GED 7 Life and Works of Jose Rizal

Course Pack in GED 7: Life and Works of Jose Rizal
GED 7:
Life and Works of Jose Rizal
Prepared by: HANNAH MAE C. PAMILGAN, LPT
MANDE RON RON O. SURNIT, LPT
EXCELLENCE INTEGRITY SOLIDARITY

Compostela Valley State College Compostela Valley State College Compostela Valley State College
1
LIFE AND WORKS OF JOSE RIZAL

Course Overview
This course pack is designed for educational administrators, school heads and
teachers. The course aims to provide learners with inputs on Rizal’s life and works:
Towards Social Awareness and Nationalism.
Commission of Higher Education (CHED) released a memorandum in 2013

emphasizing a “paradigm shift to learning competency-based standards in Philippine
higher education.” Eight core courses were institutionalized along with the already-
mandated course of Rizal’s life and works.
In order for learners to gain competency in this course, this course pack has
been structured into four modules as follows:
Module 1: The Study of Dr. Jose Rizal’s Course

Module 2: Who is Jose Rizal?
Module 3: The First Home Coming
Module 4: The Final Journey
At the completion of this course pack, learners should be able to:
 discuss Jose Rizal’s life within the context of 19th century

Philippines;
 analyze Rizal’s various work, particularly the novels
Noli Me Tangere and El Filibusterismo;
 organize Rizal’s ideas into various themes;
 demonstrate a critical reading of primary sources;
 interpret the values that can be derived from
studying Rizal’s life and works; and
 display an appreciation for education and love of
country.
To ensure and maximize learning, students are advised to go through each

module sequentially. They should work on all exercises provided in each lesson for
the assessment.
Life and works of Dr. Jose Rizal may not be interesting for you so motivate
yourself to make this learning experience rewarding for you. To make this possible
you may study this course pack with your co-learners at your own pace and ask the
help and support of your peers, tutor and friends.

i
TABLE OF CONTENTS
Module 1
Module Overview.......................................................................................................1
Lesson 1: Why is Jose Rizal our National Hero?...............................................2
Lesson 2: Spain and the Philippines in Rizal’s Time.........................................5
Lesson 3: Educational System During the Spanish Regime............................10
Lesson 4: Abuses of the Guardia Civil,............................................................13
Church Officials and Political Leaders
Module Summary.....................................................................................................19
Module Assessment..................................................................................................20
Reference..................................................................................................................21
Module 2
Module Overview.....................................................................................................23
Lesson 1: Family Tree and History..................................................................24
Lesson 2: Studies..............................................................................................30
Lesson 3: Travels Abroad.................................................................................37
Module Summary.....................................................................................................42
Reference..................................................................................................................44
Module 3
Module Overview.....................................................................................................46
Lesson 1: Noli Me Tangere..............................................................................47
Lesson 2: The First Homecoming....................................................................51
Lesson 3: Hymn to Labor.................................................................................54
Lesson 4: Return to Europe..............................................................................57
Lesson 5: El Filibusterismo..............................................................................61
Module Summary.....................................................................................................66
Reference..................................................................................................................68
Module 4
Module Overview.....................................................................................................69
Lesson 1: La Liga Filipina................................................................................70
Lesson 2: Rizal in Dapitan...............................................................................73
Lesson 3: Rizal and the Katipunan...................................................................77
Lesson 4: Trial and Charges.............................................................................80
Lesson 5: Mi Ultimo Adios..............................................................................83
Module Summary.....................................................................................................87
Reference..................................................................................................................89
Appendix A..................................................................................................................90
Reference (Content Icons)............................................................................................96
Module Overview
v
The Study of
Dr. Jose Rizal Course
In this module
Why Jose Rizal our National Hero?

Spain and the Philippines in Rizal’s Time
Educational System During the Spanish Regime
Abuses of the Guardia Civil, Church and Political Leaders
The Republic Act no. 1425 (Rizal Law) is an act to include in the
curricula of all Public and Private Schools, Colleges and Universities Courses
on the Life, Works, and Writings of Jose Rizal, particularly his novels Noli
Me Tangere and El Filibusterismo, authorizing the printing and distribution
thereof, and other purposes.
At the completion of this module, you should be able to:
 describe what was the political, economic and social life of the
Philippines during the 19th century;
 discuss why Rizal was the product of his time;
 what were the institution being imposed by Spain in the
Philippines during the 19th century;
 elaborate on the Filipinos during that time; and
 give the importance and relevance of how nationalism was
molded in the heart and mind of our national hero.

1
Lesson 1 Why is Jose Rizal our National
Hero?
 Determine why Jose Rizal is our national hero.

 Identify the qualities to be a national hero.
Introduction:
Had it crossed your mind why Jose Rizal became our National Hero and why
not the other fellows like Bonifacio, Del Pilar, Luna? In this lesson, you will
know what should an individual must possessed in order to be called our
foremost
national hero. But first, let us have an activity.
Activating Prior 1. Who is Jose Rizal for you?

Knowledge
ents and contributions of Rizal in our country, then answer the questions on the right side of the box.
2. Is he worthy to be labeled as our national hero, why

or why not?
3. What made Rizal our national hero?
 What are the justifications for being a national

hero?
 Why Rizal was chosen and declared as the Philippine’s National Hero?
Justifications for being a National Hero
According to the report made by the National Heroes

Committee (under the executive order no. 75), these are the
elements to qualify as a national hero in verbatim;
 Heroes are those who have a concept of nation and thereafter aspire
and struggle for the nation’s freedom.
 Heroes are those who define and contribute to a system or life
of freedom and order for a nation.
 Heroes are those who contribute to the quality of life and destiny of
a nation.
 A hero is a part of the people’s expression.
 A hero thinks of the future, especially the future generations.
 The choice of a hero involves not only the recounting of an episode
or events in history, but of the entire process that made this particular
person a hero.
Reasons why Rizal was chosen and declared as the Philippine’s national
hero.
 He was the first Filipino to unite and awaken the Filipino people
to peacefully rise for independence.
 He is a model for being a peacemaker by his complete self-denial, his
complete abandonment of his personal interest and to think only of his
country and people.
 He was a towering figure in the propaganda campaign from 1882-1896
 He was a martyr at Bagumbayan where he willingly died for
our country.
 Jose Rizal became the Philippine national hero because he fought for
freedom in a silent but powerful way.
 Rizal is an American-sponsored hero: he opted for a non-violence
reform in the government. Instead he used his writings to open the eyes
of the Filipinos. He dedicated his life for his countrymen without
hesitation.
 He was using his pen for criticism about the handling of the Spanish
government in the Philippines. He fought to have the Philippines a
permanent representation in the Spanish Cortes.
 The Americans decided for him being a national hero at their time in the
country
Reflect and write a 2 paragraph essay on how to be a Philipine hero in your
own way. For grading, kindly refer to Appendix A.
Well done! You have just finished Lesson 1 of this module. If there are some
parts of the lesson which you need clarification, please ask your teacher during
your face-to-face interactions.
Now if you are ready, please proceed to Lesson 2 of this module which will discuss about
Spain and the Philippines in Rizal’s time.
Lesson 2 Spain and the Philippines in
Rizal’s Time
 Describe what was the political, economic and social system of the
Philippines in Rizal’s time.
 Give the importance and relevance of how nationalism was molded in
the heart and mind of our national hero.
Introduction:
Welcome to this lesson. Now, as what you have known, Rizal lived during
the Spanish colonization. Can you imagine what would it felt like to be living
during those times? Well, if not, go through this lesson and discover what is it
like to be in the Philippines during Rizal’s time.
Before the arrival of the After the arrival of the

Spaniards. Spaniards.
Activating Prior Knowledge
he situation of the Philippines before and after the arrival of the Spaniards in the box provided on the right side.
 Compare and contrast the government of the Philippines during

the Spanish period with our present government.
 Are you in favor of the power of the Governor-General which covers the
church and the state? Discuss.
POLITICAL SYSTEM
The King and the other officials issued royal decrees
governing the Philippines through the Ministry of Colonies
(Ministro de Ultra Mar).
a. GOVERNOR GENERAL
- He is appointed by the Spanish King making him the King’s
representative in governmental matters, with that, he issues executive
orders and proclamations. He also exercises the legislative powers. He
is the Commander-in-Chief of the military. He has judicial powers as
an ex-officio president of the Royal Audencia.
- He is the Vice-Royal Patron over religious matters and he is the one
who nominate priests to ecclesiastical positions and control the
finances of the missions.
b. PROVINCIAL GOVERNMENT (Alcaldias)

- Run by civil governors who represented the authority of the crown in
Newfoundland and Labrador and upheld the colony's constitution.
c. CITY GOVERNMENT (Cabildo or Ayuntamiento)

- This is administered by a mayor or a vice mayor. They act as both
chief executives and chief judicial magistrate. The above positions are
occupied by Spaniards.
d. LOCAL GOVERNMENT UNIT

- This is composed of barangays headed by gobernadorcillo later
called capitan. To be selected, one must be under principalia or noble
class who are usually the educated upper class in the towns of Spanish
Philippines, comprising the gobernadorcillo (who had functions
similar to a town mayor), and the cabezas de barangay (heads of the
barangays) who governed the districts.
- This is the highest position in the government to which a
native Filipino could be appointed.
e. BARANGAY or BARRIO
- This is headed by the cabeza de barangay. He collects taxes and
tributes from the families. He receives 2% of the tax proceeds, 4% of
the sanctorum (tax paid to the Church each year to cover the costs of
three fiestas, namely; All Saints Day, Holy Thursday and Corpus
Cristi)
- To ensure that the revenues collected will be submitted, the cabeza’s
properties were deemed mortgaged to the state for the entire
duration of his term (3 years).
Political Structure during the Spanish Colonization
SOCIAL STRUCTURE
The Filipinos in the 19th century had suffered from feudalistic and master slave
relationship by the Spaniards. Their social structure is ranked into three groups:
HIGHEST CLASS Spaniards, Peninsularis, and the Friars. They have the
power and authority to rule over the Filipinos. They enjoyed
their positions and do what they want.
MIDDLE CLASS Natives, Mestizos, and the

Criollos.
LOWEST CLASS All Filipinos

ECONOMIC DEVELOPMENT AND THE RISE OF FILIPINO
NATIONALISM
The country was opened to foreign trade at the end of the 18th century which
resulted in the rapid rise of foreign firms in Manila. This stimulated agricultural
production and export of sugar, rice hemp and tobacco. The number of families which
prospered from foreign commerce and trade were able to send their sons for an
education in Europe. Filipinos who were educated abroad were able to absorb the
intellectual development in Europe.
Factors Contributed to the Development of Filipino Nationalism:
 Opening of the Philippines to International Trade and the Rise of the

Middle Class
- Manila was opened to foreign trade which brought prosperity to
the Filipinos and Chinese mestizo resulting to the existence of
middle class.
 Influx of European Liberalism

- Ideas of the enlightened philosophers like John Locke and Jean
Jacques Rosseau, masonry and the French Revolution reached the
Philippines. Liberty, religious freedom, democracy, human rights such
as suffrage, freedom of speech, press and form associations and
assemblies.
 Opening of the Suez Canal on November 17, 1869

- Connects Mediterranean and red sea; shortened distance between
Europe and Orient. Results:
(a) Philippines became closer to Europe and Spain
(b) encouraged European travelers to come to our country
(c) exodus of literal ideas from Europe to the Philippines
(d) more educated and young Filipinos were able to study abroad
 Spanish Revolution of 1868 and the Liberal Regime of Carlos Maria

Dela Torre (1869-1871)
Glorious September Revolution of 1868: Queen Isabela II was
overthrown resulting to the rise of liberalism in Spain. Generals Juan Prim and
Francisco Serrano appointed dela Torre as the governor-general in the
Philippines (true democrat). Most liberal governor-general walked the streets
in civilian clothes and dismissed his alabaderos (halberdiers) – the governor’s
security guards – and went unescorted.
Accomplishment
- abolished censorship of the press and allowed unlimited discussions
of political problems and proclaimed freedom of speech
- abolished flogging as a punishment
- curtailed abuses particularly the tribute and the polo
- allowed secular priests to be assigned to vacant parishes or seminaries
and created an office which would prevent abuses by members of the
regular religious orders
- reformed the Royal Audiencia to bring about speedier administration
of justice
- decreed educational reforms, ordered the setting up of medical,
pharmacy, and vocational schools
- created the Council of the Philippines on December 4, 1870 which was a
consultative body to study Philippine problems and propose solutions to
them.
 Rafael de Izquierdo (1871-1873), the Cavite Mutiny of 1872 and

the Execution of GomBurZa (February 17, 1872)
April 4, 1871: Isquierdo became the governor-general; “with crucifix in one

hand and a sword in the other” restored press censorship (b) prohibited all talk on
political matters and secularization of the parishes (c) disapproved the establishment
of arts and trades in Manila (d) dismissed natives and mestizos in the civil and
military service.
Cavite Mutiny (January 20, 1872). About 200 Filipino soldiers and workers
in Fort San Felipe mutinied, under the leadership of Sgt La Madrid; caused by
Izquierdo’s abolition of the exemption of the Filipino workers from polo and paying
tributes; mutineers were able to kill the fort commander and some soldiers; mutiny
leaders and participants were arrested and shot to death
GomBurZa (fought for the Filipinization of parishes and champions of

liberalism and humanitarianism). They were charged of sedition and rebellion due to
the false testimony of Francisco Zaldua (former Bicolano soldier and was bribed by
the Spanish prosecutors to implicate them as the masterminds of the mutiny). Military
Court: three priests guilty and sentenced them to die by garrote.
Originally, Rizal’s plan was to take up priesthood and become a Jesuit father.
When he heard of the martyrdom of GomBurZa, he changed his mind and swore to
dedicate his life to vindicate the victims of Spanish oppression.
In three sentences, answer the following question:
If you were asked to improve the political sytem in Rizal’s time and
apply it in today’s time what will you change and how will you
apply it? (Note: For grading, kindly refer to Appendix A)
Well done! You have just finished Lesson 2 of this module. If there
are some parts of the lesson which you need clarification, please
ask your teacher during your face-to-face interactions.
Now if you are ready, please proceed to Lesson 3 of this module which will discuss
about the educational system during the Spanish.
Lesson
3 Educational System During the
Spanish Regime
 Describe the educational system during the Spanish regime.
 Identify the effects of the Spanish educational system to the
Filipinos today.
Introduction:
Educational system plays a vital role in molding the future of a nation. In this
lesson we will figure out the educational system during the Spanish regime and its
effects to the Filipino.
cture of a scenario on how you perceive the educational system during the Spanish Regime and caption it.
 Based on the activity, compare and contrast the
educational system that you perceived during the Spanish period
to our present education system.
 What do you think is the aim of the educational system during the
Spanish Regime?
There are lots of criticisms received in the educational system of

the Philippines in the late 19th century. Below are the
following:
1. Overemphasis on religious matters

