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Life and Works of
Dr. Jose P. Rizal

(A Course Module for General Education 9)
Bonifacio C. Solsoloy
Department of Social Sciences and Philosophy

College of Arts and Social Sciences
UNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
August 2020
GE9: Life and Works of Dr. Jose P. Rizal Course Module 2020
PREFACE
Amidst the pandemic brought by COVID-19 virus, the University of Southern
Mindanao opted to modular learning as one of its strategies to facilitate quality
education. This initiative was conceptualized to minimize firsthand contact to
promote health protocols while promoting independent learning.
This course module, entitled LIFE AND WORKS OF DR. JOSE RIZAL, is
designed to enable the students to uphold the value and spirit of nationalism and
patriotism through independent learning guided by concise reading materials and
simplified discussions in every chapter. It uses layman language to easily digest the
intended learning outcomes as well as to understand activities to be accomplished by
the end of each lesson to meet the set Outcomes of the course. Thus, to appreciate
and effectively utilize this module, the following elements are provided:
a. COURSE OUTCOMES – these are the outcomes expected among students

after they have completed the course module. They are
distributed in different lessons throughout this module, to wit:
CO1 Determine the importance of studying the Life and Works

of Dr. Jose Rizal
CO2 Analyze the circumstances in Rizal’s life in the context of
19th Century
CO3 Examine and discuss the implications of Rizal’s novels and
published articles in the development of Filipino
Nationalism and Patriotism
CO4 Establish one’s role in the preservation of Filipino

Nationalism and Patriotism;
b. Intended Learning Outcomes (ILO)– these are presented in each lesson to
guide the learners on achieve expectations indicated in the
course outcomes;
c. Assessment Tasks – these are exercises or output requirements to

determine whether learners have retained or understood the
lessons and have achieved the ILO’s. They come in a form of
either or some memory exercises, reflective essay, context
analysis, critical review, and the like;
d. Side notes – these are provided in some pages to supplement the

understanding in a lesson. They come in a form of facts or
additional details, tables, illustrations, portraits, quotations,
and reflections; and
e. Suggested readings – these are provided to give learners an opportunity to
broaden their knowledge and have a deeper understanding of
each lessons.
This module is intended to be utilized for distance learning. Students,
teachers, and avid readers of Rizal may find this module useful to learn some areas in
the life and works of Dr. Jose P. Rizal. Assigned instructors may provide alternative
activities in as much as the ILOs in each lesson will be accomplished with the approval
of the subject coordinator and instructional material committee of the Department
of Social Science and Philosophy, College of Arts and Social Sciences, University of
Southern Mindanao. Any page or content of this module may be utilized for
educational purposes with permission from the author.
Course Assessment Tasks

To achieve the intended course outcomes the following indicators are set to be
accomplished by students within the time frame indicated in each lesson:
Course Module Period of

Weight
Outcomes Assessment Task pages Accomplishment
(%)
(CO)
Reflective
Analysis supplemented by a Simple 60 Week 9
CO 1 Survey
Investigative Essay 40 Week 3
Reflective Essay 50 Week 5 and 7
CO 2 Memory Exercise 10 Week 4 and 8
Objective Essay 40 Week 6 and 8
Midterm: All Requirements in the first and second Lessons must be submitted and evaluated.
Compare and Contrast matrix 40 WEEK 13
Memory Exercise 5 WEEK 14
CO 3 Context Poster 15 WEEK 15
200-Word Article Assessment 30 WEEK 16
Heroism Checklist 50 WEEK 17
CO 4 Personal and Professional Objectives 50 WEEK 18
Finals: All requirements in the third and fourth lessons must be submitted and evaluated.
*Percentages weight may vary on instructor’s discretion with reference to the university code.
Suggested RUBRICS for Essays
This will be used as basis on scoring the essay outputs of the students. Other
activities were also provided with special rubrics to fit the measures needed to the
indicated certain CO.
5 (Excellent) – Has an example or application, provided educated opinion,
presented necessary points, clearly constructed each statement
4 (Good) – Has provided educated opinion, presented necessary points, and
clearly constructed each statement
3 (Fair) - Has discussed necessary points and clearly constructed each
statement
2 (Needs Improvement) – Clearly constructed each statement
1 (Poor) – Failed to establish a point with unclear statement
MODULE CONTENTS
LESSON 1
Introduction (Week 1-2)
 Why study the Life and works of Dr. Jose Rizal?
 RA 1425: Rizal Law
Jose Rizal’s Heroism and the Development of Nationalism (Week 3 -4)
 The 19th Century World and the Philippines
 Philippine Socio-Political Structure and System of Education
LESSON 2
Becoming a Hero
 Childhood and Academic Years (Week 5-6)
 The propaganda movement (Week 7)
 The Katipunan, Exile and Execution (Week 8)
MIDTERMS – (Week 9)
All Requirements in the first and second Lessons must be submitted and evaluated.
LESSON 3
Novels - (Weeks 10-13)
 Noli Me Tangere
 El Filibusterismo
LESSON 4
Influential Literatures (Weeks 14-15)
a. Letter to the young Women of Malolos
b. Indolence of the Filipino people
c. The Philippines a Century Hence
Jose Rizal and Philippine Nationalism (Week 16-17)
FINALS – (Week 18)
All requirements in the third and fourth lessons must be submitted and evaluated.
Other Requirements for student tracing:

Cellphone number, Email Address, and Facebook address
Grading System
First Term Grade (First Half of the Semester)
FTG = CO1 + CO2 (Assessment Tasks)

2
Second Term Grade (Second Half of the Semester)
STG = CO3 + CO4 (Assessment Tasks)

2
Final Grade
(FG) = FTG+STG
2
Declaration
Ideas, concepts, diagrams and/or illustrations depicted in this learning material are
excerpts from established references and properly noted in the list of literatures
cited herein. The author in this learning material remains a compiler and does not
claim full and authentic ownership of all the contents of this module, nor in any
manner willfully infringe the copyright law and other existing provisions
appertaining thereto.
This Learning Material is printed for the sole use of classroom or distance/remote
learning of USM and is not intended for commercial purposes. Any use or
reproduction in part or in full, other than what it is intended for requires the consent
of authorized and competent authority of the University of Southern Mindanao.
Bonifacio C. Solsoloy
Author
LESSON 1
INTRODUCTION
In this part of the Module the learners will delve into the following:
1. Why one has to study the Life and Works of Dr. Jose Rizal? (WEEK
1-2); and
2. Jose Rizal and the Development of Filipino Nationalism and
Patriotism (WEEK 3-4)
Course Outcomes
The identified Course Outcome of this lesson are as follows:
CO1 - Determine the importance of studying the Life and Works of Dr.
Jose Rizal
CO2 – Analyze the circumstances of Rizal’s life in the context of 19th
Century (Part 1)
Intended Learning Outcomes (ILO):

By the end of this chapter the students would be able to:
1. Discuss the reasons and value of learning the Life and Works of Dr. Jose P.
Rizal
2. Appreciate Rizal Law
3. Discuss the historical events in the 19th century that developed into the
awakening of Philippine nationalism and patriotism and their influences on
Jose Rizal’s ideology.
WEEK 1-2
Why study the Life and works of Dr. Jose Rizal?
A
s mandated by Republic Act 1425, this course covers the life and works of
the country’s national hero, Jose P. Rizal. Topics covered are his biography
and writings, particularly the novels Noli Me Tangere and El Filibustersmo,
some essays, and various correspondences. Dr. Jose Rizal, the greatest Philippine
National Hero who is also the Father of Asian Nationalism, is a splendid genius, the
forerunner of nationalism and patriotism.
As a hero he is our icon, a model worth emulating; thus, it is just proper to

know him by studying his life and the works that bought him to such greatness and
honor. By studying his life and works, we are practicing the principles and value of
nationalism and patriotism which are everyone’s concern. Because, a good citizen
must be nationalistic and patriotic for communal welfare.
We encounter Jose Rizal everywhere we see his bust or whole-body figures in

municipalities and schools all over the Philippines and in some countries abroad. His
face is engraved in every one-peso coin and his name graces establishments and
streets or avenues. These are manifestations that we recognize Jose Rizal as one of
or the most important icon in Philippine history. However, some Filipinos, mostly the
youth, seemed to have forgotten his value and his messages. Hence, this course will
provide necessary details and discussion on the life and works of our national hero,
Dr. Jose P. Rizal.
Indeed, Rizal is a celebrated icon of the country and was proclaimed as the
national hero. But, by whom? The Americans? The First Republic of the Philippines?
That is a bit debatable, hence, still let’s go back to the first question: why study the
life and works of this man? The answer is: “It is provided by the LAW!” One must pass
the subject before he gets qualified to finish a degree. What is this law then?
THE RIZAL LAW
Every student must learn the values of nationalism and patriotism through
and from the life and works of our national hero. The law aims to establish cognizance
among students on how the works of our national hero shaped the history of
Philippines. Thus, below is the Jose Rizal Law authored by former senator Claro M.
Recto.
REPUBLIC ACT NO. 1425
AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE

SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS
AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME
TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND
DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES
WHEREAS, today, more than any other period of our history, there is a need for a re-
dedication to the ideals of freedom and nationalism for which our heroes lived and
died;
WHEREAS, it is meet that in honoring them, particularly the national hero and
patriot, Jose Rizal, we remember with special fondness and devotion their lives and
works that have shaped the national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with
which the minds of the youth, especially during their formative and decisive years in
school, should be suffused;
WHEREAS, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral character,
personal discipline, civic conscience and to teach the duties of citizenship; Now,
therefore,
SECTION1. Courses on the life, works and writings of Jose Rizal, particularly his novel
Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools,
colleges and universities, public or private: Provided, That in the collegiate courses,
the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or
their English translation shall be used as basic texts.
The Board of National
Education is hereby authorized
and directed to adopt
forthwith measures to Nationalism is nourished by a sense of
implement and carry out the history. It is of its essence to know
profoundly the past, so that we may be in
provisions of this Section, complete openness with the men who
including the writing and made that history and in intimate
communion with their thoughts, their
printing of appropriate deeds and their noble lives."
primers, readers and
Claro M. Recto, Jr (8 Feb. 1890-1960 - National
textbooks. The Board shall, Historical Commission of the Philippines)
within sixty (60) days from the

effectivity of this Act, promulgate rules and regulations, including those of a
disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall
promulgate rules and regulations providing for the exemption of students for reasons
of religious belief stated in a sworn written statement, from the requirement of the
provision contained in the second part of the first paragraph of this section; but not
from taking the course provided for in the first part of said paragraph. Said rules and
regulations shall take effect thirty (30) days after their publication in the Official
Gazette.
SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their
libraries an adequate number of copies of the original and unexpurgated editions of
the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and
biography. The said unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their translations in English as well as other writings of Rizal shall be
included in the list of approved books for required reading in all public or private
schools, colleges and universities.
The Board of National Education shall determine the adequacy of the number of
books, depending upon the enrollment of the school, college or university.
SECTION 3. The Board of National Education shall cause the translation of the Noli
Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English,
Tagalog and the principal Philippine dialects; cause them to be printed in cheap,
popular editions; and cause them to be distributed, free of charge, to persons desiring
to read them, through the Purok organizations and Barrio Councils throughout the
country.
SECTION 4. Nothing in this Act shall be construed as amendment or repealing
section nine hundred twenty-seven of the Administrative Code, prohibiting the
discussion of religious doctrines by public school teachers and other person engaged
in any public school.
SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be
appropriated out of any fund not otherwise appropriated in the National Treasury to
carry out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
WEEK 3 - 4
Jose Rizal and the Development of Filipino Nationalism and Patriotism
E
very hero has a context. Life situation, it may be politics, society, and/or
economy help shape the heroic spirit of people gifted with the passion to
pursue truth, justice, equality, liberty, and relevant values and principles in
pursuit of freedom and love for the country. Jose P. Rizal’s life context is the
nineteenth century. Most historians consider the century as the dusk of Spanish
colonization because important events which indicated its failures occurred
throughout the globe. To give us a peek, let us delve on the important world historical
events in the 19th century and to eventually relate them to the Philippines during that
period.
On our end, we will likewise establish the influences on Rizal’s principles and
advocacies. From the gleam of Spanish tyranny and the imminent liberalism of
Europe up to the struggles of Filipino people as citizens and faithful believers, we will
see how Rizal came up with his ideologies manifested in his writings and works for
social and political reform.
The World in the Nineteenth Century
In the 19th century, the Philippines was still one of the colonies of Spain. Other
identified colonies however have become successful to achieve independence
through revolution, such as South and Central America, Mexico, Chile, Argentina,
Venezuela, Colombia, Ecuador, Peru, Nicaragua, El Salvador, Honduras, and others.
Considerably, Philippines remained under the power and control of Spain together
with Cuba, Puerto Rico, and Spanish Sahara. It is worthy to mention among the
remaining colonies, Philippines is the largest, in as much as, it rich in natural resources
and has great potential to strong and grand trade and commerce (De Viana et
al.,2011).
The maneuver of colonies against Spain through revolutions were marks of
historical turn of events in the previous century. Glancing back on the last quarter of
the 18th century, the ideas of freedom, liberty, equality, and upholding the value of
sovereignty of the people have spread across the continent of Europe. The French
Revolution of 1789 has culminated these bold attempts which became successful
throughout 19th century. The ideas of the Philosophers Jean-Jacques Rousseau,
Montesquieu, Jean Marie Arouet (Voltaire) and the English man John Locke have
spread around the world and have influenced the mind of the people and their
perception of the government and the state and its people.
The Representation and Political Reform

The fall of King Louis XVI caused by the French Revolution has brought the
institution of French republic, which later slid back to monarchism as Napoleon
Bonaparte established an empire. Napoleon allied with Spain against Britain in the
Continental System. But such alliance faltered ending Spain being invaded by
Napoleon in 1808 and installed his brother Joseph as king (Ibid.). Despite French
superior military, Spanish patriots declared allegiance to their crown prince
Ferdinand and gathered in the Cadiz city to draft a Constitution (Ibid.). This
constitution provided colonies with the right to representation in the Spanish Cortes.
Philippines as one of Spanish colonies, benefited from the representation. The first
representative to the Spanish Cortes for the Philippine colony is Ventura de los Reyes,
a Spanish born in the Philippines (Zaide, 2008). Eventually, the Spanish patriots’
passion and bravery for liberty thrived and defeated Napoleon. Consequently, King
Ferdinand VII was restored as rightful monarch. As his platform, he abolished the
Cortes declaring that power and authority is limited to him alone and solely he defines
them. This bold declaration has caused the colonies of Spain in America to revolt and
fought for sovereignty (De Viana et al.,).
Seeing the implication of the abolition, in 1820, the Spanish people rose
against and hostage the king and forced him to reconvene the Cortes and restore the
representation of the colonies. They were successful in the restoration of the Cortes.
However, in support of the monarch, France, then under the Bourbons sent armies to
restore Ferdinand to absolute power (Ibid.). Again, the Cortes was abolished. With
the inevitable dictate of nature, Ferdinand VII died in 1833 and eventually the Cortes
was restored again. Representations were restored to the colonies except to that of
the Philippines. The body consigned to representations held a secret session and
decided not to assign a representative for the Philippines (Ibid.). Hence, since then
Philippines had had no representation in the Cortes. It should have given Filipinos the
right to be heard in the body and be recognized to have equal rights as the Spaniards.
After his death, Ferdinand VII was then succeeded by his daughter Queen Isabela II,
whose rule was characterized by decadence and mismanagement (Zaide, 2008).
The 19th Century Philippine

While Spain has restored King Ferdinand VII to absolute rule, in Ilocos,
Philippines, the leading citizens called Kailanes, refused to believe that the Cadiz
Constitution was abolished They have revolted against the authorities of the colony
but were crushed down by troops from other provinces of the region (De Viana et
al.,2011).
Moreover, Mexican soldiers led by Lt. Andress Novales mutinied in 1826. The
sedition was due to complaints pertaining to discrimination and unfair treatment of
(Spanish) peninsulares officials on account of the independence of Mexico from
Spain. Lt. Novales and his men rallied among Filipinos for support and in exchange
will help for the independence of the Philippines as well (Ibid.). In the long run, they
have failed and were eliminated by execution together with other rebels.
Despite Novales’ failure, series of revolts have taken place in 1841-1842 when
Apolinario dela Cruz refused to separate from his religious organization, the
Confradia de San Jose. De la Cruz aspired to become a priest but was denied by the
Spaniards because of his race, an Indio. With his eagerness to serve the Church
people, he initiated the foundation of Confradia (Ibid.). He became recognized among
common people and was seen as a threat to Catholic Church. The poor Apolinario was
then executed and eventually the Confradia was suppressed. This caused several
members of the Regiment of the Spanish army from Tayabas, province mates of De
la Cruz, to rise in mutiny and has almost taken over Manila. With the strength of
Spanish army and native reinforcement they were defeated.
Despite their inferior number, the Spaniards managed to retain the loyalty of
native officers through providing them concessions that made them different and
privileged from other Filipinos. These privileged officials were the governadorcillo
whose titles included capitan municipal, teniente, and cabeza. Moreover, there were
other privileged people; the descendants of datus who pledged their loyalty to the
colonizers (Ibid.). Hence, they all belonged to a social structure recognized as
principales (leading citizens). These principales were exempted from taxation and
community labor or prestacion personal. Further, they were entitled to receive a slice
of tax collection from the people. At the end of a term ended, these native officials
were still eligible for election. With this, Spain controlled the politics; the people and
the Philippines, for more than three hundred years.
Other than political control, the military and police were also under the
umbrella of Spanish rule and authority. Some natives were privileged to join the
military and the constabulary but none of them was promoted beyond the rank of
lieutenant (Ibid.).
Spanish domination over politics and the military was reinforced by Spanish
clergy. Faith became their instrument to disseminate and endorse their agenda
(Zaide, 2008). The Spaniards established the country’s parishes and started
evangelization. For centuries the Spanish clergymen played a vital role in
disseminating Christian faith alongside the establishment of a colonial government.
Most often, religious Spaniards acted as the eyes and ears of the colonial government
(De Viana et al., 2011). There were instances that they likewise held positions in the
government which included their role as election officers. Moreover, education was
under their authority to which they have posted control, religious discrimination,
education advancement vetting (Zaide, 2008). Being blatantly involved in politics,
education, and public morals, religious officials were also recognized members of
bodies such as those which concern censorship. They often endorsed their favored
candidates for political positions in the local level. They were also considered as
advisers to the governors general in the national level (De Viana et al.,2011). Religious
supremacy was therefore prevalent among political officials, which have provided the
church control over the offices, social structure, and education. This is preceded by
the thought that the religious officials have stayed longer in the Philippines and has
terms that went beyond any governor general term as representative of the Spanish
Monarch in the Philippines. With this, Filipino priests (seculars) went on constituting
the secularization of churches in the Philippines. This in turn threatened the Spanish
religious as it may cause them undesirable result.
As regards the economic status of the Philippines in the 19th century, the
Spanish monopolistic policy has hindered the Philippines to trade with other nations
which we could trace back to the end of the Galleon Trade in 1815.Colonial officials
ignored the depleting trade and economic growth because their interest were
sustained and upheld. In 1834, however, the mercantilists’ policy of not allowing the
Philippines to trade with other countries was scraped and have opened Manila to
world trading. This was followed by Iloilo in Visayas and later by Zamboanga in
Mindanao (Ibid.). Demands for sugar, coffee, tobacco, abaca, dyestuff, and rice have
elevated the trading. This has provided Filipinos opportunities to trade in the
international market.
On the other hand, the choice of education in the early 19th century was
priesthood (Ibid.). Many of those middle-class families have sent their sons to
seminaries in Manila. This aspiration was propelled by the thought that whenever
their sons have attained a similar degree, they will be equal with the Spaniards.
Unexpectedly, these educated Filipino priests became concerned with issues of
equality which includes secularization. During the birth of our hero in 1861, equality
was the utmost plea of these educated people. Undeniably, this influenced Rizal as
he was, at his young age, became aware of the martyrdom of the GOMBURZA.
Equality and political reform became his lifelong pursuit.
The Secularization, Mutiny, and Martyrdom

Other than political
and social reform,
secularization of the
Philippine church became a
persistent issue and concern
of educated Filipinos and
native priests. The matter
concerns the conflicting
claims among clergies. This
topic was eminent among
them since the 16th century when the King of Spain and the Pope wished to turn over
the country’s parishes to the secular priests. During the dawn of Spanish colonization
in the Philippines, works on establishing the parishes and administering them was
done by the regular priests of different religious orders: Augustinian, Recollects,
Jesuits, Franciscans, and Dominicans. These religious orders came to the country as
missionaries and have been ordered to implement the royal and papal orders of
secularization. Eventually, the order was carried out but has later failed, in as much
as secular priests who were mostly composed of native Filipinos was found to be
wanting and deemed to be unready to administer the parishes. Hence, the authority
of the foreign priests was restored. In 1767 (1768 according to Garcia, 2005), though,
there was an expulsion of the Jesuits that created opportunities to some secular
priests to occupy the parishes they vacated (De Viana et al., 2011). Nevertheless, in
1858 when Jesuits were allowed to return, these parishes held by the secular priests
were ordered to be held back by the regulars once the incumbent dies. There was a
reverse secularization of the churches; the authority was reverted to the regulars.
This issue has enkindled concerns on racial discrimination of which in the forefront
were Filipino priests like Fathers Pedro Pablo Pelaez, Jacinto Zamora, Mariano
Gomez, and Jose Burgos. It was Fr. Pelaez who appealed to Queen Isabella II for
ecclesiastical equality between Spanish regulars and Filipino seculars (Fabella, 1960;
Garcia et al., 2005). Provided that these seculars belonged to several religious orders
they were not easily suppressed and were treated with what was due according to
their status in the society. The positive outcome, however, of this struggle was that it
led to the unification of the Filipino clergy, which in effect, strengthened their sense
of identity (Romero et al., 1978; Mendez, 1972; Garcia et al, 2005).
On January 20, 1872, about 200 Filipino soldiers and workmen under the
leadership of Filipino Sergeant Lamadrid, rose into violent mutiny in Cavite. They
were deprived of their usual privileges which included exemptions from tributes and
forced labor by Gov. Gen. Rafael de Izquerdo. Sadly, they were easily eliminated.
Subsequently, due to the prying eyes of Spanish authorities, Fathers Mariano Gomez,
Jose Burgos, and Jacinto Zamora (leaders of the secularization movement of the
Philippine parishes) were accused and pressed down to have inspired and magnified
the mutiny into a revolt for Philippine Independence (Zaide, 2008). Thus, despite their
plea for clemency because of their innocence, they were executed morning of
February 17, 1872 as ordered by Gov. Gen. Izquerdo. Their martyrdom was mourned
by patriotic Filipinos including the family of Rizal, especially Paciano whose teacher
was Fr. Burgos. Rizal, in his letter to Mariano Ponce, April 18,1890, said:
“…without 1872 Rizal would be a Jesuit now and, instead of writing Noli
Me Tangere, would have written the opposite. At the sight of those
injustices and cruelties while still a child my imagination was awakened
and I swore to devote myself to avenge one day so many victims and
with this idea in mind I have been studying, and this can be read in all
my works and writings. God will someday give me an opportunity to
carry out my promise.”
Thus, Jose P. Rizal dedicated his second novel, El Filibusterismo, to the three traitors
to Spanish Church, to the martyrs: GOMBURZA.
Philippine Social Structure in the 19th Century
The Philippine social structure in the 19th century was seen feudalistic (Garcia,
2005). This was due to the existing conflict among the natives and the
conquistadores. It was best described as Master-slave relationship where Spaniards
were the masters and the Filipinos (indios) are slaves (Purino, 2014). With a very few
native and mestizo political leaders’ exemption, all forms of taxes and tributes were
extracted. The setup, where Indios endured being into manual labor while the
conquestadores enjoyed all the pleasures and privileges, has caused a big gap
between poor and rich. Philippine society then could be portrayed with a pyramidal
structure which favoured the Spaniards (Garcia, 2005; Purino, 2014). Obviously, the
few conquistadores, being the elite, occupy the apex of the triangle. They are the
pure-blooded Spaniards or the peninsularesand the friars. Inasmuch as they occupy
the highest offices, they have the highest income. The bottom is occupied by the
majority. These are the Idios, Filipino Natives who do manual labor for a living. In the
middle are the favored natives, half-breed Spaniars (mestizos), and creoles
(Philippine-born Spaniards), who enjoy the second priority.
Political System:
Similar to other colonies, the political structure of the Philippines was

governed through the Ministries of the
Colonies (Ministro de Ultramar, Madrid
1863). It helped the Queen of Spain to
manage the colonies including the
Philippines. It covered the executive,
legislative, judicial, and religious powers
(Purino, 2014.).
Central Government
Governor General. He held the highest position in the central government.
Being appointed by the Spanish Monarch as representative, he administered
the state and religious matters. Consequently, he exercised extensive powers.
His main functions included the following:
1. Issue executive orders and proclamation and have supervision and
disciplinary powers;
2. Commander-in-Chief of the Armed Forces; and
3. Responsible for all government and religious activities.
Provincial Government (Alcaldias)

