STUDY OF THE LIFE AND WORKS OF JOSE RIZAL (GEd 103)ODULE 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 altemative 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. THES Y 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, flail child, Jose Rizal rose to become one of the tallest men in history. Intended Learning Outcome 1. Explain the rationale of the Rizal Law. Discuss the historical context of the Rizal Law. 3. Relate the passage of Rizal Law to nation-building, patriotism and nationalism.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 | did Learn. By activating students’ background knowledge, it improves comprehension of expository text Procedure/Steps: A."Know" Step. |. 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 Ask them to write down the specific questions in which they are more interested C. "What I Leamed" Step: |. 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'S: The Patriotic Objectives of Rizal Law Usually, during the first day of the course, the professor asks the "well-overused questions! |, 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.WHY STUDY RIZAL: BECAUSE OF THE LESSONS CONTAINED WITHIN THE COURSE Aside from those mentioned above, there ate 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. 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? 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) 4 We must view Rizal as an evolving personality within an evolving historical period. 4 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 subile techniques of present-day colonialist, given the state of his knowledge and experience at that time.4 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 leam 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. Rizal: An example of Sacrifice 4 Our national hero was a man of peace with a vision. “ Rizal suffered as much as his countrymen. 4 He was the spark that gave birth to Philippine pride for one’s country and people. 4 Yetall 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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 civie 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+ 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 civie 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, Ris 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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. Activity Box Identify one activity you have used with students. Remember that activities are completed in a single class. a 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.1. Morality 2. Love of Education 3. Hobbies and recreations 4. Social and Political responsibilities Students will write down on the last column what they leamed from the topic. This activity will completed during class discussion EVALUATION /ASSESSME! 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. 10COMPARISON-CONTRAST ESSAY RUBRIC Category 4 3 2 7 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 incomplece. only the information information that information relevant tothe _ | isnot relevant to relevant tothe — | 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 ina logical into into into or expected wholeto-whole, | wholeto-whole, | wholeto-whole, | order. There is similarities- | similarities- | similarities-_| litle 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 one idea to the next. The paper uses comparison and contrast transition words | from one idea to the next, but there is litle variety. The paper uses comparison and work well; but connections between other ideas are fuzzy between ideas are unclear or nonexistent 1to show relationships between ideas. The paper uses a variety of sentence structures and transitions. contrast transition words 10 show relationships between ideas. Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distracis the reader from the content. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Writer makes ‘more than 4 errors in ‘grammar or spelling that distracts the reader from the content. Required Reading: Republic Act 1425 ‘READ-WRITE-THINK ‘hup://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon rubric.pdf REFERENCES Lecture: Promulgation of the Rizal Law Reading assignment; the "Rizal Law” (RA 1425) Available online, hitp:/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 colontal 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 12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. 2BJOSE RIZAL’S GENEALOGY AND EARLY EDUCATION Introduction/Overview 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. Intended Learning Outcome 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. 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 |. Students are provided with a question or prompt for which they need to generate ideas, solutions, ete 2. Give each student a few post-its, and have them write out | idea per post-it 14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, concems or ideas the students may have. + It's alsoa 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? EW 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 17 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 15born in Bian 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 Bitan, and Cirala Alejandra, daughter of Maria Guifto. 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 govemment 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 Vietoria. 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 bom 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 16literary influences. Teodora had one of the most masterful commands of Spanish in the Philippines Source: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and Controversies). C & E Publishing, Inc. 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 Dofia 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 mereado means ‘market’ in English https://www.coursehero.com/file/10498205/Rizal! The Si gs 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 Bifian, Laguna on April 18, 1818; studied in San Jose College, Manila; and died in Manila. v7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 Bifian, 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_htm! 18Early Education Rizal had his early education in Calamba and Bilan. 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, Dofia 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 Bian. The Early Religious Formation + Young Rizal was a religious boy. A scion of a Catholie clan, born and bred ina wholesome atmosphere of Cathol ism, and possessed of an inborn spirit, Rizal grew up a good Catholic 19+ 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. Itis 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 ona 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 “AI Niflo 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 foriune 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 20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. Dofa 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 bumed. The moth died a martyr in its own illusion, he truly thought he conquered the buming 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, Source: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and Controversies). C & E Publishing, Inc. 21wi ‘XERCISES AND OTHER LEARNING ACTIVITIES 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 EEEANALysis Let’s check your knowledge by answering the following question: 1. Discuss briefly yet substantially the symbolism in the “Parable of the Moth.” ‘What is the significance of the Royal Decree of 1849? 3. Briefly discuss the highlights of Rizal’s childhood, EVALUATIO! ASSESSMENT Identify the following, 1. The complete date of Jose Rizal’s birthday. 