The power of religious orders remained one of the great
constants, over the centuries, of Spanish colonial rule. The friars of the
Augustinian, Dominican, and Franciscan orders conducted many of the
executive and control functions of government on the local level. They were
responsible for education and health measures. These missionaries emphasized
the teachings of the Catholic religion starting from the primary level to the
tertiary level of education.
2. Obsolete teaching methods
3. Limited curriculum
The students in the primary level were taught the Christian Doctrines,
the reading of Spanish books and a little of the natives’ language. Science and
Mathematics were not very much taught to the students even in the
universities. Aside from the Christian Doctrines taught, Latin was also taught
to the students instead of Spanish.
4. Poor classroom facilities
5. Absence of teaching materials
6. Primary education was neglected
7. Absence of academic freedom
The absence of academic freedom in Spain’s educational system was
extended to the schools that Spaniards established in the Philippines. Learning
in every level was largely by rote. Students memorized and repeated the
contents of book which they did not understand. In most cases knowledge was
measured in the ability of the students to memorize, largely hampering
intellectual progress.
8. Prejudice against Filipinos in the schools of higher learning
In entirety, education during the Spanish regime was privileged only to
Spanish students. The supposed Philippine education was only a means to
remain in the Philippines as colonizers. For this reason, the Filipinos became
followers to the Spaniards in their own country. Even auspicious Filipinos
became cronies, to the extent that even their life styles were patterned from the
Spaniards.
9. Friar control over the system
The friars controlled the educational system during the Spanish times.
They owned different schools, ranging from the primary level to the tertiary
levels of education. The missionaries took charge in teaching, controlling and
maintaining the rules and regulations imposed to the students.
Spanish Influence on the Philippine Educational System

Philippine education before the Spaniards came was informal and
unstructured. Parents were the children’s first teachers. For schools, the children went
to the houses of tribal tutors where they were taught vocational subjects or what we
could consider today as electives. During the Spanish period, the tribal tutors were
replaced by Spanish missionaries and education became religion-oriented.
Education became exclusively for the elite in the early years in the Spanish
rule. Later education became accessible to Filipinos with the enactment of the
Education Decree of 1863. This decree provided for the establishment of at least one
primary school in each town. It also provided for the establishment of a normal school
for male teachers. Normal schools (teacher-training schools) were supervised by the
Jesuits. Primary education was free. Spanish as a subject was compulsory.
If you were born during Spanish regime and given the chance to
improve educational system with today’s understanding, what will you
change and how will you change it? (Note: For grading, kindly refer
to Appendix A)
are some parts of the lesson which you need clarification, please ask
your teacher during your face-to-face interactions.
Now if you are ready, please proceed to Lesson 4 of this module which will
discuss about the Abuses of the Guardia Civil, Church officials and Political leaders.
Lesson 4 Abuses of the Guardia Civil,

Church Officials and Political Leaders
 Describe the Abuses of the Guardia Civil, Church Officials and

Political Leaders; and
 Reflect on the effects of Abuses of the Guardia Civil, Church Officials
and Political Leaders to the Filipinos.
Introduction:
Life for the majority of Filipinos in Rizal time is full of tyrannies. In this
lesson the abuses of the people who are in position such as Guardia civil, church
officials and political leaders will be described and reflected.
In February 17, 1872, Fathers Mariano Gomez, Jose Burgos and Jocinto
Zamora (Gomburza), all Filipino priest, was executed by the Spanish colonizers on
charges of subversion. The charges against Fathers Gomez, Burgos and Zamora was
their alleged complicity in the uprising of workers at the Cavite Naval Yard. The
death of Gomburza awakened strong feelings of anger and resentment among the
Filipinos. They questioned Spanish authorities and demanded reforms. The
martyrdom of the three priests apparently helped to inspire the organization of the
Propaganda Movement, which aimed to seek reforms and inform Spain of the abuses
of its colonial government.
The illustrados led the Filipinos’ quest for reforms. Because of their education
and newly acquired wealth, they felt more confident about voicing out popular
grievances. However, since the illustrados themselves were a result of the changes
that the Spanish government had been slowly implementing, the group could not
really push very hard for the reforms it wanted. The illustrados did not succeeded in
easing the sufferings of the Filipinos; but from this group arose another faction called
the intelligentsia. The intelligentsia also wanted reforms; but they were more
systematic and used a peaceful means called the Propaganda Movement
Activating Prior Knowledge
Reflect on the picture and understand the brief description under. answer the guide questions provided bellow.
In February 17, 1872, Fathers Mariano Gomez, Jose Burgos and Jocinto
Zamora (Gomburza), all Filipino priest, was executed by the Spanish colonizers on
charges of subversion. The charges against Fathers Gomez, Burgos and Zamora was
their alleged complicity in the uprising of workers at the Cavite Naval Yard. The
death of Gomburza awakened strong feelings of anger and resentment among the
Filipinos. They questioned Spanish authorities and demanded reforms. The
martyrdom of the three priests apparently helped to inspire the organization of the
Propaganda Movement, which aimed to seek reforms and inform Spain of the abuses
of its colonial government.
1. Who were the three Filipino priests executed by the Spanish colonizers on
charges of subversion on February 17, 1872?
2. What are your thoughts in the martyrdom of the three priests?

 What impression does the GOMBURZA picture give you?
Elaborate
 Based on the execution of the three priests discuss briefly the

possible reasons behind the Filipino revolts against the
Spanish
Government.
A. Instability of Colonial Administration
The political instability of Spain adversely affected

Philippine affairs because it bought about frequent periodic
shifts in colonial policies and a periodic rigodon of colonial
officials. For instance, from 1849 to 1898, the Philippines was ruled by forty-five
governor-general, each serving an average term of only one year and three
months. At one time-from December 1853 to November 1854 – a period of less
than a year, there were four governor generals.
The frequent change of colonial officials hampered the political and

economic development of the Philippines. Hardly had one governor-general
begun his administration when he was soon replaced by his successor. Naturally,
no chief executive, no matter how able and energetic he was, could accomplish
much for the colony.
B. Corrupt Spanish Officials
The colonial officials (governor-general, judges, provincial executives, etc.)

sent by Spain to the Philippines in the 19th century were a far cry their able and
dedicated predecessors of the 16th, 17th, and 18th centuries. They were highly
corrupt, incompetent and cruel. Apparently, they symbolized the decadent Spain
of the 19th century.
General Rafael de Izquierdo (1871-1873), a boastful and ruthless governor

general, aroused the anger of the Filipinos by executing the innocent fathers
Mariano Gomez, Jose Burgos and Jacinto Zamora, the “Martyrs of 1872”. His
successor, Admiral Jose Malcampo (1874-77) a good Moro fighter, but was an
inept and weak administrator.
General Valeriano Weyler (1888-91), a cruel and corrupt governor general

of Hispanic-German ancestry, arrived in Manila a poor man and returned to Spain
a millionaire. He received a huge bribes and gifts of diamonds for his wife from
wealthy Chinese who evaded the anti-Chinese law. The Filipinos scornfully
called him “tyrant” because of his brutal persecution of the Calamba tenants,
particularly the family of Dr. Jose Rizal. The Cubans contemptuously cursed him
as ‘’The Butcher” because of his ruthless reconcentration policy during his brief
governorship in Cuba in 1896, causing the death of thousands of Cubans.
General Camilo de Polavieja (1896-97), an able militarist but heartless

governor general, was widely detested by the Filipino people for executing Dr.
Jose Rizal.
C. Human Rights Denied to Filipinos
Since the adoption of the Spanish Constitution of 1812 and other

constitutions, the people of Spain enjoyed freedom of speech, freedom of the
press, freedom of association, and other human rights: The Spanish authorities
who cherished this human rights or constitutional liberties in Spain denied them
to the Filipinos in Asia.
D. No Equality Before the Law
The Spanish missionaries, who introduced Christianity into the Philippines

are early as in the 16th century, taught that all men, irrespective of color and race,
are children of God such they are brothers, equal before God. In practice, the
Spanish colonial authorities, who were Christians, did not implement Christ’s
precepts of the brotherhood of all men especially during the last decades of
Hispanic rule. They arrogantly regarded the brown-skinned Filipinos as inferior
beings, not their Christian brothers to be protected but rather as their subjects to
be exploited. The Filipinos were abused, brutalized, persecuted and slandered by
their Spanish masters. They could not appeal to the law for justice because the
law, being dispensed by the Spaniards, was only for the white Spaniards.
E. Maladministration of Justice
The courts of Justice in the Philippines during Rizal’s time were notoriously
corrupt. They were courts of “injustice”, as far as brown Filipinos were
concerned. The Spanish Judges, fiscals (prosecuting attorneys) and other court
officials were inept, venial, and often time ignorant of laws.
Justice was costly, partial, and slow. Poor Filipinos had no access to the courts
because they could not afford the heavy expenses of litigation.
To the Filipino masses, litigation in court was a calamity. The expenses

incurred even in a simple lawsuit often exceed the value of the property at issue,
so that in many instances the litigants found themselves impoverished at the end
of the long tussle. Criminal cases dragged on for many years during which period
either the delinquents took to flight, or the documents were lost.
Dr. Rizal and his family were victims of Spanish injustice. Twice, first in 1871
and second in 1891, Dona Teodora (Rizal mother) was unjustly arrested and
jailed on flimsy grounds. Rizal himself was deported in July, 1892 to Dapitan
without benefit of a trial. His brother Paciano and his brother-in-law were exiled
to the various part of the archipelago without due process of law. Like Fathers
Mariano Gomez, Jose Burgos and Jacinto Zamora, Rizal was executed—a noble
victim of miscarriage of justice.
F. Racial Discrimination
Spaniard or a mestizo, no matter how stupid or Mongol born, always enjoyed

political and social prestige in the community.
Racial prejudice was prevalent everywhere---in government offices, in the

courts of justice, in the armed forces, in the social circles, and even in the
educational institutions and in the ecclesiastic hierarchy. One of the shining stars
of the Filipino clergy, Father Jose Burgos (1837-1872) complained of the lack of
opportunities for educated young Filipinos to rise in the service of God and
Country. He lamented “Shall a young man strive to rise in the profession of law
or of theology, when he can vision no future to himself.” Filipinos will aspire to
the seats of the wise and will devote sleepless nights to such an ideal, when he
clearly sees that his noblest feelings are crushed down in oblivion, and when few
only are dispensed the sinecures of honor and profit.
G. Frailocracy /Secularization of Filipino Priests
The Spanish political philosophy of union of church state arose a unique form
of government in the Hispanic Philippines called “frailocracy” because it was a
government by friars. The friars controlled the religious and the educational life
of the Philippines, and later in the 19th Century, they came to acquire tremendous
political power, influences and riches.
The friars practically ruled the Philippines through a façade of civil

government. The colonial authorities, from the governor general down to Alcades
mayores, were under the control of the friars. Almost every town in the
archipelago, excepts in lands, was ruled by the friar curate. Aside from his
priestly duties, the friar was the supervisor of local elections, the inspector of
schools and taxes, the arbiter of morals, the censor of books, the superintendent
of public works, and the guardian of peace and order. So great was his political
influence that his recommendations were heeded by the governor general and the
provincial officials. He could send a patriotic Filipino to jail or denounce him as a
filibuster (traitor) to be exiled to a distant place or to be executed as an enemy of
God.
H. Forced Labor and High Taxes
Filipino males’ ages 16 to 60 years old were obliged to render forced labor for
40 days a year. The brown Filipinos did the dirty job for building and repairing
the public works. The well-to-do among them were able to escape this manual
labor by paying the “falla”, which was a sum of money paid to the government
to be exempted from the “polo y’ servicio” (Forced labor)
I. The Abuses of Guardia Civil
The last hated symbol of Spanish tyranny was the Guardia Civil. The Guardia
Civil in the Philippines became infamous for their rampant abuses, such as
maltreating innocent people, looting their carabaos, chickens and valuable
belongings and raping helpless woman.
From the abstraction above, identify and explain 3 similarities of the past abuses that we still encounter in the present
(Note: For grading, kindly refer to Appendix A)
Well done! You have just finished Lesson 4 of this module. If

there are some parts of the lesson which you need clarification, please
End of module 1.
MODULE SUMMARY
 Rizal has been a hero because of many reasons. These reasons are not just
historical but it is with legal basis. Young Filipinos should not just read his life
but instead should emulate him.
 After the Philippines became a colony of Spain, the political system changed
and consisted of the King, Governor general, Alcadias, Ayuntamiento,
barangays, and cabeza de barangay.
 The Spaniards took over not just the government but as well as the educational
system. Parochial schools were established and headed by Spanish missionaries.
 The political instability of Spain adversely affected Philippine affairs because it

bought about frequent periodic shifts in colonial policies and a periodic rigodon
of colonial officials.
 Since the adoption of the Spanish Constitution of 1812 and other constitutions,
the people of Spain enjoyed freedom of speech, freedom of the press, freedom
of association, and other human rights: The Spanish authorities who cherished
this human rights or constitutional liberties in Spain denied them to the Filipinos
in Asia.
 The Filipinos were abused, brutalized, persecuted and slandered by their

Spanish masters.
 Racial prejudice was prevalent everywhere---in government offices, in the

courts of justice, in the armed forces, in the social circles, and even in the
educational institutions and in the ecclesiastic hierarchy.
 The Spanish political philosophy of union of church state arose a unique form
of government in the Hispanic Philippines called “frailocracy” because it was a
government by friars.
 Forced Labor and high taxes were imposed to the Filipinos.
 The last hated symbol of Spanish tyranny was the Guardia Civil because of their
rampant abuses, such as maltreating innocent people, looting their carabaos,
chickens and valuable belongings and raping helpless woman.
ASSESSMENT
Explain the qualities of Rizal. Which among them had the biggest impact on Rizal’s
nationalism? Explain. (Note: For grading, kindly refer to Appendix A)
REFERENCE
LESSON 1
Pangilinan, Michael, C.(2016). DR. JOSE P RIZAL Life, Works and Writings
(Revised Edition). Mindshapers CO.,INC. Intramuros, Manila.
Valenzuela, Edwin E. (2019). Rizal’s Life and Works: Towards Social Awareness
and Nationalism, [Textbook on Rizal Course for the New General Education
Curriculum (GenEd)]. (Revised Edition). Great Books Trading. West Ave., Quezon
City.
LESSON 2
Valenzuela, Edwin E. (2019). Rizal’s Life and Works: Towards Social Awareness and
Nationalism, [Textbook on Rizal Course for the New General Education Curriculum
(GenEd)]. (Revised Edition). Great Books Trading. West Ave., Quezon City.
https://www.esquiremag.ph/long-reads/features/death-of-gomburza-church-a2212-
20200217-lfrm ,Retrieved July 31,2020
https://www.google.com/search?q=the+study+of+jose+Rizal+clip+art&source=lnms
&tbm=isch&sa=X&ved=2ahUKEwjt2Kubp-
PqAhVLyYsBHTU_CiEQ_AUoAXoECA4QAw&biw=1280&bih=672#imgrc=7n10
MvyltZ3SdM, Retrieved July 31, 2020
https://www.longdom.org/scholarly/central-administration-journals-articles-ppts-list-
8.html, retrieved August 13, 2020
https://www.heritage.nf.ca/articles/politics/civil-governors.php, retrieved August 13,

2020
https://findwords.info/term/principalia#:~:text=Wikipedia,barangays)%20who%20go verned%20the
%20districts., retrieved August 13, 2020
https://www.britannica.com/place/Philippines/The-19th-century, retrieved
August 13, 2020
https://dimasalanglaonglaan.wordpress.com/philippines-in-the-19th-century/,
retrieved August 13,2020
LESSON 3
https://www.scribd.com/doc/78332892/Spanish-Influence-on-the-Philippine-
Educational-System, retrieved August 13,2020
LESSON 4
https://www.philippine- history.org/gomburza.htm#:~:text=Gomburza%20and%20the
%20Propaganda%20Mo vement&text=In%20February%2017%2C%201872%2C
%20Fathers,colonizers%20o n%20charges%20of%20subversion.&text=The%20death
%20of%20Gomburza%20aw akened,and%20resentment%20among%20the
%20Filipinos., retrieved August 13,
2020
Module 2
Module Overview
“Travel is a caprice in childhood, a passion in

youth, a necessity in manhood, and an elegy in
old age.”
-- Jose Rizal
Who is Jose Rizal?
In this Module
Family Tree and History