AlcaldesMayores.The civil governors, they led the provincial government.
Alcaldes en Ordinario. These included the mayor and vice-mayor. They
served as administrator of the city government.
Gobernadorcillo. He was the Chief executive and chief judge of the town.
Called as capitan by his constituents, he was elected every beginning
of the year by a board made up of town principalia (citizens of high
status) who were usually incumbent and former cabeza de barangay.
Cabeza de Barangay. Managed and maintained the smallest unit, barangay
or barrio, he was responsible in maintaining peace and order and in
the collection of tribute and taxes in the barrio.
Guardia Civil and Cuadrelleros. Were tasked to perform police jobs and
maintain peace and order.
Alferez (Second Lieutenant). Usually a Spaniard, he led the police force/
guardia civil.
The Educational System:
The friars inevitably occupied a dominant position in the Philippine

educational system for religion was the main subject in schools. Fear of God was
emphasized and obedience to the friars was instilled in the minds of the people
(Zaide, 2008). Indios were constantly reminded that they had inferior intelligence and
they were fit only for manual labor. Over centuries, these practices resulted in a lack
of personal confidence and development of inferiority complex (Purino, 2014).
The intellectual decadence was caused by an inadequate educational system

imposed on the people.
 There was no systematic government supervision of school.
 The schools were free to administer their own curricula and prescribe the
qualifications of their teacher.
 There was an over emphasis on religious matters.
 The teaching method was obsolete.
 The curriculum was limited.
 Classroom facilities were very poor
 There was an absence of teaching materials such as books.
 Primary education was neglected.
 Academic freedom was not observed.
 Prejudice against Filipinos in the schools of higher learning was rampant.
 The friars controlled over the system.
Education has brought the Filipinos the right to be recognized as persons under
the same law and authority. It afforded them the chance to be recognized across the
globe. But the instability of colonial power and the outdated educational system and
limited curriculum has made education among the Filipinos unfulfilling and
restricted. Hence, in last century of the Spanish colonization, education was marked
by sheer decadence instead of building the competence and trust of the Filipinos to
the educational system.
ASSESSMENT TASK FOR CO1: Lesson 1 -ILO 1 (60 points)
Period of Accomplishment: On or before Week 9
Reflective Analysis supplemented by a SIMPLE Survey (200 words)
1. You are to conduct a simple survey. Distribute the questionnaires to your (1) Brgy.
Captain, one (1) Brgy. Council member, (1) SK chairperson, and one (1) random (on
your convenience) electorate(voter) of your barangay.
2. Use your result to write a reflective analysis on the value of studying the life and
works of Dr. Jose P. Rizal. Use, as supplement, the data that you have gathered.
Important: Please see Index for Reflective analysis and survey questions
You are to attach [staple] your raw data [filled questionnaire]
to your reflective essay
ASSESSMENT TASK FOR CO1: Lesson 1 – ILO 2

Period of Accomplishment:
Suggested Readings On or before Week 3
1. Schumacher, John. ____. The Philippine
Investigative Background.____
Essay (40 points) 1-18. (Electronic copy
can be provided)
2. anything
Find ______________.
that needs2011. The Cavity
clarification Mutiny
in RA1425. Towards
Raise a Definitive
three inquiries History. (120
and investigate.
Philippine
words) Studies Vol. 50. No.1, Illustrado, 55-81. Quezon City: Ateneo de
Manila University.
Your Essay should contain the following:
1. Introduction: In here, you will discuss the needed clarifications in the law and signify its importance.
2. Body: Discuss each question that you have established and formulate possible solution if needed.
You have to provide valid justifications in your inquiry.
3. Conclusion: In this portion, you are to set you judgment convincing. Suggestions may also be
included.
Rubric
15 points - Formulation of Idea
15 points - Content
10 points - Presentation
ASSESSMENT TASK FOR CO2
Period of Accomplishment: On or before Week 4
Memory Exercise
Name:_____________________ Crs/Yr/Sec:_________________
Date:____________________
Identification: Fill the space provided with the term or name described in every item. Make
your penmanship readable.
___________________1. Among the martyr priests, who was the teacher and close friend of
Paciano.
___________________2. A term that best describes the relationship between the Spaniards
and Filipinos during the colonization.
___________________3. In the Philippine social structure, they are among the privileged
people in 19thcentury. Ventura de los Reyes is its best example.
___________________4. A French man appointed by Napoleon Bonaparte as Spanish
Monarch.
___________________5. The Philippine secular priests took their chance to administer the
local parishes when this congregation of priests or religious order left
the Philippines in 1767.
___________________6. This Spanish government official was tasked to take over the city
government office whenever the incumbent becomes ineligible to
serve.
___________________7. This group of people facilitated and managed education in the 19th
century. As for them, people must learn to become moral individuals
and fear of God was the main concern of an educated man.
___________________8. It is the smallest unit of government in the Philippines.
___________________9. He led the mutineers of Cavite. They rose against unjust treatment
among Filipino army as they were not provided with privileges that
they were supposed to enjoy.
___________________10. He founded the Confradia de San Jose after being denied to
priesthood because of racial discrimination.
Choose one of the following to answer. Use the back portion of this page for your
answers. (30 words)
a. How the 19th century events in the Philippines developed the political and social
consciousness of Jose Rizal?
b. How important was the representation to the Spanish Cortes among Filipinos?
c. Briefly describe the socio-political structure of the Philippines in 19 th century.
These requirements must be accomplished

on or before the period of accomplishment
indicated
LESSON 2
ON BECOMING A HERO
1. Childhood and Academic Conquests (WEEK 5-6);
2. The Propaganda Movement (WEEK 7) ; and
3. The Katipunan, Exile, and Execution (WEEK 8)
Course Outcomes:
CO2 – Analyze the circumstances of Rizal’s life in the context of 19th
Century (Part 2)
Intended Learning Outcomes (ILO):

1. Illustrate and relate on the life and experiences of Jose Rizal
2. Discuss Rizal’s participation and contribution to the Propaganda
Movement
3. Establish Rizal’s influence and involvement, if any, to Katipunan; and
4. Describe our hero’s exile and execution
A
fter taking a glimpse on the background of Rizal in 19th century, let us
delve into the early beginnings of the hero. In this chapter we will learn
about his childhood years in Calamba with his family and his early
education in Biǹan, Laguan.
Birth of a hero. June 19, 1861, Calamba, Laguna. It is said that

Anyone could recall his/her the mother almost died during the delivery due to our
hero’s bigger than usual size of head.
childhood memories. These Baptism. June 22, 1861, aged three days old Jose Rizal was
baptized. The celebrating priest was parish priest, Rufino
memories are so important as Collantes, and the godfather was Fr. Pedro Casanas, a
close friend of the family. Fr. Collantes noted that the
they remind us how our mindset family must take good care of Jose for he was to become
a great man.
The Name Jose. Jose was chosen by DoǹaTeodora who was a
and dreams were molded - a devotee of Saint Joseph.
Aya (Wet Nurse) – Being sickly and frail the family hired a wet
daughter dreaming to become a nurse. The imaginary tales told by the aya aroused in
Rizal an enduring interest in legends and folklore.
doctor a son to become an
engineer or a lawyer and so on.
These life objectives may have been influenced by people around them. In here the
social and economic context of the child and/or the family play an important role. The
plan to pursue a career is gear towards the sought success. From a certain situation,
as Mark Caine (2016) stressed, the first step towards one’s success is taken when you
refuse to be a captive of the environment in which you find yourself.
At our end, in this lesson we will delve into Rizal’s context as follows:
Part 1. Childhood and Academic Years;
Part 2. Academic Pursuits and Journeys
Part 3.The propaganda Movement, Katipunan, Exile and Execution
WEEK 5-6
Childhood and Academic Years
Childhood Memories in Calamba, Laguna
First, let us learn and relate to the writings of Rizal recalling his birth and early
years in Calamba, Laguna. Thus, in his diary he wrote in pen name P. Jacinto:
I was born in Calamba on 19 June, 1861,

between eleven and midnight, a few days before full Devout Catholic Youth.At the age of three,
moon. It was a Wednesday and my coming out in this Jose began to take part in family prayers; at
vale of tears would have cost my mother her life had five, he could read haltingly the Spanish
Family Bible; and was ascribed to as
she not vowed to the Virgin of Antipolo to take me to
manong Jose by the Hermanos and
her sanctuary by way of pilgrimage. Hermanas Terceras.
All I remember of my early days is I didn’t
know how I found myself in a town with some scanty First Sorrow. Among the siblings, closest to
Pepe was Concha. The latter died of
notions of the morning sun, of my parents, etc.
sickness in 1865 when she was three years
The education that I received since my old and Jose was then four years old.
earliest infancy was perhaps what has shaped my
habits, like a jar that retains the odor that it firs held. I The Virgin of Antopolo has been venerated by
Filipinos, Spaniards, and Chinese since
still remember the first melancholy nights that I spent
Spanish colonial days. The Month of May is
on the azotea [terrace] of our house as if they the time of pilgrimage to her shrine. She is
happened only yesterday – nights full of the saddest also called Our Lady of Peace and Good
poem that made impression on my mind, the stronger Voyage, the patron saint of travelers. One
legend says her image was saved from the
the more tempestuous my present situation is. I had
shipwreck by the crew of a ship that bore
an aya who loved me very much and who, in order to her from Acapulco to Manila years ago.
make me take supper (which I had on the terrace on
moonlit nights), frightened me with the sudden Casco is a Philippine river craft, made of
wood, used for passengers and freight. The
apparition of some formidable asuang, of a frightful
Catig is the vessel’s outriggers made of
nuno, or parce-nobis, as she used to call an imaginary bamboo canes.
being similar to the Bu of the Europeans. They used to
take me for a stroll to the most gloomy places and at La Concordia. A well-known boarding school
for girls. It was administered by the Sisters
night near the flowing river, in the shade of some tree,
of Charity. It was founded in 1868 by
in the brightness of the chaste Diana… Thus was my Margarita Roxas de Ayala, a wealthy
heart nourished with some sober and melancholic Filipina, who gave her home called La
thoughts, which even when I was a child already Concordia in Sta. Ana, Manila to the school.
It has become a popular destination and its
wandered on the wings of fantasy in the lofty regions
official name is Colegio de la Immaculada
of the unknown. Conception
I had nine sisters and one brother. My father,
a model of fathers, had given us education Dalumbayan. This old street was absorbed
by the new avenue named for him – Rizal
commensurate with our small fortune, and though
Avenue. Its name has been dropped since.
thrift he was able to build a stone house, buy another,
and erect a little nipa house in the middle of our orchards under the shade of banana trees and
others. There the tasty ate (atis) displays its delicate fruits and bends its branches to save me the
effort of reaching for them; the sweet santol, the fragrant honeyed tampoy, the reddish macupa,
here contend for supremacy; farther way are plum tree, the casuy, harsh and piquant, the
beautiful tamarind, equally gratifying to the eyes and delightful to the palate, here the papaya
tree spreads its broad leaves and attracts the birds with its enormous fruits, yonder are the
nangca, the coffee tree, the orange tree, which perfumes the air with the aroma of its flowers;
on this side are the iba, the balimbing, the pomegranate with its thick foliage and beautiful
flowers that enchant the senses; here and there are
found elegant and majestic palm trees loaded
Mercado Siblings
with enormous nuts, rocking its proud crown
While studying Latin and Philosophy in
Collage of San Jose in Manila, Don Francisco and beautiful fronds, the mistresses of the
Mecado met and fell in love with DoǹaTeodora forests. Ah! It would be endless if I were to
Alonso, who was then a student in the College of enumerate all our trees and entertain myself in
Sta. Rosa. They decided to marry on June 28,
naming them! At the close of the day numerous
1848 and after which have moved to Calamba
where they went farming and business birds came from all parts, and I, still a child of
enterprise. Eventually, they reared a big family. three years at the most, entertain myself by
The couple had eleven children; two boys and looking at them with unbelievable joy. The
nine girls. They were as follows:
yellow culiauani, the maya of different
1. Saturnina (1850-1913) – They used to call her
Neneng; married to Manuel T. Hidalgo of varieties, culae, the mariacapra, the martin, all
TanawanBatangas. of the species of pipit, joined in a pleasant
2. Paciano (1851-1930) – He became a concert and intoned in varied chorus a hymn of
revolutionary general during the Philippine
farewell to the sun that was disappearing
Revolution but retired as a farmer in Los
Baǹos, Laguna. Though died a bachelor, he behind the tall mountains of my town. The
had two children (boy and girl) by his clouds, through a whim of nature, formed a
mistress Severina Decena (See Zaide, thousand figures that soon dispersed, as such
2008).
beautiful days passed away also, leaving behind
3. Narcisa (1852 – 1939) – Her pet name was
Sisa. She married Antonio Lopez, nephew them only the flimsiest remembrances. Alas!
of Leoncio Lopez, a school teacher of Even now when I look out the window of our
Morong. house to the beautiful panorama at twilight, my
4. Olimpia (1855 – 1887) - Ypia is what they used
past impressions come back to my mind with
to call her. She married Silverstre Ubaldo
who worked as telegraph operator from painful eagerness!
Manila. Afterwards comes night; it extends it
5. Lucia (1857 – 1919) – She married Mariano mantle, sometimes gloomy though starred,
Herbosa (nephew of Fr. Casanas) of
when the chase Delia (A name of Diana,
Calamba who died of cholera in 1889 but
was declined with Christian burial because goddess of the moon and of hunting) does not
he was a brother-in-law of Jose Rizal. scour the sky in pursuit of her brother Apollo.
6. Maria (1859 -1945) – She was called Biang. But if she appears in the clouds, a vague
She married Daniel Faustino Cruz of Biǹan,
brightness is delineated. Afterwards, as the
Laguna.
7. Jose (1861 – 1896) – Pepe; our National Hero. clouds break up, so to speak, she is seen
He had a son with Josephine Bracken beautiful, sad, and hushed, rising like an
named Francisco. immense globe, as if an omnipotent and
8. Conception (1862 – 1865) – Concha died at
invisible hand is pulling her through the spaces.
the age of three; the first sorrow of Rizal.
9. Josefa (1865 – 1945) – Panggoy was her pet Then my mother would make us recite the
name. She died an old maid at the age of rosary all together. Afterward we would go to
80. the terrace or to some window from which the
10. Trinidad (1868 – 1951) – Trinning also died
moon can be seen and my nurse would tell us
an old made at the age of 83.
11. Soledad (1870 – 1929) – She is Choleng. She stories, sometimes mournful, sometimes gay, in
married Pantaleon Quintero of Calamba. which the dead, gold plants that bloomed
diamonds were in confused mixtures, all of
them born of an entirely oriental imagination.
Sometimes she would tell us that men lived in the
moon and the speck that we observed on it were
nothing else but a woman who was continuously spinning.
When I was four years old I lost my little sister (Concha) and then for the first time I shed
tears caused by love and grief, for until then I had shed them only because of my stubbornness
that my loving and prudent mother so well knew how to correct. Ah! Without her what would
have become of my education and what would have been my fate? Oh, yes! After God the mother
is everything to man. She taught me how to read, she taught me how to stammer the humble
prayers that I addressed fervently to God, and now I’m a young man, ah, where is that simplicity,
that innocence of my early days?
In my own town I learned how to write, and my father, who looked after my education,
paid an old man (who had been his classmate) to give me the first lessons in Latin and he stayed
at our house. After some five months he died, having almost foretold his death when he was still
in good health. I remember that I came to Manila with my father after the birth of the third girl
(Trinidad) who followed me, and it was on 6 June 1868. We boarded a casco, a very heavy craft.
I had never yet gone through the lake of La Laguna consciously and the first time I did, I spent
the whole night near the catig, admiring the grandeur of the liquid element, the quietness of the
night, while at the same time a superstitious fear took hold of me when I saw a water snake twine
itself on the bamboo canes of the outriggers. With what joy I saw the sunrise; for the first time I
saw how the luminous rays shone, producing a brilliant effect on the ruffled surface of the wide
lake. With what joy I spoke to my father for I had not uttered a single word during the night.
Afterward we went to Antipolo. I’m going to stop to relate the sweetness emotions that I felt at
every step on the banks of the Pasig (that a few years later would be the witness of my griefs), in
Cainta, Taytay, Antipolo, Manila, Santa Ana, where we visited my eldest sister (Saturnina) who
was at that time a boarding student of La Concordia. I returned to my own town and I stayed in
it until 1870, the first year that marked my separation from my family.
This is what I remembered of those times that I figured in the forefront of my life like the
dawn of the day. Alas, when shall the night come to shelter me so that I may rest in deep
slumber? God knows it! In the meantime, now that I’m in the spring of life, separated from the
beings whom I love and most in the world, now that sad, I write these pages… let us leave
Providence to act, and let us give time to time, awaiting from the will of God the future, good or
bad, so that with this I may succeed to expiate my sins.
8 Dalumbayan,Sta, Cruz, Manila, 11 September 1878.
This reminiscence has provided us a glimpse of the young Pepe in Calamba

Laguna; his curiosity and pure innocence as a young lad of the town. The description
of his house and the scenery of the town reveals to us that, similar to an ordinary kid,
our young hero has appreciated simple things.
The death of his closest sister has left a scar in his heart. Seeing that life is
short, he had to find meaning and value in each moment of his life (see the story of
the moth in the next few pages).
Moreover, the Mercado family relationship was warm and cordially

affectionate (Zaide, 2008). Rizal used to play with his sisters. They lived in one of the
distinguished houses in Calamba with a library of 1,000 volumes at the back. They
belonged to the middle-class family. They earned a living through business and
farming (rented from the Dominican friars). The parents loved their children but have
never spoiled them. Considerably, they were strict and have trained their children to
love God, to behave well, to be obedient, and to respect people. They held on to the
simple principle of “spare the rod and spoil the child” (Ibid.).
Early Education: Intellectual Memoirs and Milestones from Calamba to Biǹan
Learning the Basics in Calamba. Mother’s influence to every man’s intellectual

disposition is seen in his lifelong venture and Advices and warnings resounded
endeavours. DoǹaTeodora, as a mother and a feebly in my ears. What
preoccupied me most was the
remarkable woman of good character and fine death of the imprudent, but at
culture, was our hero’s first teacher. In his the bottom of my heart, I
didn’t blame it.
memoirs, Rizal wrote “My mother taught me
how to read and to say haltingly the humble
prayers which I raised fervently to God”. It was his mother who first discovered the
talent of Rizal in poetry. Further, to stimulate the imagination of her son, she related
many stories. For instance, in “My First Reminiscence”, he wrote:
When I had not yet seen other rivers except the river of my town, crystalline and gay in
its winding course, shaded by murmuring bamboo groves; when my world was only circumscribed
by the bluish mountains of my province and the white surface of the lake that discerned from
after through some ruins, sparkling like a mirror and filled with graceful sails, I like stories very
much and I believe with all my heart everything the book contained, convinced that what was
printed must perforce me for the truth. And why not, since my parents, who punished me for the
smallest lie, emphatically enjoined me to attend to my books, to read them diligently and
understand them.
Quinque. This word is derived from the
My first remembrance concerning letters goes back to my name of the first maker of that lamp,
earliest age. I must be very small yet because when they polished Quinquet, a Franchman. Quinque refers to
the floor of our house with banana leaves, I would still fall petroleum lamp.
slipping on the shiny surface ad did the little skilled skaters on Globes. They are appliances made of
ice. It was still difficult for me to climb up a chair, I went down crystal in which were placed the vessels
the stairs step by step, holding on to every baluster, and in our containing oil for lighting. They are hung
from the ceiling with iron chains.
house as in the whole town, petroleum was unknown, nor had I
seen until that time any quinque, nor had any carriage ever passed
through the streets of my town that I believe to be the summum
(utmost) of joy and animation.
One night, when everybody at home was already asleep, when all the lights in the
globes had already been put out by blowing them off by means of a curved tin tube which seemed
to me the most exquisite and wonderful toy in the world, I don’t know why my mother and I had
remained watching beside the only light that in all Philippine houses burned all night long, and
that went out precisely at dawn waking the people with its cheerful hissing.
My mother then was still young. After a bath her hair which she let down dry, dragged
half a handbreadth on the floor, by which reason she knotted its end. She taught me to read in
Amigo de los Niños, a very rare book, an old edition, which had lost its cover and which a very
industrious sister of mine had covered again by pasting in its back a thick blue paper, the remnant
of the wrapper of a bolt cloth. My mother undoubtedly annoyed at hearing me read pitifully, for,
as I didn’t understand Spanish, I could not give meaning to the phrases, took away the book from
me. After scolding me for the drawings I had made on its pages, with the legs and arms extended
like a cross, she began to read asking me to follow her example. My mother, when she could still
see, read very well, recited, and knew how to make verses. How many times during Christmas
vacations afterwards, she corrected my poems, making very apt observations. I listen to her full
of childish admiration. Marvelling at the ease with which she made them and at the sonorous
phrases that she could get from pages that cost me so much effort to read and that I deciphered
haltingly. Perhaps my ears soon got tired of hearing sounds that to me meant nothing perhaps
due to my natural distraction I gave little attention to the reading and watched more closely the
cheerful flame around which some small moths fluttered with playful and uneven flight, perhaps
I yawned, be it what it might, the case was that my mother, realizing the little interest that I
showed, stopped her reading and said to me:
“I’m going to read to you a very pretty story, be attentive.”
Upon hearing the word story I opened my eyes expecting a new and wonderful one. I
looked at my mother who leafed through the book as if looking for it, and I got ready to listen
with impatience and wonder. I didn’t suspect that in that old book that I read without
understanding, there could be stories and pretty stories. My mother began to read to me the fable
of the young and old moths, translating it to me piece by piece into Tagalog. At the first verses
my attention redoubled in such a way that I looked towards the light and fixed my attention on
the moths that fluttered around it. My mother emphasizing and commented a great deal on the
warnings of the old moth and directed them to me as if to tell me that those applied to me. I
listened to her and what a rare phenomenon the light seemed to me more beautiful each time,
the flame brighter, and I even envied instinctively the fate of those insects that played so
cheerfully in its magical exhalation. Those that had succumbed were drowned in the oil; they
didn’t frightened me. My mother continued her reading, I listened anxiously, and the fate of the
two insects interested me intensively. The light agitated its golden tongue on one side, a singed
moth in one of these moments fell into the oil, clapped its wings for some time and died. That
assumed for me the proportions of a great event and as a strange phenomenon that I have
always observed in me when something excites me. It seemed to me that the flame and the
moths were moving far away, very far, and that my mother’s voice acquired a strange, sepulchral
timbre.
My mother finished the fable. I was not listening; all my attention, all my mind and all
my thoughts were concentrated on the fate of that moth, young, dead, full of illusions.
“You see?” my mother said to me taking me to bed. “Don’t imitate the young moth and
don’t be disobedient; you’ll get burned like it.”
I don’t know if I replied, promised something, or cried. The only thing I remember is that
it took me a long time before I could sleep. That story had revealed to me things unknown to me
until then. To me moths ceased to be insignificant insects; moths talked and knew how to warn
and advice as well as my mother did. The light seemed to be more beautiful, dazzling, attractive.
I understand why moths fluttered around lights. Advices and warnings resounded feebly in my
ears. What preoccupied me most was the death of the imprudent, but at the bottom of my heart,
I didn’t blame it. My mother’s solicitude didn’t have all the successes that she hoped it would.
No; many years have elapsed; the child has become a man; has plowed (sailed) the most
famous foreign rivers and meditated beside their copious streams. The steamship has taken him
across the seas and all the oceans; he has climbed the region of perpetual snow on mountains
very much higher than the Makiling of his province. From experience he has received bitter
lessons, oh, infinitely more bitter than the sweet lesson that his mother gave him, and
nevertheless the man preserves the heart of a child and he believes that light is the most beautiful
thing there is in creation and that it is worthy for a man to sacrifice his life to it.
Tragic and illusive was the story of the young moth. But such death has left a
deep impression on Rizal’s mind. For him, the death was not a loss but a noble one,
inasmuch as “to sacrifice one’s life for it is worthwhile.” Consequently, this ideology
fated him to be shot in Bagumbayan; a martyrdom for a noble cause; for the Filipinos;
for political reform; a worthwhile death.
Growing older and with younger children and business endeavours, Doña
Teodora could not anymore personally attend to Rizal’s studies. Hence, with the
approval of Don Francisco, she hired tutors to give him lessons at home. The first one
was Maestro Celestino who was later replaced by Maestro Padua. The last of them was
an old man named Leon Monroy. He was a former classmate of Don Francisco. He
taught Jose lessons in Spanish and Latin. Sadly, five months later he died and to aid
the learning predicament of Rizal, Don Francisco and DoǹaTeodora decided to send
our hero to Biǹan for formal schooling.
Advancing Learning in Biǹan. Young Jose had to leave home for Biǹan to study
under Maestro Justiniano Aquino Cruz. With Paciano, he left Calamba on one Sunday
of June 1969. So, with kiss on the hands of his parents, and with a tearful parting from
his sisters, Rizal bade goodbye. In Biǹan, he stayed in the house of his aunt. It was
difficult on the part of the young lad to leave and be left alone with his aunt’s family
in Biǹan. In his journal he wrote:
It is true that the memory of past days is like a gentle balm that pours over the heart a
melancholy sweetness, so much sweeter and sadder the more depressed the one remembering it
is. Turning my eyes, my memory, and my imagination towards the past days, that I discover is
Biñan, a town more or less an hour and a half distant from mine. This is my father’s birthplace
and to which he sent me to continue the study of the rudiments of Latin that I had begun. One
Sunday, my brother took me to that town after I had bade my family, that is, my parents and
brothers [sisters] goodbye, with tears in my eyes. I was nine years old and already I tried to hide
my tears. Oh, education, oh, shame, that obliges us to hide our sentiments and to appear
different! How much beauty, how many tender and pathetic scenes the world witness without
you!
We arrived at Biñan at nightfall and we went to the house of an aunt where I was to
stay. The moon was beginning to peep, and in the company of Leonardo, her grandson, I walked
through the town that seemed to be large and rich but ugly and gloomy. My brother left me
afterwards, not without having first introduced me to the teacher who was going to teach me. It
seemed to me that he had also been his. He was tall, thin, long-necked, with sharp nose and body
slightly bent forward, and he used to wear a sinamay shirt, woven skilled hands of the women of
Batangas. He knew by heart the grammars by Nebrija and Gainza. Add to his severity that in my
judgment was exaggerated and you have a picture, perhaps vague, that I have made of him, but
I remember only this.
When I entered his class for the first time, that is, in his house which was of nipa and
low, about thirty meters away from my aunt’s (for one had to pass through a portion of the street
and little corner cooled by an apple tree), he spoke to me in these words:
“Do you know Spanish?”

