Rizal - Prelim To Midterm Module

Republic of the Philippines
BOHOL ISLAND STATE UNIVERSITY

Clarin Campus
Poblacion Norte, Clarin, Bohol
Learning Module
on
Life, Works, and
Writings
of Rizal
Prepared by:
AGUSTINA B. MONTUYA, Ed. D.
Learning Module for RIZAL Dr. Agustina B. Montuya

Instructor
Introduction:
Study of Rizal's life, his works and writings, early school days in Calamba and
Biñan, triumphs in Ateneo and UST, Rizal's tour to Europe and America, Rizal's exile in
Dapitan, martyrdom at Bagumbayan; samples of Rizal's writings - Noli Me Tangere and
El Filibusterismo - and its implications on the condition, life, beliefs, hopes, desires, and
grievances of Filipinos.
After the end of the course, you will be able to:
A. Identify and explain the concepts related to Rizal - his biography, heroism and
national identity,
B. Appreciate the role of studying Rizal`s ideas such as the enhancement of
character, discipline, and civic conscience,
C. Infer from the hero's works as well as social, political, religious, cultural, and
educational ideas which are still relevant to the contemporary times,
D. Identify the strengths and weaknesses of Filipino characters based on the
attributes and values of Rizal, and
E. Realize and accept various social responsibilities as exemplified by Rizal and other
Filipino heroes.

Instructor
Table of Contents
Introduction
Table of Contents
Course Syllabus
Learning Unit 1. INTRODUCTION OF RIZAL COURSE
Lesson 1: The Rizal Law Rizal and his time
Lesson 2: Birth of a Hero
Lesson 3: Childhood Years in Calamba and Early Education in Calamba and Biñan
Lesson 4: Scholastic triumphs at Ateneo de Manila and Medical studies at the
University of Santo Tomas
Learning Unit 2. RIZAL’S TRIPS ABROAD

Lesson 1: Spain and Paris to Berlin
Lesson 2: Noli Me Tangere published in Berlin
Lesson 3: Rizal’s Gran Tour to Europe with Viola and Rizal’s First Homecoming
Lesson 4: In Hong Kong and Macao
Lesson 5: Romantic Interlude in Japan
Learning Unit 3. RIZAL’S OTHER SOJOURN IN DIFFERENT COUNTRIES

Lesson 1: Rizal’s visit to United States and London
Lesson 2: Rizal’s Second Sojourn in Paris and the Universal Exposition of 1889
Lesson 3: In Belgian Brussels and Misfortunes in Madrid
Lesson 4: Biarritz Vacation and Romance with Nelly Boustead
Learning Unit 4. OTHER SIGNIFICANT EVETS BEFORE RIZAL’S DEATH

Lesson 1: El Filibusterismo published in Ghent
Lesson 2: Ophthalmic Surgeon in Hong Kong
Lesson 3: Second Coming and La Liga Filipina and b Exile in Dapitan
Lesson 4: Last Trip Abroad and Last Homecoming and Trial
Lesson 5: Martyrdom at Bagumabayan

Instructor
Learning Unit 1. INTRODUCTION TO THE STUDY OF RIZAL COURSE
Lesson 1: Rizal And His Times
I. Objectives
 Identify events that happened during Rizal’s time
 Create a symbol that would show the Philippine’s identity during
Rizal’s time
 Reflect on the relevance of Rizal law in the Philippine educational
system.
II. Time Frame: 3 hours
III. Values Integration: Appreciation for National Heroes
IV. Content
The World Of Rizal’stime
A. Rizal’s birthday: June 19, 1861 (151 yearsago)
B. American Civil War (1861-65) was raging over the issue of Negro Slavery.
C. April 1862: Napoleon III of the 2nd French Empire conqueredMexico.
D. Italians drove out the Austrians and French Armies fromItaly.
E. Prussians (German Kingdom) defeated France and established the German

Empire on January1871.
F. Flowering of the Western Imperialism: England emerged as the world’s

leading imperialist power(1837-1901).
i. British people acquired the island of HongKong.
ii. 1859: imposed her rule over the subcontinent ofIndia.
iii. ConqueredBurma.
iv. Other lands in Asia: Sri Lanka, Maldives, Aden, Malaysia, Singapore,
andEgypt.
v. South Pacific: Australia and NewZealand.
vi. France conquered Vietnam, Cambodia, andLaos
G. 1853: America re-opened Japan to the world, ending Japan’s 214-year
isolation. This modernized the country by freely accepting
WesternInfluences.
H. Germany was late in the scramble forColonies.
i. 1885:proclaimedtheCarolines(YapIsland)andPalausastheirowndespit
eofthepresenceof2Spanishships
ii. This enraged Spain who claimed sovereignty over these islands by
virtue ofdiscovery
iii. Relationship of these 2 nations becamecritical
iv. To avert an actual clash, these 2 countries submitted their concerns
to Pope LeoXIII
1. Pope Leo favored Spain but granted 2 concessions toGermany
a. Germany has the right to trade in the
disputedArchipelagos
b. Germany has the right to establish a coaling station in
Yap for the GermanNavy.
I. Spain, during this colonial ventures, was stagnating as a worldpower
i. She lost her rich colonies in Latin America: Paraguay (1811),
Argentina (1816), Chile (1817), Colombia and Ecuador(1819)
ii. Lost the Central American Countries: Costa Rica, Honduras,
Guatemala, El Salvador, Nicaragua --- (1821), Venezuela
(1822), Peru (1824), Bolivia and Uruguay(1825)
iii. But continued colonizing: Cuba, Puerto Rico,Philippines
Instructor
J. Filipinos agonized the evil and unjust colonial power ofSpain:
i. INSTABILITY OF COLONIALADMINISTRATION
1. InSpain:strugglesbetweentheforcesofdespotism(singleentit
yruleswithabsolutepower/one power/ one
master)andliberalism
2. PoliticalinstabilityinSpainaffectedPhilippineaffairs:broughtfr
equentperiodicshiftsincolonial policies andofficials
ii. CORRUPT OFFICIALS (Gov. Generals)
1. Gen.RafaeldeIzquierdo(1871-
73):executedFrs.MarianoGomez,JoseBurgos,
JacintoZamora (1872)
2. Gen. Fernando Primo de Rivera: enriched himself by
accepting bribes from gambling casinos in Manila
3. Gen. ValerianoWeyler
a. Arrived in Manila a poor man and returned to Spain
amillionaire
b. Receivedhugebribesandgiftsofdiamondsfrom
wealthyChinesewhoevadedtheanti- Chineselaw.
4. General Camilo de Polavieja: executed Rizal
5. After Spain’s loss of colonies in LatinAmerica:
a. Numerous job-seekers and penniless Spaniards came
to thePhilippines
b. They became judges, provincial executives, army
officers, and governmentemployees.
c. They were either relatives or protégés of civil officials
andfriars.
d. Mostlyignorant,theyconductedthemselveswitharrogan
cebecauseoftheir alienwhite skin and tallnoses.
e. They became rich by illegal means or by marrying the
heiresses of rich Filipino families.
iii. NO PHILIPPINE REPRESENTATION IN THE SPANISHCORTES
1. TowinthesupportofheroverseascoloniesduringtheNapoleon
icInvasion,Spaingrantedlocals from their colonies
representation in the Cortes, thus Spanish
parliamentgovernment.
2. Philippines experienced her first period of representation in the
Cortes from1810-1813.
3. However,thesecond(1820-23)andthird(1834-
37)periodswereless fruitfulbecausethe Philippine
delegates were not energetic and devoted in
parliamentarywork.
4. Theirpresentationoftheoverseascolonies(includingthePhilippi
nes)wasabolishedin1837.Since then, the Philippine
conditions worsened because there was no means by which
the Filipino people could expose the anomalies perpetrated
by the colonialofficials.
5. Result: Propaganda Movement that led to Philippine
Revolution (1896) was launched.
iv. HUMAN RIGHTS AREDENIED
1. Result of no Philippine representation in the SpanishCortes
2. Freedom for Filipinos wasdenied
v. NO EQUALITY BEFORE THELAW
1. TeachingsoftheSpanishMissionaries:“Allmen,irrespectiveo
fcolorandrace,areequalbefore God.”
2. Spanishcolonialauthorities,whowereChristians,didnot
implementChrist’spreceptof brotherhood of allmen.
3. Brown-skinned Filipinos are inferior beings: subjects to be
4. Filipinos and white Spaniards may be equal before God, but
not before the law and certainly not inpractice.
vi. MALADMINISTRATION OF JUSTICE
Instructor
1. Justicewascostly,partial,andslow.PoorFilipinoshadnoacces
stothecourtsbecausetheycould not afford the heavy
expenses oflitigation.
2. Wealth, social, prestige, and color of skin were preponderant
factors in winning a case incourt.
3. Justice delayed is justice denied: Juan de la Cruz (1886-1898)
a. Suspect for murder without preliminary investigation
and propertrial
b. Jailed in Cavite for 12 years. In 1898, the
Americans came and found him in jail still
awaitingtrial.
vii. RACIALDISCRIMINATION
1. Spaniards called the brown-skinned and flat-nosed Filipinos
“INDIOS”(Indians)
2. Filipinos dubbed the Spaniards as “BANGUS”(Milkfish)
3. ASpaniard,nomatterhowstupidhewas,alwaysenjoyedp
oliticalandsocialprestigeand superiority.
4. Fr. JoseBurgos:
a. ComplainedtheSpanishmisconceptionthataman’sme
ritdependedon thepigmentof hisskin
b. Complainedofthelackofopportunitiesforeducated
youngFilipinostoriseinthe service of God
andcountry
viii.FRAILOCRACY
1. Spanish political philosophy: union of Church andState
2. “government offriars”
3. Augustinians,Dominicans,Franciscanscontrolledthere
ligiousandeducationallifeofthe Philippines: they
acquire tremendous political power, influence,
andriches.
4. Afriar’srecommendationisheardbythegovernorgeneraland
provincialofficials.Hecouldsenda patriotic Filipino to jailor
denounce him as a filibustero(traitor)
5. These friars were portrayed by Rizal in his novels as Padre
Damaso and PadreSalvi
ix. FORCEDLABOR
1. “POLO:”forcedlabor
imposedonFilipinosintheconstructionofinfrastructuresandpubli
cworks
2. “Falla”: sum of money paid to government to be exempted from
thepolo.
3. ABUSES:
a. FIRST: Spanish residents, contrary to law, were not
recruited for“polo”
b. SECOND:Laborersreceivedonlyapartoftheirsuppos
edoriginalstipend. Worse,they gotnothing.
i. People who pay taxes are compelled to
workgratis.
c. THIRD:thiscausedinconvenienceandsufferingbecaus
ecommon laborers aredisturbed from their work in
farms, shops, and labors are far from homes
andtowns.
x. HACIENDAS OWNED BY THE FRIARS
1. Spanishfriarsweretherichestlandlordsfortheyownedthebest
haciendas(agriculturallands)in thePhilippines.
2. The rural folks becametenants.
a. They resented the loss of their lands which belonged to
their ancestors sincepre-Spanish times
b. Thefriarswererecognizedas legalownersofsaid
landsbecausetheyobtainedroyal titles of ownership
Instructor
from the SpanishCrown.
c. Rizal, whosefamily and relatives were tenants of a land,
tried to initiate agrarian reform.
d. Rizal’sadvocacyignitedthewrathofthefriars,whoretali
atedbyraisingrentalsofthe lands.
3. Friarownershipoftheproductivelandscontributedtotheeconomic
stagnationof thePhilippines.
a. Essay of Rizal: “INDOLENCE (lack of concern) OF
FILIPINOS”: Deceptions made by friars
makingthelocalfolksbelievethatplantationsareprospe
ring because theywereunder theircare.
xi. GUARDIA CIVIL (Constabulary)
1. Supposed to maintain peace and order in thesociety
a. Service: to suppress bandits in theprovinces
b. Theydon’tobservetheirduty:maltreatinginnocentpeo
ple,lootingtheir livelihoods, raping women
2. RizaldirectedhisstingingsatireagainstthehatredGuardiaCivil,thr
oughEliasinNoliMeTangere.
a. Exposed Guardia Civil as ruthless: disturbing peace &
persecuting honestmen
b. Heproposedtoimprovethemilitaryorganizationbyhavi
ngitcomposedofgoodmen who have good education
and principles; men who are conscious of the
limitations of authority andpower.
THE RIZAL LAW
WHAT IS A RIZAL LAW?
The Rizal Law, also known as RA 1425, mandates the study of Rizal’s life and
works. This Republic Act calls for an increased sense of nationalism from the Filipinos
during a time of a dwindling Filipino identity. According to the judicial system, a republic
act is a law that has already been passed and implemented. In contrast to this, a bill is
merely a proposed law, in other words it may or may not be passed by the Congress.
The Republic Act was signed by the President on June 12, 1956. From the
notes preceding the body of the document, one may infer that the bill was originally
proposed in the Legislative arm of the Official Gazette, the law was made effective thirty
days after its implementation. The mere fact that the Act was passed on the date of our
independence seeks to stir up a greater sense of fervor in the Filipino, to believe in their
own country and national identity- who we are as a nation. It was this time when the
Philippines was heavily dependent on the American government support and guidance.
Also, based on the fact that Jose Rizal is honored by the Philippines as the Philippines
National Hero, it is but appropriate that the document written to commemorate his
accomplishments is written here, in the land of his birth.
It is Senator Claro M. Recto who authored the Rizal Bill. While Senator Jose P.
Laurel, SR., who was then the Chairman of the Committee on Education, sponsored the
bill in the Senate, Both of them were known for their great sense of nationalism. This
nationalism served as the foundation to come up with this republic act, to set our country
free from the hands of others and stand up on our own-exactly the ideals and values that
Rizal strove to fight for. It was written for the Filipino people, especially the Filipino youth,
who may have lost their sense of nationalism. The writers endeavored the rekindle a lost
spark in each Filipino’s belief in their country. A republic act as drastic as the Rizal Law,
which requires the study of Rizal’s life and works- something that does not need to be
required in the first place. –can only be born out of the fact that Rizal and his works were
not given a high priority in the educational system of the country prior to the release of this
act. It is clear that the government had to make drastic changes to resolve the issue. This
is evident in the act, legalizing all forms of translations of Rizal’s works, as well as
obligating all school, colleges and universities to keep an adequate number of copies of
Rizal’s work. This makes them more accessible to a greater audience.

