Rizal Module

MODULES ON THE
STUDY OF THE LIFE AND WORKS

OF JOSE RIZAL
(GEd 103)
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MODULE 1
This module consist of different lesson designed to introduce to students the real Rizal, the
ordinary and extraordinary individual, the human person immortalized in our memory. This
module will surely help the teachers to facilitate lesson and activities in Life and Works of Jose
Rizal. Students will work, step by step, and also answers questions and activities guided by each
lessons as they progress through the different lessons presented. It is an alternative approach
designed to invite critical thinking among the students so that the students can come up with an
intelligent opinion. Everything in the list represents something students will do to help them
learn new information or new skills.
LESSON 1 THE STUDY OF RIZAL IN HISTORICAL AND CRITICAL APPROACH
Introduction/Overview
Lesson I shall focus on the introduction and passing of Rizal Law (R.A 1425) that gave
rise to the implementation of the Rizal Course. Students also learn to understand Rizal as a
modern man who conquered his inferiorities. Rizal became a hero because he responded to the
challenge of conquering himself and he succeeded. In the end, he was finally able to accept a
great responsibility to gave his ownlife for his own contry. From a weak, frail child, Jose Rizal
rose to become one of the tallest men in history.
Intended Learning Outcome
1. Explain the rationale of the Rizal Law.
2. Discuss the historical context of the Rizal Law.
3. Relate the passage of Rizal Law to nation-building, patriotism and nationalism.
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A PRELIMINARY
ACTIVITY
Take some time to examine your current beliefs and practices by answering the following
questions using K-W-L strategy. Complete this activity before the start of the lesson.
The K-W-L strategy stands for what I Know, what I Want to learn, and what I did Learn. By
activating students' background knowledge, it improves comprehension of expository text.
Procedure/Steps:
A. "Know" Step:
1. Initiate discussion with the students about what they already know about the topic.
2. Start by using a brainstorm procedure. Ask the students to provide information about
where and how they learned the information.
3. Help them organize the brainstormed ideas into general categories.
B. "Want to Learn" Step:
1. Discuss with the students what they want to learn from the topic.
2. Ask them to write down the specific questions in which they are more interested.
C. "What I Learned" Step:
1. Ask the students to write down what they learned after the discussion.
2. Ask them to check the questions they had generated in the "Want to Learn" Step.
What I What I Want What I
Know to Know Learned
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B WHAT’S
NEW/LECTURE
The Patriotic Objectives of Rizal Law
Usually, during the first day of the course, the professor asks the "well-overused questions'
1. Why study Rizal?
2. What is the importance of studying Rizal?
3. Why is Rizal one of the minor subjects taken up in college?
4. Why is Rizal included in the course outline?
5. What relevance does Rizal have in college education?
The answer to such questions can be summed up in two points:
1. First and foremost, because it is mandated by law.
2. Secondly, because of the lessons contained within the course itself.
WHY STUDY RIZAL: BECAUSE IT IS MANDATED BY LAW
The teaching of Jose Rizal’s life, works, and writings is mandated by Republic Act 1425,
otherwise known as the Rizal Law. Senator Jose P. Laurel, the person who sponsored the said
law, said that since Rizal was the founder of Philippine nationalism and has contributed much to
the current standing of this nation, it is only right that the youth as well as all the people in the
country know about and learn to imbibe the great ideals for which he died. The Rizal Law,
enacted in 1956, seeks to accomplish the following goals:
1. To rededicate the lives of youth to the ideals of freedom and nationalism, for which our
heroes lived and died
2. To pay tribute to our national hero for devoting his life and works in shaping the Filipino
character
3. To gain an inspiring source of patriotism through the study of Rizal’s life, works, and
writings.
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WHY STUDY RIZAL: BECAUSE OF THE LESSONS CONTAINED WITHIN THE
COURSE
Aside from those mentioned above, there are other reasons for teaching the Rizal course in
Philippine schools:
1. To recognize the importance of Rizal’s ideals and teachings in relation to present

conditions and situations in the society.
2. To encourage the application of such ideals in current social and personal problems and
issues.
3. To develop an appreciation and deeper understanding of all that Rizal fought and died
for.
4. To foster the development of the Filipino youth in all aspects of citizenship.
Give instances that will show how you can manifest your love for your country?
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Rizal: Human and Hero
 Reverence without understanding is for deities, not flesh and blood heroes like Rizal.
Hero-worship must be both historical-critical.” (Ocampo: 1969)
 We must view Rizal as an evolving personality within an evolving historical period.
 Rizal was capable of unraveling the myths that were woven by the oppressors of his time,
but he would have been at a loss to see through the more sophisticated myths and
recognize the subtle techniques of present-day colonialist, given the state of his
knowledge and experience at that time.
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 Many of his social criticisms are still valid today because certain aspect of our life is still
carry-over of the feudal and colonial society of his time.
 To be able to appreciate a hero for that matter, we must be able to learn more about him –
not merely his acts but the thoughts behind his acts, his reasons, the situation he found
himself in as well as his motivations.
 “If Rizal is treated like God, he becomes unattainable and his accomplishments
inhuman.” (Cristobal, 2004)
State the best sacrifice that you have done or can do for your family.
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Rizal: An example of Sacrifice
 Our national hero was a man of peace with a vision.
 Rizal suffered as much as his countrymen.
 He was the spark that gave birth to Philippine pride for one’s country and people.
 Yet all he wanted for his people was that they educate themselves so that they could stand
as free men and face the world with head held high.
“Whatever our condition might be then, let us love our country always and let us wish
nothing but her welfare. Thus we shall labor in conformity with the purpose of humanity
dictated by God which is the harmony and universal peace of His creations”
Letter of Rizal to Dr. Ferdinand Blumentritt
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Rizal Ideas: A Reply to the Challenges of our Millennium
“Rizal ideas are responses in the challenges of the new millennium”
- Ambassador Edmundo Libid-
Jose Rizal is indeed pre-eminent among the national heroes of the Philippines, and is thus
revered by the Filipino nation primarily because of his virtues of character which exemplify
honesty, personal integrity, patriotism and civic responsibility. willingness to sacrifice for the
cause of his native land, high sense of justice and family solidarity, and the other loftiest standard
of truth with which he pursued the nobility of his cause to found and foster Filipino Nationhood.
Rizal's pre-eminence is derived from the very fact that he validated all his social and civic
virtues,embodied in his noblest aspirations for his country and people, by consciously and
clear-headedly accepting the ultimate sacrifice of death in the tragic field of Bagumbayan now
called as the Luneta on December 30,1896.
Rizal the man stands among those few that are companion to no particular epoch or
continent, who belong to the world, and whose lives have a universal message. His field of
action lay in the strife of politics and power, but these were not to his inclination. He shouldered
his political burden solely in the cause of duty, a circumstance rendering him one of those figures
rare in human affairs, a revolutionary without hatred, and a leader without worldly ambition.
Where his true inclination lay is finely demonstrated in his life by the fact tat his works in
science, history, and literature, and his profession as an ophthalmic surgeon, share a single,
identical aim- to shed illumination and give sight to the blind.
Rizal's Virtues of Character
 Honesty
 Personal Integrity
 Patriotism
 Civic Responsibility
 Willingness to Sacrifice
 High Sense of Justice
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 Family Solidarity
Our reply to these questions will take a measure of our confidence and faith in the goals
and guidance set in the heroism and civic sacrifice of Rizal, the values distilled in the calm
example of his virtues and in the very ideals and aspirations that he nurtured for his people, for
which he demonstrated his full commitment with his death.
In this millennium, it is not outlandish to predict those basic values of human honor and
dignity, the same aspirations for freedom and independence of peoples everywhere, the same
natural desire for mutual respect, material well-being. In brief, the very values and virtues
embodied in the spirit of RIZALISM will form the core humanity’s aspirations despite
adjustments that must be accommodated by the new reality of evolved technology and scientific
advances far superior than the knowledge in the previous millennium.
Rizal: A Modern Day
According to Nick Joaquin, Rizal was greatly aggrieved by his physique. When Rizal
was young, he was always teased by his sisters because of his frail body and often described as a
very tiny child with a disproportionately big head that he carried even in his adulthood.
When the young Rizal was in the early stages of adolescence, he strove to erase his
punny image. He became interested in body-building and athletics but his feelings of inferiority
had made an indelible mark on his soul. Rizal was forever haunted by a sense of inadequacy
which explains his inability to sustain relationships with women and great dread for
responsibility.
Rizal's inferiority complexes were not without positive side, however. It is his feelings of
inn adequacy that made him dynamic and he continually looked for ways to be better than others.
Jose Rizal's dynamism was what made him a jack of many talents, and a master of many trades.
What he lackeed in physique he compensated by excelling iin many fields such as
science,art,literature,among many others. Because of his insecurities, Rizal strove to overcome
himself and rise above the others.
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Rizal's determination to excel in as many fields as possible was to show the world that he
was capable, that he was as tall as the next man. He proved that he was very much taller by rising
above himself.
Source: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An
Anthology of Legacies and Controversies). C & E Publishing, Inc.
Give three reasons why Rizal is considered a modern-day hero.
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Activity Box
Identify one activity you have used with students. Remember that activities are
completed in a single class.
C EXERCISES AND OTHER LEARNING ACTIVITIES
This activity is essential during online discussion
Reflection: Opening question will be posted by the teacher. Think of a recent novel/story that
you’ve read.
Guide Question:
How did you learn from the story? Apply this experience to Rizal’s sacrifices. How would you
say Rizal’s sacrifices impart patriotism?
Define me: characterized the youth of today in terms of the following.
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1. Morality
2. Love of Education
3. Hobbies and recreations
4. Social and Political responsibilities
D ANALYSIS
Students will write down on the last column what they learned from the topic. This activity will
completed during class discussion
What I What I Want What I
Know to Know Learned
E EVALUATION
/ASSESSMENT
Writing Exercise: Brief essay commenting on the views of different sectors on the
promulgation of RA 1425, considering the academic, social, religious and political context of the
Philippines during the 1950s. Complete this activity at the end of the lesson.
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COMPARISON-CONTRAST ESSAY RUBRIC
Category 4 3 2 1
Purpose & The paper The paper The paper The paper
Supporting compares and compares and compares and compares or
Details contrasts items contrasts items contrasts items contrasts, but
clearly. The clearly, but the clearly, but the does not include
paper points to supporting supporting both. There is no
specific examples information is information is supporting
to illustrate the general. The incomplete. The information or
comparison. The paper includes paper may support is
paper includes only the include incomplete.
only the information information that
information relevant to the is not relevant to
relevant to the comparison. the comparison.
comparison.
Organization & The paper breaks The paper breaks The paper breaks Many details are
Structure the information the information the information not in a logical
into into into or expected
wholeto-whole, wholeto-whole, wholeto-whole, order. There is
similarities - similarities - similarities - little sense that
to-differences, or to-differences, or to-differences, or the writing is
pointby-point pointby-point pointby-point organized.
structure. It structure but structure, but
follows a does not follow a some information
consistent order consistent order is in the wrong
when discussing when discussing section. Some
the comparison. the comparison. details are not in
a logical or
expected order,
and this distracts
the reader.
Transitions The paper moves The paper moves Some transitions The transitions
smoothly from from one idea to work well; but between ideas
one idea to the the next, but connections are unclear or
next. The paper there is little between other nonexistent
uses comparison variety. The ideas are fuzzy
and contrast paper uses
transition words comparison and
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to show contrast
relationships transition words
between ideas. to show
The paper uses a relationships
variety of between ideas.
sentence
structures and
transitions.
Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes
Spelling errors in errors in errors in more than 4
(Conventions) grammar or grammar or grammar or errors in
spelling that spelling that spelling that grammar or
distracts the distract the distract the spelling that
reader from the reader from the reader from the distracts the
content. content. content. reader from the
content.
READ-WRITE-THINK
http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_rubric.pdf
F REFERENCES
Required Reading: Republic Act 1425
Lecture: Promulgation of the Rizal Law Reading assignment; the "Rizal Law" (RA 1425)
Available online, http://www.gov.ph/1956/06/12/republic-act-no-1425/
Supplemental Readings:
Laurel, Jose B. Jr. 1960. The trials of the Rizal Bill. Historical Bulletin 4(2): 130–39.
Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of a
Filipino: A story of Philippine colonial politics, 244–47. Quezon City: The Author.
Schumacher, John. 2011. The Rizal Bill of 1956: Horacio de la Costa and the bishops.
Philippine Studies 59(4): 529–53.
Claudio, Eric G.,. Et.al., Life and Works of Rizal . Panday Lahi Publishing House Inc., 2018
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Other References
Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of a
Filipino: A story of Philippine colonial politics, 244–47. Quezon City: The Author.
De Viana, Augusto V., et.al., Jose Rizal: Social Reformer and Patriot. Study of His Life and
Times Philippine Copyright 2018 by Rex Book Store, Inc.
Fadul, Jose A. A Workbook for a Course in Rizal Third Edition. Published in 2016 by C&E
Publishing, INC.
Francisco, Virlyn Jaime. (2015). Jose P. Rizal: A College Textbook on Jose Rizal’s Life and
Writings. Mindshapers, Co. Inc.. Manila
Palado, Darwin R., et al., Readings in Philippine History. Panday-Lahi Publishing House, Inc.,
2018.
Pasigui, Ronnie E. and Cabalu, Danilo H. J. Rizal the Man and The Hero C&E Publishing, Inc.
2006
Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000.
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LESSON 2 JOSE RIZAL’S GENEALOGY AND EARLY EDUCATION
This lesson is about the biography of Jose Rizal. The discussion focuses on the family
background of Jose Rizal and his life and experiences as a young boy and as a student. The
personal background of Jose Rizal reflects the social, educational and cultural milieu of his time.
In order to humanize him, it is significant to have a glimpse of his life and experiences at home
and at school which had shaped his development as person as well as his ideals and principles in
life. This lesson will be guided different activities that the students need to accomplish at the end
of the lesson.
1. Determine the influences in Rizal’s young life that shapes his aspirations and values.
2. Relate Jose Rizal’s family, childhood, and experiences to the present social issues and
problems.
3. Evaluate the people and events and their influence on Rizal's early life.
A PRELIMINARY
ACTIVITY
POST-IT-PARADE: This could also be done online in a discussion forum, where each student
can post ideas. Complete this activity before the start of the lesson.
Size: Individual, pairs, or small groups
Time: 10-15 minutes
The goal behind post-it parade is to generate ideas from all your students. Activity
1. Students are provided with a question or prompt for which they need to generate ideas,
solutions, etc.
2. Give each student a few post-its, and have them write out 1 idea per post-it.
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3. Students then post the post-its on the chalkboard or wall. Depending on the question or
prompt, it may be useful to have them place the post-its in areas to group them by topic,
question, chronologically, etc.
Pointers:
 This activity is a way for the instructor to get a general sense of what sort of questions,
concerns or ideas the students may have.
 It’s also a great way to generate a take-away (the list of questions, ideas, or concerns
posted by the students).
Guide Question:
1. What experiences to the present social issues and problems they encountered.
2. How this experiences influences on their early life?
B WHAT’S
NEW/LECTURE
The Ancestry Clan
The Martyr-national hero of the Philippines, Jose Protacio Realonda Alonso Mercado
Rizal,” known to a child of a good family” was born on June 19, 1861 between eleven o’clock
and twelve o’clock at night, a few days before the full moon in Clamba, on the southwest shore
of the picturesque Laguna de Bay some forty miles south of Manila.
The Rizal family was a large one. Austin Craig accounted that Rizal’s father’s family began
in the Philippines with a Chinaman. Domingo Lam-Co; the family’s paternal ascendant was
full-blooded Chinese who migrated to the Philippines from Amoy, China in the late 17th Century.
There were also traces of Japanese, Spanish, Malay and some Negro ancestry in the grandmother,
Domingo Lam-Co’s wife, Ines de la Rosa.
There was the son of prosperous landowner, sugar and rice planter, of Chinese-Filipino
descent –Francisco Mercado Y Chinco, who apparently owed his surname to the Chinese custom
of looking for the appropriate meaning. Sangley, the name throughout all the Philippines for
Chinamen, signifies “traveling traders.” Mercado was used for trader. Francisco Mercado was
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born in Biňan and lived to be eighty years old, the youngest in the family of thirteen siblings:
seven men and six women, alternating in the following order: Petrona, Gabino, Potenciana,
Leoncio, Tomasa, Casimiro, Basilisa, Gabriel, Fausta, Julian, Cornelio, Gregorio, and Francisco.
The parents of these thirteen siblings were Captain Juan Mercado, who had been the
Gobernadorcillo or Mayor of Biňan, and Cirala Alejandra, daughter of Maria Guiňo. Juan
Mercado was the order of the two brothers- Juan and Clemente- sons of Francisco Mercado and
Bernarda Monicha. The hero’s father was named Francisco in memory of his grandfather.
Jose Rizal’s father was a well educated farmer with studies in Latin and philosophy at the
Colegio de San Jose in Manila. Early in his adult life he moved to Calamba and becamea tenant
farmer. He attained a degree of wealth, established a fine library and cultivated friends among
the friars and Spanish government officials.
The name Francisco was a name held in high honor in Laguna for it had belonged to a
famous sea captain who had been given the ENCONMIENDA OF BAY for his services and had
won the regard of those who paid tribute to him because of his fairness and interest in their
welfare.
Mrs. Teodora Alonso, mother of Jose Rizal, was a second among the children ( Narcisa,
Teodora, Gregorio, Manuel and Jose) of Mrs. Brigida de Quintos, daughter of Mr. Manuel De
Quintos of a well known family in Pangasinan and Regina Ursua of the Ursua family.
The siblings of Brigida De Quintos were Joaquina, Jose Soler, and Maria Victoria. Regina
Ursua was the daughter of Mr. Eugenio Ursua and Benigna. Her brothers were Father Alejandro,
Jose Ursua and Benito Ursua. and Pio Ursua.
Teodora Alonso was one of the highly educated women in the Philippines at that time. She
was born on November 9, 1827, and died on August 16, 1911 at the advanced age of 84. As a
student of Colegio de Santa Rosa, she had a business and literary sense far ahead of her time. She
was a gifted woman with insights into literature, art, music, and other forms of Filipino culture.
She was also a poet and wrote in the Tagalog language. She urged her son to read and write in
Tagalog and impressed upon him the importance of Philippine culture and history. Jose’s earliest
poems were written with the help of his mother and his career as a novelist was due to her
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literary influences. Teodora had one of the most masterful commands of Spanish in the
Philippines.
The Name
Jose Protacio Realonda Alonso Rizal Mercado,
Jose- was chosen by his mother who was devotee of the Christian saint San Jose (St.Joseph)
Protacio- was taken from St. Protacio, who were very properly was a martyr. That a Filipino
priest baptized him and a secular Archbishop confirmed him seem fitting.
Rizal- the name was adapted in 1850 by authority of the Royal Decree of 1849, upon the order of
Governor Narciso Claveria. Rizal was a shortened form of Spanish word for “second crop,”
seemed suited to a family of farmers who were making a second start in a new home.
Alonzo-old surname of his mother·
Y-and-Realonda- it was used by Doña Teodora from the surname of her godmother based on the
culture by that time
Mercado- adopted in 1731 by Domigo Lamco (the paternal great-great grandfather of Jose Rizal)
which the Spanish term mercado means ‘market’ in English
https://www.coursehero.com/file/10498205/Rizal/
The Siblings
Jose was the seventh of eleven children; the younger of two boys.
FRANCISCO MERCADO (1818-1898)

Father of Jose Rizal who was the youngest of 13 offsprings of Juan and Cirila Mercado. Born in
Biñan, Laguna on April 18, 1818; studied in San Jose College, Manila; and died in Manila.
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TEODORA ALONSO (1827-1913)
Mother of Jose Rizal who was the second child of Lorenzo Alonso and Brijida de Quintos. She
studied at the Colegio de Santa Rosa. She was a business-minded woman, courteous, religious,
hard-working and well-read. She was born in Santa Cruz, Manila on November 14, 1827 and
died in 1913 in Manila.
SATURNINA RIZAL (1850-1913) Eldest child of the Rizal-Alonzo marriage. Married Manuel
Timoteo Hidalgo of Tanauan, Batangas.
PACIANO RIZAL (1851-1930) Only brother of Jose Rizal and the second child. Studied at San
Jose College in Manila; became a farmer and later a general of the Philippine Revolution.
NARCISA RIZAL (1852-1939) The third child. married Antonio Lopez at Morong, Rizal; a
teacher and musician.
OLYMPIA RIZAL (1855-1887) The fourth child. Married Silvestre Ubaldo; died in 1887 from
childbirth.
LUCIA RIZAL (1857-1919) The fifth child. Married Matriano Herbosa.
MARIA RIZAL (1859-1945) The sixth child. Married Daniel Faustino Cruz of Biñan, Laguna.
JOSE RIZAL (1861-1896) The second son and the seventh child. He was executed by the
Spaniards on December 30,1896.
CONCEPCION RIZAL (1862-1865) The eight child. Died at the age of three.
JOSEFA RIZAL (1865-1945) The ninth child. An epileptic, died a spinster.