“A little sir,” I replied.
“Do you know Latin?”
“A little sir,” I answered again.
For these replies the teacher’s son Pedro, the naughtiest boy in the class, began to sneer
at me. He was a few years older than I and was taller that I. We fought, but I don’t know by what
accident I defeated him, throwing him down some benches in the classroom. I released quite
mortified. He wanted a return match, but as the
Then everything seemed to me sad. I teacher had already awakened, I was afraid to
picked a flower, a stone that expose myself to punishment and I refused. After
this, I acquainted a fame among my classmates,
attracted my attention, fearful that perhaps because of my smallness so that after
I might not see them again upon my class, a boy invited me to a fight. He was called
return. It was a new kind of Andres Salandanan. He offered me one arm to
melancholy, a sad pain but gentle and twist and I lost, and almost dashed my head
against the sidewalk of a house.
calm that felt during my early years.
I don’t want to amuse myself by narrating
the whacks that I suffered nor describe what I
felt when I received the first beating on the hand. Some envied me and others pitied me.
Sometimes the accusation cost me haft a dozen or three lashes. I used to win in the gangs, for no
one defeated me. I succeeded to pass over many, excelling them, and despite the reputation I
had (good boy) rare was the day when I was not whipped or given five or six beatings on the hand.
When I went in the company of my classmates, I got from them more sneers, nicknames, and
they called me Calambeño, but when only one went with me, he behaved so well that I forgot his
insults. Some were good and treated me very well, like Marcos Rizal, son of a cousin of mine, and
others. Some of them, much later, became my classmates in Manila, and we found ourselves in
very changed situations.
Beside the house of my teacher, who was Justiniano Aquino Cruz, stood that of his
father-in-law, one Juancho, an old painter who amused me with his paintings. I already had such
an inclination for this art that a classmate of mine, called Jose Guevara, and I were the
fashionable painters” of the class.
How my aunt treated me can be easily deduced

from the following facts:
Manzanitas. This is often called apple
tree for it bears very tiny apples. We were many in the house: My aunt, two cousins,
Tio Manuel. Rizal’s uncle on the two nieces, Arcadia and Florintina, and a nephew,
maternal side. He taught the young Leonardo, son of a cousin. My aunt was an old woman
Jose the art of wrestling which placed who must be seventy or so years old. She used to read
the lad in advantage against the bully the Bible in Tagalog, lying down on the floor.
Pedro.
Margarita (Itay) was my cousin, a single, very much
addicted to confessing and doing penance. Her brother
Gabriel was a widower, Arcadia was a tomboy, of an inflexible character and irritable, though
she had a simple and frank nature. The other, Florintina, was a little girl of vulgar qualities. As to
Leonardo, he was a capricious, pampered little boy, a flatterer when it suited him, of an ingenious
talent, a rascal in the full meaning of the term. One day when we went to the river, which was
only a few steps from our house, inasmuch as we have passed beside the orchard, while we were
bathing on the stone landing, for I did not dare to go down as it was too deep for my height, the
little boy pushed me so hard that had not one of my feet been caught, without doubt I would
have been drowned for the current was already pulling me. This cost him some lashes with a
slipper and a good reprimand by my aunt.
Sometimes we played in the street at night for we were not allowed to do so inside the
house. Arcadia, who was two or three years older that I, taught me games, treating me like a
brother; only she called me “Uncle Jose”! In the moonlight I remembered my hometown and I
thought, with tears in my eyes, of my beloved father, my idolized mother, and my solicitous
sisters. Ah, how sweet to me was Calamba, in spite of the fact that it was not as wealthy as
Biñan! I would feel sad and when, least expected, I stopped to reflect.
Here was my life. I heard the four o’clock Mass, if there was any, or I studied my lessons
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 the breakfast, which consisted generally of a dish of rice and two
dried small fish, and I went to class for which I came out at ten o’clock. I went home at once. If
there was some special dish, Leonardo and I took some of it to the house of her children (which I
never did at home nor would I ever do it), and I returned without saying a word. I ate with them
and afterwards I studied. I went to school at two and came out at five. I played a short while with
some nice cousins and I returned home. I studied my lesson, I drew a little, and afterwards I took
my supper consisting of one or two dishes of rice with an ayungin. We prayed and when there
was a moon, my nieces invited me to play in the street together with others. Thank God that I
never got sick away from my parents.
From time to time I went to Calamba, my hometown. Ah, how long the way home
seemed to me and how short the way back was! When I sighted from afar the roof of our house,
I don’t know what secret joy filled my heart. Moreover, I used to leave Biñan early in the morning
before sunrise and I reached my hometown when its rays already shining obliquely over the broad
meadows. And I used to return to Biñan in the afternoon with the sad spectacle of the
disappearance of the sun king. How I look for pretexts to stay longer in my town; one more day
seemed to me a day in heaven, and how I cried – though silently and secretly when I would see
the calesa that was going to take me. Then everything seemed to me sad. I picked a flower, a
stone that attracted my attention, fearful that I might not see them again upon my return. It was
a new kind of melancholy, a sad pain but gentle and calm that felt during my early years.
Many things that are of no importance to the reader happened to me until one day I
received a letter from my sister Saturnina advising me of the arrival of the steamer Talim that
was to take me on a certain day. It seemed that I had a presentiment that I would never come
back so that I went very often and sadly to the chapel of the Virgin of Peace. I went to the river
and gathered little stones to keep as a souvenir. I made paper fishes and readied everything for
my departure. I bid my friends and my teacher farewell with a pleasant and profound sadness,
for even sufferings, when they have been frequent and continuous, become so dear to the heart,
so to speak that one feels pain upon leaving them, I left Biñan then on 17 December 1970 [1871],
I was nine years old, at one o’clock on the afternoon of Saturday.
For the first time I saw a steamer. It seemed to me very beautiful and admirable when I
heard the conversation of my cousin, who took me, with the boatman on its manner of running.
It was the only one they were waiting for. Two sailors put my things in cabin and I went to see it.
I thought I was going alone, without a companion, but a Frenchman called Arturo Camps, my
father’s friend, was in charge of accompanying me. The trip seemed to me very long, according
to my beliefs with regard to steamer. At sea, I remember I spilled the chocolate. Finally, we
arrived at Calamba. Oh, my joy on seeing the beach! I wanted to jump at once into a banca, but
a crewman took me in his arms and put me in the captain’s boat. Afterwards the Frenchman
came and four sailors rowed us to beach. It was impossible to describe my happiness when I saw
the servant with the carriage waiting for us. I jumped and here I’m again in my house with the
love of my family. Everything was for me joy, days of happiness. I found a little house with live
rabbits, well decorated and painted for the pre-Christmas Masses. My brothers [brother and
sisters] did not stop talking to me.
This is the end of my remembrance of that sad and gay time during which I tasted
strange food for the first time… Alas, it seems that I was born destined to painful and equally
bitter scenes! I have withheld nothing important. My situation, how different from that one!
Salcedo Street, No. 22, Monday, 28 October 1878
Rizal’s schooling in Biǹan was triumphant and has left a mark to some people
in the town. He has to go back to Calamaba where he stayed for a year and a half
before getting matriculated to College in Manila.
In-Depth Reading for Introspective Analysis.

1. Wickberg, Edgar. 1964.The Chinese Mestizo in the Philippine History. Journal of Southeast
Asian History 5 (1):62-100.
2. _____________. 2000. The Philippine Chinese before 1850. In the Chinese Philippine Life,
1850-1898,25-36. Quezon City: Ateneo de Manila University.
ASSESSMENT TASK FOR CO2 - ILO 1: Reflective Essay 1 (25 points)

Accomplish this on or before WEEK 5
You are to write about your childhood days. Provide your own title for this entry.
Attach a picture portraying your childhood days (e.g: playing, random family
pictures, school activity)
ASSESSMENT TASK FOR CO2 - ILO 1: Objective Essay 1 (10 points)

Make it Brief (accomplish either of the following):
1. Discuss the message of the story of the moth. Whose insight are you in favor of,
Doña Teodora’s or of Rizal? Defend your opinion. Give your own interpretation on
the same story.
2. Discuss your perspective on Rizal’s parents’ principle: “Spare the rod and spoil the
child.”
These requirements must be

accomplished on the fourth week of the
course.
ACADEMIC PURSUITS AND JOURNEYS
Detention of DoǹaTeodora
A
year and a half after Rizal’s schooling in Biǹan, he has to get matriculated
for college in Manila. But before June of 1872, the family Mercado has
experienced a tragedy. It was when DoǹaTeodora was arrested on the
charge of attempting to poison the wife of Jose Alberto, her brother. The story behind
the malicious charge was that DoǹaTeodora got involved between Jose Alberto and
his wife on the issue of their divorce. Alberto was considered a rich Biǹan Illustrado
and travel to Europe for business. Suddenly, upon his arrival, he found out that his
wife has left their home and children for another man. In rage of his anger to the
discovered infidelity, Jose Alberto planned to divorce his unfaithful wife. With the
intervention, however, of DoǹaTeodora, the problem was settled amicably. Hence,
they lived again together as couple This [arresting] lieutenant happened to have an ax to
grind against the Rizal family, because at one-time Don
concerning the outcome to their children. Francisco refused to give him fodder for his horse.
Taking the opportunity to avenge himself, he arrested
DoǹaTeodora, with the help of Calamba’s
Despite the clemency to the wife, the governadorcillo, Antonio Vivencio del Rosario, a menial
of the friars. These two ungrateful men had been
woman has associated and connived with a frequent guests at the Rizal home. (Zaide, p.25)
Spanish lieutenant of the Guardia Civil. She

filed a case against DoǹaTeodora accusing the latter and her husband of attempting
to poison her.
Consequently, the pitiful mother of our hero was arrested and forced to travel
on foot from Calamba to Sta. Cruz Laguna (approx. 50kms). She was imprisoned for
two years and a half until the Supreme Court (Manila Royal Audiencia) acquitted her
of the charged crime.
In our hero’s memoirs, he recounted:

“Our mother was unjustly snatched away from us and by whom? By some of men who had been
our friends and whom we have treated as honoured guests. We learned later that our mother got
sick, far from us and at an advanced age. My mother was defended by Messrs. Francisco de
Marciada and Manuel Marzan, the most famous lawyers of Manila. She finally succeeded to be
acquitted and vindicated in the eyes of her judges, accusers, and even her enemies, but after how
long? After two and a half years.”
Academic Triumph inAteneo Municipal
Rizal. The last name of Rizal family was Mercado,
which was adopted by Domingo Lamco in 1731. The
Rizal’s fruitful years in Biǹan Laguna surname Rizal was acquired as suggested by a Spanish
alcalde mayor of Laguna. In Spanish the name means
bear him the basic curriculum of his time, a field of wheat, cut while still green, sprouts again
(Amb. Leon Ma. Guerrero).
the four R’s: Reading, Writing, Arithmetic,
Challenge any officer. Within the empire, the
and Religion. After which, he has to proceed students fought positions. Any officer could challenge
any officer in his empire to answer questions on the
day’s lessons. His opponent could lose his position if
to higher learning as a son of an ilustrado he committed three mistakes. Any student might be
at the end of the line, but if he studied hard and was
couple inCalamba. brilliant, he could depose the officers one after
another and become an emperor. The two groups
[empeires]… were in constant competition for
On June 10, 1872, he was sent to supremacy. (Zaide, p.28-29)
Manila to get qualified in college. Being Spanish Lessons. To improve his Spanish, Rizal took
private lessons in Sta. Isabela College during the noon
accompanied by Paciano, he took an recesses…. He paid three pesos for those extra Spanish
lessons…. (Ibid., 29-30)
entrance examination at San Juan de
Letran. He passed all the subjects (Christian doctrine, arithmetic, and reading) and
has returned to Calamba to attend the town fiesta. Supposedly, our hero has to
attend college at San Juan de Letran. However, Don Francisco has reservations in his
mind, hence urged Pepe to go to Ateneo Municpal instead. In his mind, Paciano was
a student and a friend of Father Burgos (the Martyr) at San Juan de Letran. The prying
eyes of the Spanish officials may later link our hero to Paciano and to the alleged
crimes of the three martyrs in February of the same year.
Rizal then matriculated at the Ateneo Municipal, formerly named EscuelaPia. At

first, Fr. MaginFerrando refused to admit him because he was late for the registration
and he was sickly and undersized for his age. However, Fr. Manuel Xeres Burgos
interceded; hence our hero became a student of Ateneo.
Anticipating the suspicion of Spanish authorities to the last name “Mercado”,

as used by Paciano, our hero used the last name Rizal. Thus, among the family, it was
Jose who first used the name.
Taking the Bachelor of Arts degree, he then lived in a house at Caraballo St. in
Sta. Cruz, Manila. It was owned by a certain Titay, a spinster, who owed the Rizal
family three hundred pesos. Rizal has to stay in her house as a way to pay off the debt
of the land lady.
On the other hand, the Jesuit educational system gave emphasis to rigid
discipline, character building, and religious instruction (De Viana et al., 2011). Classes
were divided to two and each was assigned with empire names, Carthaginian and
Roman. Our hero, being a student who boarded outside the school was assigned to
the Carthaginians, who were so called externos, while those who lived inside the
school or internos belonged to the Roman Empire. In each empire, students were
ranked according to their performance. Among them were the majority called the
standard bearer, which was considered as fifth best; higher, was the centurion;
followed higher, was the decurion; second higher, was the tribune; and the highest in
rank was the emperor. Empires were assigned with their designated colors: Romans,
with red; and, Carthaginian, blue. Students wore rayandillo as uniform.
Being a new student with a little knowledge on Spanish, our hero has to occupy
the end of the ranks. However, with perseverance, he progresses and has ended the
month as emperor. He was awarded with a prize of religious picture as the brightest
student in the whole class.
To maintain his supremacy in class, Rizal studied harder and spent hours reading
useful and informative resources. He even has convinced his father to buy him a costly
set of Historia Universal (Universal History), authored by Cesar Cantu, declaring that
it was a school requirement. Other than that, Rizal was fun of reading other fiction
and reference books. Among those were his most favorite novel by Alexander Duma,
the Count of Monte Christo and Dr. Feodor Jagor’s, a German scientist, Travels to the
Philippines.
EscuelaPia: Charity School. A school for boys in Manila
which was established by the city government in 1817.
In his second year in Ateneo schooling, In 1768, Jesuits returned to the Philippines and were
give the management of the school have changed its
Rizal boarded inside intramuros at No. 6 name to Ateneo Municipal, and later became the
Ateneo de Manila. (Zaide, p.27)
Magallanes St. with an old widow landlady
Fr. MaginFerrando. Gregorio Zaide wrote it as
Ferrando (Ibid., 2008) but to authors Acacleta P. Purino
named Doǹa Pipay. It was said that there (p.27, 2014), Agusto V. de Viana (p.29, 2011) and
others it should be Fernando and not Ferrando.
was nothing unusual happened to him
other than meeting at school some of his former classmates in Biǹan under Maestro
Justiniano.
The last year of Rizal in Ateneo was considered as his most productive year. Among
his professors, it was Fr. Francisco de Paula Sanchez who has inspired him most. He
was noted by Rizal as “model of uprightness, earnestness, and love for the
advancement of his pupils.” He made Rizal eager to study further and to write poetry
despite of discouragements made by Fr. Jose Villaclara. As for the latter, Rizal has to
concentrate on things more important and practical such as philosophy and natural
sciences. With the encouragement and guidance of Fr. Sanchez, Rizal was able to
accomplish a series of poems from 1875 to 1877. In 1874 he wrote a poem that he then
dedicated to his mother, entitled Mi Primera Inspiration (My First Inspiration).
Other than writing poems, Rizal made used of his time doing extra-curricular
activities. He wrote a dramatic work as requested by Fr. Sanchez. Its title was San
Eustacio, Martir (St. Eustace, the Martyr). Moreover, he exhibited his artistic skill by
carving an image of the Virgin Mary on a piece of Philippine hardwood, batikuling,
with his pocket-knife. One of the priest professors, Fr. Lleonart, was impressed and
has requested our hero to carve for him an image of the Sacred Heart of Jesus. The
priest intended to take the image to Spain with him but, being an absent-minded, he
forgot to include it to his luggage. Rizal also took lessons on painting under Agustin
Saez, a famous Spanish painter (De Viana, p.30), while his skill in sculpture was
whetted to him by Romualdo de Jesus, who was said to have formed an organization
called Katipunan in 1888, prior to Andres Bonifacio’s founding of KKK in 1892 (De
Viana, et al., 2011).
Medical Pursuit inUniversity of Santo Tomas

Carrying the degree Bachelor of Arts in his pocket, Rizal advances learning at
the University of Santo Tomas. At first, the idea was discouraged by DoǹaTeodora,
knowing that the brilliance of Rizal may cause him harm similar to first Filipino
patriots. She uttered “don’t send him to Manila again; he knows enough. If he gets to
know more, the Spaniards will cut off his head” (Rizal to Blumentritt, Nov. 8, 1888).
But, with the persistence of Don Francisco and Paciano, Rizal got matriculated.
Upon his entry to the university, he took the course on Philosophy and Letters. He
was then uncertain as regards what career to pursue, so he took the said course
provided that his father liked it and he could not seek advice from Father Pablo
Ramon (Rector of Ateneo), who was in Mindanao during those times. However, in
the following term, Rizal received an advice from the priest rector to study medicine.
Consequently, he simultaneously took the preparatory medical course and the
regular first year medical course as well as Philosophy and Letters. The idea of taking
medicine was tendered by his desire that someday he would be able to cure his
mother’s growing blindness.
To get more productive, he took and completed surveying course in Ateneo

(1878). It was a vocational course leading to the title perito agrimensor (expert
surveyor). As expected from him being an Atenean, he excelled in all subjects in
surveying. Hence, he obtained gold medals in agriculture and topography and passed
the final examination in surveying at the age of 17. Sadly, he could not be awarded
with the title as he was too young to be qualified until November 25,1881.
Other than taking the course on surveying, he frequently visited Ateneo and
joined some extra-curricular activities. He even became the president of the
Academy of Spanish Literature and a secretary in the Marian Congregation.
Further, in 1880, Rizal founded a secret society in the University of Sto. Tomas
called Compañerismo (Comradeship). Its members were called “Companions of
Jehu.” So named after a valiant Hebrew general who fought the Aramean and ruled
the Kingdom of Israel for 28 years (Zaide, p.54). The society was initiated by our hero
to solidify Filipinos in the university. It is worth noting that Rizal has got himself
involved in student brawls while in the university. Thus, biographers could not help
but link the establishment of this secret comradeship among Filipinos to series of
brawls. Skirmish between “Indio, Chongo” (Filipino students) and “Kastila, Bangus”
(Spanish students) was frequent. As a man skilled in fencing and wrestling, Rizal was
declared as the chief, whereas, GalicanoApacible, his cousin from Batangas, was the
secretary. As the chief, Rizal led various street fights against the Spanish students in
the streets near UST. As a visionary man, Rizal fancy to founding societies extended
later to Europe where he established in 1889 the Kidlat Club, Indios Bravos, and the
mysterious society of R.D.L.M. (See Zaide, et al., pgs 156-57, 2008).
Being a Thomasian student, Rizal’s academic performance has not soared as he did
in Ateneo Municipal. However, he garnered excellent grades and few lower grades
among his twenty-one subjects in the university. Most of his classmates that time
were satisfied with the grades he acquired, but our hero was not satisfied with them.
Yet, he never complained about them.
Biographers of Rizal (W. Retana, A. Coastes.G. Zaide, and C. Garcia) have

consistently noted that the low grades were result of racial discrimination and
bigotry. Accordingly, Zaide (2008) wrote “He [Rizal] was unhappy at this Dominican
institution of higher learning because (1) the Dominican professors were hostile to
him, (2) the Filipino students were racially discriminated against by the Spaniards,
and (3) the method of instruction was obsolete and repressive.
Despite, history records proved that the Dominican University has given Rizal a favor
instead of discriminating him as he was given a rare privilege of studying
simultaneously the Preparatory Course of Medicine and the First year of Medicine (De
Viana et al., 2011).
The Liceo Artistico-Literario (Artistic-Literary Lyceum), a society of literary men and

artists of Manila, in 1879 held a literary contest.They offer a prize for the best
poem written by a native or mestizo Filipino. As a man of letters, Rizal at the age of
18 courageously submitted an entry entitled “A La Juventud Filipina” (To the Filipino
Youth).
With strict scrutiny and evaluation of the Board of Judges composed of

