The Life and Works of Rizal

Course Title: The Life and Works of
Jose Rizal
Learning Module No.: 1
#
Learning Module on [RIZAL 201/301]

STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:
PROFESSOR
Name: Nina K. Torreta, Delia H. Ilagan, Nilo O. Armario Jr., Tessie U. Opulencia
Academic Department: DASTE
Consultation Schedule: Mon-Friday 8am-12nn and 1pm-3pm/ via Facebook or
Messenger
Email Address: nina.torreta@gmail.com
Contact Number: 09194361996

LEARNING MODULE INFORMATION
I. Course Code RIZAL 201/301
II. Course Title

THE LIFE AND WORKS OF JOSE RIZAL
III. Module Number 1 (One)
IV. Module Title

Jose Rizal’s Childhood and his Educational Experiences
V. Overview of the Module Module 1 is an introduction to the course RIZAL. It will

explain RA 1425 or Rizal Law and its important provisions.
There will also be a discussion of the conditions in the
Philippines when Rizal was born. This module will also discuss
about Jose Rizal’s family background, his educational
experiences from childhood, his experiences in Ateneo and
UST. We will end this module with an analysis of Rizal’s poem
“A la Juventud Filipina” and a documentary review of the
film “Ang Buhay ng Isang Bayani”. This module should be
completed in two weeks.
VI. Module Outcomes 1. Discuss the provisions of Rizal Law and why it was
promulgated
2. Understand the conditions in the Philippines when
Rizal was born (Spanish Time) in terms of political,
social, and economic conditions,
3. Explore important aspects of Rizal’s childhood and his
early education in Calamba and Binan, as well as in
Ateneo and UST, and
4. Analyze a poem written by Jose Rizal entitled “A la
Juventud Filipina” and a documentary entitled “Buhay
ng isang Bayani. “
VII. General Instructions No part of this module can be replicated. The materials
attached are copyright protected by the original authors and
therefore can only be used as a reference for this subject for
the first semester of school year 2020-2021.

RIZAL 201/301 should be completed in 6 weeks. There are 3
modules (Preliminary, Midterms and Finals). Each module is
divided into lessons and each module should be completed
in 2 weeks.
Several references will be used for this course. A list of the

complete references will be listed at the end of this module.
All books are available at our school library/ resource center.
It is the student’s responsibility to complete reading each
lesson and the references. After each lesson, you are
required to answer and submit the following parts:
Application, Assessment and Enrichment activities. You may
write your answers in any clean paper. Your responses to
these activities will be checked and recorded. All output for
these modules will comprise 60% of your grade and the
other 40% will be based on the results of your Final Exam.
Please do not hesitate to contact your Professor during
consultation hours if you have any questions.
Good luck and have fun learning.
For essay questions with 5, 10, and 20 point, the following rubrics will be
followed:
Point Distribution
/5 /10 /20
Excellent – Complete response with detailed explanation 5 10 20
Very Good – Good solid response with clear explanation 4 8 16

Good - Explanation is nuclear 3 6 12
Fair - Lacking in key points 2 4 8

Poor - Shows lack of understanding 1 2 4
0 - No answer 0 0 0

1
Lesson 1: Jose Rizal’s Childhood and his Educational Experiences

Lesson Objectives:
1. Explain the provisions of RA 1425 or Rizal Law and why it was promulgated
2. Understand the conditions in the Philippines when Rizal was born (Spanish
period) in terms of political, social, religious and economic conditions
Getting Started:
What do you know about Jose Rizal? Recall the most interesting facts you
know about Jose Rizal. Think about his greatest achievement. Is he worthy of
being called our national hero?
Discussion:
This module will discuss the relevance of studying the life, works and writings of
Jose Rizal. Rizal was an exceptional man and is unsurpassed by other Filipino
heroes in talent, nobility of character and patriotism. It is hoped that you will
develop an understanding of the greatness of Rizal’s character, thoughts and
teachings through a critical analysis of his life, works and writings. Rizal had
much to say about matters of extreme importance to the nation. Unfortunately
many are questioning the relevance of Rizal and students tend to be indifferent
towards the course and towards Rizal himself. Rizal exerted his utmost effort to
be a great person even if he has flaws and weaknesses but he surmounted
them through his strengths. Continue reading the modules and decide for
yourself if the course is still relevant at this present time.
The Birth of RA 1425/Rizal Law and its 3 Major Provisions
The Rizal course is mandated by Republic Act 1425, which was authored and
fought for by Claro M. Recto. On April 3, 1956, Senate Bill no. 468 (An Act to
make Noli Me Tangere and El Filibusterismo compulsory reading matter in public
and private colleges and universities and for other purposes) was submitted to

2
the Senate Committee on Education. The chairman of the committee was the
late Senator Jose P. Laurel and he was the one who sponsored and
presented the bill to the members of the Upper House on April 17, 1956. Laurel
believed that by reading and studying Rizal’s novels, the Filipino youth will be
able to become conscious as a people and to learn to prepare for painful
sacrifices that will lead to self-reliance, self-respect and freedom.
Debates over the bill became controversial with Catholic senators arguing that
it was an attempt to discredit the Catholic religion because there were lines in
the novels that were offensive to the Church doctrine. The catholic church
assailed the bill as anti-church. Furthermore, some said that it might divide the
nation because there is a compulsion to read something against one’s faith.
Senator Francisco “Soc” Rodrigo who opposed the bill argued that we should
not create conflict between nationalism and religion or the government and
the state. Senator Claro M. Recto refuted the arguments of the opposition by
saying that the novels have no intentions of discrediting the church. The bill
would only like to contextualize Rizal’s heroism in the face of the Spanish
tyranny. He further added that Rizal did not pretend to teach religion when he
wrote the novels but he only aimed to inculcate civic consciousness, national
dignity, personal pride and patriotism among the Filipinos. Rizal criticized the
unworthy behavior of some ministers of the church but made exceptions in favor
of the worthy ones.
A similar bill ( House bill 5561) was filed by Congressman Jacobo Z. Gonzales in
the House of Representative and again there were dissenting opinions. With
these setbacks, it seemed hopeless to pass the bill into law. It was in this context
that Senator Laurel proposed a compromise bill or substitute bill with the
inclusion of all works and writings of Jose Rizal as the main feature of the bill, not
just the two novels. Laurel however, asserted the importance of reading the
original and unexpurgated edition of Rizal’s novels. Furthermore, he added a
conciliating clause that there will be “exemption” of students from reading the
two novels on certain conditions. With this, on May 12, 1956, Senate Bill No. 438
was approved on second reading. On May 14, 1956, the bill was approved
unanimously in the House of Representatives. The proponents were able to
perfect the bill due to the many criticisms they received which broadened the
scope of democratic processes. On June 12, 1956, President Ramon Magsaysay

3
signed the bill to make it a law, thus giving birth to Republic Act 1425 also
known as Rizal Law.
RA 1425 is also known as the Rizal Law. The following are the major provisions of
RA 1425.
1). It directs educational agencies such as the Department of Education and

the Commission on Higher Education to include in the curricula of all schools,
colleges and universities, public or private, the study of the life of our national
hero, with emphasis on the original and unexpurgated versions of Rizal’s novels
Noli Me Tangere and El Filibusterismo.
2). It obliges all libraries of all schools, colleges and universities to maintain an
adequate number of copies of Noli Me Tangere and El Filibusterismo in their
collections, as well as other materials related to the life of Rizal.
3). It directs the Board of National Education to take charge of the translation,
reproduction and distribution of printed copies of Rizal’s novels to interested
parties through purok organizations and barangay councils free of charge.
The Philippines under Spanish Rule
Rizal belonged to the 19th century. At the time of his birth, the Philippines was
still a colony of Spain. During this time, most of Spain’s colonies have already
won their independence from Spain through revolution. The Philippines was one
of Spain’s remaining Spanish colonies along with Cuba, Puerto Rico and the
Spanish Sahara. The 19th century was also a time of change.
Political Institutions
The Spanish colonial government in the Philippines was centralized in form. The
Philippines was governed through the Ministers of the colonies established in
Madrid in 1863. This body governed the affairs of the colonies of Spain, including
the Philippines through a centralized machinery exercising executive, legislative,
judicial and religious powers.

4
The Governor General appointed by the Spanish Monarch headed the central
administration in Manila. He was the king’s representative in all state and
religious powers and exercised extensive powers. He was the Commander–in-
chief of the Armed Forces of the Philippines and as the chief executive of the
colonial government, he also enjoyed judicial powers. The judicial system during
Rizal’s time was partial, costly and slow. Poor Filipinos had no access to the
courts because they could not afford the heavy litigation expenses. Rizal’s
family was also a victim of injustice and his mother was unjustly arrested and
jailed without due process. Even the GOMBURZA priests were executed and
were victims of Spaniards injustices.
The main local government units were the provinces (alcaldias), headed by the
alcalde mayor or provincial governor who exercised executive and judicial
functions. He was also the administrator, judge, and military commandant, with
the privilege of engaging in and monopolizing trade called, indulto de
commercio. The alcaldes mayores bought goods from the natives at low prices
and sold this back to the natives in times o scarcity at much higher prices.
Nobody complained because they were also the provincial judges at that time.
The provinces were divided into towns or pueblos and each pueblo was
headed by a gobernadorcillo or town mayor. Each town was divided into
barrios or barangays and each barangay was headed by a cabeza de
barangay whose main function is the maintenance of peace and order in the
barrio and the collection of taxes and tributes.
The Social Structure
The highest social class consisted of the peninsulares (Spaniards from Spain),
followed by the insulares (Spaniards born in the Philippines), The Spanish and
Chinese mestizos, and the principalia, the latter class composed of the
gobernadorcillos, cabeza de barangay, merchants, and wealthy native
families.
Racial discrimination was prevalent then in the Philippines. The Spanish born
peninsulares were given the highest offices and positions in the government
while the creoles enjoyed second priority and the lowly natives or indios were
discriminated against.

5
The Educational System

For almost the entire Spanish colonial period in the Philippines, education was in
the hands of the Catholic church. It was the missionaries who established the
schools, appointed the teachers and developed the schools curricula. For
almost 300 years, since the Spaniards established their first settlement in the
Philippines, there was no systematic government supervision of schools. Many
serious criticisms against the educational system then were the following: the
overemphasis on religious matters, the obsolete teaching methods, the limited
curriculum, the poor classroom facilities and the absence of teaching materials.
Primary education was neglected and there was no academic freedom. All the
schools were under the control of the friars.
The Economic Institution
The economic structure of the Philippines was basically feudalistic, it stemmed

from the encomienda system that the Spaniards introduced in the colony. Such
system was the instrument used by the government officials to pacify and
exploit the natives during the Spanish colonial period. It paved the way for
various oppressive practices such as the tribute, forced labor, bandala, and the
military conscription. All these exactions assumed greater urgency and were
enforced with great severity when Spain was at war.
The collection of tributo (tribute) was levied on all Filipinos from 19 to 60 years
old, with some exceptions among government officials and chieftains. It can be
paid in cash or in kind. Filipinos who could not pay were tortured and
imprisoned.
In addition to the tribute, male natives were also required to serve for 40 days
each year under the system of forced labor or polo. It started in 1580 but
required service was reduced to 15 days per year in 1884. Filipinos were
supposed to be paid ¼ real a day plus rice but these were violated. The
implementation of forced labor resulted in the ruin of communities because
absence of men in the communities meant abandoned fields and no harvests
of crops for consumption. Many people died of hunger.
The bandala was another exploitative device which consisted of the assignment
of annual quotas to each province for the compulsory sale of produce to the

6
government. The government claimed not to have funds to pay for the produce
and bandala is tantamount to a virtual confiscation of goods. All the people got
were promissory notes which were seldom redeemed in full. The bandala
caused the Filipinos a great deal of suffering.
Conditions in the World and the Philippines during Rizal’s Time

To appreciate and understand the life of Dr. Jose Rizal, it is important to know
the conditions of the world and of the Philippines during the 19 th century. The
early 19th century marked the beginning of the Industrial Revolution led by the
British. The integration of steam engines and other machinery in production
allowed Britain to experience rapid development and urbanization. Other
countries were quick to emulate British Industrialization. Spain lagged behind its
neighbors because of its engagements with the Napoleonic and Carlist Wars
and the internal struggle between liberal and conservative factions in Spain
during the early 19th century. These changes in Spain eventually affected its
relations towards its colonies and the Philippines experienced liberal policies and
reform for the first time.
In the Philippines, 19th century is considered by some historians as a long century
because of the numerous changes that happened during this period. In terms of
political and economic changes, the brief occupation of Manila British forces
in 1762-1764 and the rapid development of economies in Europe made Spanish
administrators in the colony rethink their policies so as not to get left behind by
their neighbors and to prevent another incident such as British occupation from
happening again.
Some of the reforms were the abolition of the Galleon trade and the opening of
the Philippines to world trade in 1830. This enabled the increase in economic
activities in the country and the entry of firms from European states as well as the
entry of foreign ideas mostly through the form of books and other printed media
during that time. In the case of Rizal, he was able to read various European
literatures. Even Andres Bonifacio was able to read literatures on the French
revolution that later on influenced some of the works of both individuals.
The end of Spanish wars with the Dutch and the British, as well as the nullification
of the slave raiding activities of the Moro also led to the development of
agricultural lands and the discovery of the new frontiers in the Philippines. These