TRINIDAD RIZAL (1868-1951) The tenth child. Died a spinster and the last of the family to
die.
SOLEDAD RIZAL (1870-1929) The youngest child married Pantaleon Quintero
http://www.joserizal.ph/fm01.html
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Early Education
Rizal had his early education in Calamba and Biñan. It was a typical schooling that a son
of an ilustrado family received during his time, 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 the tedious memory method aided by the teacher’s whip. Despite the
defects of the Spanish system of elementary education, Rizal was able to acquire the necessary
instruction preparatory for college work in Manila. It may be said that Rizal, who was born a
physical weakling, rose to become an intellectual giant not because of, but rather in spite of, the
outmoded and backward system of instruction obtaining in the Philippines during the last
decades of Spanish regime.
The Hero’s First Teacher
The first teacher of Rizal was his mother, who was a remarkable woman of good
character and fine culture. On her lap, he learned at the age of three the alphabet and the prayers.
"My mother," wrote Rizal in his student memoirs, "taught me how to read and to say haltingly
the humble prayers which I raised fervently to God."
As tutor, Doña Teodora was patient, conscientious, and understanding. It was she who
first discovered that her son had a talent for poetry. Accordingly, she encouraged him to write
poems. To lighten the monotony of memorizing the ABC’s and to stimulate her son’s
imagination, she related many stories
 As Jose grew older, his parents employed private tutors to give him lessons at home.
 The first was Maestro Celestino and the second, Maestro Lucas Padua. Later, an old man
named Leon Monroy, a former classmate of Rizal’s father, became the boy’s tutor. This
old teacher lived at the Rizal home and instructed Jose in Spanish and Latin.
Unfortunately, he did not lived long. He died five months later.
 After a Monroy’s death, the hero’s parents decided to send their gifted son to a private
school in Biñan.
The Early Religious Formation
 Young Rizal was a religious boy. A scion of a Catholic clan, born and bred in a
wholesome atmosphere of Catholicism, and possessed of an inborn spirit, Rizal grew up a
good Catholic
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 At the age of 3, he began to take part in the family prayers. When he was five years old,
he was able to read haltingly the family bible.
 He loved to go to church to pray, to take part in novenas, and to join the religious
processions. It is said that he was so seriously devout that he was laughingly called
Manong Jose by the Hermanos and Hermanas Terceras.
 One of the men he esteemed and respected in Calamba during his boyhood was the
scholarly Father Leoncio Lopez, the town priest.
 On June 6, 1868, Jose and his father left for Calamba to go on a pilgrimage to Antipolo,
in order to fulfill his mother’s vow which was made when Rizal was born.
 It was the first trip of Jose across Laguna de Bay and his pilgrimage to Antipolo.
 He was thrilled, as a typical boy should, by his first lake voyage. He did not sleep the
whole night as the casco sailed towards the Pasig River because he was awed by “ the
magnificence of the watery expanse and the silence of the night.
 After praying at the shrine of the Virgin of Antipolo, Jose and his father went to Manila.
The Early Religious Writings and Experiences

Rizal’s devotion to the Mother and Son were further manifested when he wrote during his
Ateneo days two separate religious poems. One was titled “Al Niňo Jesus” (To the Child Jesus),
and the other was “ A La Virgen Maria” ( To the Virgin Mary).
The first poem, an Ode to Jesus, which was written in 1875, was short and considered of eight
verse only, which based on Spanish poetry standard must have influenced Rizal, may be
calssified as octava real. Translated by the late Hon. Leon Ma. Guerero.
To the child Jesus
How, God-child, hast Thou come
To earth in cave forlorn
Does fortune new deride Thee
When Thou art scarcely born?
Ah woe! Celestial king
Who mortal form doesn’t keep,
Woulds’t rather than be Sovereign,
Be shepherd of Thy Sheep
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The other religious poem addressed to the Virgin Mary appears to be a sonnet. Its last three
lines remind one of the hymn, “Mother of Christ” in the Baclaran church novena.
Again, while in Ateneo, he composed a poem entitled “ Alianza intima la religion y la

educacion” ( An Intimate Alliance of Religion and Education) in which Rizal expressed the
importance of religion in education and to him, education without God is not true education.
The Inspiration of the parable of the Moth
Of all the persons who had the greatest influence on Rizal’s development as a person was
his mother Teodora Alonso. It was she who opened his eyes and heart to the world around
him—with all its soul and poetry, as well as its bigotry and injustice. Throughout his brief life,
Rizal proved to be his mother’s son, a chip off the old block, as he constantly strove to keep faith
the lessons she taught him.
Doňa Teodora scolded Jose and told him that if he will not adhere to the advice of his
parents or old people for that matter, he will be like the moth that burned itself in the fire.
The parable told that the young moth was attracted to the flame, and thought that it could
conquer it, it pushed itself to the burning flame and got burned. The moth died a martyr in its
own illusion, he truly thought he conquered the burning flame, but it was not.
At the young age, Rizal gained inspiration from the parable, that it is not impossible to
conquer insurmountable odds and be martyr in reality but never in illusion. This was what he did
as he grew in age and in wisdom.
21
Take some time to examine your current beliefs and practices by answering this question:
Writing Exercise: What experiences of your own from childhood up to now that shows major
development of your morality? Refer to the given rubrics below.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________.
RUBRICS
50% - Content
30% - Analysis
20% - Grammar
D ANALYSIS
Let’s check your knowledge by answering the following question:
1. Discuss briefly yet substantially the symbolism in the “Parable of the Moth.”
2. What is the significance of the Royal Decree of 1849?
3. Briefly discuss the highlights of Rizal’s childhood.
E EVALUATION
/ASSESSMENT
Identify the following.
__________________ 1. The complete date of Jose Rizal’s birthday.
22
__________________ 2. Jose Rizal’s paternal ascendants that migrated to the Philippines from
Amoy, China in the late 17th century.
__________________ 3. Complete name of Jose Rizal.
__________________ 4. Rizal was the _____ of the eleven children born of the marriage of
Francisco and Teodora.
__________________ 5. Rizal took his first formal education in the school managed by
Maestro Justiniano Aquino Cruz. In what town of Laguna was the school located?
__________________ 6. Rizal mournfully wept when she died of sickness in 1865.
__________________ 7. The surname suggested by a provincial governor, which caused

confusion in the commercial affairs of the family.
__________________ 8.Considered as Rizal’s first teacher.
__________________ 9. The priest who baptized Jose Rizal.
__________________ 10. Jose Rizal’s sole brother.
F REFERENCES
Supplemental Reading: Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong:
Oxford University Press Quezon City; Malaya Books, 1969; or Filipino translation by Nilo S.
Ocampo. Rizal Makabayan at Martir. Quezon City University of the Philippines Press, 2007
Other References
Publishing, INC.
2018.
2006
Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000.
23
LESSON 3 JOSE RIZAL: HIS EDUCATION AND CAREER
This lesson presents the early education of Jose Rizal that was an important aspect of his
political thought. Like many children of the well-to-do, Jose received his early education at home.
He had private tutors, but it quickly became obvious that he was advanced beyond his teachers.
Although, he attended school in Calamba, young Jose primarily educated himself in the family
library and through conversation with family and friends. Finally, it was decided that he would
attend the prestigious Ateneo Municipal School in the walled Intramuros, part of Manila. Thus,
began the early education of the future Filipino nationalist.
1. Compare the phases of Rizal’s life as a student.
2. Appreciate how Rizal’s education shaped him as a person.
3. Analyze the impact of Rizal’s life in relation to his contribution on the socio-political
situation of the Philippines then and the present time.
A PRELIMINARY
ACTIVITY
Reflecting on Your Current Beliefs and Practices
Discussion: on the importance of education in educating the youth of today. Complete this
activity before the start of the lesson.
Guide Question:
1. How education important in educating the youth.
24
B WHAT’S
NEW/LECTURE
Rizal’s Formative Years in Ateneo and Scholastic Records
The role of the Jesuits in Philippine education is very important. After they were expelled
from the archipelago in 1768, the order remained dormant until members returned in 1859. When
the Jesuits re-emerged to convert the Mindanao population, they were also asked to take charge
of the Ateneo School. By 1865, Ateneo was a secondary school that offered rigorous courses
almost equivalent to college academics. Ateneo was considered the finest school in the
Phlippines because of the rigorous intellectual standards of the Jesuits.
It was in this environment that Jose Rizal began the education that would solidify his
political thoughts. While at Ateneo, Rizal won a special prize in poetry for “A La Javentud
Filipina,” and he cultivated the intellectual direction which led to his nationalistic writings.
While attending Ateneo, Rizal developed into a first-rate student. he was remembered as an
original thinker, a creative scholar and a natural leader. The Ateneo years were a coming-out
period for Rizal. He not only became the leader of his fellow students, but he also took up
fencing and gymnastics.
The most noticeable change in Rizal’s education was his mastery of Spanish. When Rizal
began school, he was only moderately successful in speaking and writing Spanish. But Rizal
worked hard, read constantly and finally Father Francisco de Paula Sanchez remarked that he
was becoming proficient in the language. At this point, Rizal began writing in Spanish. Most of
his famous works were written in that language.
It was Father Sanchez who recognized Rizal’s talent as a poet and encouraged him to
practice this craft. Rizal’s student poems are impressionistic and amateurish, but they contain the
seeds of his future nationalism. As a member of the society of Muses, Rizal enjoyed himself, but
increasingly found his poems expressing a national theme. He could see a sense of Philippine
nationalism in writing about flowers; even the early poems suggest critical voice that castigated
the Spanish for their foibles and follies.
25
Equally important was Father Jose Villaclara who instructed Rizal in the sciences and
philosophy. He was a young man who believed that Rizal was wasting his time with poetry. He
developed a scientific curiosity in young Rizal that lasted until his death. It was Father Villaclara
who convinced Rizal to take a “scientific attitude” about life. Villaclara’s classes encouraged
Rizal to express his earliest national ideas. He was determined to serve his people. That service
would define the key elements of Philippine national feeling.
During his years in Ateneo Rizal desire to serve as a local nationalist. Rizal write his poem
“ Por la Educacion Recibe Lustre la Patria ( Through Education the Fatherland Receives Glory,”
argues that education is an integral part of the national character. The Friars, by not educating the
Filipinos properly Rizal, argued, prevented the full implementation of civil rights. The
second-rate educational system created second class citizens and Rizal was quick to point out
that this was what the Friars intended.
An examination of Rizal’s student memoirs, as well as his diaries, suggest that the Ateneo
years was the formative ones. Eventually, Rizal would excel as a scientist, a fiction writer, a
nationalist and a medical doctor. All these would have been impossible without his early
education.
Ambeth Ocampo, Filipino revisionist historian, is a popular writer and general debunker of
local history, suggests that Rizal was not a good student. However, he went into Ateneo archives
and found that Rizal was an excellent student. Rizal stood out as a student leader and a national
spokesperson, because he had the ability to talk to the average Filipino.
one of the problems with Rizal’s education was the lack of intellectual growth. After Ateneo,
he enrolled at the University of Sto Tomas.
College Life in Unibersidad de Santo Tomas
After Ateneo, Rizal enrolled at the University of Sto Tomas, a Dominican school. This
school was the only University in the Philippines during the 19th century. It was at the University
of Sto Tomas that Rizal continued to create his vision of Philippine nationalism.
26
The Dominican school was an important change for young Rizal. It was here that Rizal improved
on the academic lessons he learned in Ateneo and placed them at the boarder historical
perspective.
Why was the University of Sto Tomas so influential upon Rizal’s intellectual development?
Part of the influence can be traced to the history of the University of Sto Tomas. Quietly on his
own, Rizal continued to work on his political ideas. He received passing marks but found that the
heavy emphasis on science was not to his liking. He remained a poet at heart and his educational
goal was toward the liberal arts.
Rizal, upon entering the university, was not certain which course of study he wanted to pursue.
The Jesuit priests who had been his former mentors had advised him to take up farming, or to
join the order and be a man of the cloth. However, his tastes went towards law, literature, or
medicine. In the end, he decided to sign up for Philosophy and Letters during his freshman year
because of the following reasons:
1. It was what his father would have wanted for him.
2. He had failed to seek the advice of the rector of the Ateneo, Father Ramon Pablo.
As part of the course, he had to complete units in the following subjects:
 Cosmology and Metaphysics
 Theodicy
 History of Philosophy
After completing his first year, Rizal decided to take up medicine as his university course. This
change of heart was due to two factors:
1. Father Ramon Pablo, rector of the Ateneo, had advised him to pursue the course.
2. Rizal's mother had failing eyesight and he thought he owed it to her to become a doctor
and cure her condition.
27
Rizal's performance at the University of Santo Tomas was not as excellent as his time at the
Ateneo. His grades after shifting to medicine had suffered as well:
Unfortunately, Rizal was not happy at UST and this reflected on his grades (Zaide & Zaide,
1999). There were three main factors that contributed to his unhappiness at the university,
namely:
1. The Dominican professors were hostile to him.
2. Filipino students suffered discrimination.
3. The method of instruction at UST was obsolete and repressive.
Likewise, there were three main reasons for his struggling academic performance (Guerrero,
1998):
1. Rizal was not satisfied with the system of education at the university.
2. There were plenty of things to distract a young man in the peak of his youth.
3. Medicine was not Rizal's true vocation.
He would later find out that his real calling was in the arts, not in medicine.
http://thelifeandworksofrizal.blogspot.com/2016/06/rizal-at-university-of-santo-tomas-1877.html
Writing Exercise: On the value of education, addressing the question "how do education shape
a youth for professional and civic life" (*may be written in at any length or more than 100
words).
28
COMPARISON-CONTRAST ESSAY RUBRIC
Category 4 3 2 1
Purpose & The paper The paper The paper The paper
Supporting compares and compares and compares and compares or
Details contrasts items contrasts items contrasts items contrasts, but
clearly. The clearly, but the clearly, but the does not include
paper points to supporting supporting both. There is no
specific examples information is information is supporting
to illustrate the general. The incomplete. The information or
comparison. The paper includes paper may support is
paper includes only the include incomplete.
only the information information that
information relevant to the is not relevant to
relevant to the comparison. the comparison.
comparison.
Organization & The paper breaks The paper breaks The paper breaks Many details are
Structure the information the information the information not in a logical
into into into or expected
wholeto-whole, wholeto-whole, wholeto-whole, order. There is
similarities - similarities - similarities - little sense that
to-differences, or to-differences, or to-differences, or the writing is
pointby-point pointby-point pointby-point organized.
structure. It structure but structure, but
follows a does not follow a some information
consistent order consistent order is in the wrong
when discussing when discussing section. Some
the comparison. the comparison. details are not in
a logical or
expected order,
and this distracts
the reader.
Transitions The paper moves The paper moves Some transitions The transitions
smoothly from from one idea to work well; but between ideas
one idea to the the next, but connections are unclear or
next. The paper there is little between other nonexistent
uses comparison variety. The ideas are fuzzy
and contrast paper uses
transition words comparison and
29
to show contrast
relationships transition words
between ideas. to show
The paper uses a relationships
variety of between ideas.
sentence
structures and
transitions.
Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes
Spelling errors in errors in errors in more than 4
(Conventions) grammar or grammar or grammar or errors in
spelling that spelling that spelling that grammar or
distracts the distract the distract the spelling that
reader from the reader from the reader from the distracts the
content. content. content. reader from the
content.
READ-WRITE-THINK
http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_rubric.pdf
D ANALYSIS
Take some time to examine your current beliefs and practices by answering the
following question:
1. Explain why UST so influential upon Rizal’s intellectual development
2. Discuss the highlights of Rizal’s stay at Ateneo.
30
E EVALUATION
/ASSESSMENT
Multiple Choices: Select the letter of the best answer.
1. The phrase “don’t send him to Manila any longer” was the very words of Rizal’s
___________.
a. mother
b. father
c. brother
d. uncle
2. During the hero’s time, Ateneo Municipal was located in _________.
a. Intramuros
b. Binondo
c. Calamba
d. Escolta
3. Which is true about the chronology of Rizal’s education?
a. Calamba, Home, Ateneo, UST, Madrid
b. Home, Calamba, Ateneo, UST, Madrid
c. Ateneo, Calamba, UST, Madrid, Home
d. Home, UST, Calamba, Ateneo, Madrid
4. The Jesuit order was expelled from the Philippine Islands in the year ________.
a. 1768
b. 1859
c. 1865
d. 1708
5. Ateneo Municipal is run by religious congregation known as____.
31
a. Dominican Order
b. Franciscan Order
c. Society of Jesus
d. Agustinian Friars
6. The title of Rizal’s poem that won a prize while he was in Ateneo________.
a. A La Juventud Filipina
b. A La Doctrina Cristiana
c. The Alliance of Religion and Education
d. A La Virgin Maria
7. This Jesuit friar developed in Rizal the scientific attitude.
a. A Victa
b. J. Vilaclara
c. P. Sanchez
d. M. Agustin
8. The UST is a school owned and ran by the ___________.
a. King of Spain
b. Dominican Order
c. Franciscan Order
d. Recollect Fathers
9. To increase his knowledge in eye diseases, Rizal registered first in the clinic of________.
a. Dr. Otto Poggeler
b. Dr. Ferdinand Blumentritt
c. Dr. Otto Becker
d. Dr. Otto Wecker
10. Rizal failed to graduate with a doctorate degree in Medicine because he______.
32
a. did not pass his subjects
b. was not accepted into the program by the University
c. failed to submit his thesis
d. all of the above
G REFERENCES
Supplemental Reading: Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong:
Oxford University Press Quezon City; Malaya Books, 1969; or Filipino translation by Nilo S.
Ocampo. Rizal Makabayan at Martir. Quezon City University of the Philippines Press, 2007
Other References
Publishing, INC.
2018.
2006
Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000
33
LESSON 4 JOSE RIZAL'S TRAVELS ABROAD
“HE WHO DOES NOT KNOW HOW TO LOOK BACK AT WHERE HE CAME FROM
WILL NEVER GET TO HIS DESTINATION”
During our hero’s time, traveling is very limited to the lay Filipino, since it was
expensive. And also during that time, there were no airships that would quickly bring people to a
certain place as we have today. The major transportation means were streamers, horse-power,
trains, and foot. Rizal was not merely a tourist but a traveler who studies the culture of the places
he visits. He is also traveling to acquire more knowledge, most of which are sciences and
literature.
This lesson will discuss about the hero’s journey the values and knowledge he acquired,
friends he met during his travels, the places he visits and what happened there, and the special
friends of Rizal. This will also deal with the fascination of Rizal and the rather bad opinions in
the places he visits.
1. Explain assimilation and Rizal's growth as a propagandist.
2. Determine the influences in Rizal’s young life that shapes his aspirations and values.
3. Reflect critically on the achievements of Rizal during his time.
34
A PRELIMINARY
ACTIVITY
Reflection Time!
1. Which country/place would you like to go and why?
B WHAT’S
NEW/LECTURE
José Rizal and the Propaganda Movement
Between 1872 and 1892, a national consciousness was growing among the Filipino
émigrés who had settled in Europe. In the freer atmosphere of Europe, these émigrés--liberals
exiled in 1872 and students attending European universities--formed the Propaganda Movement.
Organized for literary and cultural purposes more than for political ends, the Propagandists, who
included upper-class Filipinos from all the lowland Christian areas, strove to "awaken the
sleeping intellect of the Spaniard to the needs of our country" and to create a closer, more equal
association of the islands and the motherland. Among their specific goals were representation of
the Philippines in the Cortes, or Spanish parliament; secularization of the clergy; legalization of
Spanish and Filipino equality; creation of a public school system independent of the friars;
abolition of the polo (labor service) and vandala (forced sale of local products to the
government); guarantee of basic freedoms of speech and association; and equal opportunity for
Filipinos and Spanish to enter government service.
The most outstanding Propagandist was José Rizal, a physician, scholar, scientist, and
writer. Born in 1861 into a prosperous Chinese mestizo family in Laguna Province, he displayed
great intelligence at an early age. After several years of medical study at the University of Santo
Tomás, he went to Spain in 1882 to finish his studies at the University of Madrid. During the
decade that followed, Rizal's career spanned two worlds: Among small communities of Filipino
students in Madrid and other European cities, he became a leader and eloquent spokesman, and
in the wider world of European science and scholarship--particularly in Germany--he formed
close relationships with prominent natural and social scientists. The new discipline of
35
anthropology was of special interest to him; he was committed to refuting the friars' stereotypes
of Filipino racial inferiority with scientific arguments. His greatest impact on the development of
a Filipino national consciousness, however, was his publication of two novels--Noli Me
Tangere (Touch me not) in 1886 and El Filibusterismo (The reign of greed) in 1891. Rizal drew
on his personal experiences and depicted the conditions of Spanish rule in the islands,
particularly the abuses of the friars. Although the friars had Rizal's books banned, they were
smuggled into the Philippines and rapidly gained a wide readership.
Other important Propagandists included Graciano Lopez Jaena, a noted orator and
pamphleteer who had left the islands for Spain in 1880 after the publication of his satirical short
novel, Fray Botod (Brother Fatso), an unflattering portrait of a provincial friar. In 1889 he
established a biweekly newspaper in Barcelona, La Solidaridad (Solidarity), which became the
principal organ of the Propaganda Movement, having audiences both in Spain and in the islands.
Its contributors included Rizal; Dr. Ferdinand Blumentritt, an Austrian geographer and
ethnologist whom Rizal had met in Germany; and Marcelo del Pilar, a reformminded lawyer. Del
Pilar was active in the antifriar movement in the islands until obliged to flee to Spain in 1888,
where he became editor of La Solidaridad and assumed leadership of the Filipino community in
Spain.
In 1887 Rizal returned briefly to the islands, but because of the furor surrounding the
appearance of Noli Me Tangere the previous year, he was advised by the governor to leave. He
returned to Europe by way of Japan and North America to complete his second novel and an
edition of Antonio de Morga's seventeenth-century work, Sucesos de las Islas Filipinas (History
of the Philippine Islands). The latter project stemmed from an ethnological interest in the cultural
connections between the peoples of the pre-Spanish Philippines and those of the larger Malay
region (including modern Malaysia and Indonesia) and the closely related political objective of
encouraging national pride. De Morga provided positive information about the islands' early
inhabitants, and reliable accounts of pre-Christian religion and social customs.
After a stay in Europe and Hong Kong, Rizal returned to the Philippines in June 1892,
partly because the Dominicans had evicted his father and sisters from the land they leased from
the friars' estate at Calamba, in Laguna Province. He also was convinced that the struggle for
reform could no longer be conducted effectively from overseas. In July he established the Liga
36
Filipina (Philippine League), designed to be a truly national, nonviolent organization. It was
dissolved, however, following his arrest and exile to the remote town of Dapitan in northwestern
Mindanao.
The Propaganda Movement languished after Rizal's arrest and the collapse of the Liga
Filipina. La Solidaridad went out of business in November 1895, and in 1896 both del Pilar and
Lopez Jaena died in Barcelona, worn down by poverty and disappointment. An attempt was
made to reestablish the Liga Filipina, but the national movement had become split
between ilustrado advocates of reform and peaceful evolution (the compromisarios, or
compromisers) and a plebeian constituency that wanted revolution and national independence.
Because the Spanish refused to allow genuine reform, the initiative quickly passed from the
former group to the latter.
http://countrystudies.us/philippines/10.htm
THE TRAVELS OF RIZAL
Disillusioned with how Filipinos in the Philippines were regarded as second-class