Spaniards was impressed of the piece. They have awarded to Rizal the first prize
consisted of silver pen that is feathered shaped and decorated with a gold ribbon.
Thus, Rizal was so happy to be recognized and win the poetry contest.
This work of Rizal is a classic in Philippine Literature. Gregorio Zaide (2008)

provided two reasons, to wit: it was the first great poem in Spanish written by a
Filipino, whose merit was recognized by Spanish literary authorities; and it expressed
for the first time the nationalistic concept that the Filipinos, and not the foreigners,
were the “fair hope of the Fatherland.”
Year after the contest, the Liceo opened another literary contest in
commemoration of the 4th centennial of the death of Cervantes, the author of Don
Quixote. In this contest, both Spaniards and Filipinos compete to win the prize –
priests, newspapermen, scholars and professors. As an entry, Rizal submitted an
allegorical drama entitled El Consejo de los Dioses (Council of the Gods)
The judges of the contest were all Spaniards. With critical evaluation and
appraisal, the Judges awarded the El Consejo with first prize. The result became
controversial because an Indio and a student have won the contest. As a result, a
Spanish community howled in indignation against the judgment. Despite the
objections, Rizal was awarded with the prize, a gold ring on which the bust of
Cervantes was engraved. This winning of Jose Rizal is a first time in history, as for the
first time an Indio won a contest among Spanish contenders who are mostly experts
and professionals in the field. He could not keep his happiness at the moment of the
awarding as he was able to prove that superiority and competence is not defined by
race and color of the skin (Ibid.).
Spanish Officer Brutality

When Rizal’s first year in UST has ended he enjoyed his summer (1878)
vacation in Calamba. The supposedly youthful summer fun became one of his
unforgettable experiences of brutality. It was customary for citizens to bow or greet
officials whenever they meet on the road or anywhere else. But, one dark evening in
Calamba, Rizal was walking in the street. He was not able to figure or notice that the
person he was passing by with was a lieutenant of the Guardia Civil. The unclear figure
then whipped out his sword and brutally slashed our hero on the back (In Zaide’s
narration, the officer used sword but for De Viana it was just a whip). The wound
though was not serious but painful. As a result, Rizal reported the incident to General
Primo de Rivera but to no avail. In his letter to Blumentritt (March 21, 1887) our hero
complained; “I went to the Captain-General but I could not obtain justice; my wound
lasted two weeks.” Several biographers of Rizal have concluded that the complaint of
our hero was a failure because it was customary for an indio to pay respect to officials
and our hero was one.
Decision to Study in Madrid

One could not help but link the decision of our hero to study abroad to the
unpleasant experiences that he had in the university. This includes Zaide’s narrated
unhappy days of Rizal in UST and the Spanish brutality. But De Viana (2011) proposed
reasons why Rizal has to continue his medical pursuits abroad. The latter elucidated:
1. Rizal left for abroad to widen his knowledge and compare the greatness and
progress of the cultured nations of the world with the slow, monotonous and
retrograde march of the colony; and
2. To avail of more conducive conditions in Europe.
Medical education at the University of Santo Tomas then was relatively new. The
curriculum was just introduced in 1871. Further, our hero has to specializeon
Ophthalmology as soon as possible as the eye condition of DoǹaTeodora was
worsened. Universities and advance researches in Europe will definitely hasten
Rizal’s training to make him more accurate in curing his mother’s illness.
Rizal’s exploit to Spain was with the blessings of some people close to him,
such as Paciano and Antonio Rivera. Our hero intended not to seek permission from
his parents of his plans. He knew that in any way they wouldn’t allow him to do what
has been set as plan. Leonor, his girlfriend, has no idea, as well, for she might not be
able to keep the secret.
Hence, with the letter of endorsement of Pedro Paterno to introduce Rizal to
his friends in Spain and a similar letter given by the Jesuits in Ateneo, Rizal was
accompanied by Gella and Tion Antonio; they went to the Paseo de Magallanes and
then to the wharf on the Pasig River where the Salvadora docked (Purino, pgs. 44-
45). It was on the 3rd of May, 1882; a memorable day for every Filipino as Rizal has
opened his horizon to the outside world where he will equip himself with batons of
knowledge and liberal ideals to fight the Spanish tyranny for his countrymen.
UNIVERSIDAD CENTRAL DE MADRID

On board of the steamer Salvadora, the then 22 years old Jose P. Rizal took
courage to see life across the world. He keenly observed things he saw while he
travels across oceans. He made sketches of the coast of Manila Bay, the coastline of
Palawan and Borneo, and several fellow passengers. Most of the passengers on
board of the steamer were foreigners and Spanish employees heading back to
Spain. Our hero has observed that all of them spoke ill of the Philippines to which
they have gone for pecuniary reasons (De Viana, p.45). Sixteen passengers were
there including him, he noted “five or six ladies, many children, and the rest
gentlemen. The captain was Donato Lecha from Austrias, Spain became his friend
throughout the voyage. He described the captain as “much more of a refined man
than his other countrymen and colleagues that I have met” (Reminiscence and
Travels of Jose Rizal, p.50).
Approaching Singapore on May 8, 1882, Rizal saw a beautiful island. He was

fascinated by its view and remembered the “Talim Island with the Susong
Dalaga”(Ibid.) A day after, the steamer docked at the shore of Singapore and Rizal
registered at Hotel de la Paz. He visited the Famous Botanical Garden, the beautiful
Buddhists temples, the busy shopping district, and the statute of Sir Thomas Stanford
Raffles, founder of Singapore (Zaide et al., 2008).
Back on his voyage towards Europe, on May 11, Rizal took a French steamer
named Djemnah. Compared to Salvadora, the vessel was larger and cleaner and with
more passengers. Rizal observed that most of the passengers were speaking in
French, so he attempted to converse with them.
However, he discovered that his French was so crude
and that the book he read at the Ateneo could not be
understood. As a result, he spoke in mixed Spanish-
Latin with gestures and sketching. However, being a
fast learner, he was able to improve his French as they
travel across Europe.
On May 17, they have reached Point Galle of

Ceylon (Sri Lanka). He wrote: “The general appearance
of Point Galle is picturesque but lonely and quiet and at the same time sad.” The
following day, the steamer’s anchor was dropped at Colombo City, Ceylon. He wrote:
“Colombo is more beautiful, smart and elegant than Singapore, Point Galle, and
Manila” (Reminiscences…, 1961).
Heading towards Europe, they have to pass through the Suez Canal. It took the
Djemnah five days to navigate and our hero was excited as it was his first time to see
and pass through it. It was built by Ferdinand de Lesseps (French diplomat-engineer)
which was inaugurated on November 17, 1869.
On June 11, Djemnah reached Naples. The Italian city pleased him because of its
business activity, its lively people, and its panoramic beauty...; Mount Vesuvius, the
Castle of St. Telmo, and other historic sights of the city (Zaide et al., 2008). On the
night of the following day, June 12, Rizal bade farewell to his fellow passengers. They
have finally arrived and disembarked the ship in Marseilles. Being fan of the Count of
Monte Cristo by Alexander Dumas, he visited the famous Chateau d’If where the
protagonist of the novel, Edmund Dantes, was incarcerated. He left Marseilles on
June 15 and took train towards Barcelona. He made it to the Spanish City the day
after.
Rizal’s impression of Barcelona at first was a bit Great Filipino Artists. National Exposition of
Fine Arts was conducted in Madrid. Juan Luna’s
gloomy. Upon his arrival he has observed that it “Spoliarium” won the first prize; Hidalgo’s
Christian “Virgins Exposed to the Populace”
was ugly with its little inns and inhospitable was second.
residents. It happened that he checked-in at a Lines in Rizal’s Speech at the banquet.

…. The patriarchal era in the Philippines is
dingy inn situated at an unimpressive narrow waning. The deeds of her illustrious sons are no
longer wasted away at home. The oriental
chrysalis is leaving the cocoon…. But the
street in the “town’s most ugly side” (Ibid.). But gratitude of the Philippines towards her
illustrious sons was not yet satisfied, and
this impression was immediately altered when he desiring to give free rein to the thoughts that
bubble in the mind, to the sentiments that
visited places, such as Las Ramblas (their most abound in the heart, and to the words that
escape from the lips….
famous street) and has observed an atmosphere
of freedom and liberalism, and its people were open-hearted, hospitable, and
courageous (Ibid.).
Finally, he was welcomed by some of his classmates from Ateneo with a party
at café Plaza de Cataluǹa, where the folks had their usual hangout. They exchanged
news to update each other about Spain and of the Philippines.
Shortly, Rizal moved to Madrid, the capital city of Spain, to continue his studies
in the Universidad Central de Madrid (Central University of Madrid). On November
3, 1882, he enrolled in two courses; Medicine and Philosophy and Letters. Being a
prolific man, he made himself busy by studying Fine Arts and taking lessons in French,
German, and English. To further improve his knowledge in music, he attended operas
and concerts in the city.
Rizal’s frugality made him conscious of his expenses. He has no fancy
spending on liquor and women, as what some Filipino illustrados do in the city. He
used to visit and spent some time at the home of Don Pablo Ortiga (former liberal-
minded Spanish Civil Governor of Manila under Gov. Gen. Carlos Ma. dela Torre,
1869-1871) where he met the latter’s two daughters, Pilar and Consuelo. The later
became one of our hero’s love interests with Eduardo de Lette as rival.
Rizal joined the Circulo Hispano-Filipino (Spanish-Filipino Circle). It is a society of
Spaniards and Filipinos in Madrid. Being recognized as man of letters, Rizal was
requested to write a poem. In response to this request, he declaimed during the New
Year’s Eve reception of Madrid Filipinos the “Me Piden Versos”. It is a sad poem to
which he poured out the cry of his agonizing heart (Ibid.). In this occasion, politics
became part of the discussion of the group centering on the need for reforms in the
Philippines. Rizal became an active discussant (De Viana, 2011).
Rizal became more exposed to Liberal and Republican Spaniards. Most of those
people he constantly in contact with were Masons. They were Miguel Morayta,
statesman, professor, historian, and writer; Francisco Pi y Margal, journalist,
statesman, and former president of the First Spanish Republic; Manuel Becerra,
Minister of Ultrama (Colonies); Emilio Junoy, journalist and member of Spanish
Cortes; and Juan Ruiz Zorilla, parliamentarian and head of the Republic Progressive
Party in Madrid (Zaide et al., 2008).
Witnessing the transparent criticism of the Spanish Masons to the policies of
the government and the friars, he was impressed. Consequently, March of 1883, our
hero officially became a Mason in the lodge Acacia of Madrid. In his mind, Rizal would
need the aid of the Freemasonry in his advocacies against the friars in the Philippines;
inasmuch as the friars used Filipino faith to sustain power and extract wealth and to
persecute the native patriots. After some years he transferred to Lodge Solidaridad
in Madrid. On November 20, 1890, he became Master Mason and on February 15,
1982, he was awarded with the diploma as Master Mason by Le Grand Orient de
Dr. Miguel Morayta. Professor of history. With his

France in Paris.
liberal view, he was condemned by the Catholic
Bishops and was excommunicated after In spite of this title, Rizal was not so
delivering a speech during the academic year
opening ceremonies at Central University. He active in Masonry compared to Marcelo H.
stressed the “freedom of science and teachers.” It
was due the censorship of lectures by churches Del Pilar, Graciano Lopez Jaena, and Mariano
causing to impede science to prosper. On
November 20-22, 1884 bloody riots by students
took place in support to Dr. Morayta. Rizal and
Ponce. His sole contribution to the society
some Filipinos participated. They shouted “Viva
Morayta! Down with Bishops.” (See Zaide, 2008, was a written lecture he presented in 1889 at
p.74)
Lodge Solidaridad entitled “Science, Virtue
Science, Virtue and Labor
“The duty of modern man, to my thinking, is to and Labor.”
work for redemption of humanity…. Humanity
cannot be redeemed while reason is not free,
while faith would want to impose itself on facts,
Financial Constrains did not impede our
while whims are laws, and while there are nations
who subjugate others….” (Miscellaneous Writings hero’s brilliance. Two years after Rizal’s
of Dr. Rizal, p.123-129)
departure for Spain he experienced one of his
touching moments in Madrid. On June 1884, he was broke, hence was unable to eat
his breakfast. Despite, he attended his classes at the university. On that same day,
with an empty stomach, he participated in Greek Language and won the gold medal.
Famished and tired, he was invited as a guest speaker in a celebration to honor the
victory of Filipino artists Juan Luna and Felix Ressureccion Hidalgo. He filled his
stomach in that sumptuous banquet.
The allowance of Rizal fell short due to some reasons. For instance, the
harvests in Calamba failed due to drought and locusts. This misery of the tenants was
added by the increase in rental of the lands imposed by the hacienda manager.
Paciano, however, tried to find a way to send the allowance of Rizal but most of the
time it was delayed and at times it never arrived. Pacianohas even sold the pony of
Riza for the latter’s allowance.
Jose Rizal was a voracious reader.He collected various books of both fictions and
references. Despite his frugal life, he spared no amount to buy secondhand books.
Considerably, his collection is a library: The Bible; Lives of the Presidents of the
United States from Washington to Johnson; Complete Works of Voltaire (9 vol.);
Ancient Poetry; Works of Thucydides; The Byzantine Empire; The Renaissance;
Hebrew Grammar; The Characters of La Bruyere; History of the French Revolution;
Eugene Sue’s The Wandering Jew; Harriet Beecher Stowe’s Uncle Tom’s Cabin; The
Works of Alexander Dumas; Louis XIV and His Court; various References on Medicine,
Philosophy, Languages, Geography, and Arts and Sciences.
Our hero has completed his medical studies and was given the title Licenciado en
Medicina (Licentiate in Medicine) on June 21, 1884. The title was awarded with the
rating Aprobado or Fair. Seeing his grades, he actually got better score at the
University of Sto. Tomas compared to the Central Universidad de Madrid. Aspiring
further, he continued studying subjects that would lead him to Doctorate in Medicine.
But he was not able to present his thesis and its corresponding fees. As a result he
was not awarded with the said degree. Although, he could practice medicine provided
that he is a holder of a licentiate.
Other than the awarded license to practice medicine, Rizal has, likewise,
finished his degree and was awarded with Licenciado en Filosofia y Letras (Licentiate
in Philosophy and Letters) in the same university with the rating sobresaliente. This
qualifies him to be a professor in humanities in any Spanish university. Nonetheless,
he decided to advance in medicine and specialized ophthalmology by working as an
assistant to Dr. Louis Weckert in Paris from October 1885 to March 1886. Still later,
in Germany, he became an assistant to several experts in Ophthalmology such as
Javier Galezowsky and Otto Becker in 1886; and Dr. R. Schulzer and Dr. Schwiegger
in 1887.
ASSESSMENT TASK FOR CO2 – ILO 1: Reflective Essay 2 (25 points)

Accomplish on or before WEEK 7
You are to write about your high school/college days: How your decisions were
made and the experiences you had that made a great impact about your present
disposition. Which part of Rizal’s story can you relate or has somehow inspired you?
Give your own title to this entry.

on or before the period of Accomplishment
indicated
WEEK 7-8
The Propaganda Movement, Katipunan, Exile and Execution
Educated Filipinos
Filipinos in Europe gather regularly to share news from the Philippines and
discuss them over a banquet. They are the illustrados from the Philippines that led
the initiative for political reform. With their education and exposure to European
liberal ideologies they had the confidence to voice out their grievances and
aspirations for their country. Among them is our hero, Jose P. Rizal.
Despite their efforts,

The propagandists could be divided into three groups: The first
they were not heard and taken
included Filipinos who had been exiled to the Marianas Islands in
for granted by the Spanish 1872 after being implicated in the Cavite Mutiny. After two many
years in the Marianas, they proceeded to Madrid and Barcelona
government. To their because they could no longer return to the Philippines. The second
group consisted of illustrados in the Philippines who had been sent
advantage, though, being in to Europe for their education. The third group was composed of
Filipinos who had fled their country to avoid punishment for a crime,
Europe they could gather and or simply because they could not stand Spanish atrocities any
longer. Still, not all Filipinos living in Spain were members of the
convene on the plans for Propaganda Movement. (Philippine-history.org, 2020)
reforms that they wanted.

History may tell us that they have not succeeded to ease the suffering of the Filipinos
(Philippine-history.org, 2020) and some of them have resorted to the violent means
of independence. This resulted to the creation of two factions among illustrados both
in Abroad and the Philippines. Those who resorted to peaceful reform were called the
intelligentsia (Ibid.). They were considered more organized and directed in their plans
for peaceful and this initiative was called the propaganda movement. The movement
was labelled as a cultural organization that formalized in 1872 (geni.com, 2020). Their
members identified as propagandists or reformists and have worked hardly in the
Philippines and abroad. As such they were guided with their objectives (Philippine-
history.org, 2020): (a) recognition of the Philippines as a province of Spain; (b) equal
status for both Filipinos and Spaniards; (c) Philippine representation in the Spanish
Cortes; (d) secularization of Philippine parishes; and (e) recognition of human rights.
To initiate these objectives, they conduct regular meetings and in 1889

Graciano Lopez Jaena founded the La Solidaridad Newspaper in Barcelona. The said
newspaper served as the
instrument of the propaganda
movement (Zaide and Zaide,
2008). Marcelo H. del Pilar being
the editor wrote to Rizal in
London and invited him to
contribute (to be discussed
further in module 3). Moreover,
Intelligentsias illustrado recognized the brilliance and conviction of Jose Rizal, thus,
he was recognized as their leader (see Zaide on Association La Solidaridad, p. 146,
180-81, 2008). Further, the names of the identified members of the Propaganda
Movement are as follows:
1. José Alejandrino
2. Anastacio Carpio
3. Graciano López Jaena, publisher of La Solidaridad
4. Marcelo H. del Pilar - the editor and co-publisher of the La Solidaridad and wrote
under the name "Plaridel"
5. Eduardo de Lete
6. Antonio Novicio Luna - wrote for La Solidaridad under the name "Taga-Ilog"
7. Juan Novicio Luna - painter and sculptor
8. Miguel Moran
9. Jose Maria Panganiban - wrote for La Solidaridad under the name "Jomapa"
10. Pedro Ignacio Paterno - served as prime minister of the first Philippine Republic
11. Mariano Ponce - wrote for La Solidaridad under the name "Tikbalang"
12. Antonio Maria Regidor
13. Isabelo Jr. L. delos Reyes
14. Dr. Jose Rizal - author of Noli Me Tangere and El Filibusterismo, wrote for La
Solidaridad under the name "Laon Laan"
The Katipunan, Exile, and Execution

After five years of Rizal’s academic conquest in Europe, he went back to the
Philippines in 1887. His intention was to check on the growing illness of Doña
Teodora, see Leonor Valenzuela (girlfriend), and to find out the impact of his Noli Me
Tangere. These objectives were all failed in as much the mother’s cataract was not
yet mature for operation, Leonor was no where to be found and the Noli indeed has
brough an impact but was banned to get publish in the country. So effective the Noli
was as it led to the collection of information and grievances of the Calamba tenants
regarding rents, church tributes, and taxes. It was Borneo Colonization Project
due to the order of Governador General Emilio In 1892 Rizal conceived the
establishment of a Filipino Colony in
Terrero (served: 1885-1888). The controversies Borneo (Sabah), a “New Calamba”.
The idea was preceded by the exile of
over the Noli and this written petition has further Calamba tenants. The British
authorities were willing to grant the
Filipinos with 100,000 acres of land
inflamed the anger of the Friars to Jose Rizal. for 999 years, free of all charges. But
such plan was not materialized. (See
Rizal’s family was so happy of Jose’s coming Zaide and Zaide., 2008, pgs. 206-207)
home. But this happiness was stirred with worries

