1991.
 Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford
University Press, Quezon City, Malaya Books, 1969.
 Constantino, Renato. “Our Task: To Make Rizal Obsolete” in This Week, Manila
Chronicle (June 14, 1959).
 Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial
Politics. Quezon City, 1982.
 Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City, Guro Books,
1968.
 Diestro, Dwight David et. al. Talambuhay at Lipunan: Si Heneral Paciano Rizal
sa Kasaysayang Pilipino. University of the Philippines Los Baños Sentro ng
Wikang
 Eugenio, Damiana. Philippine Folk Literature: The Epics. Quezon City,
University of the Philippines Press, 2001.
 Fast, Jonathan at Jim Richradson. Roots of Dependency: Political and Economic
Revolution in the 19th Century Philippines. Quezon City. Foundation for
Filipino, 2006.
 Francisco, Virlyn et.al. Rizal: A Modular Approach, MindShapers Co., Inc.,
Intramuros, Manila, 2018
 Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National
Heroes Commission, 1963.
Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose
Rizal National Centennial Commission, 1962.
 Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2
(1960).
Nationalist Studies, 1979.
 Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” Sa Diliman Review,
Tomo 45, Bilang 2-3, 1997, pp. 14-18.
 Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History” in Philippine
Studies vol. 46 no. 2 (1998).
 Ocampo, Ambeth. Rizal without the Overcoat. Pasig City. Anvil Publishing Inc.
1990.
Quezon City. All Nations Publishing Co. Inc., 1997.
Quezon City: Ateneo de Manila University Press, 1991.
 Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and
Philippine Nationalism. Quezon City: Ateneo de Manila University Press. 1990.
  Revel, Nicole, ed.Literature of Voice: Epics in the Philippines. Quezon City:
Ateneo de Manila University Press, 2005.
 Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as Science Fictionist” in
Humanities Diliman vol. 10 no. 2 (2013).
 Rizal, Jose. “El Filibusterismo” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “Historical Events of the Philippines Islands by Dr. Antonio de
Morga, published in Mexico in 1609, recently brought to light and annotated by
 Rizal, Jose. “Letter to the Young Women of Malolos.”
 Rizal, Jose. “Noli Me Tangere” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “The Indolence of the Filipinos.”
 Rizal, Jose. “The Philippines a Century Hence” in La Solidaridad.”
 Schumacher, John. “Rizal in the Context of the 19th Century Philippines” in the
Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism.
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. The Propaganda Movement, 1888-1885: The Creation of a
Filipino Consciousness, The Making of a Revolution. Quezon City: Ateneo de
Manila
 Sztompka, Piotr. “Great Individuals as Agencies of Change” in the Sociology of
Social Change.” United States: Wiley, 1993. University Press, 1997.
 Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the
Philippines. 1963.
 Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat
ng Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani.

LESSON 8: THE LOVES OF RIZAL

Intended Learning Outcomes

At the end of the lesson, the students will be able to:
1. Identify the different women who had romantic relationship to Rizal
2. Discuss the impact of the relationship to the life of Jose Rizal

Learning Activities

For our discussion for today we are going to discuss about the girls Rizal loved before.
There were at least nine women linked with Rizal; namely Segunda Katigbak, Leonor
Valenzuela, Leonor Rivera, Consuelo Ortiga, O-Sei San, Gertrude Beckette, Nelly
Boustead, Suzanne Jacoby and Josephine Bracken. These women might have been
beguiled by his intelligence, charm and wit.

To continue with this lesson, below is an outlined handout, read and understand it.

