GED 103 The Life and Works of Rizal

MODULES ON THE
STUDY OF THELIFEANDWORKSOF
JOSERIZAL
(GEd 103)
MODULE1
This module consist of different lesson designed to introduce to students the real Rizal, theordinary and
extraordinary individual, the human person immortalized in our memory. Thismodule will surely help the
teachers to facilitate lesson and activities in Life and Works of JoseRizal. Students will work, step by step,
and also answers questions and activities guidedbyeachlessons as they progress through the different lessons
presented. It is an alternative approachdesigned to invite critical thinking among the students so that the
students can come upwithanintelligent opinion. Everything in the list represents something students will do to
helpthemlearn new information or new skills.
LESSON 1 THE STUDY OF RIZAL IN HISTORICAL AND CRITICALAPPROACH
Introduction/Overview
Lesson I shall focus on the introduction and passing of Rizal Law (R.A1425) that gaverise to the
implementation of the Rizal Course. Students also learn to understand Rizal asamodern man who conquered his
inferiorities. Rizal became a hero because he respondedtothechallenge of conquering himself and he succeeded.
In the end, he was finally able to accept agreat responsibility to gave his ownlife for his own contry. From a
weak, frail child, JoseRizal rose to become one of the tallest men in history.
Intended Learning Outcome
1. Explain the rationale of the Rizal Law.
2. Discuss the historical context of the Rizal Law.
3. Relate the passage of Rizal Law to nation-building, patriotism and nationalism.
2
A PRELIMINARY
ACTIVITY
Take some time to examine your current beliefs and practices by answering the followingquestions
using K-W-L strategy. Complete this activity before the start of the lesson.
The K-W-L strategy stands for what I Know, what I Want to learn, and what I did Learn. Byactivating
students' background knowledge, it improves comprehension of expository text.
Procedure/Steps:
A. "Know" Step:
1. Initiate discussion with the students about what they already know about the topic.
2. Start by using a brainstorm procedure. Ask the students to provide information about where and how
they learned the information.
3. Help them organize the brainstormed ideas into general categories.
B. "Want to Learn" Step:
1. Discuss with the students what they want to learn from the topic. 2. Ask them to write down
the specific questions in which they are more interested. C. "What I Learned" Step:
1. Ask the students to write down what they learned after the discussion. 2. Ask them to check the
questions they had generated in the "Want to Learn" Step.
What I Know What I Want to Know What I Learned
3
B WHAT’S
NEW/LECTURE
The Patriotic Objectives of Rizal Law
Usually, during the first day of the course, the professor asks the "well-overused questions' 1. Why
study Rizal?
2. What is the importance of studying Rizal?
3. Why is Rizal one of the minor subjects taken up in college?
4. Why is Rizal included in the course outline?
5. What relevance does Rizal have in college education?
The answer to such questions can be summed up in two points:
1. First and foremost, because it is mandated by law.
2. Secondly, because of the lessons contained within the course itself. WHY STUDY RIZAL:
BECAUSE IT IS MANDATED BY LAW
The teaching of Jose Rizal’s life, works, and writings is mandated by Republic Act 1425, otherwise
known as the Rizal Law. Senator Jose P. Laurel, the person who sponsoredthesaidlaw, said that since Rizal was
the founder of Philippine nationalism and has contributedmuchtothe current standing of this nation, it is only
right that the youth as well as all the people inthecountry know about and learn to imbibe the great ideals for
which he died. The Rizal Law, enacted in 1956, seeks to accomplish the following goals:
1. To rededicate the lives of youth to the ideals of freedom and nationalism, for whichourheroes
lived and died
2. To pay tribute to our national hero for devoting his life and works in shaping the Filipinocharacter
3. To gain an inspiring source of patriotism through the study of Rizal’s life, works, andwritings.
4
WHY STUDY RIZAL: BECAUSE OF THE LESSONS
CONTAINEDWITHINTHECOURSE
Aside from those mentioned above, there are other reasons for teaching the Rizal courseinPhilippine
schools:
1. To recognize the importance of Rizal’s ideals and teachings in relation topresent conditions and
situations in the society.
2. To encourage the application of such ideals in current social and personal problems andissues.
3. To develop an appreciation and deeper understanding of all that Rizal fought anddiedfor.
4. To foster the development of the Filipino youth in all aspects of citizenship.
Give instances that will show how you can manifest your love for your country?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________________________________
Rizal: Human and Hero
❖ Reverence without understanding is for deities, not flesh and blood heroes like Rizal. Hero-worship must
be both historical-critical.” (Ocampo: 1969)
❖ We must view Rizal as an evolving personality within an evolving historical period.
❖ Rizal was capable of unraveling the myths that were woven by the oppressors of his time, but he would
have been at a loss to see through the more sophisticated myths andrecognize the subtle techniques of
present-day colonialist, given the state of hisknowledge and experience at that time.
5
❖ Many of his social criticisms are still valid today because certain aspect of our life is still carry-over of
the feudal and colonial society of his time.
❖ To be able to appreciate a hero for that matter, we must be able to learn more about him–not merely his
acts but the thoughts behind his acts, his reasons, the situation he foundhimself in as well as his
motivations.
❖ “If Rizal is treated like God, he becomes unattainable and his accomplishmentsinhuman.”
(Cristobal, 2004)
State the best sacrifice that you have done or can do for your family.
__________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
______________________________________________________________________
Rizal: An example of Sacrifice
❖ Our national hero was a man of peace with a vision.

❖ Rizal suffered as much as his countrymen.
❖ He was the spark that gave birth to Philippine pride for one’s country and people.
❖ Yet all he wanted for his people was that they educate themselves so that they couldstandas free men
and face the world with head held high.
“Whatever our condition might be then, let us love our country always and let us wishnothing but her
welfare. Thus we shall labor in conformity with the purpose of humanitydictated by God which is the
harmony and universal peace of His creations”
Letter of Rizal to Dr. Ferdinand Blumentritt
6
Rizal Ideas: A Reply to the Challenges of our Millennium “Rizal ideas are responses in the challenges of
the new millennium”- Ambassador Edmundo Libid-
Jose Rizal is indeed pre-eminent among the national heroes of the Philippines, andis thusrevered by the
Filipino nation primarily because of his virtues of character which exemplifyhonesty, personal integrity,
patriotism and civic responsibility. willingness to sacrifice for thecause of his native land, high sense of justice
and family solidarity, and the other loftiest standardof truth with which he pursued the nobility of his cause to
found and foster Filipino Nationhood.
Rizal's pre-eminence is derived from the very fact that he validated all his social
andcivicvirtues,embodied in his noblest aspirations for his country and people, by
consciouslyandclear-headedly accepting the ultimate sacrifice of death in the tragic field of
Bagumbayannowcalled as the Luneta on December 30,1896.
Rizal the man stands among those few that are companion to no particular epochorcontinent, who
belong to the world, and whose lives have a universal message. His fieldofaction lay in the strife of politics
and power, but these were not to his inclination. He shoulderedhis political burden solely in the cause of duty,
a circumstance rendering himone of those figuresrare in human affairs, a revolutionary without hatred, and a
leader without worldly ambition. Where his true inclination lay is finely demonstrated in his life by the fact tat
his worksinscience, history, and literature, and his profession as an ophthalmic surgeon, share a single,
identical aim- to shed illumination and give sight to the blind.
Rizal's Virtues of Character
∙ Honesty
∙ Personal Integrity
∙ Patriotism
∙ Civic Responsibility
∙ Willingness to Sacrifice
∙ High Sense of Justice
7
∙ Family Solidarity
Our reply to these questions will take a measure of our confidence and faith in thegoalsand guidance set
in the heroism and civic sacrifice of Rizal, the values distilled in thecalmexample of his virtues and in the very
ideals and aspirations that he nurtured for his people, forwhich he demonstrated his full commitment with his
death.
In this millennium, it is not outlandish to predict those basic values of human honor anddignity, the
same aspirations for freedom and independence of peoples everywhere, thesamenatural desire for mutual
respect, material well-being. In brief, the very values andvirtuesembodied in the spirit of RIZALISM will form
the core humanity’s aspirations despiteadjustments that must be accommodated by the new reality of evolved
technology and scientificadvances far superior than the knowledge in the previous millennium.
Rizal: A Modern Day
According to Nick Joaquin, Rizal was greatly aggrieved by his physique. WhenRizal was young, he
was always teased by his sisters because of his frail body and often describedasavery tiny child with a
disproportionately big head that he carried even in his adulthood.
When the young Rizal was in the early stages of adolescence, he strove to erasehispunny image. He
became interested in body-building and athletics but his feelings of inferiorityhad made an indelible mark on
his soul. Rizal was forever haunted by a sense of inadequacywhich explains his inability to sustain
relationships with women and great dreadforresponsibility.
Rizal's inferiority complexes were not without positive side, however. It is his feelingsofinn adequacy
that made him dynamic and he continually looked for ways to be better thanothers. Jose Rizal's dynamism was
what made him a jack of many talents, and a master of manytrades. What he lackeed in physique he
compensated by excelling iin many fields suchasscience,art,literature,among many others. Because of his
insecurities, Rizal strove to overcomehimself and rise above the others.
8
Rizal's determination to excel in as many fields as possible was to showthe worldthat hewas
capable, that he was as tall as the next man. He proved that he was very much taller byrisingabove himself.
Source: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero(AnAnthology of
Legacies and Controversies). C &E Publishing, Inc.
Give three reasons why Rizal is considered a modern-day hero.
__________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
Activity Box
Identify one activity you have used with students. Remember that activities arecompleted
in a single class.
C EXERCISES AND OTHER LEARNING ACTIVITIES

This activity is essential during online discussion
Reflection: Opening question will be posted by the teacher. Think of a recent novel/storythat you’ve read.
Guide Question:
How did you learn from the story? Apply this experience to Rizal’s sacrifices.
Howwouldyousay Rizal’s sacrifices impart patriotism?
Define me: characterized the youth of today in terms of the following.
9
1. Morality
2. Love of Education
3. Hobbies and recreations
4. Social and Political responsibilities
D ANALYSIS
Students will write down on the last column what they learned from the topic. This activitywill completed
during class discussion
What I Know What I Want to Know What I Learned
E EVALUATION
/ASSESSMENT
Writing Exercise: Brief essay commenting on the views of different sectors onthepromulgation of
RA 1425, considering the academic, social, religious and political context of thePhilippines during the 1950s.
Complete this activity at the end of the lesson.
10
COMPARISON-CONTRAST ESSAY RUBRIC
Purpose The paper & The pape
Category 4 3 Supporting compares
compares
Details an
contrasts
contrasts
items
clearly. Thepaper clearly, but
pointsspecific exam
supporting
illustratecomparis
to
paper includesonly information
theinformation general. The
relevant the
tocomparison. paper i
Th
only th
information
relevant to
comparison.
the
Organization The paper & Th