Aims of La Liga Filipina
as regards his safety. His Noli Me Tangere has
1. To unite the whole archipelago
caused the friars’ resentment and they have into one compact and
homogeneous body;
accused Rizal of slandering the Catholic church 2. Mutual protection in every want
and necessity;
3. Defense against all violence and
and for spreading subversive ideas (De Viana et injustice;
4. Encouragement of education,
al., 2011). Hence, Paciano never let Rizal off sight agriculture, and commerce; and
5. Study and application of reforms.
and kept himself close to the latter for security.
Consequently, into the mind of Rizal, it was not only his life was jeopardized
but his family as well. Hence, with the advice of the governor general and a vision that
he could freely write and work for the propaganda abroad, he left the Philippines for
the second time on February 3, 1888.
His second journey to Europe was both productive and challenging. He

accomplished his Annotation of De Morga’s Successos de las Islas Pilipinas,
contributed articles in La Solidaridad, and published the El Filibusterismo. Gloomy
moments, on the other hand, were when he was broke and undernourished in Ghent
during the publication of El Fili, he challenged Antonio Luna to a Duel and another
with Wenceslao Retana in Madrid, the death of Panganiban, Leonor Rivera marriage,
Nelly Boustead parents turn down his marriage proposal, Leadership rivalry with
Marcelo H. Del Pilar, retirement from the Propaganda Movement, and stopped
writing for La Solidaridad newspaper. With all these sad experiences, Rizal decided to
leave Europe for Hong Kong in 1891.
In Hongkong, he lived a mundane life as an Ophthalmologist. There he had a reunion

with some of his family member who were driven out of Calamba because of the
Agrarian Trouble which led to persecution and exile of tenants. The trouble was
enflamed by the Anti-Friar petition in the same year (See Ambet R. Ocampo, Rizal
agrarian dispute on inquirer.net, June 14, 2013) .
Life in Hongkong seemed comfortable until Eduardo de Lete wrote an offensive

article in La Solidaridad (April 15, 1892). The latter accused that Rizal has abandoned
the country’s cause, was coward, egoistic, opportunistic, and a person good only in
words. Ringed by this unsavory words, Rizal wrote to Del Pilar: “Lete,… was too
hasty… if after all it was for the best; it has shaken me awake, and after a long silence
I enter field anew… I am going to activate the Propaganda again and fortify the Liga”
(Epistolario Rizalino, Vol. III, p.338, Zaide and Zaide, 2008). Despite, Rizal’s silence in
Hongkong, he never bid to forget about his personal mission for the country. He
authored the constitution of his planned “La Liga Filipina” to continue his aspirations
for reform. Consequently, with this drive propelled by de Lete, on May of 1892 our
hero decided to return to Manila. In his mind he has to accomplish: the establishment
of the La Liga Filipina in Manila; (2) confer with Gov. General Despojol regarding
Borneo Colonization Project (see side note); and (3) prove to de Lete and some critics
that he never abandoned the country’s cause (Zaide and Zaide, 2008).
Back to his native land, on July 3, 1892, at the residence of Doroteo Ongjuco
(brother-in-law of MH del Pilar), in Tondo Manila, Rizal founded the La Liga Filipina.
Many patriots were present including Andres Bonifacio.
Three days after the Liga was founded, Rizal was arrested as he was accused
to possess Pobles Frailes (poor friars) leaflets. They were allegedly found in his sister
Lucia’s pillowcase. The said leaflets were a satire against the rich Dominical friars who
amassed fabulous riches contrary to their monastic vow of poverty (ibid.). The friars
had their eyes prying on Rizal as his novels were likewise satires to the Friars of their
time. Rizal denied the accusation but to no avail. He was then arrested and escorted
to Fort Santiago where he was detained.
On the following day, June 7, 1892, the Gaceta de Manila circulated the arrest
of Rizal. This caused turmoil among Filipinos especially to members of La Liga. An
order from Governor General Despujol was given with wobbly evidences –
deportation of Rizal to one of the islands in the south, Dapitan. Thus, past midnight
of July 14, under heavy guard, Rizal on board of steamer Cebu sailed to Dapitan where
he spent four years of his life in exile.
On the night of Rizal’s arrest a group of Filipino patriots secretly met at the
residence of Deodatu Arellano. The meeting was organized by Andes Bonifacio
where the former, Valentin Diaz, Teodoro Plata, Jose Dizon, and Ladislao Diwa
attended. It was reported that that meeting was the creation of the Kataas-taasang,
Kagalang-galangang Katipunan ng mga Anak ng Bayan (KKK). Rizal was not aware
and has no participation in carrying out the plans of its founding (Purino, 2014). The
Katipunan served as an anti-Spanish society with the goal of gaining Philippine
independence (See Epifanio delos Santos, Anders Bonifacio, The Philippine Review,
January/February 1918, vol.1, Nos.1-2, Philippine News Archives). Moreover, Emilio
Jacinto wrote the "Kartilyang Katipunan” where the duties and responsibilities of
members were indicated.
The Katipunan was a secret society that aimed to (1) fight for the
independence of the Philippines from Spain, (2) teach Filipinos right conduct,
cleanliness, and to fight against blind obedience to religion and to overcome
weakness of character, and (3) help one’s self and to defend the poor and the
oppressed. The organization secretly organized and recruited members for four years
until August of 1896, the outbreak of Philippine Revolution.
In Dapitan, Rizal was placed under watch of warden Captain Carnicero from July
1892 to July 1896. He live an ordinary life until, his lottery ticket number 9736 was
luckily picked. The number was shared by Rizal, Capt. Carnicero, and Francisco
Equilior, a resident of Dipolog. Rizal’s share amounted to 6,200 pesos. He share the
money to his father (2,000) and to Jose Maria Basa (200) in Hong Kong. The rest were
used to invest in buying agricultural lands along the coast of Talisay, Dapitan where
he establish his school and clinic. To Blumentritt he wrote:
I shall tell you how we live here. I have three houses, one square, another hexagon and a
third, an octagon, all of bamboo and nipa. In the square house we live, my mother, sister
Trinidad, a nephew and I. In the octagon live my boys or some youngsters whom I teach
arithmetic, Spanish and English. In the hexagon live my chickens. From my house I hear
the murmurs of a crystal clear brook which come from the high rocks; I see the seashore,
the sea where I have small boats, two canoes or barotos as they say here. I have many fruit
trees, mangoes, lanzones, guyabanos, baluno, nangka, etc. I have rabbits, dogs, cats, etc.
I rise early – at five – visit my plants, feed the chickens, awaken my people, put them in
the movement. At haft past seven, we breakfast with tea, pastries, cheese, sweetmeats,
etc. Later, I treat my poor patients who came to my land; I dress, I go to the town in my
baroto, treat the people there and return at 12 when my luncheon awaits me. Then I teach
the boys until 4 pm. and devout the afternoon to agriculture. I spent the night reading and
studying.
In practicing medicine, he has successfully operated the eyes of his mother.

He also studied the native medicinal plants of Dapitan as an alternative medicine for
poor patients in the locality. There were also rich and foreign patients who came for
his consultation and have paid well. One of the foreign patients was Mr. George
Tauffer, an American engineer. He was accompanied by Josephine Bracken, being his
adapted child, who later became Rizal’s wife in Dapitan. They have learned that Rizal
was an ophthalmic specialist from Julio Llorente, Rizal’s friend in Hong Kong.
Revolution was planned in Manila in 1896 by the Katipuneros. In order to solicit

Rizal’s favor and ask for his permission, they sent Dr. Pio Valenzuela to Dapitan. He
brought with him a blind man, Raymundo Mata, to camouflage his true intention.
Rizal was strongly opposed to the said plan. As for our hero, people are not yet ready
to engage into a bloody revolution, inasmuch as there were no sufficient funds and
arms and the knowledge of the people on military warfare is still crude and they are
unskilled. Moreover, the Katipuneros also proposed to rescue him from Dapitan but
he declined the offer.
Blumentritt suggested to Rizal to volunteer his services to the Spanish

government and join the forces as physician in Cuba. Learning that revolution
broke out and there was a raging yellow fever epidemic and physicians to the needs
of the Spanish troops was in shortage, Blumentritt recommended to Rizal a legal
opportunity to end his exile. As a result, Rizal wrote a letter to Gov. Gen. Ramon
Blanco. However, months passed by and he received no response until he gave up the
idea. However, on July 30, 1896 he received a letter from the governor general
accepting his offer to volunteer as physician. Also written in the letter was a notice to
the politico-military commander of Dapitan to give Rizal a pass so he could return to
Manila. From Manila he was to get transferred to a steamer bound to Spain and
eventually to Cuba. Consequently, Rizal sold his lands and other belongings on July
31 and bade farewell to the people of Dapitan. He was accompanied by Josephine,
Narcisa, Angelica (Narcisa’s daughter), three sons of Maria and two sons of Lucia. On
board of the steamer Espaǹa he reached Manila on August 6, 1896.
The outbreak of the Philippine Revolution took place while Rizal was waiting for a
steamer that will take him to Spain. It was on August 19, 1896 that the Katipunan
plotted to depose of the Spanish government through revolution. The conspiracy was
discovered Fr. Mariano Gil, an Agustinian Friar of Tondo. On August 26, 1896
,Andress Bonifacio and the Katipuneros raised the “Cry of Balintawak” that agitated
the discovery of their intentions. Hence, at dawn of August 30, Bonifacio and Jacinto
led the attack of San Juan but end up with heavy losses. Governor Blanco then
proclaimed a state of war in the eight provinces: Bulacan; Cavite; Tatangas; Laguna;
Pampanga; Nueva Ecija; and Tarlac.
While staying in the cruiser Castilla for the availability of the steamer for Spain, Rizal
read the news about the outbreak. Rizal was worried about the outbreak. Zaide
(2008) noted two reasons of his reservations:
1. The violent revolution which he sincerely believed to be premature and would only cause
much suffering and terrible loss of human lives and property, had started; and
2. it would arouse Spanish vengeance against all Filipino patriots
Rizal sailed for Barcelona, Spain on Board of the steamer Isla de Panay on
September 3, 1896. He was confident that he will cure wounded soldiers in Cuba. On
the 7th of September the steamer reached Singapore. Among the passengers, Don
Pedro Roxas and several friends in Singapore convinced Rizal to escape. Yet, as man
of his words, Rizal refused the offer. In as much as for him, escaping is only for
criminals who are evading arrest and possible imprisonment (De Viana et al., p. 107).
The steamer set back to its course and through the Suez Canal. Sadly, while sailing
across the Mediterranean sea, Rizal heard among the passengers that there was an
impending arrest on him. In his diary he wrote on September 20 “there are people on
board who do nothing but slander me and invent fanciful stories about me. I am going
to become a personage” (See Zaide, p. 249). Eventually, on the 30th day of
September, Capt. Alemany received a telegraph with orders from Spanish
Authorities of Manila. Rizal was arrested and was confined in his cabin. He was
treated as a prisoner on board.
Rizal reached Barcelona as a prisoner on October 2, 1896.Several days later, an

officer informed him that a newspaper in Madrid held him responsible for the
insurrection [in Manila]. This disturbs him very much (Purino, p.91). In the Montjuich
Castle, he was incarcerated. The castle was under the jurisdiction of former Governor
General Eugenio Despujol(exiled Rizal to Dapitan) as the military commander of
Cataluña. On the same day, he was transferred to steamer Colon bound to Manila.
Upon learning the predicaments of Rizal, Dr. Antonio Ma. Regidor and Sixto Lopez
wired an English lawyer named Mr. Fort in Singapore to settle the immediate release
of Rizal when the steamer carrying him reaches the country. Hastily, the lawyer
worked on the request and claimed to the Singapore Court of Justice that Rizal was
illegally locked up in the steamer. However, the complaint was not acted upon by the
Singapore judge because the steamer was carrying Spanish Military bound to Manila
which technically makes the steamer a foreign warship.
Rizal is back to Manila for Trial. Immediately, he was brought to Fort Santiago. He
was not permitted to see his family and acquaintances for a few weeks. He was tried
with the accusations against him. Further, his brother Paciano and several Filipino
patriots were violently tortured to collect evidences against him.
A preliminary investigation on the accusations against Rizal was executed on

November 20, 1896. He submitted himself to Judge Advocate, Colonel Francisco
Olive. Charges were read before him and answered every question asked. He was not
allowed to come face to face with people who have provided testimonies against him.
Other than the testimonies, some documents were also presented to support the
accusations. Records of the preliminary
Gov. General Blanco was not aware that
investigation were submitted byCol. Olive the Dominicans had sent a letter to the
general prosecutor in Madrid about his
to Gov. General Ramon Blanco together indolence and urging immediate action on
his case. Don Camilo Polavieja arrived in the
with the letter appointing Capt. Rafael Philippines on December 3, 1896. He was the
person whom the friars had in mind to
Dominguez as Judge Advocate to institute replace Blanco as soon as they had
succeeded in his transfer. (Purino, 2014)
the corresponding action against Rizal
(Zaide, p. 255). Dominguez took two day to review the case. He concluded: “The
accused is the principal organizer, the moving spirit of the Philippine insurrection,
founder of societies, of newspapers and has written books designed to foment ideas
of rebellion and sedition among the people, and the principal leader of the anti-
government movement in the country” (Locsin and Locsin, 1996; Puniro, p. 99).
Blanco then decreed and passed the case to Auditor Gen. Nicolas dela Peña.
Rizal was given the privilege to choose his defense counsel. Among the names
in the list of army officers (first and second lieutenant) was provided to him, a name
surfaced among them. He chose Don Luis Taviel de Andrade who happened to be the
brother of Lt. Jose Taviel de Andrade; his bodyguard way back in Calamba during his
first homecoming.
The court-martial of Rizal was held in a military building called Cuartelde España on
December 26, 1896. Rizal sat on a bench with two soldiers. His arms were tied behind,
elbow to elbow, like a common felon. He was dressed in a black woollen suit with a
white vest and black tie. He was calm and dignified in appearance (Ibid., 259). He was
accused of (1) rebellion, (2) sedition, and (3) illegal association. The prosecuting
lawyer, Atty. Alcocer, enumerated the charges against him. The lawyer convinced the
military court to give death verdict to Rizal. The Spanish spectators cheered and
applauded. Followed was the defense delivered by Don Andrade with a reminder to
the judges to be just and avoid vindictiveness when making decisions (De Viana et al.,
p. 111). Rizal has provided supplementary defense as requested by the court.
The Council dictated the sentence to Rizal. By virtue of its powers, on December
26, 1896, the sentence reads: “Dr. Jose Rizal should be condemned to death, and in
case of pardon will bear life imprisonment and subjection to vigilance for life, and
shall pay the state an indemnity of Php. 100,000.00 which shall be passed on to his
heirs for satisfaction in accordance with the articles…”(Purino, 103). On the 28 th of
December, the submitted decision was approved by Governor General Polavieja. The
order was to shoot Rizal at 7:00 o’clock on December 30 at Bagumbayan.
Rizal was shot. Prior, he requested the commander that he be shot facing the squad
but was denied of. Dr. Felipe Ruiz Castillo, checked his pulse and found out with
amazement that it was normal. Even fear failed to invade the heart of the hero.
“Fuego” was heard, gut shots roared. Rizal, with supreme effort, turned his
bullet-riddled body to the right, and fell on the
Two nights ago, that is 30 December, I
ground dead – with face upward facing the had a frightful nightmare when I almost
died. I dreamed that, imitating an actor
morning sun. It was 7:03 in the morning when he dying on stage, I felt vividly that my
breath was failing and I was rapidly
died in the bloom of manhood – aged 35 years, five losing my strength. Then my vision
became dim and dense darkness
months, and 11 days (Zaide, 2008). His last words enveloped me – they are the pangs of
death. (Rizal’s diary, Jan. 1, 1883)
were “Consummatum Est!” – it is done! The
same words that Christ uttered in His last breath.
ASSESSMENT TASK FOR CO2 – ILO 2 to 4

Objective Essay 2 (10 points each)
1. Explain Rizal’s involvement to the Propaganda Movement

2. Discuss Rizal’s involvement to Katipunan
3. Illustrate the last days of Rizal

on or before the period of
Accomplishment indicated
ASSESSMENT TASK FOR CO2 – ILO 1-4
Accomplish this on or before week 8
Memory Exercise part 2
Name:__________________________________ Date:____________________
Encircle the correct answer.
1. It said that Doǹa Teodora descended from the line of the last native king of Tondo, who was___
a. Gregorio Zaide c. Sikatuna
b. Lakan Dula d. Datu Puti
2. The imprisonment of Rizal’s mother was due to:
a. Disrespecting a Spanish authority
b. She supported Alberto’s decision to divorce his wife
c. She attempt to poison Alberto’s wife
d. Disobeyed a friar
3. Who worked in defense and immediate release of DoǹaTeodora?
a. Francisco de Maceda c. Manuel Marzan
b. Magin Ferrando d. Manuel Burgos
4. To which empire was Rizal a member during his entry to Ateneo?
a. Externos c. Roman
b. Carthaginian d. Internos
5. Who interceded to admit Rizal in Ateneo upon enrolment? The school registrar refused to admit him
for some reasons.
a. Margin Ferrando c. Jose Bech
b. Manuel Burgos d. Paciano
6. The first favorite novel of Rizal was the Count of Monte Cristo. Who is the author?
a. Edmund Dantes c. Cardo Dalisay
b. Alexander Dumas d. Feodor Jagor
7. Among teachers in Ateneo who encouraged and supported our hero to write poems?
a. Fr. Sanchez c. Fr. Villaclara
c. Manuel Burgos d. Palasig D. Francisco
8. Who discouraged Rizal to study at the University of Sto.Tomas?
a. Fr. Villaclara c. DoǹaTeodora
b. Fr. Ramon d. SegundaKatigbak
9. What was the degree completed by Rizal in Ateneo?
a. College degree c. Surveying
b. Bachelor of Arts d. Philosophy and letters
10. To whom Rizal dedicated his poem Mi Primera Insperacion?
a. DoǹaTeodora c. Fr. Sanchez
b. GomBurZa d. Segunda Katigbak
11. In his first semester at the University of Sto. Tomas, to which course Rizal was enrolled?
a. Medicine c. Bachelor of Arts
b. Surveying d. Philosophy and Letters
12. To whom Rizal reported the Brutality he experienced in his 1878 summer vacation in Calamba?
a. Guadia Civil lieutenant c. Primo de Rivera
b. His Mama d. Capitan Valenzuela
13. What was the title of Rizal’s entry to the 1880 literary contest sponsored by Artistico-Literario of
Manila to commemorate the death of Cervantes?
a. El Consejo de los Dioses c. A La Juventud Filipina
b. Compaǹerismo d. Junto al Pasig
14. Who among the following was not aware of Rizal’s departure for Spain?
a. Leonor Rivera c. Leonor Valenzuela
b. Pedro Paterno d. Paciano
15. Which of the following statements is wrong?
a. On board of Salvadora Rizal left Manila for Spain in 1882.
b. After Singapore, the Salvadora anchored in Ceylon (Sri Lanka)
c. The first impression of Rizal of Barcelona was unfavourable
d. Rizal visited Chateau d’If when the steamer, to which he was on board, docked at
Marseilles.
16. In Berlin, Rizal came short in his finances; starved and broke. Who loaned him some amount for his
daily expenses.
a. Ferdinand Blumentritt c. Feodor Jagor
b. Maximo Viola d. Valentin Ventura
17. After reading the Noli Me Tangere, he ordered investigations of towns concerning taxes and rents.
a. ValerianoWeyler c. Taviel de Andrade
b. Jose Rodriguez d. Emilio Terrero
18. Who accompanied Rizal during his stay in Hong Kong and Macao?
a. Ma. Basa c. Juan Perez Caballero
b. TechoSuehiro d. Kiu-Kiang
19. In London, who called Rizal as “pearl of man?”
a. Antonio Ma. Regidor c. Mr. Beckett
b. Reinhold Rost d. Blumentritt
20. The raging trouble in Agriculture in Calamba caused some people to be banished to some places.
Who was exiled to Bohol?
a. Manuel Hidalgo c. Paciano
b. Laureano Viado d. Calamba tenants
21. They are a group of Filipinos in Europe who initiated the propaganda movement. Education had
equipped them with ideologies to bring out grievances in the Philippines.
a. Filipino politicians c. Creoles
b. Illustrados d. Filipino representatives to Spanish Cortes
22. Who among the following is NOT a member of the Propaganda Movement?
a. Miguel Moral c. Emilio Jacinto
b. Maria Regidor d. Eduardo de Lete
23. While Rizal was in Dapitan, he bought a vast land to cultivate and preoccupy himself. Where was
the funding from?
a. Family mutual fund c. Gambling
b. Propaganda movement d. Blumentritt
24. Who was the editor-in-chief of La Solidaridad?
a. Marcelo H. Del Pilar c. Graciano Lopez Jaina
b. Jose P. Rizal d. Jose Alejandro
25. Some Filipinos were supposed to establish a “New Calamba” abroad. They were allowed to occupy
100,000 acres of land for 999 year. Which country opened its boundaries for them?
a. Hong Kong c. Borneo
b. Taiwan d. Great Britain
26. Who wrote the Kartilyang Katipunan?
a. Jose P. Rizal c. Katipuneros
b. Emilio Jacinto d. Andres Bonifacio
27. Who signed the execution of Dr. Jose P. Rizal?
a. Gov. Gen. Ramon Blanco c. Capt. Rafael Dominguez
b. Don Camilo Polavieja d. Col. Francisco Olive
28. What were the last words of our hero?
a. Mi Ultimo adios c. Ouch
b. It is done d. Consumision est
29. Who stood to defend our hero on court?
a. Atty. Alcocer c. Nicolas dela Peña
b. Jose Andrade d. Luis de Andrade
30. Rizal thought of possible failure of the Katipunan on the outbreak of the revolution. Which of the
following was one of his assumptions?
a. the revolution was premature and would cause much sufferings
b. women could not join the war because they were not trained to fire a gun
c. he could not join them because he volunteered to serve as physician in Cuba
d. Simoun failed to gather firearms
LESSON 3
Novels of Rizal: The Revolutionary Filibustero was the Romantic Idealist
1. Noli Me Tangere (WEEK 10-11); and
2. El Filibusterismo (WEEK 12-13)
Course Outcomes:
CO3 Examine and discuss the implications of Rizal’s novel’s and
published articles in the development of Filipino Nationalism and
Patriotism (Part 1)
Intended Learning Outcomes(ILO):

1. Provide the reasons and inspiration of Rizal in Writing Noli and El Fili;
2. Discuss the socio-political implications of the novels; and
3. Reflect over the message of the novels and compare its context to the
present society
F
undamental to this course is to absorb the messages of Rizal in his novels.
From there, we could weave ideas on how these writings shaped the
mindset of some Filipinos and have courage to stand as a Nation. It has been
taught throughout students’ years in school that the novels have driven the heroes of
the revolution to fight and stand for their dreamed liberty and autonomy. This lesson
will, therefore, delve on these writings have created impact in the last years of
Spanish colony in the Philippines.
WEEK 10-11
NOLI ME TANGERE
Inspiration in Writing the Noli
Most authors were inspired by works of other writers; be it contemporary or
classical fiction, or recent factual literatures and the like. In previous chapters, we
have learned that Rizal was a voracious reader. One, therefore, could bet a penny that
the trails of ideologies, facts, and themes of his readings were embedded in his
writings. Hence, his first novel, Noli Me Tangere, was inspired by Harriet Beecher
Stowe’s novel, “Uncle Tom’s Cabin.” More so, his favorite novel, Count of Monte
Cristo, showed similar scenes in the story, from the tragic imprisonment towards the
escape and return for revenge by the protagonist. Whereas, the Noli’s Ibarra was
chased and shot to death in Pasig River but has survived, then returned to Manila as
Black Eminence seeking vengeance in El Fili.
Uncle Tom’s Cabin:

 An anti-slavery novel, it portrays the brutalities of American slave-owners and the
pathetic conditions of the unfortunate Negro slaves
 Authored by Harriet Beecher Stowe in 1852, this book strengthened the conflict
between the Northern and Southern United States which led to civil war.
 The most popular novel in 19th century and the second world best-selling at the
time.
 It helped abolitionism spread in the 1850’s
 The main character is Uncle Tom.
 Philosophy: Christian love is stronger than slavery
The book’s impact was so grand that Lincoln has uttered when he met Stowe
at the beginning of the civil war: “So this is the little lady who made this big war.” As
mentioned above, the novel fueled abolitionism. Abolitionism was a movement to
put an end to slavery in Europe and America.
The Idea of Writing the Noli

The regular reunion of Filipinos in Europe
was held in the Paterno residence on January 2,
1884 in Madrid. In their conversations, Rizal
proposed that the group would write a novel
about Philippines; it was unanimously
approved. These Filipinos were the following:
 Paternos (Pedro, Maximino, Antonio)

 Graciano Lopez Jaena
 Evaristo Aguirre
 Eduardo de Lete
 Julio Llorente
 Melencio Figueroa
 Valentin Diaz (*Ventura)
The Disappointment
Though the enthusiasm of such promising venture was strong, the plan to write
about Philippines was not realized. The most possible reasons were as follows:
 Filipinos (in Europe) then were still too young to seriously do the work;
 They were not ready as a group to do this kind of endeavor (De Viana et al., 2011);
and
 Almost everybody wanted to write on women (Zaide, 2008)
Those compatriots who were expected to collaborate on the novel did not write
anything. The novel was designed to cover all phases of Philippine life. Rizal was
disgusted at such flippancy. He was even more disgusted to see that his companions,
instead of working seriously on the novel, wasted their time gambling or flirting with
Spanish señoritas (Ibid.).
Writing and Printing of the Noli
Rizal was not discouraged by the failure of

In Paris during his visit he met Maximo
his compatriots to accomplish the task. His Viola, a medical student from Bulacan.
There, he served as assistant of Dr. Luis
determination to write a novel even grew Weckert a leading ophthalmologist.
stronger. Moreover, Pedro Paterno came up with In Wilhelmsfield he stayed in the house
of pastor Dr. Karl Ullmer the hospitable
his own writing Ninay. When Rizal was about to and friendly pastor.
finish his studies at the Central University of In Berlin he studied Advanced