222. Jose Rizal’s patemal ascendants that migrated to the Philippines from ‘Amoy, China in the late 17" 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. [GR ererences 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 Claudio, Eric G.,. Et.al, Life and Works of Rizal . Panday Lahi Publishing House Inc., 2018 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. Fadil, Jose A. A Workbook for a Course in Rizal Third Edition. Published in 2016 by C&E Publishing, INC. 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. 23Es JOSE RIZAL: HIS EDUCA’ AND CAREER Introduction/Overview 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. Intended Learning Outcome 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. 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WHAT'S: 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 retumed 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 Atenco, 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 yeats 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 Atenco, 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 19 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 leamed 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 + Theodiey + History of Philosophy Afier completing his first year, Rizal decided to take up medicine as his university course. This change of heart was due to two factors |. Father Ramon Pablo, rector of the Ateneo, had advised him to pursue the course. 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). |. 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. |ttp//thelifeandworksoftizal. 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 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 7 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 incomplece. only the information information that information relevant tothe _ | isnot relevant to relevant tothe — | 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 ina logical into into into or expected wholeto-whole, | wholeto-whole, | wholeto-whole, | order. There is similarities- | similarities- | similarities-_| litle 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 one idea to the next. The paper uses comparison and contrast transition words | from one idea to the next, but there is litle variety. The paper uses comparison and work well; but connections between other ideas are fuzzy between ideas are unclear or nonexistent 29to show relationships between ideas. The paper uses a variety of sentence structures and transitions. contrast transition words 10 show relationships between ideas. Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distracis the reader from the content. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Writer makes ‘more than 4 errors in ‘grammar or spelling that distracts the reader from the content. ‘READ-WRITE-THINK http://www readwritethink.org/files/resources/lesson_images/lesson275/compcon rubric pdf EEEAsarysis 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 Riz 's stay at Ateneo. 30EVALUATION JASSESSMENT 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 ». father c. brother d. uncle During the hero’s time, Ateneo Municipal was located in a, Intramuros b. Binondo c, Calamba. 4. 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 4. Home, UST, Calamba, Ateneo, Madrid 4, The Jesuit order was expelled from the Philippine Islands in the year Ateneo Municipal is run by religious congregation known as 31a. Dominican Order b, Franciscan Order c. Society of Jesus 4. Agustinian Friars 6. The title of Rizal’s poem that won a prize while he was in Ateneo a. ALa Juventud Filipina b. ALa Doctrina Cristiana c. The Alliance of Religion and Education @. ALa Virgin Maria 7. This Jesuit friar developed in Rizal the scientific attitude. aA Victa b J. Vilaclara c. P, Sanchez 4M. Agustin 8. The UST is a school owned and ran by the King of Spain b. Dominican Order c. Franciscan Order 4. 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 ©. Dr. Otto Becker 4d. Dr. Otto Wecker 10. Rizal failed to graduate with a doctorate degree in Medicine because he 324. did not pass his subjects ». was not accepted into the program by the University ¢, failed to submit his thesis d.all of the above [GR 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 Claudio, Eric G.,. Et.al, Life and Works of Rizal . Panday Lahi Publishing House Inc., 2018 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 CAE 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 33Ex JOSE RIZAL'S TRAVELS ABROAD Introduction/Overview “HE WHO DOES NOT KNOW HOW TO LOOK BACK AT WHERE HE CAME FROM WILL NEVER GET TO HIS DESTINATION” ice it was, During our hero’s time, traveling is very limited to the lay Filipino 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. Intended Learning Outcome 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PRELIMINARY ACTIVITY Reflection Time! 1. Which country/place would you like to go and why? WHAT'S NEW/LECTURE José Rizal and the Propaganda Movement Between 1872 and 1892, a national consciousness was growing among the Filipino Emigrés 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 Tomas, 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 antiftiar 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 retumed 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 retumed 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 friats' 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, wom 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 peacefull 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. 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 retumed 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, £! 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 Asociacién 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.htips://www filipinaslibrary.org.ph/collections/ 38a EXERCISES AND OTHER LEARNING ACTIVITIES Problem Tree Analysis: A problem tree provides an overview ofall 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 39EDEL 1. What do you think is the real purpose of Rizal’s leaving the Philippines? EVALUATION ASSESSMENT Enumerate at least five memorable experiences Rizal had during his journey. 40Rubries: 50% - Content 30% - Analysis 20% - Grammar ie ‘ASSIGNMENT > Graphic Organizer/Table Mapping/imeline in Rizal’s travels abroad Rubrics: 40% - Accuracy of Information 40% - Creativity 20% - Organization REFERENCES Other References Claudio, Eric G.,. Et.al,, Life and Works of Rizal. Panday Lahi Publishing House Inc., 2018 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. Pasigui, Ronnie E. and Cabalu, Danilo H. J. Rizal the Man and The Hero C&E Publishing, Inc. 2006 aDULE 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. Rizal's Novels (Noli Me Tangere and E! Filibusterismo. Learning Outcomes: Describe the context in Noli Me Tangere Appraise important characters in the novel and what they represent Examine the present Philippine situation through the examples mentioned in the Noli Evaluate how Noli me tangere contributed to the formation of Filipino national consciousness ReRS 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 lam 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 Téngere, 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 Téngere” 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 areunion 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 Lépez 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 Maximo 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 P300 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 Chofie y Compania in Escolta Influence on Filipino nationalism Rizal depicted nationality by emphasizing the positive qualitics 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: Maria Clara, who has become a personification of the ideal Filipino woman, 43