Bataan Heroes College

Bataan Heroes College

Life and Works of Rizal

Module 03

Prepared by:
MA. LUISA CARULLO, LPT

ARDHEL TOLENTINO, LPT

JANIS ASTRUD N. SILVERIO, LPT

CAROLINA SAMSON- ESTRADA, LPT

General Education Department

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This module or any portion thereof may not be reproduced, copied, transmitted or distributed in
any manner whatsoever without the express written permission of the College or the Author

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Course Information
1. Course Title : Life and Works of Rizal
2. Program :
3. Course Code : RIZAL
4. Credit Units : 3
5. Pre-requisite/s : none

Instructor Information
1. Name : Ardhel Reyes Tolentino, LPT
2. Contact Information
a. Number : 09295842115
b. Facebook Page : https://www.facebook.com/ardhel.tolentino
c. Email : ardhelstolentino20@gmail.com

Course Purpose and Description

As mandated by Republic Act, 1425, this course covers the life and works of the
country’s national hero, Jose Rizal. Among the topics covered and Rizal’s biography and his
writings, particularly the novels Noli Me Tangere and El Filibusterismo, some of his essays, and
various correspondences.

Intended Learning Outcomes

At the end of the course, the student should be able to accomplish the following outcomes to:

a. discuss Jose Rizal’s Life within the context of 19th century Philippines;
b. analyse Rizal’s various work, particularly the novels Noli Me Tangere and El
Filibusterismo;
c. Organize Rizal’s ideas into various themes;
d. demonstrate critical reading of primary sources;
e. interpret the values that can be derived from studying Rizal’ life and works; and
f. display an appreciation for education and love of country.

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Course Schedule

Intended
Module
Weeks Module Learning
No.
Outcomes
1st 1 1. Introduction to Rizal Course R.A 1425 A Hero is
Born a, c, d, f
A Hero is Born

2nd 2 2. Schooldays in Binan

a, c, d, f

2nd 3 3. Rizal’s National Consciousness

- Higher education of Rizal
- Rizal’s Life Abroad
a, c, d, f
- The Propaganda Movement and La Solidaridad
- In the Eyes of Noli Me Tangere

3rd Midterm Assessment

4th 4 4. The Search for Filipino Origins
- Pacto de Sangr: Why We Were Conquered
a, c, d
- Pre- Colonial Philippines and Rizal’s
annotations of Marga
5th 5 5. Rizal’s Change in Perspective on the Spanish b, c, d, e, f
Rule
- Indolence and the Spanish Colonial Rule
- Rizal’s Abandonment of Assimilation
- El Filibusterismo
6th 6 6. Rizal’s Heroism, the Nation, and the Work a, c, d, e
- Life in Exile
- Trial and Execution

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- The Transcendental Hero

6th Final Assessment

Text Book and Reference Books

Janet Espina- Clemente, and Geoffrey Rhoel Cruz (2019). Life and Works of Rizal. Published and
copyrighted C&E Publishing, Inc.

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Module 3: Rizal’s National Consciousness

This module outlines the significant events in Rizal’s life that shaped his
nationalist sensibilities. His notable experiences abroad eventually became the
catalyst for him to finally draft and finish his first novel.

Objectives of the Module:

At the end of this module, the students should be able to:

a. asses Rizal’s scholastic performance and criticize the importance of education ;

b. analyze the significance and success of Rizal’s mission abroad; and
c. identify the symbolic representations used by Rizal in the novel.

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Note: Before going further into this lesson three (3): Rizal’s National Consciousness, let’s have
first some diagnostic activities.

Diagnostics

Behind the surname

Instructions: Answer the questions that follow.

1. What is the full name of Jose Rizal?

________________________________________________________________________
2. What is the name of Jose Rizal’s mother?
________________________________________________________________________
3. What is the name of Rizal’s father?
________________________________________________________________________

What could be the reason why Jose Rizal used Rizal as his surname while all his siblings
used Mercado?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

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1.1 Higher Education of Rizal

The execution of the three martyr priests, collectively known as GOMBURZA on

February 17, 1872, left Paciano. Jose Rizal’s brother, deeply moved and angered by the
brutality of the Spanish colonial government. He expressed his frustrations to the younger
Jose, making him, even at a very young age, aware of the atrocities of the Spanish
colonizers.