citizens in institutions of learning and elsewhere, the National Hero Jose Rizal left the country in
May 1882 to pursue further studies abroad. He enrolled in a course in medicine at the
Universidad Central de Madrid in Spain. In June 1883, he traveled to France to observe how
medicine was being practiced there.
After his three-month sojourn in France, Rizal returned to Madrid and thought about
publishing a book that exposed the colonial relationship of Spain and the Philippines. This idea
was realized in March 1887, with the publication of the novel Noli Me Tangere in Germany.
Rizal was actively involved in the Propaganda movement, composed of Filipinos in

Spain who sought to direct the attention of Spaniards to the concerns of the Spanish colony in the
Philippines. He wrote articles for publications in Manila and abroad; convened with overseas
Filipinos to discuss their duty to the country; and called on Spanish authorities to institute
reforms in the Philippines, such as granting freedom of the press and Filipino representation in
the Spanish Cortes.
37
Rizal returned to Manila in August 1887, after five years in Europe. However, his
homecoming was met by the friars’ furor over Noli Me Tangere. The Archbishop of Manila
issued an order banning the possession and reading of the novel, an order that was later
reinforced by the governor-general. Six months later, pressured by the Spanish authorities as
well as by his family and friends to leave the country and avoid further persecution, Rizal left
Manila for Hong Kong.
From Hong Kong, Rizal traveled to Macau and Japan before going to America. Entering
San Francisco, California, in April 1888, he visited the states of Nevada, Utah, Colorado,
Nebraska, Illinois, and New York. He jotted down his observations of the landscape in his diary.
Rizal arrived in England in May 1888. In August, he was admitted to the British Museum,
where he copied Antonio de Morga’s massive study of the Philippines, Sucesos de las Islas
Filipinas, which Rizal later annotated for publication “as a gift to the Filipinos.” In the museum
he devoted his time reading all the sources on Philippine history that he could find. He kept up
his correspondence with various people, including his family, who were being oppressed by the
Spanish religious landowners; the Filipino patriots in Spain; and his Austrian friend, Ferdinand
Blumentritt, with whom he planned to form an association of Philippine scholars. From 1888 to
1890 he shuttled between London and Paris, where he wrote ethnographic and history-related
studies, as well as political articles. He also frequently visited Spain, where he met with fellow
Filipino intellectuals like Marcelo H. del Pilar, Mariano Ponce, and Graciano Lopez-Jaena.
In March 1891, Rizal finished writing his second novel, El Filibusterismo, in France. He
planned to publish the book in Belgium, but was financially hard up. His brother’s support from
back home was delayed in coming, and he was scrimping on meals and expenses. Finally, in
September 1890, El Filibusterismo was published in Ghent using donations from Rizal’s friends.
Meanwhile, a rivalry had ensued between Rizal and del Pilar over the leadership of the
Asociación Hispano Filipino in Spain. Rizal decided to leave Europe to avoid the worsening rift
between the Rizalistas and Pilaristas, and to help maintain unity among Filipino expatriates.
After staying for some time in Hong Kong, where he practiced medicine and planned to build a
“New Calamba” by relocating landless Filipinos to Borneo, Rizal came home to the Philippines
in June 1892.https://www.filipinaslibrary.org.ph/collections/
38
Problem Tree Analysis: A problem tree provides an overview of all the known causes and
effect to an identified problem.
Step 1: Focus on the given problem
Step 2: Identify the causes and effects
Remember that the causes and effects can create a secondary causes and effects
CONSEQUENCES/EFECTS
REASON OF RIZAL’S TRAVEL ABROAD
ROOT CAUSE
https://www.google.com/search?q=instruction+for+problem+tree+analysis
39
D ANALYSIS
1. What do you think is the real purpose of Rizal’s leaving the Philippines?
E EVALUATION
/ASSESSMENT
Enumerate at least five memorable experiences Rizal had during his journey.
1._________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
2. _________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
3. _________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
4. _________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
5. _________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
40
Rubrics:
50% - Content
30% - Analysis
20% - Grammar
F ASSIGNMENT
 Graphic Organizer/Table Mapping/Timeline in Rizal’s travels abroad
Rubrics:
40% - Accuracy of Information
40% - Creativity
20% - Organization
G REFERENCES
Other References
Publishing, INC.
2006
41
MODULE 2
This module consists of two novels of Dr. Jose Rizal. The Noli me Tangere and El
Filibusterimo. Rizal called the Noli the bridge between the Propaganda movement and the
Revolution of 1896. The Fili was a morality, a profound description of the mentality and
climate revolt, with the urgency of its demands, and with all its shortcomings in their fulfillment.
But to Spain, it was a last and terrible warning.
LESSON 5 Rizal's Novels (Noli Me Tangere and El Filibusterismo
Learning Outcomes:
1. Describe the context in Noli Me Tangere

2. Appraise important characters in the novel and what they represent
3. Examine the present Philippine situation through the examples mentioned in the Noli
4. Evaluate how Noli me tangere contributed to the formation of Filipino national
consciousness
Value the role of the youth in the development and future of society
Meanings, Features, Background and Characters
Noli Me Tangere Definition

Noli Me Tangere is Latin for "touch me not," an allusion to the Gospel of St. John where Jesus
says to Mary Magdelene: "Touch me not, for I am not yet ascended to my Father."
Rizal entitled this novel as such drawing inspiration from John 20:13-17 of the Bible, the
technical name of a particularly painful type of cancer (back in his time, it was unknown what
the modern name of said disease was). He proposed to probe all the cancers of Filipino
society that everyone else felt too painful to touch.
Noli Me Tángere, is an 1887 novel by José Rizal during the colonization of the Philippines by
Spain to describe perceived inequities of the Spanish Catholic friars and the ruling government.
Originally written in Spanish, the book is more commonly published and read in
the Philippines in either Tagalog or English.
Early English translations of the novel used titles like An Eagle Flight (1900) and The Social
Cancer (1912), disregarding the symbolism of the title, but the more recent translations were
published using the original Latin title. It has also been noted by
the Austro-Hungarian writer Ferdinand Blumentritt that "Noli Me Tángere" was a name used by
42
local Filipinos for cancer of the eyelids; that as an ophthalmologist himself Rizal was influenced
by this fact is suggested in the novel's dedication, "To My fatherland".
Background
José Rizal, a Filipino nationalist and medical doctor, conceived the idea of writing a novel that
would expose the ills of Philippine society after reading Harriet Beecher Stowe's Uncle Tom's
Cabin. He preferred that the prospective novel express the way Filipino culture was perceived to
be backward, anti-progress, anti-intellectual, and not conducive to the ideals of the Age of
Enlightenment. He was then a student of medicine in the Universidad Central de Madrid.
In a reunion of Filipinos at the house of his friend Pedro A. Paterno in Madrid on 2 January 1884,
Rizal proposed the writing of a novel about the Philippines written by a group of Filipinos. His
proposal was unanimously approved by the Filipinos present at the time, among whom
were Pedro, Maximino Viola and Antonio Paterno, Graciano López Jaena, Evaristo Aguirre,
Eduardo de Lete, Julio Llorente and Valentin Ventura. However, this project did not materialize.
The people who agreed to help Rizal with the novel did not write anything. Initially, the novel
was planned to cover and describe all phases of Filipino life, but almost everybody wanted to
write about women. Rizal even saw his companions spend more time gambling and flirting with
Spanish women. Because of this, he pulled out of the plan of co-writing with others and decided
to draft the novel alone.
History on Publication
Rizal finished the novel in February 1887. At first, according to one of Rizal's biographers, Rizal
feared the novel might not be printed, and that it would remain unread. He was struggling with
financial constraints at the time and thought it would be hard to pursue printing the novel.
Financial aid came from a friend named Máximo Viola; this helped him print the book at
Berliner Buchdruckerei-Aktiengesellschaft in Berlin. Rizal was initially hesitant, but Viola
insisted and ended up lending Rizal ₱300 for 2,000 copies. The printing was finished earlier than
the estimated five months. Viola arrived in Berlin in December 1886, and by March 21, 1887,
Rizal had sent a copy of the novel to his friend, Blumentritt.
The book was banned by Spanish authorities in the Philippines, although copies were smuggled
into the country. The first Philippine edition (and the second published edition) was finally
printed in 1899 in Manila by Chofre y Compania in Escolta.
Influence on Filipino nationalism