THE LOVE OF RIZAL

Segunda Katigbak: First love never dies
they say—unless your first love is already
engaged to be married when you meet.
Then you have to let it go really fast. Such
was the case of Jose Rizal and Segunda
Katigbak, a Batangueña, whom Rizal met
when he was only a 16-year-old boy. They
met when the young hero visited his
grandmother with his friend, Mariano
Katigbak, Segunda’s brother. The
Katigbaks were close to Rizal’s
grandmother, and coincidentally, Segunda
was at the grandma’s house when Rizal and
Mariano arrived. It was attraction at first
sight. Segunda was also a close friend of
Rizal’s sister, Olympia, whom he visited
every week at the La Concordia College.
The two became very close. However,
Segunda was already engaged to be
married to a Manuel Luz who lived in her
town, and Rizal had to stop pursuing her.
 Leonor Valenzuela: Leonor “Orang”
Valenzuela, Rizal’s second object of
affection, is literally the girl-next-door.
They met when Rizal was a sophomore
medical student at the University of Santo
Tomas, during which time he also lived at
Doña Concha Leyva’s boarding
house in Intramuros, Manila. Orang, who
was then 14 years old, was his neighbor.
During the courtship, Rizal was said to
have sent Leonor private and secret love
letters, which he wrote using invisible ink
made with water and salt—he was adept in
chemistry, too. To read the letters, Orang
had to heat the letter over a candle or a
lamp.

Leonor Rivera:They met when Rizal was

18 and Leonor was 13, at the boarding
house of Rizal’s uncle in Intramuros,
Manila. Leonor was Rizal’s second cousin.
It was a perfect love story in the beginning:
he, the intelligent charmer, and she, the
beautiful student who had a beautiful
singing voice and was a talented piano
player. Soon, they fell in love. But as tragic
love stories go, they were besieged by
obstacles. Leonor’s parents
highly disapproved of their relationship as
they were wary of Rizal being a
“filibuster.” In his letters, Rizal called
Leonor “Taimis” to hide her identity.
Consuelo Ortega Y Rey: Consuelo Ortega
Y Rey was the daughter of Don Pablo
Ortiga Y Rey, who was Mayor of Manila
when Maria dela Torre was the governor.
While Rizal was in Madrid, he would hang
out at Don Pablo’s house, which became a
place where Filipino students would often
get together. Through one of these
gatherings, Rizal met Consuelo. He showed
affection towards Consuelo but was not
serious in his pursuit as he was still
engaged to Leonor Rivera at the time.
Although most accounts say the dalliance
didn’t turn serious, Rizal wrote a poem for
her, entitled, “A La SeñoritaC.O.y.P.

Seiko Usui: In many of his diary entries,

Rizal wrote about how he was charmed by
Japan’s beauty, cleanliness, and peace and
order. But if there was one thing that
almost kept him in the country where
cherry blossoms bloom most beautiful, it
was a woman named Seiko Usui,
affectionately called O-Sei-San.

Gertrude Beckett: In the same year he

began and ended his relations with O-Sei-
San, he was then 27, went to London and
met a woman named Gertrude Beckett, the
eldest daughter of his landlord. Gertrude
showered Rizal with all the love and
attention of a girl who is hopelessly in love.
She even assisted Rizal as he finished some
of his popular sculptures, “Prometheus
Bound,” “The Triumph of Death over
Life,” and “The Triumph of Science over
Death.” He called her Gettie, she called
him Pettie. But all documents lead to say
one thing: the feelings weren’t mutually
shared.
Nellie Boustead: Remember that famous
time when Antonio Luna and Jose Rizal
almost got into a duel because of a girl?
The girl in the middle of that madness was
Nellie Boustead. Rizal and Nellie met in
Biarritz, where Nellie’s wealthy family
hosted Rizal’s stay at their residence on the
French Riviera. Before Biarritz, Rizal
already made friends with the Boustead
family a few years back, and even played
fencing with Nellie and her sister. During
his stay at the beautiful Biarritz vacation
home, Rizal learned of Leonor Rivera’s
engagement and thought of pursuing a
romantic relationship with Nellie, who was
classy, educated, cheerful, and athletic.
Suzanne Jacoby: Maybe Rizal was
repulsed with the idea of having an idle
mind. With all the loneliness and anxiety
from the turmoil of his country and family,
he was even able to fill his resting moments
learning new things—like flirting with
women. When he arrived in Belgium in
1890, he lived at a boarding house that was
run by two sisters whose last name was
Jacoby. The sisters had a niece named
Suzanne. The relationship was probably a
fling, too, as Rizal made no mention of
Suzanne when he wrote letters to his
friends about his stay in Belgium. Rizal left
the country in August that year. Suzanne
was heartbroken. Rizal continued writing
El Filibusterismo, writing for La
Solidaridad, and worrying about his family
back home. It was said that Suzanne wrote
Rizal letters. Rizal may have replied once.
In 1891, Rizal went back to Belgium—not
for Suzanne—but to finish writing El
Filibusterismo. He stayed for a few
months, left, and never returned.
Josephine Bracken: Josephine Bracken
was the woman who stayed with Rizal until
his execution in 1896. She was also,
allegedly, the woman whom Rizal married.
However, accounts of their marriage have
been much-debated over the years.
Josephine was the adopted daughter of one
George Taufer, whom she lived with in
Hongkong for years before she needed to
seek help from an ophthalmologist due to
George’s blindness. They then sought the
help of Jose Rizal, who was already exiled
in Dapitan, Zamboanga del Norte at the
time. Rizal and Josephine fell in love and
in a month made the announcement that
they wanted to get married. But just like
the other Rizal great loves, this one was
once again complicated. No priest would
marry the two, for reasons that are still
unclear—but perhaps it was because of
 Rizal’s status in politics. Without a legal
paper, Rizal and Josephine lived together,
and had a son, who died a few hours after
birth. Rizal named his son after his father,
Francisco.