GOMBURZA

Mariano Gomez, Jacinto Zamora, and Jose Burgos

This execution of Gomburza stirred the nationalist sensibilities in Rizal. He even declared
his second novel El Filibusterismo, to the three priests. The execution opened Rizal’s eyes to the
true conditions of Philippine society under of the Spanish colonizers.

 Originally, Francisco Mercado wanted Jose to study at Colegio de San Juan de

Letran but Paciano convinced him to let Jose study instead at Ateneo Municipal
de Manila.
 With the help of Manuel Xerex Burgos, the nephew of the priest Jose Burgos,
Rizal was admitted to Ateneo despite objections from some school administrators.

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In the first two terms in the Ateneo , classes were divided into groups of interns and externs

 The interns constituted the Roman Empire - “internos” or boarders

 The externs constituted the Cathaginian empire – “externos or non- boarders

In each group there were five dignitaries:

 Standard – bearer
 Centurion
 Decurion
 Tribune
 Emperor

Emperor was considered to be the best student in class. Rizal grouped in the Carthaginian
Empire. He was ranked at the bottomed of the class at the start of the term. He kept on getting
promoted so that by the end of his first month, he had already attained the rank of emperor.

Rizal continuously exemplified scholastic excellence such that he was the pride of the Jesuits
as he received the highest grades in almost all his classes.

 On march 23 , 1877 he obtained the degree Bachiller en Artes and was awarded
sobresaliente (outstanding)
 During his stay in Ateneo, he wrote poems and crafted sculptures. One of these
sculptures was the Sagrado Corazon de Jesus (Sacred heart of Jesus) upon the request
of his teacher.

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This image is under the property of: Childhood of Jose Rizal JoseRizal.com

After finishing his studies at Ateneo, Rizal pursued further studies. This was strongly
opposed by his mother for she believed that gaining more knowledge would only endanger his
life. However, with the support of his father and brother, Rizal went on to attend the University
of Santo Tomas (UST) to study Philosophy.

After a year, he shifted to study medicine, where he was allowed to take up preparatory
medical courses and regular first year medical courses at the same time.

Rizal’s academic life in UST was full of controversies and hardships compared to his time at
Ateneo. It was reported in various occasions that that Rizal had “unhappy days” at UST for three
reasons.
 One reason is the Dominican were hostile to him.
 Another reason was the fact that Filipinos were vulnerable to racial discrimination and
 The method of instruction was repressive and dated.

In 1882, Jose Rizal finished his fourth year in UST and left the Philippines bound for Spain
where he continued his study of medicine at the Universidad Central de Madrid. He obtained
multiple degrees in Philosophy, letters and medicine in 1884.

Rizal’s sudden decision to leave the Philippines was compounded with speculations.
According to some accounts, Rizal left the country as part of a secret mission co – orchestrated
by his father to observe life abroad and initiate a campaign for reforms in the Philippines.

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1.2 Rizal’s Life Abroad

This section discusses Rizal’s experience living abroad, It focuses on his observation and
realization while living somewhere far from homeland , the different people he met and the
organizations he became part of that have contributed to the development of his national
consciousness.

 Rizal Left the Philippines bound for Spain to observe life abroad and to write book
displaying Filipino nationalism.
 In his journey, he was able to establish connections that facilitated the campaign for
reforms in the Philippines while trying to conceptualize his books.
 Rizal’s trip was primarily funded by Paciano, who regularly sent him money for his
upkeep.
 When an agrarian crisis in Calamba took place, Rizal’s allowance was delayed and he
had to pawn the diamond ring his sister Saturnina gave him before he left for Spain.