Rizal depicted nationality by emphasizing the positive qualities of Filipinos: the devotion of a
Filipina and her influence on a man's life, the deep sense of gratitude, and the solid common
sense of the Filipinos under the Spanish regime.
The work was instrumental in creating a unified Filipino national identity and consciousness, as
many natives previously identified with their respective regions. It lampooned, caricatured and
exposed various elements in colonial society. Two characters in particular have become classics
in Filipino culture: María Clara, who has become a personification of the ideal Filipino woman,
43
loving and unwavering in her loyalty to her spouse; and the priest Father Dámaso, who reflects
the covert fathering of illegitimate children by members of the Spanish clergy.
The book indirectly influenced the Philippine Revolution of independence from the Spanish
Empire, even though Rizal actually advocated direct representation to the Spanish government
and an overall larger role for the Philippines within Spain's political affairs. In
1956, Congress passed Republic Act 1425, more popularly known as the Rizal Law, which
requires all levels in Philippine schools to teach the novel as part of their curriculum. Noli me
tangere is being taught to third year secondary school (now Grade 9, due to the new K-12
curriculum) students, while its sequel El filibusterismo is being taught for fourth year secondary
school (now Grade 10) students. The novels are incorporated to their study and survey
of Philippine literature.[4] Both of Rizal's novels were initially banned from Catholic educational
institutions given its negative portrayal of the Church, but this taboo has been largely superseded
as religious schools conformed to the Rizal Law.
Major Characters
Crisóstomo Ibarra
Juan Crisóstomo Ibarra y Magsalin, commonly referred to in the novel as Ibarra or
Crisostomo, is the novel's protagonist. The mestizo (mixed-race) son of Filipino
businessman Don Rafael Ibarra, he studied in Europe for seven years. Ibarra is also María Clara's
fiancé.
María Clara
María Clara de los Santos, commonly referred to as María Clara, is Ibarra's fiancée and the
most beautiful and widely celebrated girl in San Diego. She was raised by Kapitán Tiago de los
Santos, and his cousin, Isabel. In the later parts of the novel, she was revealed to be an
illegitimate daughter of Father Dámaso, the former curate of the town, and Doña Pía Alba,
Kapitán Tiago's wife, who had died giving birth to María Clara.
At the novel's end, a heartbroken yet resolved María Clara entered the Beaterio de Santa
Clara (a nunnery) after learning the truth of her parentage and mistakenly believing that her
lover, Crisóstomo, had been killed. In the epilogue, Rizal stated that it is unknown whether
María Clara is still living within the walls of the convent or is already dead
A character of Leonor Rivera who was Rizal’s longtime love interest,
Kapitán Tiago
Don Santiago de los Santos, known by his nickname Tiago and political title Kapitán Tiago, is
said to be the richest man in the region of Binondo and possessed real properties
in Pampanga and Laguna de Baý. He is also said to be a good Catholic, a friend of the Spanish
government and thus was considered a Spaniard by the colonial elite. Kapitán Tiago never
attended school, so he became the domestic helper of a Dominican friar who gave him an
informal education. He later married Pía Alba from Santa Cruz.
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Padre Dámaso
Dámaso Verdolagas, better known as Padre Dámaso, is a Franciscan friar and the former parish
curate of San Diego. He is notorious for speaking with harsh words, highhandedness, and his
cruelty during his ministry in the town. An enemy of Crisóstomo's father, Don Rafael Ibarra,
Dámaso is revealed to be María Clara's biological father. Later, he and María Clara had bitter
arguments on whether she would marry Alfonso Linares de Espadaña (which he preferred) or
enter the nunnery (her desperate alternative). At the end of the novel, he is again reassigned to a
distant town and later found dead in his bed.
Elías
Elías is Ibarra's mysterious friend and ally. Elías made his first appearance as a pilot during a
picnic of Ibarra and María Clara and her friends.
The 50th chapter of the novel explores the past of Elías and history of his family. About sixty
years before the events of Noli Me Tángere, Elías's grandfather Ingkong in his youth worked as a
bookkeeper in a Manila office. One night the office burned down, and Don Pedro Eibarramendia,
the Spaniard owner, accused him of arson. Ingkong was prosecuted and upon release was
shunned by the community as a dangerous lawbreaker. His wife Impong turned to prostitution to
support themselves but eventually they were driven into the hinterlands. There Impong bore her
first son, Balat.
Driven to depression, Ingkong hangs himself deep in the forest. Impong was sickly for lack of
nourishment in the forest and was not strong enough to cut down his corpse and bury him, and
Balat was then still very young. The stench led to their discovery, and Impong was accused of
killing her husband. She and her son fled to another province where she bore another son. Balat
grew up to be a bandit.
Eventually Balat's legend grew, but so did the efforts to capture him, and when he finally fell he
was cut limb by limb and his head was deposited in front of Impong's house. Seeing the head of
her son, Impong died of shock. Impong's younger son, knowing their deaths would somehow be
imputed upon him, fled to the province of Tayabas where he met and fell in love with a rich
young heiress.
They have an affair and the lady got pregnant. But before they could marry, his records were dug
up. Then the father, who disapproved of him from the start, had him imprisoned. The lady gave
birth to Elías and his twin sister but died while the two were still children. Nonetheless, the twins
were well cared for, with Elías even going to Ateneo and his sister going to La Concordia, but as
they wanted to become farmers they eventually returned to Tayabas.
He and his sister grew up not knowing about their father, being told that their father had long
died. Elías grew up to be a young abusive brat who took particular joy in berating an elderly
servant who, nevertheless, always submitted to his whims. His sister was more refined and
eventually was betrothed to a fine young man. But before they could marry, Elías ran afoul with
a distant relative. The relative struck back by telling him about his true parentage. The verbal
scuffle mounted to the point where records were dug up, and Elías and his sister, as well as a
good part of town, learned the truth. The elderly servant who Elías frequently abused was their
father.
45
The scandal caused the engagement of Elías' sister to break off. Depressed, the girl disappeared
one day and was eventually found dead along the shore of the lake. Elías himself lost face before
his relatives and became a wanderer from province to province. Like his uncle Balat he became a
fugitive and his legend grew, but by degrees he became the gentler, more reserved, and more
noble character first introduced in the novel.
Pilósopong Tasyo
Filósofo Tasio (Tagalog: Pilósopong Tasyo) was enrolled in a philosophy course and was a
talented student, but his mother was a rich but superstitious matron. Like many Filipino
Catholics under the sway of the friars, she believed that too much learning condemned souls to
hell. She then made Tasyo choose between leaving college or becoming a priest. Since he was in
love, he left college and married.
Tasyo lost his wife and mother within a year. Seeking consolation and in order to free himself
from the cockpit and the dangers of idleness, he took up his studies once more. But he became so
addicted to his studies and the purchase of books that he entirely neglected his fortune and
gradually ruined himself. Persons of culture called him Don Anastacio, or Pilósopong Tasyo,
while the great crowd of the ignorant knew him as Tasio el Loco on account of his peculiar ideas
and his eccentric manner of dealing with others.
Seeking for reforms from the government, he expresses his ideals in paper written in a
cryptographic alphabet similar from hieroglyphs and Coptic figures hoping "that the future
generations may be able to decipher it.
Doña Victorina
Doña Victorina de los Reyes de de Espadaña, commonly known as Doña Victorina, is an
ambitious Filipina who classifies herself as a Spaniard and mimics Spanish ladies by putting on
heavy make-up. The novel narrates Doña Victorina's younger days: she had lots of admirers, but
she spurned them all because none of them were Spaniards. Later on, she met and married Don
Tiburcio de Espadaña, an official of the customs bureau ten years her junior. However, their
marriage is childless.
Her husband assumes the title of medical "doctor" even though he never attended medical school;
using fake documents and certificates, Tiburcio illegally practices medicine. Tiburcio's usage of
the title Dr. consequently makes Victorina assume the title Dra. (doctora, female
doctor). Apparently, she uses the whole name Doña Victorina de los Reyes de de Espadaña,
with double de to emphasize her marriage surname. She seems to feel that this awkward titling
makes her more "sophisticated".
Sisa, Crispín, and Basilio
Sisa, Crispín, and Basilio represent a Filipino family persecuted by the Spanish authorities:
 Narcisa, or Sisa, is the deranged mother of Basilio and Crispín. Described as beautiful and
young, although she loves her children very much, she cannot protect them from the beatings
of her husband, Pedro.
 Crispín is Sisa's seven-year-old son. An altar boy, he was unjustly accused of stealing
money from the church. After failing to force Crispín to return the money he allegedly stole,
Father Salví and the head sacristan killed him. It is not directly stated that he was killed, but
46
a dream of Basilio's suggests that Crispín died during his encounter with Padre Salví and his
minion.
 Basilio is Sisa's 10-year-old son. An acolyte tasked to ring the church's bells for the Angelus,
he faced the dread of losing his younger brother and the descent of his mother into insanity.
At the end of the novel, a dying Elías requested Basilio to cremate him and Sisa in the woods
in exchange for a chest of gold located nearby. He later played a major role in El
filibusterismo.
Due to their tragic but endearing story, these characters are often parodied in modern Filipino
popular culture.
 Salomé is Elías' sweetheart. She lived in a little house by the lake, and though Elías would
like to marry her, he tells her that it would do her or their children no good to be related to a
fugitive like himself. In the original publication of Noli Me Tángere, the chapter that
explores the identity of Elías and Salomé was omitted, classifying her as a totally
non-existent character. This chapter, entitled Elías y Salomé, was probably the 25th chapter
of the novel. However, recent editions and translations of Noli include this chapter either on
the appendix or as Chapter X (Ex).
Noli Me Tangere
Plot
Crisóstomo Ibarra, the mestizo son of the recently deceased Don Rafael Ibarra, is returning to
San Diego in Laguna after seven years of study in Europe. Kapitán Tiago, a family friend, bids
him to spend his first night in Manila where Tiago hosts a reunion party at his riverside home
on Anloague Street. Crisóstomo obliges. At dinner he encounters old friends, Manila high
society, and Padre Dámaso, San Diego's old curate at the time Ibarra left for Europe. Dámaso
treats Crisóstomo with hostility, surprising the young man who took the friar to be a friend of his
father.
Crisóstomo excuses himself early and is making his way back to his hotel when Lieutenant
Guevarra, another friend of his father, catches up with him. As the two of them walk to
Crisóstomo's stop, and away from the socialites at the party who may possibly compromise them
if they heard, Guevarra reveals to the young man the events leading up to Rafael's death and
Dámaso's role in it. Crisóstomo, who has been grieving from the time he learned of his father's
death, decides to forgive and not seek revenge. Guevarra nevertheless warns the young man to be
careful.
The following day, Crisóstomo returns to Kapitán Tiago's home in order to meet with his
childhood sweetheart, Tiago's daughter María Clara. The two flirt and reminisce in the azotea, a
porch overlooking the river. María reads back to Crisóstomo his farewell letter wherein he
explained to her Rafael's wish for Crisóstomo to set out, to study in order to become a more
useful citizen of the country. Seeing Crisóstomo agitated at the mention of his father, however,
María playfully excuses herself, promising to see him again at her family's San Diego home
during the town fiesta.
47
Crisóstomo goes to the town cemetery upon reaching San Diego to visit his father's grave.
However, he learns from the gravedigger that the town curate had ordered that Rafael's remains
be exhumed and transferred to a Chinese cemetery. Although Crisóstomo is angered at the
revelation, the gravedigger adds that on the night he dug up the corpse, it rained hard and he
feared for his own soul, causing him to defy the order of the priest by throwing the body into the
lake. At that moment, Padre Bernardo Salví, the new curate of San Diego, walks into the
cemetery. Crisóstomo's anger explodes as he shoves him into the ground and demands an
accounting; Salví fearfully tells Crisóstomo that the transfer was ordered by the previous curate,
Padre Dámaso, causing the latter to leave in consternation.
Crisóstomo, committed to his patriotic endeavors, is determined not to seek revenge and to put
the matter behind him. As the days progress he carries out his plan to serve his country as his
father wanted. He intends to use his family wealth to build a school, believing that
his paisanos would benefit from a more modern education than what is offered in the schools run
by the government, whose curriculum was heavily tempered by the teachings of the friars.
Enjoying massive support, even from the Spanish authorities, Crisóstomo's preparations for his
school advance quickly in only a few days. He receives counsel from Don Anastacio, a revered
local philosopher, who refers him to a progressive schoolmaster who lamented the friars'
influence on public education and wished to introduce reforms. The building was planned to
begin construction with the cornerstone to be laid in a ceremony during San Diego's town fiesta.
One day, taking a break, Crisóstomo, María, and their friends get on a boat and go on a picnic
along the shores of the Laguna de Baý, away from the town center. It is then discovered that a
crocodile had been lurking on the fish pens owned by the Ibarras. Elías, the boat's pilot, jumps
into the water with a bolo knife drawn. Sensing Elías is in danger, Crisóstomo jumps in as well,
and they subdue the animal together. Crisóstomo mildly scolds the pilot for his rashness, while
Elías proclaims himself in Crisóstomo's debt.
On the day of the fiesta, Elías warns Crisóstomo of a plot to kill him at the cornerstone-laying.
The ceremony involved the massive stone being lowered into a trench by a wooden derrick.
Crisóstomo, being the principal sponsor of the project, is to lay the mortar using a trowel at the
bottom of the trench. As he prepares to do so, however, the derrick fails and the stone falls into
the trench, bringing the derrick down with it in a mighty crash. When the dust clears, a pale,
dust-covered Crisóstomo stands stiffly by the trench, having narrowly missed the stone. In his
place beneath the stone is the would-be assassin. Elías has disappeared.
The festivities continue at Crisóstomo's insistence. Later that day, he hosts a luncheon to which
Padre Dámaso gatecrashes. Over the meal, the old friar berates Crisóstomo, his learning, his
journeys, and the school project. The other guests hiss for discretion, but Dámaso ignores them
and continues in an even louder voice, insulting the memory of Rafael in front of Crisóstomo. At
the mention of his father, Crisóstomo strikes the friar unconscious and holds a dinner knife to his
neck. In an impassioned speech, Crisóstomo narrates to the astonished guests everything he
heard from Lieutenant Guevarra, who was an officer of the local police, about Dámaso's schemes
that resulted in the death of Rafael. As Crisóstomo is about to stab Dámaso, however, María
Clara stays his arm and pleads for mercy.
Crisóstomo is excommunicated from the church, but has it lifted through the intercession of the
sympathetic governor general. However, upon his return to San Diego, María has turned sickly
and refuses to see him. The new curate whom Crisóstomo roughly accosted at the cemetery,
48
Padre Salví, is seen hovering around the house. Crisóstomo then meets the inoffensive Linares,
a peninsular Spaniard who, unlike Crisóstomo, had been born in Spain. Tiago presents Linares as
María's new suitor.
Sensing Crisóstomo's influence with the government, Elías takes Crisóstomo into confidence and
one moonlit night, they secretly sail out into the lake. Elías tells him about a revolutionary
group poised for an open and violent clash with the government. This group has reached out to
Elías in a bid for him to join them in their imminent uprising. Elías tells Crisóstomo that he
managed to delay the group's plans by offering to speak to Crisóstomo first, that Crisóstomo may
use his influence to effect the reforms Elías and his group wish to see.
In their conversation, Elías narrates his family's history, how his grandfather in his youth worked
as a bookkeeper in a Manila office but was accused of arson by the Spanish owner when the
office burned down. He was prosecuted and upon release was shunned by the community as a
dangerous lawbreaker. His wife turned to prostitution to support the family but were eventually
driven into the hinterlands.
Crisóstomo sympathizes with Elías, but insists that he could do nothing, and that the only change
he was capable of was through his schoolbuilding project. Rebuffed, Elías advises Crisóstomo to
avoid any association with him in the future for his own safety.
Heartbroken and desperately needing to speak to María, Crisóstomo turns his focus more
towards his school. One evening, though, Elías returns with more information – a rogue uprising
was planned for that same night, and the instigators had used Crisóstomo's name in vain to
recruit malcontents. The authorities know of the uprising and are prepared to spring a trap on the
rebels.
In panic and ready to abandon his project, Crisóstomo enlists Elías in sorting out and destroying
documents in his study that may implicate him. Elías obliges, but comes across a name familiar
to him: Don Pedro Eibarramendia. Crisóstomo tells him that Pedro was his great-grandfather,
and that they had to shorten his long family name. Elías tells him Eibarramendia was the same
Spaniard who accused his grandfather of arson and was thus the author of the misfortunes of
Elías and his family. Frenzied, he raises his bolo to smite Crisóstomo, but regains his senses and
leaves the house very upset.
The uprising follows through, and many of the rebels are either captured or killed. They point to
Crisóstomo as instructed and Crisóstomo is arrested. The following morning, the instigators are
found dead. It is revealed that Padre Salví ordered the senior sexton to kill them in order to
prevent the chance of them confessing that he actually took part in the plot to frame Crisóstomo.
Elías, meanwhile, sneaks back into the Ibarra mansion during the night and sorts through
documents and valuables, then burns down the house.
Some time later, Kapitán Tiago hosts a dinner at his riverside house in Manila to celebrate María
Clara's engagement with Linares. Present at the party were Padre Dámaso, Padre Salví,
Lieutenant Guevarra, and other family friends. They were discussing the events that happened in
San Diego and Crisóstomo's fate.
Salví, who lusted after María Clara all along, says that he has requested to be transferred to the
Convent of the Poor Clares in Manila under the pretense of recent events in San Diego being too
great for him to bear. A despondent Guevarra outlines how the court came to condemn
Crisóstomo. In a signed letter, he wrote to a certain woman before leaving for Europe,
49
Crisóstomo spoke about his father, an alleged rebel who died in prison. Somehow this letter fell
into the hands of an enemy, and Crisóstomo's handwriting was imitated to create the bogus
orders used to recruit the malcontents to the San Diego uprising. Guevarra remarks that the
penmanship on the orders was similar to Crisóstomo's penmanship seven years before, but not at
the present day. And Crisóstomo had only to deny that the signature on the original letter was his,
and the charge of sedition founded on those bogus letters would fail. But upon seeing the letter,
which was the farewell letter he wrote to María Clara, Crisóstomo apparently lost the will to
fight the charges and owned the letter as his.
Guevarra then approaches María, who had been listening to his explanation. Privately but
sorrowfully, he congratulates her for her common sense in yielding Crisóstomo's farewell letter.
Now, the old officer tells her, she can live a life of peace. María is devastated.
Later that evening Crisóstomo, having escaped from prison with the help of Elías, climbs up the
azotea and confronts María in secret. María, distraught, does not deny giving up his farewell
letter, but explains she did so only because Salví found Dámaso's old letters in the San Diego
parsonage, letters from María's mother who was then pregnant with María. It turns out that
Dámaso was María's father. Salví promised not to divulge Dámaso's letters to the public in
exchange for Crisóstomo's farewell letter. Crisóstomo forgives her, María swears her undying
love, and they part with a kiss.
Crisóstomo and Elías escape on Elías's boat. They slip unnoticed through the Estero de Binondo
and into the Pasig River. Elías tells Crisóstomo that his treasures and documents are buried in the
middle of the forest owned by the Ibarras in San Diego. Wishing to make restitution, Crisóstomo
offers Elías the chance to escape with him to a foreign country, where they will live as brothers.
Elías declines, stating that his fate is with the country he wishes to see reformed and liberated.
Crisóstomo then tells him of his own desire for revenge and revolution, to lengths that even Elías
was unwilling to go. Elías tries to reason with him, but sentries catch up with them at the mouth
of the Pasig River and pursue them across Laguna de Bay. Elías orders Crisóstomo to lie down
and to meet with him in a few days at the mausoleum of Crisóstomo's grandfather in San Diego,
as he jumps into the water in an effort to distract the pursuers. Elías is shot several times.
The following day, news of the chase were in the newspapers. It is reported that Crisóstomo, the
fugitive, had been killed by sentries in pursuit. At the news, María remorsefully demands of
Dámaso that her wedding with Linares be called off and that she be entered into the cloister, or
the grave.
Seeing her resolution, Dámaso admits that the true reason that he ruined the Ibarra family and
her relationship with Crisóstomo was because he was a mere mestizo and Dámaso wanted María
to be as happy as she could be, and that was possible only if she were to marry a
full-blooded peninsular Spaniard. María would not hear of it and repeated her ultimatum, the
cloister or the grave. Knowing fully why Salví had earlier requested to be assigned as chaplain in
the Convent of the Poor Clares, Dámaso pleads with María to reconsider, but to no avail.
Weeping, Dámaso consents, knowing the horrible fate that awaits his daughter within the
convent but finding it more tolerable than her suicide.
A few nights later in the forest of the Ibarras, a boy pursues his mother through the darkness. The
woman went insane with the constant beating of her husband and the loss of her other son, an
altar boy, in the hands of Padre Salví. Basilio, the boy, catches up with Sisa, his mother, inside
50
the Ibarra mausoleum in the middle of the forest, but the strain had already been too great for
Sisa. She dies in Basilio's embrace.
Basilio weeps for his mother, but then looks up to see Elías staring at them. Elías was dying
himself, having lost a lot of blood and having had no food or nourishment for several days as he
made his way to the mausoleum. He instructs Basilio to burn their bodies and if no one comes, to
dig inside the mausoleum. He will find treasure, which he is to use for his own education.
As Basilio leaves to fetch the wood, Elías sinks to the ground and says that he will die without
seeing the dawn of freedom for his people and that those who see it must welcome it and not
forget them that died in the darkness.
In the epilogue, Padre Dámaso is transferred to occupy a curacy in a remote town. Distraught, he
is found dead a day later. Kapitán Tiago fell into depression and became addicted to opium and
is forgotten by the town. Padre Salví, meanwhile, awaits his consecration as a bishop. He is also
the head priest of the convent where María Clara resides. Nothing is heard of María Clara;
however, on a September night, during a typhoon, two patrolmen reported seeing
a specter (implied to be María Clara) on the roof of the Convent of the Poor Clares moaning and
weeping in despair.
The next day, a representative of the authorities visited the convent to investigate previous
night's events and asked to inspect all the nuns. One of the nuns had a wet and torn gown and
with tears told the representative of "tales of horror" and begged for "protection against the
outrages of hypocrisy" (which gives the implication that Padre Salví regularly rapes her when he
is present). The abbess however, said that she was nothing more than a madwoman. A General J.
also attempted to investigate the nun's case, but by then the abbess prohibited visits to the
convent. Nothing more was said again about María Clara.
Required Reading:
Rizal, José. 1996. Noli Me Tangere, trans. Ma. Soledad Lacson-Locsin. Makati:
Bookmark.PQ8897 R5 N531 1996 [Read Dedication and Chaps. 1–32]
Rizal, José.. 1996. El filibusterismo, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark.
PQ8897.R5 F43l 1996 [Read “To the Filipino People and their Government,” “To the Memory
of the Priests,” and Chaps. 1–19]
Supplemental Readings: Anderson, Benedict. 2008. Why counting counts: A study of forms of
consciousness and problems of language in Noli me tangere and El filibusterismo, pp. 1–37.
Quezon City: Ateneo de Manila University Press. PQ8897 R5 Z5253
Constantino, Renato."Our task: to make Rizal obsolete" in This week, Manila Chronicle ( 14
June 1959)
Textbook Reference:
Pasigui, Ronnie E. and Danilo H. Cabalu (2014). The man and the hero (Chronicles, Legacies
and Controversies). C & E Publishing, Inc.
51
Rizal’s Novel (El Filibusterismo)
Learning Outcomes:
1. Understand the context of El Filibusterismo