Studies
Travels Abroad
It is important to study the life of Jose Rizal because of his input

towards the independence of Philippines. He chose to fight for his country
through knowledge and varied skills. By studying the lives of heroes such as
Rizal, students are supposed to become more aware of the history that he is
founded upon.
Certainly, this module contains Rizal’s family tree and history,

studies and travels. This entails students to Rizal’s legacy on his life’s
history.
 identify the family of Rizal as well as the lifestyle of the

families during the 19th century;
 describe in full details the family of Rizal as member of the
Ilustrado class;
 analyze Rizal’s life and works at the Ateneo and how he
became one of the outstanding students of that time; and
 trace the places of his activities which give relevance to his
nationalistic passion.
Family Tree and History
 Describe how Jose obtained the “Rizal” last name
 Trace Jose Rizal’s genealogy
Introduction:
Welcome to lesson 1 of module 2! This lesson introduces you to the history

and genealogy of Jose Rizal’s family. As a student of 21st century, part of our
country’s history, it is imperative that you should know and understand the
significance of our national heroes’ contribution to our nation. Rizal’s birth and
family tree is part of Philippine history. Thus, Lesson 1 provides you with reading and
activities that will throw you back towards the details of Rizal’s family tree and
history. At the end of the day, you can come to reflect the difference of the family in
modern times and ancient times. Enjoy and keep reading!
Memory Wall
when
what
Let’s recall!
Recall
your
dhood days. When was it? What happened then? How did it happen? Write your thoughts in the question wall.
how
where
Consider the questions below:
1. What do you think are the differences between olden family
and modern family?
.
2. How do your parents influence you upon growing up?
Let’s Build on!
The Rizals are considered one of the biggest

families during their time. Domingo Lam-co, the
family’s paternal ascendant was a full-blooded Chinese
who came to the Philippines from Amoy, China in the closing years
of the 17th century and married a Chinese half-breed by the name of
Ines de la Rosa.
Researchers revealed that the Mercado-Rizal family had also

traces of Japanese, Spanish, Malay and Even Negrito blood aside
from Chinese.
Jose Rizal came from a 13-member family consisting of his

parents, Francisco Mercado II and Teodora Alonso Realonda, and
nine sisters and one brother.
FRANCISCO MERCADO (1818-1898)

Father of Jose Rizal who was the youngest of 13 offsprings of
Juan and Cirila Mercado. Born in Biñan, Laguna on April 18, 1818;
studied in San Jose College, Manila; and died in Manila.
TEODORA ALONSO (1827-1913)

Mother of Jose Rizal who was the second child of Lorenzo
Alonso and Brijida de Quintos. She studied at the Colegio de Santa
Rosa. She was a business-minded woman, courteous, religious, hard-
working and well-read. She was born in Santa Cruz, Manila on
November 14, 1827 and died in 1913 in Manila.
SATURNINA RIZAL (1850-1913)

Eldest child of the Rizal-Alonzo marriage. Married Manuel
Timoteo Hidalgo of Tanauan, Batangas.
PACIANO RIZAL (1851-1930)

Only brother of Jose Rizal and the second child. Studied at San
Jose College in Manila; became a farmer and later a general of the
Philippine Revolution.
NARCISA RIZAL (1852-1939)

The third child. married Antonio Lopez at Morong, Rizal; a
teacher and musician.
OLYMPIA RIZAL (1855-1887)

The fourth child. Married Silvestre Ubaldo; died in 1887 from
childbirth.
LUCIA RIZAL (1857-1919)

The fifth child. Married Matriano Herbosa.
MARIA RIZAL (1859-1945)

The sixth child. Married Daniel Faustino Cruz of
Biñan, Laguna.
JOSE RIZAL (1861-1896)

The second son and the seventh child. He was executed by
the Spaniards on December 30,1896.
CONCEPCION RIZAL (1862-1865)

The eight child. Died at the age of three because of sickness and
She was the first sorrow of Rizal.
JOSEFA RIZAL (1865-1945)

The ninth child. An epileptic, died a spinster.
TRINIDAD RIZAL (1868-1951)

The tenth child. Died a spinster and the last of the family to die.
SOLEDAD RIZAL (1870-1929)

The youngest child married Pantaleon Quintero.
Jose Rizal’s Family Tree
Source: https://www.pinterest.ph/pin/7810999332822746/
Rizal’s Lineage
The Rizal paternal ascendant was Domingo Lam-co, a full-
blooded Chinese who lived in Amoy, China and arrived in the
Philippines in the closing years of the 17th century. Domingo Lam-co
was married to a Chinese half-breed named Ines de la Rosa. The
Mercado-Rizal family had also Japanese, Spanish, Malay and Negrito
blood aside from their Chinese blood.
Rizal’s Parents
Jose Rizal’s father Francisco was the youngest of 13 children

of Juan and Cirila Mercado. He was born in Binan, Laguna, studied in
San Jose College of Manila and died in Manila.
Teodora, the mother of Jose Rizal, was a business-minded,

religious and hardworking individual who was born in Santa Cruz,
Manila on November 14, 1827. She was the second child of Brijida
de Quintos and Lorenzo Alonso. Teodora had Spanish and Japanese
ancestors while the father of Teodora was a half Spaniard engineer
known as Lorenzo Alberto Alonzo. She studied at the Colegio de Santa
Rosa. Teodora died in Manila in 1913.
The parents of Jose Rizal were both farmers who were

granted by the Dominicans with the lease of a hacienda together with
a rice farm.
Rizal’s Siblings
Saturnina Rizal was the eldest of the offsprings of Francisco

Mercado and Teodora Alonso Realonda. She married Manuel
Hidalgo who hailed from Tanauan, Batangas.
The only brother of Jose Rizal was Paciano Rizal and was
the second child. Paciano studied at the San Jose College in Manila
and worked as a farmer and later as a general of the Philippine
Revolution.
The other sisters of Jose Rizal were Narcisa,Olympia, Lucia,

Maria, Concepcion, Josefa, Trinidad and Soledad. Soledad was the
youngest child and later was married to Pantaleon Quintero.
How Jose Obtained the ‘Rizal’ Last Name?
The Rizal surname was obtained by Francisco Mercado as

suggested to him by a provincial governor after the Governor General
of the Philippines, Narciso Claveria, issued a decree in 1849 by which
native Filipino and immigrant families were to adopt Spanish
surnames from a list of Spanish family names.
Jose Rizal also obtained the surname Rizal after dropping
three other names that made up his full name. Jose Rizal also retained
Protasio as his other family name. His family never actually
recognized their Rizal surname, but Jose Rizal was forced to use it so
that he can travel freely and disassociate himself from his brother
Paciano, who was notorious because of his links with native priests
who were executed after they were found to be subversives.
Fill-in the chart below with necessary information and
details on Rizal’s family tree and history.
Rizal’s Family History Rizal’s

Siblings Lineage
Reflection:
a. Who is the most influential sibling of Jose Rizal? Explain.
b. Describe the Rizal family and compare it with the modern

Filipino family.
Well-done! So, you have successfully completed the
activities and tasks for lesson 1. It is expected that you
have gained insights and meaningful experience in
lesson 1.
Now, you are already prepared to move to lesson 2 of this module. So?
Enjoy and keep working!
Lesson
Studies
2
 Identify the importance of education in Rizal’s career

 Describe Rizal’s education experiences
Introduction:
Rizal always considered education as a medicine or something that could cure

the problems of Colonial Philippines. Hence, as young Filipino, it is important to be
aware of how Rizal became a hero and how his bravery and courage brought him to
be a protagonist. This lesson covers the educational background of Jose Rizal. At the
end of the lesson, you can learn how he fought his country through knowledge. Enjoy
and keep reading!
am Analysis
ze the quotation on the right side of this box and answer the analysisquestions below.
Consider the questions below:
1. What do you think are the importance of education to an individual?
2. What is the relevance of education in contemporary society?
Jose Rizal's Education

The familiar statement that Doña Teodora was Rizal’s first
teacher is not just a sort of ‘venerating’ his mother who
sacrificed a lot for our hero. It was a technical truth. In his
memoirs, Rizal wrote, “My mother taught me how to read and
to say haltingly the humble prayers which I raised fervently to God.”
Education in Calamba
In Rizal’s time, seldom would one see a highly educated woman of fine
culture like Doña Teodora who had the capacity to teach Spanish, reading, poetry, and
values through rare story books. Under her supervision, Rizal had thus learned the
alphabet and the prayers at the age of three.
Aside from his mother, his sister Saturnina and three maternal uncles also
mentored him. His uncle Jose Alberto taught him painting, sketching, and sculpture.
Uncle Gregorio influenced him to further love reading. Uncle Manuel, for his part,
developed Rizal’s physical skills in martial arts like wrestling.
To further enhance what Rizal had learned, private tutors were hired to give
him lessons at home. Thus, Maestro Celestino tutored him and Maestro Lucas Padua
later succeeded Celestino. Afterward, a former classmate of Don Francisco, Leon
Monroy, lived at the Rizal home to become the boy’s tutor in Spanish and Latin.
Sadly, Monroy died five months later. (Of course, there is no truth to some students’
comically malicious insinuation that Rizal had something to do with his death.)
Education in Biñan
Rizal was subsequently sent to a private school in Biñan. In June 1869, his
brother Paciano brought him to the school of Maestro Justiniano Aquino Cruz. The
school was in the teacher’s house, a small nipa house near the home of Jose’s aunt
where he stayed. In Rizal’s own words, his teacher “knew by the heart the grammars
by Nebrija and Gainza.”
During Rizal’s first day in Biñan school, the teacher asked him:
“Do you know Spanish?”
”A little, sir,” replied Rizal.
”Do you know Latin?”
”A little, sir.”
Because of this, his classmates, especially the teacher’s son Pedro, laughed at
the newcomer. So later in that day, Jose challenged the bully Pedro to a fight. Having
learned wrestling from his Uncle Manuel, the younger and smaller Jose had defeated
his tormenter. Compared to bullying victims today, we can say that Rizal did not wait
for anyone to enact a law against bullying, but rather took matters into his own hands.
Jose Rizal’s first teacher was his mother, who had taught him how to read and
pray and who had encouraged him to write poetry. Later, private tutors taught the
young Rizal Spanish and Latin, before he was sent to a private school in Biñan.
When he was 11 years old, Rizal entered the Ateneo Municipal de Manila. He
earned excellent marks in subjects like philosophy, physics, chemistry, and natural
history. At this school, he read novels; wrote prize-winning poetry (and even a
melodrama—“Junto al Pasig”); and practiced drawing, painting, and clay modeling,
all of which remained lifelong interests for him.
Rizal eventually earned a land surveyor’s and assessor’s degree from the
Ateneo Municipal while taking up Philosophy and Letters at the University of Santo
Tomas. Upon learning that his mother was going blind, Rizal opted to study
ophthalmology at the UST Faculty of Medicine and Surgery. He, however, was not
able to complete the course because “he became politically isolated by adversaries
among the faculty and clergy who demanded that he assimilate to their system.”
Without the knowledge of his parents, Rizal traveled to Europe in May 1882.
According to his biographer, Austin Craig, Rizal, “in order to obtain a better
education, had had to leave his country stealthily like a fugitive from justice, and his
family, to save themselves from persecution, were compelled to profess ignorance
of his plans
and movements. His name was entered in Santo Tomas at the opening of the new
term, with the fees paid, and Paciano had gone to Manila pretending to be looking for
this brother whom he had assisted out of the country.”
Rizal earned a Licentiate in Medicine at the Universidad Central de Madrid,

where he also took courses in philosophy and literature. It was in Madrid that he
conceived of writing Noli Me Tangere. He also attended the University of Paris and,
in 1887, completed his eye specialization course at the University of Heidelberg. It
was also in that year that Rizal’s first novel was published (in Berlin).
Rizal is said to have had the ability to master various skills, subjects, and
languages. Our national hero was also a doctor, farmer, naturalist (he discovered
the Draco rizali, a small lizard; Apogania rizali, a beetle; and the Rhacophorus rizali,
a frog), writer, visual artist, athlete (martial arts, fencing, and pistol shooting),
musician, and social scientist.
Rizal’s first teachers:

1. Dona Teodora
- his mother she patient, conscientious and understanding
- she discovered that her son had a talent in poetry
- she encouraged him to write poems
2. Private Tutors of Rizal
- Maestro Celestino
- Maestro Lucas
- Leon Monroy
Education at Binan, Laguna:

• June of 1869
- Paciano, Rizal’s brother accompanied him to Biñan to continue his studies.
• Maestro Justiniano Aquino Cruz

- His older brother’s former teacher
- Disciplinarian, tall man, lean and long-necked with a sharp nose and a
body slightly bent forward
- Wears sinamay shirt woven by the deft hands of Batangas woman
- Had a conversation with Rizal “Do you know Spanish? “A little, Sir.” Do
you know Latin? “A little sir.”
• Pedro
- The teacher’s son
- Laughed at Rizal’s answers
- Challenged by Rizal for a fight after bullying him during the conversation
with the teacher
- Wrestled with Rizal and eventually defeated
• Andres Salandanan
- Challenged Rizal to an arm-wrestling match
- Rizal lost and nearly cracked his head on the side walk
• Jose Rizal
- In succeeding days, he had other fights with the boys of Biñan He was
not quarrelsome by nature, but he never ran away from a fight.
- Spent his leisure hours with juancho a master painter
- He took the opportunity to become an apprentice together with his
classmate Jose Guevarra sooner they became the class’s best painters.
- Led a frugal and methodological life
- Returned to Biñan through a motorboat “talim”
Education at Ateneo de Manila:

• Jose Rizal
- He was placed in the Carthaginian Empire for being newcomer and with
little knowledge of Spanish and an externo (non-boarders)
- After a month he became the “Emperor” and was considered the brightest
pupil of the class
- “Religious picture” 1st prize he ever received at Ateneo
- Leisure hours spent by taking Spanish private lessons at Sta. Isabel College
- Rizal’s formal lessons gradually gained him proficiency both in the art
of rhetoric and in the art of independent thinking.
- He expressed his ideas on the value of education in his poem
“Through Education the Country Receives Light” (Por la Education Recibe
Lustre la Patricia)
- Por la Education Recibe Lustre la Patricia “Through Education the
Motherland Rcieves light” (April 1, 1876)
“To make full use of his God-given talents in poetry and to open his mind
to the rich influence of the world’s literature.”
• June 10, 1872
- Rizal took and passed the examination at College of San Juan de Letran
but Don Francisco changed his mind and decided to send Rizal to Ateneo
Municipal (later on became the Ateneo de Manila).
• Father Magin Fernando

- Ateneo Municipal registrar
- Refused to admit Rizal for the following reasons:
o He was late for registration
o He was sickly
o He was small for his age
• Perez Burgos
- Intercedes on Rizal’s refusal for admission
- Nephew of Father Burgos
• Father Jose Bech

- Rizal’s first professor in Ateneo
• Father Francisco de Paula Sanchez (on Rizal’s 4th year)

- Considered as his best Professor
- Inspired Rizal to study hard and write poetry
1874- Rizal wrote Literary pieces.