7
eventually led to in the social and economic class in the country with the
prinicipalias and the meztiza benefiting from these changes, thus the
consequent emergence of the local elites. In Laguna, Jose Rizal’s family was
considered to be one of the local elites since they were leasing large blocks of
lands from friar estates in Calamba.
These developments did not help bridge the gap between the local elites and
the poor and marginalized sectors of the country. This gap led to different revolts
during the early 19th century. The revolts showed the growing gap between the
rich and the poor because they were directed not only against Spanish
authorities but also to the elites in the two provinces. The implementation of the
Cadiz Constitution in 1812 also provided a brief legal justification for the quest for
quality because it was stated in the document that all citizens of Spain including
those in the colonies were equal under the law.
Education and the Rise of the Ilustrados
Among the reforms, the most notable was the increase of educated Filipinos as
the colonial government under the directives from Spain also started to reform
educational institutions in the Philippines. The Filipino and Chinese Mestizo elite
families who were able to capitalize on the opening of the Philippine market to
the world sent their children to school to take professional courses not only in the
Philippines but also in Europe. Travelling to Europe was easy with the opening of
the Suez Canal in 1859. Eventually these elite families were referred to as
ilustrados, and formed the emerging movement that asked the colonial
government for needed reforms in the Philippines. The new movement was
called the reform and propaganda movement. This movement had a more
nationalistic and racial dimensions fueled by the sufferings and discriminations
experienced by Filipinos under the Spaniards.
Rizal was born amidst all these political and economic reforms and turmoils. He
belonged to a local elite family who was fortunate enough to capitalize on the
existing conditions at the that time. He was sent to school in the Philippines but
eventually was able to study in Europe. Rizal actively participated in the
propaganda movement while studying in Europe.

8
Application:
1. Enumerate and explain the 3 major provisions of RA 1425/Rizal Law.
(10pts)
2. Describe the Philippines during Rizal’s time in terms of the political, social,
and economic conditions. (10pts.)
Summary of the Lesson:
• Senate Bill No. 468 authored by Claro M. Recto and sponsored by the late
Senator Jose P. Laurel. Laurel presented the bill to the Upper House on
• April 17, 1956. There were controversial debates and opposition about he
bill and some setback ensued before it became a law.
• Senator Jose P. Laurel proposed a compromise bill or substitute bill that
required compulsory reading not only of the two novels of Rizal (as
originally authored by Recto) but all works and writings of Rizal in all
public and private colleges and universities. Laurel believed that by
doing so, we become conscious as a people and learn to prepare
ourselves to painful sacrifices which ultimately leads to self-reliance, self-
respect and freedom.
• After much debate and argument, President Ramon Magsaysay signed
the bill to make it a law, thus giving birth to RA 1425 or Rizal Law.
• RA 1425 is also known as the Rizal Law has 3 major provisions:

1). It directs educational agencies to include in the curricula of all schools,
colleges and universities, public or private, the study of the life of our national
hero, with emphasis on the original and unexpurgated versions of Rizal’s
novels Noli Me Tangere and El Filibusterismo
2). It obliges all libraries of all schools, colleges and universities to maintain an
adequate number of copies of Noli Me Tangere and El Filibusterismo in their
collections, as well as other materials related to the life of Rizal

9
3). It directs the Board of National Education to take charge of the

translation, reproduction and distribution of printed copies of Rizal’s novels to
interested parties through purok organizations and barangay councils free of
charge.
The Philippines under Spanish Rule

Jose Rizal belonged to the 19th century. At the time of his birth, the Philippines
was still a colony of Spain. There were many colonies of Spain like Mexico, Chile,
Argentina, Colombia, Venezuela and others have already won their
independence from Spain through revolution. The Philippines was one of the
remaining Spanish colonies along with Cuba, Puerto Rico and the Spanish
Sahara. Among the colonies, the Philippines was the richest in terms of natural
resources and trade potential. The 19th century was also a time of change. The
Age of Enlightenment, Age of ideas and freedom, liberty and equality and the
belief in the sovereignty of the people in determining government thundered all
across Europe. The French Revolution as well as the ideas of the French
philosophies would spread around the world and the world will never be the
same again.
Political institutions
The Spanish colonial government in the Philippines was centralized in form. The
Philippines was governed through the Ministers of the colonies established in
Madrid in 1863. This body governed the affairs of the colonies of Spain, including
the Philippines through a centralized machinery exercising executive, legislative,
judicial and religious powers.
The provinces were divided into towns or pueblos and each pueblo was
headed by a gobernadorcillo or town mayor. Each town was divided into
barrios or barangays and each barangay was headed by a cabeza de
barangay whose main function is the maintenance of peace and order in the
barrio and the collection of taxes and tributes.
The Educational System
For almost the entire Spanish colonial period in the Philippines, education was in
the hands of the Catholic church. It was the missionaries who established the
schools, appointed the teacher’s, and developed the schools curricula. For

10
almost 300 years, since the Spaniards established their first settlement in the
Philippines, there was no systematic government supervision of schools. Many
serious criticisms against the educational system then were the following: the
overemphasis on religious matters, the obsolete teaching methods, the limited
curriculum, the poor classroom facilities and the absence of teaching materials.
Primary education was neglected and there was no academic freedom. All the
schools were under the control of the friars.
The Economic Institution

The economic structure of the Philippines was basically feudalistic, it stemmed
from the encomienda system that the Spaniards introduced in the colony. Such
system was the instrument used by the government officials to pacify and
exploit the natives during the Spanish colonial period. It paved the way for
various oppressive practices such as the tribute, forced labor, bandala, and the
military conscription. All these exaction assumed greater urgency and were
enforced with great severity when Spain was at war.
The World and the Philippines during Rizal’s time
The early 19th century marked the beginning of the Industrial Revolution led by
the British. The integration of steam engines and other machinery in production
allowed Britain to experience rapid development and urbanization. Other
countries were quick to emulate British Industrialization. These changes in Spain
eventually affected its relations towards its colonies and the Philippines
experienced liberal policies and reform for the first time.
In the Philippines, 19th century is considered by some historians as a long century

because of the numerous changes that happened during this period. The rapid
development of economies in Europe made Spanish administrators in the
colony rethink their policies so as not to get left behind by their neighbors and to
prevent another incident such as British occupation from happening again.
Some of the reforms were the abolition of the Galleon trade and the opening of
the Philippines to world trade in 1830. This enabled the increase in economic
activities in the country and the entry of firms from European states as well as the
entry of foreign ideas mostly through the form of books and other printed media
during that time. The nullification of the slave raiding activities of the Moro also

11
led to the development of agricultural lands and the discovery of the new
frontiers in the Philippines. These eventually led to in the social and economic
class in the country with the prinicipalias and the mestiza benefiting from these c
changes, thus the consequent emergence of the local elites. There were revolts
that showed the growing gap between the rich and the poor because they
were directed not only against Spanish authorities but also to the elites in the
two provinces. The implementation of the Cadiz Constitution in 1812 also
provided a brief legal justification for the quest for quality because it was stated
in the document that all citizens of Spain including those in the colonies were
equal under the law.
Education and the Rise of the Ilustrados
Among the reforms, the most notable was the increase of educated Filipinos as
the colonial government under the directives from Spain also started to reform
educational institutions in the Philippines. The Filipino and Chinese Mestizo elite
families who were able to capitalize on the opening of the Philippine market to
the world sent their children to school to take professional courses not only in the
Philippines but also in Europe. Travelling to Europe was easy with the opening of
the Suez canal in 1859. Eventually these elite families were referred to as
ilustrados, and formed the emerging movement that asked the colonial
government for needed reforms in the Philippines. The new movement was
called the reform and propaganda movement. This movement had a more
nationalistic and racial dimensions fueled by the sufferings and discriminations
experienced by Filipinos under the Spaniards.
Rizal was born amidst all these political and economic reforms and turmoils. He
belonged to a local elite family who was fortunate enough to capitalize on the
existing conditions at the that time. He was sent to to school in the Philippines
but eventually was able to study in Europe. Rizal actively participated in the
propaganda movement while studying in Europe.
Assessment:
Answer the following questions in not more than 5 sentences. Make your answers
short and direct to the point. (5 pts @)

12
1) In a democratic legislation process, why is it important to have dissenting

opinions?
2) What were the amendments made from the original Senate Bill No. 468 or
Rizal Bill in order to perfect the RA1425/Rizal Law?
3) Write two (2) arguments of the opposition of the bill. Explain.

4) Who authored and sponsored Senate Bill No. 468 which later became a law
giving birth to RA 1425. Who was the President who signed it and specify the
date when it was passed into law.
5) Based on your personal assessment, how were the events in the 19th century
crucial to the formation of Rizal’s love for his country?
Enrichment Activity:
What provisions will you add to make Rizal Law more relevant to a youth like
you? Compose a 100 word essay to explain your answer. (10 pts)
Suggested Links:
For a full copy of RA 1425 see the link below):

https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/)
References/Attributions:
Crudo, E.R. P., Guiwa, H.I.C., and Pawilen R.M. (2019) A Course Module for The
Life, Works Writngs of Jose Rizal. 1st Ed. Rex Bookstore, Inc.
Duka, C.D. and Pila, R.A. (2010) RIZAL, His Legacy to the Philippine Society. Anvil
Pubishing, inc.
Zaide, G.F. and Zaide,S.M. (2007) Life, Works, and Writings of a Genius Writer,
Scientist and National Hero. 2nd Ed. All Nations Publishing Co., Inc.

13
Lesson 2: Rizal’s Childhood, his Early Education in Calamba and Binan as well as
in Ateneo and UST
Lesson Objectives:
1). Explore important aspects of Rizal’s childhood and his early education
in Calamba and Binan as well as in Ateneo and UST
2). Analyze a poem written by Rizal entitled “A La Juventud Filipina” and a
documentary film entitled “Buhay ng Isang Bayani”
Getting Started :
Jose Rizal is a unique example of a many-splendored genius who became the
greatest hero of a nation. He was endowed by God with many gifts and he
became a hero and a political martyr who consecrated his life for the
redemption of his oppressed people. Now, he is the national hero of the
Philippines.
Recall at least 10 facts about Jose Rizal. What facts do you know about the
personal experiences of Rizal while growing up?
Watch a documentary film about Jose Rizal entitled “ Ang Buhay ng Isang
Bayani” in https://www.youtube.com/watch?v=ALb4ig-8agc. It was based on
Jose Rizal’s actual diary. The documentary is about one hour and 7 minutes
long.
Discussion:
Jose Rizal was born on June 19, 1861 in Calamba, Laguna. His mother, Teodora
Alonso had a difficult time giving birth to Rizal since she almost died. She made
a vow to take him on a pilgrimage to Antipolo as a gratitude for allowing her
through a difficult birth. The frail boy was named Jose in honor of St. Joseph, the
patron saint of laborers and soldiers. He was blessed with a second first name
Protacio, a 4th century saint who was a Bishop of Milan.