2. Identify the learning strategy of Rizal on this novel.
3. Compare and contrast the characters, plots, and themes of the Noli and Fili
4. Appraise how El Filibusterismo contributed to the national consciousness and the
revolution
5. Identify the analytical perspective on El filibusterismo
Meanings, Features, Background and Characters
El filibusterismo (transl. The filibusterism; The Subversive or The Subversion, as in the Locsín

English translation, are also possible translations), also known by its alternative English title The
Reign of Greed, is the second novel written by Philippine national hero José Rizal. It is the
sequel to Noli Me Tángere and, like the first book, was written in Spanish. It was first published
in 1891 in Ghent.
The novel centers on the Noli-El fili duology's main character Crisóstomo Ibarra, now returning
for vengeance as "Simoun". The novel's dark theme departs dramatically from the previous
novel's hopeful and romantic atmosphere, signifying Ibarra's resort to solving his country's issues
through violent means, after his previous attempt in reforming the country's system made no
effect and seemed impossible with the corrupt attitude of the Spaniards toward the Filipinos.
The novel, along with its predecessor, was banned in some parts of the Philippines as a result of
their portrayals of the Spanish government's abuses and corruption. These novels, along with
Rizal's involvement in organizations that aimed to address and reform the Spanish system and its
issues, led to Rizal's exile to Dapitan and eventual execution. Both the novel and its predecessor,
along with Rizal's last poem, are now considered Rizal's literary masterpieces.
Both of Rizal's novels had a profound effect on Philippine society in terms of views about
national identity, the Catholic faith and its influence on the Filipino's choice, and the
government's issues in corruption, abuse of power, and discrimination, and on a larger scale, the
issues related to the effect of colonization on people's lives and the cause for independence.
These novels later on indirectly became the inspiration to start the Philippine Revolution.
Throughout the Philippines, the reading of both the novel and its predecessor is
now mandatory for high school students throughout the archipelago, although it is now read
using English, Filipino, and the Philippines' regional languages.
52
The theme and plot of El Filibusterismo was changed to convey the message that the present
system of government in the Philippines through corrupt officials, dominated by the friars can
lead to the downfall of Spain.
Major Characters
 Simoun – Crisóstomo Ibarra in disguise, presumed dead at the end of Noli Me Tángere.
Ibarra has returned as the wealthy jeweler Simoun. His appearance is described as being
tanned, having a sparse beard, long white hair, and large blue-tinted glasses. He was
sometimes crude and confrontational. He was derisively described by Custodio and
Ben-Zayb as an American mulatto or a British Indian. While presenting as the arrogant elitist
on the outside, he secretly plans a violent revolution in order to avenge himself for his
misfortunes as Crisóstomo Ibarra, as well as hasten Elias' reformist goals.
 Basilio – son of Sisa and another character from Noli Me Tángere. In the events of El fili, he
is an aspiring and so far successful physician on his last year at university and was waiting
for his license to be released upon his graduation. After his mother's death in the Noli, he
applied as a servant in Kapitán Tiago's household in exchange for food, lodging, and being
allowed to study. Eventually he took up medicine, and with Tiago having retired from
society, he also became the manager of Tiago's vast estate. He is a quiet, contemplative man
who is more aware of his immediate duties as a servant, doctor, and member of the student
association than he is of politics or patriotic endeavors. His sweetheart is Juli, the daughter of
Kabesang Tales whose family took him in when he was a young boy fleeing the Guardia
Civil and his deranged mother.
 Isagani – Basilio's friend. He is described as a poet, taller and more robust than Basilio
although younger. He is the nephew of Padre Florentino, but is also rumored to be
Florentino's son with his old sweetheart before he was ordained as a priest. During the events
of the novel, Isagani is finishing his studies at the Ateneo Municipal and is planning to take
medicine. A member of the student association, Isagani is proud and naive, and tends to put
himself on the spot when his ideals are affronted. His unrestrained idealism and poeticism
clash with the more practical and mundane concerns of his girlfriend, Paulita Gomez. When
Isagani allows himself to be arrested after their association is outlawed, Paulita leaves him
for Juanito Peláez. In his final mention in the novel, he was bidding goodbye to his landlords,
the Orenda family, to stay with Florentino permanently.
 Father Florentino – Isagani's uncle and a retired priest. Florentino was the son of a wealthy
and influential Manila family. He entered the priesthood at the insistence of his mother. As a
result he had to break an affair with a woman he loved, and in despair devoted himself
instead to his parish. When the 1872 Cavite mutiny broke out, he promptly resigned from the
priesthood, fearful of drawing unwanted attention. He was an indio and a secular, or a priest
that was unaffiliated with the orders, and yet his parish drew in a huge income. He retired to
his family's large estate along the shores of the Pacific. He is described as white-haired, with
a quiet, serene personality and a strong build. He did not smoke or drink. He was well
respected by his peers, even by Spanish friars and officials.
 Father Fernández – a Dominican who was a friend of Isagani. Following the incident with
the posters, he invited Isagani to a dialogue, not so much as a teacher with his student but as
53
a friar with a Filipino. Although they failed to resolve their differences, they each promised
to approach their colleagues with the opposing views from the other party – although both
feared that given the animosity that existed between their sides, their own compatriots may
not believe in the other party's existence.
 Kapitán Tiago – Don Santiago de los Santos. María Clara's stepfather. Having several
landholdings in Pampanga, Binondo, and Laguna, as well as taking ownership of the Ibarras'
vast estate, Tiago still fell into depression following María's entry into the convent. He
alleviated this by smoking opium, which quickly became an uncontrolled vice, exacerbated
by his association with Padre Írene who regularly supplied him with the substance. Tiago
hired Basilio as a capista, a servant who given the opportunity to study as part of his wages;
Basilio eventually pursued medicine and became his caregiver and the manager of his estate.
Tiago died of shock upon hearing of Basilio's arrest and Padre Írene's embellished stories of
violent revolt.
 Captain-General – the highest-ranking official in the Philippines during the Spanish
colonial period. The Captain-General in El fili is Simoun's friend and confidant, and is
described as having an insatiable lust for gold. Simoun met him when he was still a major
during the Ten Years' War in Cuba. He secured the major's friendship and promotion to
Captain-General through bribes. When he was posted in the Philippines, Simoun used him as
a pawn in his own power plays to drive the country into revolution. The Captain-General was
shamed into not extending his tenure after being rebuked by a high official in the aftermath
of Basilio's imprisonment. This decision to retire would later on prove to be a crucial element
to Simoun's schemes.
 Father Bernardo Salví – the former parish priest of San Diego in Noli Me Tángere, and
now the director and chaplain of the Santa Clara convent. The epilogue of the Noli implies
that Salví regularly rapes María Clara when he is present at the convent. In El fili, he is
described as her confessor. In spite of reports of Ibarra's death, Salví believes that he is still
alive and lives in constant fear of his revenge.
 Father Millon – a Dominican who serves as a physics professor in the University of Santo
Tomas.
 Quiroga – a Chinese businessman who aspired to be a consul for China in the Philippines.
Simoun coerced Quiroga into hiding weapons inside the latter's warehouses in preparation
for the revolution.
 Don Custodio – Custodio de Salazar y Sánchez de Monteredondo, a famous "contractor"
who was tasked by the Captain-General to develop the students association's proposal for an
academy for the teaching of Spanish, but was then also under pressure from the priests not to
compromise their prerogatives as monopolizers of instruction. Some of the novel's most
scathing criticism is reserved for Custodio, who is portrayed as an opportunist who married
his way into high society, who regularly criticized favored ideas that did not come from him,
but was ultimately, laughably incompetent in spite of his scruples.
 Ben-Zayb – A columnist for the Manila Spanish newspaper El Grito de la Integridad.
Ben-Zayb is his pen name and is an anagram of Ybanez, an alternate spelling of his last
name Ibañez. His first name is not mentioned. Ben-Zayb is said to have the looks of a friar,
who believes that in Manila they think because he thinks. He is deeply patriotic, sometimes
to the point of jingoism. As a journalist he has no qualms embellishing a story, conflating
and butchering details, turning phrases over and over, making a mundane story sound better
than it actually is. Father Camorra derisively calls him an ink-slinger.
54
 Father Camorra – the parish priest of Tiani. Ben-Zayb's regular foil, he is said to look like
an artilleryman in counterpoint to Ben-Zayb's friar looks. He stops at nothing to mock and
humiliate Ben-Zayb's liberal pretensions. In his own parish, Camorra has a reputation for
unrestrained lustfulness. He drives Juli into suicide after attempting to rape her inside the
convent. For his misbehavior he was "detained" in a luxurious riverside villa just outside
Manila.
 Father Írene – Kapitán Tiago's spiritual adviser. Along with Custodio, Írene is severely
criticized as a representative of priests who allied themselves with temporal authority for the
sake of power and monetary gain. Known to many as the final authority who Don Custodio
consults, the student association sought his support and gifted him with two chestnut-colored
horses, yet he betrayed the students by counseling Custodio into making them fee collectors
in their own school, which was then to be administered by the Dominicans instead of being a
secular and privately managed institution as the students envisioned. Írene secretly but
regularly supplies Kapitán Tiago with opium while exhorting Basilio to do his duty. Írene
embellished stories of panic following the outlawing of the student association Basilio was
part of, hastening Kapitán Tiago's death. With Basilio in prison, he then struck Basilio out of
Tiago's last will and testament, ensuring he inherited nothing.
 Placido Penitente – a student of the University of Santo Tomas who had a distaste for study
and would have left school if it were not for his mother's pleas for him to stay. He clashes
with his physics professor, who then accuses him of being a member of the student
association, whom the friars despise. Following the confrontation, he meets Simoun at the
Quiapo Fair. Seeing potential in Placido, Simoun takes him along to survey his preparations
for the upcoming revolution. The following morning Placido has become one of Simoun's
committed followers. He is later seen with the former schoolmaster of San Diego, who was
now Simoun's bomb-maker.
 Paulita Gómez – the girlfriend of Isagani and the niece of Doña Victorina, the
old Indio who passes herself off as a Peninsular, who is the wife of the quack doctor
Tiburcio de Espadaña. In the end, she and Isagani part ways, Paulita believing she will have
no future if she marries him. She eventually marries Juanito Peláez.
Characters from Barrio Sagpang:
 Kabesang Tales – Telesforo Juan de Dios, a former kabesa of Barrio Sagpang in Tiani. He
was a sugarcane planter who cleared lands he thought belonged to no one, losing his wife
and eldest daughter in the endeavor. When the Dominicans took over his farm, he fought to
his last money to have it retained in his possession. While his suit against the Dominicans
was ongoing, he was kidnapped by bandits while he was out patrolling his fields. Having no
money to pay his captors, his daughter Juli was forced to become a maid in exchange for her
mistress paying his ransom. When his son Tano was conscripted into the Guardia Civil,
again Tales had no money to pay for Tano's exclusion from the draft. When in spite of all
Tales lost the case, he not only lost his farm but was also dealt with a heavy fine. He later
joined the bandits and became one of their fiercest commanders. Tandang Selo, his father,
would later on join his band after the death of Juli.
 Tandang Selo – father of Kabesang Tales and grandfather of Tano and Juli. A deer hunter
and later on a broom-maker, he and Tales took in the young, sick Basilio who was then
fleeing from the Guardia Civil. On Christmas Day, when Juli left to be with her mistress,
Selo suffered some form of stroke that impaired his ability to speak. After Juli's suicide, Selo
55
left town permanently, taking with him his hunting spear. He was later seen with the bandits
and was killed in an encounter with the Guardia Civil – ironically by the gun of the troops'
sharpshooter Tano, his grandson.
 Juli – Juliana de Dios, the girlfriend of Basilio, and the youngest daughter of Kabesang
Tales. When Tales was captured by bandits, Juli petitioned Hermana Penchang to pay for his
ransom. In exchange, she had to work as Penchang's maid. Basilio ransomed her and bought
a house for her family. When Basilio was sent to prison, Juli approached Tiani's curate,
Padre Camorra, for help. When Camorra tried to rape her instead, Juli jumped to her death
from the church's tower.
 Tano – Kabesang Tales's son, second to Lucia who died in childhood. He was nicknamed
"Carolino" after returning from Guardia Civil training in the Carolines. His squad was
escorting prisoners through a road that skirted a mountain when they were ambushed by
bandits. In the ensuing battle, Tano, the squad's sharpshooter, killed a surrendering bandit
from a distance, not knowing it was his own grandfather Selo.
 Hermana Penchang – the one among the "rich folks" of Tiani who lent Juli money to
ransom Kabesang Tales from the bandits. In return, Juli will serve as her maid until the
money was paid off. Penchang is described as a pious woman who speaks Spanish; however,
her piety was clouded over by the virtues taught by the friars. While Juli was in her service,
she made her work constantly, refusing to give her time off so she can take care of her
grandfather Selo. Nevertheless, when the rich folks of Tiani shunned Juli because to support
her family in any way might earn some form of retribution from the friars, Penchang was the
only one who took pity upon her.
 Hermana Báli – Juli's mother-figure and counselor. She accompanied Juli in her efforts to
secure Kabesang Tales' ransom and later on Basilio's release. Báli was a panguinguera – a
gambler – who once performed religious services in a Manila convent. When Tales was
captured by bandits, it was Báli who suggested to Juli the idea to borrow money from Tiani's
wealthy citizens, payable when Tales' legal dispute over his farm was won.
Discussion:
Using Graphic Organizer compare and contrast, and show continuities and/or changes in
Rizal's ideas expressed in the Noli and Fili Reflection: Discussion board; participate in the
discussion by commenting on the following: What is the role of the youth in the society? What is
freedom? How is lack of freedom portrayed in the novels? What were the roles of creoles in
Philippine society? What were the roles of young ilustrados? Why are the ordinary people, the
masses important as sector of the society?
Class Activity: Creative monologue, dramatization
References: Rizal
https://www.academia.edu/38319751/Syllabus_Rizal_Life_and_Works
https://en.wikipedia.org/wiki/El_filibusterismo
56
LESSON 6 Rizal as a Political Philosopher: Rizal would Criticize Today’s Society
Learning Outcomes:
1. Describe the social, political and economic conditions of the world and the
Philippines during Rizal’s time.
2. Examine the political situation during Rizal’s time.
Concepts, Meaning, Features and Dimension
Max Weber defines government as the rise of an institution which has a “monopoly of the
legitimate use of physical power.” Weber complains that government is an institution that could
legally take people’s property by taxing them, imprisoning them, and even executing them. As a
result of these powers, government could force people to do things that they otherwise would
resist.
Rizal’s definition of government and politics focused on the Spanish influences. One of
Rizal’s strongest criticisms of Spaniards colonialization was the corruption of the bureaucracy.
In describing a typical Spanish bureaucrat, Rizal wrote: “In order to govern peoples he does not
know or understand, he ought to possess the talent of a genius and extraordinary knowledge.
Rizal argued that this was necessary because the Filipinos were gaining a new political
sophistication.
Rizal’s Concept of Government and Politics
In his letters to the Filipino leaders, Rizal commented at length about government. In a letter
to Mariano Ponce, Rizal remarked that one day Filipino political leaders would finish their
“arduous mission which is the formation of the Filipino nation.”
Features
Rizal’s Definition of Basic Political Terms
1. Political Culture – is a set of ideas on values about government and political process held by
a community or nation.
Rizal on Political Culture – In his essay “The Indolence of the Filipinos” Rizal observed
that “without education and liberty…no reform is impossible.” Rizal explained that, the
political culture not thrive in the Philippines because of the inability of the Spanish to
57
recognize local political values. Only with education could Filipinos overcome this
deficiency.
2. Political Socialization – is one of the main elements of political science. Also defined as the
process by which people, at various stages in their lives, acquire views and orientations about
politics.
Rizal on Political Socialization – By emphasizing the importance of being a Filipino,

Rizal accelerated the process of local nationalism. His criticism of the friars and the
church helped to change attitudes toward local nationalism.
3. Political Ideology – is a comprehensive and logically ordered set of beliefs about the nature
of people and about the institutions and role of government.
Rizal on Political Ideology – In Rizal’s novel Noli Me tangere, he wrote:
….we are speaking of the present condition of the Philippines…yes, we are entering upon
a period of strife…the strife is between the past, which seizes and strives with curses to
cling to the tottering feudal castles, and the future, whose some of triumph may be heard
from afar. Bringing the message of good news from other land.” As a passionate
supporter of a new Philippine nation, Rizal introduced a fierce brand of ideology which
had made Filipinos among the most political people in the world. Filipinos have
carefully defined political ideology.”
4. Nationalism – is a the idea of oneness by a group of people who possess common traditions, a
shared history, a set of goals, and a belief in a specific future.
Rizal on Nationalism – Rizal argued that Filipinos could only foster their own sense of
nationalism by studying history. Rizal wrote to Blumentritt: “I would stimulate these
Philippine studies.” and concluded that history provided “the true concept of one’s self
and drove nations to do great things.” Foremost is that he is the dominant national hero
who, unlike all other heroes, had a firm vision of the future of the Philippines. He
glorifies life in the Philippines. Onofre D. Corpuz concludes that Rizal’s life suggest he is
the “father of the country”.
5. Representative Government – it is the notion that the people have an inherent right to sit in a
chamber that determines their future.
58
Rizal on Representative Government – Spain had granted Filipinos representation in
the Spanish Cortes from May 1809 until the privilege was removed by Queen Maria
Cristina in 1836. Rizal believed that the representation was essential to the governing
process. Rizal contented the representation removed the spirit of revolution.
6. Democracy – a government in which all power is shared by citizens. The word demos is
derived from a Greek word which means people.
Rizal on Democracy – In Rizal’s view the best government was a mixture between
representative democracy and responsible model of democracy. He believed that it would take
some time for Filipinos to actively participate in local government. The definition of
democracy is found in Rizal’s mind. He employed such definition in his writings, his public
speeches, and his advocacy of Philippine democracy.
Jose Rizal as an Ilustrado in 19th Century
What does it mean?
- It means the highlighted one, anti-friar