Instructor
It is hard to make out any form of emotion from any legal document; however, the
choice of words is still able to convey a fiery passion. To highlight this, they also use words
or concepts that can easily relate to the common Filipino man. Such passion is vital, as
the audience is presumably of dwindling nationalism. In this regard, the writer attempts to
show the audience the identity they have slowly been losing, and show how they can undo
this.
There are important points that the author cited in this republic act that is worth
noticing. First, “Whereas, today, more than other period of our history, there is a need for
a re-dedication to the ideals of freedom and nationalism for which our heroes lived and
lied.”
This document was written in the year 1956 during Magsaysay’s regime when the
country was still recovering from the Japanese occupation and still very dependent on US
governance. Ideals of freedom and nationalism were very essential during those times
since the Philippines was still struggling for independence, and the country was still
gradually developing its national identity and integrity. During those times havoc also
existed within the Filipinos since there were numerous uprisings against the Philippine
government. Moreover, even though this document was written decades ago, it is still
striking because this clause is very timely for this present generation when our culture is
being overpowered by foreign force influence and Filipino diaspora is widespread.
Another important point from RA 1425 IS “Whereas, all educational institutions are
under the supervision of, and subject to regulation by the State, and all school are enjoined
to develop moral character, personal discipline, civic conscience, and to teach the duties
of citizenship.” It is very important to use our educational institutions to instill these values
to the children who are at their prime years of growing and learning. During one’s
educational years especially the college level is when individuals formulate their priorities
and career tracks in life, and it is essential that institutions make students realize that the
country should be a part of their priorities and serving one’s country is an innate and inborn
duty for all. Also, embedding a profound and authentic moral character and a strong sense
of personal discipline in the youth would yield proficient, genuine, and selfless Filipinos of
the future who would turn the Philippines from an impoverished country to a globally
competitive nation.
Lastly, “The Board of National Education shall cause the translation of the Noli Me
Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog
and the principal Philippine dialects; cause them to be printed in cheap, popular editions;
and cause them to be distributed, free of charge, to persons desiring to read them, through
the Purok organizations and the Barrio Councils throughout the country.” To provide a
specific way to carry out this act is very helpful. It makes the goal very SMART-specific,
measurable, attainable, realistic, and time-bounded. It is also important that the effects of
this act would be experienced by all students even those who are financially troubled. It is
commendable that in the context of this act, the poor is well represented and that it is
attainable regardless of ethnicity, social culture, and language barriers.
This document was obviously written during a time when patriotism and
nationalism was lost and needed, and a time when people were inspired by the initiative
of the authors of this act. It was during this time when the Philippines and its’ citizens relied
on the United States for guidance, support and welfare. It was written in order to seek aide
from the same brilliant mind that drove the Filipinos of the past to fight for freedom from
colonists entails another need for another meaningful revolution in spite of the absence of
invader; the country may have needed a slow-paced revolution driven by patriotism
against dormancy, apathy and futility.
Republic Act No. 1425, known as the Rizal Law, mandates all educational
institution in the Philippines to offer courses about Jose Rizal. The full name of the law is
AN ACT to include in the Curricula of All Public and Private School, Colleges and
Universities Courses on the Life, Works and Writings of Jose Rizal, Particularly His Novels
Noli Me Tangere and El Filibusterismo. Authorizing the Printing and Distribution Thereof,
and for Other Purposes. The measure was strongly opposed by the Roman Catholic
Church in the Philippines due to the anti-clerical themes in Noli Me Tangere and El
Filibusterismo.

Instructor
Senator Claro M. Recto was the main proponent of the Rizal Bill. He sought to
sponsor the bill at Congress. However, this was met with stiff opposition from the Catholic
Church. During the 1955 Senate election, the Church continued to oppose the bill
mandating the reading of Rizal’s novels Noli Me Tangere and El Filibusterismo, claiming
it would violate freedom of conscience and religion.
In the campaign to oppose the Rizal bill, the Catholic Church urged its adherents to write
to their congressmen and senators showing their opposition to the bill; later it organized
symposiums. In one of these symposiums, Fr. Jesus Cavanna argued that the novels
belonged to the past and that teaching them would misinterpret current conditions. Radio
commentator Jesus Paredes also said that Catholics had the right to refuse to read them
s it would “endanger their salvation.”
Groups such as Catholic Action of the Philippines, the Congregation of the Mission, the
Knight of Columbus, and the Catholic Teachers Guild organized opposition to the bill; they
were countered by Veteranos de la Revolution (Spirit of 1896), Alagad in Rizal, the
Freemasons, and the Knights of Rizal. The Senate Committee on Education sponsored a
bill co-written by both Jose P. Laurel and Recto, with the only opposition coming from
Francisco Soc Rodrigo, Mariano Jesus Cuenco, and Decoroso Rosales.
The Archbishop of Manila, Rufino Santos, protested in a pastoral letter that

Catholic students would be affected if compulsory reading of the unexpurgated version
were pushed through, Arsenio Lacson, Manila’s mayor, who supported the bill, walked out
of Mass when the priest read a circular from the archbishop denouncing the bill.
Rizal, according to Cuenco, “attack[ed] dogmas, beliefs and practices of the

Church. The assertion that Rizal limited himself to castigating undeserving priests and
retained from criticizing, ridiculing or putting in doubt dogmas of the Catholic Church. Is
absolutely gratuitous and misleading.” Cuenco touched on Rizal’s denial of the existence
of purgatory, as it was not found in the Bible, and that Moses and Jesus Christ did not
mention its existence.; Cuenco concluded that a “majority of the Members of this
Chamber, if not all our good friend, the gentleman from Sulu” believed in purgatory. The
senator from Sulu, Domocao Alonto, attacked Filipinos who proclaims Rizal as “their
national hero but seemed to despite what he had written”, saying that the Indonesians
used Rizal’s books as their Bible on their independence movement: Pedro Lopez, who
hails from Cebu, Cuneo’s province, in his support for the bill, reasoned out it was in their
province the independence movement started, when Lapu-lapu fought Ferdinand
Magellan.
Outside the Senate, the Catholic schools threatened to close down if the bill was
passed; Recto countered that if that happened, the school would be nationalized. Recto
did not believed the threat, stating that the schools were too profitable to be closed. The
schools gave up the threat, but threatened to “punish” legislators in favor of the law in
future elections. A compromise was suggested, to use the expurgated version, declared:
“The people who would eliminate the books of Rizal from the schools would blot out from
our minds the memory of the national hero. This is not a fight against Recto but a firth
against Rizal”, adding that since Rizal is dead, they are attempting to suppress his
memory.
On May 12, 1956, a compromise inserted by Committee on Education chairman

Laurel that accommodated the objections of the Catholic Church was approved
unanimously. The bill specified that only college (university) students would have the
option of reading unexpurgated versions of clerically-contested reading material, such as
Noli Me Tangere and El Filibusterismo. The bill was enacted on June 12, 1956, Flag Day.
The Noli and Fili were required readings for college students.
Section 2, mandated that the students were to read the novels as they were written
in Spanish, although a provision ordered that the Board of National Education creates
rules on how these should be applied. The last two sections were focused on making
Rizal’s works accessible to the general public: the second section mandated the schools
to have “an adequate number” of copies in their libraries, while the third ordered the board
to publish the works in major Philippine languages.

Instructor
After the bill was enacted into law, there were no recorded instances of students
applying for exemption from reading the novels, and there is no known procedure for such
exemptions. In 1994, President Fidel V. Ramos ordered the Department of Education,
Culture, Sports to fully implement the law as there had been reports that is has still not
been fully implemented.
The debate during the enactment of the Rizal Law has been completed to the
Responsible and Parenthood and Reproductive Health Act of 2012 (RH Law) debate in
2011. Akbayan representative Kaka Bag-ao, one of the proponents of the RH Bill, said,
quoting the Catholic hierarchy, that “More than 50 years ago, they said the Rizal Law
violates the Catholic’s right to conscience and religion, interestingly, the same line of
reasoning they use to oppose the RH bill.”
V. Guide Questions
1. What can you say about the Philippines during Dr. Rizal’s time? (4 points)
2. What interest you the most about the Philippines during Dr. Rizal’s time?
(4 points)
3. In your own opinion, what symbolizes Philippines? (4 points)
4. What is the importance of Rizal law? (4 points)
Areas of Assessment 4 3 2 1
Presents ideas in an Presents ideas in a Ideas are too Ideas are vague
Ideas original manner consistent manner general or unclear
Strong and Organized Some organization; No organization;
Organization organized beg/mid/end attempt at a lack beg/mid/end
beg/mid/end beg/mid/end
Writing shows strong Writing shows a Writing shows Writing shows
Understanding understanding clear adequate little
understanding understanding understanding
Sophisticated use of Nouns and verbs Needs more nouns Little or no use of
nouns and verbs make content and verbs nouns and verbs
Word Choice
make the content informative
very informative
Sentence structure Sentence structure Sentence structure No sense of
enhances meaning; is evident; is limited; sentences sentence
Sentence Structure flows throughout the sentences mostly need to flow structure or flow
piece flow
Source: https://bit.ly/3gD8Z5y
VI. Notes and Suggested Reading

Biography of Jose Rizal
VII. References
Zaide, G. & Zaide, M. (2014). Jose Rizal: Life, Works, and Writings of a Genius,
Writer, Scientist, and National Hero. Cubao, Quezon City: All-Nations Publishing
Co., Inc.
Ileto, Reynaldo. “Rizal and the underside of Philippine History” In Filipinos and
their Revolution: Event, Discourse, and Historiography. Quezon City: Ateneo de
Manila University Press, 1998.
Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hongkong: Oxford
University Press, Quezon City: Malaya Books, 1969.

Instructor
Lesson 2: Birth of a Hero
I. Objectives
 Identify the bloodline of Rizal;
 Construct a family tree of Rizal including the bloodline of Franscisco
Mercado and Teodora Alonzo; and
 Reflect on the importance of the contribution of the family in one’s
success.
III. Values Integration: Cooperation, Love for Family
IV. Content
Dr. Jose Rizal is a unique example of a many-splendored genius who became the
greatest hero of a nation. Endowed by God with versatile gifts, he truly ranked with the
world’s geniuses.
DR. JOSE RIZAL
Full name: Jose Rizal Mercado y Alonso Realonda

Date of Birth: June 19, 1861, Wednesday
Place of Birth: Calamba Laguna Province, Philippines
Time of Birth: between eleven and midnight (11:00 – 12:00)
Parents: Don Francisco Mercado Rizal Doña Teodora Alonso Realonda (Rizal is the 7th
of the eleven children of his parents)
Date of Baptismal: June 22, 1861
Age during Baptismal: 3 days old
Presider during Baptismal: Fr. Rufino Collantes (Batangueño)
Godfather: Fr. Pedro Casanas
Parish Priest of Calamba: Leoncio Lopez
DR. JOSE RIZAL AS A MANY-SPLENDORED GENIUS
 Physician
 Poet
 Dramatist
 Essayist
 Novelist
 Historian
 Architect
 Painter
 Sculptor
 Educator
 Linguist
 Musician
 Naturalist
 Ethnologist
 Surveyor
 Engineer
 Farmer businessman
 Economist
 Geographer
 Cartographer
 Bibliophile
 Philologist
 Prophet
 Grammarian
 Folklorist
 Philosopher
 Translator
 Inventor
 Magician
 Humorist
 Satirist
 Polemicist
 Sportsman
 Traveler

Instructor
 Rizal has a big head
 According to Father Collantes: “Take good care of this child, for someday he will
become a great man.”
 September 28, 1862 – Parish books were burned
LIEUTENANT-GENERAL JOSE LEMERY
 Governor general when Rizal was born

 Former senator of Spain (member of the upper chamber of the Spanish Cortes
 February 2, 1861 – July 7, 1862 is his tenure in office
 June 19, 1861 (same as Rizal’s birthday) he sent an official dispatch (message) to
the Ministry of War and the Ministry of Ultamar in Madrid denouncing (reproved or
criticizing) Sultan Pulalun of Sulu and several powerful Moro datus for fraternizing
(associating) with a British Consul
Achievements:
 fostering the cultivation of cotton in the provinces

 establishing the politico-military governments in the Visayas and in Mindanao
RIZAL’S PARENTS
Francisco Mercado Rizal (1818-1898)
 Place of Birth: Biñan, Laguna

 Date of Birth: May 11, 1818
 Date of Death: January 5, 1898, age 80,
 Manila Studies: Latin and Philosophy, College of San Jose in Manila Date of
Marriage: June 28, 1848
Others:
 tenant-farmer of the Dominican-owned hacienda during his early manhood

following his parent’s death
 hardy and independent-minded man
 talked less and worked more
 strong in body and valiant in spirit
 “a model of fathers” according to Rizal in his writing entitled Memoirs of a Student
in Manila
 lost his father at the age of 8 and grew up to manhood under the care of his mother
 met Teodora Alonso Realonda while studying in Manila
 he and his wife settled down in Calamba where they engaged in farming and
business and reared a big family
Teodora Alonso Realonda(1826-1911)
 Place of birth: Manila

 Date of Birth: November 8, 1826
 Date of Death: August 16, 1911, age 85,
 Manila Studies: College of Santa Rosa, a well-known college for girls in the city
Others:
 remarkable woman
 refined culture
 literary talent
 business ability
 fortitude of Spartan women
 mathematician
 was offered a life pension by the Philippine government but declined it
Instructor
 a worthy mother of a national hero
THE RIZAL CHILDREN
 11 children (2 boys, 9 girls)
1. Saturnina (1850-1913)
 oldest among them; oldest sis of R
 Nickname/Petname: Neneng
 Spouse: Manuel T. Hidalgo from Tanawan, Batangas
2. Paciano (1851-1930)
 Date of Death: April 13, 1930, old bachelor, age 79
 Mistress: Severina Decena (2 children, boy & girl)
Others:
 older brother and confidant of Rizal

 part of the Philippine Revolution and a combat general after Rizal’s
execution
 gentleman farmer and retired to his farm in Los Baños after the Revolution
3. Narcisa (1852-1939)
 Nickname: Sisa
 Spouse: Antonio Lopez, nephew of Fr. Leoncio Lopez and also a school
teacher of Morong
4. Olimpia (1855-1887) – older sister of Rizal
 Nickname: Ypia
 Spouse: Silvestre Ubaldo, telegraph operator in Manila
5. Lucia (1857-1919)
 Spouse: Mariano Herbosa of Calamba, nephew of Fr. Casanas
 Cause of Death of Herbosa: Cholera (1889), denied of Christian burial for
the reason that he was Rizal’s brother-in-law
6. Maria (1859-1945)
 Nickname: Biang
 Spouse: Daniel Fautisno Cruz of Biñan, Laguna
7. Jose (1861-1896)
 Nickname: Pepe Pertinent
 greatest Filipino hero, peerless genius
 lived with Josephine Bracken during his exile in Dapitan
On Bracken:
 Irish girl from Hong Kong

 mother of the son of Rizal but this baby-boy died a few hours after birth; he
was named “Francisco” after Rizal’s father and was buried in Dapitan
8. Concepcion (1862-1865)
 Nickname: Concha
 Cause of Death: Sickness, age 3
Others:
 Her death was Rizal’s first sorrow in life
9. Josefa (1865-1945)
 Nickname: Panggoy
 Died an old maid, age 80
10. Trinidad (1868-1951)
 Nickname: Trining
 Died an old maid, age 83
11. Soledad (1870-1929)
 Nickname: Choleng
 Spouse: Pantaleon Quintero of Calamba
 Youngest of the Rizal children
Instructor
FACTS ON RIZAL CHILDREN
 Affectionately cordial was the sibling rel. bet. Them