14
Rizal was baptized in the catholic church of his town on June 22, aged 3 days
old by the parish priest, Father Rufino Collantes. His godfather (ninong) was
Father Pedro Casanas. During the christening, Father Collantes was impressed
by the baby’s big head and predicted that someday, he will become a great
man. His words proved to be prophetic.
Jose Rizal was the seventh of the eleven children of Francisco Mercado Rizal
and Teodora Alonso Realonda. The hero’s father was born in Binan, Laguna on
May 11, 1818 and studied Latin and Philosophy at the College of San Jose in
Manila. After the death of his parents, he moved to Calamba and became a
tenant-farmer of the Dominican-owned hacienda. He was a hardy and
independent man, who was strong in body and valiant in spirit. He died on
January 5, 1898 at the age of 80. Rizal affectionately called him “ a model of
fathers”.
Dona Teodora, the hero’s mother was born in Manila on November 8, 1826 and
was educated at the College of Santa Rosa, a well known college for girls . She
was a remarkable woman, possessing refined culture, literary talent, business
ability and the fortitude of a Spartan woman. Rizal mentioned that his mother
knows literature and speaks better Spanish that him. She is also a Mathematician
and had read many books. Dona Teodora died in Manila on August 16, 1911 at
the age of 85.
Francisco and Teodora have been blessed with eleven siblings, two boys and
nine girls. These children were as follows:
1. Saturnina - (1850-1913) eldest, nicknamed Neneng, married to Manuel
Hidalgo of Tanauan, Batangas.
2. Paciano - (1851-1930) older brother and confidant of Jose Rizal. After
Rizal’s death, he joined the Philippine Army and became a combat
general. He retired to his farm in Los Banos and died on April 13, 1930. He
was a bachelor but had two children by his mistress (Severina Decena), a
boy and a girl.
3. Narcisa – (1852-1939) her pet name is Sisa, and was married to Antonio
Lopez, a school teacher in Morong

15
4. Olimpia (1855-1887) Ypia was her pet name; she married Silvestre Ubaldo,
a telegraph operator from Manila
5. Lucia (1857-1919)- She married Mariano Herbosa of Calamba but he died

of cholera in 1889 and was denied a Christian burial because his brother
in law was Rizal
6. Maria (1859-1945) – Biang was her nickname; she married Daniel Faustino
Cruz of Binan, Laguna
7. Jose (1861-1896) – Pepe was his nickname. Considered the greatest

Filipino hero. In Dapitan, during his exile, he lived with Josephine Bracken,
an Irish girl from Hong Kong. He had a son by her, this baby boy was
named Francisco but he died a few hours after birth. He was bribed in
Dapitan.
8. Concepcion (1862-1865) – pet name was Concha, she died of sickness at

the age of three. Her death was Rizal’s first sorrow in life.
9. Josefa (1865-1945) – Panggoy was her pet name; she died an old maid at
the age of 80.
10. Trinidad ( 1868-1951) – Trining was her pet name; she also died an old
maid at the age of 83.
11. Soledad (870-1929) – youngest of the Rizal children; her et name was
Choleng; she married Pantaleon Quintero of Calamba.
Sibling relationship among the Rizal children was affectionately cordial. Rizal
used to play games with his sisters. Paciano, who was ten years his senior was a
second father to him. Rizal respected him and greatly valued his advice. Rizal
regarded Paciano as “ the most noble of Filipinos”.
Rizal’s Early Education In Calamba and Binan
Rizal had his early education in Calamba and Binan. A son of an illustrado family
received a typical schooling characterized by the four R’s –Reading, Writing,
Arithmetic and Religion. Instruction was rigid and strict. Knowledge was forced
into the minds of the pupils by means of memory method aided by the

16
teachers whip. Despite the defects of the Spanish education, Rizal was able to
acquire the necessary instruction and preparatory for college work in Manila
and abroad. Rizal who was born a weakling, rose to become an intellectual
giant.
Rizal’s first teacher was his mother who taught him how to read and say prayers.
She was a patient, conscientious and understanding teacher. Dona Teodora
also discovered Rizal’s talent for poetry. Rizal looked up to her mother as the one
who influenced his love for learning. After Dona Teodora’s teachings, they
employed private tutors to give him lessons at home. The first tutor was Maestro
Celestino; the second, Maestro Lucas Padua and the third was a former
classmate of Rizal’s father, Maestro Leon Monroy. He taught Rizal Spanish and
Latin but he died five months later.
From tutors, Rizal went to a Binan school run by Maestro Justiniano Aquino Cruz.
The school was a small nipa and about 30 meters from the house of Rizal’s aunt.
Rizal’s daily life in Binan was very simple, he heard mass in the morning, ate
breakfast, went to school in the morning and afternoon session, returned home,
ate supper and sometimes played in the streets on a good day. Rizal’s
academic studies in Binan went well and he beat all the Binan boys in Spanish.
Latin and other subjects. His love for painting was nurtured early on by an old
painter named Juancho in Binan.
Rizal under the pen name P. Jacinto wrote his own memoirs of his experiences
from 1872 to 1881, composed of 8 chapters spanning his childhood days as a
student in Manila. A full translation of the document was made by Jose Rizal
Centennial Commission and is available in various online websites Chapter 1
highlights his childhood in Calamba and has a personal description of their
house and their lifestyle. Also included in this chapter is the death of Concha for
whom Rizal shed his first tears.
Chapter 2 documents Rizal’s first time away from home when he was sent to
study in Binan, Laguna, as well as his daily routine as a student. This chapter
highlights Rizal’s longing for his family and hometown.
Chapter 3 is about Rizal’s memories of the events that transpired between the
years 1871-1872 particularly his mother’s case which really devastated Rizal

17
since his mother was taken away and imprisoned, leaving them without
guidance. This was Rizal’s first taste on injustice.
Chapters 4 and 5, Rizal recounts his time as a students in Manila especially in

Ateneo de Municipal. Ateneo de Municipal is a college under the supervision of
the Spanish Jesuits. He states the different rules implemented by Ateneo to
ensure the competitiveness of its students, as well as the different books that he
read, which influence his own writing. An example is Alexandre Dumas’ the
Count of Monte Cristo that became influential to his writing of El Filibusterismo.
Chapter 6 is dedicated to Segunda Katigbak, Rizal’s first love. He remembers this
period of his life with bitterness. They were both young and Segunda was
already engaged to someone else when they met.
There were no significant events in Chapter 7. In the final chapter, Rizal recalls
the fable of the lamp. This story is very important since it captures Rizal’s
symbolic representation of the light. From the translation of the Rizal national
Centennial Commission:
My mother began to read to me the fable of the young and the

old moths, translating it to me piece by piece in 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. The story could not have been more
opportune. My mother emphasized and commented a great
deal on the warnings of the old moth and directed them to me
as if to tell me that these 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 have succumbed were drowned in the oil, they didn’t
frighten me. My mother continued her reading, I listened
anxiously, and the fate of the two insects interested me intensely.
The light agitated its golden tongue on one side, a singed moth in
one of its movements, fell into the oil, clapped its wings for some
time and died. That assumed for me that the flame and the
moths were moving far away, very far, and that my mother’s
voice acquired a strange sepulchral timbre.

18
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 and 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. The 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 advise as well as mother dis. The light seemed to be
more beautiful, dazzling, attractive. I understand why moths
fluttered around lights. Advice and warnings resounded feebly in
my ears. What preoccupied me most was the death of the
imprudent, but at the bottom of my hearts, I didn’t blame it. My
mother’s solicitude didn’t have all the success that she hoped it
would. No; many years have elapsed; the child has become a
man; has plowed the most foreign rivers, and meditated besides
the 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 definitely more
than the sweet lessons that his mother gave him and nevertheless
the man preserves the heart of the child and he believes that light
is the most beautiful thing there is in creation and that is worthy for
a man to sacrifice his life for it.
Studies in Ateneo and UST
Rizal was eleven years old when he went to Ateneo Municipal, a college under
the supervision of the Spanish Jesuits. The kind of education in Ateneo trained
the character of the students by rigid discipline and religious instruction. It also
promoted physical culture, humanities and scientific studies. It also offers
vocational courses in agriculture, commerce, mechanics and surveying.
Students heard mass in the morning and classes for every subject were opened
and closed with prayers. Students in a classroom are divided in two groups
namely “Roman Empire” consisting of the internos (boarders) and the

19
“Carthaginian Empire” composed of the externos (non-boarders). Each of the

empires have ranks, the best student was the emperor; the second best, the
tribune; the third best, the decurion; the fourth best, the centurion and the fifth
best, the standard bearer. Within the “empire”, the students fought for positions.
Any student can challenge anyone in class. A student’s opponent can lose his
position if he committed three mistakes. So a student who studied hard and is
brilliant can depose the officers and become an emperor.
Jose Rizal belonged to the Carthaginian empire in his first year in Ateneo
because he was an externo. Being a newcomer and knowing little Spanish, Rizal
was placed at the bottom of the class. Rizal progressed rapidly and by the end
of the month, he became an “emperor”. In Ateneo, Rizal appreciated his time
under Fr. Francisco de Paula Sanchez who inspired him to study harder and write
poetry. He was also able to meet Fr. Jose Villaclara who encouraged Rizal to
study philosophy and the natural sciences. Rizal graduated as the head of the
class, he obtained the highest grades in all subjects with a degree of Bachelor of
Arts. He also completed a vocational course on surveying in the same school.
Rizal enrolled at the University of Sto.Tomas to pursue his medical studies,
however, Rizal took up a course in Philosophy and Letters during his first year in
school. UST was run by Dominican professors whose instruction was repressive
and obsolete. The professors at UST were hostile to him and Filipino students were
racially discriminated against Spaniards. It was in UST that Rizal founded a secret
society of Filipino students called “Campanerismo” (Comradeship). Rizal led the
Filipino students into combat against the Spanish students in various street fights.
Rizal was able to finish fourth year of his medical course before his decision to
study in Spain.
Influences on the formation of Rizal’s Character
Rizal inherited from his ancestors and parents his love for freedom, desire to
travel, courage, patience, sense of self respect, love for work and independent
thinking. From his three uncles, Tio Jose Alberto, inspired him to develop his
artistic ability; Tio Manuel encouraged him to develop his frail body through
physical exercises; and Tio Gregorio for his voracious reading of good books.

20
From his older brother Paciano, Rizal learned about the GOMBURZA who were
unjustly accused of having incited a mutiny in Cavite and their eventual
execution in February 1872. The story of injustices and cruelties gave Rizal much
pain and had a profound impact on him that his imagination was awakened
and swore that one day, he would fight for the many victims. Rizal’s thoughts
about injustices and cruelties can be read in all the works and writings of Rizal.
Even the injustice suffered by his mother when she was arrested for a crime she
did not commit and made her walk a distance of 50 km from Calamba to Sta.
Cruz was Rizal’s first taste of injustice.
Literary Works of Rizal

In 1879, the Liceo Artistico-Literario (Artistic Literary Lyceum) of Manila, a society
of literary men and artists, held a literary contest. It offered a prize for the best
poem by a native or a mestizo. Jose Rizal, who was 18 years old, submitted his
poem entitled A La Juventud Filipina (To the Filipino Youth). The board of
Judges, composed of Spaniards, was impressed by Rizal’s poem and gave it the
first prize which consisted of a silver pen, feather-shaped and decorated with a
gold ribbon.
Below is an English translation of Rizal’s poem which was originally written in

Spanish. It is an inspiring poem of flawless from. Rizal beseeched the Filipino
youth to rise from lethargy, to let the genius fly swifter than the wind and
descend with art and science to break the chains that have long bound the
spirit of the people. This poem is a classic in Philippine literature for two reasons:
First, it was the first great poem in Spanish written by a Filipino, whose merit was
recognized by Spanish literary authorities and secondly, it expressed for the first
time the nationalistic concept that the Filipinos and not the foreigners, were the
“Fair Hope of the Fatherland”.

21
A La Juventud Filipino Thou, who by sharp strife

(To The Filipino Youth) Wakest thy mind to life;
And the memory bright
Theme: “Grow, O Timid Flower” Of thy genius’s light
Makest immortal in its strength.
Hold high, the brow serene
O youth, where now you stand
Let the bright sheen And thou, in accents clear
Of your grace be seen, Of Phoebus, to Apollos, dear;
Fair Hope of my fatherland! Or by the brush’s magic art
Takest from nature’s store a part
Come now, thou genius grand,
To fix it on the simple canvas’ length.
And bring down inspiration;
With thy mighty hand,
Go forth, and then the sacred fire
Swifter than the wind’s volation,
Raise the eager mind in higher station. Of thy genius, to the laurel may aspire;
To spread around the flame,
Come down with pleasing light And in victory acclaim,
Of art and science to the flight, Through wider spheres the human
O youth, and there untie
name.
The chains that heavy lie
Your spirit free to bright.
Day, O happy day,
See how in flaming zone Fair Filipinas, for thy land!
Amid the shadows thrown, So bless the Power today
The Spaniard’s holy hand That places in thy way
A crown’s resplendent hand This favor and this fortune grand.
Proferrers to this Indian Land.
Thou, who now wouldst rise
On wings of rich emprise, Seek from
Olympian skies
Songs of sweetest strain,
Softer than ambrosial rain.
Thou, whose voice divine
Rivals Philomel’s refrain,
And with varied line
Through the night benign
Frees mortality from pain.

22
Application:
Based on what you have learned about Rizal, write 150-word biography about
Rizal. List down the most important facts you know about him. (15 pts)
Summary:
Jose Rizal was born on June 19, 1861 in Calamba, Laguna.

Jose Rizal was the seventh of the eleven children of Francisco Mercado Rizal
and Teodora Alonso Realonda. Rizal affectionately called his father “a model of
fathers” and his mother was a remarkable woman, possessing refined culture,
literary talent, business ability and the fortitude of a Spartan woman.
Francisco and Teodora have been blessed with eleven siblings, two boys and
nine girls. These children were as follows:
1. Saturnina - (1850-1913) eldest, nicknamed Neneng
2. Paciano - (1851-1930) older brother and confidant of Jose Rizal.