Structure breaks or
the informationin
the information
wholeto-who
le,similaritie
wholeto-who
s is no
le,
to-dif
similarities
erences,pointby-
-
point
to-dif erence
structure. Itfollow or
aconsistent orderw pointby-point
discussingthe comp are
a logical
structure
does not fol

that
consistent or
when discu
compar
Transitions The papersmooth Th

one ideanext. The moves
comparisonand from
contrasttransition from
the n
to the
the
paper
variety. Thep
uses
ideas
comparison
or
words
11
to showrelationsh contrast
between transition words
The papervariety to
ofsentence ideas.
structures relationships
transitions. uses a
between ideas.
and
Grammar Writer makes & Writer makes n Writer makes 1 Writer makes 3
Spelling
errors ingrammar errors ingrammar errors ingrammar more than4errors
(Conventions)
or or or
spelling spelling spelling grammar
distracts thereade that that that
fromcontent. distract the distract the spelling
reader reader
distra
content. content.
reader fromthe
content.
12
READ-WRITE-THINK
or
that
http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_rubric.pdf F
REFERENCES
Required Reading: Republic Act 1425
Lecture: Promulgation of the Rizal Law Reading assignment; the "Rizal Law" (RA 1425) Available online,
http://www.gov.ph/1956/06/12/republic-act-no-1425/
Supplemental Readings:
Laurel, Jose B. Jr. 1960. The trials of the Rizal Bill. Historical Bulletin 4(2): 130–39.
Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of aFilipino: A story of
Philippine colonial politics, 244–47. Quezon City: The Author.
Schumacher, John. 2011. The Rizal Bill of 1956: Horacio de la Costa and the bishops. Philippine
Studies 59(4): 529–53.
Claudio, Eric G.,. Et.al., Life and Works of Rizal . Panday Lahi Publishing House Inc., 2018
Other References
Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of aFilipino: A story of
Philippine colonial politics, 244–47. Quezon City: The Author.
De Viana, Augusto V., et.al., Jose Rizal: Social Reformer and Patriot. Study of His Life andTimes Philippine
Copyright 2018 by Rex Book Store, Inc.
Fadul, Jose A. A Workbook for a Course in Rizal Third Edition. Published in 2016 by C&EPublishing,
INC.
Francisco, Virlyn Jaime. (2015). Jose P. Rizal: A College Textbook on Jose Rizal’s Life andWritings.
Mindshapers, Co. Inc.. Manila
Palado, Darwin R., et al., Readings in Philippine History. Panday-Lahi Publishing House, Inc., 2018.
Pasigui, Ronnie E. and Cabalu, Danilo H. J. Rizal the Man and The Hero C&E Publishing, Inc. 2006
Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000.

13
LESSON 2 JOSE RIZAL’S GENEALOGY AND EARLYEDUCATION
This lesson is about the biography of Jose Rizal. The discussion focuses on the familybackground of Jose
Rizal and his life and experiences as a young boy and as a student. Thepersonal background of Jose Rizal
reflects the social, educational and cultural milieu of his time. In order to humanize him, it is significant to
have a glimpse of his life and experiences at homeand at school which had shaped his development as person
as well as his ideals and principlesinlife. This lesson will be guided different activities that the students need to
accomplish at theendof the lesson.
1. Determine the influences in Rizal’s young life that shapes his aspirations and values.
2. Relate Jose Rizal’s family, childhood, and experiences to the present social issues andproblems.
3. Evaluate the people and events and their influence on Rizal's early life.
A PRELIMINARY
ACTIVITY
POST-IT-PARADE: This could also be done online in a discussion forum, where each student can post ideas.
Complete this activity before the start of the lesson.
Size: Individual, pairs, or small groups
Time: 10-15 minutes
The goal behind post-it parade is to generate ideas from all your students. Activity
1. Students are provided with a question or prompt for which they need to generate ideas, solutions, etc.
2. Give each student a few post-its, and have them write out 1 idea per post-it.
14
3. Students then post the post-its on the chalkboard or wall. Depending on the questionor prompt, it may
be useful to have them place the post-its in areas to group thembytopic, question, chronologically, etc.
Pointers:
∙ This activity is a way for the instructor to get a general sense of what sort of questions, concerns or
ideas the students may have.
∙ It’salso a great way to generate a take-away (the list of questions, ideas, or concerns posted by the
students).
Guide Question:
1. What experiences to the present social issues and problems they encountered. 2. How
this experiences influences on their early life?
B WHAT’S
NEW/LECTURE
The Ancestry Clan
The Martyr-national hero of the Philippines, Jose Protacio Realonda Alonso MercadoRizal,” known to a
child of a good family” was born on June 19, 1861 between eleveno’clockand twelve o’clock at night, a few
days before the full moon in Clamba, on the southwest shoreof the picturesque Laguna de Bay some forty
miles south of Manila.
The Rizal family was a large one. Austin Craig accounted that Rizal’s father’s familybeganin the Philippines
with a Chinaman. Domingo Lam-Co; the family’s paternal ascendant wasfull-blooded Chinese who migrated
to the Philippines from Amoy, China in the late 17 th Century.
There were also traces of Japanese, Spanish, Malay and some Negro ancestry in the grandmother, Domingo
Lam-Co’s wife, Ines de la Rosa.
There was the son of prosperous landowner, sugar and rice planter, of Chinese-Filipinodescent –Francisco
Mercado Y Chinco, who apparently owed his surname to the Chinese customof looking for the appropriate
meaning. Sangley, the name throughout all the Philippines forChinamen, signifies “traveling traders.” Mercado
was used for trader. Francisco Mercadowas
15
born in Biňan and lived to be eighty years old, the youngest in the family of thirteen siblings: seven men and
six women, alternating in the following order: Petrona, Gabino, Potenciana, Leoncio, Tomasa, Casimiro,
Basilisa, Gabriel, Fausta, Julian, Cornelio, Gregorio, and Francisco.
The parents of these thirteen siblings were Captain Juan Mercado, who had beentheGobernadorcillo or
Mayor of Biňan, and Cirala Alejandra, daughter of Maria Guiňo. JuanMercado was the order of the two
brothers- Juan and Clemente- sons of Francisco MercadoandBernarda Monicha. The hero’s father was named
Francisco in memory of his grandfather.
Jose Rizal’s father was a well educated farmer with studies in Latin and philosophyat theColegio de San
Jose in Manila. Early in his adult life he moved to Calamba and becamea tenant farmer. He attained a degree of
wealth, established a fine library and cultivated friends amongthe friars and Spanish government officials.
The name Francisco was a name held in high honor in Laguna for it had belongedtoafamous sea
captain who had been given the ENCONMIENDA OF BAY for his services andhadwon the regard of those
who paid tribute to him because of his fairness and interest intheirwelfare.
Mrs. Teodora Alonso, mother of Jose Rizal, was a second among the children ( Narcisa, Teodora,
Gregorio, Manuel and Jose) of Mrs. Brigida de Quintos, daughter of Mr. Manuel DeQuintos of a well known
family in Pangasinan and Regina Ursua of the Ursua family.
The siblings of Brigida De Quintos were Joaquina, Jose Soler, and Maria Victoria. ReginaUrsua was
the daughter of Mr. Eugenio Ursua and Benigna. Her brothers were Father Alejandro, Jose Ursua and Benito
Ursua. and Pio Ursua.
Teodora Alonso was one of the highly educated women in the Philippines at that time. Shewas born on
November 9, 1827, and died on August 16, 1911 at the advanced age of 84. Asastudent of Colegio de Santa
Rosa, she had a business and literary sense far ahead of her time. Shewas a gifted woman with insights into
literature, art, music, and other forms of Filipinoculture. She was also a poet and wrote in the Tagalog
language. She urged her son to read andwriteinTagalog and impressed upon him the importance of Philippine
culture and history. Jose’s earliest poems were written with the help of his mother and his career as a novelist
was due toher
16
literary influences. Teodora had one of the most masterful commands of SpanishinthePhilippines.
Source: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero(AnAnthology of
Legacies and Controversies). C &E Publishing, Inc.
The Name
Jose Protacio Realonda Alonso Rizal Mercado,
Jose- was chosen by his mother who was devotee of the Christian saint San Jose (St.Joseph)
Protacio- was taken from St. Protacio, who were very properly was a martyr. That a Filipinopriest baptized
him and a secular Archbishop confirmed him seem fitting.
Rizal- the name was adapted in 1850 by authority of the Royal Decree of 1849, upon the order ofGovernor
Narciso Claveria. Rizal was a shortened form of Spanish word for “secondcrop,”seemed suited to a family of
farmers who were making a second start in a newhome.
Alonzo-old surname of his mother·
Y-and-Realonda- it was used by Doña Teodora from the surname of her godmother
basedontheculture by that time
Mercado- adopted in 1731 by Domigo Lamco (the paternal great-great grandfather of Jose Rizal)which the
Spanish term mercado means ‘market’ in English
https://www.coursehero.com/file/10498205/Rizal/
The Siblings
Jose was the seventh of eleven children; the younger of two boys.
FRANCISCO MERCADO (1818-1898)