Ophthalmology, science, and language.
Madrid, he started to write the Noli, then He associated with famous German
scientists and scholars. He worked as an
continued the work in Spain (1884) and finished assistant of Dr. Schweigger, an eminent
ophthalmologist.
half of it. In Paris, France (1885) he begun to work
on the second half and finished the last chapters at Wilhelmsfield, Germany (April-
June 1886). Final Revisions were made in Berlin in February of 1886. He finalized the
manuscript and made it ready for printing on February 21, 1887. The printing was
done on March 29, 1887 in 2000 copies by Berliner Buchdrukrei-Action-Gesselshaft
printing press.
Prior to the printing, finding the printing press was not easy due to limited
financing. Sick and penniless (February 1886), Rizal saw no hope of having the Noli
published, so in that momentary fit of desperation, he almost hurled it into the
flames. Years later, he told Fernando Canon:
“I did not believe that the Noli Me Tangere would ever be published when I
was in Berlin, broken-hearted, weakened, and discouraged from hunger and
deprivation. I was on the point of throwing my work into fire as a thing
accursed and fit only to die.”
Noli Saved; Printed
Maximo Viola (days before Christmas, 1886) arrived and saw Rizal with shock
as he found him living in poverty and deplorably sickly due to lack of proper
nourishment. He loaned our hero with ample funds and gladly agreed to finance the
printing of the Noli, which amounted to 300 pesos.
As Rizal’s appreciation to the kindness of his friend, he gave the original

manuscript of the novel together with the pen he used to write and a complimentary
print on March 29, 1887. Rizal wrote an inscription which read:
“To my dear friend, Maximo Viola, the first to read and appreciate my work – Jose
Rizal”
The Printed Noli

The Title: Noli Me Tangere: Latin phrase which means “Touch Me Not”; it was
admittedly taken by Rizal from Bible on Gospel of St. Luke. But, Zaide (2008) noted
that Rizal made a mistake as the Gospel signifying “do not touch me” was John (20:
13-17).
The Author’s Dedication: To the Philippines; “To My Fahterland.”
Noli Based on Truth: Unlike most fictional literature, Zaide (2008) noted, it was a
true story of Philippine condition during the last decades of Spanish rule. The places,
characters, and the situations really existed. Rizal said: “The facts I narrate there are
all true and have happened; I can prove them.” Moreover, Dr. Antonio Ma. Regidor
wrote to Rizal (Purino 2016; Locsin et al., 1996): “…I frankly confess that I have not
read anything more truthful nor more graphic, referring to that society as much
calumniated as it is afflicted…”.
Missing Chapter: Chapter Elias and Salome – was deleted due to economic reason.
By reducing the pages of the manuscript, the cost of printing would correspondingly
reduce.
Characters Based on Actual Persons
The Characters were drawn by Rizal from persons who actually existed during his time such
as (Zaide et al., 2008):
 Maria Clara – Leonor Rivera
 Ibarra and Elias – Represented Rizal himself
 Pilosopo Tasio – Paciano
 Padre Salvi – for Rizalists, was Padre Piernavieja
 Capitan Tiago – Capitan Huilario Sunico of San Nicolas
 Doña Victorina – Doña Agustina Medel
 Basilio and Crispin – Crisostomo brothers of Hagonoy
 Padre Damaso – typical of domineering friar during the days of Rizal, who was arrogant,
immoral, and anti-Filipino
*Piernavieja – hated Agustinian friar in Cavite who was killed by the patriots during the revolutions
Rizal’s Anticipation with the Noli

As to be expected, Rizal’s enemies condemned the Noli. Rizal anticipated the
vitriolic attacks of his enemies, who were sore to be told the truth of their evil ways.
As he told Blumentritt (De Viana,2011):
“The government and the friars will probably attack the work, refuting my
statements, but I trust in God of Truth and in the persons who have actually seen
our sufferings.”
Praises to Noli
Rizal’s brilliance has pleased and impressed his contemporaries. His friends
particularly hailed the novel; praising it in glowing colors. Blumentritt’s greeting
was most significant (Ibid.):
“First of all accept my cordial congratulations for your beautiful novel about customs
which interests me extraordinarily. Your work, as we German say, has been written
with the blood of the heart, and so the heart also speaks. I continue to reading it with
much interest…. I knew already that you were a man of extraordinary talent; but in
spite of this, you work has exceeded my hopes and I consider myself happy to have
been honored with your friendship…. your people can also be called lucky for having
you a son and a loyal patriot. … you can become one of those great men who will
exert a definite influence on the spiritual development of you people.”
Moreover, Dr. Antonio Ma. Regidor, A Filipino patriot and lawyer who had
been exiled due to his complicity in the Cavity mutiny of 1872, read Noli and was very
much impressed. He felicitated Rizal (May 3, 1887):
“If the Quixote immortalizes its author because it exposes to the world the ailments
of Spain, your Noli Me Tangere will bring you an equal glory. With your modesty and
your voracious and able appraisal, you have dealt a mortal blow to that old tree full
of blemishes and decay. Every Filipino patriot will read your book with avity and upon
discovering in every line a veracious idea and in every word a fitting advice, he will be
inspired and he will regard your book as the masterpiece of a Filipino and the proof
that those who thought us incapable of producing great intellects are mistaken or
lying.”
Don Quixote is a novel by Miguel Cervantes. It was about the protagonist

Alonso Quixano, a rich middle-aged man. Having read many tales about chivalry and
knights, he went crazy and believes he is a knight named Don Quixote. With his
squire, Sancho, he rode around the country and believed that he has done many
adventures. People laughed at him. His story concluded with his return home badly
hurt. Eventually he became sane again and later died.
The Synopsis
The novel Noli Me Tangere contains 63 chapters and epilogue. It begins with a
reception given by Capitan Tiago (Santiago de los Santos) at his house in Calle Analogue (now
Juan Luna Street) on the last day of October. The reception or dinner is given in honor of
Crisostomo Ibarra, a young and rich Filipino who had just returned after seven years of study
in Europe. Ibarra was the only son of Don Rafael Ibarra, friend of Capitan Tiago, and a fiancé of
beautiful Maria Clara, supposed daughter of Capitan Tiago.
Among the guests during the reception were Padre Damaso, a fat Franciscan friar who
had been parish priest for 20 years of San Diego (Calamba), Ibarra’s native town; Padre Sybila,
a young Dominican parish priest of Binondo; Señor Guevara, as elderly and kind lieutenant of
the Guardia Civil; Don Tiburcio de Espadaña, a bogus Spanish physician, lame, and henpecked
husband of Doña Victorina; and several ladies.
Ibarra, upon his arrival, produced a favorable impression among the guests, except
Padre Damaso, who has rude to him. In accordance with a German custom, he introduced
himself to the ladies.
During the dinner, the conversation centered on Ibarra’s studies and travels abroad.
Padre Damaso was in bad mood because he got a bony neck and a hard wing of the chicken
tinola. He tried to discredit Ibarra’s remarks.
After dinner, Ibarra left Capitan Tiago’s house to return to his hotel. On the way, the
kind Lieutenant Guevara told him the sad story of his father’s death in San Diego. Don Rafael,
his father, was a rich and brave man. He defended a helpless boy from the brutality of an
illiterate Spanish tax collector, pushing the latter and accidentally killing him. Don Rafael was
thrown in prison, where he died unhappily. He was buried in consecrated ground, but his
enemies, accusing him being a heretic, had his body removed from the cemetery.
On hearing about his father’s sad story, Ibarra thanked the kind Spanish lieutenant and
vowed to find out the truth about his father’s death.
The following morning, he visited Maria Clara, his childhood sweetheart. Maria Clara
teasingly said that he had forgotten her because the girls in Germany were beautiful. Ibarra
replied that he had never forgotten her.
After the romantic reunion with Maria Clara, Ibarra went to San Diego to visit his
father’s grave. It was All Saint’s Day. At the cemetery, the grave digger told Ibarra that the
corpse of Don Rafael was removed by order of the parish priest to be, buried in the Chinese
cemetery; but the corpse was heavy and it was a dark and rainy night so that he (the grave-
digger) simply threw the corpse into the lake.
Ibarra was angered by the grave-digger’s story. He left the cemetery. On the way, he
met Padre Salvi, Franciscan parish priest of San Diego. In a flash, Ibarra pounced on the priest,
demanding redress for desecrating his father’s mortal remains. Padre told him that he had
nothing to do with it, for he was not the parish priest at the time of Don Rafael’s death. It was
Padre Damaso, his predecessor, who was responsible for it. Convinced for Padre Salvi’s
innocence, Ibarra went away.
In his town Ibarra met several interesting people, such as the wise old man, Tasio the
philosopher, whose ideas were too advanced for his times so that the people, who could not
understand him, called him “Tasio the Lunatic;” the progressive school teacher, who
complained to Ibarra that the children were losing interest to their studies because of the lack
proper school house and the discouraging attitude of the parish friar towards both the teaching
of Spanish and of the use of modern methods of pedagogy; the spineless gobernadorcillo, who
catered to the wishes of the Spanish parish friars; Don Filipo Lino, the teniente-mayor and
leader of the cuardrilleros (town police); and the former gobernadorcillos who were prominent
citizens Don Basilio and Don Valentin.
A most tragic story in the novel is the tale of Sisa, who was formerly a rich girl but
became poor because she married a gambler, and a wastrel at that. She became crazy because
she lost her two boys, Basilio and Crispin, the joy of her wretched life. These boys were
sacristanes (sextons) in the church, working for a small wage to support their poor mother.
Crispin the younger of the two brothers was accused by the brutal sacristan mayor (chief
sexton) of stealing the money of the priest. He was tortured in the convent and died. Basilio,
with his brother’s dying cries ringing in his ears, escaped. When the two boys did not return
home, Sisa looked for them everywhere and, in her great sorrow, she became insane.
Capitan Tiago, Maria Clara, and Aunt Isabel (Capitan Tiago’s cousin who took care of
Maria Clara, after his mother’s death) arrived in San Diego. Ibarra and his friends give picnic at
the lake. Among those present in this picnic, were Maria Clara and her four girl friends the
merry Siñang, the grave Victoria, the beautiful Iday, and the thoughtful Neneng; Aunt Isabel,
chaperon of Maria Clara; Capitana Tika, mother of Siñang; Andeng, foster sister of Maria Clara;
Albino, the ex-theological student who was in love with Siñang; and Ibarra and his friends. One
of the boatmen was a strong and silent peasant youth named Elias.
An incident of the picnic was the saving of Elias’ life by Ibarra. Elias bravely grappled
with a crocodile which was caught in the fish corral. But the crocodile struggled furiously so
that Elias could not subdue it. Ibarra jumped into the water and killed the crocodile, thereby
saving Elias. After the crocodile incident, was the rendering of a beautiful song by Maria Clara
who had a sweet voice and they went ashore. They made merry in the cool, wooded meadow.
Padre Salvi, Capitan Basilio (former gobernadorcillo and Siñang’s father) the alferez
(lieutenant of the Guardia Civil) and the town officials were present. The luncheon was served,
and everybody enjoyed eating.
The meal over, Ibarra and Capitan Basilio played chess, while Maria Clara and her
friends played the “Wheel of Chance”, a game based on a fortune-telling book. As the girls
were enjoying their fortune-telling game, Padre Salvi came and tore to pieces the book, saying
that it was a sin to play such game. Shortly thereafter, a sergent and four soldiers of the
Guardia Civil suddenly arrived, looking for Elias, who was hunted for assaulting Padre Damaso
and throwing the alferez into a mud hole. Fortunately, Elias had disappeared, and the Guardia
Civil went away empty-handed. During the picnic also, Ibarra received a telegram from the
Spanish authorities notifying him the approval of his donation of a schoolhouse for the children
of San Diego.
The next day Ibarra visited old Tasio to consult him on his pet project about the
schoolhouse. He saw the old man’s writings were written in hieroglyphics. Tasio explained to
him that he wrote in hieroglyphics because he was writing for the future generations who
would understand them and say, “Not all were asleep in the night of our ancestors!”
Meanwhile San Diego was merrily preparing for its annual fiesta, in honor of its patron
saint San Diego de Alcala, whose feast day is the 11th of November. On the eve of the fiesta,
hundreds of visitors arrived from the nearby towns, and there was laughter, music, exploding
bombs, feasting and moro-moro. The music was furnished by five brass bands (including the
famous Pagsanjan Band owned by the escribano Miguel Guevara) and three orchestras.
In the morning of the fiesta there was a high mass in the church, officiated by Padre
Salvi. Padre Damaso gave the long sermon, in which he expatiated on the evils of the times
that were caused by certain men, who having tasted some education spread pernicious ideas
among the people.
After Padre Damaso’s sermon, the mass was continued by Padre Salve. Elias quietly
moved to Ibarra, who was kneeling and praying by Maria Clara’s side, and warned him to be
careful during the ceremony of the laying of the cornerstone of the schoolhouse because there
was a plot to kill him.
Elias suspected that the yellowish man, who built the derrick, was a paid stooge of
Ibarra’s enemies. True to his suspicion, later in the day, when Ibarra, in the presence of a big
crowd, went down into the trench to cement the cornerstone, the derrick collapsed. Elias,
quick as a flash, pushed him aside, thereby saving his life. The yellowish man was the one
crushed to death by the shattered derrick.
At the sumptuous dinner that night under a decorated kiosk, a sad incident occurred.
The arrogant Padre Damaso, speaking in the presence of many guests, insulted the memory
of Ibarra’s father. Ibarra jumped to his seat, knocked down the fat friar with his fist, and then
seized a sharp knife. He would have killed the friar, were it not for the timely intervention of
Maria Clara.
The fiesta over, Maria Clara became ill. She was treated by the quack Spanish
physician, Tiburcio de Espadaña, whose wife, a vain and vulgar native woman, was a frequent
visitor in Capitan Tiago’s house. This woman had hallucinations of being a superior Castillan,
and, although a native herself, she looked down on her own people as inferior beings. She
added another “de” to her husband’s surname to be more Spanish. Thus, she wanted to be
called “Doctora Doña Victorina de los Reyes de De Espadaña.” She introduced to Capitan
Tiago’s young Spaniards, Don Alfonso Linares de Espadaña, cousin of Don Tiburcio de
Espadaña and godson of Padre Damaso’s brother in law. Linares was a penniless and jobless,
fortune hunter who came to the Philippines in search of a rich Filipino heiress. Both Doña
Victorina and Padre Damaso sponsored his wooing of Maria Clara, but the latter did not
respond because she loved Ibarra.
The story of Elias like that of Sisa, was a tale of pathos and tragedy. He related it to
Ibarra. Some 60 years ago, his grandfather, who was then a young bookkeeper in a Spanish
commercial firm in Manila, was wrongly accused of burning the firm’s warehouse. He was
flogged in public and was left in the street, crippled, and almost died. His was pregnant, beg
for alms and became a prostitute to support her sick husband and their son. After giving birth
to her second son and the death of her husband, she fled, with her two sons to the mountains.
Years later the first boy became a dreaded tulisan named Balat. He terrorized the
provinces. One day he was caught by the authorities. His head was cut off and was hung from
a tree branch in the forest. On seeing this gory object, the poor mother (Elias’ grandmother)
died.
Balat’s younger brother, who was by nature kindhearted, fled and became a trusted
laborer in the house of rich man in Tayabas. He fell in love with the master’s daughter. The
girl’s father, enraged by the romance, investigated his past and found out the truth. The
unfortunate lover (Elias’ father) was sent to jail, while the girl gave birth to twins, a boy (Elias)
and a girl. Their rich grandfather took care of them, keeping secret their scandalous origin, and
reared them as rich children. Elias was educated in the Jesuit College in Manila, while his sister
studied in La Concordia College. They lived happily, until one day, owing to certain dispute
over money matters, a distant relative exposed their shameful birth. They were disgraced. An
old male servant, whom they used to abuse, was forced to testify in court and the truth came
out that he was their real father.
Elias and his sister left Tayabas to hide their shame in another place. One day the sister
disappeared. Elias roamed from place to place, looking for her. He heard later that a girl
answering to his sister’s description, was found died on the beach of San Diego. Since then,
Elias lived a vagabond life, wandering from province to province – until he met Ibarra.
Elias, learning of Ibarra’s arrest, burned all the papers that might incriminate his friend
and set Ibarra’s house on fire. Then he went to prison and helped Ibarra escape. He and Ibarra
jumped into a banca loaded with sacate (grass). Ibarra stopped at the house of Capitan Tiago
to say goodbye to Maria Clara. In the tearful last scene between the two lovers, Ibarra forgave
Maria Clara for giving up his letter to her to the Spanish authorities who utilized them as
evidence against him. On her part, Maria Clara revealed that those letters were exchanged with
a letter from her late mother, Pia Alba which Padre Salvi gave her. From his letter, she learned
that her real father was Padre Damaso.
After bidding Maria Clara farewell, Ibarra returned to the banca. He and Elias paddled
up the Pasig River toward Laguna de Bay. A police boat, with the Guardia Civil on board,
pursued them as their banca reached the lake. Elias told Ibarra to hide under the zacate. As the
police boat was overtaking the banca, Elias jumped into the water and swam swiftly toward
the shore. In this way, he diverted the attention of the soldiers on his person, thereby giving
Ibarra a chance to escape. The soldier fired at the swimming Elias, who was hit and sank. The
water turned red because of his blood. The soldiers, thinking that they had killed the fleeing
Ibarra returned to Manila. Thus, Ibarra was able to escape.
Elias seriously wounded, reached the shore, and staggered into the forest. He met a
boy, Basilio, who was weeping over his mother’s dead body. He told Basilio to make a pyre on
which their bodies (his and Sisa) were to be burned to ashes. It was Christmas eve, and the
moon gleamed softly in the sky. Basilio prepared the funeral pyre. As life’s breath slowly left
his body. Elias looked toward the east and murmured: “I die without seeing the dawn brighten
over my native land.” You, who have it to see, welcome it! And forget not those who have fallen
during the night.
The novel has an epilogue which recounts what happened to the other characters.
Maria Clara, out of her loyalty to the memory of Ibarra, the man she truly loved, entered the
Santa Clara nunnery. Padre Salvi left the parish of San Diego and became a chaplain of the
nunnery. Padre Damaso was transferred to a remote province, but the next morning he was
found dead in his bedroom. Capitan Tiago the former genial host and generous patron of the
church became an opium addict and a human wreck. Doña Victorina, still henpecking poor Don
Tiburcio, had taken to wearing eyeglasses because of weakening eyesight. Linares, who failed
to win Maria Clara’s affection, died of dysentery, and was buried in Paco cemetery.
The alferez, who successfully repulsed the abortive attack on the barracks, was
promoted major. He returned to Spain, leaving behind his shabby mistress, Doña Consolacion.
The novel ends with Maria Clara, an unhappy nun in Santa Clara nunnery – forever lost
to the world.
WEEK 12-13
EL FILIBUSTERISMO
El Filibusterismo as a Sequel
◦ It has a little humour
◦ Less Idealism
◦ Less Romance
◦ It is more revolutionary; and
◦ More tragic
“Crisostomo Ibarra [the idealist of Noli] escaped… dug

up his buried treasure, and fled to Cuba where he became
rich befriended many Spanish officials. …returns to the
Philippines… [became] a powerful figure… a rich
jeweler… and a good friend and adviser of the governor
general. He became Simoun (The Filibustero).” (Zaide,
et al., 2008).
Let us compare the two:

Gregorio Zaide (2008) provided a comparison to which he declared how the
two novels of Rizal vary in many respects though dealing with the same story and
have same characters.
The Noli is The El Fili is
 A romantic novel;  A political novel
 A book of feeling;  It is a work of the head
 It has freshness and color  Book of the thought
 It has humour, lightness, and wit.  It contains bitterness
 It has hatred, pain, violence, and
sorrow.
Purino (2014) noted that in El Fili, “Rizal is most bitter. He no longer laughs at the
situation of the Filipinos under the decadent colonial system. Instead, he shows
intense bitterness and a deep hatred of the Spanish colonial officials and of some
friars who had made the plight of the Filipino people most miserable and hopeless.”
The intention of Rizal was to make the Fili longer than the Noli. When printed
however, it was shorter than the Noli. It contains 38 chapters as against Noli’s 64.
Rizal himself had to cut the Fili drastically owing to lack of funds.
The friends of Rizal and Rizalists differ in opinion as to which is superior. Rizal
considered the Noli as superior to Fili as a novel. This observation is similar to opinions
of MH del Pilar and Wenceslao Retana. However, Blumentritt, Graciano Lopez Jaena,
and Dr. Rafael Palma consider El Fili as superior.
Writing of El Filibusterismo
 Rizal started writing the second novel as early as October 1887 while he was in
Calamba.
 He continued writing when he was in London, more chapters were written when
he was in Paris, and more while he was in Madrid.
 It was in Biarritz where the manuscript was completed on March 29, 1891.
 It took him three years to write the novel.
 It came off the press on September 18, 1891 with publisher F. Meyer-Van Loo
Press., GHENT, East Flanders, Belgium
Broke and Broken

Rizal went to Ghent to find a cheaper printing press and residence for three
months. With limited funds, Rizal lived in a cheap boarding house with Jose Alejandro
(from Pampanga) as board mate. They lived a frugal life. Jose Alejandro became a
general during Filipino American war in 1899-1902.
Jose Alejandro recounted:
“In Ghent we lived in a room paying so much for our lodging and breakfast. Rizal
asked me: ‘How much would the room cost us without the breakfast?’
… the landlady would reduce the rent so much if without breakfast. Rizal made his
calculations and concluded that if we made our own breakfast we could save
something. He brought tea, sugar, alcohol and a box of biscuits. …he opened the
biscuits and counted and divided then equally between us. …we owned many
biscuits … by dividing the number of biscuits by 30 days, we would have so many
biscuits for each breakfast.” (Alejandro, The Prince of Freedom vol.III, p.201)
No funds for El Fili Printing

 Rizal was broke. Rizal was a doctor but he earned no income from it. He didn’t
practice his profession while he was in Europe. Instead he travels to establish linkages
and worked for propaganda movement.
 No financial support from his family. His brother Paciano could no longer send his
allowance. His family livelihood was crippled as, like most Calamba tenants they were
persecuted. It started during Rizal’s first homecoming where he played an important
role in the Calamba Argrarian trouble. The then Governor General Read the Noli Me
Tangere and ordered on December 30, 1887 the Civil Governor of Laguna Province to
direct municipal authorities to investigate the agrarian conditions of their locality,
which caused rage among the landlords. This caused Rizal’s brother in law Manuel T.
Hidalgo, husband of Saturnina, to be exiled to Bohol. It was reported that the family
was involved in the “Anti-Friar Petition of 1888” (authored by M.H. delPilar). It was
addressed to the Queen of Spain requesting the expulsion of the Friars (RIZAL was in
London then annotating De Morga’s book).
 No more allowance from the Propaganda movement. Before going to Ghent, he

was in Biarritz, France. He declared his retirement from the propaganda movement,
since he abdicated his leadership in Madrid in January 1891, owing to the intrigues of
his jealous compatriots. He used to receive an allowance of fifty pesos monthly.
 No more income from La Solidaridad. Rizal stopped writing for La Solidaridad

simultaneously with his retirement from propaganda movement. He wrote a letter
to M.H. Del Pilar (Epistolario Rizalino, v.iii., p.189):
I stopped writing to La Solidaridad, it was because of several reasons: 1 st, I
need to work on my book; 2nd, I wanted other Filipinos to work also;3rd, I
consider it very important to the party that there be unity in the work; and
you are already at the top and I also have my own ideas, it is better to leave
you alone to direct the policy such as you understand it and I do not meddle
it….
 Copies of Noli Me Tangere were confiscated hence there was a deficit in its
publication.
El Fili Printing
Immediately, on the day he arrived in Ghent, Rizal looked for a printing press
that could give him the cheapest printing cost and he found the F. Meyer-Van Loo
Press. He made a deal on an instalment basis. He pawned his jewels to pay the down
payment.
During the printing he became desperate as his funds were exhausted. He

received some money from Jose Ma. Basa and P200 from Rodriguez Arias from sold
copies of Morga’s Sucesos in Manila. But all were used up and more was needed for
printing. He wrote to Basa on July 1891:
“I have already pawned all my jewels, I live in a small room, I eat in the cheapest
restaurant to economize and be able to publish my book; soon I will have to stop its
publication if no money comes…”
Eventually, the printing was suspended on August 6, 1891. He could no longer

provide necessary funds for printing.
Alas! El Fili is Saved

The same experience during the printing of Noli has happened. There were no
funds to finance the printing; similar to what happened in Berlin in the winter of 1886.
In despair and dolorous, again, he almost hurled the manuscript of the Fili into flames,
similar to what he almost did to Noli. To Basa, later, he shared:
“I do not know of the money which I expect does not arrive by the next mail, I will
give you the book and all, I will embark to live and work for myself… at times I feel
like burning my manuscript. But then I think of you, and I know that there are many
good men like you, good men who truly love their country.”
In the midst of this trouble, a help came unexpectedly. A friend in Paris learned
about Rizal’s predicaments and has sent him necessary funds to finance the El Fili.
Hence, the printing was resumed. He was Valentin Ventura, the El Fili savior.
With complete awe and felicitations for the printing of the El Fili, Rizal handed
to Ventura the handwritten manuscript of El Fili. It is now preserved at Filipiniana
Division of the Bureau of Public Libraries, Manila. The Philippine government
acquired it from Valentin Ventura for P10,000. It consists of 279 pages of long sheet
of paper.
El Filibusterismo for the Filibusteros