3. Narcisa – (1852-1939) her pet name is Sisa
4. Olimpia (1855-1887) Ypia was her pet name

5. Lucia (1857-1919)
6. Maria (1859-1945) – Biang was her nickname
7. Jose (1861-1896) – Pepe was his nickname

8. Concepcion (1862-1865) – pet name was Concha, she died of sickness at
the age of three. Her death was Rizal’s first sorrow in life.
9. Josefa (1865-1945) – Panggoy was her pet name; she died an old maid at
the age of 80
10. Trinidad (1868-1951) – Trining was her pet name; she also died an old maid
at the age of 83
11. Soledad (870-1929) – youngest of the Rizal children; her pet name was
Choleng

23
Rizal’s Early Education In Calamba and Binan

Rizal’s first teacher was his mother who taught him how to read and say prayers.
She was a patient, conscientious and understanding teacher. Dona Teodora
also discovered Rizal’s talent for poetry. Rizal looked up to her mother as the one
who influenced his love for learning. After Dona Teodora’s teachings, as Rizal
grew older, they employed private tutors to give him lessons at home. The first
tutor was Maestro Celestino; the second, Maestro Lucas Padua and the third
was a former classmate of Rizal’s father, Maestro Leon Monroy. He taught Rizal
Spanish and Latin but he died five months later.
From tutors, Rizal went to a Binan school run by Maestro Justiniano Aquino Cruz.
The school was a small nipa and about 30 meters from the house of Rizal’s aunt.
Rizals daily life in Binan was very simple, he heard mass in the morning, ate
breakfast, went to school in the morning and afternoon session, returned home,
ate supper and sometimes played in the streets on a good day.
Rizal’s academic studies in Binan went well and he beat all the Binan boys in
Spanish. Latin and other subjects. His love for painting was nurtured early on by
an old painter named Juancho in Binan.
Studies in Ateneo and UST

Rizal was eleven years old when he went to Ateneo Municipal, a college under
the supervision of the Spanish Jesuits. The kind of education in Ateneo trained
the character of the students by rigid discipline and religious instruction. It also
promoted physical culture, humanities and scientific studies. It also offers
vocational courses in agriculture, commerce, mechanics and surveying.
Students heard mass in the morning and classes for every subject were opened
and closed with prayers. Students in a classroom are divided in two groups
namely “Roman Empire” consisting of the internos (boarders) and the
“Carthaginian Empire” composed of the externos (non-boarders). Each of the
empires have ranks, the best student was the emperor; the second best, the
tribune; the third best, the decurion; the fourth best, the centurion and the fifth
best, the standard bearer. Within the “empire”, the students fought for positions.
Any student can challenge anyone in class. A student’s opponent can lose his

24
position if he committed three mistakes. So a student who studied hard and is

brilliant can depose the officers and become an emperor.
In Ateneo, Rizal appreciated his time under Fr. Francisco de Paula Sanchez who
inspired him to study harder and write poetry. He was also able to meet Fr. Jose
Villaclara who encouraged Rizal to study philosophy and the natural sciences.
Rizal graduated as the head of the class, he obtained the highest grades in all
subjects with a degree of Bachelor of Arts. He also completed a vocational
course on surveying in the same school.
Rizal enrolled at the University of Sto. Tomas to pursue his medical studies,
however, Rizal took up a course in Philosophy and Letters during his first year in
school. UST was run by Dominican professors whose instruction was repressive
and obsolete. The professors at UST were hostile to him and Filipino students were
racially discriminated against Spaniards. Rizal was able to finish fourth year of his
medical course before his decision to study in Spain.
Influences on the formation of Rizal’s Character

Rizal inherited from his ancestors and parents his love for freedom, desire to
travel, courage, patience , sense of self respect, love for work and independent
thinking. From his three uncles, Tio Jose Alberto, inspired him to develop his
artistic ability; Tio Manuel encouraged him to develop his frail body through
physical exercises; and Tio Gregorio for his voracious reading of good books.
From his older brother Paciano, Rizal learned about the GOMBURZA who were
unjustly accused of having incited a mutiny in Cavite and their eventual
execution in February 1872. The story of injustices and cruelties gave Rizal much
pain and had a profound impact on him that his imagination was awakened
and swore that one day, he would fight for the many victims. Rizal’s thoughts
about injustices and cruelties can be read in all the works and writings of Rizal.
Even the injustice suffered by his mother when she was arrested for a crime she
did not commit and made her walk a distance of 50 kms from Calamba to Sta.
Cruz was Rizal’s first taste of injustice.

25
Assessment:
Identify the strengths and weaknesses of Rizal as a student. Who among Rizal’s
former teachers had an impact on him. Explain why, in not more than 10
sentences. (10 pts)
Reflect on why Rizal highlighted the story of the moth in the last chapter of his
Memoirs. What was the message intended by Rizal through this story? Is the
moral of the story still applicable for today’s generation? What does the light
symbolize? (10pts)
Analyze the meaning of the poem “A la Juventud Filipina” in not more than 10
sentences. (10 pts)
Enrichment Activity
Based on your personal assessment, what were the experiences or events
crucial to the formation of Rizal’s profound love for country. (10pts).
Suggested Links:
Go to https://www.youtube.com/watch?v=ALb4ig-8agc to watch the

documentary entitled “Buhay ng Isang Bayani”, a 1 hr and 7 minutes
documentary based from Jose Rizal’s own memoir
Pubishing, inc.

Jose Rizal
#

STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:
PROFESSOR
Consultation Schedule: Monday-Friday, 8am-12nn and 1pm-3pm

II. Course Title

III. Module Number 2 (Two)
IV. Module Title Influences Relevant to the Formation of Rizal’s Consciousness

in the Philippines and Europe
V. Overview of the Module Module 2 will discuss that factors that helped in developing
Filipino Nationalism. Several factors will be discussed. This
module will also discuss the life experiences (educational
professional and personal relationships) of Rizal in Europe. It is
also in Europe that Rizal started to write about his novels Noli
Me Tangere and El Filibusterismo. We will try to understand
the plot and characters of both novels in relation to
Philippine Society. Other literary essays of Rizal and its
highlights will also be discussed.
This module should be completed in two weeks.

VI. Module Outcomes 1. Discuss and analyze the different factors that caused
the development of Filipino Nationalism
2. Review the life experiences (educational. Professional
and personal relationships) and ideas encountered by
Rizal through his exposure to different academic
circles in Spain, Germany, Paris and other parts of
Europe
3. Interpret Rizals two novels, Noli Me Tangere and El
Filibusterismo in relation to Philippine society during
Rizal’s.
4. Discuss the highlights of the following literary works by
Rizal:
a. Letter to the Young Women of Malolos
b. The Philippine a Century Hence
c. Indolence of the Filipino People
attached are copyright protected by the original authors
and therefore can only be used as a reference for this
subject for the first semester of school year 2020-2021.

in 2 weeks.

It is the students responsibility to complete reading each
required to answer and submit the ffg parts: Application,
Assessment and Enrichment activities. You may write your
answers in any clean paper. Your responses to these
activities will be checked and recorded. All output for these
modules will comprise 60% of your grade and the other 40%
will be based on the results of your Final Exam. Please do not
hesitate to contact your Professor during consultation hours if
you have any questions.
followed:
Point Distribution
/5 /10 /20


0 - No answer 0 0 0

1
Lesson 1: Life Experiences of Rizal in Europe

Lesson Objectives:
1. Discuss and analyze the different factors that caused the development
of Filipino Nationalism
2. Review the life experiences (educational. Professional and personal

relationships) and ideas encountered by Rizal through his exposure to
different academic circles in Spain, Germany, Paris and other parts of
Europe
Getting Started:
Before 1872, the natives of the Filipinos had no collective feelings or sentiments
for their country. The Philippines then was a geographical area, parts of which
were home to several independent barangays but they were not united in
words and deeds. While it is true that the Spaniards consolidated the pre-
colonial barangays into one singular government, they did not inspire unity
among the Filipinos for fear that they would rise up against their colonizers. In
fact, the Spaniards kept the natives from one province isolated from other
provinces.
When the Filipinos realized that they were suffering much from the cruel and
oppressive Spanish policies, they started to rebel as pockets of aggrieved
natives. Eventually the suffering spread to other areas, slowly, the seeds of
nationalism found their way into the Filipinos’ minds and hearts. The Filipinos
started to think of themselves as one nation, and started yearning to be freed
from their oppressors. But this did not happen overnight.
Discussion:
Factors that Caused the Development of Filipino Nationalism
What factors were responsible for planting the seeds of nationalism in the hearts
and consciousness of the Filipinos?
1. Opening of the Suez Canal

The Suez Canal was built by Ferdinand de Lesseps to world shipping in
November 1869. It linked the Philippines closer Europe and promoted the
flow of ideas and freedom into the Philippines.
2. Opening of Manila and other parts of the Philippines to Trade Foreign

2
It brought not only economic prosperity to the country but also a

remarkable transformation in the life of the Filipinos. As the people
prospered, their standard of living improved and they came in contact
with foreign ideas and with travelers from foreign land. They read
periodicals and books, including those brought in from abroad. As a result,
their mental horizons were broadened and they wanted social and
political changes that were in harmony with the freer spirit of the times.
3. The Enlightened Middle Class

Economic prosperity produced a new class class of Filipinos – educated,
widely read, and enlightened individuals. Many Filipinos had learned Spanish,
and some knew Western languages like French, English and German. They
discussed social and economic problems and advocated reforms to remedy
the evils of colonialism. Many of them sent their children to colleges and
universities not only in Manila but in Europe too. From these class came the
patriotic leaders who sowed the seeds of Filipino nationalism. Among these
were Father Pedro Pelaez, Father Jose Burgos, Dr. Jose Rizal, Marcelo H. del
Pilar, Juan and Antonio Luna, Graciano lopez Jaena and Pedrp Paterno.
2. Secularization of Parishes
This was a movement spearheaded by Father Pedro Pelaez for the right of
the secular priests to administer the parishes in the Philippines. They would
like to fight for the right of the clergy, equality of rights between the native
secular priests and those Spanish friars. Filipino priest were not allowed to
hold high and profitable positions in church because of their brown skin and
Asian ancestry.
3. Cavite Mutiny and Execution of GOMBURZA
On January 1872, some Filipino soldiers and workers in the Cavite arsenal rose
in mutiny under the leadership of a certain Lamadrid because the
government is abolishing their old time privileges like exemption from tribute
and from forced labor. They had a secret understanding with the Filipino
soldiers in Manila for a concerted uprising, the signal being the firing of
rockets for the walls of Intramuros. Unfortunately, in Sampaloc. They were
celebrating their Fiesta with a brilliant display of fireworks. Thinking that the
fireworks had been set off by the Manila troops, the Cavite plotters rose in
arms. They killed their Spanish officers and took control of the arsenal.
Government troops rushed to Cavite, many were killed, the survivors were
subdued and taken as prisoners. The “mutiny” was magnified as a revolt so
as to implicate the Filipino priests-patriots, Gomez, Burgos and Zamora. The

3
allegation was false, but the priests were arrested and thrown in prison. After
a mock trail by a military court, GOMBURZA were sentenced to die by the
garrote or a strangulation machine. On February 1872, the three priest were
executed in Bagumbayan
4. Propaganda Movement
It was a peaceful campaign carried by means of pen, brush and tongue to
seek reforms from Spain for the improvement of its colonial government and
for the welfare of the oppressed Filipinos. They were patriotic individuals from
middle class families and had courage and flaming nationalism.
Life Experiences of Rizal in Europe

Rizal was sent to Europe by his brother Paciano with the secret mission to
observe the life, culture, languages, customs, industries and commerce and
governments and laws of different European countries and to prepare himself in
the task of liberating his oppressed people from the Spanish tyranny. Rizal
travelled from the Philippines to Singapore to Ceylon to the Suez Canal. From
there, Rizal proceeded on its way to Europe. Rizal enrolled at the Universidad
Central de Madrid in two courses -- Medicine and Philosophy and Letters. He
also studied painting and sculpture in the Academy of Fine Arts of San
Fernando, and took lessons in French, German and English under private
instructors; practiced fencing and shooting at the Hall of Arms of Sanz y
Carbonell. He also visited art galleries and museums and read on all subjects
under the sun to broaden his cultural background.
Rizal economized on his living expenses and with money saved, he was able to
buy second hand books and was able to build a fair sized library. Among the
books that Rizal had, Rizal was deeply affected by Beecher Stowe’s Uncle Tom’s
Cabin and Eugene Sue’s the Wandering Jew. These two books aroused his
sympathy for the oppressed and unfortunate people.
Rizal’s Completion of his Licentiate in Medicine and Licentiate in Philosophy and

Letters
Rizal completed his medical course in Spain and was conferred the degree of
Licentiate in Medicine by the Universidad Central de Madrid on June 21, 1884.
This Licentiate in Medicine allows Rizal to become a full- fledged physician,
qualified to practice medicine. He studied and passed all subjects leading to
the post graduate degree of Doctor of Medicine but he did not present the
thesis required for graduation and did not pay the corresponding fees. That is