Father of Jose Rizal who was the youngest of 13 offsprings of Juan and Cirila Mercado. BorninBiñan,
Laguna on April 18, 1818; studied in San Jose College, Manila; and died in Manila.
17
TEODORA ALONSO (1827-1913)
Mother of Jose Rizal who was the second child of Lorenzo Alonso and Brijida de Quintos. Shestudied 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, 1827anddied 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. Studiedat SanJose
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; ateacher and
musician.
OLYMPIA RIZAL (1855-1887) The fourth child. Married Silvestre Ubaldo; died in 1887fromchildbirth.
LUCIA RIZAL (1857-1919) The fifth child. Married Matriano Herbosa.
MARIA RIZAL (1859-1945) The sixth child. Married Daniel Faustino Cruz of Biñan, Laguna. JOSE RIZAL
(1861-1896) The second son and the seventh child. He was executed by the Spaniards on December 30,1896.
CONCEPCION RIZAL (1862-1865) The eight child. Died at the age of three.
JOSEFA RIZAL (1865-1945) The ninth child. An epileptic, died a spinster. TRINIDAD RIZAL
(1868-1951) The tenth child. Died a spinster and the last of the familytodie.
SOLEDAD RIZAL (1870-1929) The youngest child married Pantaleon Quintero
http://www.joserizal.ph/fm01.html
18
Early Education
Rizal had his early education in Calamba and Biñan. It was a typical schooling that asonof an ilustrado
family received during his time, characterized by the four R’s- reading, writing, arithmetic, and religion.
Instruction was rigid and strict. Knowledge was forced into the mindsofthe pupils by means of the tedious
memory method aided by the teacher’s whip. Despitethedefects of the Spanish system of elementary education,
Rizal was able to acquire the necessaryinstruction preparatory for college work in Manila. It may be said that
Rizal, who was bornaphysical weakling, rose to become an intellectual giant not because of, but rather in spite
of, theoutmoded and backward system of instruction obtaining in the Philippines during thelast decades of
Spanish regime.
The Hero’s First Teacher
The first teacher of Rizal was his mother, who was a remarkable woman of goodcharacter and fine
culture. On her lap, he learned at the age of three the alphabet and the prayers. "My mother," wrote Rizal in his
student memoirs, "taught me how to read and to say haltinglythe humble prayers which I raised fervently to
God."
As tutor, Doña Teodora was patient, conscientious, and understanding. It was shewhofirst
discovered that her son had a talent for poetry. Accordingly, she encouraged himtowritepoems. To lighten
the monotony of memorizing the ABC’s and to stimulate her son’simagination, she related many stories
∙ As Jose grew older, his parents employed private tutors to give him lessons at home.
∙ The
first was Maestro Celestino and the second, Maestro Lucas Padua. Later, anoldmannamed Leon
Monroy, a former classmate of Rizal’s father, became the boy’s tutor. Thisold teacher lived at the
Rizal home and instructed Jose in Spanish andLatin. Unfortunately, he did not lived long. He died
five months later.
∙ After a Monroy’s death, the hero’s parents decided to send their gifted son to a privateschool in Biñan.
The Early Religious Formation
∙ Young Rizal was a religious boy. A scion of a Catholic clan, born and bred in a wholesome atmosphere
of Catholicism, and possessed of an inborn spirit, Rizal grewupagood Catholic
19
∙ At the age of 3, he began to take part in the family prayers. When he was five years old, he was able to
read haltingly the family bible.
∙ He loved to go to church to pray, to take part in novenas, and to join the religious processions. It is
said that he was so seriously devout that he was laughingly calledManong Jose by the Hermanos
and Hermanas Terceras.
∙ One of the men he esteemed and respected in Calamba during his boyhood was the scholarly Father
Leoncio Lopez, the town priest.
∙ On June 6, 1868, Jose and his father left for Calamba to go on a pilgrimage to Antipolo, in order to
fulfill his mother’s vow which was made when Rizal was born.
∙ It was the first trip of Jose across Laguna de Bay and his pilgrimage to Antipolo.
∙ He was thrilled, as a typical boy should, by his first lake voyage. He did not sleepthewhole night as the
casco sailed towards the Pasig River because he was awed by “ themagnificence of the watery expanse
and the silence of the night.
∙ After praying at the shrine of the Virgin of Antipolo, Jose and his father went to Manila.
The Early Religious Writings and Experiences

Rizal’s devotion to the Mother and Son were further manifested when he wrote duringhisAteneo days
two separate religious poems. One was titled “Al Niňo Jesus” (To the ChildJesus), and the other was “ A La
Virgen Maria” ( To the Virgin Mary).
The first poem, an Ode to Jesus, which was written in 1875, was short and consideredof eight verse only,
which based on Spanish poetry standard must have influenced Rizal, maybecalssified as octava real.
Translated by the late Hon. Leon Ma. Guerero.
To the child Jesus
How, God-child, hast Thou come
To earth in cave forlorn
Does fortune new deride Thee
When Thou art scarcely born?
Ah woe! Celestial king
Who mortal form doesn’t keep,
Woulds’t rather than be Sovereign,
Be shepherd of Thy Sheep
20
The other religious poem addressed to the Virgin Mary appears to be a sonnet. Its last threelines
remind one of the hymn, “Mother of Christ” in the Baclaran church novena.
Again, while in Ateneo, he composed a poem entitled “ Alianza intima la religionylaeducacion” ( An

Intimate Alliance of Religion and Education) in which Rizal expressedtheimportance of religion in
education and to him, education without God is not true education.
The Inspiration of the parable of the Moth
Of all the persons who had the greatest influence on Rizal’s development as a personwashis mother
Teodora Alonso. It was she who opened his eyes and heart to the worldaroundhim—with all its soul and
poetry, as well as its bigotry and injustice. Throughout his brief life, Rizal proved to be his mother’s son, a
chip off the old block, as he constantly strove to keepfaiththe lessons she taught him.
Doňa Teodora scolded Jose and told him that if he will not adhere to the advice of hisparents or old
people for that matter, he will be like the moth that burned itself in the fire.
The parable told that the young moth was attracted to the flame, and thought that it couldconquer it,
it pushed itself to the burning flame and got burned. The moth died a martyr initsown illusion, he truly
thought he conquered the burning flame, but it was not.
At the young age, Rizal gained inspiration from the parable, that it is not impossibletoconquer
insurmountable odds and be martyr in reality but never in illusion. This was what hedidas he grew in
age and in wisdom.
Source: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (AnAnthology of
Legacies and Controversies). C & E Publishing, Inc.
21
Take some time to examine your current beliefs and practices by answering this question:
Writing Exercise: What experiences of your own from childhood up to now that shows majordevelopment
of your morality? Refer to the given rubrics below.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________.
RUBRICS
50% - Content
30% - Analysis
20% - Grammar
D ANALYSIS
Let’s check your knowledge by answering the following question:

1. Discuss briefly yet substantially the symbolism in the “Parable of the Moth.” 2. What is the
significance of the Royal Decree of 1849?
3. Briefly discuss the highlights of Rizal’s childhood.
E EVALUATION
/ASSESSMENT
Identify the following.
__________________ 1. The complete date of Jose Rizal’s birthday.
22
__________________ 2. Jose Rizal’s paternal ascendants that migrated to the Philippines fromAmoy,
China in the late 17
th
century.
__________________ 3. Complete name of Jose Rizal.
__________________ 4. Rizal was the _____ of the eleven children born of the marriage of Francisco and
Teodora.
__________________ 5. Rizal took his first formal education in the school managed byMaestro Justiniano
Aquino Cruz. In what town of Laguna was the school located?
__________________ 6. Rizal mournfully wept when she died of sickness in 1865.
__________________ 7. The surname suggested by a provincial governor, which causedconfusion in the

commercial affairs of the family.
__________________ 8.Considered as Rizal’s first teacher.
__________________ 9. The priest who baptized Jose Rizal.
__________________ 10. Jose Rizal’s sole brother.
F REFERENCES
Supplemental Reading: Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford
University Press Quezon City; Malaya Books, 1969; or Filipino translation by NiloS. Ocampo. Rizal
Makabayan at Martir. Quezon City University of the Philippines Press, 2007
Other References
INC.
Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000.
23
LESSON 3 JOSE RIZAL: HIS EDUCATION AND CAREER
This lesson presents the early education of Jose Rizal that was an important aspect of hispolitical thought.
Like many children of the well-to-do, Jose received his early educationat home. He had private tutors, but it
quickly became obvious that he was advanced beyond his teachers. Although, he attended school in Calamba,
young Jose primarily educated himself in the familylibrary and through conversation with family and friends.
Finally, it was decided that he wouldattend the prestigious Ateneo Municipal School in the walled Intramuros,
part of Manila. Thus, began the early education of the future Filipino nationalist.
1. Compare the phases of Rizal’s life as a student.
2. Appreciate how Rizal’s education shaped him as a person.
3. Analyze the impact of Rizal’s life in relation to his contribution on the socio-political situation of the
Philippines then and the present time.
A PRELIMINARY
ACTIVITY
Reflecting on Your Current Beliefs and Practices
Discussion: on the importance of education in educating the youth of today. Complete this activity before the
start of the lesson.
Guide Question:
1. How education important in educating the youth.
24
B WHAT’S
NEW/LECTURE
Rizal’s Formative Years in Ateneo and Scholastic Records
The role of the Jesuits in Philippine education is very important. After they were expelledfrom the
archipelago in 1768, the order remained dormant until members returned in 1859. Whenthe Jesuits re-emerged
to convert the Mindanao population, they were also asked to take chargeof the Ateneo School. By 1865,
Ateneo was a secondary school that offered rigorous coursesalmost equivalent to college academics. Ateneo
was considered the finest school inthePhlippines because of the rigorous intellectual standards of the Jesuits.
It was in this environment that Jose Rizal began the education that would solidifyhispolitical thoughts.
While at Ateneo, Rizal won a special prize in poetry for “ALa JaventudFilipina,” and he cultivated the
intellectual direction which led to his nationalistic writings.
While attending Ateneo, Rizal developed into a first-rate student. he was rememberedasanoriginal thinker,
a creative scholar and a natural leader. The Ateneo years were a coming-out period for Rizal. He not only
became the leader of his fellow students, but he also tookupfencing and gymnastics.
The most noticeable change in Rizal’s education was his mastery of Spanish. WhenRizal began school, he
was only moderately successful in speaking and writing Spanish. But Rizal worked hard, read constantly and
finally Father Francisco de Paula Sanchez remarkedthat hewas becoming proficient in the language. At this
point, Rizal began writing in Spanish. Most ofhis famous works were written in that language.
It was Father Sanchez who recognized Rizal’s talent as a poet and encouragedhimtopractice this craft.
Rizal’s student poems are impressionistic and amateurish, but they containtheseeds of his future nationalism.
As a member of the society of Muses, Rizal enjoyed himself, but increasingly found his poems expressing a
national theme. He could see a sense of Philippinenationalism in writing about flowers; even the early poems
suggest critical voice that castigatedthe Spanish for their foibles and follies.
25
Equally important was Father Jose Villaclara who instructed Rizal in the sciences andphilosophy. He was a
young man who believed that Rizal was wasting his time with poetry. Hedeveloped a scientific curiosity in
young Rizal that lasted until his death. It was Father Villaclarawho convinced Rizal to take a “scientific
attitude” about life. Villaclara’s classes encouragedRizal to express his earliest national ideas. He was
determined to serve his people. That servicewould define the key elements of Philippine national feeling.
During his years in Ateneo Rizal desire to serve as a local nationalist. Rizal write his poem“ Por la
Educacion Recibe Lustre la Patria ( Through Education the Fatherland Receives Glory,”argues that education
is an integral part of the national character. The Friars, by not educatingtheFilipinos properly Rizal, argued,
prevented the full implementation of civil rights. Thesecond-rate educational system created second class
citizens and Rizal was quick to point out that this was what the Friars intended.
An examination of Rizal’s student memoirs, as well as his diaries, suggest that the Ateneoyears was the
formative ones. Eventually, Rizal would excel as a scientist, a fiction writer, anationalist and a medical doctor.
All these would have been impossible without his earlyeducation.
Ambeth Ocampo, Filipino revisionist historian, is a popular writer and general debunker oflocal history,
suggests that Rizal was not a good student. However, he went into Ateneo archivesand found that Rizal was an
excellent student. Rizal stood out as a student leader and a national spokesperson, because he had the ability to
talk to the average Filipino.
one of the problems with Rizal’s education was the lack of intellectual growth. After Ateneo, he enrolled
at the University of Sto Tomas.
College Life in Unibersidad de Santo Tomas