Rizal never lost focus in his mission

 On his first visit to a foreign country he witnessed how people in Singapore displayed a
carefree attitude in whatever they did. This is because their rights as citizens were
respected and their authorities were not abusive.
 He also travelled to Ceylon, Egypt, Italy, and France before finally arriving in Barcelona,
Spain

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 In Spain, Rizal regularly met with some of his former schoolmates from Ateneo
Municipal and this partially relieved his homesickness.
 He also wrote articles for a newspaper based in Manila one of which was his first
published essay El Amor Patrio (Love of Country).
 He spent his time growing his personal library that included books on the lives of the
presidents of the United States and the history of the English civil war.
 In collection of books, Rizal had two favorites – Uncle Tom’s Cabin (1852) by Harriet
Beecher Stowe and the Wandering Jew (1844) by Eugene Sue. These two books made
Rizal empathetic towards the less fortunate and reminded him of the unjust relationship
between Filipinos and Spaniards.
 This became Rizal’s motivation to start drafting his own book.

Aside from reading and writing, Rizal was also overwhelmed by the courage and camaraderie
displayed by the freemasonry. It did not take long before Rizal joined their ranks. Through the
influenced of his uncle Jose Alberto, Rizal was given access to the Acacia Lodge of the
Masonic Fraternity.

 Rizal met Don Pablo Ortiga y Rey, former Alcalde of Manila, whose house commonly
served as a meeting place for Filipino students in Madrid.
 He soon joined the group , Circulo Hispano- Filipino lead by Juan Atayde.
 He also regularly convened with his Filipino friends from the Los Indios Bravos that
included renowned painters Juan Luna and Felix Hidalgo.
 Rizal also busied himself with learning different languages such as English, German, and
French.
 Despite his many engagements, Rizal still found time to continue drafting his book.

One of the greatest influences of Rizal was Dr. Feodor Jagor, a German scientist and

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traveler, whom he met in Berlin.

 Dr. Jagor’s inspired Rizal to do something to emphasize that education is the answer to
the Philippines’ current social condition.
 The biggest contributor to Rizal’s venture in writing was Dr. Maximo Viola. He
financed the publication of Rizal’s first book, Noli Me Tangere, in 1887 with 2,000 initial
copies. Copies were given to Viola and to Rizal’s friends in Spain, while others are
shipped to the Philippines that then reached the hands of the Governor General of the
Philippines and the Archbishop of Manila.
 After the publication of Noli Me Tangere, Viola accompanied Rizal to Australia to finally
meet Dr. Ferdinand Blumentritt , with whom Rizal exchanged letters and books for
several years and whom he considered as one if his advisers. After his few trips to Rome
and other parts of Italy, Rizal returned to the Philippines to personally witness the impact
of his novel.

1.3 The Propaganda Movement and La Solidaridad

This section provides a summary of Rizal’s contributions to the Propaganda movement that
called for reforms from the Spanish colonial government in the Philippines. In particular,
this section explains the principle of assimilation as advocated by the Propaganda
movement led by La Solidaridad

Prior to the arrival of Rizal in Spain, many Filipino students were already studying there
like Pedro Paterno and Gregorio Sancianco who were both active Filipino nationalists.

 When Rizal arrived in Spain in 1882, there was an atmosphere of activism led mostly by
students.
 Around this time, Spain’s government was in disarray because the newly adopted 1876
constitution created a power vacuum.

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 As political parties tried to consolidate their power and politicians tried to secure their
personal agendas, shifting from one political bloc to another became common.
 Corruption was prevalent in the Spanish government

Many of the people in Spain were illiterate because of the lack of primary and secondary
schools. Most importantly, the church was still a formidable force in almost every aspect of the
Spanish society.

 This was a situation in Spain that Rizal witnessed when he arrived

 He was also welcomed in an atmosphere of liberalism which exposed him to ideas
formerly foreign to him. This was when he became aware of the concept of the
assimilation wherein the Philippines can be considered as a province of Spain and not just
a tributary colony.
 For Rizal, this meant that Filipinos could be equal with the Spaniards.

Shortly after arriving in Barcelona, Rizal started contributed to the short-lived bilingual
newspaper, Diariong Tagalog , together with Marcelo H. del Pilar. Most of Rizal’s contributions
were focused on the idea of national regeneration through education.

 Rizal also contributed to other publications led by Graciano Lopez Jaena.

 Jaena was the first to lead a series of protests in writing against the injustices of the
Spaniards in the Philippines in the newspaper Los Dos Mundos
 Later On, Rizal find himself writing side- by –side with Jaena’s criticisms against the
Spanish colonial regime.