At his young age, Rizal became aware of the first Filipinos who worked for
liberty, justice, and equality. Learning from Paciano, the priests Gomez, Burgos, and
Zamora (GomBurZa) were executed as they fought for their right to be recognized as
Filipino priests. In their work for secularization of churches in the Philippines, their
names were linked to the Cavite mutiny. To them, he dedicated the second novel.
In his dedication he wrote:

To the memory of the priests Don Mariano Gomez, Don Jose Burgos, and Don
Jacinto Zamora. Executed in Bagumbayan Field [Feb. 17, 1872].
… I have the right to dedicate my work to you as victims of the evils which I undertake
to combat. And while we wait expectantly upon Spain some day to restore your good
name and cease to be answerable for your death, let these pages serve as a tardy
wreath of dried leaves over your unknown tombs, and let it be understood that
everyone who without proofs attacks your memory stains his hands in your blood!
The Synopsis
The hero of El Filibusterismo is a rich jeweler named Simoun. He was

Crisostomo Ibarra of the Noli, who, with Elias’ help, escaped from the pursuing
soldiers at Laguna de Bay, dug up his buried treasure, and fled to Cuba where he
became rich and befriended many Spanish officials. After many years he returned
to the Philippines, where he freely moved around. He is a powerful figure not only
because he is a rich jeweler, but also because he is a good friend and adviser of the
governor general.
Outwardly, Simoun is a friend of Spain. However, deep in his heart, he is
secretly cherishing a terrible revenge against the Spanish authorities. His two
obsessions are rescuing Maria Clara from the nunnery of Santa Clara and to forment
a revolution against their hated Spanish masters.
The story of El Filibusterismo begins on board the clumsy, roundish shaped
steamer Tabo, so appropriately named. This steamer is sailing upstream the Pasig
from Manila to Laguna de Bay. Among the passengers are Simoun, the rich jeweler;
Doña Victorina, the ridiculously 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.
Simoun, a man of wealth and mystery, 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 wants very much 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, watching
sorrowfully 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 was 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.
Upon hearing the horrible secret of the lamp, Isagani realizes that his beloved
Paulita was 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 was thus discovered. Simoun was cornered by the
soldiers, but he escaped. Mortally wounded, and carrying his treasure chest, he
sought 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
would come at eight o’clock that night to arrest Simoun.
Simoun eluded 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 murmurs:
“Where are you youth who will consecrate their golden hours, their
illusions, and their enthusiasm to the welfare of their native land? Where are the
youth who will generously pour out their blood to wash away so much shame, so
much crime, so much abomination? Pure and spotless must the victim be that the
sacrifice may be acceptable! Where are you, youth, who will embody in
yourselves the vigor of life that has left our veins. The purity of ideas that has been
contaminated on our brains, the fire of enthusiasm that has been quenched in our
hearts! We await you, O youth! Come, for we await you!”
Padre Florentino falls upon his knees and prays for the dead jeweler.
He takes the treasure chest and throws it into the sea. As the waves close
over the sinking chest, he invokes:
“May nature guard you in her deep abysses among the pearls corals of her
eternal seas. When for some holy and sublime purposes man may need you, God
will in His wisdom draw from the bosom of the waves. Meanwhile, there you will
not work woe, you will not distort justice, you will not foment avarice!”
There are other characters in EL Filibusterismo. There is Cabesang Tales, who

is disposed of his land in Tiani by the friars like that of Rizal’s father. In desperation,
he becomes a bandit chieftain named Matanglawin. His daughter Juli, sweetheart of
Basilio (Sisa’s son), kills herself rather than be dishonored by Padre Camorra. There
is Macaraeg, a rich student and leader of the Filipino students in their movement to
have an academy where they could learn Spanish. There is the bigoted Dominican
friar-professor, Padre Millon, who teaches physics in the University of Santo Tomas
without scientific experiments. One of his students. Placido Penitente from
Batangas, becomes discounted with the poor method of instruction in the university.
And there is Señor Pasta, the old Filipino lawyer, who refuses to help Filipino students
in their petition to the government for education reforms.
Other characters in El Filibusterismo are Tandang Selo, grandfather of Juli
and Cabesang Tales’ father; Mr American Impressario who owned the side show at
the fair of Quiapo exhibiting an Egyptian mummy; Sandoval, a Spanish student who
supports the cause of Filipino students to propagate the teaching of Spanish; Pecson,
one of the Filipino students who agitates for the teaching of Spanish; Cabesana
Andang, the mother of Placido Penitente; Pepay, the pretty dancer and mistress of
Don Custodio; Padre Fernandez, a good Dominican friar and friend of Isagani; Don
Timoteo, the father of Juanito Pelaez; Tano, the son of Cabesang Tales and brother
of Juli; and Chichay, the silversmith who made the bridal earrings for Paulita Gomez.
As in the Noli, the characters in El Fili were drawn by Rizal from real life. For
instance, Padre Florentino was Father Leoncio Lopez, Rizal’s friend and priest in
Calamba; Isagani, the poet was Vicente Ilustre, Batangueño friend of Rizal in Madrid
and Paulita Gomez, the girl who loved Isagani but married Juanito Pelaez, was
Leonor Rivera.
Suggested Readings
1. Anderson, Benedict. 2008. Why Counting Counts: A Study of forms of consciousness and
problems of language in Noli Me Tangere and El Filibusterismo, 1-37. Quezon City: Ateneo de
Davao University.
2. Schumacher, John. 1997. Rizal’s break with del Pilar. In the Propaganda movement: 1880-1895;
The creators of a Filipino consciousness, the makers of the revolution, 260-80. Quezon City:
Ateneo de Manila University.
3. Ocampo, Ambet R. 2012. Rizal Without the Overcoat. Selections: The matter of reading Rizal’s
novels, 107-08; and, One Hundred Years of the Fili, 109-12. Mandaluyong City: Anvil.
Assessment Task for CO3 (part 1) –ILO Lesson 3 ILO 1-3 (40 points)
COMPARE AND CONTRAST MATRIX
You are to accomplish a compare and contrast matrix found in Index to accomplish the
Lesson 3 Intended Learning Outcomes for Lesson 3. Please see Index.
These requirements must be

accomplished on the fourth week of the
course.
LESSON 4
POLITICAL ARTICLES AND THE DEVELOPMENT OF PHILIPPINE NATIONALISM
1. Jose Rizal’s Contributed Articles to La Solidaridad Newspaper
(WEEK 14-15)
2. Jose Rizal’s Heroism and the Development of Philippine
Nationalism (WEEK 16-17)
Course Outcomes:
CO3 Examine and discuss the implications of Rizal’s novel’s and
published articles in the development of Filipino Nationalism and
Patriotism (PART 2)
CO4 Determine one’s role in the preservation of Filipino Nationalism and
Patriotism
Intended Learning Outcomes (ILOs):

5. Examine the background of Rizal’s influential essays;
6. Illustrate Rizal’s arguments on education and rights of women, the issue of
Filipino Indolence, and Socio-economic problems in 19th century;
7. Rizal’s heroism and its influences on the development of Filipino
Nationalism;
8. Relate oneself to the values of nationalism
and patriotism.
WEEK 14-15
RIZAL AND THE LA SOLIDARIDAD NEWSPAPER
In Lesson 2 discussions were presented on how

Rizal took part in the development and principles of the
Propaganda Movement in Europe. To carry-out their
objectives they needed an instrument to disseminate to public their peaceful fight for
reforms. Thus, the La Solidaridad newspaper was born through the initiative of
Graciano Lopez Jaena and Marcelo H. Del Pilar.
LA SOLIDARIDAD NEWS PAPER
• A patriotic newspaper; a forth-nightly periodical that served as the organ of the
Propaganda Movement
• Founded by Graciano Lopez Jaena; Barcelona, Spain (Feb 15, 1889)
Objectives of La Solidaridad (Zaide, 2008):

1. to work peacefully for political and social reforms;
2. to portray the deplorable conditions of the Philippines so that

Spain may remedy them;
3. to oppose the evil forces of reaction and medievalism;
4. to advocate liberal ideas and progress; and
5. to champion the legitimate aspirations of the Filipino people

to life, democracy, and happiness. Graciano Lopez Jaena
Recognizing the brilliance of Rizal as a man of letters, Del

Pilar immediately wrote him a letter a couple of days after the
founding of the newspaper. The latter’s words were:
At last our little newspaper was born. It is democratic in its opinion, but very much more so
in the organization of its staff. One should see how the editor Graciano writes, corrects
proofs, directs the printing, distributes the copies, and even takes them to the mail…
Consequently, Rizal, being in London congratulated Lopez Jaena and

guaranteed his support and cooperation. He then submitted articles, and are all
were published. He further advised:
Be careful… not to publish exaggerations or lies or imitate others, who avail themselves of
dishonest means and of vulgar and ignoble language to attain their ends. See that the
periodical is just, honest, and truthful so that its opinion may always be respected… Should
we tell the truth we shall have won our cause because reason and justice are on our side.
(See Zaide, 2008).
Rizal’s Several Articles in La Solidaridad

1. First article: Los Agricultores Filipinos (March 25, 1889, London) – Depicted the
deplorable conditions in the Philippines which caused the backwardness of the
country
2. La Vision del Fray Rodriguez. Rizal demonstrated two things: (1) his profound
knowledge of religion and (2) his biting satire
3. Letter to the Young Women of Malolos (Feb 22, 1889)
4. The Indolence of the Filipino People (July 15-September 15, 1890)
5. The Philippines a Century Hence (September 30, 1889 – February 1, 1890)
These articles have gathered crowd of readers. However, the last three articles
are the most intriguing as Rizal has delivered in them the profound and implicating
message as presented below.
LETTER TO THE YOUNG WOMEN OF MALOLOS

Letter to the Young Women of Malolos is Rizal’s legacy to Filipino women. It
was addressed to all women in different walks of life summoning them to be
empowered by upholding women role in economic development and cultural
progress. This was written upon the request of MH del Pilar to praise the young ladies
of Malolos for their courage to establish a school where they could learn Spanish
despite the opposition of Fr. Felipe Garcia, the Spanish priest of Malolos. On
December 12, 1888, a group of twenty women of Malolos petitioned Governor
General Weyler for permission to open a “night school” so that they might study
Spanish under Teodoro Sandiko. Fr. Garcia objected so the Governor General turned
down the petition. However, the young women, in defiance to the friar’s wrath,
continued their agitation to open a school – a thing unheard of in the Philippines in
those times. They finally succeeded in obtaining government approval to their
project on the condition that Señorita Guadalupe Reyes should be their teacher.
Salient Points of the Letter

The article was originally written in Tagalog. The salient points contained in this
letter were as follows (Garcia et al., 2005):
1. The rejection of the spiritual authority of the friars – not all of the priests in the
country that time embodied the true spirit of Christ and His Church. Most of them
were corrupted by worldly desires and used worldly methods to effect change and
force discipline among the people.
2. The defense of private judgment
3. Qualities that Filipino mothers need to possess – as evidenced by this portion of his
letter, Rizal is greatly concerned of the welfare of the Filipino children and the
homes they grow up in.
4. Duties and responsibilities of Filipino mothers to their children
5. Duties and responsibilities of a wife to her husband – Filipino women are known to
be submissive, tender, and loving. Rizal states in this portion of his letter how
Filipino women ought to be as wives, in order to preserve the identity of the race.
6. Counsel to young women on their choice of a lifetime partner
Rizal wrote in the essay his concerns to Filipina women:

Not that you responded to our vehement clamor for public welfare; now that you have
shown a good example to fellow women, who, like you, desire their eyes opened and to be
lifted from the prostration, our hopes rouse, now we are confident of victory…. God gave
each one of his own mind and his own conscience so that he can distinguish between right
and wrong. All men are born without chain, free and no one can subject the will and spirit of
another…. We shall not falter if you help us. God will help us to dispel the mist for He is God
of truth; and the former brilliance of the Filipino woman will be restored undiminished. She
lacks nothing but a free mind for she has an excess of goodness.
Such initiative by Filipino women was appreciated by Rizal as expressed in his

gratification over their success. In their time, women would rather take for granted
education because of the common notion that they “would soon only be taken as
wives and stay at home with their children” (Ibid.). Their desire to be offered with
similar opportunities to those of men was exemplary in as much as Rizal strongly
emphasized that freedom of thought and the right to education must be granted to
both boys and girls alike.
The Message
In the essay Rizal established the following claims (ibid.):
1. In his letter, Rizal expresses great joy and satisfaction over the battle they had
fought.
2. It is obvious that his ultimate desire was for women to be offered the same
opportunities as those received by men in terms of education.
3. During those days, young girls were not sent to school because of the universal
notion that they would soon only be taken as wives and stay at home with the
children.
4. Rizal, however, emphasizes on freedom of thought and the right to education,

which must be granted to both boys and girls alike.
Rizal stressed that mothers’ influences on their children is vital to their

personality, valor, and moral disposition. Garcia (2005) noted that whatever a mother
shows to her children is what the children will become. Rizal added that if the mother
is always kissing the hand of the friars in submission, then her children will grow up to
be sycophants and mindless fools who do nothing but do as they are told, even if the
very nature of the task would violate their rights as individuals.
What a Filipino Mother must possess, therefore?

1. Be a noble wife.
2. Rear her children in the service of the state – here Rizal gives reference to the
women of Sparta who embody this quality
3. Set standards of behavior for men around her (Ibid.)
Moreover, Kalaw (1932) (Cited by Garcia et al., 2005) noted the words of Rizal:
Remember that good mother does not resemble that the friar has created. She must bring
up her child to be the image of the true God. Awaken and prepare the will of our children
towards all that is honorable, to all that is sincere and firm of purpose, clear judgement
and procedure, honesty in act and deed, love for fellowman, and the respect for God; and
this you must teach your children.
Further, Zaide (2008) provided Rizal’s important insinuations:
1. Filipino mothers should teach their children love of God, country and fellowmen
2. Filipino mothers should be glad and honorable, like Spartan mothers, to offer their
sons in defense of their country
3. Filipino women should know to protect their dignity and honor
4. Filipino women should educate themselves aside from retaining their good racial
values
5. Faith is not merely reciting prayers and wearing religious pictures. It is living the real
Christian way with good morals and manners.
Advice to Bachelor and Spinsters

Jose Rizal points out to unmarried women that they should not be easily taken
by appearances and looks, because these can be very deceiving. Instead, they should
take heed of men’s firmness of character and lofty ideas. Rizal adds that there are
three things that a young woman must look for in a man she intends to be her
husband (ibid.):
1. A noble and honored name

2. A manly heart
3. A high spirit incapable of being satisfied with engendering slaves.
SOBRE LA INDOLENCIA DELOS FILIPINAS (THE INDOLENCE OF THE FILIPINO)
Background:
 Longest essay written by Rizal
 Published in five sequence in the La Solidaridad Newspaper (July 15-Sept. 15, 1890)
 Most analytical study made by Rizal about our society during the Spanish regime.
 Represents Rizal’s defense of the Filipinos from the charge that they were
inherently lazy or indolent.
Socio-Economic Context
Garcia (2005) noted that Rizal emphasized that whenever something goes
wrong in the Philippines, there is a tendency to blame the Filipinos. On this basis, he
tried to analyze the social and political conditions of the time to prove that indolence
was the cause rather than the effect of backwardness in the country.
Rizal sought to look for the
causes. The accounts of early
Spanish chronicles like Morga,
San Agustin, and Colin clearly
showed that Pre-Spanish
Filipinos were noted for their
activity and honesty.
Consequently, industry manufacturing, mining and commerce flourished among the
people. Zaide (2008) added that in the spirit of a real scholar, Rizal made a critical
study of the causes why his people did not work hard during the Spanish regime. His
main thesis was that the Filipinos are not by nature indolent
Rizal’s Assertion
Filipinos were not born lazy but had the predisposition to become lazy.
Acknowledging the tendency for the Filipinos to become indolent due in part to the
tropical climate, Rizal noted that the European who was surrounded by servants, was
paragon of laziness in the tropics.
People in the tropics are expected to work less. Hot climate, however, was
compensated by the fertility of the soil. Hence, peasants did not have to work hard to
insure good crops (Garcia et al., 2005).
Long before the coming of the Spaniards, Filipinos were industrious and
hardworking: they were very active in agriculture, industries, and commerce. The
Spanish conquest of the country brought a decline in economic activities because the
Filipinos abandoned their pre-Spanish economic industries and worked less than their
ancestors (Zaide et al., 2008).
Deterioration of the industry in the Filipinos

The Spaniards pointed out that the decline of the economy in the Philippines
was primarily due to Filipino’s indolence. However, Zaide (2008) has provided that he
deterioration could be attributed to two factors: (a) those attributable Spanish
colonizers; and (b) those attributable to Filipino’s own faults.
A. Deterioration attributed to the Spanish Colonizers. The native revolts and other
internal disorders which followed the establishment of Spanish rule;
1. The wars which the Filipinos fought for Spain against Dutch, Portuguese, English,
and other enemies;
2. The frightful raids on the coastal towns and village of Christian Philippines by
Muslim [Moro] pirates of Mindanao and Sulu;
3. The forced labor which compelled thousands of Filipino laborers to work in
shipyards, roads, bridges, and other public works, resulting in the abandonment of
industry, commerce and agriculture;
4. Lack of stimulus to work harder because the people could not enjoy the fruit of their
labor;
5. Government neglect and indifference to agriculture, industry and commerce;
6. The bad example shown by Spaniards in despising manual labor;
7. The teaching of Spanish missionaries that it is easier for a poor man to enter heaven
than for rich man, hence, Filipinos preferred not to work and be poor so that they
could easily enter heaven after they die.
8. Encouragement and propagation of gambling by Spanish authorities; and,
9. The system of Spanish education did not promote economic enterprise and activity,
for, as Rizal asserted, the education of the native was “from his birth until he sinks
into his grave… is brutalizing, depressive and anti-human” and “deprives him of his
dignity”.
B. Deterioration attributed to Filipinos’ own fault:
1. Feeling of inferiority
2. Placing hopes on miracles
3. Lack of spirit to pursue lofty purposes
4. Lack of national sentiment
Rizal Concluded his essay by stressing the need for good education and liberty as keys
to achieving progress and to solve the indolence:
Without education and liberty – the soil and the sun of mankind – no reform is possible,
no measure can give the desired result. Since some day or other he will be enlightened,
whether the Government likes it or not, let his enlightenment be as a gift given to him
and not as a spoil of war. We wish policy to be sincere and consistent or highly civilizing
without petty reservations, without distrust, without fear nor misgivings, without
ulterior thoughts of gratitude or ingratitude, or if not, a policy of courageous, open
exploitation, tyrannical and selfish without hypocrisy or deception., without a well
thought out, and studied system of domination and compelling obedience, for ruling to
get rich to enjoy. … (National Heroes Commission, 1964)
THE PHILIPPINES WITHIN A CENTURY

Background of the Essay:
It was first published in La Solidaridad, Madrid, September 30, 1889 – February 1,
1890. Zaide (2008) provided the following as the underlying themes of the essay:
1. Rizal’s views on the Spanish colonization in the Philippines and his prediction
with amazing accuracy of the tragic end of Spain’s sovereignty in Asia.
2. Portrayal of the glorious past of the Filipino people, their economic stagnation
and unhappiness under the harsh and bungling Spanish rule.
3. Rizal’s advice to Spain to adopt a more liberal and enlightened policy towards
Philippines unless problems will arise. Likewise, his foresight that Spain’s colonial
empire in Asia, would yield an undesirable result.
The Essay’s Prelude
In Rizal’s preliminaries to the essay there is an exposition of several reasons

of agonies by the Filipinos (Garcia et al., 2005):
1. Implementation of Spain’s military policies.
2. Deterioration and disappearance of Filipino Indigenous culture.
3. Passivity and Submissiveness to the Colonizers.
The Reasons for Filipino Plight and Realization to Work for Progress
After realizing their miseries, Filipinos, under the Spanish rule, had to stand and
work for alterations. They realized that these should no longer be tolerated. Spain
has prevented the progress of the country but Filipinos have eventually stood, hence
Spain has failed. These reasons that propelled Filipinos to work to progress are as
follows (Ibid.):
1. Keeping the people uneducated and ignorant had failed. National consciousness had
still awakened, and great Filipino minds still emerged from the rubble.
2. Keeping the people impoverished also came to no avail. On the contrary, living a life
of eternal destitution had allowed the Filipinos to act on the desire for a change in
their way of life. They began to explore other horizons through which they could
move towards progress.
3. Exterminating the people as an alternative to hindering progress did not work either.
The Filipino race was able to survive amidst wars and famine, and became even more
numerous after such catastrophes. To wipe out the nation altogether would require
the sacrifice of thousands of Spanish soldiers, and this is something Spain would not
allow.
Reforms and Independence

The third article was centered on the reforms and political changes needed for the
Philippines to remain under Spain Rule. These are:
1. Freedom of the press of the country
2. Representation of the Philippines in the Spanish Cortes
3. Granting of Spanish citizenship to the people
4. Filling of government positions through competitive examinations;
5. Reforms in commerce, agriculture and education; and
6. Greater security for the individual and other reforms
Rizal likewise pointed out that reforms had to be initiated in the government for
them to be peaceful and effective. This is because any change originated by the
masses (revolution) could be fatal and violent.
The last part of the article delved on the stages that would lead to Philippine
Independence. Independence would be unavoidable should Spain not assimilate the
Philippines as one of its provinces. Inasmuch as the Filipinos are not ready for
independence, Rizal predicted that Spain would be deposed of or replaced by another
power. By whom? - United States of America, which was labelled as the great American
republic.
Further, Garcia (2005) wrote that Spain had no means to stop the progress of the
country. What she needed to do was to change her colonial policies so that they were
in keeping with the needs of the Philippine society and to the rising nationalism of the
people at the time. He added that what Rizal had envisioned in his essay came true.
In 1898, the Americans wrestled with Spain to win the Philippines, and eventually
took over the country. Theirs was a reign of democracy and liberty. Five decades
after Rizal’s death, the Philippines gained her long-awaited independence. This was
in fulfilment of what he had written in his essay: “History does not record in its annals
any lasting domination by one people over another, of different races, of diverse
usages and customs, of opposite and divergent ideas. One of the two had to yield and
succumb.”
Suggested Readings
1. Aguilar, Filomeno. Romancing Tropicality: Illustrado views of the climate in the
nineteenth century. Philippine Studies: Historical and Ethnographic Viewpoints 64 (3-4):
417-54. [Focus on pages 417-28 and 435-47].
2. Diokno, Maria Serena I. 1998. The End of Galeon Trade. In Kasaysayan Series Vol. 4: Life
in the Colony, 7-25. Hong Kong: Asia Publishing Company Limited.
3. ________________. 1998. The Economy Transformed. In Kasaysayan Series Vol. 4: Life in

the Colony, 27-42. Hong Kong: Asia Publishing Company Limited.
Assessment Task for CO3 – Lesson 3 ILO 1 and 2
Memory Exercise
Name: __________________________________ Crs/Yr/Sec:________________
Encircle the correct answer.