After Ateneo, Rizal enrolled at the University of Sto Tomas, a Dominican school. Thisschool was the only
University in the Philippines during the 19 th century. It was at the University
of Sto Tomas that Rizal continued to create his vision of Philippine nationalism.
26
The Dominican school was an important change for young Rizal. It was here that Rizal improvedon the
academic lessons he learned in Ateneo and placed them at the boarder historical perspective.
Why was the University of Sto Tomas so influential upon Rizal’s intellectual development?Part of the
influence can be traced to the history of the University of Sto Tomas. Quietlyonhisown, Rizal continued to
work on his political ideas. He received passing marks but foundthat theheavy emphasis on science was not to
his liking. He remained a poet at heart and his educational goal was toward the liberal arts.
Rizal, upon entering the university, was not certain which course of study he wanted topursue. The Jesuit
priests who had been his former mentors had advised him to take up farming, or tojoin the order and be a man
of the cloth. However, his tastes went towards law, literature, ormedicine. In the end, he decided to sign up for
Philosophy and Letters during his freshmanyearbecause of the following reasons:
1. It was what his father would have wanted for him.
2. He had failed to seek the advice of the rector of the Ateneo, Father Ramon Pablo. As part of the
course, he had to complete units in the following subjects: ∙ Cosmology and Metaphysics
∙ Theodicy
∙ History of Philosophy
After completing his first year, Rizal decided to take up medicine as his university course. Thischange of
heart was due to two factors:
1. Father Ramon Pablo, rector of the Ateneo, had advised him to pursue the course.
2. Rizal's mother had failing eyesight and he thought he owed it to her to become a doctorand cure her
condition.
27
Rizal's performance at the University of Santo Tomas was not as excellent as his time at theAteneo. His grades
after shifting to medicine had suffered as well:
Unfortunately, Rizal was not happy at UST and this reflected on his grades (Zaide &Zaide, 1999). There
were three main factors that contributed to his unhappiness at the university, namely:
1. The Dominican professors were hostile to him.
2. Filipino students suffered discrimination.
3. The method of instruction at UST was obsolete and repressive.
Likewise, there were three main reasons for his struggling academic performance (Guerrero, 1998):
1. Rizal was not satisfied with the system of education at the university. 2. There were
plenty of things to distract a young man in the peak of his youth. 3. Medicine was not
Rizal's true vocation.
He would later find out that his real calling was in the arts, not in medicine.
http://thelifeandworksofrizal.blogspot.com/2016/06/rizal-at-university-of-santo-tomas-1877.html
Writing Exercise: On the value of education, addressing the question "how do educationshapea youth for
professional and civic life" (*may be written in at any length or more than 100words).
28
COMPARISON-CONTRAST ESSAY RUBRIC
Organization The paper & Th
Category 4 3 Structure breaks
the informationin
the information
Purpose The paper & The pape wholeto-who
Supporting compares le,similaritie
compares wholeto-who
Details an s
contrasts le,
contrasts to-dif
similarities
items erences,pointby-
-
clearly. Thepaper clearly, but point
pointsspecific exam to-dif erence
supporting structure. Itfollow or
illustratecomparis aconsistent orderw pointby-point
to
paper includesonly information discussingthe comp
theinformation general. The structure
relevant the
tocomparison. paper i
does not fol
Th
consistent or
only the
when discu
information
compar
relevant to
comparison.
the
Transitions The papersmooth Th

one ideanext. The moves
comparisonand from
contrasttransition from
the n
to the
the
paper
variety. Thep
uses
comparison
words
or
is no
ideas
or
are
a logical
that
29
to showrelationsh contrast
between transition words
The papervariety to
ofsentence ideas.
structures relationships
transitions. uses a
between ideas.
and
Grammar Writer makes & Writer makes n Writer makes 1 Writer makes 3
Spelling
errors ingrammar errors ingrammar errors ingrammar more than4errors
(Conventions)
or or or
spelling spelling spelling grammar
distracts thereade that that that
fromcontent. distract the distract the spelling
reader reader
distra
content. content.
reader fromthe
content.
30
READ-WRITE-THINK
or
that
http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_rubric.pdf
D ANALYSIS
Take some time to examine your current beliefs and practices by answeringthefollowing
question:
1. Explain why UST so influential upon Rizal’s intellectual development 2. Discuss

the highlights of Rizal’s stay at Ateneo.
E EVALUATION
/ASSESSMENT
Multiple Choices: Select the letter of the best answer.
1. The phrase “don’t send him to Manila any longer” was the very words of Rizal’s ___________.
a. mother
b. father
c. brother
d. uncle
2. During the hero’s time, Ateneo Municipal was located in _________. a.
Intramuros
b. Binondo
c. Calamba
d. Escolta
3. Which is true about the chronology of Rizal’s education? a. Calamba, Home,
Ateneo, UST, Madrid
b. Home, Calamba, Ateneo, UST, Madrid
c. Ateneo, Calamba, UST, Madrid, Home
d. Home, UST, Calamba, Ateneo, Madrid
4. The Jesuit order was expelled from the Philippine Islands in the year ________. a. 1768
b. 1859
c. 1865
d. 1708
5. Ateneo Municipal is run by religious congregation known as____.
31
a. Dominican Order
b. Franciscan Order
c. Society of Jesus
d. Agustinian Friars
6. The title of Rizal’s poem that won a prize while he was in Ateneo________. a. A La
Juventud Filipina
b. A La Doctrina Cristiana
c. The Alliance of Religion and Education
d. A La Virgin Maria
7. This Jesuit friar developed in Rizal the scientific attitude.
a. A Victa
b. J. Vilaclara
c. P. Sanchez
d. M. Agustin
8. The UST is a school owned and ran by the ___________.
a. King of Spain
b. Dominican Order
c. Franciscan Order
d. Recollect Fathers
9. To increase his knowledge in eye diseases, Rizal registered first in the clinic of________. a. Dr. Otto
Poggeler
b. Dr. Ferdinand Blumentritt
c. Dr. Otto Becker
d. Dr. Otto Wecker
10. Rizal failed to graduate with a doctorate degree in Medicine because he______.
32
a. did not pass his subjects
b. was not accepted into the program by the University
c. failed to submit his thesis
d. all of the above
G REFERENCES
Supplemental Reading: Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford
University Press Quezon City; Malaya Books, 1969; or Filipino translation by NiloS. Ocampo. Rizal
Makabayan at Martir. Quezon City University of the Philippines Press, 2007
Other References
INC.
Francisco, Virlyn Jaime. (2015). Jose P. Rizal: A College Textbook on Jose Rizal’s Life andWritings.
Mindshapers, Co. Inc.. Manila
Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000

33
LESSON 4 JOSE RIZAL'S TRAVELS ABROAD
“HE WHO DOES NOT KNOW HOW TO LOOK BACK AT WHERE HE CAMEFROMWILL
NEVER GET TO HIS DESTINATION”
During our hero’s time, traveling is very limited to the lay Filipino, since it wasexpensive. And
also during that time, there were no airships that would quickly bring peopletoacertain place as we have today.
The major transportation means were streamers, horse-power, trains, and foot. Rizal was not merely a tourist
but a traveler who studies the culture of the placeshe visits. He is also traveling to acquire more knowledge,
most of which are sciences andliterature.
This lesson will discuss about the hero’s journey the values and knowledge he acquired, friends he met
during his travels, the places he visits and what happened there, and the special friends of Rizal. This will also
deal with the fascination of Rizal and the rather bad opinionsinthe places he visits.
1. Explain assimilation and Rizal's growth as a propagandist.
2. Determine the influences in Rizal’s young life that shapes his aspirations and values. 3. Reflect
critically on the achievements of Rizal during his time.

34
A PRELIMINARY
ACTIVITY
Reflection Time!
1. Which country/place would you like to go and why?
B WHAT’S
NEW/LECTURE
José Rizal and the Propaganda Movement
Between 1872 and 1892, a national consciousness was growing among the Filipinoémigrés who had
settled in Europe. In the freer atmosphere of Europe, these émigrés--liberalsexiled in 1872 and students
attending European universities--formed the Propaganda Movement. Organized for literary and cultural
purposes more than for political ends, the Propagandists, whoincluded upper-class Filipinos from all the
lowland Christian areas, strove to "awakenthesleeping intellect of the Spaniard to the needs of our country" and
to create a closer, moreequal association of the islands and the motherland. Among their specific goals were
representationofthe Philippines in the Cortes, or Spanish parliament; secularization of the clergy;
legalizationofSpanish and Filipino equality; creation of a public school system independent of the friars;
abolition of the polo (labor service) and vandala (forced sale of local products tothegovernment); guarantee of
basic freedoms of speech and association; and equal opportunityforFilipinos and Spanish to enter government
service.
The most outstanding Propagandist was José Rizal, a physician, scholar, scientist, andwriter. Born in
1861 into a prosperous Chinese mestizo family in Laguna Province, he displayedgreat intelligence at an early
age. After several years of medical study at the University of SantoTomás, he went to Spain in 1882 to finish
his studies at the University of Madrid. Duringthedecade that followed, Rizal's career spanned two worlds:
Among small communities of Filipinostudents in Madrid and other European cities, he became a leader and
eloquent spokesman, andin the wider world of European science and scholarship--particularly in Germany--he
formedclose relationships with prominent natural and social scientists. The newdisciplineof
35
anthropology was of special interest to him; he was committed to refuting the friars' stereotypesof Filipino
racial inferiority with scientific arguments. His greatest impact on the development ofa Filipino national
consciousness, however, was his publication of two novels--Noli MeTangere (Touch me not) in 1886 and El
Filibusterismo (The reign of greed) in 1891. Rizal drewon his personal experiences and depicted the
conditions of Spanish rule in the islands, particularly the abuses of the friars. Although the friars had Rizal's
books banned, theyweresmuggled into the Philippines and rapidly gained a wide readership.
Other important Propagandists included Graciano Lopez Jaena, a noted orator andpamphleteer who had
left the islands for Spain in 1880 after the publication of his satirical short novel, Fray Botod (Brother Fatso), an
unflattering portrait of a provincial friar. In 1889heestablished a biweekly newspaper in Barcelona, La
Solidaridad (Solidarity), which becametheprincipal organ of the Propaganda Movement, having audiences both
in Spain and in the islands. Its contributors included Rizal; Dr. Ferdinand Blumentritt, an Austrian geographer
andethnologist whom Rizal had met in Germany; and Marcelo del Pilar, a reformminded lawyer. Del Pilar was
active in the antifriar movement in the islands until obliged to flee to Spain in1888, where he became editor of
La Solidaridad and assumed leadership of the Filipino communityinSpain.
In 1887 Rizal returned briefly to the islands, but because of the furor surroundingtheappearance of Noli
Me Tangere the previous year, he was advised by the governor to leave. Hereturned to Europe by way of Japan
and North America to complete his second novel andanedition of Antonio de Morga's seventeenth-century
work, Sucesos de las Islas Filipinas (Historyof the Philippine Islands). The latter project stemmed from an
ethnological interest in the cultural connections between the peoples of the pre-Spanish Philippines and those
of the larger Malayregion (including modern Malaysia and Indonesia) and the closely related political
objectiveofencouraging national pride. De Morga provided positive information about the islands'
earlyinhabitants, and reliable accounts of pre-Christian religion and social customs.
After a stay in Europe and Hong Kong, Rizal returned to the Philippines in June 1892, partly because the
Dominicans had evicted his father and sisters from the land they leasedfromthe friars' estate at Calamba, in
Laguna Province. He also was convinced that the struggleforreform could no longer be conducted effectively
from overseas. In July he established theLiga
36
Filipina (Philippine League), designed to be a truly national, nonviolent organization. It wasdissolved,
however, following his arrest and exile to the remote town of Dapitan in northwesternMindanao.
The Propaganda Movement languished after Rizal's arrest and the collapse of theLigaFilipina. La
Solidaridad went out of business in November 1895, and in 1896 both del Pilar andLopez Jaena died in
Barcelona, worn down by poverty and disappointment. An attempt wasmade to reestablish the Liga Filipina,
but the national movement had becomesplit between ilustrado advocates of reform and peaceful evolution (the
compromisarios, orcompromisers) and a plebeian constituency that wanted revolution and national
independence. Because the Spanish refused to allow genuine reform, the initiative quickly passed
fromtheformer group to the latter.
http://countrystudies.us/philippines/10.htm
THE TRAVELS OF RIZAL
Disillusioned with how Filipinos in the Philippines were regarded as second-classcitizens in