4
why he was not awarded his post graduate Doctor’s diploma. The degree is
good only for teaching purpose and Rizal knew that with his Asian ancestry, no
friar owned university would accept him in its faculty staff.
Rizal also finished his studies in Philosophy and Letters, was awarded a degree of
Licentiate in Philosophy and Letters by the Universidad Central de Madrid on
June 19, 1885 ( his 24th birthday) with the rating of “Excellent”. This qualifies Rizal
to be a professor of humanities in any Spanish university.
Specialization in Ophthalmology
Upon completion of his studies in Madrid, Rizal went to Paris and Germany to
specialize in ophthalmology because he wanted to cure his mother’s eye
ailment. He served as assistant to famous Oculists in Europe. Rizal worked as an
assistant to Dr. Louis de Weckert , leading French ophthalmologist from
November 1885 to February 1886. Outside of his working hours, Rizal relaxed by
visiting friends.
After acquiring enough experience from Dr. de Weckert, Rizal went to Germany
and worked at the University Eye Hospital under Dr. Otto Becker. During
weekends, Rizal visited scenic spots around Heidelberg. Rizal spent a 3 month
summer vacation in Wilhemsfeld , a mountainous village near Heidelberg. He
stayed at the vicarage of the kind protestant pastor, Dr. Karl Ullmer , who
became Rizal’s friend and admirer. Rizal’s pleasant personality, talent in
languages and sketching endeared him to the pastor’s wife and two children.
Friendship between Jose Rizal and Ferdinand Blumentritt

Rizal wrote his first letter in German to Professor Ferdinand Blumentritt, Director of
the Ateneo of Leitmeritz, Austria. He had heard of this Austrian ethnologist and
his interest in Philippine languages. With the letter, Rizal sent a book which he
mentioned in his letter. Rizal’s letter impressed Blumentritt who reciprocated by
sending Rizal a gift of two books. It marked the beginning of their long and
frequent correspondent and also of their friendship that lasted a lifetime,
Blumentritt, the Austrian became the best friend of Rizal, the Filipino.
During his trip to Europe, Rizal benefited from his connections with Ferdinand
Blumentritt by meeting the different scholars in Europe, namely:
1. Hendrik Kern – professor of Sanskrit t the University of Leiden
2. A.b. Meyer – director of the Ethnographic Museum in Dresden

5
3. Wilhelm Joest – professor at the University of Berlin who pubished articles

about the Philippines
4. Fedor Jagor – a naturalist who raveled to Southeast Asia; and

5. Rudolf Virchow – president of the Berlin Society for Anthropology;
Ethnology and Prehistory
Aside from these individuals, Rizal was also able to associate himself with
academic organizations in Germany such as the Geographical Society in Berlin
and the Anthropological Society founded by Rudolf Virchow and Adolf Bastian
in the 1880’s. Through his association with German scholars, he was able to
immerse himself in the potential of the social sciences especially in the discipline
of history in studying the Filipino past, culture, and identity. On April 1887, he
wrote Blumentritt and mentioned his (Rizal’s) objective of establishing a
Philippine studies subject or course as a way for Filipinos to know themselves.
With the necessary methodological, conceptual, and theoretical tools, Rizal
pursued his personal researches about the Philippine past. During his second
sojourn to Europe, he read various archival materials about the Philippines
especially at the British Museum. He read the accounts of Spanish missionary
reports, travel books to the Philippines and Southeast Asia, and Chinese records
from 13th to 14th century. Some of the notable works he produced in the social
sciences were his annotations of Sucesos de Las Islas Filipinas by Antonio Morga,
The Indolence of the Filipinos and his planned organization Association
Internationale des Philippines that aimed to organize different conferences
about Philippines with History as a central theme.
Through his conceptualization of the Association Internationale des Philippines
and his planned conference, Rizal divided Philippine History into three periods,
namely: precolonial Philippines, the loss of Philippine Autonomy from 1521-1808,
and finally from 1808 to Cavite Mutiny in 1872. Historians today refer to this type
of periodization as the Tripartite View of Philippine history.
Rizal’s Scholarship, the Propaganda Movement and the Suffering of the Filipino
Rizal’s being a doctor also greatly influenced his writing and analysis of the
situation of the Philippines. It was evident in his discussions about the Philippines
in his essay The Indolence of the Filipinos where he frequently referred to the
country as a body that could experience sickness and decay, but could also be
healed. In El Filibusterismo Chapter 7 with the title, Simoun and Basilio, Simoun

6
debated whether he would simply do his part as a professional or engage

actively in treating the social ills infecting the country.
The Propaganda Movement in Spain also influenced Rizal especially with the
establishment of La Solidaridad in 1889. Rizal actively participated in asking for
reforms and in writing articles for the La Solidaridad. However, most of his
ilustrado contemporaries were not interested as he was in writing about the
Philippines; and this greatly frustrated Rizal who wanted his fellow Filipinos to
devote more effort and time towards researching about the country. Because
of the internal politics and the incident in Calamba from 1887 to 1888 ( his family
and people of Calamba were suffering), Rizal eventually dissociated himself with
the reform movement and took on a more radical stance regarding the
emancipation of the country.
One of the greatest influences in Rizal’s life – the suffering of the Filipino people
under Spain. Rizal had always been emphatic about the situation of his
countrymen and it great exponentially when the people of his town, including
his family , were unjustly persecuted. This van also be shown with Rizal’s break up
with the propaganda movement – more than the internal politics within the
group, his main motivation why he no loner saw himself pushing for reform was
the sufferings experienced by the tenants of Calamba and his family.
Application:
How did Rizal’s education and experiences shape him to become a national
hero? How can we be heroes through education? Answer in not more than 10
sentences. (10pts)
Assessment:
Define Filipino nationalism and identify & discuss three factors that caused the
Filipino Nationalism. (10pts)
Create a Curriculum Vitae (CV) of Rizal based on this lesson. You may use other
sources in making Rizal’s CV. (20 pts)

7
Pubishing, inc.
Zaide, G.F. and Zaide,S.M. (2007) Life, Works, and Writings of a Genuis Writer,
Lesson 2: Rizal’s Two Novels and Other Literary Works

Lesson Objectives:
1. Interpret Rizal’s two novels, Noli Me Tangere and El Filibusterismo and

its relation to Philippine society during Rizal’s time and at the present
time.
2. Discuss the highlights of the following literary works by Rizal:

a. Letter to the Young Women of Malolos
b. The Philippine a Century Hence
c. Indolence of the Filipinos
Getting Started :
From his life as a young student up to his final days in Intramuros, Rizal had a pen
beside him. Rizal’s talent for writing has reached a great number of people.
Many of Rizal’s writings were written in Spanish. What we are able to read are
translations in many versions by different Rizal scholars. In this lesson, we are
going to study the important concepts found in some selected works by Rizal.
Discussion:
Noli Me Tangere
Rizal is a man of letters and has produced many poems, essays and novels. In his
writings, he expressed the deepest desires of his hearts. These two novels form
an important part of the heritage of the Filipinos and it depict the political,
economic, educational, religious, and cultural life during the Spanish times in the
Philippines. His two novels were the reason for sparkling a revolution.
Rizal started writing Noli Me Tangere towards the end of 1884 in Madrid, he
finished writing it in Germany and ready for printing in February 1887. At the time
of the novel’s publication, Rizal developed a lung ailment because of

8
malnutrition as he was eating only one meal a day due to lack of money. In the
midst of his misery, he received a telegram from Dr. Maximo Viola, who was
coming to Berlin. Dr. Viola saved Noli Me Tangere by lending Rizal P300.00 for the
printing of 2,000 copies of the novel. Before Dr. Viola’s offer of help came, Rizal
was about to burn the novel’s manuscript in desperation.
Rizal sent the first copies of his novel to Ferdinand Blumentritt, Antonio Maria
Regidor, Graciano Lopez-Jaena, Mariano Ponce, and Felix Resurreccion-
Hidalgo. Then Spanish senators Jose Salamanca, Luis M. de Pando, and
Fernando Vida severely criticized the novel, but Segismundo Moret, a Spaniard
who was a former minister of the Spanish King, defended it. Dr. Miguel Morayta,
Dr. Ferdinand Blumentritt, and also Fr. Vicente Garcia also publicly defended
the novel, but Fr. Salvador Font lashed at it and recommended that it be
banned from circulation in the Philippines. The attacks against Rizal’s first novel
stimulated the Filipinos to close their ranks and defend the novel from further
criticisms. The attacks and defenses of Noli Me Tangere gave the Philippines
further publicity in the Spanish press through the pamphlets issued by both sides.
Noli Me Tangere is a Latin phrase which means “Touch me not”. It is not an
original title conceived by Rizal but it was a line purportedly taken from Luke’s
Gospel (but it was actually taken from the Gospel of St. John, verses 13-17).
Originally written in Spanish, the novel has been translated in many languages.
The novel can be read and appreciated as literature or it can be examined as
a social historical document. The book’s cover was designed by Rizal himself. Its
left side shows the best in the Filipinos: their chaste women as represented by
the silhouette of a woman in a traditional Filipino dress; their fidelity, symbolized
by the pomelo blossoms; their honor, symbolized by the laurel leave; their
religious fervor, symbolized by the cross; their desire for education symbolized by
the lighted lamp; and the Filipino youth, a source of hope, symbolized by the
sunflower following the sun. On the lower right side of the book, on the other
hand, are the worst ills that the Spanish colonizers gave the Filipinos: the Spanish
friars (represented by the hairy legs, believed to be those of a Spanish Friar), the
Guardia Civil, and the cruel treatment of the natives (represented by the chains
and whips for torturing native prisoners). Jose Rizal was represented by the
bamboo(drawn close to his name as the novel’s author), the most resilient of the
grasses.
Noli Me Tangere contains things nobody in the Philippines had dared to speak
about because they were delicate matters and could not be touched by
anyone. In Rizal’s letter to Ferdinand Blumentritt in March 1887 when he gave
him a copy of the novel, Rizal mentioned that it was the first impartial and bold

9
book on the life of the Tagalogs. The Filipinos will find it the history of the last ten
years. Places, characters and situations were based on real life situations.
Noli Me Tangere is a novel that reveals the social ills and complications a fellow
Filipino like himself would have to live with during the Spanish rule. It became a
massive hit and became Rizal’s masterpiece. With the lens of a doctor, he tried
to expose the ills of society and looked for proper remedy. As a mere novelist
and physician, he applied his knowledge of prescription by means of exposing
the evils of society. Rizal intended to bring enlightenment to his readers.
The Plot of Noli Me Tangere
Noli Me Tangere is the story of a man named Crisostomo Ibarra who tries to
bring progress to his people, but who is instead accused of being a filibuster
(subversive) and ends up losing not only of the love of his life, Maria Clara, but
also his freedom. He also almost loses his life as well.
A subplot in the novel concerns a woman named Sisa whose two sons, Basilio
and Crispin, worked as a sacristan in the church town of San Diego, where the
events in the novel unfold. They were her only treasures as her brutal husband
had used up everything of value she owned. Although it was painful for Sisa, he
put his sons to work as sacristan, not knowing that her children were maltreated
in church. On the eve of All Saints day, Sisa prepared a special supper for her
sons but her husband came home and ate all the food she had prepared.
Basilio came home very late and was forced to admit to his mother that Crispin
could not come because the senior sacristan had accused him of stealing
money from the church’s collection. Basilio did not tell her mom that before he
escaped from the church, he heard Crispin’s anguished cries as the senior
sacristan beat him with a cane behind locked doors. That night Basilio woke up
in a sweat because he dreamed that Crispin had died.
The next morning Sisa prepared a basket of vegetables for the curate before
going to the rectory to see her son Crispin. However, Sisa saw only the curate’s
servant and cook who told her that his sons were thieves and would soon be
arrested. Sisa was driven out of the rectory. Soon after, soldiers arrested Sisa and
was forced to walk to town between two soldiers and she could hardly bear the
shame. After two hours, Sisa was sent home because the alferez ignored the
curate’s accusation against the boys. Finally Sisa found her way home but
could not find relief or consolation. Then she saw a piece of Basilio’s shirt with
bloodstains. Sisa could not understand what she was seeing. Her suffering was
too great for the gentle Sisa to bear, and the next day, Sisa wandered about
singing, smiling, talking. She had escaped her sorrows into merciful madness.