 Doña or Señora (if married) and Señorita (if single) was the term added by
Rizal to his sisters when he grew to manhood e.g. Doña Ypia, Señora
Saturnina, Señorita Josefa and Señorita Trinidad for his unmarried sisters
 Paciano was ten years older to Rizal
 Paciano was not just a brother to Rizal but also a second brother to him
 Paciano was respected by Rizal throughout his life and greatly valued his
sagacious advice
 Paciano was the wise Pilosopo Tasio in Rizal’s first novel, the Noli Me Tangere
 Letter to Blumentritt, June 23,1888, London: Paciano was regarded by Rizal
as the “most noble of Filipinos”
 Letter to Blumentritt, October 12, 1888, London: Paciano was described by
Rizal as more serious than he is, bigger and slimmer that he is, not so dark,
nose that is fine, beautiful and sharp, but is bow-legged.
RIZAL’S ANCESTRY
 Rizal was a product of the mixture of races like a typical Filipino

 East and west blood flowed in Rizal veins (Negrito, Indonesian, Malay, Chinese,
Japanese, and Spanish) - a predominant Malayan and a magnificent specimen of
Asian manhood.
Bloodline of Francisco Mercado

Rizal
Domingo Lameo (Domingo Mercado in 1731)- Ines
de la Rosa
Francisco Mercado-Cirila Benacha
Juan Mercado (one of theis sons)-Cirila Alejandro
Francisdo Mercado (13 children with Francisco as

the youngest; father of Rizal)- Teodora Realonda

Instructor
Bloodline of Teodora Alonso
Realonda
Lakundala (said to be)
Eugenio Ursua - Benigna
Regina - Manuel de Quintos
Brigida (one of their daughters) - Lorenzo Alberto Alonso
Narcisa
Teodora- mother of Rizal
Gregorio
Manuel
Jose Alberto
Domingo Laméo
 Rizal’s great-great grandfather on his father side

 full-blooded Chinese
 Chinese immigrant from the Fukien city of Changchow who arrived in Manila about
1690
 became a Christian
 married to Ines de la Rosa
 assumed the surname Mercado (the Mercado Spanish term means “market”)
during 1731 and is appropriate for him as he is a merchant
Ines de la Rosa
 Well-to-do Chinese Christian girl of Manila

 married to Domingo Laméo
Francisco Mercado
 son of Ines de la Rosa and Domingo Mercado

 resided in Biñan and is married to Cirila Bernacha
 elected gobernadorcillo (municipal mayor) of the town
Cirila Bernacha
 a Chinese-Filipino mestiza
Juan Mercado
 Rizal’s grandfather
 one of the sons of Francisco Mercado and Cirila Bernacha

Instructor
 married to Cirila Alejandro, having 13 children, the youngest of which is Francisco
Mercado who is Rizal’s father
 also elected as a governadorcillo of Biñan like his father
 a Capitan
Cirila Alejandro
 Chinese-Filipino mestiza
 married Juan Mercado
 a Capitana
Lakandula
 the last native king of Tondo

Eugenio Ursua
 Rizal’s maternal great-great-grandfather and of Japanese ancestry

 married to Benigna
Manuel de Quintos
 a Filipino-Chinese lawyer from Pangasinan

Lorenzo Alberto Alonso
 a prominent Spanish-Filipino mestizo of Biñan

THE SURNAME RIZAL
 the real surname of the Rizal family was Mercado

 Mercado as surname was adopted in 1731 by Domingo Laméo
 the second surname Rizal was given by a Spanish alcalde mayor (provincial
governor) of Laguna who was also a family friend
 In a letter to Blumentritt, Rizal said to him that he is the only Rizal as at home, his
family preferred their old surname and that there are also many Mercados in the
Philippines who are not related to their family.
Ambassador Leon Ma. Guerrero
 distinguished Rizalist and diplomat

 stated that “his choice was prophetic for Rizal in Spanish means a field where
wheat, cut while still green, sprouts again”
THE RIZAL HOME
 one of the distinguished stone houses in Calamba during the Spanish times
 two-storey building, rectangular in shape, built of adobe stones and hard-woods,
and roofed with red tiles
 behind the house were the poultry yard full of turkeys and chickens and a big
garden of tropical fruit trees e.g. atis, balimbing, chico, macopa, papaya, santol,
tampoy
Dr. Rafael Palma
 one of Rizal’s prestigious biographers

 gave a description of the Rizal’s home
A GOOD AND MIDDLE-CLASS FAMILY
 the Rizal family belonged to the principalia, meaning, a town aristocracy in Spanish
Philippines
 one of the distinguished families in Calamba

Instructor
 from the farms which were rented from the Dominican Order, they harvested rice,
corn, and sugarcane and they raised pigs, chickens, and turkeys in their backyard
(farming and stockraising)
 Doña Teodora managed a general goods store and operated a small flour-mill and
a home-made ham press
Evidence of their Affluence:
 Rizal’s parents were able to build a large stone house situated near the town
church and to buy another one
 they owned a carriage which was a status symbol on the ilustrados in Spanish
Philippines
 they owned a private library which is the largest in Calamba and which also
consisted of more than 1000 volumes
 they sent their children to the colleges in Manila
HOME LIFE OF THE RIZALS
 simple, contented, and happy life

 family ties were intimately close
 their parents loved them but never spoiled them
 strict parents and trained their children to love God, to behave well, to be obedient,
and to respect people, especially the old folks
 if the Rizal siblings got into mischief, they were given a sound spanking and they
believed in the maxim: “Spare the rod and spoil the child.”
 they hear Mass in the town church every day esp. during Sundays and Christian
holidays
 they prayed together daily at home (Angelus at sunset and the Rosary before
retiring to bed at night
 after the family prayers, all the children kissed the hands of their parents
 they were given ample time and freedom to play (merrily in the azotea or in the
garden by themselves)
 the older ones were allowed to play with the children of other families
V. Guide Questions
1. What is the bloodline of Rizal?
2. Make a family tree of the Dr. Rizal’s family including the bloodline of Francisco
Mercado and Teodora Alonzo.
3. How important it is to recognize the family in one’s success? Explain briefly.
VII. References
Co., Inc.

Instructor
Lesson 3: Childhood Years in Calamba and Early Education in Calamba and
Biñan
I. Objectives
 Describe Rizal’s first sorrw;
 Identify the influences of the hero’s boyhood;
 Create a timeline on the significant in Rizal’s school in Biñan; and
 Reflect on the story of the moth
III. Values Integration: Love for the family, Obedience
IV. Content
CALAMBA, THE HERO’STOWN

 Birth town/ childhood town: shaped Rizal’s mind andcharacter
South: Mount Makiling (beyond the mountain:Batangas)
East: Laguna deBay
North:Antipolo
 Calamba was owned by the Dominican Order
 Poem: “In memory of myTown”
EARLIEST CHILDHOOD MEMORIES

 Happy days in the familygarden
 He was frail and undersized child: was given the tenderest care
by hisparents
 A kind old woman was employed as an aya (nurse maid) to
look after hiscomfort
 He was left alone to muse on the beauties of nature or to play
byhimself
 Daily AngelusPrayer
 Nights at the azotea after the nightlyRosary
 Imaginary tales told by the aya aroused in Rizal an enduring
interest in legends andfolklore
 Nocturnal walk in thetown
THE HERO’S FIRST SORROW

 Jose was closely attached to Concha(Concepcion)
 Jose was a year older than Concha. He learned the sweetness of sisterly love
fromher.
 Unfortunately,Conchadiedofsicknesswhenhewasonly3years
old.Hecriedforthefirsttime:causedbylove andgrief.
 This was Jose’s firstsorrow.
DEVOTED SON OF THECHURCH

 5 y.o.: was able to read the family’s SpanishBible
 Fr.LeoncioLopez:aFilipinopriest.Joselistenstohisstimulatingopinionsoncurrenteve
ntsandsoundphilosophyoflife.
PILGRAMAGE TO ANTIPOLO: 7y.o.

 To fulfill his mother’s vow when Jose wasborn
 Crossed Laguna de Bay: first lakevoyage
 Didnotsleepthewholenight: awed bythePasig
Riverandthesilenceofthenight.Experiencedhisfirstsunrise
 Went to Manila afterwards to visit: Saturnina, eldest sister. Jose’ first glimpse
ofManila.
THE STORY OF THE MOTH: fable of the young moth and the oldone
 Story told by her Mother: Made the profoundest impression onhim
 ShewasteachingJoseto reading Spanish:
ElAmigodelosNiños(TheChildren’sFriend)wheneveryonewasasleep.
 She was her ultimate critique in his poeticalcompositions.
 Jose marveled how her mother sounded good in reading her Spanishphrases.
Instructor
 Jose watched a cheerful flame and moths encircling it when he paid little attention
toreading.
 Mother told Jose a story when she noticed that he was not interested
anymore inreading.
 The word ‘story’ promised something new and wonderful on Jose.
Jose was full of curiosity andwonder.
 Warningoftheoldmoth.Josedidnotnoticehowhermother’sstorye
ndedhewasfixatedonhowthemothdied because of its attraction
to the flame. For Jose, it died a martyr to itsillusions.
 Mother’s advice: Don’t behave like young moth. Don’t be
disobedient, or you may get burnt as it did.
 For Jose: Moths know how to warn younger moths. They advised
like her mother. The light for Rizal seemed to be more beautiful.
 Noble death: Sacrificing one’s life for the light. It is something
worthwhile.
ARTISTIC TALENTS
 5 years old: sketches with his pencil/ molding of clay and wax objects that attracted
hisfancy
 Painted in oil colors a new banner for the town fiesta: better than theoriginal
 Spendingsomuchtimemakingimagesinclayandwaxratherthanparticipatinginga
mes:“laughatmenow,someday when I die, people will make monuments and
images ofme.”
FIRST POEM: “To My Fellow Children”

 Gift forliterature
 Poem is about loving the mother tongue : age of Jose was8
 Earliest nationalistsentiment
 Peoplewhotruly lovetheirnative languagewillsurelystriveforlibertylike
thebirdwhichsoarstofreerspaceabove.
 Tagalog is equal to Latin, English, Spanish, and any otherLanguage.
FIRST DRAMA
 A Tagalog Comedy, written after his first poem was done: bought by a
gobernadorcillo from Paete and staged it in his townfiesta.
AS BOY MAGICIAN/PERFORMER
 Making a coin appear or disappear in his fingers and making a handkerchief vanish
in thinair
 Magiclanternexhibitions:lampcastingitsshadowonawhitescreen.Hetwistedhisfing
ersintofantasticshapes,making their enlarged shadows on the screen resemble
certain animals andpersons.
 Puppet shows: manipulating marionettes
LAKESHORE REVERIES
 “meditations” at the shore of Laguna with his dog (Usman) on the sad conditions
of his oppressedpeople
 Guardia Civil: everyday in his town, unarmed villagers are always injured.
Villager’s only fault: not taking his hat off and notbowing.
 There was no restraint put uponbrutality
 He always asks himself: if people live the same way across thelake
 Jose grieved deeply over the unhappy situation of his belovedfatherland.
 The Spanish misdeeds awakened in his boyish heart a great determination to
fighttyranny.
 With these injustices, Jose made a vow dedicating himself in studies to avenge
the many victims of his hometown. (same idea was written to his friend,
Instructor
MarianoPonce)
INFLUENCES ON THE HERO’S BOYHOOD

 HEREDITARY
Malayan Ancestors: love for freedom, desire to travel, andcourage.
Chinese Ancestors: serious nature, frugality, patience, and love
forchildren.
Spanish Ancestors: elegance of bearing, sensitivity to insult, and
gallantry toladies.
Father: profound sense of self-respect, love for work, habit of
independentthinking.
Mother: religious nature, spirit of self-sacrifice, and passion for arts
andliterature.
 ENVIRONMENTAL
ScenicbeautiesofCalambaandthebeautifulgardenoftheRizalfamil
ystimulatedtheinbornartisticand literary talents ofJose.
The religious atmosphere at his home fortified his religiousnature.
Paciano: love for freedom andjustice
Sisters: courteous and kind towomen
Fairy tales told by his aya: awakened his interest in folklore
andlegends.
TioJoseAlberto:whohadstudied for11years
inaBritishSchoolinCalcutta,India,andhadtravelled inEurope
inspired him to develop his artisticability.
 TioManuel:ahuskyandathleticman,encouraged
himtodevelophisfrailbodybymeansofphysical exercises,
including horse riding, walking, andwrestling.
 Tio Gregorio: a book lover intensifies his voracious reading
of good books.
 Fr. Leoncio Lopez, fostered Rizal’s love for scholarship and
intellectualhonesty.
Sorrows:
1. DeathofConchaandtheimprisonmentofhismother,contribut
edtostrengthenhischaracter, enabling him to resist blows
of adversity in lateryears.
2. Spanish abuses and cruelties, the brutal acts of the Guardia
Civil and the Alcalde, the unjust tortures inflicted on innocent
Filipinos, and the Execution of the Gom-Bur-Za, awakened
his spirit of patriotism and inspired him to consecrate his life
and talents to redeem his oppressedpeople.
 DIVINE PROVIDENCE
 Apersonmayhaveeverythinginlife–brains,wealth,andpower–
but,withouttheaidofDivineProvidence, he cannot attain
greatness in the annals of thenation.
EARLY EDUCATION IN CALAMBA AND BIÑAN
I. HERO’S FIRSTTEACHER
a. Typical schooling of an ilustrado son: 4Rs --- Reading, wRiting,
aRithmetic,Religion
b. Knowledge was forced into the minds of students by means of memory
method aided by the teacher’swhip.
c. First teacher: Jose’sMother
i. At the age of 3: Jose learned the alphabet andprayers
Instructor
ii. Discovered that her son had a talent forpoetry
iii. Sheencouragedhim
towritepoemsandtoldhimstories:tolightenthemonotonyofmemorizi
ngtheABCs and to stimulate her son’simagination
d. Private tutors were employed: Spanish and Latin
II. JOSE GOES TO BIÑAN --- Jose experienced his firsthomesickness
III. FIRST DAY IN BIÑAN SCHOOL

a. School of Maestro Justiniano AquinoCruz
b. Students laughing at Jose’sanswers
IV. FIRST SCHOOL BRAWL

a. Jose met the bully, Pedro (Maestro Justiniano’sson)
i. Jose was angry at this bully for making fun of him during his
conversation with theteacher
ii. Jose challenged Pedro to afight
iii. Jose having learned the art of wrestling from his athletic Tio Manuel,
defeated the biggerboy.
iv. For this feat, Jose became popular among hisclassmates.
v. After the class: a classmate named Andres Salandanan challenged
Jose to an arm-wrestlingmatch.
 They went to a sidewalk of a house and wrestled with theirarms.
 Jose, having the weaker arm, lost and nearly cracked his head
on thesidewalk.
 Jose was not quarrelsome by nature, but he never ran away from
afight.
V. PAINTING LESSONS IN BIÑAN

a. Juancho: father-in-law of the school’steacher
b. Jose, lured by his love for painting, spent many leisure hours at the
painter’sstudio.
c. Old Juancho freely gave him lessons in drawing andpainting.
d. Jose and his classmate, Jose Guevarra, who also loved painting, became
apprentices of the oldpainter.
e. They became favorite painters of theclass
VI. DAILY LIFE IN BIÑAN

a. 4am: hearing the mass, Jose studies then goes to massafterwards
b. Breakfast, goes to class and went out at 10. Jose goes home at once, have
lunch andstudies.
c. Goes to school at 2, and goes out at 5. Prays with cousins and goes
homeafterwards.
d. He studies lessons, drew a little, and then eats hissupper.
e. Prays, and plays with his nieces in the street when the moon isout.
VII.BEST STUDENT IN SCHOOL

a. Jose beat all the Biñan boys in academicstudies.
b. Older classmates were jealous of his intellectualsuperiority.
i. They wickedly squealed to the teacher whenever Jose had a fight
outside the school, and told lies to discredit him before the
teacher’seyes.
ii. Consequently: teacher had to punish Jose --- five or six blows.
VIII. END OF BIÑAN SCHOOLING