1. Mi Primera Inspiracion (My First Inspiration)
2. Al Nino Jesus (To the Child Jesus)
3. A La Virgen Maria (To the Virgin Mary.)
1875- Rizal wrote Literary pieces.

1. Felicitacion (Felicitation).
2. El Embarque: Himno A la Flota de Magallanes (The Departure: Hymn to
Magellan’s Fleet)
3. Y Es Espanol: Elcano, Primeiro en dar la Vuelta (And He is Spanish:
Elcano, the First to Circumnavigate the World)
4. El Combate: Urbizontondo, Terror de Jolo (The Battle: Urbizondo, Terror
of Jolo).
Education at Ateneo (1872-1877)

• He was considered, the most brilliant Atenean of his time, he was truly the
“Pride of the Jesuits.”
• He proudly offered all his excellent ratings and medals to his parents a way to
repay them for their sacrifices and love.
• The academic excellence of Rizal and his literary skills qualified him for
membership in two organizations at the Ateneo “The academy of Spanish
Literature and the academy of Natural Science” where he became the
“perfect”.
• He also joined the Merian Congregations; (Solidarity of our Lady and
Apostleship of Prayer) where he became the secretary of the Marian
Congregations.
Education at University of Santo Tomas (1877-1882)

• For higher studies, after graduation from Ateneo, he pursued his studies at the
University of Sto. Tomas
• “Perito agrimensor” (Expert surveyor) with grades of “Excellent” but was
not given a title because he was still 17 years old.
• Rizal decided to take up medicine with the advice of Father Pablo Ramon, the
director of Ateneo de Manila with the intention and desire to cure Doña
Teodora’s failing eyesight.
• Doña Teodora
was opposed to his son’s pursuing higher education in Manila because she was
reminded of the fate of intelligent Filipinos like the priests GOMBURZA.
• Don Francisco
Believed of the great future that awaited his son whose intelligence was
among the “best” during that time.
Experience of Spanish Brutality

• After a long tedious study as a medical student of UST, Rizal spent his
summer vacation in Calamba and experienced his first taste of Spanish
brutality.
• He failed to recognize the Spanish civil guard, passing by his side, thus, he did
not bow, salute or greet the man. At a striking distance, the civil guard
(Guardia Civil) whipped Rizal mercilessly at the back with stingray tail
(buntot Pagi)
• He suffered from the wounds inflicted on his back that lasted for two weeks
before it was completely healed
• When the incident was reported to the Captain General Primo de Rivera, he
was even reprimanded and even told Rizal that he should be thankful for being
still alive and spared by the civil guard.
Strip: Fill in the comic balloons below with your own response to the question posed. You can write your responses phrases
Who was Rizal’s first teacher? Based on Rizal’s life, how would you take
relevance to education?
Who taught Rizal Spanish and Latin?
How will you describe Rizal’s scholastic achievements?
Describe Rizal’s experience to Spanish Brutality
Congratulations! You have just finished Lesson 2. Keep reading and Enjoy!
Lesson
3 Travels Abroad
 Describe Rizal’s travel timeline; and
 Map out Jose Rizal’s travel.
Introduction:
The travel and adventure of Jose Rizal are important surface of his education
and mission for the Philippines. Upon his travel, Jose Rizal experienced struggles that
lead reform to the Philippines; because of his broad knowledge of different cultures he
learned from his journey, it became his inspiration for reforms. To know more about
his travel, consider the following activity:
Use the chart below to list people, objects, and

activities in the photograph.
he photograph and then examine individual items. Next, divide the photo into quadrants and study each section to see what new deta
People Objects Activities
Based on what you have observed above, list three things

you might infer from this photograph.
a) What questions does this photograph raise in your

mind?
b) Where could you find answers to them?
c) What is the message of the picture to you?
Disillusioned with how Filipinos in the Philippines regarded as

second-class citizens in institutions of learning and elsewhere,
the National Hero Jose Rizal left the country in May 1882 to
pursue further studies abroad. He enrolled in a course in
medicine at the Universidad Central de Madrid in Spain. In June
1883, he traveled to France to observe how medicine was being
practiced there.
After his three-month sojourn in France, Rizal returned to Madrid and though
about publishing a book that exposed the colonial relationship of Span and the
Philippines. This idea was realized in March 1887, with the publication of the novel
Noli Me Tangere in Germany. Rizal was actively involved in the Propaganda
movement, composed of Filipinos in Spain who sought to direct the attention of
Spaniards to the concerns of the Spanish colony in the Philippines. He wrote articles
for publications in Manila and abroad; convened with overseas Filipinos to discuss
their duty to the country; and called on Spanish authorities to institute reforms in the
Philippines, such as granting freedom of the press and Filipino representation in the
Spanish Cortes.
Rizal returned to Manila in August 1887, after five years in Europe. However,
his homecoming was met by the friar’s furor over Noli Me Tangere. The Archbishop
of Manila issued an order banning the possession and reading of the novel, an order
that was later reinforced by the governor-general. Six months later, pressured by the
Spanish authorities as well as by his family and friends to leave the country and avoid
further persecution, Rizal left Manila for Hong Kong. From Hong Kong, Rizal
raveled to Macau and Japan before going to America. Entering San Francisco,
California, in April 1888, he visited the states of Nevada, Utah, Colorado, Nebraska,
Illinois, and New York. He jotted down his observations of the landscape in his diary.
Rizal arrived in England in May 1888. In August, he was admitted to the
British Museum, where he copied Antonio de Morga’s massive study of the
Philippines, Sucesos de las Islas Filipinas, which Rizal later annotated for publication
“as a gift to the Filipinos”. In the museum he devoted his time reading all the sources
on Philippine history that he could find. He kept up his correspondence with various
people, including his family, who were being oppressed by the Spanish religious
landowners; the Filipino patriots in Spain; and his Austrian friend, Ferdinand
Blumentritt, with whom he planned to form an association of Philippine scholars.
From 1888 to 1890 he shuttled between London and Paris, where he wrote
ethnographic and history-related studies, as well as political articles. He also
frequently visited Spain, where he met with fellow Filipino intellectuals like Marcelo
H. del Pilar, Mariano Ponce, and Graciano Lopez-Jaena.
In March 1891, Rizal finished writing his second novel, El Filibusterismo, in

France. He planned to publish the book in Belgium, but was financially hard up. His
brother’s support from back home was delayed n coming, and he was scrimping n
meals and expenses. Finally, in September 1890, El Filibusterismo was published in
Ghent using donations from Rizal’s friends. Meanwhile, a rivalry had ensued between
Rizal decided to leave Europe to avoid the worsening rift between the Rizalistas and
Pilaristas, and to help maintain unity among Filipino expatriates. After staying for
some time in Hong Kong, where he practiced medicine and planned to build a “New
Calamba” by relocating landless Filipinos to Borneo, Rizal came home to the
Philippines in June 1892.
Timeline of Rizal’s Travels

Philippines 1882
May 3, 1882 – Rizal boarded the Salvadora with Antonio Rivera. Spain 1882
June 15, 1882 – Rizal arrived and stayed at Barcelona for 3 months.
Barcelona, Spain
August 20, 1882 – Rizal’s “Amor Patrio” was published
Madrid, Spain
September 2, 1882 – Rizal enrolled at the Universidad Central De Madrid
October 4, 1882 – Rizal recited his poem “Me Piden Versus” at the Circulo
Hispano-
Filipino
France 1883
June 20, 1883 – Rizal visited the Lariboisiere Hospital and observed the
different
diseases of women.
Madrid, Spain 1883-1884

September 28, 1883 – Rizal enrolled back to the Universidad De Madrid
January 2, 1884 – Rizal proposed to the Circulo Hispano-Filipino the
publication of a book.
June 21, 1884 – Rizal finished his degree Licentiate in Medicine.
Germany 1886-1887
April 22, 1886 – Rizal wrote the poem “A Las Floresde Heidelberg”
March 21, 1887 – copies of Noli Me Tangere went of the press.
Manila, Philippines 1887

August 5, 1887 – Rizal came back to Manila
August 30, 1887 – Possession and reading of Noli Me Tangere was prohibited
Hong Kong 1888

February 8, 1888 – Rizal arrived at Hong Kong
February 16, 1887 – Rizal wrote to Blumentritt that Hong Kong “is a small but
very clean city”
Japan 1888
February 28, 1888 – Rizal arrived in Japan
March 4, 1888 – He wrote Blumentritt about the honesty, courtesy, cleanliness
and industry of the Japanese people.
March 15, 1888 – Rizal first saw O-Se-san walking past the gate of the Spanish
Legation.
Biarritz, France 1891

March 21, 1891 – Rizal finished writing El Filibusterismo
Paris, France 1891

October 3, 1891 – Rizal sent a letter with 600 copies of the El Filibusterismo
to Jose
Basa in Hong Kong saying that he was definitely taking the next trip of the
Melbourne for Hong Kong from Marseilles
Philippines 1891-1896
June 26, 1892 – Rizal arrived in the Philippines using the boat Don Juan
December 30, 1896 – Rizal was executed
Concept Mapping
Develop a concept map showing your understanding of the
essences of Rizal’s journey. Write your answer on the space
provided. Then, write a one-paragraph essay about the concept
map that you have developed.
CONCEPT MAP
CONGRATULATIONS!
You have just finished this module. Now, you are already prepared to
move to module 3. Enjoy and keep working!
MODULE SUMMARY
You have completed this module 2. Key points covered

in the module include:
 The Rizals is considered one of the biggest families
during their time.
 Domingo Lam-co, the family’s paternal ascendant was a full-
blooded Chinese who came to the Philippines from Amoy, China in
the closing years of the 17th century and married a Chinese half-
breed by the name of Ines de la Rosa.
 Researchers revealed that the Mercado-Rizal family had also traces
of Japanese, Spanish, Malay and Even Negrito blood aside from
Chinese.
 Jose Rizal came from a 13-member family consisting of his
parents, Francisco Mercado II and Teodora Alonso Realonda, and
nine sisters and one brother.
 Doña Teodora was Rizal’s first teacher
 Our national hero was also a doctor, farmer, naturalist (he
discovered the Draco rizali, a small lizard; Apogania rizali, a
beetle; and the Rhacophorus rizali, a frog), writer, visual artist,
athlete (martial arts, fencing, and pistol shooting), musician, and
social scientist.
 Rizal was actively involved in the Propaganda movement,
composed of Filipinos in Spain who sought to direct the attention of
Spaniards to the concerns of the Spanish colony in the Philippines.
 He wrote articles for publications in Manila and abroad; convened
with overseas Filipinos to discuss their duty to the country; and
called on Spanish authorities to institute reforms in the Philippines,
such as granting freedom of the press and Filipino representation in
the Spanish Cortes.
ASSESSMENT
Write a reflection about the childhood education of Rizal as well as in comparison

with your childhood education. (Note: For grading, kindly refer to the rubric for
reflection in Appendix A)
REFERENCE
LESSON 1
Jose Rizal: Biography https://www.biography.com/political-figure/jos%C3%A9-rizal,

Retrieved August 2, 2020
Philippine Folklife / Museum Foundation : Jose Rizal Family Tree

https://philippinefolklifemuseum.org/collection/jose-rizal/attachment/rizal-family-
tree/, Retrieved August 2, 2020
Rizal’s Family Tree (2020, August 02) Retrieved from

https://www.google.com/search?q=JOSE+RIZAL+family+and+history&hl=en-
GB&sxsrf=ALeKk02RKaljrLTvQFNR5gxlMwrx6fq_aQ:1597841379348&source=ln
ms&tbm=isch&sa=X&ved=2ahUKEwjW6Mr-
pqfrAhUOG6YKHcF5B4QQ_AUoAXoECBAQAw&biw=1364&bih=697#imgrc=e
MTbgM4JpgHKTM
Rizal Shrine in Calamba, Laguna (2020, August 02) Retrieved from

https://www.google.com/search?q=rizal+house+in+laguna&hl=en-
GB&sxsrf=ALeKk01KRh4B6XODr6gQeHYCzBrtHjn0MA:1597841835652&source
=lnms&tbm=isch&sa=X&ved=2ahUKEwjhrZXYqKfrAhV1yosBHT7fDooQ_AUoA
XoECBwQAw&biw=1364&bih=697#imgrc=B_ZVcospf7OnHM
LESSON 2
Jose P. Rizal / Educational Background https://joserizalproject.weebly.com/jose-

rizalrsquos-educational-background.html, retrieved August 2, 2020
Rizal’s Concept of Education (2020, August 02) Retrieved from

https://www.google.com/search?q=rizal+quotation+about+education+(without+educa
tion+and+liberty)&hl=en-
GB&sxsrf=ALeKk02VCYFAiGXillMEXytXGMNHV0W8kw:1597842066297&sour
ce=lnms&tbm=isch&sa=X&ved=2ahUKEwiG65LGqafrAhWKF6YKHX3-
Ah0Q_AUoAXoECA0QAw&biw=1364&bih=697#imgrc=EMVeaFn1-TrvYM
LESSON 3
Travels of Rizal (2020, August 02) Retrieved form

https://www.filipinaslibrary.org.ph/articles/the-travels-of-rizal/
Travels of Rizal (2020, August 02) Retrieved form

https://www.filipinaslibrary.org.ph/articles/the-travels-of rizal/#:~:text=From
%20Hong%20Kong%2C%20Rizal%20traveled,in%20England%2 0in%20May
%201888.
Dr. Joe P. Rizal / A Martyr Lives On

https://www.google.com/search?q=jose+rizal&hl=en-
GB&sxsrf=ALeKk02sqBRrKyLDa2OjZEDzuIQ9r78zCg:1597842485304&source=l
nms&tbm=isch&sa=X&ved=2ahUKEwiegvmNq6frAhUxyosBHRhYC6AQ_AUoAX
oECCMQAw&biw=1364&bih=697#imgrc=RmYOHR4Hz6qY1M&imgdii=ZEXAm
y22OFWwPM, Retrieved August 2, 2020
Large Group Happy Image & Photo

https://www.google.com/search?q=people%20over%20the%20mountains%20and%2
0sea&tbm=isch&tbs=rimg%3ACQbYHjE6en9DYUaDXI4OaqZL&hl=enGB&sa=X
&ved=0CB8QuIIBahcKEwiQ_NzQrafrAhUAAAAAHQAAAAAQGg&biw=1347&
bih=697#imgrc=SX_PIQz0ELGbGM&imgdii=D4wHRVVZ1CyIvM, Retrieved
August 2, 2020
Module 3
Module Overview
The First Homecoming
In this Module
Noli Me Tangere
The First Homecoming
Hymn to Labor
Return to Europe
El Filibusterismo
Rizal’s first homecoming in the Philippines was due to the following main
reasons: (a) to operate his mother’s eyes, (b) to serve his own people who had been
oppressed by the Spaniards, and (c) to find out himself how his writings affected the
Filipinos and Spaniards.
In this module, we will explore the struggles of our national hero, Rizal, in
realizing his ideals and works. Moreover, to look back to history on how the first
homecoming of Rizal became remarkable to his people.
 discuss the synthesis of Rizal’s novel, Noli Me Tangere and El

Filibusterismo, and his other writings;
 express the significance of Rizal’s writings, Noli Me Tangere and El
Filibusterismo, on how it impacted the Filipinos and Spaniards;
 enumerate the reasons behind Rizal’s first homecoming;
 trace back Rizal’s adventures in his travels to Europe through web
mapping; and
 interpret Rizal’s poem “Hymn to Labor”.
Ready? Let’s begin.