10
The main conflict of the novel resides in Crisostomo Ibarra. It is easy to identify
the external conflicts in the novel: Ibarra . the society of his time, its values and
prejudices; Ibarra vs. Padre Damaso and indirectly, the other friars; and Ibarra
vs. Kapitan Tiago whose very strong sense of self preservation renders him an
obstacle to the love between Maria Clara and Ibarra. The other conflicts were
internal, reside in the other characters such as Sisa, Dona Victorina, Dona
Consolacion, and Elias. The internal conflict within Ibarra is the more interesting
conflict however, as it expresses the dilemma of present-day Filipinos: the
conflict between traditional values and one’s personal values that had been
developed through time.
His dialogues with Pilosopong Tasio reveals conflicts within him. His father is
Spanish and his mother an indio, which makes him a mestizo or half-breed. Thus
he feels loyalty to his father’s ancestors that tends with his natural love for his
native land. But Ibarra is not good enough for both the peninsulares and the
Filipinos, his own countrymen regard him with suspicion.
Towards the end of the novel, it was revealed that the real father of Maria Clara
is Padre Damaso. This villainous friar is shown as a person capable of loving
somebody outside of himself. It shows the complexity of the characters which
seemed to be mere stereotypes at first. Maria Clara was not able to resolve the
conflicts within her and chose to be a nun. Interestingly, Maria Clara’s escapism
was revealed in the epilogue, where two patrolmen sought shelter from the
storm and saw “ a white figure standing almost on the ridge of the roof with
arms and face raised to the sky, as if praying to it.
El Filibusterismo
Rizal considered his second novel, El Filibusterismo, more profound and perfect
than Noli Me Tangere. All the abuses of the friars, especially against his family
and the people of Calamba were valiantly and truthfully depicted in El
Filibusterismo. The novel was dedicated to the memory of GOMBURZA who had
been unjustly executed on February 17, 1872.
In his second novel, El Filibusterismo, a Spanish term for “The Subversion”. Rizal
started writing it in October 1887 while practicing medicine in Calamba. He
continued writing it in London, Paris and Madrid. He finished the manuscript in
Biarritz on March 1891. El Filibusterismo was published in Ghent, Belgium in
September 1891. Like in Noli, Rizal’s resources were limited and to meet the
publication expenses, Rizal boarded a small room and ate in the cheapest
restaurants. He often ate only bread and coffee, and only once a day. When all
hope seemed to have been lost, an unexpected friend, Valentin Ventura from
Paris , sent Rizal 200 francs to cover the novel’s publication expenses. Finally the

11
second novel was released. Rizal sent two copies of it in Hong Kong, one for
Jose Ma. Basa and the other to Sixto lopez. Valentin Ventura, his friend in Paris
who helped him in the book’s printing was given the original printed copy. Rizal
also sent complimentary copies to Blumentritt, Mariano Ponce, Graciano Lopez-
Jaena, T.H. Pardo de Tavera, Antonio and Juan Luna and his other friends.
The Plot of El Filibusterismo
Continuing where he left off with a new cast of characters, Rizal exposed the
Philippines in a much grander scale. Both these two novels depicted the life of
the colony while drawing inspiration from real life contemporaries.
El Filibusterismo continues the story of Noli Me Tangere, where Crisostomo Ibarra
survives the dramatic chase at the open lake, leaves the Philippines and
wanders around the world and amasses great wealth. He returns to the
Philippines after a 13 year absence in the person of Simoun, a jeweler passing for
a British Indian, a Portuguese, a mulatto and the evil genius of the Captain
General.
Returning home with the new captain-general, who is under his sway, Simoun
has one sole purpose: the subversion of the regime. He plans to do so by using
his wealth and influence to encourage corruption in the government, which he
expects to cause such economic distress as will drive people to take up arms
against the regime. The biggest obstacles to his plans turns out to be the young
native intellectuals, who are dedicated to the program of reforms leading to the
assimilation of the Philippines into the Spanish nation. Among such reforms is the
establishment of an academy of the Spanish language under lay control.
Simoun has another purpose, though: to take Maria Clara away from the
nunnery and to avenge the wrongs that were done to him and his lady love. He
makes two attempts to do so but both fail. First he plans to seize Manila with the
help of disaffected Filipino regiments and a hand of outlaws. On the eve of the
uprising though, he is told that Maria Clara had died; in a frenzy of grief, he
abandons his allies and is almost killed by them. In the second, he turns to
anarchist techniques. All the rulers of Manila, from the Governor-General to the
provincials of the orders and the men with the widest properties and influence in
the colony are expected to attend the nuptial feast of Paulita Gomez, the
richest heiress of the city; he plans to send as his wedding gift to her an
elaborate lamp which in reality is a bomb. The lamp will hang over the main
table of the feast. The house itself, Capitan Tiago’s old mansion, has been
mined. At a decisive moment, the lamplight will flicker; when the wick is raised,
the bomb will explode. Simoun takes one last look at his beloved. Isagani is
warned not to go anywhere near the place where the tragic incident was to

12
occur, but when he learns the details of the plot, he rushes to the house instead,
and seizing the lamp, jumps and throws it in the river. Simoun, now a grievously
wounded fugitive from justice, takes refuge in the solitary mountain retreat of
Padre Florentino, a virtuous Filipino priest, and dies there before the authorities
can arrest him. The priests takes the dead man’s treasure chest and hurls it into
the sea.
The two novels of Rizal vary in many respects although both were written by the
same author. Noli Me Tangere is a romantic novel, a work of the heart , a book
of feeling and it has freshness, color, humor lightness and wit. On the other hand,
El Filibusterismo is a political novel, a work of the head, a book of thought and it
contains bitterness, hatred, pain, violence and sorrow.
Other Literary Works of Jose Rizal
Letter to the Young Women of Malolos
Rizal’s letter to the women of Malolos is a work that showed his perception of the
important role of women for emancipation of the nation.
The women of Malolos belonged to Chinese-Mestizo class in Bulacan namely
the Tiongsons. Tantocos, Reyeses, and Santoses who were actively involved in
the quest for educational reform. They wanted to study Spanish under Teodoro
Sandico and they personally gave their letter of request to then Governor
General Valeriano Weyler on December 1888. Learning Spanish meant that the
women might now participate in social discourse since it is the language used in
politics. Spanish friars during that time prohibited this attempt to learn to
maintain control over women. Native priests in the Philippines , however, had
always been supportive of the move to educate their fellow Filipinos, especially
with the establishment of the Royal decree of 1863 that aimed to educate all
Filipinos, men and women in Spanish. Yet this was never realized. This was
thought to aggravate the difficulties already faced by colonizers, adding to the
problem of the colonial government ‘s lack of teachers, funds and schools to
accommodate Filipinos.
Despite many hindrances, the women from Malolos never wavered; and by
1889, they finally got what they wanted, provided that they funded their own
education and that the classes were to be done t day and not at night.
However, the school was short lived, Sandico was falsely accused of
disseminating anti-government ideas in his school in May 1889.
The Propaganda Movement commended the women’s brave attempt to
educate themselves. Marcelo H. del Pilar requested Rizal to write a letter to the

13
women of Malolos. Rizal obliged and on February 1889, he sent del Pilar a letter
written in Tagalog.
The following are the major points raised by Rizal in the letter he wrote for the
young women of Malolos.
1. He commended the bravery of the young women especially in their quest

to educate themselves, emphasizing the role of reason over blind
obedience, and their continuous search for wisdom. Women’s education
is therefore one of the first prerequisites in empowering women in society
and making them active citizens in the formation of the nation.
2. In relation to education, he pointed out one of the most important roles of
women, which was the raising of a child. As the first teachers of their
children, at least in the traditional family settings, Rizal wanted the Filipino
women to be the first to inculcate children with love for country and for
learning. He used the Spartan woman as an example to illustrate this
point.
3. Finally, Rizal stated the importance of high standards in finding a partner.
Women must not settle for less and they must find partners who were
equally patriotic, noble and manly.
The Philippines: A Century Hence
Philippines: A Century Hence was first published in La Solidaridad in Madrid in
five installments from September 1889 to February 1890. Rizal expressed his views
on the Spanish colonization in the Philippines and predicted with amazing
accuracy the tragic end of Spain’s sovereignty in Asia. He portrayed at the
beginning of his article the glorious past of the Filipino people, then described
their economic stagnation and unhappiness under the harsh and bungling
Spanish rule. Toward the last paragraph of the article, he peered into the future
and warned Spain of what would happen to her colonial empire in Asia is she
would not adopt a more liberal and enlightened policy toward the Philippines.
Significant passages in this historical essay are as follows:

To recapitulate: Philippines will remain Spanish if they enter upon the
life of law and civilization, if the rights of their inhabitants are respected, if
the other rights due them are granted, if the liberal policy of the
government is carried out without trickery or meanness, without
subterfuges or false interpretations.
Otherwise , if an attempt is made to see in the islands a Iode to be
exploited, a resource to satisfy ambitions…shutting its ears to all cries of

14
reason, then, however great may be the loyalty of the Filipinos, it will be
impossible to hinder the operations of the inexorable laws of history.
Colonies established to subserved the policy and commerce of the
sovereign country, all eventually become independent…
If the Philippines secure their independence after heroic and

stubborn conflict, they can rest assured that neither England nor
Germany, nor France, and still less Holland will dare to take up what Spain
has been unable to hold.
Perhaps the great American Republic, whose interest lie in the
Pacific and who had no hand in the spoliation of Africa may someday
dream of foreign possession. This is not impossible, for the example is
contagious, covetousness and ambition are among the strongest vices…
Very likely, the Philippines will defend with inexpressible valor the
liberty secured at the price of so much blood and sacrifice . With the new
men that will spring from their soil and with the recollection of their past,
they will perhaps strive to enter freely upon the wide road of progress, and
all will labor together to strengthen their fatherland… Then the mines will
be made to give up their gold for relieving distress, iron for weapons,
copper, lead and coal. Perhaps the country will revive the maritime and
mercantile life for which the islanders are fitted by their nature, ability, and
instincts, and once more free, like the bird that leaves its cage, like the
flower that unfolds to the air, will recover the pristine virtues that are
gradually dying out and will again become addicted to peace ---
cheerful, happy, joyous, hospitable and daring.
Indolence of the Filipinos
Indolence of the Filipinos is also a prestigious work of historical scholarship. It was

first published in five installments in La Solidaridad from July to September 1890.
This is the longest of Rizal’s essays and one of the most analytical. It is an able
defense of the alleged indolence of the Filipinos. 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 Filipinos are not by nature
indolent.
Long before the coming of the Spaniards, he pointed out, the Filipinos were
industrious and hardworking: They were very active in agriculture, industries, and
commerce. The Spanish conquest of the country brought about a decline in
economic activities because the Filipino shad abandoned their pre-Spanish

15
industries and worked less than their ancestors. Such decline in economic life
was due to certain causes:
1) the native revolts and other internal disorders which followed the
establishment of Spanish rule,
2) the wars which the Filipinos fought for Spain against the Dutch,
Portuguese, English and other enemies;
3) the frightful raids on the coastal towns and village of Christian Philippines
by the Muslim pirates of Mindanao and Sulu;
4) 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;
5) lack of stimulus to work harder because the people could not enjoy the
fruits of their labor;
6) government neglect and indifference to agriculture, industry, and
commerce;
7) the bad example shown by the Spaniards in despising manual labor;

8) the teaching of Spanish missionaries that it is easier for a man to enter
heaven than for a rich man, hence the Filipinos prefer not to work and be
poor so that they could easily enter heaven after they die;
9) encouragement and propagation of gambling by the Spanish authorities;
and
10) system of Spanish education does 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… in brutalizing, depressive and anti-
human” and “deprives him of his dignity”.
It is true, admitted Rizal, that the Filipinos are easy-going and do not work so
hard because they are wise enough to adjust themselves to their warm and
tropical climate. They do not have to kill themselves working hard in order to live
because nature gives them abundant harvests by working less than those in
temperate and arid countries. “The fact,” explained Rizal, “is that in tropical
countries violent work is not a good thing, as it is death, destruction, annihilation.
Nature knows this and like a just mother has therefore made the earth more
fertile, and more productive, as compensation. An hour’s work under that
burning sun, in the midst of pernicious influences springing from nature in activity,

16
is equal to a day’s labor in a temperate climate; it is, then, just that earth yields
a hundredfold!”
Application:
Pick one character each in Noli Me Tangere and El Filibusterismo.
Describe these characters and what do they represent in our present
society? (20 pts)
Assessment:
1. Answer the following questions based on the ffg essays of Rizal: Letter to
the Women of Malolos ; The Philippines: A Century Hence; Indolence of
the Filipinos (5pts @)
a. Major points of Rizal’s Letter to the Young Women of Malolos
b. Factors that led to the Indolence of the Filipinos during the Spanish
Period
c. What will happen to the Philippines in 100 years?
Complete the following statements: (5pts@)
1. Letter to the Women of Malolos

Sabi ni Rizal, ang mga babae noon ay__________________________________;
Ang sabi ko naman, ang mga babae ngayon ay__________________________.
2. Indolence of the Filipinos

Sabi ni Rizal, tamad daw noon ang mga Pinoy dahil ______________________.
Ang sabi ko naman ang mga Pinoy ay_____ dahil_________________________.

3. Philippines: A Century Hence
Sabi ni Rizal, sa loob ng 100 taon, ganito ang mangyayari sa
Pilipinas______________.
Ang sabi ko naman sa loob ng 100 taon, ganito ang mangyayari sa
Pilipinas_______________.