- They were the middle class who were educated in Spanish liberal and
exposed to Spanish liberal and European Nationalist ideals
Lecture:
The Spanish government system in the Philippines and the Social classes Interactive
Discussion: Discussion Board; Students contribute ideas to resolve the question: What are the
elements of Rizal's concept of government? Would these elements apply to resolve present world
and national political conflicts?
Exercises:
Make an inventory of political problems confronting our country today.
References:
J. Rizal, The Man and the Hero-Pg. (109-117)
https://prezi.com/kndt1fljvr3l/jose-rizal-as-a-political-philosopher-rizal-would-criticize/?f
allback=1
59
LESSON 7 The Liga and the Katipunan “ Reform and Revolution : A Century After"
Learning outcomes:
1. Discuss the purpose of La Liga and the objectives of Katipunan.
2. Compare and contrast the ideals for change and reform of the organizations La Liga Filipina
and the Katipunan.
Introduction:
Rizal was essentially a reformist, Bonifacio was a revolutionary. But they were one in
fighting for change. They were bound together by a common vision – the emergence of the
Filipino nation. Every Nation embarks on a journey to its future. Failures, however, often mark
those who miss some useful directions on history’s one way around.
Rizal argued for equality and human dignity within a peaceful framework. Bonifacio
believed that such deals could be achieved only force or arms. Bonifacio believed that such
ideals could be achieved only by force or arms.
Rizal's Liga and its patriotic ideals in cooperation with the nationalistic courage of
Bonifacio's Katipunan were the essential ingredients that ignited the flame of the revolution.
Rizal and Bonifacio were the main masterminds of the revolt and it wouldn't have come
to be that way if not for their hardwork and determination.
The reformist spirit of Rizal and the revolutionary fervor of Bonifacio became the initial
nourishment of the soul of a nation.
Topic Outcomes:
Discuss the purpose of La Liga and the objectives of Katipunan. Compare and contrast the ideals
of for change and reform of the organizations La Liga Filipina and the Katipunan.
60
Supplemental Readings: Schumacher, John. 1997. Renewed activity in Madrid. In The
propaganda movement: 1880– 1895; The creators of a Filipino consciousness, the makers of the
revolution, 182–211. Quezon City: Ateneo de Manila University Press.
Lecture:
The transition from movements from La Liga Filipina to the Katipunan Group Discussion:
Students engage in group discussion on the continuity of the advocacies for reforms from the
Propaganda, La Liga and the Katipunan.
Exercises:
Enumerate the fifteen documents that were considered bases for the charges against Jose
Rizal. Tell how they proved Rizal’s innocence or guilt.
The Documents How the documents proved Rizal’s Innocence or guilt
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
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15.
Textbook Reference:
Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of
Legacies and Controversies). C & E Publishing, Inc.
https://prezi.com/stvt_pof_r8k/chapter-9-the-liga-and-the-katipunan/?fallback=1
https://prezi.com/stvt_pof_r8k/chapter-9-the-liga-and-the-katipunan/
62
MODULE 3
This module consists of four lessons highlighting the contribution of Rizal to education, the
reform movement, and the revolution. Rizal’s trial and execution showed that, even at the
moment of his death and immediately the hours before it, he was remained to be of service to his
people. The exemplified how a nationalist, and patriotic Filipino must meet adversities and stand
for what he thought was right and noble for his people.
LESSON 8 RIZAL AND HIS THOUGHTS ON EDUCATION
Introduction
Education is an important value that we Filipinos have. While it is practical and enhances a
person’s intellect and give him opportunities to pursue careers and occupations, it brings a
person to a respectable social status. However, Filipinos at the time of Rizal did not have the
same educational system that we have now. Our system today, respects academic freedom,
allows free intellectual growth and coupled with good facilities. Institutions follow uniform
standards. All Filipinos, rich and poor alike, have opportunities to go to school. During the
hero’s time, they did not have the same privileges that we have. The system was poorly
managed, and the government could not provide enough facilities.
In this part of the course, we will try to see how important education is for the society.
Lesson Objectives
At the end of this lesson, the students shall be able to:
1. Value the importance of education and the right to education
2. Discuss how Rizal gives the importance of education in the Philippines
63
A PRELIMINARY ACTIVITY
Why did you choose your college program?
B WHAT’S NEW?
The state of education in the Philippines during the Spanish period
From Rizal and the Development of National Consciousness by Romero, M.C. et al. Quezon City : JMC
Press ; Manila, Philippines : Distributed by Goodwill Bookstore, ©1978
What was the condition of education during the 19th century Philippines under Spain?
Read these fact:
There was inadequate educational system.
The poor system caused intellectual decadence.
There was no uniform education curricula; schools impose their own curricula; or the curricula
were limited.
Religion was over-emphasized.
There was inadequate facilites: No classrooms, No books and materials.
School use obsolete teaching methods.
There was no government supervision of school.
Students did not enjoy academic freedom.

Friars control schools.
Teachers were not qualified.
Overemphasis on religion and obedience to the friars promoted a society where Filipinos are
inferior to the Spaniards.
Training to memorize and do rote memory exercises and limiting success to memorizing
hampered intellectual progress.
Filipinos suffered from discrimination in education because the friars thought that Filipinos were
not educable.
There were limited number of schools:
University of Sto. Tomas (college)
64
Colegio de San Juan de Letran (the only official secondary school)
Ateneo de Manila
Other schools:
Santa Isabel
La Concordia
Santa Rosa
Looban
Santa Catalina
Seminaries in Manila, Cebu, Jaro, Nueva Caceres, Nueva Segovia maintained by religious
orders
There were also: Latin schools, schools for boys and schools for girls
There were trainings for Filipinos to become diocesan priests (non-members of the religious
orders)
Did Spain try to improve the condition of educational system in the Philippines?
Yes. Spain’s efforts to reform the educational system consisted of these:
Two important decrees on education:

Education Decree of 1861
Moret Decree of 1870
Educational reforms started on 1855
Governor Crespo - organized a commission to study the condition of the educational system
in the Philippines and find remedial measure to improve elementary education.
Commisssion completed work in 1861
Significant mandates under the Educational Decree of December 20, 1863

- establishment of one primary school in every town for boys and girls
- teachers were trained at a normal school for men (starting 1865; this made training
available for aspiring secondary school teacher)
- government finally supervised public schools;
-
Friars were assigned to implement the educational reforms, however they did not agree with the
teaching of the Spanish language;they thought that Filipinos would oppose Spain after learning
the language
- they tried to keep the filipinos in “darkness”; and controlled the flow of ideas of freedom and
independence
65
- books to be read by Filipinos had to be checked (censored) by government and church
authorities
Significant mandates under the Moret Decree of 1870
-Reforms intended: secularization of education in the Philippines, government control over

education
-The decree was not implmented
However, the decree inspired students to clamor for reforms in education
Rizal as a teacher in Dapitan in Zamboanga 1892-1896
Background: Rizal was deported to Dapitan after he was implicated in the activities of the
rebellion. While in exile in Dapitan, he established a clinic, and a farm to produce abaca and
other crop products. He also establishe a school for boys.
What Rizal taught to his students in Dapitan:

-practical skills of self-sufficiency and resourcefulness among young men
- languages: Spanish and English
- reading, writing, geography, history, arithmetic, mathematics, industrial arts, natural science,
values and gymnastics
One notable student of Rizal was Jose Aseniero who become Governor of Zamboanga
Another way of educating the people was by establishing industry as his business and organizing
the farmers into a cooperative.
C ANALYSIS
Read the lecture notes as background on the life of Rizal in Dapitan. The notes highlight
education in the Philippines. How Rizal tried to contribute to the education of young men in
the Philippines was laudable. He established a school. Related to this contribution, he also
wrote his idea of education for all when he wrote a letter to the women fo Malolos. (Read here
http://kwentongebabuhayrizal.blogspot.com/2013/07/to-young-women-of-malolos-full-copy.htm
l)
66
Why were the Filipinos deprived of quality education?
Was Spain totally remiss of its duty to give the Filipinos good education?
Did Rizal show his conviction of education for all based on his essay for the young women of
Malolos and his work as teacher of young boys in Dapitan?
D LEARNING ACTIVITY
Watch the film Rizal sa Dapitan Directed by Tikoy Aguiluz (watch here:
https://www.youtube.com/results?search_query=rizal+sa+dapitan+albert+martinez+full+movie )
E ASSESSMENT
Writing Exercise
You may write an essay on any of these two topics:
A. How social issues presented in the film Rizal sa Dapitan can be resolved by education
B. How education impact upward social mobility
Again, you need to write essay on only one of the topics. The essay must not be less than 400
words but not more than 1000 words.
F ASSIGNMENT
Read a material discussing what civil and political rights are.
G REFERENCE
Romero, M.C. et al. Rizal and the Development of National Consciousness. Quezon City : JMC
Press ; Manila, Philippines : Distributed by Goodwill Bookstore, 1978.
67
LESSON 9 RIZAL AS A REFORMIST AND A REVOLUTIONARY
Introduction
The concept of truth, justice, freedom, love, equality and peace are enshrined in the Philippine
Constitution. The concepts are considered universal principles, so that all groups of people of
different nations, have ways to give them effect and give their constituents opportunities to enjoy
them. As in our Constitution, substantive civil and political rights are based on them, legal
duties limit their exercise to promote fairness to all, responsibilities burden all with equity still on
account of these principles.
In the history of nations, the manner on how these principles are enjoyed vary on basis of
political status of a group of people. Subjects of absolute monarchies do not participate in
government unlike citizens of democracies who do. However, in any system the universal
principles can be given effect and enjoyed by people. This would have been true to the
Filipinos during the time of Rizal had there been government with administrators who were
willing to implement the ideals of the laws of Spain in the Philippines.
Civil and political rights were recognized and enshrined in international conventions only in
recent time. The convention were not yet in existence during the time of Rizal.
In this part of the course, we will study the basics of civil and political rights, to understand why
colonies, like the Philippines and theri people clamour for reforms.
Lesson Objectives

a. Discuss the ideals and advocacies of Rizal for the Philippines and the Filipino
b. Assess if Rizal was a reformist or a revolutionary
Reflection time!
Have experienced discriminated? What did you do?
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B WHAT’S NEW?
Lecture: Civil and Political Rights
“Civil and political rights are a class of rights that protect individuals' freedom from
infringement by governments, social organizations and private individuals, and which ensure
one's ability to participate in the civil and political life of the society and state without
discrimination or repression.” (https://www.frontlinedefenders.org/en/right/civil-political-rights)
Political rights, defined.
These are rights of people to participate in government and political processes.
Political rights include natural justice (procedural fairness) in law, such as the rights of the
accused, including the right to a fair trial; due process; the right to seek redress or a legal remedy;
and rights of participation in civil society and politics such as freedom of association, the right to
assemble, the right to petition, the right of self-defense, and the right to vote.
(https://www.frontlinedefenders.org/en/right/civil-political-rights)
Civil rights, defined.
Civil rights include the ensuring of peoples' physical and mental integrity, life and safety;
protection from discrimination on grounds such as race, gender, national origin, colour, sexual
orientation, ethnicity, religion, or disability; and individual rights such as privacy, the freedoms
of thought and conscience, speech and expression, religion, the press, assembly and movement.
(https://www.frontlinedefenders.org/en/right/civil-political-rights)
Examples of civil and political rights:
c. right to vote
d. right to a fair trial
e. right to government services
f. right to a public education, and
g. right to use public facilities
h. Right to Liberty and Security of the Person
i. Right to Equal Protection Before the Law
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j. Right to Freedom of Assembly
k. Rights to be Free From Torture
l. Right to Freedom of Expression
m. Freedom from Discrimination
n. Access to the judicial system
o. Participation in Political Life
p. Freedom of Religion
q. Access to Information
r. Right to Private and Family Life
s. Property Rights
t. Freedom of Movement
u. Right to Seek Asylum
Remember that the rights mentioned are fairly modern concepts of how the barest civil and
political rights of people must be given by governments. We can only compare these with how
Spain has extended its rule over the Philippines.
The Filipinos were deprived of the barest civil and political rights by the governmetn of Spain in
th Philippines, or at least by the Spanish officials and administrators, who abused their
authorities.
Thus, the Filipinos clamoured for reforms.
Two prominent organizations seeking changes for the Filipinos to gain more freedom were the
Propaganda and the Katipunan
Dr. Rizal figured well in the Propaganda. He was an advocate of the organization’s objectives.
Main objectives of the Propaganda:
-Representation of the Philippines in the Spanish Cortes
-Rights for diocesan clergy to administer parishes (Secularization)
-Equality of Spanish and Filipino and equal opportunity to enter government service
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-Spanish citizenship to Filipinos
-Recognition of the Philippines as a province of Spain (Assimilation)
-Abolition of the mandatory polo y servicios and the bandala -Recognition fo basic freedoms of
people in the Philippines
Although Rizal was not a Katipunero, the Katipunan was inspinred by his ideals.
Main objectives of the Katipunan
-Political – independence or separation of the Philippines from Spain
-moral – good manners, hygiene, good morals, and rejection of religious fanaticism and
weakness of character
-civic – self-help and the defense of the poor and the oppressed.
(Philippine History: The Founding of the Katipunan https://ph.news.yahoo.com)
C ANALYSIS
Read the lecture notes as background. Governments today are expected to respect these rights.
Why were the Filipinos deprived of the barest civil and political rights by the Spanish colonial
authorities?
Were the movemements for reform and eventually the revolution justified?
Was rizal a reformist and a revolutionary?
D LEARNING ACTIVITY
Read the article (below) written by Ambeth Ocampo. Write a position paper expressing your
agreement or disagreement with the opinion of the writer. Support your position with facts.
The paper must not be less 400 words but not more than 1000 words.
71
Reform and revolution
By: Ambeth R. Ocampo - @inquirerdotnetPhilippine Daily Inquirer / 09:10 PM January 19,

2012 https://opinion.inquirer.net/21451/reform-and-revolution
It is unfortunate that many students are still reared on the dated Agoncillo-Constantino histories
of the 1960s, that are ideologically slanted to give preferential option for the revolutionary hero
of the masses, Andres Bonifacio, against the reformist and burgis Jose Rizal.
Schoolchildren are often made to choose, who should rightfully be our national hero? Rizal or
Bonifacio? Why can’t they be taught that both Rizal and Bonifacio are national heroes? There
should be no conflict between them if only because Bonifacio himself looked up to Rizal and
even consulted him, through an emissary sent to Dapitan, before he hatched the revolution.
Renato Constantino, in his landmark 1968 essay “Veneration Without Understanding,” argued
that Rizal was against the revolution. Constantino based this view on a document Rizal issued in
December 1896, asking the Katipuneros to lay down their arms and condemning the violence
that was planned without his knowledge and consent. Constantino also argued that Rizal was an
American-sponsored hero, citing without any documentary proof, an alleged Philippine
Commission meeting when the American colonial government chose Rizal as the foremost
national hero because he was non-violent and reformist, unlike Bonifacio or Aguinaldo. What
Constantino conveniently leaves out are: that Rizal was considered a hero in his lifetime; that he
was honorary president of the Katipunan; that his picture was displayed during Katipunan
meetings; and that his name was one of the passwords of the Katipunan. Then, of course, the
annual commemoration of Rizal’s death each year in Dec. 30, was started by Emilio Aguinaldo’s
short-lived First Philippine Republic in 1898 (before the American colonial period) and
continues to our day.
Then, the December 1896 Manifesto, used against Rizal both by the Spanish who condemned
him to death for inspiring the revolution, and the pro-Bonifacio groups in our day, is not read in
full. Rizal was not against the revolution but felt, rightly so, that it was premature.
Rizal is branded a mere “reformist” because they have not read his letter to Ferdinand
Blumentritt from Geneva on June 19, 1887, his 26th birthday, that reads:
“I assure you that I have no desire to take part in conspiracies which seem to me very premature
and risky. But if the government drives us to the brink, that is to say, when no other hope
remains but seek our destruction in war, when the Filipinos would prefer to die rather than
endure their misery any longer, then I will also become a partisan of violent means. The choice
of peace or destruction is in the hands of Spain, because it is a clear fact, known to all, that we
72
are patient, excessively patient and peaceful, mild, unfeeling, etc. But everything ends in this life,
there is nothing eternal in the world and that refers also to our patience.”
Alas, we do not know the issue or situation that gave rise to Rizal’s words. But these words are
significant if only to show that Rizal was not averse to revolution or violence if necessary. We
also have to realize that when some historians and teachers of history created a gap between
reform and revolution, between the campaign for reforms and assimilation in Spain and the
outbreak of the Philippine revolution, they fail to see that Rizal, Marcelo H. del Pilar and others
saw reform and assimilation only as a first step to eventual separation from Spain, the
independence of “Filipinas.” Reform was a means to freedom not the destination.
Polarizing our youth and developing a Rizal vs. Bonifacio mindset resulted in two contrasting
positions of reform/revolution convenient for classroom debate, when the real lesson should have
been convergence. These positions are clearly seen, iconographically, with Rizal/Bonifacio, such
that when students play out the characters in the “Noli Me Tangere” representing positions of
reform/revolution, Ibarra always looks like Rizal in monuments, with the black coat, book and
quill; while Elias looks like Bonifacio in statues, wearing a white camisa de chino and red
kundiman pants, and carrying a bolo and a flag. Rizal and Bonifacio did not meet till 1892,
during the foundation of the Liga Filipina in Tondo. Rizal could not have thought of Bonifacio
when he published the “Noli” in 1887. Thus, if we are to understand Rizal correctly (and even
astrologically because Rizal is a Gemini), when Ibarra and Elias discuss their positions on reform
and revolution, this is not Rizal and Bonifacio arguing. Rather, both Ibarra and Elias are Rizal. In
the “Noli” we see Rizal thinking aloud, arguing with himself.
We presume Rizal chose reform over revolution in 1887, by killing off Elias rather than Ibarra.
To make up for this twist in the “Noli,” we have Simoun in “El Filibusterismo” (1891). Simoun
incited violence and the persecution of his people to move them to revolt. He failed—not
because Rizal was against the revolution, but because he reflected on the anger and bitterness in
his heart following the agrarian dispute in Calamba, and realized that one must start with a good
intention to succeed. A poisoned tree cannot produce good fruit. Rizal demanded a pure heart.
Purity of intention is the challenge because it is so hard to find both in Rizal’s time and ours.
73
E ASSESSMENT
Writing Exercise
Write a position paper expressing your agreement or disagreement with the opinion of the writer.
Support your position with facts.
Again, you need to write a position paper. The paper must not be less 400 words but not more
than 1000 words.
F ASSIGNMENT
Secure a copy of Rizal’s poem “Huling Paalam”, if possible, read also in Spanish and English
translations
G REFERENCE
Civil and Political Rights @ www.frontlinedefenders.org
Reform and Revolution
By Ambeth R. Ocampo - @inquirerdotnetPhilippine Daily Inquirer / 09:10 PM January 19, 2012

https://opinion.inquirer.net/21451/reform-and-revolution
74
LESSON 10 RIZAL’S LAST WORK
Introduction
Rizal was convinced that he had done his share of patriotism. He was an example of a man of
courage and conviction willing to sacrifice for his people’s cause. When Rizal knew of his fate,
he did not whine but made himself useful and took every moment to be still of service to his
land.
Lesson Objectives
a. Discuss the ideals and advocacies of Rizal for the Philippines and the Filipino
b. Assess if Rizal was a reformist or a revolutionary
Recall a poem that you wrote. Why did you write it? If you have not written one, would you
like to try to compose one.
B WHAT’S NEW?
Lecture: Rizal’s Last Hour and the Retraction controversy
Reference: https://www.filipinaslibrary.org.ph/articles/rizals-last-hours/
When did Rizal know of his sentence and death?
December 26, 1896

- the military court tried Jose Rizal; found guilty of rebellion, sedition, and conspiracy.
Reason: according to Spanish authorities, Rizal’s writings “fatally and necessarily” incited the
rebellion
6 a.m - Capt. Rafael Dominguez read before Rizal his death sentence.
75
Where did Rizal spend his last hours.
Around 7 a.m.of December 26, Rizal was transferred to his death cell in Fort Santiago.
Who visited Rizal at his death cell?