Instructor
a. Letterfromsister,Saturnina:arrivalofthesteamerTalimwhichwouldtakehimfro
m BiñantoCalamba.ThiswasJose’s first time to ride in asteamer.
b. Rizal’s premonition: not returning to Biñan
IX. MARTYRDOM OF GOM-BUR-ZA(1872)
a. About 200 Filipino Soldiers and workmen of the Cavite arsenal under the
leadership of La Madrid, Filipino Sergeant, rose
inviolentmutinybecausetheirusualprivilegeswereabolished,includingexempt
ionfromtributeandpolo(forcedlabor) by: Gov. Rafael deIzquierdo.
b. The mutiny wassuppressed.
c. The Spanish authorities, in order to liquidate Fathers Mariano Gomez,
Jose Burgos, and Jacinto Zamora, leaders of the secular movement to
Filipinize the Philippine Parishes, magnified the failed mutiny into a
“revolt” for Philippine Independence.
d. Despite the archbishop’s plea for clemency because of their innocence, they
were stillexecuted.
e. Paciano, enraged by the execution of Burgos, his beloved friend and
teacher, quit his studies and returned to Calamba, where he told the heroic
story of Burgos to Jose, who was 11 yearsold.
f. Goes to school at 2, and goes out at 5. Prays with cousins and goes
homeafterwards.
g. He studies lessons, drew a little, and then eats hissupper.
h. Prays, and plays with his nieces in the street when the moon isout.
X. BEST STUDENT IN SCHOOL

a. Jose beat all the Biñan boys in academicstudies.
b. Older classmates were jealous of his intellectualsuperiority.
i. They wickedly squealed to the teacher whenever Jose had a fight
outside the school, and told lies to discredit him before the
teacher’seyes.
ii. Consequently: teacher had to punish Jose --- five or six blows.
XI. END OF BIÑAN SCHOOLING

a. Letterfromsister,Saturnina:arrivalofthesteamerTalimwhichwouldtakehimfro
m BiñantoCalamba.ThiswasJose’s first time to ride in asteamer.
b. Rizal’s premonition: not returning to Biñan
XII. INJUSTICE TO HERO’S MOTHER
 Before June of 1872, tragedy struck the Rizal family.

 Dona Teodora was suddenly arrested on a malicious charge that she he r brother,
Jose Alberto, tried to poison the latter’s perfidious wife.
 Jose Alberto, a rich Biñan ilustrados, had just returned from a business trip in
Europe. During his absence his wife abandoned their home and children. When
he arrived in Biñan, he found her living with other man.
 Jose Alberto planned to divorce his wife but Dona Teodora, to avert family scandal,
persuaded him to forgive his wife.
 The family trouble was amicably settled but the evil wife, with the connivance of
the Spanish lieutenant of the Guardia Civil, filed a case against Dona Teodora
and Jose Alberto
 After arresting Dona Teodora, the sadistic Spanish lieutenant forced her to walk
from Calamba to Santa Cruz (capital of Laguna Province), a distance of 50
kilometers.
 She was imprisoned for two and a half year.
Instructor
V. Guide Questions
1. What was Dr. Rizal’s first sorrow? (4 points)
2. What are the influences of the hero’s boyhood? (4 points)
3. Write a summary about the happenings of the life of Dr. Jose Rizal in his
school in Biñan. (4 points)
4. Write the moral learned out of the story of the moth. (4 points)
Word Choice
very informative
piece flow
Other significant events of Rizal’s early education in Calamba and Biñan
VII. References
Co., Inc.


Instructor
Lesson 4: Scholastic triumphs at Ateneo de Manila and Medical studies at the
University of Santo Tomas
I. Objectives
 Describe the Jesuit System of Education;
 Select notable literary works of Rizal in Ateneo de Manila;
 Identify Rizal’s unhappy days in Santo Tomas; and
 Reflect on the relevance of pursuing education.
III. Values Integration: Pursuing education, Diligence and Hardwork
IV. Content
I. RIZAL ENTERS THE ATENEO
a. Ateneo: Jesuits vs. San Juan de Letran: Dominicans – a school for poor boys
inManila
i. Ateneo: this college was located inIntramuros
b. His father, who firstwished him to study at Letran, changed his mind and
decided to send him to Ateneo instead.
c. Fr. Magin Ferrando, who was the College Registrar, refused to admit Jose for
2reasons:
i. He was late forregistration
ii. He was sickly and undersized for his age, Rizal was then 11 yearsold.
d. However: through the intercession of Manuel Xerez Burgos, nephew of Fr.
Burgos, he wasadmitted.
e. Jose was the first of his family to adopt the surname“Rizal.”
i. He registered under this name at the Ateneo because their family
name “Mercado” had come under the suspicion of the
Spanishauthorities.
ii. Pacianoused“Mercado”ashissurnameattheCollegeofSanJose
andhe wasknowntotheauthoritiesasFr. Burgos’ favorite student
andconfidant.
II. JESUIT SYSTEM OF EDUCATION
a. Students are divided into 2groups:
i. Roman Empire (internos:boarders)
ii. Carthaginian Empire (externos:non-boarders)
b. each of these empires had itsranks
i. emperor: beststudent
ii. tribune: secondbest
iii. Decurion: thirdbest
iv. Centurion: fourthbest
v. Standard bearer: fifthbest
c. The students fought forpositions:
i. Any student could challenge any officer in his “empire” to answer
questions on the day’slesson.
ii. His opponent could lose his position if he committed 3mistakes.
iii. Any student might be at the end of the line, but if he studied hard
and was brilliant, he could depose the officers one after another
and become anemperor.
III. RIZAL’S FIRST YEAR IN ATENEO

a. Beinganewcomerandknowinglittle Spanish,Rizalwasplacedatthebottom
oftheclass.Hewasanexterno,hencehe was assigned to the Carthaginians,
occupying the end of theline.
b. After the first week, the frail Calamba boy progressedrapidly.

Instructor
c. At the end of the month, he becameemperor.
d. He was the brightest pupil in the whole class, and he was awarded aprize.
e. To improve his Spanish, Rizal took private lessons in Santa Isabel College
during the noon recesses, when other Ateneo students were playing or
gossiping.
i. He paid 3 pesos for those extra Spanish lessons, but it was money
well spent.
IV. SUMMER VACATION
a. He did not enjoy his vacation because his mother was inprison.
b. He visited his mother and told her hisgrades.
V. SECOND YEAR IN ATENEO
a. Neglected his studies the previous year because he was offended by the
teacher’sremarks.
b. To regain his lost class leadership, he studied harder and eventually became
an emperoragain.
VI. PROPHECY OF MOTHER’S RELEASE
a. Rizal,interpretingthedreamofher mother,toldher thatshewouldbereleasedfrom
prisoninthreemonths’time.
b. Dona Teodora smiled, thinking that her son’s prophecy was a mere boyish
attempt to consoleher.
c. Teodorawasreleasedafter3months.Shewasproudofherson
whomshelikenedtoJosephtheDreamer(interpreterof dreams)
VII.TEENAGE INTEREST IN READING
a. First favorite novel: The Count of Monte Cristo by AlexanderDumas
i. HisboyishimaginationwasstirredbythesufferingsofEdmondDantes(
thehero)inprison,hisspectacular escape from the dungeon, his
finding a buried treasure on the rocky island of MonteCristo.
ii. His dramatic revenge on his enemies who had wrongedhim.
b. Later Rizal read ‘Travels in the Philippines’ by Dr. Feodor Jagor, a German
Scientist-traveler who visited the Philippines. Rizal was impressed on this
book becauseof:
i. Jagor’s keen observations of the defects of Spanishcolonization
ii. His prophecy that someday Spain would lose thePhilippines
iii. America would come to succeed her ascolonizer.
VIII. THIRD YEAR IN ATENEO
a. Won only one medal --- inLatin.
b. He failed to win the medal in Spanish because his spoken Spanish was not
fluentlysonorous.
IX. FOURTH YEAR IN ATENEO
a. Became aninterno
b. Rizal had the highest affection and respect for Father Sanchez, whom he
considered his bestprofessor
c. He topped all his classmates in all subjects and won 5 medals at the end of
the schoolterm
d. He was able to repay his father for hissacrifices
X. LAST YEAR INATENEO
a. Most brilliant Atenean of his time, he was truly “the pride of theJesuits.”
XI. GRADUATION IN HIGHEST HONORS
a. At 16: received the degree of Bachelor of Arts, with highesthonors.
b. Commencement Day was a time of bittersweetness.
c. PrayedtotheVirgin:“whenIshouldstepinto
thatworld,whichinspiredmewithsomuchterror,shewouldprotectme.”
XII.EXTRA-CURRICULAR ACTIVITIES IN ATENEO
a. Was a campus leader outside theclassroom
b. Became a secretary of a Marian Congregation because of his devotion to
Our Lady Immaculate Conception --- College Patroness.
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c. Member of the Academy of Spanish Literature and the Academy of
Natural Sciences
d. Aside from writing poetry, he devoted his spare time to fine arts. He studied
painting andsculpture.
e. To develop his weak body, he engaged in gymnastics andfencing.
XIII. SCULPTURAL WORKS IN ATENEO
a. CarvedtheimageoftheVirginMaryonapieceofBatikuling
(PhilippineHardwood)withhispocketknife.
b. Fr.Lleonart,impressedbyRizal’ssculpturaltalent,requestedhimtocarve
forhimanimageoftheSacredHeartofJesus.
XIV.ANECDOTES ON RIZAL, THE ATENEAN
a. Felix Roxas (contemporary ofRizal)
i. Related Jose’s resignation to pain andforgiveness
ii. Jose was hit in the face by one of the thrown books from two
quarrelling students.
iii. He did not raise a cry of protest, although his wounded face
wasbleeding.
b. Manuel XeresBurgos:
i. Rizal’s predilection to help the helpless at the risk of his ownlife.
ii. Jose courageously climbed the high cathedral tower and retrieved the
kite of his boardmate.
XV. POEMS WRITTEN IN ATENEO
a. 1st poem written by Rizal: “My FirstInspiration”
i. Dedicated to her mother on herbirthday
ii. Jose was14
XVI.RIZAL’S POEMS ON EDUCATION
a. Believedinthesignificantrolewhich educationplaysin theprogressand
welfareofa nation:“ThroughEducation, Our Motherland receivesLight”
i. Education instillspower
ii. Education may lift the country to its higheststation
iii. It gives security and peace tolands
iv. Education breaks the neck of vice and itsdeceit
v. Education knows how to tame barbarous nations --- from savages
create heroicfame
b. Education without God is not true Education: “The Intimate Alliance Between
Religion and Good Education”
XVII. RIZAL’S RELIGIOUS POEMS
a. “To the Child Jesus” --- Jose was14
i. A Celestial King would rather choose to be a shepherd for his sheep
than to besovereign
b. “To the VirginMary”
i. Jose was close to hermother
ii. Mary was her spiritual fortitude/sustenance
iii. His anguish from death is set free because of his faith withher
XVIII. DRAMATIC WORK IN ATENEO
a. His favorite teacher,Fr.Sanchez,requestedhim
towriteadramabasedontheprosestory ofSt.Eustace theMartyr.
XIX.FIRST ROMANCE OF RIZAL
a. Afterhisgraduation,Joseexperiencehisfirstromance---
“thatpainfulexperiencewhichcomestonearlyalladolescents”
b. The girl was Segunda Katigbak, a pretty 14 years old, Batanguena fromLipa.
c. Whenhereachedhisgrandmother’shouse,hesawotherguests.Oneofwhomw
asanattractivegirl,whomysteriously caused his heart to palpitate with
strange ecstasy. She was the sister of his friendMariano.
d. Hisgrandmother’sguestsurgedhimtodrawSegunda’sportrait.Josewasblus
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hingeverytimethatshewaslookingat him.
e. Rizal came to know Segunda more intimately during his weekly visits to
La Concordia College, where his sister Olimpia was a boarding student.
Olimpia was a close friend ofSegunda.
f. Their love was hopeless Segunda was already to be married to her town
mate, Manuel Luz.
g. Rizal, for allhis artistic and intellectual prowess, was a shy and timid lover.
Segunda had manifested, by insinuation and deeds, her affection for him,
but timidly failed topropose.
h. Her mother is developing eye blindness and barely recognized him when he
returnedhome.
i. His first romance was ruined by his own shyness and reserve: he was tongue-
tied twice when he metSegunda
i. He visited La Concordia to saygoodbye
ii. She waved and smiled at him while her carriage passed by him when
her steamer docked in Biñan.
MEDICAL STUDIES AT THE UNIVERSITY OF SANTO TOMAS
I. MOTHER’S OPPOSITION TO HIGHER EDUCATION
a. TheBachelorofArtscourseduringtheSpanishtimeswasequivalentonlytohighsch
oolandjuniorcollegecoursestoday.
b. Both Don Francisco and Paciano wanted Jose to pursue higher learning in
the university. But Dona Teodora, who knew what happened to Gom-Bur-
Za, vigorously opposed theidea.
II. RIZAL ENTERS THE UNIVERSITY
a. First course: Philosophy and Letters. He enrolled in this course for 2reasons:
i. His father likedit
ii. He was still “uncertain as to what career topursue”
b. After a year:Jose received the Ateneo
Rector’s advice to study medicine; his
reason is to cure his mother’s growing
blindness
III. FINISHES SURVEYING COURSE INATENEO
a. During his first school term at UST, Rizal also studied inAteneo.
i. He took the vocational course leading to the title of perito agrimensor
(expertsurveyor)
ii. At17:hepassedthefinalexaminationinthesurveyingcourse,buthe
couldnotbegrantedthetitleas surveyor because he was
belowage.
b. Although he was a Thomasian, he frequently visited Ateneo.
i. It was due not only to his surveying course, but more because of his
loyalty to theAteneo.
ii. HehadsomanybeautifulmemoriesandwhoseJesuitprofessors,un
liketheDominicans,lovedhimand inspired him to ascend to
greater heights ofknowledge.
iii. He continued to participate actively in the Atene’s extra-
curricular activities.
IV. ROMANCES WITH OTHER GIRLS
a. Jose had ample time for love. He was a romantic dreamer who liked to sip the
“nectar oflove.”
i. His sad experience with his first love had made him wiser in the ways
ofromance.
b. “MissL”
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i. Fair with seductive and attractiveeyes
ii. Jose stopped his wooing with her and their romancedied
iii. Jose gave 2 reasons for his change ofheart
1. The sweet memory of Segunda was still fresh in hisheart
2. His father did not like the family of Ms.L
c. Leonor Valenzuela(“Orang”)
i. Their romance begins during his sophomoreyear.
ii. DaughterofCapitanJuanandCapitanSanday:next-
doorneighborsof DoñaConchaLeyva(whereJose boarded)
iii. He was a welcome visitor at their house and he was the life of social
parties because of his clever sleight-of- handtricks.
iv. Jose courted Leonor and sent her love notes written in invisibleink.
v. Jose taught Orang the secret of reading any note written in the
invisible ink by heating it over a candle or lamp so that the words
mayappear.
vi. He stopped short of proposing marriage to Orang because ofSegunda.
d. LeonorRivera
i. His cousin from Camiling, Tarlac. Their romance begins at the start of
his junioryear.
ii. LivedinhislandlordunclewherehesawLeonor,astudentatLaConcor
diaCollege(whereSoledad,Jose’s younger sister, wasstudying)
iii. They becameengaged.
iv. Inordertocamouflagetheirintimaterelationshipfromtheirparentsandfri
ends,JoseknewLeonorunderthe name of “Taimis”
V. VICTIM OF SPANISH OFFICER BRUTALITY
a. Happened when Jose was a freshman medicalstudent
b. One dark night in Calamba, during the summer vacation in 1878, he was
walking in thestreet.
i. He dimly perceived the figure of a man while passinghim.
ii. Not knowing the person due to darkness, he did not salute nor say a
courteous “Good Evening”
iii. The vague figure turned out to be a lieutenant of the GuardiaCivil.
iv. With a snarl, he turned upon Rizal, whipped out his sword and brutally
slashed the latter on theback.
c. Rizal reported the incident to General Primo de Rivera, the Spanish Governor
General of thePhilippines
i. But nothing came out of his complaint, because he was anIndio
ii. And the abusive lieutenant was aSpaniard.
VI. TO THE FILIPINO YOUTH
a. 1879: the Artistic-Literary Lyceum of Manila, a society of literary men and
artists, held a literarycontest.
i. It offered a prize for the best poem by a native or amestizo
ii. Rizal submitted his poem: “To the FilipinoYouth”
iii. TheBoardofJudges,composedofSpaniards,wasimpressedbyRizal’s
poem andgaveitthefirstprizewhich consisted of a silver pen, feather-
shaped and decorated with a gold ribbon.
iv. Rizal beseeched the Filipino youth to rise from lethargy
1. To let their genius fly swifter than the wind and descend with
and descend with art and science to break the chains that
has long bound the spirit of the people.
b. Stanza 1: youth as the fair hope of ourcountry
c. This is a classic Philippine Literature for tworeasons:
i. Great poem in Spanish written by a Filipino, whose merit was
recognized by Spanishauthorities
ii. ItexpressedforthefirsttimethenationalisticconceptthattheFilipinos,an
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dnottheforeigners,werethefair hope of thefatherland.
VII.THE COUNCIL OF THE GODS
a. Thefollowingyear,theArtistic-
LiteraryLyceumopenedanotherliterarycontesttocommemoratethe4thcent
ennial death of Cervantes, Spain’s glorified man-of-letters and famous
author of DonQuixote.
i. The contest was opened to both Filipinos andSpaniards.
ii. Rizal, inspired by his poetical triumph the previous year, submitted
an allegorical drama entitled “The Council of theGods”
iii. Many professional writers and scholars joined thecontest.
b. TheSpanishcommunityinManila,spear-
headedbytheSpanishpress,howledingreatindignationagainstthedecision
because the winning author was anIndio.
i. The prize was awarded to Rizal, a gold ring on which was engraved
the bust of Cervantes.
ii. Forthefirsttimeinhistory,anIndio--- a19 years old,
Filipinomedicalstudentatthat--- excelledinanational literary
contest defeating several Spanishwriters.
iii. Rizal was particularly happy, for he proves the fallacy of the alleged
Spanish superiority over the Filipinos and revealed that the Filipino
could hold his own in fair competition against all races.
c. The allegory established a parallel amount Homer, Virgil, and Cervantes
i. The gods discuss the comparative merits of these greatwriters
ii. They decide to give the trumpet to Homer, lyre to Virgil, and the laurel
toCervantes.
iii. The allegory gloriously closes with the naiads, nymphs, satyrs, and
other mythological characters dancing and gathering laurels
forCervantes.
VIII. RIZAL’S VISIT TO PAKIL AND PAGSANJAN
a. Rizal went on a pilgrimage to the town of Pakil, famous shrine of the Birhen
Maria de losDolores.
b. In Pakil, Rizal was infatuated by a pretty girl colegiala: Vicenta Ybardlaza, who
skillfully played theharp.
c. From Pakil, Rizal and his party made a side trip to the neighboring town of
Pagsanjan for 2reasons:
i. It was the native town of LeonorValenzuela
ii. To see the PagsanjanFalls
IX. CHAMPION OF FILIPINO STUDENTS
a. IntheirfrequentfightsagainstthearrogantSpanishstudents,whowereoftensu
rpassedbytheFilipinosinclass work and who insultingly called their brown
classmates: “Indio,chongo!”
b. Filipino students called them “Kastila,bangus!”
c. Hostility between these 2 groups of students often exploded in angry
streetrumbles.
i. Rizal participated in thesebrawls
ii. Owing to his skills in fencing, his prowess in wrestling, and his
indomitablecourage
d. Jose founded a secret society of Filipino Students:
Companerismo(Comradeship)
i. Members were called “Companions of Jehu” --- after the valiant
Hebrew general who fought the Armaeans and ruled the Kingdom
of Israel for 28years.
ii. Led the members in streetfights.
X. UNHAPPY DAYS AT THE UST