Noli Me Tangere
 Discuss the synthesis of Noli Me Tangere;

 Express the significance of Noli Me Tangere and its impact
to the Filipinos and Spaniards.
Introduction:
Noli Me Tangere, as Rizal’s one of its powerful novels stirred a lot of
emotions not just to the Filipinos but as well as to the Spaniards as it became a threat
to them. In this lesson, you will discover the reason why Noli Me Tangere gained
both criticisms and admirations.
Activity:
Read the quotation below from Jose Rizal in his novel Noli Me Tangere.
Analyze and interpret it through relating its meaning to our current society’s situation
in this pandemic. Cite one problem that you observe in our society, explain and relate
it to the following quotation below.
“The people do not complain because they have no voice; do not move
because they are lethargic, and you say that they do not suffer because you have not
seen their hearts bleed.” – Jose Rizal, Noli Me Tangere
 In this time of pandemic, a lot of people criticizes the

government for all of its decisions not just in mitigating the
pandemic but as well to other aspects. What is your stand with it
as to relating to the above quotations?
The Novel – Noli Me Tangere
As a man obsessed with freedom and liberty for the Filipino
people, Rizal proposed a book writing project to the Filipino
members of the Circulo Hispano Filipino. The book would deal
on the socio-cultural and political aspects of life in the
Philippines.
Most of them were not interested in Rizal’s proposed project. With this, Rizal decided
to write the book by himself, the Noli Me Tangere his masterpiece. Rizal joined the
Brotherhood of Masons.
Jose Rizal determined to write the novel alone. Jose Rizal began writing the
novel in Madrid finished the First half of it. He continued writing in Paris where he
was inspired through the immortal declaration of the rights of man. He finished it in
Germany where scientific research and philosophy were free from the church and
state control.
Noli Me Tangere was printed in Berlin and charged P300.00 for 2,000 copies.
Maximo Viola offered to pay the amount and the book was finally released in March
1887. Rizal studied Hebrew to enable him to interpret the Bible in its original text to
be prepared to defend any controversial religious issues that Noli Me Tangere might
arise. He had translated some passages from the Bible that he used in his book. “Noli
me tangere” is a Latin phrase from the Bible which means “Touch Me Not”. In John
20:13- 17 “Touch me not; I am not yet ascended to my Father but go to my brethren,
and say unto them I ascend unto my Father and your Father, and to my God and your
God.”
Noli Me Tangere (The Social Cancer as the alternative English Title) was
written awaken the nationalism of every Filipino.
Summary of Noli Me Tangere

(from https://www.kapitbisig.com/philippines/noli-me-tangere-the-social-cancer-by-
dr-jose-rizal-book-notes-summary-in-english-executive-summary-the-summary-of-
noli-me-tangere_851.html)
The first of two canonical 19th-century novels, Noli Me Tangere revolves

around Crisostomo Ibarra who, after a seven-year stay in Europe to study, comes
home to his town of San Diego, brimming with the desire to contribute to the
development of
the townspeople. More specifically, as a reformist, he aims to
make education accessible to more people. His idealism, however, cannot
bear fruit because of insidious forces bent on destroying him. Ibarra learns that his
father, Don Rafael, had been embroiled in a conflict with Padre Damaso, who
eventually causes his humiliation and death. It is not only political power that the friar
wields; he has also used power to seduce the mother of Maria Clara, Ibarra' s
sweetheart. Ibarra has another enemy in the person of Padre Salvi, who lusts after
Maria Clara. It is also Padre Salvi who almost causes Ibarra ' s death at the
groundbreaking ceremonies for the school. Things come to a head when Ibarra is
implicated in a failed uprising instigated by Padre Salvi. The young man is
imprisoned but is eventually rescued by Elias, whose life Ibarra has saved in the past.
As the novel ends, the thoroughly disillusioned Ibarra sees a bleak future.
Characters of Noli Me Tangere
1. Crisostomo Ibarra – Also known by his full name as Juan Crisostomo

Ibarra y Magsalin, a Filipino who studied in Europe for 7 years, the love
interest of Maria Clara. Son of the deceased Don Rafael Ibarra; Crisostomo
changed his surname from Eibarramendia to Ibarra, from his ancestor’s
surname.
2. Elias – Ibarra’s mysterious friend, a master boater, also a fugitive. He was
referred to at one point as “the pilot.” He wants to revolutionize his country.
3. Maria Clara – Maria Clara de los Santos, Ibarra’s sweetheart; the
illegitimate daughter of Father Damaso and Pia Alba.
4. Father Damaso – also known in his full name as Damaso Verdoglagas,
Franciscan friar and Maria Clara’s biological father.
5. Sisa – the mother of Basilio and Crispin, who became insane after losing her
sons.
6. Kapitan Tiago – also known in his full name as Don Santiago de los Santos
the known father of Maria Clara but not the real one; lives in Binondo.
7. Pilosopong Tasyo – also known as Don Anastasio, portrayed in the novel as
pessimistic, cynic, and mas by his neighbors.
8. Doña Victorina – Victorina delos Reyes De Espadaña, a woman who
passes herself off as a Peninsulares.
9. Pedro – abusive husband of Sisa who loved cockfighting.
10. Don Rafael Ibarra – known in the plot as a concerned citizen and property
owner who was the Father of Crisostomo Ibarra.
11. The School Master – A teacher at San Diego who’s view in the novel
represented the weak and useless education in the Philippines.
12. Tandang Pablo – The leader of the rebels, whose family was destroyed
because of the Spaniards.
13. Basilio – the elder son of Sisa.
14. Crispin – the younger son of Sisa who died from the punishment of the
soldiers from the false accusation of stealing an amount of money.
15. Padre Sibyla – Hernando de la Sibyla, a Filipino friar.
16. Padre Salvi – also known in his full name as Bernardo Salvi, a secret
admirer of Maria Clara.
17. The Alferez – chief of the Guardia Civil; mortal enemy of the priest for
power in San Diego.
18. Don Tiburcio – Spanish husband of Donya Victorina who was limp and
submissive to his wife; he also pretended to be a doctor.
19. Doña Consolacion – wife of the Alferez, another woman who passed herself
as a Peninsular; best remembered for her abusive treatment of Sisa.
20. Captain-General (No specific name) – The most powerful official in the
Philippines, a hater of secular priests and corrupt officials, and a friend of
Ibarra.
Read the synthesis of Noli Me Tangere and answer the following

questions. Kindly refer to the rubric for literary review at the end of
this module.
1. What do the characters Ibarra and Elías represent in the novel?
2. What is the message of the novel about revenge?
3. What is the significance of this novel to the Filipino people?
4. Do you think Rizal portrays education as the solution to oppression? Why or why
not?
Well done! You have just finished Lesson 1 of this module. If there are some
parts of the lesson which you need clarification, please ask your teacher
during your face-to-face interactions.
Now if you are ready, please proceed to Lesson 2 of this module which will
discuss about the first homecoming of Rizal.
Lesson
2 The First Homecoming
 Discuss the timeline of Rizal’s journey in his homeland; and
 Enumerate the reasons behind Rizal’s first homecoming;
Introduction:
After Rizal stayed in Europe for 5 years he returned to his homeland. In his
first homecoming, let us know what are the reasons behind and what happened after
through tracing his timeline in his return.
Activity:
Assume that someone in your family went abroad. What would you like to say
to them?
 If you are the one who went abroad, what would be your
reason/s for coming home?
 Which would you prefer, staying in your own country or going abroad?
Explain.
All the alluring beauties of foreign countries and all the

beautiful memories of his sojourn in alien lands could neither
make Rizal for his fatherland nor turn his back to his own
nationality, he remained at heart a true Filipino with an
unquenchable love for the Philippines and an unshakable
determination to die in the land of his birth.
Because of the publication of the Noli Me tangere and the uproar it caused among the
friars, Rizal was warned by
 Paciano (his brother),
 Silvestre Ubaldo (his brother-in-law),
 Chengoy (Jose M. Cecilio),
 and other friends to return home.
He was determined to return to the Philippines for the following reasons:

 to operates on his mother’s eye’s;
 to serve his people who had long been oppressed by the Spanish tyrants.
 to find out for himself how the Noli and His other writings were affecting
the Filipinos and Spaniards in the Philippines
 to inquire why Leonor Rivera remained silent
Timeline:
June 29, 1887 – in Rome, Rizal wrote to his father announcing his homecoming.
July 3, 1887 – He boarded the steamer Djemnah, the same streamer which brought
him to Europe five years ago.
 There are many passengers including Englishmen, Germans, Chinese,
Frenchmen, also Japanese, and only one Filipino (Rizal).
 Rizal was the only one among the passengers who could speak many
languages, so that he acted as interpreter for his companions.
August 6 - The Haiphong arrived in Manila. He stayed in the city for a short time. He
found Manila the same as when he left it 5 years ago.
August 8 - He returned to Calamba. His family welcomed him affectionally, with

plentiful tears of joys. His family became worried about his safety. Paciano did not
leave him to protect him from any enemy assault.
 In Calamba, Rizal established a medical clinic. His first patient was his
mother, who was almost blind.
 News of the arrival of a great doctor from Germany spread far and wide.
Patients from manila and other province flocked to Calamba.
 He was called “Doctor Uliman” because he came from Germany.
 As a physician he did not selfishly devote all his time to enriching himself,
even offer “gratis” for the poor and he opened a gymnasium for young
folks and introduced European sports as to discourage time being spent in
cockfights (sabong) and gambling.
 He failed to see Leonora Rivera.
If you were given the chance to recreate Rizal’s

homecoming, what would be your ideal story of his return? Create
a synthesis of it. For the scoring, kindly refer to the rubric for story
making in Appendix A.
Congratulations! You have just finished Lesson 2. Keep reading and Enjoy!
Lesson
Hymn to Labor
3
 Discuss Rizal’s patriotism through the poem; and
 Interpret Rizal’s poem, Hymn to Labor.
Introduction:
Have you written a poem for someone or something? Rizal was known for his
wondrous talents and skills including poetry. In this lesson, you will know how Rizal
loved his country through his written poem.
Activity:
In this time of pandemic, everyone has his own role in helping the country.
With that, create at least a one-stanza poem that describes your role in helping the
country in this pandemic.
 What is your interpretation with the poem you made?

 Everyone can be a hero in his own way. As a student, what can you contribute
in this society during this trying times?
Himno Al Trabajo
“Hymn to Labor” (188) which was written on request in
commemoration of Lipa’s elevation from a town to a city. This is
an admirable poem because it originated from one who himself
worked hard and worked well. He asked the people to assume
their
distinctive roles in promoting their country’s progress through the dignity of labor and
industry.
Hymn to Labor
(Imno sa Paggawa)
For the Motherland in war,

For the Motherland in peace,
Will the Filipino keep watch,
He will live until life will
cease!
MEN:
Now the East is glowing with

light, Go! To the field to till the
land, For the labour of man
sustains Fam'ly, home and
Motherland. Hard the land may
turn to be,
Scorching the rays of the sun
above... For the country, wife and
children All will be easy to our love.
(Chorus)
WIVES:
Go to work with spirits high,

For the wife keeps home
faithfully,
Inculcates love in her children
For virtue, knowledge and
country.
When the evening brings
repose, On returning joy awaits
you, And if fate is adverse, the
wife, Shall know the task to
continue.
(Chorus)
MAIDENS
:
Hail! Hail! Praise to labour,

Of the country wealth and
vigor!
For it brow serene's exalted,
It's her blood, life, and
ardor.
If some youth would show his love
Labor his faith will sustain :
Only a man who struggles and works
Will his offspring know to maintain.
(Chorus)
CHILDREN:
Teach, us ye the laborious work

To pursue your footsteps we wish,
For tomorrow when country calls us
We may be able your task to finish.
And on seeing us the elders will
say :
"Look, they're worthy 'f their sires of yore!"
Incense does not honor the dead
As does a son with glory and valor
Refer to the poem, Hymn to Labor, choose your distinct role

and interpret that chosen stanza. For the scoring, kindly refer to
the rubric for literary review in Appendix A.
Well done! You have just finished this lesson. You are doing good. Keep
reading and enjoy!
Lesson
Return to Europe
4
 Discuss what happened why Rizal left his homeland again and
returned to Europe; and
 Trace back Rizal’s adventures in his travels to Europe through
web mapping.
Introduction:
Unlike other people who would like to travel abroad, Rizal was forced to
return to Europe for certain reasons. In this lesson, you will know why Rizal needed
to leave his country again.
Activity:
Refer to the picture on the side. Below are

jumbled letters and you need to guess the word
with the pictures given. Fill in the blank with
your answer.
E E S A P C
O U R T A O
 If you are given the chance to go to a foreign country,
where would it be and why?
 If you will be asked to leave your country, what certain noble reason/s you
would like to have?
East Asia
On February 3, 1888, for the second time, Rizal sailed to

Hong Kong as a frustrated being who wanted the utmost reform
in his native land.
Jose Sainz de Verranda – Terrero’s former secretary of British Colony,

followed Rizal and believed to be commissioned by the Spanish authorities to spy the
hero.
After three weeks, he boarded the American streamer Oceanic and sailed to
Japan where he was invited by Juan Perez Caballero to live at the Spanish Legation.
His instinct told him it was a bait, a way for Spanish officials to keep tract of his
activities. Since it was economical and believed that he had nothing to hide, he
accepted it. Rizal was impressed by the scenic Japan and had keenly observed the life,
customs and culture of the people. He had fallen in love not only with the view but
more to its women, particularly with the 23-year old O-Sei-San.
Sail to West
Rizal was tempted to settle in Japan with O-Sei-San, but on April 13, 1888,
Rizal boarded the English streamer, Belgic bound for United States, reaching the
land on April 28. He visited San Francisco, left on the second day to Oklahoma, then
to Sacramento, then to Reno, and finally to New York. On May 16, 1988, the Ship,
City of Rome sailed for Liverpool and where he decided to stay in London until
March 1899. Rizal chose to stay in London so that he could improve his English
skills, study and do annotation of Antonio Morga’s Sucesos de las Islas Filipinas and
he believed that the said English City is safe place to carry his reforms. He stayed at
Dr. Antonio
Ma. Regidor’s home and boarded at the Beckett family where he fell in love with
Gertrude.
In Great Britain
In London, he received bad and good news from home. The good news is that
Rev. Vicente Garcia was defending his Noli from the attacks of the friars. On the
other hand, the bad news was that the Filipino signatories of the “Petition of 1888”
and the tenants of Calamba agrarian trouble were facing persecution. His brother-in-
laws, Manuel T. Hidalgo and Mariano Herbosa, were exiled to Bohol and was
denied with Christian burial. Laureano Viado, his friend, a UST medical student,
was imprisoned for possessing a copy of Noli. During his stay in the country, he made
used of time in writing essays and articles for the LA SOLIDARIDAD. On June 12,
1889, with Filipino and Spanish friends, they founded the ASOCACION HISPANO-
FILIPINO which aimed for unionism and reforms. After 10 months, Rizal left
London and departed to Paris.
In France
He continued his study on various languages and practiced skills, and finished
two statues. “The Beggar” and “The Maid With a Basket”. He organized a social club
called KIDLAT CLUB which brought together young Filipinos residing in France.
THE INDIOS BRAVOS, an organization which envisioned Filipinos being
recognized by Spain for being excellent in various field of knowledge. By January
1890, Rizal’s annotation of the SUCESOS was finally printed and published by the
Garnier Freres.
In Belgium
With his roommate, Jose Albert, celebrated Christmas in Paris. After New
Year, on January 28, 1890, he left Paris for Brussels. With Albert, they left the
extravagant and gay life in Paris and stayed in a boarding house owned by the Jacoby
sisters. Rizal continued contributing for La Solidaridad under the pseudonyms
DIMASALANG and LAONG LAAN. He received letters telling that the agrarian
trouble in the province was getting worse. As such, he decided to go home. But
instead of going home, a letter from Paciano told him that they already lost the case
against the Dominicans and they were in need of a lawyer who would defend their
family and the families in Calamba from Madrid. Rizal traveled in Madrid to seek
justice but in vain. He could not find the right person and he heard that his family was
already evicted from their land in Calamba and other families were banished to
Mindoro and Manila.
In Spain
Rizal had many misadventures in Madrid. He challenged Antonio Luna and