17
Pubishing, inc.

Jose Rizal
#

STUDENT
Name:
Student Number:
Program:
Section:
Home Address:
Email Address:
Contact Number:
PROFESSOR
Consultation Schedule: Monday-Friday 8am-12nn and 1pm-3pm

II. Course Title

III. Module Number Three (3)
IV. Module Title

Sacrifices and Martyrdom of Rizal
V. Overview of the Module

Module 3 will discuss about the life experiences of Rizal in
Hongkong, his exile in Dapitan and his eventual trial and
execution. His final work “ Mi Ultimo Adios” will also be
analyzed. In Rizal’s attempt to reach his goals for his country,
he had to make sacrifices. Our module ends with an
assessment of Rizal’s heroism and an understanding of the
relevance of Rizal at this present time. Studying the life, works
and writing of Rizal must be well entrenched in every
Filipino’s soul. It is an opportunity “to read, to think and to
write”. Everyone is enjoined to participate in political and
social processes of buiding the nation in impactful ways. The
youth is expected to be “Rizal –like” in terms of deep
nationalism.
This module should be completed in two weeks.
VI. Module Outcomes

1. Discuss the life experiences (struggles and
achievements) during his stay in Hongkong
2. Recall the consequences of Rizal’s writings (Exile in
Dapitan and his Trial & Execution
3. Understand Rizal’s final work “Mi Ultimo Adios”
4. Assess the heroism of Rizal using the definition and
criteria of heroes
attached are copyright protected by the original authors
and therefore can only be used as a reference for this
subject for the first semester of school year 2020-2021.

in 2 weeks.

It is the students responsibility to complete reading each
required to answer and submit the ffg parts: Application,
Assessment and Enrichment activities. You may write your
answers in any clean paper. Your responses to these
activities will be checked and recorded. All output for these
modules will comprise 60% of your grade and the other 40%
will be based on the results of your Final Exam. Please do not
hesitate to contact your Professor during consultation hours if
you have any questions.
followed:
Point Distribution
/5 /10 /20


0 - No answer 0 0 0

1
Lesson 1: Sacrifices of Rizal and his Martyrdom

Lesson Objectives:
1. Discuss the life experiences (struggles and achievements) during his stay
in Hongkong
2. Recall the consequences of Rizal’s writings (Exile in Dapitan and his Trial
and Execution)
3. Understand Rizal’s final work “Mi Ultimo Adios”
4. Assess the heroism of Rizal using the definition and criteria of heroes
Getting Started:
The first time Rizal went abroad in June 1882, he was a mere lad of 21, a youthful
student in search of the wisdom in the Old World, a romantic idealist with
beautiful dreams of emancipating his people from bondage by the magic
power. Times have changed. Rizal at 27 was an embittered victim of human
iniquities, a disillusioned dreamer and a frustrated reformer.
In February 1888, after spending six months in Calamba, after his first tour to
Europe, Rizal was forced to leave his country for a second time. Rizal’s exposure
of the deplorable conditions of tenancy in Calamba infuriated his enemies. The
friars exerted pressure on Malacanan to eliminate him. They asked Governor
General Terrero to deport him, but the latter refused because there was no valid
charge against Rizal in court. But Rizal’s parents got anonymous threats against
his life. His parents and family were alarmed and advised him to go away for his
life was in danger. Even Governor General Terrerro advised him to leave the
Philippines for his own good. This time Rizal had to leave Calamba: 1) his
presence was jeopardizing the safety and happiness of his family and friends; 2)
he could fight better his enemies and serve his country’s cause with greater
efficacy by writing in foreign countries.
On February 1888 Rizal left Manila bound from Hong Kong. From there he
travelled to Macau, to Japan, to US. From New York, USA, he boarded a
steamer bound for London.
Discussion:
Rizal lived in London from May 1988 to March 1889. These were the things he
wanted to do: he wanted to improve his knowledge of the English language;
annotate Morga’s Sucesos de las Islas Filipinas because there was a rare copy
available at the British Museum and write many articles for La Solidaridad. From

2
London, Rizal travelled to Paris to Brussels and back to Madrid. Rizal arrived in
Madrid in August 1890, he tried all legal means to seek justice for his family and
the Calamba tenants, but to no avail. There were many disappointments, he
almost fought two duels with Antonio Luna (because of his frustrated romance
with Nellie Boustead) and Wenceslao Retana ( when he besmirched the honor
of his people and family). He also learned Leonor Rivera married a British
engineer. There was even a Rizal and M.H. del Pilar rivalry in the proclamation of
a Responsable among his countrymen. A Responsible is a leader chosen to
direct the affairs of the Filipino community and to determine the editorial
policies of La Solidaridad. Rizal abdicated his leadership rather than be the
cause of disunity and bitterness among his countrymen. He also retired from the
Propaganda Movement and ceased writing articles for La Solidaridad.
Again on October 1891, Rizal left Europe and sailed to Hong Kong. His reasons
for leaving Europe were the following: life was unbearable because of the
political differences with M.H. del Pilar and other Filipinos in Spain and to be near
the Philippines and family.
Family Reunion in Hong Kong and Rizal’s becoming an Ophthalmic Surgeon in

Hong Kong.
Jose Ma. Basa welcomed Rizal in Hong Kong. Before Christmas of 1891, Rizal’s
family arrived in Hong Kong and they had a family reunion. His mother, was then
65 years old and was almost blind. She had suffered so much from the Spanish
brutality and injustice. Christmas of 1891 was one of the happiest Yuletide
celebrations in Rizal’s life.
To earn a living for himself and his family, Rizal practiced medicine. Dr. Lorenzo
Marques became his friend and helped to build up a wide clientele. In due
time, Rizal became successful and well known medical practitioner in the British
Colony. Aside from being an eye specialist, he was a general practitioner. Some
of Rizal’s friends in Europe gave him moral support and aid in his medical
practice in Hong Kong.
Borneo Colonization Project

Because of the bleak outlook of the Calamba folks under Governor Weyler, Rizal
conceived the establishment of a Filipino colony in North Borneo (Sabah). He
went to Sandakan to negotiate with the British authorities for the establishment
of a Filipino colony. The British authorities of Borneo were willing to give the

3
Filipino colonists 100,000 acres of land, a beautiful harbor and good government
for 999 years, free of all charges. His mission was successful.
A new governor general Eulogio Despujol was put in position and Rizal sent him
a letter of felicitation, offering his cooperation. There was no acknowledgement
of his letter. After 3 months, Rizal gave him a second letter asking the governor
general to permit the landless Filipinos to establish themselves in Borneo. Again
no reply, but he notified the Spanish consul general in Hong Kong to tell Rizal
that he could not approve the Filipino immigration to Borneo, alleging that “the
Philippines lacked laborers” and “it was not very patriotic to go off and cultivate
foreign soil”.
Despite the pressures of medical practice, Rizal continued his writings in Hong
Kong. In May 1892, Rizal made up his mind to return to Manila. The decision to
return was because of the ff reasons: 1) to confer with Governor Despujol about
the Borneo Colonization Project; 2) to establish La Liga Filipina in Manila; 3) to
prove Eduardo de Lete wrong in saying that he has abandoned the country’s
cause.
On June 19, 1892, he spent his 31st birthday in Hong Kong. He had a premonition
of his death and on June 20, he wrote two letters which he sealed, inscribed on
each envelope “to be opened after my death”. He gave them to his friend Dr.
Marquez for safekeeping. On June 21, 1892, Rizal made another letter for
General Despujol. He informed the governor general of his coming to Manila
and placed himself under the protection of the Spanish government.
That same day Rizal and Lucia left for Hong Kong to Manila. They carried a
special passport or “safe conduct” issued by the Spanish consul in Hong Kong.
After Rizal’s departure from Hong Kong, the Spanish consul-general, who issued
the government guarantee of safety, sent a cablegram to Governor Despujol
that the victim “is in the trap”. On that same day,(June 21, 1892), a secret case
was filed in Manila against Rizal and his followers “for anti-religious and anti-
patriotic agitation”. Meanwhile, Rizal and his sister were peacefully crossing the
China Sea, they were unaware of the Spanish duplicity
Second Homecoming and the La Liga Flipina

Rizal’s return to Manila in June 1892 was his second homecoming, his first
homecoming from abroad being in August 1887. It marked his re-entry into the
hazardous campaign for reforms. Rizal believed in the fight for the Filipino
liberties had assumed a new phase: it must be fought in the Philippines and not
in Spain.

4
Rizal and his widowed sister Lucia arrived at noon on June 26,1892. In the
afternoon, he went to Malacanan Palace to talk with Spanish Governor General
Eulogio Despujol, he was asked to come back at 7pm. At 7pm, he was able to
confer with Governor General Despujol and he agreed to pardon his father but
not the rest of the family. He was asked to return back. He also visited friends in
Central Luzon and made several more visits with the Governor General Despujol.
Rizal also tried to establish the first national organization uniting the archipelago,
it was to be known as La Liga Filipina. Many Filipinos from different fields and
social strata attended. The La Liga Filipina had its own constitution written by
Rizal. Its aims were the following:
1. Unity of the whole archipelago into one compact and homogeneous

body;
2. Mutual protection in every want and necessity;
3. Defense against all violence and injustice;
4. Encouragement of education, agriculture, and commerce; and
5. Analysis and application of reforms.

The La Liga Filipina was the last organization Rizal formed and was directly
involved because a few days after, Governor General Despujol arranged for
Rizal’s arrest and eventual exile to Dapitan.
Rizal Arrested and Jailed in Fort Santiago

Rizal was placed under arrest for allegedly carrying some printed materials
against the Dominican friars and escorted to Fort Santiago. Other reasons for his
deportation were the following:
1. Rizal published books and articles abroad which showed disloyalty to
Spain and were frankly “anti-catholic and anti-friar;
2. A bundle of handbills entitled “Pobres Frailes” in which the patient and
humble generosity of Filipinos is satirized, and accusation is published
against the customs of the religious orders;
3. His novel El Filibusterismo was dedicated to GOMBURZA and he wrote that
in view of the vices and errors of the Spanish administration, “the only
salvation for the Philippines was separation from the mother country;

5
4. “The end which he pursues in his efforts and writings is to tear from the
loyal Filipino breasts the treasures of our holy Catholic faith.
Under heavy guard, Rizal was brought to a steamer bound for Dapitan.
Exile in Dapitan (1892-1896)

Rizal lived in exile under the missionary jurisdiction of the Jesuits from 1892 to
1896. His stay in Dapitan was very fruitful with varied activities. He practiced
medicine, pursued scientific studies, continued with his artistic and literary works,
widened his knowledge of languages, established a school for boys, promoted
community development projects, invented a wooden machine for making
bricks, engaged in farming and commerce. He also kept an extensive
correspondence with his family, relatives, and eminent scientists and scholars of
Europe.
Rizal lived in the house of the commandant, Captain Ricardo Carnicero. The
relations between Carnicero (warden) and Rizal (the prisoner ) was warm and
friendly.
Captain Carnicero, Rizal and Francisco Equilor even won the second prize
lottery ticket of P20,000.00 in the government owned Manila Lottery. Rizal’s share
of the winning lottery ticket was P6,200.00 and he even bought a 16 hectares of
land in Talisay where he practiced his farming skills.
He did many activities while serving as an ophthalmologist that eventually led

to the romance between Josephine Bracken, who one day bought her blind
father, Mr. George Taufer, for a medical consultation.
During his four year exile in Dapitan, Rizal also built up a rich collection of
concology which consisted of 346 shells representing 203 species. He also
discovered some rare specimens which were named in his honor by the
scientists. Among these were Draco rizali ( a flying dragon); Apogonia rizali ( a
small beetle); and Rhacophorus rizali ( a rare frog).
Rizal and the Katipunan
Dr Pio Valenzuela was named emissary to Dapitan to inform Rizal of the plan of
Katipunan to launch a revolution for freedom’s sake. In June 21, 1896,
Valenzuela told Rizal of the Katipunan plan and the necessity of his support.