a. Jose was unhappy at this Dominican institution

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because:
i. The Dominican professors will hostile to him
ii. The Filipino students were racially discriminated against by
theSpaniards
iii. Method of instruction was obsolete andrepressive
b. The class in Physics was taught without laboratoryexperiments.
i. Laboratoryapparatuseswerekeptinsidetheshowcasestobeseenby
visitorsandthestudentscouldnot touchthem.
XI. DECISION TO STUDY ABROAD
a. After finishing the 4th year of his medical course, Rizal decided to study
inSpain:
i. He could no longer endure the rampant bigotry, discrimination, and
hostility in UST.
V. Guide Questions
1. Explain the Jesuit System of Education. (4 points)
2. What are the literary works of Dr. Rizal in Ateneo de Manila?
(4 points)
3. Write the unhappy days of Dr. Rizal in University of Santo
Tomas. (4 points)
4. Why did Dr. Rizal decided to study abroad? (4 points)
Word Choice
very informative
piece flow
XII. Notes and Suggested Reading

XIII. References
Co., Inc.
Learning Unit 2: RIZAL’S TRIPS ABROAD

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Lesson 1: Spain and Paris to Berlin
I. Objectives
 Identify the accomplishments of Rizal during his stay in Spain;
 Cite the reasons for Rizal’s decision to stay in Germany;
 Create a symbol that would depict Rizal as a hero; and
 Reflect on the relevance of Rizal’s sojourn in Spain, Parish and
Berlin.
III. Values Integration: National Freedom
IV. Content
I. RIZAL’S SECRET MISSION
a. To finish the Medical Course inSpain
b. Jose was to observe keenly the life and culture, languages and customs,
industries and commerce, and governments and laws of the European nations
in order to prepare himself in the mighty task of liberating his oppressed
people from Spanish tyranny.
c. Reason why Jose left without asking permission from his parents:
i. All being fulfill obligations or a role in the sublime drama ofcreation
ii. Jose cannot exempt himself from his duty to hiscountry
II. SECRET DEPARTURE FOR SPAIN

a. To avoid detection by the Spanish authorities and thefriars.
b. The kind Jesuit Priests gave him letters of recommendation to the members
of their Society inBarcelona
c. Rizal departed on Board the Spanish steamer Salvadora bound forSingapore
III. FROM SINGAPORE TO COLOMBO
a. In Singapore (colony of England), Rizal transferred to another ship
Djemnah, a French steamer, which left for Singapore forEurope.
b. Rizal attempted to converse with his fellow passengers in French, but to
his surprise, he found out that his book French which he learned at the
Ateneo could not beunderstood.
c. Rizal was enamoured by Colombo, the Capital of Ceylon, because of its
scenic beauty and elegant buildings. It is more beautiful, smart and
elegant than Singapore andManila.
IV. FIRST TRIP TO SUEZ CANAL
 It took the Djemnah five days to traverse the Suez Canal
 Rizal was thrilled because it was his first trip through this canal
V. NAPLES AND MARSEILLES
a. Naples:(Italy)
 This Italian city pleased him because of its business activity, its
lively people, and its panoramic beauty.
b. Marseilles (France)
 Visited the famous Chateau d’It, where Dantes, hero of The
Count of Monte Cristo, was imprisoned
c. First impression on Barcelona, Spain’s 2 nd largestcity:
Was unfavorable
Jose thought it was ugly, with dirty little inns and in hospitable
residents
Because he happened to stay upon his arrival at a dingy inn situated
on an unimpressive narrow street in the town’s most uglyside.
BUT:Josefoundittobereallyagreatcity,withanatmosphereof
freedom andliberalism.Itspeoplewere open-hearted,
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hospitable, andcourageous.
The Filipinos in Barcelona, some of whom were his schoolmates in
Ateneo, welcomedRizal.
VI. AMOR PATRIO (Love of Country)
a. InprogressiveBarcelona,Rizalwroteanationalisticessayentitled “Loveof
Country”--- firstarticlewrittenonSpain’ssoil
b. JosesentthisarticletohisfriendinManila,BasilioTeodoroMoran,publisher
ofDiariongTagalog,thefirstManila bilingual newspaper (Spanish
andTagalog)
c. This appeared in Diariong Tagalog under Jose’s pen-name LaongLaan.
i. Thearticle
causedquiteasensationamongreadersinthePhilippinesbecauseofitsna
tionalisticflavor.
ii. Urged his compatriots to love theirfatherland.
VII.MANILA MOVES TO MADRID
a. Jose received the sad news about the cholera that was killing manypeople
b. Anothersadnews:unhappiness ofLeonoraRivera,
whowasgettingthinnerbecauseoftheabsenceofa lovedone.
VIII. LIFE INMADRID
 Rizal enrolled in the Central University of Madrid in 2
courses --- Medicine & Philosophy and Letters
 He also studied painting and sculpture in the Academy of
Fine Arts of San Fernando
 He took lesson in French, German,
and English under private instructors
 Practices fencing and shooting in the
Hall of Arms of Sanz y Carbonell
 Histhirstforknowledgeofmusic,hevisite
dtheartgalleriesandmuseumsandread
allsubjectsunderthesunincluding
militaryengineering
 He lived frugally. His only
extravagance was investing on a
lottery ticket
IX. ROMANCE WITH CONSUELO ORTIGA YPEREZ
a. Rizal was not a handsome man. He’s only5’3”
But he possessed an aura of charisma due to his many talents
and noble character which made him more attractive to
romantic women.
Consuelo fell in love with him
b. But he backed out for tworeasons:
He was engaged to Leonor Rivera
His friend and co-worker in the Propaganda movement, Eduardo de
Lete, was madly in love with Consuelo and he had no wish to break
their friendship because of a prettygirl.
X. THEY ASK ME FOR VERSES
 Rizal joined the Hispano-Philippine Circle, a society of Spaniards
andFilipinos
 He wrote a poem entitled “They Ask Me forVerses”
 He poured out the cry of his agonizingheart
 Sad isolation: memories of happyfriendship
XI. RIZAL AS LOVER OF BOOKS
a. He stayed at home and read voraciously untilmidnight
b. He purchased books from a second-hand book store and was able to build a
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fair-sized privatelibrary.
c. Rizal was deeply affected by Beecher Stowe’s Uncle Tom’s Cabin and
Eugene Sue’s The WanderingJew.
i. These 2 books aroused his sympathy for the oppressed and
unfortunatepeople.
XII.RIZAL’S FIRST VISIT TO PARIS
a. During his first summer vacation in Madrid, Rizal went to Paris, capital
ofFrance
b. Rizal improved his mind by observing closely the French way of life and
spending many hours at the museums, the world famousLouvre
c. The botanical gardens, Luxembourg
d.Libraries and artgalleries
e.Laennec Hospital, where he observed Dr. Nicaise treating hispatients
f.Lariboisiere Hospital, where he observed the examination of different
diseases ofwomen
g. Rizal was mistaken by the Parisians as aJapanese
h. For Jose, Paris was the costliest capital inEurope
XIII. RIZAL AS A MASON
a. Rizal was impressed by the way the Spanish Masons openly and freely
criticized the government policies and lambasted the friars, which could not
be done in thePhilippines.
b. He joined the Masonic Lodge called the Acacia in Madrid. His reason for
becoming a Mason was to secure Freemasonry’s aid in his fight against the
friars in thePhilippines.
c. SincethefriarsusedtheCatholicreligionasashieldtoentrenchthemselvesinpo
werandwealthandtopersecutethe Filipino patriots, he intended to utilize
Freemasonry as his shield to combatthem.
d. He became a MasterMason
e. His only Masonic writing was a lecture titled: “Science, Virtue andLabor.”
i. Thedutyofmodernmanistoworkfortheredemptionofhumanity,beca
useoncemanisdignifiedthere would be less unfortunate and more
happy men that is possible in thislife.
ii. Humanity cannot be redeemed so long as there are oppressedpeople.
iii. Humanitycannotberedeemedwhilereasonisnotfree,whilefaithwou
ld wanttoimposeonfacts,while whims are laws, and while there
are nations who subjugateothers.
iv. ForhumanitytobeabletoattaintheloftydestinytowardwhichGodguide
sit,itisnecessarythatwithinits fold there should be no dissensions
nortyranny
XIV. FINANCIAL WORRIES
a. After Jose’s departure for Spain, things turned from bad to worse inCalamba.
 The harvests of rice and sugarcane failed on account of drought
and locusts
b. The Manager of the Dominican-owned hacienda increased the rentals of
lands cultivated by the Rizalfamily.
Thehaciendamanager,afrequentguestattheRizalhome,usedtoaskfor
aturkeyfrom DonFrancisco (Jose’s father), who was a good raiser
ofturkeys.
Dreadful pest killed most of the turkeys.
Whenthemanagerrequestedforaturkey,DonFranciscohadtoden
yhim becauseheneededthefew surviving turkeys for
breedingpurposes.
Enraged by his failure to receive a turkey, the vindictive
manager arbitrarily increased the rentals of the lands leased
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by Don Francisco and Paciano.
c. Due to hard times in Calamba, the monthly allowances of Rizal in Madrid
were late in arrival and there were times when they never arrived. Causing
much suffering tohim.
d. June 24, 1884:
Because he was broke, he was unable to take breakfast thatday.
With an empty stomach, he attended his class at the university,
participated in the contest in Greek language and won the
goldmedal.
Intheeveningof
thesameday,hewasabletoeatdinner,forhewasaguestspeakerin
abanquetheld in honor of Juan Luna and Felix
ResurreccionHidalgo
XV. RIZAL’S SALUTE TO LUNA AND HIDALGO
a. To celebrate the double victory of the Filipino artist in the National Exposition
of Fine Arts inMadrid
i. First prize: Luna’sSpolarium
ii. Second Prize: Hidalgo’s Christian Virgins Exposed to thePopulace
b. Artistic achievements transcended geographical frontiers and racial
origins, for genius is universal --- “genius knows no country, genius
sproutseverywhere
c. Josealsoassailedwithrefinedsarcasmthebigotryandblindnessof
certainunworthySpaniards(bad friarsinthe Philippines) who could not
comprehend the universality ofgenius.
d. Text:
In the history of nations there are names that by themselves signify