Now, that you had already had the knowledge about the different girl that Rizal loved
before. Answer the following question:

What is the impact of the relationship to the life of Jose Rizal?

________________________________________________________________________
___________________________________________________________________.

Activity No.1: Vertical Picture

Instruction: Create a time table and write down the following sequence of the different
women that Rizal love before. Be guided by the following criteria.

CRITERIA POINTS
CONTENT 10 POINTS
AUTHENTICY 10 POINTS
CREATIVITY 10 POINTS
TOTAL 30 P0INTS

Activity No. 2
Instruction: Make a Filipino script for spoken poetry about the chosen women of Rizal.
With a minimum of 250 words.

CRITERIA POINTS
Content: 15
Relevance: 15
Authenticity: 10
Total 40 points

References:
 Anderson, Benedict. Why Counting Counts: A study of Forms of Consciousness
and Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon
City:
Ateneo de Manila University Press, 2008.
 Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila:
Sentrong Pangkultura ng Pilipinas. 1991.
 Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford
University Press, Quezon City, Malaya Books, 1969.
 Constantino, Renato. “Our Task: To Make Rizal Obsolete” in This Week, Manila
Chronicle (June 14, 1959).
 Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial
Politics. Quezon City, 1982.
 Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City, Guro Books,
1968.
 Diestro, Dwight David et. al. Talambuhay at Lipunan: Si Heneral Paciano Rizal
sa Kasaysayang Pilipino. University of the Philippines Los Baños Sentro ng
Wikang
 Eugenio, Damiana. Philippine Folk Literature: The Epics. Quezon City,
University of the Philippines Press, 2001.
 Fast, Jonathan at Jim Richradson. Roots of Dependency: Political and Economic
Revolution in the 19th Century Philippines. Quezon City. Foundation for
Filipino, 2006.
 Francisco, Virlyn et.al. Rizal: A Modular Approach, MindShapers Co., Inc.,
Intramuros, Manila, 2018
 Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National
Heroes Commission, 1963.
Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose
Rizal National Centennial Commission, 1962.
 Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2
(1960).
Nationalist Studies, 1979.
 Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” Sa Diliman Review,
Tomo 45, Bilang 2-3, 1997, pp. 14-18.
 Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History” in Philippine
Studies vol. 46 no. 2 (1998).
 Ocampo, Ambeth. Rizal without the Overcoat. Pasig City. Anvil Publishing Inc.
1990.
Quezon City. All Nations Publishing Co. Inc., 1997.
Quezon City: Ateneo de Manila University Press, 1991.
 Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and
Philippine Nationalism. Quezon City: Ateneo de Manila University Press. 1990.
 Revel, Nicole, ed.Literature of Voice: Epics in the Philippines. Quezon City:
Ateneo de Manila University Press, 2005.
 Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as Science Fictionist” in
Humanities Diliman vol. 10 no. 2 (2013).
 Rizal, Jose. “El Filibusterismo” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “Historical Events of the Philippines Islands by Dr. Antonio de
Morga, published in Mexico in 1609, recently brought to light and annotated by
 Rizal, Jose. “Letter to the Young Women of Malolos.”
 Rizal, Jose. “Noli Me Tangere” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “The Indolence of the Filipinos.”
 Rizal, Jose. “The Philippines a Century Hence” in La Solidaridad.”
 Schumacher, John. “Rizal in the Context of the 19th Century Philippines” in the
Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism.
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
  Schumacher, John. The Propaganda Movement, 1888-1885: The Creation of a
Filipino Consciousness, The Making of a Revolution. Quezon City: Ateneo de
Manila
 Sztompka, Piotr. “Great Individuals as Agencies of Change” in the Sociology of
Social Change.” United States: Wiley, 1993. University Press, 1997.
 Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the
Philippines. 1963.
 Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat
ng Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani.