Wenceslao Retana in a duel with Luna, it was about the latter’s frustration with his
unsuccessful love affair with Nellie Boustead, and so negative remarks on the lady
which Rizal did not tolerate. The other encounter was with Retana who had insulted
Rizal and his family by writing in LA EPOCA, an anti-filipino newspaper, that the
Rizal family in Calamba was evicted from their lands because they did not pay their
rents. He also heard the news of Leonor Rivera’s marriage with Henry Kipping, and
Englishman, which terribly broke his heart. Another marked event was the Marcelo H.
Del Pilar-Jose Rizal rivalry for leadership in the ASOCIACION HISPANO
FILIPINO. A faction emerged from the Filipinos in Madrid, the RIZALISTAS and
PILARISTAS. Losing the election, Rizal decided to go back home, fearing that his
presence may result to bigger and stronger faction among Filipinos in Madrid. But
instead of going straight to Hong Kong, he went back to Brussels to finish his 2nd
novel, the EL FILIBUSTERISMO.
Create a web map of Rizal’s travels in returning to Europe. Main

elements are the places he went to and the important events that
happened there.
are some parts of the lesson which you need clarification, please
Now if you are ready, please proceed to the last lesson of this module. Enjoy!
Lesson 5
El Filibusterismo
 Discuss the synthesis of El Filibusterismo;

 Compare Noli Me Tangere and El Filibusterismo; and
 Express the significance of El Filibusterismo and its impact
to the Filipinos and Spaniards.
Introduction:
After the publication of Noli Me Tangere, Rizal worked on his second novel
which is El Filibusterismo. This novel did not just add to his fame but it is the one of
the grounds against him why he became a martyr in his own country. In this lesson,
you will know what El Filibusterism is all about.
Activity:
Read the quotation below from Jose Rizal in his novel El Filibusterismo.
Analyze and interpret it through relating its meaning to our current society’s situation
in this pandemic. Cite one problem that you observe in our society, explain and relate
it to the following quotation below.
“There are no tyrants where there are no slaves.” – El Filibusterismo

 Based on the quotation, describe society’s situation during
this pandemic.
 Do you think in this present time in our country, tyranny and slavery still
exist? Why or why not?
He wrote the 2nd novel which was the continuation of the

Noli Me Tangere in Brussels and he finished it in Biarritz,
Madrid, inspired by the magnificent place and his romance with
Nellie Boustead. On March 29, 1891, he finished the manuscript
of El Filibusterismo and he completed the revision on May 30,
1891,
ready for printing. F. MEYER-VAN LOO PRESS, the cheapest printing press found
at Viaanderen street that published his books in an installment basis. He pawned his
jewels in order to pay the down payment and early partial payments during the
printing. He received some funds from Basa and Rodriguez Arias. But printing was
suspended due to insufficient funds and then Valentine Ventura in Paris helped him
because he learned about Rizal’s predicament.
On September 18, 1891, the novel came off the press in Ghent. He
immediately send copies to Basa, Sixto Lopez, to his friends Valentin S. Ventura and
to his friends in the Philippines. The members of the Filipino colony of Barcelona
published a tribute in La Publicidad, a Barcelona newspaper, eulogizing the novel’s
original style which is comparable only to sublime Alexander Dumas and may well be
offered as “a model, a precious jewel in the decadent literature of Spain”. The Liberal
Madrid newspaper, EL NUEVO REGIMEN, serialized the novel in its issues of
October, 1891. Rizal dedicated El Filibusterismo to the martyrs, Father Gomez,
Burgos, and Zamora. Their martyrdom, which Paciano related to him when he was a
boy in Calamba was never forgotten.
Summary of El Filibusterismo
(from https://www.kapitbisig.com/philippines/el-filibusterismo-the-reign-of-greed-by-
dr-jose-rizal-book-notes-summary-in-english-executive-summary-the-summary-of-el-
filibusterismo_203.html)
The sequel to Noli Me Tangere with its unarguably utopian vision, El

Filibusterismo offers a much bleaker picture of the last decades of the nineteenth
century. Crisostomo Ibarra, the reformist hero of the earlier novel, has come back to
the Philippines as the enigmatic stranger named Simoun, a rich jeweller. Driven by
hatred and a fierce desire to avenge his sufferings, and to rescue Maria Clara from the
nunnery where she has fled, Simoun embarks on a crusade the goal of which is to
corrupt and thus weaken various institutions that would eventually lead to a bloody
revolution. He schemes and plans systematically and plots with various characters,
including Basilio, to bring about the downfall of the government. The first plot fails,
as does the second one. Simoun, carrying his huge stash of jewelry, flees to the
mountain retreat of Padre Florentino, who absolves the dying man from his sins. The
novel ends as the priest throws Simoun's treasures into the sea with the hope that they
could be retrieved and used only for the good of the people.
Characters in El Filibusterismo
1. Simoun – Crisostomo Ibarra disguised as a wealthy jeweler, bent on starting

a revolution.
2. Basilio – Sisa’s son, now an aspiring doctor
3. Isagani – poet and Basilio’s best friend; protrayed as emotional and reactive;
Paulita Gomez boyfriend before being dumpped for fellow student Juanito
Pelaez.
4. Kabesang Tales – Telesforo Juan de Dios, a former cabeza de barangay who
resurfaced as the feared Luzon Bandit Matanglawin (Hawkeye); his father,
Tandang Selo, died eventually after his own son Tano, who became a guardia
civil, unknowingly shot his grandfather in an encounter.
5. Don Custodio – the Custodio de Salazary Sanchez de Monteredondo, a
famous journalist who was asked by the students about his decision for the
academia de castellano. In reality, he was quiet a ordinary fellow who
married a rich woman in order to be a member of Manila’s society.
6. Paulita Gomez – The girlfriend ofIsagani and the niece of Dona Victorina,
the old India who passing (racial Identity) passes herself as a
PENINSULARES, who was a wife of the quack doctor Tiburcio de
Espadana. In the end, she and Juanito Pelaez were wed, and she dumped
Isagani, believeing that she will have no future if she marries him.
7. Father Florentino- Isagani’s godfather, and a secular priest; was engaged to
be married, but chose to be a priest after being pressured by his mother, the
story hinting at the ambivance of his decision as he chose an assignment to a
remote place, living in solitude near the sea.
8. Juli – Juliana de Dios, the girlfriend of Basilio, the youngest daughter of
Kabesang Tales.
9. Ben Zayb- Abraham Ibanez is his real name. He is a Journalist who thought
he was the only one thinking in the Philippines.
10. Placido Penitente – a student of the University of Santo Tomas who was
very intelligent and wise but did not want, if not only by his mother’s plea, to
pursue his studies. He also controls his temper against his Physics teacher,
Father Millon.
11. Quiroga- a Chinese businessman who dreamt of being a consul of a
“Consulate of China” in the Philippines. He kept Simoun’s weapons inside
his house.
12. Tandang Selo – father of Kabesang Tales. He raised the sick and young
Basilio after his mother Sisa had died.
13. Father Fernandez- the priest-friend of Isagani. He promised Isagani that he
and other priests will give in to students’ demands.
14. Attorney Pasta- one of the great lawyers of mid-Hispanic Manila.
15. Captain-General- the powerful highest official in the Philippines.
16. Padre Sibyla- hernando de la Sibyla, a Filipino friar and now vice-rector of
the University of Santo Tomas.
Comparison of Noli Me Tangere and El Filibusterismo

FEATURE/ASPECT NOLI ME TANGERE EL FILIBUSTERISMO
Spanish (language) Noli me Tangere El Filibusterismo
English (Language) Touch Me Not, Social Ang Paghahari ng
Cancer Kasakiman
Genre Romantic Novel Political Novel
Concept To work pacifist, choosing To revenge the sufferings
peaceful reforms through of the family and
education of the youth countrymen resulting from
bitter and traumatic
experiences
Dedication Motherland GOMBURZA
LENGTH 64 Chapters 38 chapters
Answer the following questions thoroughly. Kindly refer to

the rubric for literary review in Appendix A.
1. When Simoun meets Basilio in the forest, he tells him “There

are no despots where there are no slaves”. Discuss what he means
in the context of the colonization of the Philippines.
2. What is the relevance of Noli Me Tangere and El filibusterismo in today’s society?
CONGRATULATIONS! You have just finished this module. I hope you

are enjoying in taking a look of our hero’s life. See you in the next
module!
MODULE SUMMARY
You have completed this module 3. Key points covered in the module include:
 Rizal proposed a book writing project to the Filipino members of the Circulo
Hispano Filipino. Noli Me Tangere would deal on the socio-cultural and
political aspects of life in the Philippines.
 Rizal studied Hebrew to enable him to interpret the Bible in its original text to
be prepared to defend any controversial religious issues that Noli Me Tangere
might arise.
 Because of the publication of the Noli Me tangere and the uproar it caused
among the friars.
 He remained at heart a true Filipino with an unquenchable love for the
Philippines and an unshakable determination to die in the land of his birth.
 In Calamba, Rizal established a medical clinic. His first patient was his
mother, who was almost blind.
 As a physician he did not selfishly devote all his time to enriching himself,
even offer “gratis” for the poor and he opened a gymnasium for young folks
and introduced European sports as to discourage time being spent in
cockfights (sabong) and gambling.
 “Hymn to Labor” (188) which was written on request in commemoration of
Lipa’s elevation from a town to a city. This is an admirable poem because it
originated from one who himself worked hard and worked well.
 On February 3, 1888, for the second time, Rizal sailed to Hong Kong as a
frustrated being who wanted the utmost reform in his native land.
 Rizal was tempted to settle in Japan with O-Sei-San, but on April 13, 1888,
Rizal boarded the English streamer, Belgic bound for United States, reaching
the land on April 28.
 While he was in London, he received good news which was that Rev. Vicente
Garcia was defending his Noli from the attacks of the friars. On the other
hand, the bad news was that the Filipino signatories of the “Petition of 1888”
and the tenants of Calamba agrarian trouble were facing persecution.
 He organized a social club called KIDLAT CLUB which brought together
young Filipinos residing in France.
 Rizal continued contributing for La Solidaridad under the pseudonyms
DIMASALANG and LAONG LAAN.
 He challenged Antonio Luna and Wenceslao Retana in a duel with Luna, it
was about the latter’s frustration with his unsuccessful love affair with Nellie
Boustead, and so negative remarks on the lady which Rizal did not tolerate.
 Another encounter was with Retana who had insulted Rizal and his family by
writing in LA EPOCA, an anti-filipino newspaper, that the Rizal family in
Calamba was evicted from their lands because they did not pay their rents.
 On March 29, 1891, he finished the manuscript of El Filibusterismo and he
completed the revision on May 30, 1891, ready for printing. F. MEYER-VAN
LOO PRESS, the cheapest printing press found at Viaanderen street that
published his books in an installment basis.
ASSESSMENT
Analyze the following statements and answer thoroughly. Kindly refer to the rubric
for essay in Appendix A.
1. Rizal had written his two novels as one way to fight the oppression of the
Spaniards. Years after we were colonized by not just Spain but other nations as well.
Do you think after President Aguinaldo declared our independence we have been
totally freed from any oppression? Explain your answer.
2. Rizal’s poem Hymn to Labor originated from one who himself worked hard and
worked well. In this time of pandemic, what do you think should people do in order to
help the nation conquer the struggles that it has today?
REFERENCE
LESSON 1
Pangilinan, M. (2016). Dr. Jose Rizal: Life, Works and Writings. Mindshapers Co.,
Inc.: Intramuros Manila.
Rizal, J. (n.d.). Executive Summary (The Summary of “Noli Me Tangere”). Kapit
Bisig. Retrieved August 20, 2020, from
https://www.kapitbisig.com/philippines/noli-me-tangere-the-social-cancer-by-
dr-jose-rizal-book-notes-summary-in-english-executive-summary-the-
summary-of-noli-me-tangere_851.html
GradeSaver LLC. (n.d.). Noli Me Tangere Essay Questions. GradeSaver. Retrieved
August 20, 2020, from https://www.gradesaver.com/noli-me-tangere/study-
guide/essay-questions
LESSON 2
LESSON 3
LESSON 4
LESSON 5
Rizal, J. (n.d.). El Filibusterismo (Book Notes/Summary in English). Kapit Bisig.

Retrieved August 20, 2020, from https://www.kapitbisig.com/philippines/el-
filibusterismo-the-reign-of-greed-by-dr-jose-rizal-book-notes-summary-in-
english_211.htm
Module 4
Module Overview
The Final Journey
In this Module
La Liga Filipina
Rizal in Dapitan
Rizal and the Katipunan
Trial and Charges
Mi Ultimo Adios
As Rizal desired to free his people from the oppression of Spaniards, he

returned to his homeland and dedicated his strength in leading Filipinos who are able
to contest in reform movements. As such the La Liga Filipina where he sought to
involve the people directly in the reform movement. However, he was sued and exiled
in Dapitan due to charges that was pressed against him. Some rumors said that the
accusations against him were all fabricated, while some believe that it was true.
Whatever it is, we cannot deny the fact that in his final moments, he dedicated his all
in fighting for his country and thus, becoming a martyr.
In this module, you will learn that fighting against oppression is not all about
war and bloodshed of the people, but it can be fought through pen and paper. Let us
discuss what Rizal meant with his belief that the pen is mightier than the sword.
 enumerate the purpose of La Liga Filipina;

 discuss Rizal’s life and contribution in his exile in Dapitan;
 discuss the Katipunan’s attempt to rescue Rizal from his imprisonment;
 scrutinize Rizal’s trial and the validity of the charges pressed against
him; and
 reflect on Rizal’s last farewell.
Ready? Let’s begin.