an achievement, that recall passion and greatness.
That race, fallen into lethargy during the historic night while the sun
illumines other continents, again awakens, moved by the electric
impact that contact the western peoples produces, and she demands
light… confirming the eternal laws of constant evolution, of change, of
periodicy, of progress.
In Spolarium
 The canvas is not mute, can be heard the tumult of the
multitude, the shouting of the slaves
 With such vigor and realism
 Shadow of mystery
Hidalgo
 Light, colorful, harmony
 Both coincide at bottom in spite of notable differences
Both express our social, moral, and political life; mankind subjected to
harsh test
Reason and aspiration in an open struggle with preoccupations,
fanaticism, and injustices, because sentiments and opinions cut
passage through the thickest walls, because to them all bodies
have pores, all are transparent, and if they lack pen, if the press
does not help them, the palette and brushes will not only delight
the eye but will also be eloquent tributes.
Spain, as mother, teaches also her language to the Philippines in
spite of the opposition of those myopic men and
pygmies,who,desiringtoinsurethepresent,donotseethefuture,do
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notweightheconsequences.
This banquet: to give form to the mutual embrace of two races that
love one another, so that they may form in the future one single
nation in spirit, in their duties, in their views, in their privileges.
I drink to the health of the Filipino youth, sacred hope of my native
land.
The furrow is ready and the ground is not sterile.
XVI. RIZAL INVOLVED IN STUDENT DEMONSTRATIONS

a. Caused by the address of Dr. Miguel Morayta, professor of history, at the
opening ceremonies of the academic year, in which he proclaimed the
freedom of science and teacher --- such a liberal view was condemned by
the Catholic Bishops of Spain, who promptly excommunicated Dr. Morayta
and those who applauded hisspeech.
b. Angered by the bigotry of the Catholic Bishops, the university students rose
in violent demonstrations.
c. They rioted in the city streets, shouting: “Viva Morayta, Down withBishops!”
d. The Rector, who also took the side of the students , was forced to resign
and was replaced by Doctor Creus, a very unpopular man, disliked
byeverybody
e. ApolicelieutenantandasecretservicemanwantedtoseizeVenturaand
Jose,buttheymanagedtoescape.Two Filipinos were taken prisoners.
This is why Jose needs to disguise himself threetimes
f. New Rector: treated persons without dignity. Students want to reinstate
the old Rector.
XVII. STUDIES COMPLETED IN SPAIN
a. He was conferred the degree of Licentiate in Medicine by the Universidad
Central deMadrid
b. He did not present the thesis required for graduation nor paid the
corresponding fees,he was not awarded his Doctor’s diploma
c. He was awarded the degree of Licentiate in Philosophy and Letters on
his 24t hbirthday with the rating of excellent (sobresaliente)
d. He became qualified to be a professor of humanities in any Spanishuniversity
e. By receiving his degree of Licentiate in Medicine, he became a full-pledge
physician, qualified to practicemedicine
f. He did not bother to secure the post-graduate degree of Doctor in Medicine
because it was, together with the licentiate in philosophy and letters, good
only for teachingpurposes.
g. He knew that with his brown color and Asian racial ancestry no friar-owned
university or college in the Philippines would accept him in its faculty staff.
PARIS TO BERLIN
After completing his studies in Madrid, Rizal went to Paris and Germany in order to
specialize in ophthalmology. He particularly chose this branch of medicine because he
wanted to cure his mother’s eye ailment.
In Berlin, Jose met and befriended several top German scientists, Dr. Feodor Jagor,
Dr. Adolph B. Meyer, and Dr. Rudolf Virchow.
IN GAY PARIS (1885-86)
 Maximo Viola – friend of Jose; a medical student and a member of a rich family of
San Miguel, Bulacan.
 Senor Eusebio Corominas- editor of the newspaper La Publicidad and who made
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a crayon sketch of Don Miguel Morayta.
 Don Miguel Morayta – owner of la Publicidad and astatesman.
 November 1885 – Rizal was living in Paris, where he sojourned for about
fourmonths.
 Dr. Louis de Weckert (1852-1906) – leading French ophthalmologist were
Joseworked as an assistant from Nov. 1885 to Feb.1886.
 January 1, 1886- Rizal wrote a letter for his mother to reveal that he was rapidly
improved his knowledge in ophthalmology.
Rizal relaxed by visiting his friends, such as the family of the Pardo de Taveras
(Trinidad, Felix, and Paz), Juan Luna and Felix Resurreccion Hidalgo.
"His co-Filipino medical student, Trinidad H. Pardo de Tavera offered hospitality

and support for Rizal's courageous ventures. Nellie Boustead (standing third from
right), who lived in Biarritz and Paris, fenced with Rizal (second from left) and might
have become Mrs. Rizal, had she not insisted on turning him Protestant. Also in photo
are artist Felix Resurreccion Hidalgo (third from left) and Paz Pardo de Tavera Luna
(second from right). Juan Luna's mother-in-law, Juliana GorrichoPardo de Taverais
seated at the center holding Luna's sonAndres."
 Paz Pardo de Taveras – a pretty girl who was engaged to Juan Luna. In her album,
Jose sketches the story of “The Monkey and the Turtle”.
 “The Death of Cleopatra- where he posted as an Egyptian Priest.
 “The Blood Compact”- where he posted as Sikatuna, with Trinidad Pardo de Taveras
taking the role of Legaspi.
"Rizal (seated) shared a deep friendship with painter Juan Luna and often agreed
to pose for Luna's paintings as in 'The Death of Cleopatra.'" -- In Excelsis: The Mission
of José Rizal, Humanist and Philippine National Hero by Felice Prudenta Sta. Maria.
In the foreground is Rizal as Egyptian scribe, recording the event for posterity. Behind
him are Trinidad Pardo de Tavera as Octavius Caesar and Felix Pardo de Tavera as
Dolabella. Missing are Charmian andIras.
RIZAL AS A MUSICIAN
 November 27, 1878 – Rizal wrote a letter to Enrique Lete saying that “he learned
the solfeggio”, the piano, and voice culture in one month and ahalf.
 Flute- the instrument that Jose played in every reunion of the Filipinos in Paris.
 “Alin Mang Lahi” (Any Race) – a patriotic song which asserts that any race aspires
forfreedom.
 La Deportacion (Deportation) – a sad danza, which he composed in Dapitan during
hisexile.
IN HISTORIC HEIDELBERG
 Feb. 1, 1886 – Jose left Gay, Paris forGermany.
 Feb. 3, 1886 – he arrived in Heidelberg, a historic city in Germany famous for its
old university and romanticsurroundings.
 Chess Player- Jose was a good chess player so that his German friend made him
a member of the Chess Player’s Club.
 University of Heidelberg – where Jose transferred to a boarding house near the
saiduniversity.
TO THE FLOWERS OF HEIDELBERG
 Spring of 1886 – Rizal was fascinated by the blooming flowers along the cool banks
of the Neckar River.
 The light blue “forget-me-not” – his favorite flower
 April 22, 1886 – wrote a fine poem “To the Flower ofHeidelberg”.
WITH PASTOR ULLMER AT WILHEMSFELD
Wilhelmsfeld – where Rizal spent a three month summervacation.
Protestant Pastor Dr. Karl Ullmer – where Rizal stay at the vicarage of their house
and who become his good friend andadmirer.

Instructor
July 25, 1886- he ended his sojourn and felt the pays of sadness..
May 29, 1887 – Rizal wrote from Munich (Muchen) to Friedrich(Fritz).
FIRST LETTER TO BLUMENTRITT
July 31, 1886 – Rizal wrote his first letter in German toBlumentritt.
Professor Ferdinand Blumentritt – Director of the Ateneo of Leitmeritz,Austria.
FIFTH CENTENARY OF HEIDELBERG UNIVERSITY
August 6, 1886 – fifth centenary of HeidelbergUniversity
IN LEIPZIG AND DRESDEN

August 9, 1886 – Rizal leftHeidelberg.
August 14, 1886 – when he arrived in Leipzig.
Rizal translated Schiller’s William Tell from German into Tagalog. He also
translated Fairy Tales of Hans Christian Anderson. He stayed about two and half
month inLeipzig.
October 29, 1886 – he left Leipzig for Dresden where he met Dr.Meyer.
Dr. Adolph B. Meyer – director of the Anthropological and EthnologicaMuseum.
Nov. 1 – he left Dresden by train, reaching Berlin in theevening.
RIZAL WELCOMED IN BERLIN’S CIRCLES

Berlin – where Rizal met Dr. FeodorJagor
Dr. Feodor Jagor – author of Travels in thePhilippines.
Dr. Hans Virchow – professor of Descriptive Anatomy.
Dr. Rudolf Virchow – GermanAnthropologist.
Dr. W. Joest – noted Germangeographer.
Dr. Karl Ernest Schweigger – famous German ophthalmologist where Jose worked
in hisclinic.
Rizal became a member of the Anthropological Society, Ethnological Society, and
Geographical Society ofBerlin.
RIZAL’S LIFE IN BERLIN
 Five reasons why Rizal lived in Germany:
1. Gain further knowledge pf ophthalmology
2. Further his studies of sciences and languages
3. Observe the economic and political conditions of German nation
4. Associate with famous German scientists and scholars
5. Publish his novel--- Noli Me Tangere
 Madame Lucie Cerdole – French professor; she became Jose’s professor in Berlin.
He took private lessons in French in order to master the idiomatic intricacies of
the French language.
RIZAL ON GERMAN WOMEN
 March 11, 1886 – Rizal wrote a letter addressed to his sister, Trinidad, expressing
his high regard and admiration for Germanwomanhood.
 German woman- serious, diligent, educated and friendly
 Spanish woman – gossipy, frivolous andquarrelsome
GERMAN CUSTOMS
 Christmas custom of the Germans
 Self-introduce to stranger in socialgathering
RIZAL’S DARKEST WINTER
 Winter of 1886 – Rizal’s darkest winter inBerlin.
 He lived in poverty because no money arrived from Calamba. Rizal starved in
Berlin and shivered with wintry cold, his health down due to lack of proper
nourishment.
V. Guide Questions
1. What are the accomplishments of Dr. Rizal during his stay in Spain? (4
points)
2. Why did Dr. Rizal gave his salute to Hidalgo and Luna? (4 points)
3. What was the poem written by Dr. Rizal when he joined the Hispano-
Philippine Circle? (4 points)
4. Why did Dr. Rizal went to Paris and Germany? (4 points)

Instructor
5. Draw a symbol that would depict Rizal as a hero. Write a brief
explanation. (4 points)
6. Write the reasons why Dr. Rizal live in Germany. (4 points)
7. What do you think is the relevance of Rizal’s sojourn in Spain, Paris and
Berlin? (4 points)
Word Choice
very informative
piece flow
XII. Notes and Suggested Reading
Other significant events in his travel from Paris to Berlin
XIII. References
Co., Inc.


Instructor
Lesson 2: Noli Me Tangere Published in Berlin
I. Objectives
 Identify the charaters in Noli Me Tangere;
 Make significant perceptions on Rizal’s journey in writing the novel;
and
 Reflect on the relevance of being watchful in every task at hand.
III. Values Integration: Patriotism
IV. Content
The bleak winter of 1886 in Berlin was Rizal’s darkest winter because no money
arrived fromCalamba and he was flat broke. The diamond ring which his sister,
Saturnina, gave him was in the pawnshop. It was memorable in the life of Rizal for two
reasons (1) it was a painful episode for he was hungry, sick and despondent in a
strange city (2) it brought him great joy after enduring so much sufferings, because his
first novel, Noli Me Tangere came off the press in March, 1887. Like to the legendary
Santa Claus, Dr. Maximo Viola, his friend from BULACAN, arrived in BERLIN at the
height if his despondency and loaned him the needed funds to publish the novel.
IDEA OF WRITING A NOVEL ON THE PHILIPPINES
 His reading of Harriet Beecher Stowe’s Uncle Tom’s Cabin - inspired Dr. Rizal to
prepare a novel that would depict the miseries of his people (Filipinos) under the
lash of Spanishtyrants.
 January 2, 1884- in a reunion of Filipinos in the Paterno residence in Madrid. Rizal
proposed the writings of a novel about the Philippines by a group of Filipinos.
His proposals were approved by PATERNOS (Pedro, Maximo and Antonio),
Graciano Lopez JAENA, Evaristo AGUIRRE, Eduardo DE LETE, Julio
LLORENTE, Melecio FIGUEROA and Valentin VENTURA.
THE WRITING OF THE NOLI
 Toward the end of 1884, Rizal began writing the novel in Madrid and finished about
one-half ofit.
 When Rizal went to Paris, in 1885, after completing his studies in the Central
University of Madrid, he continued writing the novel, finishing one half of the
secondhalf.
 Rizal finished the last fourth of the novel in Germany. He wrote the last few
chapters of the Noli Me Tangere in Wilhelmsfeld in April-June, 1886.
 In Berlin during the winter days of February, 1886, Rizal made the final revisions
on the manuscript of theNoli
VIOLA, SAVIOR OF THE NOLI
 Dr. Maximo Viola- Rizal’s rich friend from Bulacan, arrived in Berlin at the height
of Rizal despondency and loaned him the needed funds to publish the novel;
Viola was shocked to find RIZAL in a dirty place, just not to waste money for the
printing of NOLI METANGERE.