LESSON 9: The Political Thoughts of Rizal in his Essays

Intended Learning Outcomes

At the end of the lesson, the students will be able to:
1. Explain the goals of Rizal in his essay, letters and poems
2. Relate the essays, letter and poems to the present Philippine society and politics
3. Discuss the content of the different essay of Rizal
4. Explain the impact of the essay to the rise of the Philippines nationalism

Learning Activities

Aside from being the national hero, Rizal was also a prolific writer of different variations
of literary materials. Rizal’s correspondence was no less prolific than his literary or
political writings. Many scholars believe that the best way to understand Rizal as a
political figure and personality is by reading his extensive letters and petitions.
.
To continue with this lesson, below is an outlined handout, read and understand it.

The Indolence of the Filipinos-

http://thelifeandworksofrizal.blogspot.com/2011/08/indolence-of-filipinos-summary-
and.html

Background
The indolence of the Filipino People is the longest essay of Jose P. Rizal. Published in La
Solidaridad on July 15. 1890, to defend the Filipinos against the accusation of Mr.
Sanciano that the Filipinos are indolent. This is due to the observation of the Sanciano to
Filipino farmer who was having a siesta at nine o’clock in the morning because he was
already done on his work.

It is also a study of the causes why the people did not, as was said, work hard during the
Spanish regime.  Rizal pointed out that long before the coming of the Spaniards, the
Filipinos were industrious and hardworking.  The Spanish reign brought about a decline
in economic activities because of certain causes:
  Spain also extinguished the natives’ love of work because of the implementation
of forced labor.  Because of the wars between Spain and other countries in
Europe as well as the Muslims in Mindanao, the Filipinos were compelled to
work in shipyards, roads, and other public works, abandoning agriculture,
industry, and commerce.
 There was a crooked system of education, if it was to be considered
an education.  What was being taught in the schools were repetitive prayers and
other things that could not be used by the students to lead the country to
progress.  There were no courses in Agriculture, Industry, etc., which were badly
needed by the Philippines during those times.
 Rizal admitted that the Filipinos did not work so hard because they were wise
enough to adjust themselves to the warm, tropical climate.  “An hour’s work
under that burning sun, in the midst of pernicious influences springing from
nature in activity, is equal to a day’s labor in a temperate climate.”

Main Points of the Essay:

1. Indolence is not only laziness but little love for work and lack of energy.
2. Man is neither a brute nor a machine so indolence is natural.
3. Indolence is not the cause of backwardness but backwardness is the result of
indolence.
4. The causes of indolence are climate, Spanish colonization, and Filipinos own
fault.
5. The indolence of the Filipinos is the result of the following reasons:
a. Spanish policies like forced labor and taxation without representation.
b. Religion
c. No motivation for work.
d. Gabling.
6. The solutions to indolence are proper training and sense of nationalism.

“The Philippines a Century Hence”-

http://thelifeandworksofrizal.blogspot.com/2011/08/philippines-century-hence-
summary-and.html

Background
The Philippine A Century Hence contain the predictions of Jose Rizal about the
Philippines 100 years before its publication. He published the essay on September 30.,
1889 under the La Solidaridad.