institutions of learning and elsewhere, the National Hero Jose Rizal left the countryinMay 1882 to pursue
further studies abroad. He enrolled in a course in medicine at theUniversidad Central de Madrid in Spain. In
June 1883, he traveled to France to observehowmedicine was being practiced there.
After his three-month sojourn in France, Rizal returned to Madrid and thought about publishing a book
that exposed the colonial relationship of Spain and the Philippines. This ideawas 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 FilipinosinSpain who sought to
direct the attention of Spaniards to the concerns of the Spanish colonyinthePhilippines. He wrote articles for
publications in Manila and abroad; convened with overseasFilipinos to discuss their duty to the country; and
called on Spanish authorities to institutereforms in the Philippines, such as granting freedom of the press and
Filipino representationinthe Spanish Cortes.
37
Rizal returned to Manila in August 1887, after five years in Europe. However, hishomecoming was
met by the friars’ furor over Noli Me Tangere. The Archbishop of Manilaissued an order banning the
possession and reading of the novel, an order that was laterreinforced by the governor-general. Six months
later, pressured by the Spanish authoritiesaswell as by his family and friends to leave the country and avoid
further persecution, Rizal left Manila for Hong Kong.
From Hong Kong, Rizal traveled to Macau and Japan before going to America. EnteringSan 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 IslasFilipinas, which Rizal later
annotated for publication “as a gift to the Filipinos.” In the museumhe devoted his time reading all the sources
on Philippine history that he could find. He kept uphis correspondence with various people, including his
family, who were being oppressedbytheSpanish religious landowners; the Filipino patriots in Spain; and his
Austrian friend, FerdinandBlumentritt, with whom he planned to form an association of Philippine scholars.
From1888to1890 he shuttled between London and Paris, where he wrote ethnographic and
history-relatedstudies, as well as political articles. He also frequently visited Spain, where he met
withfellowFilipino 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. Heplanned to publish
the book in Belgium, but was financially hard up. His brother’s support fromback home was delayed in
coming, and he was scrimping on meals and expenses. Finally, inSeptember 1890, El Filibusterismo was
published in Ghent using donations fromRizal’s friends.
Meanwhile, a rivalry had ensued between Rizal and del Pilar over the leadershipof theAsociación
Hispano Filipino in Spain. Rizal decided to leave Europe to avoid the worseningrift 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 tobuilda“New Calamba” by relocating landless Filipinos to Borneo,
Rizal came home to the Philippinesin June 1892.https://www.filipinaslibrary.org.ph/collections/
38
Problem Tree Analysis: A problem tree provides an overview of all the known causes andeffect to an
identified problem.
Step 1: Focus on the given problem
Step 2: Identify the causes and effects
Remember that the

causes and effects
can create a secondary
causes and effects
CONSEQUENCES/EFECTS
REASON OF RIZAL’S TRAVEL ABROAD
ROOT CAUSE
https://www.google.com/search?q=instruction+for+problem+tree+analysis
39
D ANALYSIS
1. What do you think is the real purpose of Rizal’s leaving the Philippines?
E EVALUATION
/ASSESSMENT
Enumerate at least five memorable experiences Rizal had during his journey.
1._________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
2. _________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
3. _________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
4. _________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
5. _________________________
______________________________________________________________________________
______________________________________________________________________________
________________________________________________________________________
40
Rubrics:
50% - Content
30% - Analysis
20% - Grammar
F ASSIGNMENT
⮚ Graphic Organizer/Table Mapping/Timeline in Rizal’s travels abroad Rubrics:
40% - Accuracy of Information
40% - Creativity
20% - Organization
G REFERENCES
Other References
INC.
41
MODULE2
42
This module consists of two novels of Dr. Jose Rizal. The Noli me Tangere andEl Filibusterimo.
Rizal called the Noli the bridge between the Propaganda movement andtheRevolution of 1896.
The Fili was a morality, a profound description of the mentalityandclimate revolt, with the
urgency of its demands, and with all its shortcomings in their fulfillment. But to Spain, it was a
last and terrible warning.
LESSON 5
Rizal's Novels (Noli Me Tangere and El Filibusterismo
Learning Outcomes:
1. Describe the context in Noli Me Tangere

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

Noli Me Tangere is Latin for "touch me not," an allusion to the Gospel of St. John
whereJesussays to Mary Magdelene: "Touch me not, for I am not yet ascended to my Father."
Rizal entitled this novel as such drawing inspiration from John 20:13-17 of the Bible,
thetechnical name of a particularly painful type of cancer (back in his time, it was unknownwhat
the modern name of said disease was). He proposed to probe all the cancers of Filipinosociety
that everyone else felt too painful to touch.
Noli Me Tángere, is an 1887 novel by José Rizal during the colonization of the
PhilippinesbySpain to describe perceived inequities of the Spanish Catholic friars and the ruling
government.
Originally written in Spanish, the book is more commonly published and readinthe Philippines in
either Tagalog or English.
Early English translations of the novel used titles like An Eagle Flight (1900) and The Social
Cancer (1912), disregarding the symbolism of the title, but the more recent translations
werepublished using the original Latin title. It has also been notedbythe Austro-Hungarian writer
Ferdinand Blumentritt that "Noli Me Tángere" was a name usedby
local Filipinos for cancer of the eyelids; that as an ophthalmologist himself Rizal was influencedby this
fact is suggested in the novel's dedication, "To My fatherland".
Background
José Rizal, a Filipino nationalist and medical doctor, conceived the idea of writing a novel that would expose
the ills of Philippine society after reading Harriet Beecher Stowe's Uncle Tom'sCabin. He preferred that the
prospective novel express the way Filipino culture was perceivedtobe backward, anti-progress, anti-intellectual,
and not conducive to the ideals of the AgeofEnlightenment. He was then a student of medicine in the
Universidad Central de Madrid.
In a reunion of Filipinos at the house of his friend Pedro A. Paterno in Madrid on 2 January1884, Rizal
proposed the writing of a novel about the Philippines written by a group of Filipinos. Hisproposal was
unanimously approved by the Filipinos present at the time, amongwhomwere Pedro, Maximino Viola and
Antonio Paterno, Graciano López Jaena, Evaristo Aguirre, Eduardo de Lete, Julio Llorente and Valentin
Ventura. However, this project did not materialize. The people who agreed to help Rizal with the novel did not
write anything. Initially, the novel was planned to cover and describe all phases of Filipino life, but almost
everybody wantedtowrite about women. Rizal even saw his companions spend more time gambling and
flirtingwithSpanish women. Because of this, he pulled out of the plan of co-writing with others anddecidedto
draft the novel alone.
History on Publication
Rizal finished the novel in February 1887. At first, according to one of Rizal's biographers, Rizal feared the
novel might not be printed, and that it would remain unread. He was strugglingwithfinancial constraints at the
time and thought it would be hard to pursue printing the novel.
Financial aid came from a friend named Máximo Viola; this helped himprint the bookat Berliner
Buchdruckerei-Aktiengesellschaft in Berlin. Rizal was initially hesitant, but Violainsisted and ended up
lending Rizal ₱300 for 2,000 copies. The printing was finished earlier thanthe estimated five months. Viola
arrived in Berlin in December 1886, and by March 21, 1887, Rizal had sent a copy of the novel to his friend,
Blumentritt.
The book was banned by Spanish authorities in the Philippines, although copies were smuggledinto the
country. The first Philippine edition (and the second published edition) was finallyprinted in 1899 in Manila
by Chofre y Compania in Escolta.
Influence on Filipino nationalism