6
Rizal objected to Bonifacio’s project to plunge the country in bloody revolution.

He was of the sincere belief that it was premature, for two reasons: 1) the
people are not ready for a revolution, and 2) arms and funds must first be
collected befre raising the cry of revolution. He also disapproved of the other
plan of the Katipunan to rescue him because he had given his word of honor to
the Spanish authorities and he did not want to break it.
Volunteers as Military Doctor in Cuba

Ferdinand Blumentritt told Rizal about the conditions in war-ridden Cuba and
advised him to volunteer as army physician there. Acting upon Blumentritt’s
advice, Rizal wrote Governor General Ramon Blanco offering his services as a
military doctor in Cuba. Months passed with no reply from Malacanan, then a
letter from Governor Blanco arrived in Dapitan, notifying him of the acceptance
of his offer.
After a four year exile, on July 1896, Rizal embarked on a steamer bound for
Espana.
Jose Rizal Arrested Before Reaching Barcelona

While on board on his way to Barcelona, a passenger told Rizal that he would
be arrested by order of Governor General Blanco and would be sent to prison.
Rizal was shocked by the alarming news and belatedly realized that he was
duped by Governor Despujol. He immediately wrote Blumentritt to unburden his
disgust and bitterness. There was nothing official about the arrest, but he was
notified to stay in his cabin until further orders from Manila. On October 1896,
the steamer arrived in Barcelona, Rizal was kept under heavy guard in his cabin
for 3 days. On October 6, Rizal was awakened by the guards and told him that
he would be shipped back to Manila.
After travelling for almost 27 days from Barcelona, Rizal was immediately
committed to Fort Santiago.
The Preliminary Investigation

The military court that tried Rizal was composed of six officers and was presided
over by Colonel Jose Arjona. The Auxiliary Advocate General himself. Enrique
Alcocer was the prosecutor. The preliminary investigation was conducted by a
special judge, Colonel Rafael Dominguez. The evidences that were presented

7
during the preliminary investigation had been gathered by Captain Francisco

de Oliva. There were two kinds of evidences presented to Rizal during the
preliminary investigation: documentary and testimonial. Documentary
evidences were letters, poems, transcript of speeches. Testimonial evidence
were oral statements of people who have been associated with him. The
investigation lasted for five days.
The charge against Rizal was read before him and his defender, Lt. Taviel de
Andrade. Rizal was not permitted to confront the state witnesses who testified
against him.
Arraignment
On December 11, 1896, the charge proffered against Rizal was read before the
members of the War Council, in the presence of Rizal’s Defense Counsel. He was
accused of the crime of rebellion as the organizer and founder of the societies,
periodicals, and books that spread the idea of rebellion against the Filipino
people.
Trial and Execution

The mock trial started on December 3, 1896. The judgement of Auditor Nicolas
de la Pena and the approval of the death penalty by Governor General
Polavieja was read before Rizal by Judge Dominguez in the early morning of
that day.
The trial was attended mostly by Spaniards. Every sentence stirred the vengeful
atmosphere of the courtroom. Alcocer traced the education of Rizal in Spain
and the activities he engaged in. He also cited Rizal’s literary works, his two
novels, which are anti-friar and anti-Spanish. Even Rizal’s membership to
Masonic lodges were mentioned. He denounced Rizal as having resorted to
excuses and evasions to escape punishment. Finally he declared that Rizal was
the soul of the rebellion and asked that death penalty be thus imposed on him.
After the death sentence was read to Rizal on December 29, he refused to sign
the notification, reiterating his innocence and objected to the part that referred
to him as a Chinese mestizo. His arguments were futile though. He had to sign
the document as required by law.
The eve of his execution was a busy day for Rizal, many visitors came: his family,
defense counsel, priests, mostly Jesuits. Rizal asked forgiveness from his parents

8
for the pain and trouble he gave them in exchange for all the sacrifices and
sleepless nights they endured to provide him with a good education. Just before
leaving the cell, he handed an alcohol burner (lamp) to one of his sisters, and
told her in English, so the guards would not understand. “ There is something
inside”. That something turned out to be his poem Mi Ultimo Adios
Rizal was shot in what is now Luneta at 7:03 am on December 30, 1896. He
walked from Fort Santiago to the place of execution, serene, even smiling. At
the execution square, he was blessed and given a crucifix to kiss. The Spanish
doctor, Dr. Felipe Ruiz Castillo took his pulse and pronounced it perfectly normal.
He pleaded that he be shot at the front and not at the back as he was never a
traitor to his country or to Spain, but his request was denied. After being shot,
however, with a supreme effort, he managed to fall to the ground with his face
and body facing the sky.
Mi Ultimo Adios
Mi Ultimo Adios (My Last Farewell translated by Charles E. Derbyshire) is the most
popular and widely recognized of the 28 known English translation of Rizal’s Mi
Ultimo Adios. The original poem was without a title and was unsigned. It was
Father Mariano Dacanay, a Filipino priest patriot who gave the title Ultimo Adios
(Last Farewell) and under such title the poem was published for the first time in
La Independencia ( Gen. Antonio Luna’s newspaper) on September 25, 1898.
The poem was given by Rizal to Trinidad who came with Dona Teodora on the
eve of his execution, December 29, 1896. It was inside the little alcohol cooking
stove and lamp.
Rizal bade farewell to his country, his family and friends in lines of dignity and
grace devoid of bitterness. Rizal was resigned to his fate and could be seen in
his willingness to die for his country. He accepted his fate and offered his life so
that his country might live.

9
Mi Ultimo Adios
My Last Farewell Let it trill there its hymn of peace to my ashes.

by Jose Rizal Translated by Charles Derbyshire Let the sun draw the vapors up to the sky,
And heavenward in purity bear my tardy protest
Farewell, dear Fatherland, clime of the sun caress'd Let some kind soul o 'er my untimely fate sigh,
Pearl of the Orient seas, our Eden lost!, And in the still evening a prayer be lifted on high
Gladly now I go to give thee this faded life's best, From thee, 0 my country, that in God I may rest.
And were it brighter, fresher, or more blest
Still would I give it thee, nor count the cost. Pray for all those that hapless have died,
For all who have suffered the unmeasur'd pain;
On the field of battle, 'mid the frenzy of fight, For our mothers that bitterly their woes have cried,
Others have given their lives, without doubt or heed; For widows and orphans, for captives by torture tried
The place matters not-cypress or laurel or lily white, And then for thyself that redemption thou mayst gain.
Scaffold or open plain, combat or martyrdom's plight,
T is ever the same, to serve our home and country's And when the dark night wraps the graveyard around
need. With only the dead in their vigil to see
Break not my repose or the mystery profound
I die just when I see the dawn break, And perchance thou mayst hear a sad hymn resound
Through the gloom of night, to herald the day; 'T is I, O my country, raising a song unto thee.
And if color is lacking my blood thou shalt take,
Pour'd out at need for thy dear sake And even my grave is remembered no more
To dye with its crimson the waking ray. Unmark'd by never a cross nor a stone
Let the plow sweep through it, the spade turn it o'er
My dreams, when life first opened to me, That my ashes may carpet earthly floor,
My dreams, when the hopes of youth beat high, Before into nothingness at last they are blown.
Were to see thy lov'd face, O gem of the Orient sea
From gloom and grief, from care and sorrow free; Then will oblivion bring to me no care
No blush on thy brow, no tear in thine eye. As over thy vales and plains I sweep;
Throbbing and cleansed in thy space and air
Dream of my life, my living and burning desire, With color and light, with song and lament I fare,
All hail! cries the soul that is now to take flight; Ever repeating the faith that I keep.
All hail! And sweet it is for thee to expire;
To die for thy sake, that thou mayst aspire; My Fatherland ador'd, that sadness to my sorrow
And sleep in thy bosom eternity's long night. lends
Beloved Filipinas, hear now my last good-by!
If over my grave someday thou seest grow, I give thee all: parents and kindred and friends
In the grassy sod, a humble flower, For I go where no slave before the oppressor bends,
Draw it to thy lips and kiss my soul so, Where faith can never kill, and God reigns e'er on
While I may feel on my brow in the cold tomb below high!
The touch of thy tenderness, thy breath's warm
power. Farewell to you all, from my soul torn away,
Friends of my childhood in the home dispossessed!
Let the moon beam over me soft and serene, Give thanks that I rest from the wearisome day!
Let the dawn shed over me its radiant flashes, Farewell to thee, too, sweet friend that lightened my
Let the wind with sad lament over me keen; way;
And if on my cross a bird should be seen, Beloved creatures all, farewell! In death there is rest!

Translated by Charles Derbyshire
10
Rizal: Martyr and Hero
According to Webster’s New International Dictionary of the English language, a

hero is “ a prominent or central personage taking an admirable part in any
remarkable action or event”. Also, “ a person of distinguished valor or enterprise
in danger, or fortitude in suffering”. And finally, he is “a man honored after death
by public worship, because of exceptional service to mankind.
Why is Rizal a hero? Rizal was a towering figure in the Propaganda Campaign
and he contributed tremendously to the formation of the Filipino nationality.
According to Gregorio Zaide, no Filipino has yet been born who could equal or
surpass Rizal.
According to Rafael Palma, what is most admirable about 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 a big sum of money
from his profession, but he dedicated himself to public matters. He preferred to
live far from his family and to sacrifice his personal affection for an ideal he had
dreamed of. Dr. Frank C. Laubach, an American biographer of Rizal said: His
consuming purpose was the secret of his moral courage. The courage to die
loving his murderers which he at last achieved --- that cannot be inherited. It
must be forged out in the fires of suffering and temptation. As we read through
his life, we can see how the moral sinew and fiber grew year by year as he
faced new perils and was forced to make decisions. It required courage to write
his two great novels, telling nothing that no other man had ventured to say
before, standing almost alone against the most powerful interests in his country
and in Spain, and knowing full well that despotism would strike back. He had
reached another loftier plateau of heroism when he wrote those letters in Hong
Kong, “To be opened after my death” and sailed into the “trap” in Manila
without any illusions. Then in Dapitan, he was tempted to escape but he did not.
Even when he was sentenced to death and his execution brought the final test.
He walked with perfect calm to the firing line as though his own choice, the only
heroic figure in that sordid scene.
Why is Rizal the greatest Filipino that ever lived? Because “he is a man honored
after death by public worship, because of exceptional service to mankind”. We
can say that even before his execution, Rizal is already acclaimed by both
Filipinos and foreigners as the foremost leader of his people. Two years after
Rizal’s death, the first commemoration was held in December 30, 1898 when the
then President of the first Philippine Republic, Emilio Aguinaldo, declared in

11
Malolos, Bulacan, a day of National Mourning. The Filipinos were reported to

observe the solemn commemoration in front of Rizal’s portrait. It was also
documented that during the meetings of the Katipunan, a portrait of Rizal was
hanging in the room where members were made to believe that Rizal was an
honorary member of the secret society.
Among the foreigners who recognized Rizal as a leading Filipino of his time were
Ferdinand Blumentritt who told Maximo Viola that “ Rizal was the greatest
product of the Philippines and his coming to the world was like the appearance
of a rare comet, whose rare brilliance appears only every other century. Even
Don Vicente Barrantes had to admit that Rizal was “ the first among the Filipinos.
Application:
What type of sacrifices did Rizal make in his lifetime? (5pts)
Assessment:
What was Rizal able to accomplish in Dapitan? (10pts)
Analyze the poem Mi Ultimo Adios. What is its significance?(10pts)
Discuss why Rizal should be called a martyr and a national hero? (10pts.)
Pubishing, inc.

12

The Life and Works of Rizal

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Life and Works of Rizal

Uploaded by

Copyright:

Available Formats

Course Title: The Life and Works of

Learning Module on [RIZAL 201/301]

Learning Module on [RIZAL 201/301]

I. Course Code RIZAL 201/301

II. Course Title

III. Module Number 1 (One)

IV. Module Title

V. Overview of the Module Module 1 is an introduction to the course RIZAL. It will

Learning Module on [RIZAL 201/301]

Several references will be used for this course. A list of the

Good luck and have fun learning.

Very Good – Good solid response with clear explanation 4 8 16

Fair - Lacking in key points 2 4 8

Learning Module on [RIZAL 201/301]

Lesson 1: Jose Rizal’s Childhood and his Educational Experiences

The Birth of RA 1425/Rizal Law and its 3 Major Provisions

Learning Module on [RIZAL 201/301]

Learning Module on [RIZAL 201/301]

1). It directs educational agencies such as the Department of Education and

The Philippines under Spanish Rule

Learning Module on [RIZAL 201/301]

Learning Module on [RIZAL 201/301]

The Educational System

The economic structure of the Philippines was basically feudalistic, it stemmed

Learning Module on [RIZAL 201/301]

Conditions in the World and the Philippines during Rizal’s Time

Learning Module on [RIZAL 201/301]

Learning Module on [RIZAL 201/301]

Summary of the Lesson:

• RA 1425 is also known as the Rizal Law has 3 major provisions:

Learning Module on [RIZAL 201/301]

3). It directs the Board of National Education to take charge of the

The Philippines under Spanish Rule

Learning Module on [RIZAL 201/301]

The Economic Institution

In the Philippines, 19th century is considered by some historians as a long century

Learning Module on [RIZAL 201/301]

Learning Module on [RIZAL 201/301]

1) In a democratic legislation process, why is it important to have dissenting

3) Write two (2) arguments of the opposition of the bill. Explain.

For a full copy of RA 1425 see the link below):

Learning Module on [RIZAL 201/301]

Learning Module on [RIZAL 201/301]

Learning Module on [RIZAL 201/301]

5. Lucia (1857-1919)- She married Mariano Herbosa of Calamba but he died

7. Jose (1861-1896) – Pepe was his nickname. Considered the greatest

8. Concepcion (1862-1865) – pet name was Concha, she died of sickness at

Learning Module on [RIZAL 201/301]

Learning Module on [RIZAL 201/301]

Chapters 4 and 5, Rizal recounts his time as a students in Manila especially in

My mother began to read to me the fable of the young and the

Learning Module on [RIZAL 201/301]

Studies in Ateneo and UST

Learning Module on [RIZAL 201/301]

“Carthaginian Empire” composed of the externos (non-boarders). Each of the

Influences on the formation of Rizal’s Character

Learning Module on [RIZAL 201/301]

Literary Works of Rizal

Below is an English translation of Rizal’s poem which was originally written in

Learning Module on [RIZAL 201/301]

A La Juventud Filipino Thou, who by sharp strife

Learning Module on [RIZAL 201/301]

Jose Rizal was born on June 19, 1861 in Calamba, Laguna.

Ang sabi ko naman ang mga Pinoy ay_ dahil_____________________.