It is an essay written by Philippine national hero Jose Rizal to forecast the future of the
country within a hundred years.  Rizal felt that it was time to remind Spain that the
circumstances that ushered in the French Revolution could have a telling effect for her in
the Philippines.This essay, published in La Solidaridad starts by analyzing the various
causes of the miseries suffered by the Filipino people:
 Spain’s implementation of her military policies – because of such laws, the
Philippine 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, every aspect of the life of the Filipino was retarded.
 Deterioration and disappearance of Filipino indigenous culture – when Spain
came with the sword and the cross, it began the gradual destruction of the native
Philippine culture.  Because of this, the Filipinos 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.
 Passivity and submissiveness to the Spanish colonizers – one of the most
powerful forces that influenced a culture of silence among the natives were the
Spanish friars.  Because of the use of force, the Filipinos learned to submit
themselves to the will of the foreigners.

Main Points
1. Using the past to understand the present thus predicting the future.
2. Filipinos have lost confidence in their past, lost faith in the present, and lost their
hope in the future.
3. The Filipinos will still be under Spain if they will implementation the freedom of
the press and the Filipinos have representation in the Spanish Cortez.
4. If the reforms are not implemented then a spirit of a nation rises and thus, a
revolution is highly positive.

Letter to the Young Women of Malolos-

http://thelifeandworksofrizal.blogspot.com/2011/08/to-young-women-of-malolos-
summary-and.html

Background
The Letter to the Young Women of Malolos was written by Dr. Jose P. Rizal as
fulfillment of the request of Marcelo H. del Pilar to commend the young women of
Malolos who fought for their rights for education.

On December 12, 1888, the committee of 20 young women of Malolos expressed their
desire to acquire education. They wrote a letter of request to Governor Valeriano Weyler
and petition to establish a night school.

The Young Ladies Were:

 1) . Cecilia Tiongson 11) Teresa Tantoco
2) Merced Tiongson 12) Maria Tantoco
3) Aleja Tiongson 13) Rufina Reyes
4) Agapita Tiongson 14) Leonisa Reyes
5) Filomena Tiongson 15) Olimpia Reyes
6) . Paz Tiongson 16) Juana Reyes
7) Feliciana Tiongson 17) Elisea Reyes
8) Anastacia Tiongson 18) Alberta UJi-Tangloy
9) Emilia Tiongson 19) Eugenia M. Tanchangco
10) Basilia Tiongson 20) Aurea M. Tanchangco.

Main Points of the Essay

1. The problem of the Filipina

a. Blind obedience.
b. Wrong understanding of religion.
c. At fault for the continuing slavery of the Filipinos.
2. The Filipino women should do the following:
a. Fight for their rights for education.
b. Teach their children to love their country more than they love themselves like
The Spartan mother.
c. Fulfill their duty as mothers and wives.
3. All men are created equal and had the ability to think.
4. The teaching of the friars about religion is not the same as God's teaching
5. Saintliness is not equal to rituals.
6. Saintliness is doing what is right and understanding your own religion.

The Political Conditions of the Philippines during the Time of Spanish Colonization

1. The Dominance of the Friars over the Decentralized Colonial Government

The Spanish government was deeply indebted to the Catholic priests in the process of
colonization and pacification of the Filipinos. And because of the great role played by the
church in the colonization, they were given rights to intervene in government affairs.

2. The Dominance of the Principalia in the Colonial Government

The Spanish Colonial government set a qualification for the natives to be part of the
election of the Gobernadorcillo of each town such as follows:
A. Male.
B. 23 years old and above.
c. In the mentioned qualifications, those who were qualified to vote and be elected were
those who belonged to the higher class of the society

3. The appointment of the under qualified Officials in the colonial Government in

the Philippines.