Rizal’s visitors:
his counsel
Spanish officials
Priests
former professors
Archbishop of Manila, Rev. Bernardino Nozaleda, who claimed that Rizal recanted his
statements against the Church and returned to the Catholic faith.
The controversy over Rizal’s retraction has not been settled. The “original” document of Rizal’s
“retraction” was found in the archdiocesan archives in 1935, 39 years after having disappeared
the day Rizal was shot. There was no record of anybody seeing this “original” document in 1896,
except the publishers of La Voz Española, which published its contents on the day of Rizal’s
execution: “We have seen and read his (Rizal’s) own handwritten retraction which he sent to our
dear and venerable Archbishop….” Most experts think that the handwriting on the document is
authentic. However, scholars are baffled as to why Rizal, who courageously faced persecution
for most of his life, and who was finally sentenced to death for his beliefs, would suddenly balk
at the last, futile moment. (For more discussion on Rizal’s retraction, see Garcia, 1964; Guerrero,
1998; and Vaño, 1985).
What else did Rizal do during the last hours?

-Rread the Bible
-Read Thomas à Kempis’s Imitation of Christ
-wrote the poem we know now as “Mi Ultimo Adiós”
-wrote letters to Paciano Rizal, his friend Ferdinand Blumentritt
When was Rizal executed?

-On December 30, 1896, around 7 a.m. at Luneta, Manila, Rizal was executed by firing squad
What was the content of his letter to his brother Paciano?

-He asked his brother to ask their father for forgiveness for all the pain he had caused him
What was the content of his letter to his friend Blumentritt?

“When you receive this letter, I shall be dead by then…. Tomorrow at seven, I shall be shot; but
I am innocent of the crime of rebellion…. I am going to die with a tranquil conscience.”
76
What is a retraction?
It is an act of a person to renounce his own statements thereby reversing what has been
established as fact with the said statement.
In the case of Rizal, the Archbishop of Manila at the time of his death said “ “During that day,
although Rizal did not reject [the Jesuits], he persisted in his errors contrary to the Catholic
faith.… However, at the last hour, Rizal abjured, in writing, his religious errors.” In other words,
Rizal, a Mason, was said to have recanted his statements against the Church and to have returned
to the Catholic faith.”
In this case, if it was true that Rizal retracted, then it would have been the same as saying that
Rizal did not really believe in all that he has said in any way including his writings about the
Catholic Church in the Philippines, and that he would have been convinced that his statements
against the church were wrong.
However, the truthfulness of the retraction was not resolved.
For further reading, see https://www.filipinaslibrary.org.ph/articles/rizals-last-hours/
C ANALYSIS
It is convincing that the culmination of Rizal’s patriotism was by offering his life. In addition
to this, his works were also part of his legacy from which young men, and the whole Filipino
nation, could learn how to continue the nationalist ideals he had died for. While Rizal fought for
freedom, our responsibility now is to keep that essence of independence alive. His mission was
consummated only when the generation after him keeps the ideals of freedom alive.
D LEARNING ACTIVITY
Read the poem “Huling Paalam” by Jose Rizal, translated into Tagalog by Andres Bonifacio.
How do you describe the emotions of Rizal hours before his death based on the meaning of his
poem? Do you think he was calm?
77
“Huling Paalam”
Ni Jose Rizal
Pinipintuho kong Bayan ay paalam,

Lupang iniirog ng sikat ng araw,
mutyang mahalaga sa dagat Silangan,
kaluwalhatiang sa ami'y pumanaw.
Masayang sa iyo'y aking idudulot
ang lanta kong buhay na lubhang malungkot;
maging maringal man at labis alindog
sa kagalingan mo ay aking ding handog.
Sa pakikidigma at pamimiyapis
ang alay ng iba'y ang buhay na kipkip,
walang agam-agam, maluag sa dibdib,
matamis sa puso at di ikahapis.
Saan man mautas ay dikailangan,

cipres o laurel, lirio ma'y patungan
pakikipaghamok, at ang bibitayan,
yaon ay gayon din kung hiling ng Bayan.
Ako'y mamamatay, ngayong namamalas

na sa silinganan ay namamanaag
yaong maligayang araw na sisikat
sa likod ng luksang nagtabing na ulap.
Ang kulay na pula kung kinakailangan

na maitina sa iyong liway-way,
dugo ko'y isabong at siyang ikinang
ng kislap ng iyong maningning na ilaw
Ang aking adhika sapul magkaisip

ng kasalukuyang bata pang maliit,
ay ang tanghaling ka at minsan masilip
sa dagat Silangan hiyas na marikit.
Natuyo ang luhang sa mata'y nunukal,

taas na ang noo't walang kapootan,
walang bakas kunot ng kapighatian
gabahid man dungis niyong kahihiyan.
Sa kabuhayang ko ang laging gunita

maningas na aking ninanasa-nasa
ay guminhawa ka ang hiyas ng diwa
hingang papanaw ngayong biglang-bigla.
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pag hingang papanaw ngayong biglang-bigla.
Ikaw'y guminhawa laking kagandahang

akoy malugmok, at ikaw ay matanghal,
hiniga'y malagot, mabuhay ka lamang
bangkay ko'y masilong sa iyong Kalangitan.
Kung sa libingan ko'y tumubong mamalas

sa malagong damo mahinhing bulaklak,
sa mga labi mo'y mangyayaring itapat,
sa kaluluwa ko hatik ay igawad.
At sa aking noo nawa'y iparamdam,

sa lamig ng lupa ng aking libingan,
ang init ng iyong paghingang dalisay
at simoy ng iyong paggiliw na tunay.
Bayaang ang buwan sa aki'y ititig

ang iwanag niyang lamlam at tahimik,
liwayway bayaang sa aki'y ihatid
magalaw na sinag at hanging hagibis.
Kung sakasakaling bumabang humantong

sa krus ko'y dumapo kahit isang ibon
doon ay bayaan humuning hinahon
at dalitin niya payapang panahon.
Bayaan ang ningas ng sikat ng araw

ula'y pasingawin noong kainitan,
magbalik sa langit ng boong dalisay
kalakip ng aking pagdaing na hiyaw.
Bayaang sino man sa katotang giliw

tangisang maagang sa buhay pagkitil;
kung tungkol sa akin ay may manalangin
idalangin, Bayan, yaring pagka himbing.
Idalanging lahat yaong nangamatay,

mangagatiis hirap na walang kapantay;
mga ina naming walang kapalaran
na inihihibik ay kapighatian.
Ang mga bao't pinapangulila,

ang mga bilanggong nagsisipagdusa;
dalanginin namang kanilang makita
ang kalayaan mong, ikagiginhawa.
79
At kung an madilim na gabing mapanglaw
ay lumaganap na doon sa libinga't
tanging mga patay ang nangaglalamay,
huwag bagabagin ang katahimikan.
Ang kanyang hiwagay huwag gambalain;

kaipala'y maringig doon ang taginting,
tunog ng gitara't salterio'y mag saliw,
ako, Bayan yao't kita'y aawitin.
Kung ang libingan ko'y limat na ng lahat

at wala ng kurus at batang mabakas,
bayaang linangin ng taong masipag,
lupa'y asarolin at kauyang ikalat.
At mga buto ko ay bago matunaw

maowi sa wala at kusang maparam,
alabok ng iyong latag ay bayaang
siya ang babalang doo'y makipisan.
Kung magka gayon na'y aalintanahin

na ako sa limot iyong ihabilin
pagka't himpapawid at ang panganorin
mga lansangan mo'y aking lilibutin.
Matining na tunog ako sa dingig mo,
ilaw, mga kulay, masamyong pabango,
ang ugong at awit, pag hibik sa iyo,
pag asang dalisay ng pananalig ko.
Bayang iniirog, sakit niyaring hirap,

Katagalugang ko pinakaliliyag,
dinggin mo ang aking pagpapahimakas;
diya'y iiwan ko sa iyo ang lahat.
Ako'y patutungo sa walang busabos,

walang umiinis at berdugong hayop;
pananalig doo'y di nakasasalot,
si Bathala lamang dooy haring lubos.
Paalam, magulang at mga kapatid

kapilas ng aking kaluluwa't dibdib
mga kaibigan bata pang maliit
sa aking tahanan di na masisilip.
Pag pasasalamat at napahinga rin,
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paalam estranherang kasuyo ko't aliw,
paalam sa inyo, mga ginigiliw;
mamatay ay siyang pagkakagupiling!
Sa salin ni Andres Bonifacio

https://www.univie.ac.at/Voelkerkunde/apsis/aufi/rizal/rzpoem7.htm
Original Spanish
Mi último adiós
¡Adiós, Patria adorada, región del sol querida,

Perla del mar de oriente, nuestro perdido Edén!
A darte voy alegre la triste mustia vida,
Y fuera más brillante, más fresca, más florida,
También por ti la diera, la diera por tu bien.
En campos de batalla, luchando con delirio,

Otros te dan sus vidas sin dudas, sin pesar;
El sitio nada importa, ciprés, laurel o lirio,
Cadalso o campo abierto, combate o cruel martirio,
Lo mismo es si lo piden la patria y el hogar.
Yo muero cuando veo que el cielo se colora

Y al fin anuncia el día tras lóbrego capuz;
si grana necesitas para teñir tu aurora,
Vierte la sangre mía, derrámala en buen hora
Y dórela un reflejo de su naciente luz.
Mis sueños cuando apenas muchacho adolescente,

Mis sueños cuando joven ya lleno de vigor,
Fueron el verte un día, joya del mar de oriente,
Secos los negros ojos, alta la tersa frente,
Sin ceño, sin arrugas, sin manchas de rubor
Ensueño de mi vida, mi ardiente vivo anhelo,

¡Salud te grita el alma que pronto va a partir!
¡Salud! Ah, que es hermoso caer por darte vuelo,
Morir por darte vida, morir bajo tu cielo,
Y en tu encantada tierra la eternidad dormir.
Si sobre mi sepulcro vieres brotar un día

Entre la espesa yerba sencilla, humilde flor,
Acércala a tus labios y besa al alma mía,
Y sienta yo en mi frente bajo la tumba fría,
81
De tu ternura el soplo, de tu hálito el calor.
Deja a la luna verme con luz tranquila y suave,

Deja que el alba envíe su resplandor fugaz,
Deja gemir al viento con su murmullo grave,
Y si desciende y posa sobre mi cruz un ave,
Deja que el ave entone su cántico de paz.
Deja que el sol, ardiendo, las lluvias evapore

Y al cielo tornen puras, con mi clamor en pos;
Deja que un ser amigo mi fin temprano llore
Y en las serenas tardes cuando por mí alguien ore,
¡Ora también, oh Patria, por mi descanso a Dios!
Ora por todos cuantos murieron sin ventura,

Por cuantos padecieron tormentos sin igual,
Por nuestras pobres madres que gimen su amargura;
Por huérfanos y viudas, por presos en tortura
Y ora por ti que veas tu redención final.
Y cuando en noche oscura se envuelva el cementerio

Y solos sólo muertos queden velando allí,
No turbes su reposo, no turbes el misterio,
Tal vez acordes oigas de cítara o salterio,
Soy yo, querida Patria, yo que te canto a ti.
Y cuando ya mi tumba de todos olvidada

No tenga cruz ni piedra que marquen su lugar,
Deja que la are el hombre, la esparza con la azada,
Y mis cenizas, antes que vuelvan a la nada,
El polvo de tu alfombra que vayan a formar.
Entonces nada importa me pongas en olvido.

Tu atmósfera, tu espacio, tus valles cruzaré.
Vibrante y limpia nota seré para tu oído,
Aroma, luz, colores, rumor, canto, gemido,
Constante repitiendo la esencia de mi fe.
Mi patria idolatrada, dolor de mis dolores,

Querida Filipinas, oye el postrer adiós.
Ahí te dejo todo, mis padres, mis amores.
Voy donde no hay esclavos, verdugos ni opresores,
Donde la fe no mata, donde el que reina es Dios.
Adiós, padres y hermanos, trozos del alma mía,

Amigos de la infancia en el perdido hogar,
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Dad gracias que descanso del fatigoso día;
Adiós, dulce extranjera, mi amiga, mi alegría,
Adiós, queridos seres, morir es descansar.
José Rizal, 1896
E ASSESSMENT
Writing Exercise
Write an essay expressing your opinion if in the characterof Rizal he would have retracted.
Again, you need to write a position paper. The paper must not be less 400 words but not more
than 1000 words.
Quiz on the topic.
F ASSIGNMENT
Read also the Ultimo Adios in English translation.
G REFERENCE
Rizal’s Last Hour and the Retraction controversy

https://www.filipinaslibrary.org.ph/articles/rizals-last-hours/
Palado, Darwin R., et al. (2018) Readings in Philippine History. Panday-Lahi Publishing House,
Inc.
83
LESSON 11 RIZAL’S EXILE, TRIAL AND EXECUTION
Introduction
In the previous lesson, we knew that Rizal was convinced that he had done his share of
patriotism. He was an example of a man of courage and conviction willing to sacrifice for his
people’s cause. When Rizal knew of his fate, he did not whine but made himself useful and took
every moment to be still of service to his land. He wrote to express his ideals some more while
awaiting the hour of his execution.
In this part, we will try to look into why Rizal was also a victim of injustice during his trial,
another sacrifice he took for the cause of his people.
Lesson Objectives
a. Analyze the factors that led to Rizal's execution.
b. Analyze the effects of Rizal's execution on Spanish colonial rule and the Philippine
Revolution.
What simple kindness and personal sacrifices have you done for others? Or, have you
volunteered for some community activities? How did you feel doing them?
84
B WHAT’S NEW?
Lecture: Rizal’s Trial
What events lead to the trial of Rizal:
Rizal was a leading figure in the Propaganda.

He wrote essays on the conditions of the Philippines.
He wrote the novels Noli Me Tangere and El Filibusterismo, which were censured for being
subversive by Spanish authorities in the Philippines including the friars. For the statements he
was accused of giving against the governmetn and the church, as well as his errors in belief, he
was exiled in Dapitan. Although Rizal did not retract his statements, return to the folds of the
Church, Rizal was a productive doctor, teacher, businessman, community developer and
organizer, and scientist.
In 1896, after four years of exile in Dapitan, Rizal volunteered to become a military surgeon in
Cuba where a revolution against Spain was also happening at that time. He was granted his
request. He travelled from the Philippines to Spain, and then, to Cuba. However, he was
arrested while enroute to Spain, and detained in Barcelona. He was returned to the Philippines to
undergo trial for rebellion, sedition and conspiracy to overthrow the government of Spain, being
the mastermind of the revolution. However, after preliminary investigation Rizal was tried for
rebellion and illegal association.
Trial; process
Preliminary investigation; November 20, 1896

Rizal’s counsel, Lt. Luis Taviel de Andrade
Arraignment: December 11, 1896
For rebellion, illegal association
Actual trial: December 26, 1896
Why do we think that Rizal was deprived of due process?
1. He was tried by the court martial with a judge advocate of the court. There were other courts
which could have tried Rizal as the charges were not crimes committed by military personnel.
2. The court martial assigned him a counsel. He could have also secured a civilian lawyer.
3. He could have been given the opportunity to confront his accusers and the witnesses against
him. This was to give Rizal also opportunity to challenge the credibility of their testimony and
the evidence they offered against Rizal.
4. Rizal should have been given the opportunity to ask for reconsideration of his sentence and
appeal his case to a higher tribunal.
85
C ANALYSIS
Why is due process important?
Is Rizal a victim of injustice?
Given that "nationalism is a condition of mind, feeling, or sentiment of a group of people living
in a well-defined geographical area, speaking a common language, professing a literature in
which the aspirations of the nation have” (Louis Snyder ), how significant was Rizal’s death in
the development of Philippine nationalism, and to the Philippine Revolution?
LEARNING ACTIVITY
D
1. Do a virtual visit to the Philippine Folklife Museum Foundation website at