1. Which of the following articles of Rizal was the longest?
a. Indolence of the Filipino People c. La Solidaridad
b. Annotation of De Morga’s Sucesos de Las Islas Filipinas d. Philippines a Century Hence
2. Which of the following articles of Rizal in La Solidaridad was published on September 30,
1889 to February 1, 1890.
a. letter to the young women of Malolos c. Indolence of the Filipino people
b. Philippine a Century Hence d. Los Agricultores Filipinos
3. Which of the following works of Rizal was not published in La Solidaridad newspaper?
a. Philippine a Century Hence c. Los Agricultore Filipinos
b. Indolence of the Filipino People d. Anotation of De Morga’s Sucessos de Las
Islas Filipinas
4. Which was the main purpose of Morga in writing the Sucessos de las Islas Filipinas?
a. to commemorate the conquest and conversion of the Philippine Islands
b. to document the trading industry among Spaniards and Philippines
c. to provided details of the Philippine culture and social system
d. to detail the achievement of the conquistadores
5. For Rizal, the following characteristics must be possessed by a Filipino mother, EXCEPT:
a. Be a noble wife c. Obey their husband
b. Set standards for men around her d. both b and c
6. What must a woman look for in a man she desires to live with?
a. Wealth and honor c. Reputation and power
b. a manly heart d. robust and brave
7. Women of Malolos were allowed to learn Spanish under their teacher who was:
a. Guadalupe Reyes c. Teodoro Sandiko
b. Lucia Camiling d. Meagan Young
8. Which of the following was the first article of Rizal in La Solidaridad Newspaper?
a. letter to the young women of Malolos
b. Indolence of the Filipino people
c. Philippine a Century Hence
d. Los Agricultores Filipinos
9. The following were the objectives of the La Solidaridad newspaper, EXCEPT:
a. to encourage Filipinos to Study abroad and work for reform
b. to work peacefully for political and social reforms
c. to advocate liberal ideas and progress
d. both a and c
10. In Rizal’s Indolence of the Filipino people he claimed the following except:
a. Spaniards are not too open to the idea that Filipinos are capable of doing
business on their own.
b. Filipinos are not by nature lazy
c. The climate in the Philippines was hot which compensate the fertility of the soil
d. Indios did not have to work hard to insure good crops.
Assessment Task for CO3 -Lesson 3 ILO 1 and 2
Context Poster
Instruction: You are to draw a poster portraying the three presented articles of Jose P.
Rizal. It should illustrate the following views of Rizal:
a. On women and education

b. Indolence and the Filipino
c. Role of the Filipinos in the Spanish-Filipino economy in 19 th Century
Rubric
30% - Organization of idea

40% - Relevance of the contents to the Articles
10% - Overall impact
20% - Authenticity of output
Note: Please use the provided page in index
Assessment Task for CO3 –Lesson 3 ILO
200-Word Article Assessment.
You are to present your assessment with the following guide questions accordingly. You are
free to select ONLY ONE among the three articles presented above. Your assessment
should contain the following:
1. Title: Here you are to write that best denotes your intended assessment
2. Introduction: Here, you are to provide brief statements that you wish to discuss such as
details about the article and issues or problems presented.
3. Body: Here, you are to give details on how Rizal treated the issues (his wisdom or
propositions); were his points factual? what were the implications? Discuss them.
4. Conclusion: Based on your assessment, what is your conclusion? What can you say about
the article?
Rubric
30% - Formulation of Idea
40% - Content is relevant to the article
20% - Important points presented
10% - Sentence construction
WEEK 16-17
JOSE RIZAL AND THE DEVELOPMENT OF PHILIPPINE NATIONALISM AND

PATRIOTISM
A. Rizal; a National Hero
Many scholars, both foreign and local, consider Rizal as the great Filipino hero
and martyr. He is known among Filipinos as the person who fought for his country not
by sword but through his pen. His name is seen in various avenues and streets. His
monuments in schools, municipal halls, and other establishment in the country and
abroad manifest his greatness as a patriot (See Chapter 1). Hence, Esteban A. de
Ocampo wrote (Zaide, 2008):
No other Filipino could surpass Rizal in the number of monuments erected in his
honor; in the number of towns, barrios, and streets named after him; in the number
of educational institutions, societies, and trade names that bear his name; in the
number of person, both Filipinos and foreigners, who were named ‘Rizal’ and
‘Rizalina’ because of their parents’ admiration for the Great Malayan; and in the
number of laws, Executive Orders and Proclamation of the Chief Executive; and
bulletins, memoranda, and circulars of both bureaus of public and private schools.
This shows therefore that Rizal is nothing but an extraordinary person among
his contemporaries. His idealism and works for political reform bred a great impact to
the Philippine revolution and the values of liberty and freedom that spread not only
in his time but it stretches up to ours. His biographer Rafael Palma declared, “The
doctrines of Rizal are not for one epoch but for all epoch. They are as valid today as
they were yesterday”… (The Pride of Malay Race, 1949; Ocampo, E. in Zaide, 2008).
Despite, one could always ask the question: “WHY IS RIZAL THE NATIONAL HERO?”
One may say to turn the pages back to the first chapter of this handbook to
understand the reasons and justification to Rizal’s heroism through RA 1425. Yet,
other than the Rizal law, which simply justifies the subject to be included in the
college curriculum, the rest of the chapters have not provided clear explanation and
declaration that indeed he is a National Hero. However, they imply great evidence of
Rizal’s brilliance and sacrifices for the love of his country.
Seeing his biography and writings, it is worth noting, that Rizal could be
considered as a conscious hero. Ambet Ocampo wrote (2012 p.9): Rizal himself
admitted that “my [Rizal] dreams have always guided my actions”. Further, one of
the ordinary days in his childhood, Rizal was molding clay and wax images. His sisters
laughed at him, as he was busy making wax images instead of joining them in their
fun and games. He told them: “All right laugh at me now! Someday when I die, people
will make monuments and images of me!” (Zaide, 2008 p.15). Likewise, his letters,
diaries, journal, and writings manifest his plan to do a great cause. The events of his
time teased him bring out the hero in him. As a response, he wilfully became a hero.
Ambet R. Ocampo (2012, p.9) wrote that “Rizal could live beyond December
30, 1896, if he simply stayed out of the Philippines and its politics. If he remained in
Hong Kong, then he would just be another forgotten expatriate Filipino doctor.” But
the previous chapters manifested that he faced his death in brave bearing. His death
was a death for a cause. His belief from childhood that he would not be able to reach
the age of 30, his decision to go back home from Hong Kong uttering “the battle field
is in the Philippines” (Zaide, 2008 p.213), and his inscription on the envelope of two
letters (One for his parents, brethren, and friends, and another was addressed to the
Filipinos; see Index for translated version) handed to Dr. Marques which read “to be
opened after my death” (Ibid., p.210), were all predictions that he may get executed
in 1892, but he ended up being exiled in Dapitan. Such calculation was wrong as his
death came to him on December 30, 1896 at the age of 35.
In his novel El Filibusterismo, Rizal portrayed the tragic death of the main
character Simoun. Padre Florentino prayed for the dying Simoun and took the
treasure chest and threw it into the sea uttering:
May nature guard you in her deep abyss among the pearls and corals of her eternal
seas. When for some holy and sublime purposes man need you, God will in his
wisdom draw you from the bosom of the waves. Meanwhile, there you will not work
woe, you will not distort justice, you will not foment avarice.
The novel ended as a tragically. Thus, its author ended the novel with a tragic
death having hope that there would be time that someone will continue what the
hero has started. Someone will find the treasure of passion for freedom and love of
country from the abyss of fear to stand against tyranny. Hence, preceding the prayer
of Padre Florentino above, he murmured:
Where are you, youth, who will consecrate their golden hours, their illusions, and
their enthusiasm to the welfare of their native land… who will generously pour out
their blood to wash away so much shame, so much crime, so much abomination?
Pure and spotless must the victim be that the sacrifice may be acceptable! Where are
you, youth, who will embody in yourselves the vigor of life that has left our veins, the
purity of the ideas that has been contaminated in our brains, the fire of enthusiasm
that has been quenched in our hearts! We await you, O youth! Come, for we await
you!
The death of the author, Rizal, must have the same message, a conscious
summon to the youth of his time and ours to continue what Simoun, Rizal himself,
has started and envisioned for his beloved people and country. His heroism,
therefore, was his martyrdom, a message that he alone could not accomplish what
he has started. Rizal’s valor to withstand danger and suffering for the country
qualifies him as hero as Rafael Palma (pgs. 361-362; Zaide, pgs. 274-275) wrote:
What is most admirable in Rizal is his complete self-denial, his complete

abandonment of his personal interests in order to think only of those of his country.
He could have been whatever he wished to be, considering his natural endowments;
he could have earned considerable sums of money from his profession; he could have
lived relatively rich, happy, prosperous, had he not dedicated himself to public
matters… He did not have great means at his disposal to carry out his campaign, but
that did not discouraged him; he counted himself with what he had, He suffered the
rigors of the cold winter in Europe, he suffered hunger and privation, and misery; but
when he raised his eyes to heave and saw his ideal, his hope was reborn… profoundly
disillusioned, he wanted to renounce his campaign forever, giving up everything. But
such moments were evanescent, he soon felt comforted and resumed the task of
bearing the cross of his suffering.
The kind of Rizal is a gift for his people; his intelligence, courage, and passion
of truth. But as a consequence, he was considered as no ordinary enemy of Spain,
which later caused him his life as he was shot to death. He was honored after death
with his exceptional service to mankind. The recognition of his heroism was not
limited among his contemporary Filipinos. Foreign admirers and biographers have
recognized his valiant and martyrdom: Blumentritt regarded him as “greatest
product of the Philippines”; Dr. Rost called him as “una perla de hombre”; and Don
Vicente Barrantes admitted that Rizal was “the first among the Filipinos”. Moreover,
Zaide (p.280) wrote that the newspapers, magazines, and other periodicals
throughout the civilized world –Germany, Austria, France, Holland, London, the
United States, Japan, Hong Kong, Macao, Singapore, Switzerland, and in Latin
America countries – published accounts of Rizal’s martyrdom in order to render
homage to his greatness.
There are opinions among some Filipinos that it is Andress Bonifacio, and not
Jose Rizal, who deserved to be acknowledged and canonized as our first national hero
(Ocampo, E; Zaide, p.283). Rizal’s battles were never with a gun nor with a sword to
fight for liberty and independence of the Philippines. Unlike other national heroes of
various countries that fought for their freedom with armed aggression and won their
bloody wars, Rizal, “our greatest hero was a pacifist and a civilian whose weapon was
quill” (Ibid., p. 284). Great men in history have credibly claimed, however, that “pen
is mightier and more powerful than the sword”. Thus, Napoleon said: “There are only
two powers in the world, the sword and the pen; and in the end the former is always
conquered by the latter” (Edwards, T. p. 456; Ocampo, E; Zaide, p. 284). The best way
that one could defeat his enemy is through his pen. In as much as the sharp iron
swords rust, the writings of a great scholar like Rizal will immortalize the ideologies
on liberty and justice. Rizal represents the Filipino’s inherent love for the country. His
writings and death manifest his nature, our nature as Filipinos, being lovers of peace.
Then again, how come that Rizal is the National hero? There was no single
person responsible for branding the humble Pepe. There is no single person or groups
of persons for who made him the Greatest Malayan Hero. It was “Rizal himself, his
own people, and the foreigners all together contributed to make him the greatest
hero and martyr of his people” (Ocampo, E.; Zaide, 286). The title was not awarded
to him by his people without his greatness, love of country, and self-sacrifice. Thus,
Rizal is Filipinos’ great hero, the National Hero.
How about you? Why do you think Rizal is the national hero? What are your
reflections after a semester of reading and learning his virtues, principles, and life
values? What say you, oh youth of today, millennial?
FILIPINO ENLIGHTENMENT: RIZAL THE REFORMIST

Rolando M. Gripaldo (Read in a Conference in Athens, Greece, 2007)
The alternative to a failed struggle for reform in Spain, according to Rizal, is
to work on the consciousness of the people in the native land itself. He wrote to
Marcelo H. del Pilar, the editor of the Filipino mouthpiece in Spain, La Solidaridad,
that he knew not the solution to the ills of the country: it is through intelligence,
through reason, that Filipino people should work with. Their consciousness should be
freed from fanaticism, docility, inferiority, and hopelessness. Since nothing can be
gained from formal education, which the Spanish friars controlled, Rizal thought that
an informal organization, La Liga Filipina, should do the job of enlightening the minds
of the people. Its goals were to unite the entire archipelago, develop agriculture and
commerce, mutual protection in times of danger and need, defense against violence
and injustice, and development of genuine education.
Rizal believed in human capability to solve human problems. Human
potentialities can be realized to the full except that in certain instances, there are
hindrances. The greatest hindrance in the Philippine situation was Spanish
colonization. It is important to work within such a colonial situation in what is now
known in contemporary political thought as the development of a civil society. A civil
society (McLean 2001) lies between the family and the state, and it attempts to fulfil
the needs of a community with or without the help of the state through solidarity
(unity in purpose) and subsidiary (cooperation to accomplish basic community goals).
Religiously, Rizal believed in agnostic deism (see Gripaldo 2004a, 29-48), the view
that God created the universe with its laws, never to interfere with it again. We now
God, according to Rizal, both through nature (hard deism of Voltaire) and our
conscience (soft deism of Rousseau), but we do not know exactly what his attributes
are. Human problems are irrational human creations and can be solved through
rational solution. If reason commits mistakes, only reason can correct them.
A revolution to succeed must have military leaders, sufficient funding,
sufficient arms and ammunition, sufficient number, and a proper political orientation.
Otherwise, it will only be a massacre and innocent lives, women, and children will
perish in the struggle. Rizal prefers first the people’s experience in human basic
freedoms or in basic democratic rights before the grant of independence. A nation
can be independent without being free or free without being independent. He once
said: “What is the use of independence if the slaves of today will be the tyrants of
tomorrow?” He was well aware of some independent states of Latin America, which
remained despotic despite having gained independence from their colonizers
through bloody means.
Falsely accused of fomenting the 1896 Philippine Revolution, Rizal was
eventually executed in Bagumbayan in December 1896. While in prison in Fort
Santiago, he learned about the successes of the revolution in nearby Cavity province.
In a desperate situation where the revolution he originally spurned was succeeding in
certain parts of the nation, Rizal could only hope for its success, and in his last poem,
Mi ultimo adios, he appeared to support it: “I see tints in the sky begin to show/ and
at last announce the day” and “Pray too [Fatherland] that you may see your own
redemption.”
Ponder over these!

1. Why is Rizal a National Hero?
2. How is Rizal’s opinion on the Revolution?
3. How one can attain freedom without the use of aggression?
*You don’t need to have an output on this. Simply reflect on them.
Suggested Readings
1. National Commission for Culture and Arts (NCCA). 2015. Selection and proclamation of
national heroes and laws honouring Filipino historical figures (1995). Online,
http://ncca.gov.ph/about-culture-and-arts/culture-profile/selection-and-proclamation-of-
national-heroes-and-laws-honoring-filipinohistorical-figures.
2. Joaquin, Nick. 2005. Anatomy of the Anti-hero. In A question of heroes, 50-64.
Mandaluyong City: Avil.
3. Anderson, Benedict. 2004. The first Filipino. In Spectre of Comparisons: Nationalism,
Southeast Asia, and the world, 227-34. Quezon City: Ateneo de Manila University Press.
4. ________________. 1991. Introduction. Imagined Communities: Reflection on the Origin
and Spread of Nationalism, 1-7. Revised ed. London and New York: Verso. Pasig City: Anvil,
2003 PH edition.
4. Constantino, Renato. 1966. Our Task: To Make Rizal Obsolete. In the Filipinos in the
Philippines and other essays, 137-52.
Assessment Task for CO4 Lesson 4 ILO 3 (50 points)
Accomplish this on or Before WEEK 17
Heroism Checklist
You are to write your own checklist on Rizal’s Heroism and the development of Nationalism.
Accomplish the allotted page for this activity found in Index.
Rubric:
Assessment Task for CO4 Lesson 4 ILO 4 (50 points)

This is your last assessment task. Do your best. Accomplish the following:
1. Professional Creed: Here, you are to write your proposed professional creed for your
section (as a class taking the same course and the same section). This creed is supposed to
be your professional direction and ethics. Compose for your class. Your section don’t have to
duplicate or approve the same creed for now.
2. Life objectives: Here, you are to set ten (10) objectives for yourself. It could be about
meaning of life, justice, public service, family, and the like. You are free to formulate.
Rubrics:
50% - Themes of Nationalism and Patriotism

40% - Sincerity
10% - Contemplated
Index
of
Assessment
Tasks
Name:______________________________ Date: _______________
Name:______________________________ Date: _______________
Name:______________________________ Date: _______________
CO1: Reflective Analysis supplemented by a Simple Survey
Name:______________________________ Date: _______________
CO1: Investigative Essay
Name:______________________________ Date: _______________
CO2: Reflective Essay 1
Name:______________________________ Date: _______________
Name:______________________________ Date: _______________
CO2: Objective Essay 1
Name:______________________________ Date: _______________
Name:______________________________ Date: _______________
Name:______________________________ Date: _______________
Name:______________________________ Date: _______________
CO3: CONTEXT POSTER
Name:______________________________ Date: _______________
CO3: 300-Word Assessment
Name:______________________________ Date: _______________
CO4
Professional Creed
Life Objectives
10
References
Aguilar, Filomeno P. Romancing Tropicality: Illustrdo views of the climate in the nineteenth century.
Philippine Studies: Historical and Ethnographic Viewpoints 64 (3-4): 417-54. [Focus on pages
417-28 and 435-47]
]Anderson, Benedict. 2004. Introduction. Imagined Communities: Reflection on the Origin and Spread of
Nationalism. Revised ed. London and New York: Verso. Pasig City: Anvil
________________. 2008. Why Counting Counts: A Studuy of forms of consciousness and problem of
language in Noli Me Tangere and El Filibusterismo. QC. ADMU
De Ocampo, Esteban A.___. Who Made Rizal Our Foremost National Hero, and Why?: Appendix A.
Zaide, G and Zaide S. Jose Rizal: Life, Works, and Writing of a Genius, Writer, Scientist and
National Hero, 271-86. Quezon City: All Nations Publishing Co. Inc.2008.
De Viana, A et al. 2011. Jose Rizal: Social Reformer and Patriot A Study of His Life and Times. Quezon
City: Rex Printing Company, Inc.
Diokno, Maria Serena I. 1998. The Economy Transformed. In Kasaysayan Series Vol.4: Life in the
Colony. Hong Kong
Gripaldo, Rolando M. 2008. Filipino Philosophy. The Philosophical Landscape: A Panoramic Perspective
on Philosophy, 5th Ed. Quezon City:C&E Publishing.
Garcia, C. and Cruz C. 2005. Rizal and the Development of Filipino Nationalism: A Textbook on the Life,
Works, and Writing of our National Hero. Mandaluyong: Books Atbp. Publishing Company.
Joaquin, Nick.. 2005. Anatomy of the Anti-hero. In A question of heroes, 50-64. Mandaluyong City:
Anvil
Laurel, Jose B. Jr. 1960. The Trials of the Rizal Bill. Historical Bulletin 4 (2): 120-39
National Commission on Culture and Arts (NCCA). 2015. Selection and Proclamation of National Heroes
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and-arts/culture-profile/selection-and-proclamation-of-national -heroes-and-laws-honoring-
filipinohistorical-figures
Ocampo, Ambet R. 1998. Rizal’s Morga and Views of Philippine History. Philippine Studies 46 (2), 184-
214. QC: ADMU
_________________. 2012. Rizal Without the Overcoat. Mandaluyong City: Anvil.
Rizal, Jose. El Filibusterismo (Trans. by Virgilio Almario or Solidad Lacson-Locsin)
_________. Noli Me Tangere (Trans by Virgilio Almario or Solidad Lacson-Locsin)
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Creation of Filipino Consciousness, the Makers of the Revolution, 83-104. QC: ADDU
_______________. 2011; Cavity Mutiny Towards a Definitive History. Philippine Social Studies vol. 50
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(1): 62-100
Zaide, G and Zaide S.2008. Jose Rizal: Life, Works, and Writing of a Genius, Writer, Scientist and
National Hero. Quezon City: All Nations Publishing Co. Inc.

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Life and Works of

Dr. Jose P. Rizal

Department of Social Sciences and Philosophy

a. COURSE OUTCOMES – these are the outcomes expected among students

CO1 Determine the importance of studying the Life and Works

CO4 Establish one’s role in the preservation of Filipino

c. Assessment Tasks – these are exercises or output requirements to

d. Side notes – these are provided in some pages to supplement the

Course Assessment Tasks

Course Module Period of

Other Requirements for student tracing:

FTG = CO1 + CO2 (Assessment Tasks)

Second Term Grade (Second Half of the Semester)

STG = CO3 + CO4 (Assessment Tasks)

Intended Learning Outcomes (ILO):

As a hero he is our icon, a model worth emulating; thus, it is just proper to

We encounter Jose Rizal everywhere we see his bust or whole-body figures in

THE RIZAL LAW

REPUBLIC ACT NO. 1425

AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE

within sixty (60) days from the

Jose Rizal and the Development of Filipino Nationalism and Patriotism

The Representation and Political Reform

The 19th Century Philippine

The Secularization, Mutiny, and Martyrdom

Philippine Social Structure in the 19th Century

Similar to other colonies, the political structure of the Philippines was

Provincial Government (Alcaldias)

The friars inevitably occupied a dominant position in the Philippine

The intellectual decadence was caused by an inadequate educational system

Reflective Analysis supplemented by a SIMPLE Survey (200 words)

ASSESSMENT TASK FOR CO1: Lesson 1 – ILO 2

These requirements must be accomplished

Intended Learning Outcomes (ILO):

Birth of a hero. June 19, 1861, Calamba, Laguna. It is said that

Childhood Memories in Calamba, Laguna

I was born in Calamba on 19 June, 1861,

This reminiscence has provided us a glimpse of the young Pepe in Calamba

Moreover, the Mercado family relationship was warm and cordially

Learning the Basics in Calamba. Mother’s influence to every man’s intellectual

“I’m going to read to you a very pretty story, be attentive.”

“Do you know Spanish?”

How my aunt treated me can be easily deduced

Salcedo Street, No. 22, Monday, 28 October 1878

In-Depth Reading for Introspective Analysis.

ASSESSMENT TASK FOR CO2 - ILO 1: Reflective Essay 1 (25 points)

ASSESSMENT TASK FOR CO2 - ILO 1: Objective Essay 1 (10 points)

These requirements must be

Spanish lieutenant of the Guardia Civil. She

In our hero’s memoirs, he recounted:

Rizal then matriculated at the Ateneo Municipal, formerly named EscuelaPia. At

Anticipating the suspicion of Spanish authorities to the last name “Mercado”,

Medical Pursuit inUniversity of Santo Tomas

To get more productive, he took and completed surveying course in Ateneo

Biographers of Rizal (W. Retana, A. Coastes.G. Zaide, and C. Garcia) have

The Liceo Artistico-Literario (Artistic-Literary Lyceum), a society of literary men and

With strict scrutiny and evaluation of the Board of Judges composed of

This work of Rizal is a classic in Philippine Literature. Gregorio Zaide (2008)

Spanish Officer Brutality

Decision to Study in Madrid

UNIVERSIDAD CENTRAL DE MADRID

Approaching Singapore on May 8, 1882, Rizal saw a beautiful island. He was

On May 17, they have reached Point Galle of