Instructor
 After the Christmas season, Rizal put the finishing touches on his novel. To save
printingexpenses,hedeletedcertainpassagesinhismanuscript,includingawholecha
pter—“Elias and Salome”.
 February 21, 1887- the Noli was finally finished and ready forprinting.
 Berliner Buchdruckrei –Action-Gesselschaft- a printing shop which charged the

lowest rate, that is, 300 pesos for 2,000 copies of thenovel
RIZAL SUSPECTED AS FRENCH SPY
During the printing of NOLI, the chief of police BERLIN visit RIZAL’s boarding
house and requested to see his passport, unfortunately, that time to travel with or
without passports is possible. The police chief then told him to produce a passport after
4 days.
Immediately VIOLA accompanied RIZAL in the Spanish Ambassador, the COURT

of BENOMAR, who promised to attend to the matter. But the ambassador failed to
keep his promise, but it turns out that he had no power to issue the required passport.
The 4 day ultimatum expired. RIZAL himself apologize to the chief police, while
asking why has he to be deported, the police chief answered that he was always seen
visiting many villages, thereby pronouncing him as a French SPY.
RIZAL in fluent GERMAN explained to the police, that he was a Filipino ethnologist,
who visits rural areas to observe customs and lifestyles of their simple inhabitants. The
chief impressed and fascinated on RIZAL’s explanation, allowed him to stay freely in
GERMANY.
PRINTING OF THE NOLI FINISHED
Every day, Rizal and Viola were always at the printing shop proof reading the
printed pages.
 March 21, 1887- the Noli Me Tangere came off the press, RIZAL immediately sent
the first copies to BLUMENTRITT, DR. ANTONIO REGIDOR, G. LOPEZ JAENA,
MARIANO PONCE, and FELIX R. HIDALGO.
“I am sending you a book, my first book… bold book on the life of tagalongs…
Filipinos will find it the history of the last ten years…”
 March 29, 1887- Rizal, in token of his appreciation and gratitude, gaveViola
the galley proofs of the Noli carefully rolled around the pen that he used in
writing it and a complimentary copy, with the following inscription: “To my
dear friend, Maximo Viola, the first to read and appreciate my work—
JoseRizal”
The Title of the Novel
 The title Noli Me Tangere is a Latin phrase which means “Touch Me Not”. It is not
originally conceived by Rizal, for he admitted taking it from theBible.
 Rizal, writing to Felix Hidalgo in French on March 5, 1887, said: “Noli Me Tangere,
words taken from the Gospel of St. Luke, signify “do not touch me” but Rizal made
a mistake, it should be the Gospel of St. John (Chapter 20 Verses 13 to17).
“Touch me not; I am not yet ascended to my father...”

Instructor
 Rizal dedicated his Noli Me Tangere to the Philippines—“To MyFatherland”.
 The cover of Noli Me Tangere was designed by Rizal. It is a ketch of explicit

symbols. A woman’s head atop a Maria Clara bodice represents the nation and
the women, victims of the social cancer. One of the causes of the cancer is
symbolized in the friar’s feet, outsized in relation to the woman’s head. The other
aggravating causes of oppression and discrimination are shown in the guard’s
helmet and the iron chains, the teacher’s whip and the alferez’s scourge. A slight
cluster of bamboo stands at the backdrop; these are the people, forever in the
background of their own country’s history. There are a cross, a maze, flowers and
thorny plants, a flame; these are indicative of the religious policy, the misdirected
ardor, the people strangled as a result of these all.
 The novel Noli Me Tangere contains 63 chapters and an epilogue.
 Dr. Antonio Ma. Regidor- Filipino patriot and lawyer, who had been exiled due to
his complicity in the Cavite Mutiny of 1872, read avidly the Noli and was very much
impressed by its author.
Characters of Noli
 The Noli Me Tangere was a true story of the Philippine conditions during the last
decades of Spanishrule.
 Maria Clara - was Leonor Rivera, although in real life she became unfaithful and
married anEnglishman.
 Ibarra and Elias - represented Rizalhimself.
 Tasio - the philosopher was Rizal’s elder brotherPaciano.
 Padre Salvi - was identified by Rizalists as Padre Antonio Piernavieja, the hated
Augustinian friar in Cavite who was killed by the patriots during theRevolution.
 Capitan Tiago - was Captain Hilario Sunico of SanNicolas.
 Doña Victorina - was Doña Agustina Medel.
 Basilio and Crispin - were the Crisostomo brothers ofHagonoy.
 Padre Damaso - typical of a domineering friar during the days of Rizal, who was
arrogant, immoral andanti-Filipino.
V. Guide Questions
1. Who are the characters in Dr. Rizal’s novel, Noli Me Tangere? (4 points)
2. What can you say about the journey of Dr. Rizal in writing the novel, Noli
Me Tangere? (4 points)
3. Why did Dr. Rizal suspected as a French spy? (4 points)
Word Choice
very informative

Instructor
piece flow
Purpose and aims of Noli Me Tangere
VII. References
Co., Inc.
Lesson 3: Rizal’s Gran Tour to Europe with Viola and Rizal’s First Homecoming
I. Objectives
 List the places in Europe where Rizal visited;
 Create a summary of Rizal’s grand tour in Europe;
 Explain the events happened in Rizal’s first homecoming; and
 Reflect on the relevance of establishing good family ties.
IV. Content
After the publication of Noli, Rizal planned to visit the important places in Europe.
Dr. Maximo Viola agreed to be his traveling companion. Rizal received Pacianos
remittance of P1000 which forward by Juan Luna from Paris and immediately paid his
debt to Viola which he loaned so that the Noli could be printed. First, he and Viola visited
Potsdam, a city near Berlin.
TOUR BEGINS
At the dawn of May 11, 1887, Rizal and Viola, two browned-skinned doctors on a
roaming spree, left Berlin by train. Spring was an ideal season for travel. Their destination
was in Dresden, one of the best cities inGermany´.
DRESDEN
 Rizal and Viola tarried for some time in Dresden. They visited Dr. Adolph B.
Meyer, who was overjoyed to see them. In the Museum of Art, Rizal was
deeply impressed by painting of Prometheus Bound
 They also meet Dr. Jagor and heard there plan about Leitmeritz in order to
see Blumentritt. Dr. Jagor advice Jose and Viola to wire Blumentritt
because the old professor might be shock of their visit.
FIRST MEETING WITH BLUMENTRITT
 At 1:30 pm of May 15, 1887 the train arrived at the railroad station of
Leitmeritz. Professor Blumentritt was at the station carrying a pencil
sketch of Rizal which he sent to identify his friend. Blumentritt get a room
at Hotel Krebs, after which he bought them to his house and stayed
Instructor
Leitmeritz May 13-14, 1887.
BEAUTIFUL MEMORIES AT LEITMERITZ
 They enjoyed hospitality of Blumentritt family. The professor’s wife, Rosa,

was a goodcook. She prepared Austrian dishes which Rizal’s liked very
much. Blumentritt proved to be agreat tourist as well as hospitable host.
He showed the scenic and historical spots of Leitmeritz tohis visitors. The
Burgomaster (town mayor) was also amazed by Rizal’s privilegedtalent.
PRAGUE
 Rizal and Viola visited the historic city of Prague. They carried letters of
recommendation from Blumentritt to Dr. Willkomm, professor in University
of Prague. Rizal and Viola visited the Tomb of Copernicus.
VIENNA
 May 20 they arrived at Vienna capital of Austria-Hungary. They met
Norfenfals, one of the greatest novelist during that time. They stayed at
Hotel Metropole. They also meet two good friends of Blumentritt--Masner
and Nordmann, Austrian scholars.
DANUBIAN VOYAGE TO LINTZ

 May 24, Rizal and Viola left Vienna on a river boat too se beautiful sights
of Danube River. As they travelled along the famous river, Rizal observed
keenly river sights.
FROM LINTZ TO RHEINFALL

 The river voyage ended in Lintz. They travelled overland to Salzburg, and
from there to Munich where the sojourned for a short time to savor the
famous Munich Beer.
CROSSING THE FRONTIER TO SWITZERLAND

 They stayed from June 2 to 3 1887 and continued tour to Basel (Bale), Bern,
and Lausanne.
GENEVA
 Rizal and Viola left Lausanne in a little boat crossing the foggy Leman Lake
to Geneva. On June 19, 1887, his 26 th birthday; Rizal treated Viola to a
blow-out. Rizal and Viola spent fifteen days in Geneva. On June 23, they
parted ways. Viola decided to return to Barcelona while Rizal continued his
tour to Italy.
RIZAL RESENTS EXHIBITION OF IGOROTS IN 1887 MADRID EXPOSITION
 Rizal received sad news from his friends in Madrid of the deplorable
conditions of the primitive Igorots who were exhibited in this exposition.
Some of these Igorots died. Rizal was outraged by the degradation of his
fellow countrymen.
RIZAL IN ITALY
 He visited Turin, Milan, Venice and Florence. On June 27, 1887, he reached
Rome. He was thrilled by the sights and memories of the Eternal City Rome.
On June 9th, Rizal visited or the first time the Vatican, the City of the Popes
and the capital of Christendom. After a week of staying in Rome, he
prepared to return to the Philippines. He had already written to his father
that he was coming home.
Instructor
RIZAL’S FIRST HOMECOMING
After five years of memorable sojourn in Europe, he returned to the Philippines

in August 1887 and practiced medicine in Calamba. He lived the quiet life of a country
doctor. But his enemies, who resented his Noli, persecuted him even threatening to kill
him.
DECISION TO RETURN HOME
Because of the publication of the Noli Me Tangere and the uproar it caused among the
friars, Rizal was warned by Paciano and other friends not to return home. He was
determined to return to the Philippines for the ff. reasons:
1. to operate on his mother’seyes
2. to serve his people who had long been oppressed by Spanishtyrants
3. to find out for himself how the Noli and his other’s writing were affecting Filipinos
and Spaniards in the Phil. and;
4. to inquire why Leonor Rivera remainedsilent
DELIGHTFUL TRIP TO MANILA
 Rizal left home by train for Marseilles, a French port, which he reached
without mishap. On July 3, 1887, he boarded in the steamer Djemnah, the
name steamer which brought him to Europe five years ago. There were
about 50 passengers, including 4 Englishmen, 2 Germans, 3 Chinese, 2
Japanese, many Frenchmen and 1 Filipino(Rizal). Rizal was the only one
among the passengers who could speak many languages, so that he acted
as interpreter for his companions. At Saigon on July 30, he transferred to
another steamer Haiphong which was manila-Bound. On August 2 the
steamer left Saigon forManila.
ARRIVAL IN MANILA
 Rizal’s voyage from Saigon to manila was pleasant. Near midnight of
August 5, the Haiphong arrived in manila. He found manila the same as
when he left it five years ago.
HAPPY HOMECOMING
 On August 8th, he returned to Calamba. His family welcomed him
affectionately, with plentiful tears of joy. Paciano did not leave him during
the first days after arrival to protect him from any enemy assault. In
Calamba, Rizal established a medical clinic. His first patient was his mother,
who was almost blind. Rizal who came to be called “Doctor Uliman”
because he came from Germany, treated their ailments and soon he
acquired a lucrative medical practice. Rizal suffered one failure during six
months of sojourn in Calamba-his failure to see Leonor Rivera.
STORM OVER NOLI
 Meanwhile, as Rizal was peacefully living in Calamba, his enemies plotted

his doom. A few weeks after his arrival, a storm broke over his novel. One
day Rizal received a letter from Gov. General Emilio Terrero requesting him
to come to Malacañang Palace. Somebody had whispered to the governor’s
ear that the Noli contained subversive ideas. Rizal went to Manila and
appeared at Malacañang. When he was informed of the charge he denied it,
explaining that he merely exposed the truth but he did not advocate
subversive ideas. Gov. General Terrero read the Noli and found nothing
wrong with it. But Rizal’s enemies were powerful.
ATTACKERS OF THE NOLI
 The battle over the Noli took the form of a virulent war of words. Father Font
Instructor
printed his report and distributed copies of it in order to discredit the
controversial novel. Another Augustinian, Fr. Jose Rodriguez, published a
series of eight pamphlets under the general heading Cuestiones de Sumo
Interest to blast the Noli and other Anti-Spanish writings.
DEFENDERS OF THE NOLI
 The much-maligned Noli had its gallant defenders who fearlessly came out to
prove the merits of the novel or to refute the arguments of the unkind attackers.
Marcelo H. del Pilar, Dr. Antonio Ma. Regidor, Graciano Lopez Jaena, Mariano
Ponce and other Filipino reformists in foreign lands rushed to uphold the truths
of Noli. Fr. Sanchez, Rizal’s favorite teacher at the Ateneo, defended and
praised it in public. Rev. Vicente Garcia wrote a defense of the Noli which was
published in Singapore as an appendix to a pamphlet dated July 18, 1888.
RIZAL AND TAVIEL DE ANDRADE
 While the storm over the Noli was raging in fury, Rizal was not molested in
Calamba. This is due to Gov. Gen. Terrero’s generosity in assigning a
bodyguard to him. Between this Spanish bodyguard, Lt. Jose Taviel de Andrade
and Rizal, a beautiful friendship bloomed. What marred Rizal’s happy days in
Calamba with Lt. Andrade were:
 the death of his older sister, Olimpiaand;
 The groundless tales, circulated by his enemies that he was a German spy, an
agent of Bismarck,etc.
CALAMBA’S AGRARIAN TROUBLE
 Gov. General Terrero, influenced by certain facts in Noli Me Tangere, ordered a

government investigation of the friars estates to remedy whatever iniquities might
have been present in connection with land taxes and with tenant relations. One
of the friars estates affected was the Calamba Hacienda, with the Dominican
Order owned since 1883.
FAREWELL TO CALAMBA
 One day Gov. Gen. Terrero summoned Rizal and advised him to leave the
Philippines for his own good. He was giving Rizal a chance to escape the fury of
the friars wrath. He was compelled to leave Calamba for 2 reasons:
1. His presence in Calamba was jeopardizing the safety and happiness
of his family and friends.
2. He could fight better his enemies and serve his country’s cause with
greater efficacy by writing in foreign countries.
A POEM FOR LIPA.
 Shortly before Rizal Left Calamba in 1888 his friend from Lipa requested him to
write a poem in commemoration of the town’s elevation to a villa (city) by virtue
of the Becerra Law of 1888. Gladly, he wrote a poem dedicated to the industrious
folks of Lipa. This was the “Himno Al Trabajo”. He finished it and seat it to Lipa
before his departure from Calamba.
V. Guide Questions
1. Write a summary about the grand tour of Rizal in Europe. (4 points)
2. Write the places visited by Dr. Rizal in Europe. (4 points)
3. What happened during Dr. Rizal’s first homecoming? (4 points)

Instructor
Word Choice
very informative
piece flow
Other significant events of Rizal’s Gran Tour to Europe with Viola
Other significant events of Rizal’s First Homecoming
VII. References
Co., Inc.
Lesson 4: In Hong Kong and Macao
I. Objectives
 Describe Rizal’s first visit in Hong Kong and Macao;
 Create a summary of Rizal’s experiences in Hong Kong; and
 Reflect on the relevance of being a keen observant in the
environment or community.
III. Values Integration: Patriotism
IV. Content
Hounded by powerful enemies, Rizal was forced to leave his country for a second
time in February 1888. He was then a full-grown man of 27 years of age, a practicing
physician, and a recognized man- of-letters
THE TRIP TO HONG KONG
 February 3, 1888-Rizal left Manila for Hong Kong on board theZafiro

 February 7, 1888- Zafiro made a brief stopover atAmoy
 Rizal did not get off his ship at Amoy for three reasons: (1) he was not feeling well
(2) it was raining hard (3) he heard that the city wasdirty
 February 8, 1888- Rizal arrived in Hong Kong
 Victoria Hotel- Rizal stayed while in Hong Kong. He was welcomed by Filipino
residents, including Jose Maria Basa, Balbino Mauricio, and Manuel Yriarte (son
of Francisco Yriarte (son of Francisco Yriarte, alcalde mayor of Laguna)
 Jose Sainz de Veranda- A Spaniard, who was a former secretary of Governor
General Ferrero shadowed Rizal’s movement in Hong Kong. It is believed that he
was commissioned by the Spanish authorities to spy on Rizal.
 “Hong Kong”, wrote Rizal to Blumentritt on February 16, 1888, “is a small, but very
cleancity.”