Rizal depicted nationality by emphasizing the positive qualities of Filipinos: the devotionof aFilipina and her
influence on a man's life, the deep sense of gratitude, and the solid commonsense of the Filipinos under the
Spanish regime.
The work was instrumental in creating a unified Filipino national identity and consciousness, asmany natives
previously identified with their respective regions. It lampooned, caricaturedandexposed various elements in
colonial society. Two characters in particular have become classicsin Filipino culture: María Clara, who has
become a personification of the ideal Filipinowoman,
43
loving and unwavering in her loyalty to her spouse; and the priest Father Dámaso, whoreflectsthe
covert fathering of illegitimate children by members of the Spanish clergy.
The book indirectly influenced the Philippine Revolution of independence fromthe SpanishEmpire, even
though Rizal actually advocated direct representation to the Spanish government and an overall larger role for
the Philippines within Spain's political affairs. In1956, Congress passed Republic Act 1425, more popularly
known as the Rizal Law, whichrequires all levels in Philippine schools to teach the novel as part of their
curriculum. Noli metangere is being taught to third year secondary school (now Grade 9, due to the
newK-12curriculum) students, while its sequel El filibusterismo is being taught for fourth year
secondaryschool (now Grade 10) students. The novels are incorporated to their study andsurveyof Philippine
literature.
[4]
Both of Rizal's novels were initially banned fromCatholic educational institutions
given its negative portrayal of the Church, but this taboo has been largely supersededas religious schools
conformed to the Rizal Law.
Major Characters
Crisóstomo Ibarra
Juan Crisóstomo Ibarra y Magsalin, commonly referred to in the novel as IbarraorCrisostomo, is the
novel's protagonist. The mestizo (mixed-race) son of Filipinobusinessman Don Rafael Ibarra, he studied in
Europe for seven years. Ibarra is also María Clara'sfiancé.
María Clara
María Clara de los Santos, commonly referred to as María Clara, is Ibarra's fiancée andthemost beautiful and
widely celebrated girl in San Diego. She was raised by Kapitán TiagodelosSantos, and his cousin, Isabel. In the
later parts of the novel, she was revealed tobeanillegitimate daughter of Father Dámaso, the former curate of the
town, and Doña Pía Alba, Kapitán Tiago's wife, who had died giving birth to María Clara.
At the novel's end, a heartbroken yet resolved María Clara entered the Beaterio de SantaClara (a nunnery) after
learning the truth of her parentage and mistakenly believingthat herlover, Crisóstomo, had been killed. In the
epilogue, Rizal stated that it is unknown whetherMaría Clara is still living within the walls of the convent or is
already dead
A character of Leonor Rivera who was Rizal’s longtime love interest,
Kapitán Tiago
Don Santiago de los Santos, known by his nickname Tiago and political title KapitánTiago, issaid to be the
richest man in the region of Binondo and possessed real propertiesin Pampanga and Laguna de Baý. He is
also said to be a good Catholic, a friend of the Spanishgovernment and thus was considered a Spaniard by the
colonial elite. Kapitán Tiagoneverattended school, so he became the domestic helper of a Dominican friar
who gave himaninformal education. He later married Pía Alba from Santa Cruz.
44
Padre Dámaso
Dámaso Verdolagas, better known as Padre Dámaso, is a Franciscan friar and the former parishcurate of San
Diego. He is notorious for speaking with harsh words, highhandedness, andhiscruelty during his ministry in
the town. An enemy of Crisóstomo's father, Don Rafael Ibarra, Dámaso is revealed to be María Clara's
biological father. Later, he and María Clara hadbitterarguments on whether she would marry Alfonso Linares
de Espadaña (which he preferred) orenter the nunnery (her desperate alternative). At the end of the novel, he
is again reassignedtoadistant town and later found dead in his bed.
Elías
Elías is Ibarra's mysterious friend and ally. Elías made his first appearance as a pilot duringapicnic of
Ibarra and María Clara and her friends.
The 50th chapter of the novel explores the past of Elías and history of his family. About sixtyyears before the
events of Noli Me Tángere, Elías's grandfather Ingkong in his youth workedasabookkeeper in a Manila office.
One night the office burned down, and Don Pedro Eibarramendia, the Spaniard owner, accused him of arson.
Ingkong was prosecuted and upon releasewasshunned by the community as a dangerous lawbreaker. His wife
Impong turned to prostitutiontosupport themselves but eventually they were driven into the hinterlands. There
Impong boreherfirst son, Balat.
Driven to depression, Ingkong hangs himself deep in the forest. Impong was sickly for lackofnourishment in
the forest and was not strong enough to cut down his corpse and bury him, andBalat was then still very young.
The stench led to their discovery, and Impong was accusedofkilling her husband. She and her son fled to
another province where she bore another son. Balat grew up to be a bandit.
Eventually Balat's legend grew, but so did the efforts to capture him, and when he finallyfell hewas cut limb
by limb and his head was deposited in front of Impong's house. Seeing the headofher son, Impong died of
shock. Impong's younger son, knowing their deaths would somehowbeimputed upon him, fled to the province
of Tayabas where he met and fell in love witharichyoung heiress.
They have an affair and the lady got pregnant. But before they could marry, his records weredugup. Then
the father, who disapproved of him from the start, had him imprisoned. The ladygavebirth to Elías and his
twin sister but died while the two were still children. Nonetheless, thetwinswere well cared for, with Elías
even going to Ateneo and his sister going to La Concordia, but asthey wanted to become farmers they
eventually returned to Tayabas.
He and his sister grew up not knowing about their father, being told that their father hadlongdied. Elías grew up
to be a young abusive brat who took particular joy in berating anelderlyservant who, nevertheless, always
submitted to his whims. His sister was more refinedandeventually was betrothed to a fine young man. But
before they could marry, Elías ran afoul witha distant relative. The relative struck back by telling him about his
true parentage. The verbal scuffle mounted to the point where records were dug up, and Elías and his sister, as
well asagood part of town, learned the truth. The elderly servant who Elías frequently abused was theirfather.
45
The scandal caused the engagement of Elías' sister to break off. Depressed, the girl disappearedone day and
was eventually found dead along the shore of the lake. Elías himself lost face beforehis relatives and became a
wanderer from province to province. Like his uncle Balat he becameafugitive and his legend grew, but by
degrees he became the gentler, more reserved, andmorenoble character first introduced in the novel.
Pilósopong Tasyo
Filósofo Tasio (Tagalog: Pilósopong Tasyo) was enrolled in a philosophy course andwasatalented student, but
his mother was a rich but superstitious matron. Like many FilipinoCatholics under the sway of the friars, she
believed that too much learning condemnedsoulstohell. She then made Tasyo choose between leaving college or
becoming a priest. Since he wasinlove, he left college and married.
Tasyo lost his wife and mother within a year. Seeking consolation and in order to free himselffrom the cockpit
and the dangers of idleness, he took up his studies once more. But he becamesoaddicted to his studies and the
purchase of books that he entirely neglected his fortuneandgradually ruined himself. Persons of culture called
him Don Anastacio, or PilósopongTasyo, while the great crowd of the ignorant knew him as Tasio el Loco on
account of his peculiar ideasand his eccentric manner of dealing with others.
Seeking for reforms from the government, he expresses his ideals in paper writteninacryptographic alphabet
similar from hieroglyphs and Coptic figures hoping "that the futuregenerations may be able to decipher it.
Doña Victorina
Doña Victorina de los Reyes de de Espadaña, commonly known as Doña Victorina, isanambitious Filipina
who classifies herself as a Spaniard and mimics Spanish ladies by puttingonheavy make-up. The novel
narrates Doña Victorina's younger days: she had lots of admirers, but she spurned them all because none of
them were Spaniards. Later on, she met and marriedDonTiburcio de Espadaña, an official of the customs
bureau ten years her junior. However, theirmarriage is childless.
Her husband assumes the title of medical "doctor" even though he never attended medical school; using fake
documents and certificates, Tiburcio illegally practices medicine. Tiburcio's usageofthe title Dr. consequently
makes Victorina assume the title Dra. (doctora, femaledoctor). Apparently, she uses the whole name Doña
Victorina de los Reyes de de Espadaña, with double de to emphasize her marriage surname. She seems to
feel that this awkwardtitlingmakes her more "sophisticated".
Sisa, Crispín, and Basilio
Sisa, Crispín, and Basilio represent a Filipino family persecuted by the Spanish authorities:
∙ Narcisa,or Sisa, is the deranged mother of Basilio and Crispín. Described as beautiful andyoung, although
she loves her children very much, she cannot protect themfromthe beatingsof her husband, Pedro.
∙ Crispín is Sisa's seven-year-old son. An altar boy, he was unjustly accused of stealingmoney from the
church. After failing to force Crispín to return the money he allegedlystole, Father Salví and the head
sacristan killed him. It is not directly stated that he was killed, but
46
a dream of Basilio's suggests that Crispín died during his encounter with Padre Salví andhisminion.
∙ Basilio is Sisa's 10-year-old son. An acolyte tasked to ring the church's bells for the Angelus, he faced the
dread of losing his younger brother and the descent of his mother into insanity. At the end of the novel, a
dying Elías requested Basilio to cremate him and Sisa in the woodsin exchange for a chest of gold located
nearby. He later played a major role inEl filibusterismo.
Due to their tragic but endearing story, these characters are often parodied in modernFilipinopopular
culture.
∙ Salomé is Elías' sweetheart. She lived in a little house by the lake, and though Elías wouldlike to marry her,
he tells her that it would do her or their children no good to be relatedtoafugitive like himself. In the
original publication of Noli Me Tángere, the chapter that explores the identity of Elías and Salomé was
omitted, classifying her as a totallynon-existent character. This chapter, entitled Elías y Salomé, was
probably the 25thchapterof the novel. However, recent editions and translations of Noli include this
chapter either onthe appendix or as Chapter X (Ex).
Noli Me Tangere
Plot
Crisóstomo Ibarra, the mestizo son of the recently deceased Don Rafael Ibarra, is returningtoSan Diego in
Laguna after seven years of study in Europe. Kapitán Tiago, a family friend, bidshim to spend his first night in
Manila where Tiago hosts a reunion party at his riverside homeon Anloague Street. Crisóstomo obliges. At
dinner he encounters old friends, Manilahighsociety, and Padre Dámaso, San Diego's old curate at the time
Ibarra left for Europe. Dámasotreats Crisóstomo with hostility, surprising the young man who took the friar to
be a friendof hisfather.
Crisóstomo excuses himself early and is making his way back to his hotel when Lieutenant Guevarra, another
friend of his father, catches up with him. As the two of themwalktoCrisóstomo's stop, and away from the
socialites at the party who may possibly compromisethemif they heard, Guevarra reveals to the young man the
events leading up to Rafael's deathandDámaso's role in it. Crisóstomo, who has been grieving from the time he
learned of his father'sdeath, decides to forgive and not seek revenge. Guevarra nevertheless warns the young
mantobecareful.
The following day, Crisóstomo returns to Kapitán Tiago's home in order to meet withhischildhood sweetheart,
Tiago's daughter María Clara. The two flirt and reminisce in the azotea, aporch overlooking the river. María
reads back to Crisóstomo his farewell letter whereinheexplained to her Rafael's wish for Crisóstomo to set out,
to study in order to become amoreuseful citizen of the country. Seeing Crisóstomo agitated at the mention of
his father, however, María playfully excuses herself, promising to see him again at her family's San
Diegohomeduring the town fiesta.
47
Crisóstomo goes to the town cemetery upon reaching San Diego to visit his father's grave. However, he
learns from the gravedigger that the town curate had ordered that Rafael's remainsbe exhumed and
transferred to a Chinese cemetery. Although Crisóstomo is angeredat therevelation, the gravedigger adds that
on the night he dug up the corpse, it rained hardandhefeared for his own soul, causing him to defy the order
of the priest by throwing the bodyintothelake. At that moment, Padre Bernardo Salví, the new curate of San
Diego, walks intothecemetery. Crisóstomo's anger explodes as he shoves him into the ground and
demandsanaccounting; Salví fearfully tells Crisóstomo that the transfer was ordered by the previous curate,