https://philippinefolklifemuseum.org/collection/jose-rizal/ to see collection of materials about
Rizal.
2. Collaborate with two or your classmates to write a position paper why Rizal should have been
given due process. You may use collaboration tools such as Google Docs, or share works via
Google Drive. As guide, you may read on the concept of due process, and relate Rizal’s trial to
the principle.
E ASSESSMENT
Again, you need to write a position paper in collaboration with your classmates. The paper
must be more than 1000 words.
You must share your Google doc or your collaboration file/document with your teacher.
F ASSIGNMENT
Read about a Filipino hero other than Rizal.
86
G REFERENCE
2018.
87
LESSON 12 RIZAL, A NATIONAL HERO
Introduction
There are different forms of heroism. Some anchor their heroic deeds on nationalist ideals.
Some express their patriotism, and do sacrifices for it. In this lesson, we will learn how the
status of national hero is recognized.
Every Filipino can be a hero.
Objectives
Assess the concepts of “Bayani” and “kabayanihan” in the context of Philippine Society.
A PRELIMINARY
ACTIVITY
Give a concept of “kabayanihan”.
B WHAT’S
NEW/LECTURE
Who is a hero or “bayani”?
He/she is a person who is admired for great or brave acts or fine qualities or a person who is
greatly admired (Merriam-Webster Dictionary)
88
The Technical Committee of the National Heroes Committee adopted the following criteria on
June 3, 1993 and November 15, 1995:
1. Heroes are those who have a concept of nation and thereafter aspire and struggle for the
nation’s freedom.
2. Heroes are those who define and contribute to a system or life of freedom and order for a
nation.
3. Heroes are those who contribute to the quality of life and destiny of a nation.
4. A hero is part of the people’s expression.
5. A hero thinks of the future, especially the future generation.
6. The choice of a hero involves not only the recounting of an episode or events in history, but
of the entire process that made this particular person a hero.
The Committee also recommended as national heroes:
a. Jose Rizal
b. Andres Bonifacio
c. Emilio Aguinaldo
d. Apolinario Mabini
e. Marcelo H. del Pilar
f. Sultan Dipatuan Kudarat
g. Juan Luna
h. Melchora Aquino
i. Gabriela Silang
(from: Selection And Proclamation Of National Heroes And Laws Honoring Filipino Historical
Figures
https://ncca.gov.ph/about-culture-and-arts/culture-profile/selection-and-proclamation-of-national
-heroes-and-laws-honoring-filipino-historical-figures/ )
89
C LEARNING ACTIVITY
Read about a hero other than those mentioned above. Using the criteria as recommended by the
Committee, would you consider him/her to have the status of a national hero? Give specific
contribution or event in the life of the hero that show that he must be in the same list.
Share your thoughts in the class discussion.
D ASSESSMENT
Quiz on the topic.
E ASSIGNMENT
THIS IS IMPORTANT! Start doing your Final Project. For this project, you will produce a
creative media (AVP, radio drama, etc.) that promote nationalism. Collaborate with your
classmates on this project. You must refer to the group assignment, and the rubric for
assessment.
F REFERENCE
“Selection And Proclamation Of National Heroes And Laws Honoring Filipino Historical
Figures”
https://ncca.gov.ph/about-culture-and-arts/culture-profile/selection-and-proclamation-of-national
-heroes-and-laws-honoring-filipino-historical-figures/
90
JOSE RIZAL, AND THE AMERICAN MADE HERO
LESSON 13
CONTROVERSY
This lesson consists of discussion who gave Jose Rizal official recognition. This was to
make them conform to the new government. Rizal acquired the official title of Philippine
National Hero in 1901 under the country’s first American civil governor, William Howard Taft.
1. Discuss the different issues that tend to denigrate the status of Rizal as our national hero.
2. Articulate own opinion regarding Rizal’s issues and controversies of heroism.
3. Critically understand Rizal’s heroism and realize the significance of his ideas in the present
time.
A PRELIMINARY
ACTIVITY
Let’s check your knowledge! Prove your answer.
1. Why do you think the Americans promoted Rizal as the National hero instead of Bonifacio or
Aguinaldo?
B WHAT’S
NEW/LECTURE
As the choice of Rizal as the Philippine national hero made by the Filipino people or was it
the Americans who made him so?
To which Ocampo replied: You cannot legislate heroism. Rizal was already a hero before
the Americans came to the Philippines. Wherever you ask Filipinos, Rizal is their hero. In short,
it’s a kind of consensus that shouldn’t be questioned. No elaboration was offered.
91
Then it came as a realization to some in the audience that there’s no law declaring Rizal
the country’s national hero.
There is, in fact, research done on this issue of American involvement in selecting Rizal as the
Philippine national hero, putting him in the league of George Washington of the United States,
Mahatma Ghandi of India, Jose Marti of Cuba, Sun Yan Sen and Mao Zedong of China, etc.
In the interest of historical research, I am quoting substantially from Renato Constantino’s book,
Dissent and Counter-Consciousness (1970):
(Start of quotation)
An American-Sponsored Hero
We have magnified Rizal’s role to such an extent that we have lost our sense of
proportion and relegated to a subordinate position our other great men and the historic events in
which they took part. Although Rizal was already a revered figure and became more so after his
martyrdom, it cannot be denied that his pre- eminence among our heroes was partly the result
of American sponsorship. This sponsorship took two forms: on one hand, that of encouraging a
Rizal cult, on the other, that of minimizing the importance of other heroes or even of vilifying
them. There is no question that Rizal had the qualities of greatness. History cannot deny his
patriotism. He was a martyr to oppression, obscurantism and bigotry. His dramatic death
captured the imagination of our people. Still, we must accept the fact that his formal designation
as our national hero, his elevation to his present eminence so far above all our other heroes was
abetted and encouraged by the Americans.
It was Governor William Howard Taft who in 1901 suggested that the Philippine Commission
that the Filipinos be given a national hero. The Free Press of December 28, 1946 gives this
account of a meeting of the Philippine Commission:
‘And now, gentlemen, you must have a national hero.’ In these fateful words, addressed by then
Civil Governor W. H. Taft to the Filipino members of the civil commission, Pardo de Tavera,
Legarda, and Luzuriaga, lay the genesis of Rizal Day….. ‘In the subsequent discussion in which
the rival merits of the revolutionary heroes were considered, the final choice-now universally
acclaimed as a wise one-was Rizal. And so was history made.’
92
Theodore Friend in his book, Between Two Empires, says that Taft “with other American
colonial officials and some conservative Filipinos, chose him (Rizal) as a model hero over
other contestants – Aguinaldo too militant, Bonifacio too radical, Mabini unregenerate.”
This decision to sponsor Rizal was implemented with the passage of the following Acts of the
Philippine Commission: (1) Act No. 137 which organized the politico-military district of
Morong and named it the province of Rizal “in honor of the most illustrious Filipino and the
most illustrious Tagalog the islands had ever known, “ (2) Act No.243 which authorized a public
subscription for the erection of a monument in honor of Rizal at the Luneta, and (3) Act No. 346
[p.128] which set aside the anniversary of his death as a day of observance.
This early example of American “aid” is summarized by Governor W. Cameron Forbes

who wrote in his book, The Philippine Islands: It is eminently proper that Rizal should
have become the acknowledged national hero of the Philippine people. The American
administration has lent every assistance to this recognition, setting aside the anniversary of
his death to be a day of observance, placing his picture on the postage stamp most commonly
used in the islands, and on the currency …. And throughout the islands the public schools teach
the young Filipinos to revere his memory as the greatest of Filipino patriots. (Underscoring
supplied)
The reason for the enthusiastic American attitude becomes clear in the following
appraisal
of Rizal by Forbes: Rizal never advocated independence, nor did he advocate armed
resistance to the government. He urged reform from within by publicity, by public education,
and appeal to the public conscience. (Underscoring supplied) Taft’s appreciation for Rizal has
much the same basis, as evidenced by his calling Rizal “the greatest Filipino, a physician, a
novelist and a poet (who) because of his struggle for a betterment of conditions under Spanish
rule was unjustly convicted and shot…. “
The public image that the Americans desired for a Filipino national hero was quite clear.
They favored a hero who would not run against the grain of American colonial policy. We must
take these acts of the Americans in furtherance of a Rizal cult in the light of their initial policies
93
which required the passage of the Sedition Law prohibiting the display of the Filipino
flag. The heroes who advocated independence were therefore ignored. For to have encouraged a
movement to revere Bonifacio or Mabini would not have been consistent with American colonial
policy.
Several factors contributed to Rizal’s acceptability to the Americans as the official hero
of the Filipinos. In the first place, he was safely dead by the time the American began their
aggression. No embarrassing anti-American quotations could ever be attributed to him.
Moreover, Rizal’s dramatic martyrdom had already made him the symbol of Spanish oppression.
To focus attention on him would serve not only to concentrate Filipino hatred against the
erstwhile oppressors, it would also blunt their feelings of animosity toward the new conquerors
against whom there was still organized resistance at that time. His choice was a master stroke by
the Americans. The honors bestowed on Rizal were naturally appreciated by the Filipinos who
were proud of him.
At the same time, the attention lavished on Rizal relegated other heroes to the
background-heroes whose revolutionary example and anti-American pronouncements might
have stiffened Filipino resistance to the new conquerors. The Americans especially emphasized
the fact that Rizal was a reformer, not a separatist. He could therefore not be invoked on the
question of Philippine independence. He could not be a rallying point in the resistance against
the invaders.
It must also be remembered that the Filipino members of the Philippine Commission
were conservative ilustrados. The Americans regarded Rizal as belonging to this class. This was,
therefore, one more point in his favor. Rizal belonged to the right social class — the class that
they were cultivating and building up for leadership.
It may be argued that, faced with the humiliation of a second colonization, we as a people
felt the need for a super-hero to bolster the national ego and we therefore allowed ourselves to be
propagandized in favor of one acceptable to the colonizer. Be that as it may, certainly it is now
time for us to view Rizal with more rationality and with more historicity. This need not alarm
anyone but the blind worshipper. Rizal will still occupy a good position in our national pantheon
even if we discard hagiolatry and subject him to a more mature historical evaluation.
94
A proper understanding of our history is very important to us because it will serve to
demonstrate how our present has been distorted by a faulty knowledge of our past. By unraveling
the past we become confronted with the present already as future. Such a re-evaluationmay result
in a downgrading of some heroes and even a discarding of others. It cannot spare even Rizal. The
exposure of his weaknesses and limitations will also mean our liberation, for he has, to a certain
extent become part of the superstructure that supports present consciousness. That is why a
critical evaluation of Rizal cannot but lead to a revision of our understanding of history and of
the role of the individual in history.
Orthodox historians have presented history as a succession of exploits of eminent

personalities, leading many of us to regard history as the product of gifted individuals. This
tendency is strongly noticeable in those who have tried of late to manufacture new heroes
through press releases, by the creation of foundations, or by the proclamation of centennial
celebrations. Though such tactics may succeed for a limited period, they cannot insure
immortality where there exists no solid basis for it. In the case of Rizal, while he was favored by
colonial support and became good copy for propagandists, he had the qualifications to assume
immortality. It must be admitted however, that the study of his life and works has developed into
a cult distorting the role and the place of Rizal in our history.
(End of quotation)
For the complete copy of “Dissent and Counter-consciousness,” go to http://fc-wjnet.com

and at the section “Betrayal of the Revolution – 1897 November” click on [Download PDF]
after “Dissent and Counterconsciousness” by Renato Constantino.
https://philippinereporter.com/index.php/2019/06/14/was-rizal-an-american-sponsored-hero/
95
C EVALUATION/ASSESSMENT
Activity 1: Let’s test your knowledge. Essay Writing or speech about a particular value Rizal
Advocated. Refer to the given rubrics below.
Students choose a key issue (e.g. heroism and the notion of sacrifice; literature and
national consciousness; ethics and our concepts of leadership; ethnicity and national belonging.
D ASSIGNMENT
Activity 2: Watch and compose a reflection paper about the film "Bayaning Third World”.
RUBRICS
50% - Content
30% - Analysis
20% - Grammar
F REFERENCES
De Ocampo, Esteben "Who Made Rizal our Foremost National Hero, and Why?" in Jose Rizal:
Life, Works, and Writings of a Genuis, Writer, Scientist and National Hero, edited by Gregorio
Zaide, 1984.
Other References
Publishing, INC.
96
Laurel, Jose B. Jr. 1960. The trials of the Rizal Bill. Historical Bulletin 4(2): 130–39.
2018.
2006
Rizal, Jose. " Memoirs of a Student in Manila, "Appendix Section of Gregorio Zaide's Jose Rizal
Life, Works and Writings
Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000
97
LESSON 14 JOSE RIZAL, AN ASIAN NATIONALIST
Learning Objectives:
1. Examine the values highlighted by the various representations of Rizal as national symbol.
2. Advocate the values Rizal’s life encapsulates.
Introduction
Nationalism” defined as describing two phenomena: the attitude that the members of a
nation possess about their nation’s identity and the actions that the members of a nation take to
achieve and attain self-determination.
Dr. Jose Rizal, was a nationalist and. In 1882, Rizal took Licentiate in Medicine at the
Universidad Central de Madrid and afterwards specialized in Ophthalmology in France and
Germany under Dr. Louis de Weckert and Dr. Otto Becker.
For his almost ten years of stay abroad from 1882 to 1892, Rizal made sure that his time
was duly spent in various efforts in securing better status for the Philippines. He had proven
that distance is not a hindrance in fulfilling one’s commitment to a noble purpose.
When the Philippine Revolution broke out in 1896, Rizal was in Dapitan as an
exile. Patriotic leaders attempted to secure Rizal’s approval of the revolution, but Dr. Pio
Valenzuela, Andres Bonifacio’s emissary, revealed in his 1896 account that Rizal did not favor
it. In his later account, however, Valenzuela reversed his earlier testimony by saying that the
hero was not against the revolution, instead, provided advices that could be of help to the
revolutionaries.
Rizal may not be direct participants to the two phenomenon’s that greatly affected the
Philippines, but his name was evoked by the partakers and will always be honored as inspiration
and guiding force in the success of the said episodes.
Lecture:
Nationalism is the idea of oneness by a group of people who possess common traditions,
shared history, a set of goals and belief in a specific future. There is a strong identification with
the values, the heroes, and the traits of a country.
98
Democracy comes from the Greek word demos, which means people. It is a government
in which all the power is shared the democracy by citizens. Democracy is sometimes known as
representative government. Under this form of government., the people have the right to sit in a
chamber that determines their future.
Imperialism is the policy of extending a nation control and authority beyond its
territorial boundaries through the acquisition of new territories
Readings:
 Rizal’s Concept of Filipino Nationalism (J. Rizal the Man and The Hero, 2014 pp.
242-243)
Nationalism as a concept was still vague from its humble beginnings in 1872, particularly
for the poor people in the Philippines. Jose Rizal and other reformers at the time had but a
scant idea of what it is all about.
Rizal’s concept of nationalism is parallel with that of Hans Kohn, who is nationalism is
first and foremost a state of mind an act of consciousness. It is a group consciousness that
strives towards achieving homogeneity within the group, conformity and like-mindedness
which will lead to and facilitate common action.
Rizal showed national sentiment throughout his career even as a youth through his poem
“A la Juventud Filipina”, which was dedicated to the youth. He admonished the Filipino
youth to strive hard because they are considered the fair hope of the motherland. He
nurtured the same ideals during his manhood as manifested in all his writings like Noli
and Fili. Even in his personal letters, when he called to all women of the Philippines to
poverty, illiteracy and ignorance. All his efforts were concentrated on achieving his goal.
 Factors in the Early Development of Rizal’s Nationalism (J. Rizal the Man and The Hero,
2014 pp. 244-245)
o Rizal emphasize the importance of the Tagalog Language and its impact upon the
Philippines. He realized that a national culture was needed to develop a sense of
nationalism.
o He was openly critical of the friars. The injustice in the Cavite incident, the
haughty attitude of many of the Spanish friars and the increasing liberalism of the
Filipino friars prompted Rizal to hammer away on the inequities of the church.
o He defended Filipino civil rights. When his mother was jailed for her role in a
family dispute, RIzal systematically exposed the doubled standard of justice that
Filipinos had faced since Magellan.
o He discovered the power of the pen. Not only did Rizal consider pamphleteering
important, he was also an active literacy critic.
o He conceived a form of gradual nationalism. What Rizal demanded was an
education, a commitment to Filipino culture, and a vision of a bright future.
99
 Reasons for Modern Philippine Nationalism (J. Rizal the Man and The Hero. 2014 pp.
245-246)
o The city of Manila and its relationship to the Spanish government and the church
helped to foment revolution
o Relationship between the friars and Spanish Government was a tenuous and often
fragile one. The end result was that they took turns manipulating each other, and
the controversies they created with the Indios produced a revolutionary class.
o The Chinese mestizo, who came in as a merchant and emerged as a nationalist,
was one of the many forces that hastened the drive towards defined Filipino
nationalism.
o “Backwater” nationalism implies a highly developed form of government that
took place in the Philippines. It describes Rizal Calamba nationalism or
Bonifacio’s Katipunan vision for the Philippines.
Subtopics: The State of the Philippines: Background on Jose Rizal's Nationalism Rizal's Concept
of Nationalism Five Determining Factors in the Early Development of Rizal's Nationalism
Nationalist Ideas of Jose Rizal Four Reasons for Modern Philippine Nationalism.
Supplementary Readings :
 Joaquin, Nick. A Question of heroes. Pasig: Anvil, 2005.(Chapters on Rizal, Bonifacio,

and Aguinaldo.)
 Lahiri, Smitha. "writer, hero, myth, and spirit: The changing image of Jose Rizal."
Cornell University papers on Southeast Asia.
http://www.seasite.niu.edu/Tagalog/Modules/Modules/Philippine
Religions/article_rizal.htm
Exercises:
Make an essay describing Rizal’s concept of Filipino nationalism. Cite an example on how you
can show your patriotism to your country. Support any realities on how you can manifest your
nationalism to your country. There must be 500 words and not more than 1000 words.
Textbook Reference:
Pasigui, Ronnie E. and Danilo H. Cabalu (2014). The man and the hero (Chronicles, Legacies
and Controversies). C & E Publishing, Inc.
http://nhcp.gov.ph/jose-rizal-and-sun-yat-sen-asias-foremost-nationalists/#:~:text=While%20in%
20exile%2C%20he%20founded,in%20Dapitan%20as%20an%20exile.
100

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MODULES ON THE

STUDY OF THE LIFE AND WORKS

LESSON 1 THE STUDY OF RIZAL IN HISTORICAL AND CRITICAL APPROACH

Intended Learning Outcome

1. Explain the rationale of the Rizal Law.

2. Discuss the historical context of the Rizal Law.

3. Relate the passage of Rizal Law to nation-building, patriotism and nationalism.

3. Help them organize the brainstormed ideas into general categories.

B. "Want to Learn" Step:

C. "What I Learned" Step:

What I What I Want What I

Know to Know Learned

The Patriotic Objectives of Rizal Law

1. Why study Rizal?

2. What is the importance of studying Rizal?

3. Why is Rizal one of the minor subjects taken up in college?

4. Why is Rizal included in the course outline?

5. What relevance does Rizal have in college education?

The answer to such questions can be summed up in two points:

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

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

WHY STUDY RIZAL: BECAUSE IT IS MANDATED BY LAW

1. To recognize the importance of Rizal’s ideals and teachings in relation to present

4. To foster the development of the Filipino youth in all aspects of citizenship.

Rizal: Human and Hero

 We must view Rizal as an evolving personality within an evolving historical period.

Rizal: An example of Sacrifice

 Our national hero was a man of peace with a vision.

 Rizal suffered as much as his countrymen.

Letter of Rizal to Dr. Ferdinand Blumentritt

“Rizal ideas are responses in the challenges of the new millennium”

- Ambassador Edmundo Libid-

Rizal's Virtues of Character

 High Sense of Justice

Rizal: A Modern Day

Give three reasons why Rizal is considered a modern-day hero.

C EXERCISES AND OTHER LEARNING ACTIVITIES

This activity is essential during online discussion

Define me: characterized the youth of today in terms of the following.

3. Hobbies and recreations

4. Social and Political responsibilities

What I What I Want What I

Know to Know Learned

Required Reading: Republic Act 1425

Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000.

Intended Learning Outcome

Size: Individual, pairs, or small groups

Time: 10-15 minutes

2. How this experiences influences on their early life?

The Ancestry Clan

Jose Protacio Realonda Alonso Rizal Mercado,

Alonzo-old surname of his mother·

FRANCISCO MERCADO (1818-1898)

LUCIA RIZAL (1857-1919) The fifth child. Married Matriano Herbosa.

JOSEFA RIZAL (1865-1945) The ninth child. An epileptic, died a spinster.

The Hero’s First Teacher

The Early Religious Formation

The Early Religious Writings and Experiences

Again, while in Ateneo, he composed a poem entitled “ Alianza intima la religion y la

The Inspiration of the parable of the Moth

Let’s check your knowledge by answering the following question:

2. What is the significance of the Royal Decree of 1849?

3. Briefly discuss the highlights of Rizal’s childhood.