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In 1883, Rizal’s resentment against the Spaniards intensified when he received a letter from his
brother Paciano. The letter informed him the new Calamba parish priest, Father Villafranca, who
was threatening their father and demanding for advance rental payments.

 In 1884, Jaena and Rizal delivered speeches at the Exposicion de Bellas Artes in Madrid
where two Filipino painters were given recognition.
 Juan Luna received an award for his spoliarium and Felix Ressurecton Hidalgo for his
Virgenes Christianas Expuestam al Populacho.
 In their speeches, Jaena, condemned the abuses of the friars and the Spanish colonial
government in the Philippines, whereas Rizal encouraged the Filipino youth to follow in
the footsteps of Luna and Hidalgo.

Juan Luna’s Spoliarium

This image is under the property of:ManilaToday.com

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Felix Ressurecton Hidalgo’s Virgenes Christianas Expuestam al Populacho

This image is under the property of: eWikepedia.com

 Rizal’s speech received various interpretations from both Spain and the Philippines. In
the Philippines, Rizal’s speech was considered seditious. Many believed that Rizal could
never return to the Philippines again as long as it was a colony of Spain.

It was in 1885 that Rizal became more active in contributing to various newspapers. In 1888,
Rizal joined an organization composed of Filipino liberals exile in Spain, the La Solidridad.

 The organization aimed to raise the awareness of Spain on the needs of its colony, the
Philippines, Galiciano Apacible , Rizal’s cousin, issued a newspaper of the same name .
It was published in Barcelona, Jaena and later on, del Pilar edited the newspaper while
Rizal was an active and significant contributor.
 It serve as s a principal organ of the reform movement.
 Most of the articles featured in La Solidaridad talked about the possibility of the
Philippines becoming a province of Spain with equal rights before the law, and
recognition of the freedom of Speech and assembly.

One of Rizal’s most important contribution was the Letter to the Young Women of Malolos
published on February 22, 1889. It recognized the efforts of and bravery of 20 women from
Malolos who wrote a petition letter to Governor General Valeriano Weyler to allow them to put
up a night school where they could study the Spanish Language under the tutelage of Teodoro
Sandiko. Though the petition was initially denied because of the pressures and influence of the
friars, the perseverance of the women of Malolos prevailed.

Jose Rizal wrote another essay published in La Solidaridad in Madrid in 1890 titled The

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Indolence of the Filipino, as a response to the accusation of the Spaniards that the Filipinos were
indolent.

After Jaena quit writing for the group , del Pilar assumed leadership, There were stories that
Rizal was offered the position of editor but rejected it as he thought it might create a rift between
the two propagandist

1.4 In the Eyes of Noli Me Tangere

This section provides a summary of Rizal’s novel , Noli Me Tangere, It focuses on the
symbolic representations used by Rizal in depicting the social, cultural and political
issues during the Spanish colonial period. This section presents the context in which
Noli Me Tangere was written and published, as well as the manner of its distributions.

After finishing his medical studies in 1885 at the Universidad Central de Madrid, Rizal
was able to finish the manuscript of Noli Me Tangere in 1887, to keep up with the very
expensive publication cost. Rizal had to remove some chapters of the novel to reduce the number
of pages.

 With the help of some friends in Madrid , the load offer by Maximo Viola ans portions of
his allowance sent by his brother Paciano, Rizal was able to print 2000 copies of novel in
Berlin
 He sent some of the copies to his friends in Madrid, to Ferdinand Blumentritt and to the
Philippines where in Archbishop of Manila immediately denounced it as heretical,
impious, and scandalous.

The story of hoe Noli Me Tangere was distributed in the Philippines, amidst the strict censorship
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implemented by the Spaniards, can be attributed to the efforts of Jose Ma. Basa, the hero
smuggler of the Propaganda Movement. Through this connection and thriving business, he was
able to arranged Hong Kong – Manila trips for Filipinos which became the way for subversive
and anti- friar pamphlets to reach the hand of the Filipinos.

The role of the Noli Me Tangere in the development of Filipino consciousness can never be
discounted. However, its significance in the 21st century has greatly diminished considering that
the Philippines is no longer a colony and has long been an independent nation. Nevertheless,
many of the points raised by Rizal in Noli Me Tangere remain relevant today especially with the
current threats to the Philippine sovereignty.