Padre Dámaso, causing the latter to leave in consternation.
Crisóstomo, committed to his patriotic endeavors, is determined not to seek revenge andtoput the matter behind
him. As the days progress he carries out his plan to serve his countryas hisfather wanted. He intends to use his
family wealth to build a school, believingthat his paisanos would benefit from a more modern education than
what is offered in the schools runby the government, whose curriculum was heavily tempered by the teachings
of the friars.
Enjoying massive support, even from the Spanish authorities, Crisóstomo's preparations for hisschool advance
quickly in only a few days. He receives counsel from Don Anastacio, a reveredlocal philosopher, who refers
him to a progressive schoolmaster who lamented the friars' influence on public education and wished to
introduce reforms. The building was plannedtobegin construction with the cornerstone to be laid in a ceremony
during San Diego's townfiesta.
One day, taking a break, Crisóstomo, María, and their friends get on a boat and go ona picnicalong the shores
of the Laguna de Baý, away from the town center. It is then discoveredthat acrocodile had been lurking on the
fish pens owned by the Ibarras. Elías, the boat's pilot, jumpsinto the water with a bolo knife drawn. Sensing
Elías is in danger, Crisóstomo jumps inas well, and they subdue the animal together. Crisóstomo mildly scolds
the pilot for his rashness, whileElías proclaims himself in Crisóstomo's debt.
On the day of the fiesta, Elías warns Crisóstomo of a plot to kill him at the cornerstone-laying. The ceremony
involved the massive stone being lowered into a trench by a woodenderrick. Crisóstomo, being the principal
sponsor of the project, is to lay the mortar using a trowel at thebottom of the trench. As he prepares to do so,
however, the derrick fails and the stone falls intothe trench, bringing the derrick down with it in a mighty crash.
When the dust clears, apale, dust-covered Crisóstomo stands stiffly by the trench, having narrowly missed the
stone. Inhisplace beneath the stone is the would-be assassin. Elías has disappeared.
The festivities continue at Crisóstomo's insistence. Later that day, he hosts a luncheon towhichPadre Dámaso
gatecrashes. Over the meal, the old friar berates Crisóstomo, his learning, hisjourneys, and the school project.
The other guests hiss for discretion, but Dámaso ignores themand continues in an even louder voice, insulting
the memory of Rafael in front of Crisóstomo. At the mention of his father, Crisóstomo strikes the friar
unconscious and holds a dinner knifetohisneck. In an impassioned speech, Crisóstomo narrates to the
astonished guests everythingheheard from Lieutenant Guevarra, who was an officer of the local police, about
Dámaso's schemesthat resulted in the death of Rafael. As Crisóstomo is about to stab Dámaso, however,
MaríaClara stays his arm and pleads for mercy.
Crisóstomo is excommunicated from the church, but has it lifted through the intercessionof thesympathetic
governor general. However, upon his return to San Diego, María has turnedsicklyand refuses to see him. The
new curate whom Crisóstomo roughly accosted at the cemetery,
48
Padre Salví, is seen hovering around the house. Crisóstomo then meets the inoffensive Linares, a peninsular
Spaniard who, unlike Crisóstomo, had been born in Spain. Tiago presents LinaresasMaría's new suitor.
Sensing Crisóstomo's influence with the government, Elías takes Crisóstomo into confidenceandone moonlit
night, they secretly sail out into the lake. Elías tells him about a revolutionarygroup poised for an open and
violent clash with the government. This group has reachedout toElías in a bid for him to join them in their
imminent uprising. Elías tells Crisóstomothat hemanaged to delay the group's plans by offering to speak to
Crisóstomo first, that Crisóstomomayuse his influence to effect the reforms Elías and his group wish to see.
In their conversation, Elías narrates his family's history, how his grandfather in his youthworkedas a
bookkeeper in a Manila office but was accused of arson by the Spanish owner whentheoffice burned down.
He was prosecuted and upon release was shunned by the communityasadangerous lawbreaker. His wife
turned to prostitution to support the family but were eventuallydriven into the hinterlands.
Crisóstomo sympathizes with Elías, but insists that he could do nothing, and that the onlychangehe was
capable of was through his schoolbuilding project. Rebuffed, Elías advises Crisóstomotoavoid any
association with him in the future for his own safety.
Heartbroken and desperately needing to speak to María, Crisóstomo turns his focus moretowards his school.
One evening, though, Elías returns with more information – a rogue uprisingwas planned for that same night,
and the instigators had used Crisóstomo's name invaintorecruit malcontents. The authorities know of the
uprising and are prepared to spring a trapontherebels.
In panic and ready to abandon his project, Crisóstomo enlists Elías in sorting out and destroyingdocuments in
his study that may implicate him. Elías obliges, but comes across a name familiarto him: Don Pedro
Eibarramendia. Crisóstomo tells him that Pedro was his great-grandfather, and that they had to shorten his
long family name. Elías tells him Eibarramendia was thesame
Spaniard who accused his grandfather of arson and was thus the author of the misfortunesofElías and his
family. Frenzied, he raises his bolo to smite Crisóstomo, but regains his senses andleaves the house very upset.
The uprising follows through, and many of the rebels are either captured or killed. Theypoint toCrisóstomo as
instructed and Crisóstomo is arrested. The following morning, the instigators arefound dead. It is revealed that
Padre Salví ordered the senior sexton to kill themin order toprevent the chance of them confessing that he
actually took part in the plot to frame Crisóstomo. Elías, meanwhile, sneaks back into the Ibarra mansion during
the night and sorts throughdocuments and valuables, then burns down the house.
Some time later, Kapitán Tiago hosts a dinner at his riverside house in Manila to celebrate MaríaClara's
engagement with Linares. Present at the party were Padre Dámaso, Padre Salví, Lieutenant Guevarra, and other
family friends. They were discussing the events that happenedinSan Diego and Crisóstomo's fate.
Salví, who lusted after María Clara all along, says that he has requested to be transferredtotheConvent of the
Poor Clares in Manila under the pretense of recent events in San Diego beingtoogreat for him to bear. A
despondent Guevarra outlines how the court came to condemnCrisóstomo. In a signed letter, he wrote to a
certain woman before leaving for Europe,
49
Crisóstomo spoke about his father, an alleged rebel who died in prison. Somehowthis letter fell into the hands of
an enemy, and Crisóstomo's handwriting was imitated to create the bogusorders used to recruit the malcontents
to the San Diego uprising. Guevarra remarks that thepenmanship on the orders was similar to Crisóstomo's
penmanship seven years before, but not at the present day. And Crisóstomo had only to deny that the signature
on the original letter washis, and the charge of sedition founded on those bogus letters would fail. But upon
seeing the letter, which was the farewell letter he wrote to María Clara, Crisóstomo apparently lost the will
tofight the charges and owned the letter as his.
Guevarra then approaches María, who had been listening to his explanation. Privatelybut sorrowfully, he
congratulates her for her common sense in yielding Crisóstomo's farewell letter. Now, the old officer tells her,
she can live a life of peace. María is devastated.
Later that evening Crisóstomo, having escaped from prison with the help of Elías, climbs uptheazotea and
confronts María in secret. María, distraught, does not deny giving up his farewell letter, but explains she did so
only because Salví found Dámaso's old letters in the SanDiegoparsonage, letters from María's mother who was
then pregnant with María. It turns out that Dámaso was María's father. Salví promised not to divulge Dámaso's
letters to the publicinexchange for Crisóstomo's farewell letter. Crisóstomo forgives her, María swears her
undyinglove, and they part with a kiss.
Crisóstomo and Elías escape on Elías's boat. They slip unnoticed through the Estero de Binondoand into the
Pasig River. Elías tells Crisóstomo that his treasures and documents are buriedinthemiddle of the forest
owned by the Ibarras in San Diego. Wishing to make restitution, Crisóstomooffers Elías the chance to escape
with him to a foreign country, where they will live as brothers. Elías declines, stating that his fate is with the
country he wishes to see reformed and liberated.
Crisóstomo then tells him of his own desire for revenge and revolution, to lengths that evenElíaswas unwilling
to go. Elías tries to reason with him, but sentries catch up with themat the mouthof the Pasig River and pursue
them across Laguna de Bay. Elías orders Crisóstomo to lie downand to meet with him in a few days at the
mausoleum of Crisóstomo's grandfather in SanDiego, as he jumps into the water in an effort to distract the
pursuers. Elías is shot several times.
The following day, news of the chase were in the newspapers. It is reported that Crisóstomo, thefugitive,
had been killed by sentries in pursuit. At the news, María remorsefully demandsofDámaso that her wedding
with Linares be called off and that she be entered into the cloister, orthe grave.
Seeing her resolution, Dámaso admits that the true reason that he ruined the Ibarra familyandher relationship
with Crisóstomo was because he was a mere mestizo and Dámaso wantedMaríato be as happy as she could be,
and that was possible only if she were to marryafull-blooded peninsular Spaniard. María would not hear of it
and repeated her ultimatum, thecloister or the grave. Knowing fully why Salví had earlier requested to be
assigned as chaplaininthe Convent of the Poor Clares, Dámaso pleads with María to reconsider, but to noavail.
Weeping, Dámaso consents, knowing the horrible fate that awaits his daughter withintheconvent but finding it
more tolerable than her suicide.
A few nights later in the forest of the Ibarras, a boy pursues his mother through the darkness. Thewoman
went insane with the constant beating of her husband and the loss of her other son, analtar boy, in the
hands of Padre Salví. Basilio, the boy, catches up with Sisa, his mother, inside
50
the Ibarra mausoleum in the middle of the forest, but the strain had already been too great forSisa. She dies in
Basilio's embrace.
Basilio weeps for his mother, but then looks up to see Elías staring at them. Elías was dyinghimself, having
lost a lot of blood and having had no food or nourishment for several days ashemade his way to the
mausoleum. He instructs Basilio to burn their bodies and if no one comes, todig inside the mausoleum. He
will find treasure, which he is to use for his own education.
As Basilio leaves to fetch the wood, Elías sinks to the ground and says that he will die without seeing the
dawn of freedom for his people and that those who see it must welcome it andnot forget them that died in the
darkness.
In the epilogue, Padre Dámaso is transferred to occupy a curacy in a remote town. Distraught, heis found dead
a day later. Kapitán Tiago fell into depression and became addicted to opiumandis forgotten by the town. Padre
Salví, meanwhile, awaits his consecration as a bishop. He is alsothe head priest of the convent where María
Clara resides. Nothing is heard of María Clara; however, on a September night, during a typhoon, two
patrolmen reportedseeinga specter (implied to be María Clara) on the roof of the Convent of the Poor Clares
moaningandweeping in despair.
The next day, a representative of the authorities visited the convent to investigate previousnight's events and
asked to inspect all the nuns. One of the nuns had a wet and torn gownandwith tears told the representative of
"tales of horror" and begged for "protection against theoutrages of hypocrisy" (which gives the implication
that Padre Salví regularly rapes her whenheis present). The abbess however, said that she was nothing more
than a madwoman. AGeneral J. also attempted to investigate the nun's case, but by then the abbess prohibited
visits totheconvent. Nothing more was said again about María Clara.
Required Reading:
Rizal, José. 1996. Noli Me Tangere, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark.PQ8897 R5 N531
1996 [Read Dedication and Chaps. 1–32]
Rizal, José.. 1996. El filibusterismo, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark. PQ8897.R5 F43l
1996 [Read “To the Filipino People and their Government,” “To the Memoryof the Priests,” and Chaps.
1–19]
Supplemental Readings: Anderson, Benedict. 2008. Why counting counts: A study of formsof consciousness
and problems of language in Noli me tangere and El filibusterismo, pp. 1–37. Quezon City: Ateneo de Manila
University Press. PQ8897 R5 Z5253
Constantino, Renato."Our task: to make Rizal obsolete" in This week, Manila Chronicle( 14June 1959)
Textbook Reference:
Pasigui, Ronnie E. and Danilo H. Cabalu (2014). The man and the hero (Chronicles, Legaciesand
Controversies). C & E Publishing, Inc.
51
Rizal’s Novel (El Filibusterismo)
Learning Outcomes:
1. Understand the context of El Filibusterismo