The Reforms Needed By the Philippines According To Rizal As Stated In His Works

1. Representation of the Country in the Cortez

2. Secularization of the Parishes
3. The Abolition of the Power of the Friars Over State
4. The Reform in the Administration and in all Branches
a. Corruption in the Government.
b. The Needed Reforms
c. The Equal Participation of the Filipino and Spanish in the Government in the
Philippines.
d. The Elevation of the Moral Standard of the Administration
 5. Reform in the Educational System
6. Freedom of Press

Now, that you have already had the knowledge about the above mentioned ideas.
Compare this two given pictures below on how they affect our society through past
generations up to this generation.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
__________________________________________________

Activity No.1
Instruction: Explain the content and goals of Rizal in his essay/poems.

Essay/Poems Content Goals

The Philippines A
Century Hence

Indolence Of The
Filipino People

Letter To The Young

Women Of Malolos

Activity No.2
Instruction: Complete the graphic organizer. Describe the impact of the essays to
Philippine socio-political situation during Rizal’s time and the present.
 THE PHILIPPINES A
CENTURY HENCE

Impact Of The
INDOLENCE OF THE
Essays To Philippine
FILIPINO PEOPLE
Socio-political

LETTER TO THE
YOUNG WOMEN
OF MALOLOS
Activity No.3: DYAD ACTIVITY

Instruction: Coose specific aspect of Philippine society. Create table of description. In

one column, describe this during the ancient times. In the next column, describe what
happen to this aspect during the Spanish period. As a conclusion, analyze what happened
to the Filipino native during the Spanish period.

Activity No.5: TRIVIA!

Did you know trivia about Jose P. Rizal? Give at least 2-3 facts you probably didn’t
know about the Philippine national hero.

References:
 Anderson, Benedict. Why Counting Counts: A study of Forms of Consciousness
and Problems of Language in Noli Me Tangere and El Filibusterismo. Quezon
City:
Ateneo de Manila University Press, 2008.
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Sentrong Pangkultura ng Pilipinas. 1991.
 Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford
University Press, Quezon City, Malaya Books, 1969.
 Constantino, Renato. “Our Task: To Make Rizal Obsolete” in This Week, Manila
Chronicle (June 14, 1959).
 Constantino, Renato. The Making of a Filipino: A Story of Philippine Colonial
Politics. Quezon City, 1982.
 Daroy, Petronilo at Dolores Feria. Contrary Essays. Quezon City, Guro Books,
1968.
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sa Kasaysayang Pilipino. University of the Philippines Los Baños Sentro ng
Wikang
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Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose
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  Laurel, Jose B. Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol. 4, no. 2
(1960).
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 Nolasco, Ricardo Ma. D. “Pinagmulan ng Salitang Bayani” Sa Diliman Review,
Tomo 45, Bilang 2-3, 1997, pp. 14-18.
 Ocampo, Ambeth. “Rizal’s Morga and Views of Philippine History” in Philippine
Studies vol. 46 no. 2 (1998).
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 Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and
Philippine Nationalism. Quezon City: Ateneo de Manila University Press. 1990.
 Revel, Nicole, ed.Literature of Voice: Epics in the Philippines. Quezon City:
Ateneo de Manila University Press, 2005.
 Reyes, Miguel Paolo. “El Filibusterismo and Jose Rizal as Science Fictionist” in
Humanities Diliman vol. 10 no. 2 (2013).
 Rizal, Jose. “El Filibusterismo” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “Historical Events of the Philippines Islands by Dr. Antonio de
Morga, published in Mexico in 1609, recently brought to light and annotated by
 Rizal, Jose. “Letter to the Young Women of Malolos.”
 Rizal, Jose. “Noli Me Tangere” (Translation by Virgilio Almario or Soledad
Lacson-Locsin).
 Rizal, Jose. “The Indolence of the Filipinos.”
 Rizal, Jose. “The Philippines a Century Hence” in La Solidaridad.”
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 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no. 4 (2011).
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“Philippine Studies 59 no. 4 (2011).
 Schumacher, John. The Propaganda Movement, 1888-1885: The Creation of a
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Social Change.” United States: Wiley, 1993. University Press, 1997.
 Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the
Philippines. 1963.
 Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat
ng Isang Henyo, Manunulat, Siyentipiko at Pambansang Bayani.

Prepared by:

Rizal Instructors