Instructor
VISIT TO MACAO
 Macao is a Portuguese colony near HongKong.

 According to Rizal, the city of Macao is small, low, and gloomy. There are many
junks, sampans, but few steamers. It looks sad and is almostdead.
 February 18, 1888- Rizal accompanied by Basa, boarded the ferry streamer, Kiu-
Kiang for Macao.
 Don Juan Francisco Lecaros- a Filipino gentleman married to a Portugueselady.
 Rizal and Basa stayed at his home while inMacao.
 February 18, 1888- Rizal witnessed a Catholic possession, in which the devotees
were dressed in blue and purple dresses and were carrying unlightedcandles.
 February 20, 1888- Rizal and Basa returned to Hong Kong again on board the ferry
streamer, Kiu Kiang.
EXPERIENCES IN HONG KONG
During his two-week visit in Hong Kong, Rizal studied Chinese life, language,
drama, and customs. He wrote down in his own diary the following experiences:
1. Noisy celebration of the Chinese New Year which lasted from February 11 th
(Saturday) to 13th (Monday). Continuous explosion of firecrackers. The richer the
Chinese, the more firecrackers he exploded. Rizal himself fired many firecrackers
at the window of his hotel.
2. Boisterous Chinese theatre, with noisy audience and noisier music. In the Chinese
dramatic art, Rizal observe the following:
 A man astride a stick means a man riding on horseback
 An actor raising his leg means he is entering a house
 A red dress indicates a wedding
 A girl about to be married coyly covers her face with a fan even in the
presence of her fiancé
 A man raising a whip signifies he is about to ride a horse.
3. The marathon lauriat party, wherein the guests were served numerous dishes,
such as dried fruits, geese, shrimps, century eggs, shark fins, bird nests, white
docks, chicken with vinegar, fish fins, roasted pigs, tea, etc. The longest meal in
the world.
4. The Dominican Order was the richest religious order in Hong Kong. It engaged
actively in business. It owned more than 700 houses for rent and many shares in
foreign banks. It had millions of dollars deposited in the banks which earned
fabulous interests.
5. Of the Hong Kong cemeteries belonging to the Protestants, Catholics, and
Muslims, that of the Protestants was the most beautiful because of its well-
groomed plants and clean pathways. The Catholic cemetery was most pompous,
with its ornate and expensive mausoleums and extravagantly carve sepulchers.
The Muslim cemetery was the simplest containing only a little mosque and
tombstones with Arabic inscriptions.
DEPARTURE FROM HONG KONG
 February 22, 1888- Rizal left Hong Kong on board the Oceanic, an American
steamer, his destination wasJapan.
 Rizal’s cabinmate was a British Protestant missionary who called Rial “a good
man”.
V. Guide Questions
1. Write a brief essay about Dr. Rizal’s experiences in Hong Kong. (4 points)

Instructor
2. Dr. Rizal is a keen observer man, what did he observed about the
Chinese Dramatic Art? (4 points)
Word Choice
very informative
piece flow
Other significant events of Rizal in Hong Kong and Macao
VII. References
Co., Inc.
Lesson 5: Romantic Interlude in Japan
I. Objectives
 Describe Rizal’s impression of Japan;
 Explain the events happened after Rizal left O-Sei-San;
 Construct a symbol that would show the Rizal and O-Sei-San’s
relationship;
 Reflect on the relevance putting impression to people.
IV. Content
One of the happiest interludes in the life of Rizal was his sojourn in the Land of the Cherry
Blossoms for one month and a half (February 28-April 13, 1888).
RIZAL ARRIVES IN YOKOHAMA

February 28, 1888
 Early in the morning of Tuesday, Rizal arrived in Yokohama. Here he registered at
the Grand Hotel.
 Tokyo Hotel- Rizal stayed here from March 2 to March7.
 Rizal wrote to Professor Blumentritt: “Tokyo is more expensive than Paris. The
walls are built in cyclopean manner. The streets are large and wide.”
RIZAL IN TOKYO
 Juan Perez Caballero- He is the Secretary of the Spanish Legation who visited
Rizal at his hotel who later invited him to live at the Spanish Legation.
 Rizal accepted the invitation for two reasons: (1) he could economize his living
expenses by staying at the legation (2) he had nothing to hide from the prying
Instructor
eyes of the Spanish authorities.
 March 7, 1888- Rizal checked out of Tokyo Hotel and lived at the Spanish Legation
RIZAL AND TOKYO MUSICIANS

 On March 1888, Rizal was promenading in a street of Tokyo near a park.
 He was impressed by the superb performances of the Western music and
wondered how
 Japanese people have assimilated the modern European music to the extent
playing the beautiful musical masterpieces. The band stop playing. The musicians
descended from the bandstand and walked around for a rest. Some began to
converse. To Rizal’s amusement, they were talking in Tagalog. He approached
them, inquiring in Tagalog: “Paisano, taga saan po kayo?” (Compatriot, where are
you from?)
 The musician were equally surprised and delighted to meet him.
RIZAL’S IMPRESSION OF JAPAN

Rizal was favorably impressed by Japan. The things which favorably impressed
Rizal in Japan were: (1) the beauty of the country—its flowers, mountains, streams and
scenic panoramas, (2) the cleanliness, politeness, and industry of the Japanese people
(3)the picturesque dress and simple charm of the Japanese women (4) there were very
few thieves in Japan so that the houses remained open day and night, and in hotel room
one could safely leave money on the table (5) beggars were rarely seen in the city, streets,
unlike in Manila and other cities.
RIZAL WITH O-SEI-SAN

 After Rizal moved to the Spanish Legation in the Azabu District of Tokyo, Rizal saw
a pretty Japanese girl. He was charmed by her beauty and craved to meet her.
 Rizal made inquiries and learned from a Japanese gardener that the girl’s name is
–Seiko Usui.
 Rizal and the Japanese gardener waited for Seiko at the legation gate. Rizal
politely introduced himself.
 Seiko-san was amused at the gallant gentleman from the Philippines who spoke in
halting Japanese. Seiko replied in English
 They also both know how to speak French.
 Rizal saw in lovely O-sei-san the qualities of his ideal womanhood—beauty, charm,
modesty, and intelligence.
 O-sei-san helped Rizal in so many ways. More than a sweetheart, she was his
guide, interpreter, and tutor.
 O-sei-san beauty and affection almost tempted Rizal to settle down in Japan. At
the same time, he was offered a good job at the Spanish Legation.
RIZAL ON O-SEI-SAN
Rizal’s great love for O-Sei-San is attested by the hero’s diary. On the eve of his
departure, he wrote in his diary.
“Japan has enchanted me. The beautiful scenery, the flowers, the trees,
and the inhabitants- so peaceful, so courteous and so pleasant. O-Sei-
San, Sayonara! Sayonara! I have spent a happy golden month; I do not
know if I can have another one like that in all my life. Love, money,
friendship, appreciation, honors—these have not been wanting.
To think that I am leaving this life for the uncertain, the unknown. There
i was offered an easy way to live, beloved and esteemed.

Instructor
To you I dedicate the final chapter of these memoirs of my youth. No
woman, like you, has ever loved me. No woman, like you has ever
sacrificed for me. Like the flower of the chogji that falls from the stem
fresh and whole without falling leaves or without withering—with poetry
still despite its fall—thus you fell. Neither have you lost your purity not
have the delicate petals of your innocence faded—Sayonara,
Sayonara!
You shall never return to know that I have once more thought of you
and that your image lives in my memory; and undoubtedly, I am always
thinking of you. Your name lives in the sight of my lips, your image
accompanies and animated all my thoughts. When shall I return to pass
another divine affection like that in the temple of Meguro? When shall
the sweet hours I spent with you return? When shall I find them sweeter,
more tranquil, more pleasing? You the color of the camellia, its
freshness, its fragrance...
Ah! At last descendant of noble family. Faithful to the unfortunate

vengeance, you are lovely like...everything has ended! Sayonara,
Sayonara!
With this tenderly tragic entry in his own diary, Rizal bade farewell to lovely O-Sei-San.
SAYONARA, JAPAN
On April 13, 1888, Rizal boarded the Belgic, an English streamer, at Yokohama,
bound for the United States.
O-SEI-SAN AFTER RIZAL’S DEPARTURE
 Broken-hearted by the departure of Rizal, the first man to capture her heart.
 About 1897, a year after Rizal’s execution, she married Mr. Alfred Charlton, British
teacher of the chemistry of the Peers’ School in Tokyo. Their wedlock was blessed
by only one child—a daughter named, Yuhiko.
 Mr. Charlton died on November 2, 1915 and their daughter Yuhiko, married
Yoshiharu Takiguchi, a Japanese senator.
 Mrs. Charlton (O-Sei-San), as a widow, lived in a comfortable home in Shinjuko
District, Tokyo. She survived World War II, but her home was destroyed in 1944
by the U.S. bombing of Tokyo.
 She died on May 1, 1947 at the age of 80.
VOYAGE ACCROSS PACIFIC

 Despite his sorrowing heart, Rizal enjoyed the pleasant trans-Pacific voyage to the
United States.
 He met a semi-Filipino family—Mr. Reynaldo Turner, his wife Emma Jackson
(daughter of an Englishman, their children, and their maid servant from
Pangasinan).
 One of the children, a bright young boy, asked Rizal: “Do you know sir, a famous
man in Manila named Richal? He wrote a novel Noli Me Tangere. “Yes, hijo, I am
Richal,” replied Rizal.
RIZAL AND TETCHO
 Another passenger which Rizal befriended on board the Belgic was “Tetcho
Suehiro”, a fighting Japanese journalist, novelist, and champion of human rights,
who was force by the Japanese government to leave his country, just as Rizal was
compelled to leave the Philippines by the Spanish authorities.

Instructor
 Rizal became the interpreter for Tetcho Suehiro during their trip from Yokohama
to San Francisco, across the U.S. to New York until they reached London, they
departed.
 During their intimate acquaintanship of almost eight months, (April 13-December
1, 1888) Tetcho came to admire Rizal.
 December 1, 1888 Rizal and Tetcho last warm handshake and bidding goodbye
to each other.
 Rizal remained to London to conduct historical research on Mora at the British
Museum, while Tetcho returned to Japan.
 In 1889, shortly after his return to Japan, Tetcho Suehiro published his travel diary
which contains expression of Rizal.
“Mr. Rizal was a citizen of Manila, Philippines. Age about 27 to 29.
Young as he was, he was proficient in seven languages.”
“It was in S/S Belgic that we first met. I came to England by way of
America with him. Ever since I have been intercoursing with him.”
“Rizal was an open-hearted man. He was not hair-splitting. He was an

accomplished, good at picture, skillful in exquisite wax work, especially.”
V. Guide Questions
1. What was the impression of Dr. Rizal about Japan? (4 points)
2. What happened to O-Sei-San after Dr. Rizal’s departure? (4 points)
3. Create a symbol showing the relationship between Rizal and O-Sei-San.
Explain. (4 points)
4. Who was Tetcho Suehiro and what was his impression about Dr. Rizal?
(4 points)
Word Choice
very informative
piece flow
Other significntevents on Rizal’s Romantic Interlude in Japan
VII. References
Co., Inc.

Instructor

Rizal - Prelim To Midterm Module

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Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

AGUSTINA B. MONTUYA, Ed. D.

Learning Module for RIZAL Dr. Agustina B. Montuya

After the end of the course, you will be able to:

Learning Module for RIZAL Dr. Agustina B. Montuya

Learning Unit 2. RIZAL’S TRIPS ABROAD

Learning Unit 3. RIZAL’S OTHER SOJOURN IN DIFFERENT COUNTRIES

Learning Unit 4. OTHER SIGNIFICANT EVETS BEFORE RIZAL’S DEATH

Learning Module for RIZAL Dr. Agustina B. Montuya

Lesson 1: Rizal And His Times

C. April 1862: Napoleon III of the 2nd French Empire conqueredMexico.

D. Italians drove out the Austrians and French Armies fromItaly.

E. Prussians (German Kingdom) defeated France and established the German

F. Flowering of the Western Imperialism: England emerged as the world’s

THE RIZAL LAW

WHAT IS A RIZAL LAW?

Learning Module for RIZAL Dr. Agustina B. Montuya

Learning Module for RIZAL Dr. Agustina B. Montuya

The Archbishop of Manila, Rufino Santos, protested in a pastoral letter that

Rizal, according to Cuenco, “attack[ed] dogmas, beliefs and practices of the

On May 12, 1956, a compromise inserted by Committee on Education chairman

Learning Module for RIZAL Dr. Agustina B. Montuya

VI. Notes and Suggested Reading

Learning Module for RIZAL Dr. Agustina B. Montuya

DR. JOSE RIZAL

Full name: Jose Rizal Mercado y Alonso Realonda

DR. JOSE RIZAL AS A MANY-SPLENDORED GENIUS

Learning Module for RIZAL Dr. Agustina B. Montuya

LIEUTENANT-GENERAL JOSE LEMERY

 Governor general when Rizal was born

 fostering the cultivation of cotton in the provinces

Francisco Mercado Rizal (1818-1898)

 Place of Birth: Biñan, Laguna

 tenant-farmer of the Dominican-owned hacienda during his early manhood

 Place of birth: Manila

 11 children (2 boys, 9 girls)

 older brother and confidant of Rizal

 Irish girl from Hong Kong

 Affectionately cordial was the sibling rel. bet. Them

 Rizal was a product of the mixture of races like a typical Filipino

Bloodline of Francisco Mercado

Francisco Mercado-Cirila Benacha

Juan Mercado (one of theis sons)-Cirila Alejandro

Francisdo Mercado (13 children with Francisco as

Learning Module for RIZAL Dr. Agustina B. Montuya

Lakundala (said to be)

Eugenio Ursua - Benigna

Regina - Manuel de Quintos

Brigida (one of their daughters) - Lorenzo Alberto Alonso

Teodora- mother of Rizal

 Rizal’s great-great grandfather on his father side

 Well-to-do Chinese Christian girl of Manila

 son of Ines de la Rosa and Domingo Mercado

Learning Module for RIZAL Dr. Agustina B. Montuya

 the last native king of Tondo

 Rizal’s maternal great-great-grandfather and of Japanese ancestry

 a Filipino-Chinese lawyer from Pangasinan

 a prominent Spanish-Filipino mestizo of Biñan

 the real surname of the Rizal family was Mercado

 distinguished Rizalist and diplomat

 one of Rizal’s prestigious biographers

Learning Module for RIZAL Dr. Agustina B. Montuya