Lesson
1 La Liga Filipina
 Discuss how the organization, La Liga Filipina, was founded;
and
 Enumerate the purpose of La Liga Filipina;
Introduction:
Have you wondered how Rizal fought for his oppressed people? He was never
alone because of his co-patriots. In this lesson, you will learn the socio-civic
community that Rizal was in and see if it succeeded or not.
Activity:
Think of creating a socio-civic community or an organization that focuses on the
society’s welfare. Create a name of it and list down what would be its purposes.
Organization’s Name:
Organization’s Aims/Purpose:
 As a student, how would you achieve the aims that you have set
on your created organization?
 How can you help the society during this time of pandemic?
La Liga Filipina
Upon his return to the Philippines in July 1892, Rizal organized La

Liga Filipina, this constituted a forward step on the reformist ideas of the
times in the sense that the new group sought to involve the people directly
in the
reform movement. Many elements of society who were anxious for change were
attracted to the Liga, among them, Andres Bonifacio, who became one of the
founders of the organization.
As listed in the constitution Rizal prepared, the Liga’s aims were:
1. To unite the whole archipelago into one compact, vigorous, and

homogenous body;
2. Mutual protection in every want and necessity;
3. Defense against all violence and injustice;
4. Encouragement of instruction, agriculture, and commerce;
5. Study and application of reforms
As Rizal envisioned it, the league was to be a sort of mutual aid and self-help
society dispensing scholarship funds and legal aid, loaning capital and setting up
cooperatives. These were innocent, even naive objectives that could hardly alleviate
the social ills of those times, but the Spanish authorities were so alarmed that they
arrested Rizal on July 6, 1892, merely four days after the Liga was organized for
allegedly found in his baggage bundle of leaflets entitled “Poor Friars” which were
against the Dominican priests who acquired riches contrary to their vow of poverty.
Rizal was held in Fort Santiago for about a week and then was deported to Dapitan.
With Rizal deported to Dapitan, the Liga became inactive until, through the
efforts of Domingo Franco and Andres Bonifacio, it was reorganized. Apolinario
Mabini became the secretary of the Supreme Council.
Create a concept map about La Liga Filipina’s success and failure.
List their aims for success and the reasons why they failed.
LA LIGA FILIPINA
Reasons of failure
Aims/Purpose
Well done! You have just finished Lesson 1 of this module. If

there are some parts of the lesson which you need clarification,
please ask your teacher during your face-to-face interactions.
Now if you are ready, please proceed to Lesson 2 of this module

which will discuss about the life of Rizal in his exile in Dapitan.
Lesson
2 Rizal in Dapitan
 Discuss Rizal’s life and contribution in his exile in Dapitan.
 Express appreciation of Rizal as a man of many talents through
arts or literature.
Introduction:
Rizal is known not just a hero but a man of many talents. In this lesson, you
will learn some it during his exile in Dapitan.
Activity:
What is your dream job? Imagine having that one dream job of yours. What would it
be and why? How can you contribute to the society especially your community?
Answer these questions in one paragraph.
 In thinking of your dream job, what considerations did you

make?
 After you graduated, even if you are not in your dream program, what can you
do in helping your community?
Rizal’s Meaningful Life in Dapitan
Rizal had an exemplary and meaningful life in Dapitan. On

July 1892, he traveled to Dapitan under Captain Delgas passing
Mindoro and Panay. Reaching the place after two days, Rizal was
handed to
Captain Carnicero, the Spanish commandant of Dapitan. Rizal had lived in the place
for four years. Dapitan is a remote town in Mindanao which is under the missionary
jurisdiction of the Jesuits. He stayed and lived in the house of Captain Carnicero. The
relation between Carnicero (warden) and Rizal (prisoner) was warm and friendly.
They ate together and the had many friendly conversations, Captain Carnicero
admired Rizal’s fine qualities and personalities. He came to know Rizal was not a
common fellow, much less a filibuster. The captain gave Rizal complete freedom to
go anywhere and he gave good reports on his prisoner to Governor General Despujol.
Rizal as a Teacher in Dapitan
Rizal knew the value of good education since his boyhood. During his travels
abroad, he observed the educational system of modern nation. He planned to establish
a modern college in Hong Kong but did not give him the opportunity to put into
practice his educational ideas.
In 1893, he established a school that existed until the end of exile in July 1896.
It all started with 3 pupils then enrollment increased to 16 pupils. They worked in the
garden, field, and construction projects in the community. He gave the boys
vocational and academic trainings. Rizal taught the boys reading, writing, languages,
(Spanish and English) geography, history, mathematics (arithmetic and geometry)
industrial work, nature and study, morals and gymnastics.
He made their learning functional, relating their activities to their actual life
situation. Formal classes were held daily from 2:00 to 4:00 in the afternoon. On one
day the lessons were conducted in English and on the next day in Spanish. As in the
Ateneo, the brightest pupil was called “emperor” and he at the head of the bench and
the poorest occupied the foot of the bench. The lessons were supplemented with
fieldtrips to the mountain, caves and seashore which gave the pupil a working
knowledge of the flora and fauna. Rizal encouraged then to play games in order to
strengthen their bodies. They had gymnastics, boxing, wrestling, stone throwing,
swimming, arnis (native fencing) and swinging on parallel bars and rings and also
boating.
Rizal as a Farmer in Dapitan
Dr. Jose Rizal also devoted much of his time to agriculture. He bought 16
hectares of land in Talisay where he built his home, his school and hospital. He
planted
the land with copra, coffee, sugarcane, coconuts and other fruit trees. He introduced
modern methods of agriculture which he had observed in America and Europe. He
encouraged Dapitan farmers to discard their primitive way of farming and adopt the
modern agricultural method.
Rizal dreamed of this place for his relatives and friends from Calamba to come
to his agricultural colony but it did not materialize because he could not get the
support of the government. Just like he would like to have a colony in Borneo for the
people of Calamba when they were evicted from the hacienda or field they were
working.
Rizal as a Businessman
While in Dapitan, in partnership with Ramon Carreon, Rizal made profitable

business ventures in fishing, copra, hemp industries and lime manufacturing. At one
deal, they made a profit of P200.00. To break the Chinese monopoly on business in
Dapitan, he organized the Cooperative Association of Dapitan Farmers in January 1,
1895. He prepared the constitution and bylaws. Among its purposes were “to improve
the farm products, obtain better outlets for them, collect funds for their purchase.
Rizal as a Scientist
There were no limits to his scientific versatility. While in Dapitan, he found

Mindanao a rich virgin field for collecting specimens. With his pupils, they explored
the jungles and coasts for specimens of insects, birds, snakes, lizards, frogs, shells,
and plants. He sent this to the museum of Europe specially the Dresden museum. The
European scientists sent Rizal specific books and surgical instrument as payment of
these valuable specimens. For his four-year exile in Dapitan, he built up a reach
collection of concology which consisted of 346 shells representing 203 species. He
discovered some rare specimen which were named in his honor by the scientist e.q.
Draco Rizali (a flying dragon) Rhacoporus Rizali (a rare frog.), etc.
He also conducted anthropological, ethnographical, archaeological,

geographical studies.
As you had known Rizal of his talents and skills, express
your admiration or appreciation of him as our national hero through
creating an artwork or poem. Refer to the rubric for artwork and/or
rubric for poem in Appendix A.
Well done! You have just finished lesson 2. Keep working!

Lesson
3 Rizal and the Katipunan
 Discuss the Katipunan’s attempt to rescue Rizal from his
imprisonment.
 Enumerate the reasons why the Katipunan failed to
rescue Rizal.
Introduction:
Right now, freedom is enjoyed by everyone. But during Spanish conquest,
freedom was not granted to the Filipinos. Freedom was the reason why our heroes
became heroes. In this lesson, you will know how Rizal turned down the freedom
offered by the Katipuneros from his imprisonment.
Activity:
Give your analysis of the following quotation.
“To die and to conquer is pleasant but to die and be conquered is painful.”
- Dr. Jose Rizal
 If you live during the Spanish conquest, what would you do,
surrender or fight? Why?
 What is your stand in the famous line, “pen is mightier than the sword”?
While Rizal was still mourning the loss of his son, a
revolution was being planned by the Katipunero led by Andres
Bonifacio. Dr. Pio Valenzuela was named emissary to Dapitan in
order to inform Dr. Rizal of their plans of revolution for freedom’s
sake. To camouflage his real mission, Dr. Pio Valenzuela brought
with him a a blind man by the name of Raymundo Mata. They left Manila on board
steamer Venus and arrived in Dapitan in the evening of July 21, 1896. After supper,
the two had a heart-to-heart talk. Rizal objected to the revolutionary plans which
would mean a veritable suicide for two reasons (1) the people are not ready for a
revolution
(2) arms and funds must be raised before the revolution. He also disapproved of the
other plan of the Katipunan to rescue him because he had given his word of honor for
the Spanish authorities and he would not break it.
Rizal understood the sentiments of his oppressed people. He was aware of this
possibility when Spain refused to grant the reforms they were fighting for. He knew
that his countrymen had slim chance of winning but he could not blame them for their
impulsiveness and desire for freedom.
Before the two men ended their talk, Rizal said with a tongue of sadness. “To
die and to conquer is pleasant but to die and be conquered is painful.”
Rescue Attempt by the Katipunan
For the second time, in August 1896, during Rizal’s stopover in Manila Bay,
Andres Bonifacio, Emilio Jacinto and other selected Katipuneros disguised as sailors
of the motor Caridad so that they can easily penetrate the cruiser Castilla, then
harbored at Mania Bay. Rizal was on deck at that time when he was approached by
Jacinto who whispered that they were Katipuneros and were there to rescue him.
However, despite the opportunity given to him, Rizal refused to be rescued.
Write your assumptions of what might happen if the following
happened.
If he agreed to be rescued by the Katipuneros…
Dr. Jose Rizal

If he agreed to fight with the Katipuneros…
Lesson 4
Trial and Charges
 Discuss Rizal’s trial and charges against him.

 Scrutinize Rizal’s trial and the validity of the charges pressed
against him.
Introduction:
Do you know people who had been falsely accused of doing something? How
do you think did they handle the situation? In this lesson, you will know how Rizal
handled his trial and all the charges against him.
Activity:
Due to the pandemic, the lawmakers crafted policies to restrict movement in
the society, and thereafter, contain the spread of virus. One of features of this law says
that no person should go out in public unless necessary and social/ physical distancing
must always be strictly observed.
Now, we have two scenarios.
Person A is an important government personnel who throw a party in

celebration of his birthday. It created a buzz in the public because of the violation of
social and physical distancing, because of it he was reprimanded by his head. No
charges were filed against him.
Person B is a layman who went outside of his house to earn money and make
food for himself. He was arrested because he “broke the protocol and violated the
law” by going outside. Now, analyze the two scenarios and investigate on who truly
broke the protocols.
 If there is any, can you determine the similarities and/or

differences between the two persons stated above?
 In two scenarios above, can you say that the law served its purpose? Explain.
 Does the tale of these two stories explain the state of our justice system in
our country? Explain.
Charges Against Rizal
On the 11th of December 1896, in the presence of his Spanish

counsel, charges against Rizal were read. When asked regarding his
sentiments or reaction on the charges, Rizal replied that:
1. He does not question the jurisdiction of the court.

2. He had nothing to amend except that during his exile in Dapitan in 1892,
he had not dealt in political matters.
3. He had nothing to admit on the charges against him.
4. He had nothing to admit on the declarations of the witnesses, he had not
met nor knew, against him.
Two days after, Rizal’s case was endorsed to Blanco’s successor, Governor
Camilo de Polaveja, who had the authority to command that the case be court
martialed. On December 15, inside his cell at Fort Santiago, Rizal wrote the
controversial Manifesto addressed to his countrymen – a letter denouncing bloody
struggle, and promotiong education and industry as the best means to acquire
independence. However, Judge Advocate General Nicolas de la Peña requested
Governor Polavieja that the publication of the manifesto be prohibited, and so, the
governor did.
Jose Rizal’s Trial
The hearing was actually kind of moro-moro – a planned trial wherein Rizal,
before hearing his verdict, had already been prejudged. Unlike other accused, Rizal
had not been allowed to know the people who witnessed against him. The trial took
place at Cuartel de España, a military building, with a court composed of seven
military officers headed by Lt. Col. Jose Togores Arjona.
After Judge Advocate Dominguez opened the trial, it was allowed by Atty.
Alcocer’s reiteration of the charges against Rizal, urging the court that the latter be
punished with death. Accordingly, the three crimes accused to him were rebellion,
sedition and illegal association – the penalty for the first two being life imprisonment
to death, while the last, correctional imprisonment and a charge of 325 to 3,250
pestas.
The military court remained indifferent to the pleas of Rizal. Rizal was a
civilian, but was tried by military court composed of military officials. The case was
already prejudged in the absence of due process. After a short deliberation, he was
sentenced to be shot in musketry until death at 7 o’clock in the morning of December
30, 1896 at Bagumbayan. The decision was submitted to Gov, Polavieja who
immediately sought the opinion of Nicolas de la Peña – the latter found the verdict
just and final. Two days later, the governor general signed the court’s decision and
ordered Rizal’s execution, with all the formalities as required by law.
With the above trial and charges of Rizal, scrutinize it further and
write a 300-word insight about it. Kindly refer to the rubric for essay
in Appendix A.
How was it so far? Exciting? Do not forget to enjoy while you are
learning. You are now ready for the next lesson. Keep reading!
Lesson
5 Mi Ultimo Adios
 Analyze the last poem of Rizal, Mi Ultimo Adios.
 Reflect on Rizal’s last farewell.
Introduction:
Mi Ultimo Adios was the last untitled poem written by Rizal before he was
executed. In this lesson, you will see how Rizal tell us of how beautiful the
Philippines is and how he wants us to learn from our past and to see the truth about
how the world view us.
Activity:
Assume that someone dear to you is moving to another city or leaving the country, bid
your farewell by creating a one-stanza poem.
 Give a short interpretation of the poem you made.
My Last Farewell was Rizal’s last and greatest poem

written before his execution, December 29, 1896, this poem is
considered as a priceless gem to the Philippine Literature.
The poem was given by Rizal to his sisters at the eve of his execution. Rizal
gave to his sister, Trinidad, the alcohol stove through the guard, and said “there is
something inside”. The sisters discovered inside the stove an untitled poem with 14
stanzas/ The sister produced the poem and sent it to Rizal’s friend abroad. Later
Maraino Davana, a Filipino Priest, entitled the poem “Mi Ultimo Adios” and
published it in La Independencia of Antonion Luna on September 28, 1898.
My Last Farewell
(Mi Ultimo Adios / Huling Paalam)
Farewell, dear Fatherland, clime of the sun caress’d

Pearl of the Orient seas, our Eden lost!,
Gladly now I go to give thee this faded life’s best,
And were it brighter, fresher, or more blest
Still would I give it thee, nor count the cost.
On the field of battle, ‘mid the frenzy of fight,

Others have given their lives, without doubt or heed;
The place matters not-cypress or laurel or lily white,
Scaffold or open plain, combat or martyrdom’s plight,
‘Tis ever the same, to serve our home and country’s need.
I die just when I see the dawn break,

Through the gloom of night, to herald the day;
And if color is lacking my blood, thou shalt
take,
Pour’d out at need for thy dear sake
To dye with its crimson the waking ray.
My dreams, when life first opened to me,

My dreams, when the hopes of youth beat high,
Were to see thy lov’d face, O gem of the Orient
sea From gloom and grief, from care and sorrow
free; No blush on thy brow, no tear in thine eye.
Dream of my life, my living and burning

desire, All hail! cries the soul that is now to
take flight; All hail! And sweet it is for thee to
expire;
To die for thy sake, that thou mayst aspire;
And sleep in thy bosom eternity’s long
night.
If over my grave someday thou seest grow,

In the grassy sod, a humble flower,
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb below
The touch of thy tenderness, thy breath’s warm
power.
Let the moon beam over me soft and serene,
Let the dawn shed over me its radiant
flashes,
Let the wind with sad lament over me
keen; And if on my cross a bird should be
seen,
Let it trill there its hymn of peace to my ashes.
Let the sun draw the vapors up to the sky,

And heavenward in purity bear my tardy protest
Let some kind soul o ‘er my untimely fate sigh,
And in the still evening a prayer be lifted on
high From thee, 0 my country, that in God I may
rest.
Pray for all those that hapless have died,