Jose Rizal’s Noli Me Tangere

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In conclusion. Will you please tell me

the things that you’ve learned about
this lesson? Put your answer in the box
below.

This image is under the property of : Google Sites Owl School Teacher School Funny Images

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Review Question

1. What does the importance of the arrangement made between Jose Rizal and his
brother Paciano?
- This arrangement between Rizal and Paciano opened a bunch of doors of opportunity to
give a realization of the real state of the country under Spanish Rule.
- The national consciousness felt by Rizal was really a big help on how they can deal with
the Spanish rule.
- This consciousness about the unjust relationship between Spain and Philippines lead a
way to reach Rizal his capability to joined forces and to create masterpieces that would
help them cut ties the injustices.

*Give your insights here.

1.____________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.

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Assessment
Exercise No. 01 Reflection Essay
Write a 300 to 500 word personal reflection on the value and significance of education in
the success of a person in the modern world. Keep in mind Jose Rizal’s undying
commitment to education in writing your reflection.

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Exercise No. 02

Jose Rizal once wrote a letter recognizing the bravery and courage of young women in
Malolos who stood for their rights to learn the Spanish language amidst objections from
the friars.

Situating yourself back in time, imagine you are of the 20 women Rizal dedicated his letter
to and write a response letter addressed to him.

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Exercise No. 02

Jose Rizal personally designed the cover of Noli Me Tangere such that it contains symbols
that depict the social conditions of the Philippines when it was written. Examine the cover
design, make a research be familiarized and give its meaning.

1. Maria Clara 2. Cross

3. Bay leaves

5. Burning Torch

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4.Year 1887

6. Sunflower 7.Bamboo

8.Chain and whip

9. Helmet

10. Hairy friar legs

1.____________________________________________________________________________
_____________________________________________________________________________

2.____________________________________________________________________________
_____________________________________________________________________________

3.____________________________________________________________________________
_____________________________________________________________________________

4.____________________________________________________________________________
_____________________________________________________________________________

5.____________________________________________________________________________
_____________________________________________________________________________

6.____________________________________________________________________________
_____________________________________________________________________________

7.____________________________________________________________________________
_____________________________________________________________________________

8.____________________________________________________________________________
_____________________________________________________________________________

9.____________________________________________________________________________
_____________________________________________________________________________
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10.___________________________________________________________________________
______________________________________________________________________________

Assessment tool no. 01: Holistic Rubric for Exercise no. 01 and 02

Holistic Rubrics

A holistic rubric consists of a single scale with all criteria to be included in the evaluation being
considered together (e.g., clarity, organization, and mechanics). With a holistic rubric the rater
assigns a single score (usually on a 1 to 4 or 1 to 6 point scale) based on an overall judgment of
the student work. The rater matches an entire piece of student work to a single description on the
scale. https://resources.depaul.edu/teaching-commons

HOLLISTIC RUBRIC

SCORE DESCRIPTIONS TOTAL

4 The given facts about the essay questions are all appropriate. All the
points’ suggestions are pure based on the persuasive essay guide given
or essay topic and the construction of the sentences are clear to
identify the thoughts.

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3 Almost all the given facts about the essay questions are all
appropriate. Many of the point’s suggestions are pure based on the
persuasive essay guide or topic and the construction of the sentences
are mostly free from errors to identify the thoughts.

2 Some of the given facts about the essay questions are not appropriate.
Many of the points’ suggestions are not based on the persuasive essay
guide about the topic and the construction of the sentences is
somewhat confusing.

1 All of the given facts about the essay questions are not appropriate.
All the points’ suggestions are not based on the persuasive essay guide
about the topic and the construction of the sentences is confusing.

References
Gonzales, J. (2014, May 1). Know Your Terms: Holistic, Analytic, and Single-Point
Rubrics. Retrieved from Cult of Pedagogy: https://www.cultofpedagogy.com/holistic-analytic-
single-point-rubrics/

Janet Espina- Clemente, and Geoffrey Rhoel Cruz (2019). Life and Works of Rizal. Published and
copyrighted C&E Publishing, Inc

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