For all who have suffered the unmeasured pain;
For our mothers that bitterly their woes have cried,
For widows and orphans, for captives by torture tried
And then for thyself that redemption thou mayst gain.
And when the dark night wraps the graveyard around

With only the dead in their vigil to see
Break not my repose or the mystery profound
And perchance thou mayst hear a sad hymn resound
‘Tis I, O my country, raising a song unto thee.
And even my grave is remembered no more

Unmark’d by never a cross nor a stone
Let the plow sweep through it, the spade turns it o’er
That my ashes may carpet earthly floor,
Before into nothingness at last they are blown.
Then will oblivion bring to me no care

As over thy vales and plains I sweep;
Throbbing and cleansed in thy space and air
With color and light, with song and lament I fare,
Ever repeating the faith that I keep.
My Fatherland ador’d, that sadness to my sorrow lends

Beloved Filipinas, hear now my last good-by!
I give thee all: parents and kindred and friends
For I go where no slave before the oppressor bends,
Where faith can never kill, and God reigns e’er on high!
Farewell to you all, from my soul torn away,

Friends of my childhood in the home
dispossessed! Give thanks that I rest from the
wearisome day!
Farewell to thee, too, sweet friend that lightened my
way; Beloved creatures all, farewell! In death there is
rest!
Write a 200-word reflection of Mi Ultimo Adios. Kindly refer to the rubric
for reflection in Appendix A.
CONGRATULATIONS! You have just finished the last lesson of

this module. I hope you learned a lot in your journey in this course
pack.
MODULE SUMMARY
You have completed this module 4. Key points covered in the module include:
 In July 1892, Rizal organized La Liga Filipina, this constituted a forward step
on the reformist ideas of the times in the sense that the new group sought to
involve the people directly in the reform movement.
 With Rizal deported to Dapitan, the Liga became inactive until, through the
efforts of Domingo Franco and Andres Bonifacio, it was reorganized.
 In 1893, he established a school that existed until the end of exile in July 1896.
It all started with 3 pupils then enrollment increased to 16 pupils.
 He encouraged Dapitan farmers to discard their primitive way of farming and
adopt the modern agricultural method.
 While in Dapitan, in partnership with Ramon Carreon, Rizal made profitable
business ventures in fishing, copra, hemp industries and lime manufacturing.
 For his four-year exile in Dapitan, he built up a reach collection of concology
which consisted of 346 shells representing 203 species.
 He knew that his countrymen had slim chance of winning but he could not
blame them for their impulsiveness and desire for freedom.
 For the second attempt of rescuing Rizal by the Katipunan, in August 1896,
during Rizal’s stopover in Manila Bay, Andres Bonifacio, Emilio Jacinto and
other selected Katipuneros disguised as sailors of the motor Caridad so that
they can easily penetrate the cruiser Castilla. However, Rizal refused to be
rescued.
 On the 11th of December 1896, in the presence of his Spanish counsel, charges
against Rizal were read.
 After Judge Advocate Dominguez opened the trial, it was allowed by Atty.
Alcocer’s reiteration of the charges against Rizal, urging the court that the
latter be punished with death.
 Mi Ultimo Adios (My Last Farewell) was Rizal’s last and greatest poem
written before his execution, December 29, 1896, this poem is considered as a
priceless gem to the Philippine Literature.
ASSESSMENT
Analyze the following statements and answer thoroughly. Kindly refer to the rubric
for essay in Appendix A.
1. La Liga Filipina was founded by Rizal in his hope of uniting the archipelago.
However, even a lot of people, not just Rizal, had made the effort to unite the country.
What do you think is the reason why Filipinos has never been united?
2. During Rizal’s exile in Dapitan, he had contributed a lot in the community.

Through his inventions, he made the life of the people around him easy. During this
pandemic, what did you do in making your quarantine productive just like Rizal did
in his exile?
REFERENCES
LESSON 1
LESSON 2
LESSON 3
LESSON 4
LESSON 5
Marchadesch, J. (2015, March 20). Mi Ultimo Adios (My Last Farewell) [Slides].
Prezi. https://prezi.com/4bv4mibtp4q4/mi-ultimo-adios-my-last-farewell/?
fallback=1
APPENDIX A - Rubrics
Rubric for Reflection

5 3 1
Performance / (Good) (Fair) (Poor)
Criteria
Components include All components are Some of the Many of the
cover page (with included and clearly preliminary components are
name, titles and the marked. components are missing.
body missing.
Organization follows Organization follows Organization follows Organization does not
the instructions the instructions a the instruction for follow the
reflection/ reaction making a reflection/ instructions for
paper correctly and reaction paper making a reflection
completely. or reaction paper.
Word processed; Words processed, Words processed Words processed but

grammatically and edited and obviously with few grammatical with many
mechanically correct proofread. and mechanical grammatical errors
errors. and
Neatness and Presentation Presentation slightly Presentation is

creativity demonstrates demonstrates neither neat nor
neatness and neatness and creative.
creativity in all areas creativity to some
and pages of the extent.
portfolio.
Completeness of Contents are all Some contents are Most of the contents
Content completely filed and missing and are are missing and
submitted. disarranged. disarranged.
Promptness (Working Student paper is Student paper is Student paper is
Days) submitted on time. submitted no more submitted a week
than one after the more after the
deadline. deadline of
submission.
Rubric for Literary Review
CATEGORY 10 points 8 points 6 points 4 points 2 points
Compelling and
Clearly stated Present, but
clear with Clear, but
Main Idea with some illogical or Missing.
thoughtful lacking insight.
insight. unclear.
insight.
Chosen details
Supporting
Relevant details offer
details and Almost no
chosen from Some details insufficient
information support or
close reading of (but not quite support, simple
are typically support has
Complete/Relevance the text; clearly enough) that plot summary,
unclear or no relation to
and thoroughly support the or minimally
not related to the main idea
support the main idea. relate to main
the topic.
main idea. idea
Logical All essential Paragraphs

Logical
organization; parts present, completely
organization;
stellar but lack Missing
effective
transitions; organizational organization; whole pieces
Focus and transitions;
compelling and logic or have weak of the essay
Organization intro/conclusion
focused transitional transitions,
present but not
intro/conclusion flow intro, or
compelling
ineffective conclusion
Appropriate
tone, but Inappropriate
Appropriate
Appropriate inaccurate or tone;
tone; accurate Inappropriate
tone; accurate unsophisticated frequent use
Diction AND tone/makes
word choices; word choices of inaccurate
sophisticated little sense
no repetition and/or words; very
word choices
somewhat repetitive
repetitive
Minimal errors; Almost free of Distracting Barely
Mistakes (7-
sophisticated errors, but little errors (5-6) or readable due
Grammar and 8) interfere
and varied variety of repetitive to mistakes
Spelling with
sentence sentence sentence (more than
meaning
structures structure structure 8)
Rubric for Story Making
Category Excellent (5) Average (3) Poor (1)
Story The story is very The story is good The story is still
interesting and and some areas are developing and not
well thought out. well thought out. well thought out.
Structure The story has clear The story does not The introduction,
introduction, main have a clear main body, and
body, and introduction, main conclusion are
conclusion. body, and difficult to see in
conclusion. the story.
Grammar and The sentences are Some of the The sentences are
sentence clear and easy to sentences are often unclear and
structure understand. Each unclear and a little difficult to
sentence contains difficult to understand. The
one idea. There are understand. Some main idea is
few grammatical sentences contain unclear. There are
mistakes. many ideas. There many grammatical
are some problems, this
grammatical means it is difficult
mistakes. to read and
understand the
essay.
(Adapted from: https://www.slideshare.net/simonwilliams9461799/rubrics-for-wiki-zine-writing)
Rubric for Artwork
Category Accomplished Developing Artist Beginning Artist
Artist (10) (6) (2)
Understanding of Insight and depth Some depth of Lacks content
Content of content content understanding and
understanding are understanding is is clearly a work in
evident evident progress
Completion Most of the steps Some of the steps Artwork appears
are completed to completed but to be work in
the best of student needs finishing progress
ability touches
Craftmanship Artwork reflects Artwork reflects Artwork appears
deliberate control adequate control to be a work in
having good and having some progress with little
craftmanship craftmanship or no control of
craftmanship
Creative Process Expresses original Expresses original Lacks original idea
idea and insightful ideas but has few and has few details
perspectives with details
an appropriate
amount of details
(Adapted from: https://www.pinterest.ph/pin/114982596711836092/)
Rubric for Poem Writing
Category Excellent (5) Average (3) Poor (1)
Cohesiveness The poem goes The poem The poem does
perfectly together. somewhat goes not go together.
There is unity together but needs The poems lines
between lines and more cohesiveness. and stanzas sway
stanzas, which The poem’s lines
connect with the and stanzas
topic. sometimes sway
from the topic.
Word choice and The poem uses The poem uses The poem uses
main idea many precise, general or ordinary general or
vivid, and terms to develop a ordinary terms to
descriptive words main idea or describe the
to develop a main message. object, the words
idea or message. do not develop a
main idea or
message.
Creativity The poem uses 3 The poem uses 1 or The poem does
or more unique 2 unique metaphors not use unique
metaphors and and similes to metaphors and
similes to describe describe situations, similes.
situations, objects, objects, and
and people. people.
(Adapted from: https://www.pinterest.ph/pin/451697037620711802/
and https://www.pinterest.ph/pin/466967055099467190/)
Rubric for Essay
1 - NEEDS
CATEGORY 4 - EXCELLENT 3 - GOOD 2- FAIR IMPROVEMENT
1) Main ideas are
1) Main ideas are
clear and well
clear but are not 1) The topic and
Focus & supported by 1) Main ideas are
well supported by main ideas are not
Details detailed and somewhat clear.
detailed clear.
accurate
information.
information.
1) The introduction
is inviting, states
the main topic, and 1) The
provides an introduction states 1) The
overview to the the main topic and introduction 1) There is no clear
essay. provides an states the main introduction,
Organization
2) Information is overview of the topic. structure, or
relevant and paper. 2) A conclusion conclusion.
presented in a 2) A conclusion is included.
logical order. is included.
3) The conclusion
is strong.
1) The author’s
purpose of
1) The author’s writing is
1) The author’s
purpose of writing somewhat clear,
purpose of writing
is very clear. and there is 1) The author’s
is somewhat clear.
Voice 2) The author’s evidence of purpose of writing is
2) The author’s
extensive attention to unclear.
knowledge is
knowledge with the audience.
evident.
topic is evident. 2) The author’s
knowledge is
limited.
1) The choice and 1) The author
1) The choice and
placement of uses words that
placement of words
words is communicate 1) The writer uses a
Word Choice seems accurate,
inaccurate at times clearly, but the limited vocabulary.
natural, and not
and/or seems writing lacks
forced. overdone. variety.
1) All sentences 1) Most 1) Most sentences 1) Sentences sound
are well sentences are are well awkward, are
constructed and well constructed constructed, but distractingly
have varied and have varied they have a repetitive, or are
structure and structure and similar structure difficult to
Sentence
length. length. and/or length. understand.
Structure,
2) The author 2) The author 2) The author 2) The author makes
Grammar &
makes no errors in makes a few errors makes several numerous errors in
Spelling
grammar and/or in grammar and/or errors in grammar and/or
spelling. spelling, but they grammar, and/or spelling that interfere
do not interfere spelling that with understanding.
with interfere with
understanding. understanding.
REFERENCES
CONTENT ICONS
W. (n.d.). What is an “Objective”? [Stock Photo]. Acting Magazine.
https://actingmagazine.com/2018/11/15/what-is-an-objective/
kbuntu. (n.d.). Magnifying Glass with the word Analysis on white background. [Stock
Photo]. 123RF. https://www.123rf.com/photo_10227387_magnifying-glass-
with-the-word-analysis-on-white-background-.html
Dreamstime. (n.d.). 3d business man presenting word apply [Stock Photo].

Dreamstime. https://www.dreamstime.com/royalty-free-stock-photo-d-
business-man-presenting-word-apply-white-background-image36110035
Can Stock Photo Inc., & C. (2011, December 15). Closure [Stock Photo].
https://www.canstockphoto.com/closure-33212193.html

GED 7 Life and Works of Jose Rizal

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Course Pack in GED 7: Life and Works of Jose Rizal

EXCELLENCE INTEGRITY SOLIDARITY

LIFE AND WORKS OF JOSE RIZAL

Commission of Higher Education (CHED) released a memorandum in 2013

Module 1: The Study of Dr. Jose Rizal’s Course

At the completion of this course pack, learners should be able to:

 discuss Jose Rizal’s life within the context of 19th century

To ensure and maximize learning, students are advised to go through each

EXCELLENCE INTEGRITY SOLIDARITY

Why Jose Rizal our National Hero?

At the completion of this module, you should be able to:

EXCELLENCE INTEGRITY SOLIDARITY

 Determine why Jose Rizal is our national hero.

Activating Prior 1. Who is Jose Rizal for you?

2. Is he worthy to be labeled as our national hero, why

3. What made Rizal our national hero?

 What are the justifications for being a national

Justifications for being a National Hero

According to the report made by the National Heroes

Before the arrival of the After the arrival of the

 Compare and contrast the government of the Philippines during

b. PROVINCIAL GOVERNMENT (Alcaldias)

c. CITY GOVERNMENT (Cabildo or Ayuntamiento)

d. LOCAL GOVERNMENT UNIT

Political Structure during the Spanish Colonization

MIDDLE CLASS Natives, Mestizos, and the

LOWEST CLASS All Filipinos

Factors Contributed to the Development of Filipino Nationalism:

 Opening of the Philippines to International Trade and the Rise of the

 Influx of European Liberalism

 Opening of the Suez Canal on November 17, 1869

 Spanish Revolution of 1868 and the Liberal Regime of Carlos Maria

 Rafael de Izquierdo (1871-1873), the Cavite Mutiny of 1872 and

April 4, 1871: Isquierdo became the governor-general; “with crucifix in one

GomBurZa (fought for the Filipinization of parishes and champions of

In three sentences, answer the following question:

There are lots of criticisms received in the educational system of

1. Overemphasis on religious matters

Spanish Influence on the Philippine Educational System

Lesson 4 Abuses of the Guardia Civil,

 Describe the Abuses of the Guardia Civil, Church Officials and

2. What are your thoughts in the martyrdom of the three priests?

 Based on the execution of the three priests discuss briefly the

A. Instability of Colonial Administration

The political instability of Spain adversely affected

The frequent change of colonial officials hampered the political and

B. Corrupt Spanish Officials

The colonial officials (governor-general, judges, provincial executives, etc.)

General Rafael de Izquierdo (1871-1873), a boastful and ruthless governor

General Valeriano Weyler (1888-91), a cruel and corrupt governor general

General Camilo de Polavieja (1896-97), an able militarist but heartless

C. Human Rights Denied to Filipinos

Since the adoption of the Spanish Constitution of 1812 and other

D. No Equality Before the Law

The Spanish missionaries, who introduced Christianity into the Philippines

To the Filipino masses, litigation in court was a calamity. The expenses

Spaniard or a mestizo, no matter how stupid or Mongol born, always enjoyed

Racial prejudice was prevalent everywhere---in government offices, in the

G. Frailocracy /Secularization of Filipino Priests

The friars practically ruled the Philippines through a façade of civil

H. Forced Labor and High Taxes

Well done! You have just finished Lesson 4 of this module. If

 The political instability of Spain adversely affected Philippine affairs because it