2. Identify the learning strategy of Rizal on this novel.
3. Compare and contrast the characters, plots, and themes of the Noli and Fili 4. Appraise how El
Filibusterismo contributed to the national consciousness andtherevolution
5. Identify the analytical perspective on El filibusterismo
Meanings, Features, Background and Characters
El filibusterismo (transl. The filibusterism; The Subversive or The Subversion, as in the LocsínEnglish
translation, are also possible translations), also known by its alternative English titleTheReign of Greed, is the
second novel written by Philippine national hero José Rizal. It is thesequel to Noli Me Tángere and, like the first
book, was written in Spanish. It was first publishedin 1891 in Ghent.
The novel centers on the Noli-El fili duology's main character Crisóstomo Ibarra, nowreturningfor vengeance
as "Simoun". The novel's dark theme departs dramatically fromthe previousnovel's hopeful and romantic
atmosphere, signifying Ibarra's resort to solving his country's issuesthrough violent means, after his previous
attempt in reforming the country's systemmadenoeffect and seemed impossible with the corrupt attitude of
the Spaniards toward the Filipinos.
The novel, along with its predecessor, was banned in some parts of the Philippines as a result of their portrayals
of the Spanish government's abuses and corruption. These novels, along withRizal's involvement in
organizations that aimed to address and reform the Spanish systemanditsissues, led to Rizal's exile to Dapitan
and eventual execution. Both the novel and its predecessor, along with Rizal's last poem, are now considered
Rizal's literary masterpieces.
Both of Rizal's novels had a profound effect on Philippine society in terms of views about national identity, the
Catholic faith and its influence on the Filipino's choice, andthegovernment's issues in corruption, abuse of
power, and discrimination, and on a larger scale, theissues related to the effect of colonization on people's lives
and the cause for independence. These novels later on indirectly became the inspiration to start the Philippine
Revolution.
Throughout the Philippines, the reading of both the novel and its predecessor is now mandatory for
high school students throughout the archipelago, although it is nowreadusing English, Filipino, and
the Philippines' regional languages.
52
The theme and plot of El Filibusterismo was changed to convey the message that the present system of
government in the Philippines through corrupt officials, dominated by the friars canlead to the downfall of
Spain.
Major Characters
∙ Simoun – Crisóstomo Ibarra in disguise, presumed dead at the end of Noli Me Tángere. Ibarra has returned as
the wealthy jeweler Simoun. His appearance is described as beingtanned, having a sparse beard, long white
hair, and large blue-tinted glasses. Hewassometimes crude and confrontational. He was derisively described
by CustodioandBen-Zayb as an American mulatto or a British Indian. While presenting as the arrogant
elitist on the outside, he secretly plans a violent revolution in order to avenge himself for hismisfortunes as
Crisóstomo Ibarra, as well as hasten Elias' reformist goals.
∙ Basilio – son of Sisa and another character from Noli Me Tángere. In the events of El fili, heis an aspiring
and so far successful physician on his last year at university and was waitingfor his license to be released
upon his graduation. After his mother's death in the Noli, heapplied as a servant in Kapitán Tiago's
household in exchange for food, lodging, andbeingallowed to study. Eventually he took up medicine, and
with Tiago having retiredfromsociety, he also became the manager of Tiago's vast estate. He is a quiet,
contemplativemanwho is more aware of his immediate duties as a servant, doctor, and member of the
student association than he is of politics or patriotic endeavors. His sweetheart is Juli, the daughter
ofKabesang Tales whose family took him in when he was a young boy fleeing the GuardiaCivil and his
deranged mother.
∙ Isagani – Basilio's friend. He is described as a poet, taller and more robust thanBasilioalthough younger. He is
the nephew of Padre Florentino, but is also rumoredtobeFlorentino's son with his old sweetheart before he
was ordained as a priest. During the eventsof the novel, Isagani is finishing his studies at the Ateneo
Municipal and is planningtotakemedicine. A member of the student association, Isagani is proud and naive,
and tends toput himself on the spot when his ideals are affronted. His unrestrained idealismand
poeticismclash with the more practical and mundane concerns of his girlfriend, Paulita Gomez.
WhenIsagani allows himself to be arrested after their association is outlawed, Paulita leaves himfor Juanito
Peláez. In his final mention in the novel, he was bidding goodbye to his landlords, the Orenda family, to
stay with Florentino permanently.
∙ Father Florentino – Isagani's uncle and a retired priest. Florentino was the son of a wealthyand influential
Manila family. He entered the priesthood at the insistence of his mother. Asaresult he had to break an affair
with a woman he loved, and in despair devotedhimselfinstead to his parish. When the 1872 Cavite mutiny
broke out, he promptly resigned fromthepriesthood, fearful of drawing unwanted attention. He was an indio
and a secular, or apriest that was unaffiliated with the orders, and yet his parish drew in a huge income. He
retiredtohis family's large estate along the shores of the Pacific. He is described as white-haired, witha quiet,
serene personality and a strong build. He did not smoke or drink. He was well respected by his peers, even
by Spanish friars and officials.
∙ Father Fernández – a Dominican who was a friend of Isagani. Following the incident withthe posters, he
invited Isagani to a dialogue, not so much as a teacher with his student but as
53
a friar with a Filipino. Although they failed to resolve their differences, they each promisedto approach
their colleagues with the opposing views from the other party – althoughbothfeared that given the
animosity that existed between their sides, their own compatriots maynot believe in the other party's
existence.
∙ Kapitán Tiago – Don Santiago de los Santos. María Clara's stepfather. Havingseveral landholdings in
Pampanga, Binondo, and Laguna, as well as taking ownership of the Ibarras' vast estate, Tiago still fell into
depression following María's entry into the convent. Healleviated this by smoking opium, which quickly
became an uncontrolled vice, exacerbatedby his association with Padre Írene who regularly supplied him
with the substance. Tiagohired Basilio as a capista, a servant who given the opportunity to study as part of
his wages; Basilio eventually pursued medicine and became his caregiver and the manager of his estate.
Tiago died of shock upon hearing of Basilio's arrest and Padre Írene's embellished storiesofviolent revolt.
∙ Captain-General – the highest-ranking official in the Philippines during the Spanishcolonial period. The
Captain-General in El fili is Simoun's friend and confidant, andisdescribed as having an insatiable lust for
gold. Simoun met him when he was still a majorduring the Ten Years' War in Cuba. He secured the major's
friendship and promotiontoCaptain-General through bribes. When he was posted in the Philippines, Simoun
usedhimasa pawn in his own power plays to drive the country into revolution. The Captain-General
wasshamed into not extending his tenure after being rebuked by a high official in the aftermathof Basilio's
imprisonment. This decision to retire would later on prove to be a crucial element to Simoun's schemes.
∙ Father Bernardo Salví – the former parish priest of San Diego in Noli Me Tángere, andnow the director and
chaplain of the Santa Clara convent. The epilogue of the Noli impliesthat Salví regularly rapes María Clara
when he is present at the convent. In El fili, heisdescribed as her confessor. In spite of reports of Ibarra's
death, Salví believes that he is still alive and lives in constant fear of his revenge.
∙ Father Millon – a Dominican who serves as a physics professor in the University of SantoTomas.
∙ Quiroga – a Chinese businessman who aspired to be a consul for China in the Philippines. Simoun coerced
Quiroga into hiding weapons inside the latter's warehouses in preparationfor the revolution.
∙ Don Custodio – Custodio de Salazar y Sánchez de Monteredondo, a famous "contractor"who was tasked by
the Captain-General to develop the students association's proposal for anacademy for the teaching of
Spanish, but was then also under pressure fromthe priests not tocompromise their prerogatives as
monopolizers of instruction. Some of the novel's most scathing criticism is reserved for Custodio, who is
portrayed as an opportunist whomarriedhis way into high society, who regularly criticized favored ideas
that did not come fromhim, but was ultimately, laughably incompetent in spite of his scruples.
∙ Ben-Zayb – A columnist for the Manila Spanish newspaper El Grito de la Integridad. Ben-Zayb is his pen
name and is an anagram of Ybanez, an alternate spelling of his last name Ibañez. His first name is not
mentioned. Ben-Zayb is said to have the looks of afriar, who believes that in Manila they think because he
thinks. He is deeply patriotic, sometimesto the point of jingoism. As a journalist he has no qualms
embellishing a story, conflatingand butchering details, turning phrases over and over, making a mundane
story soundbetterthan it actually is. Father Camorra derisively calls him an ink-slinger.
54
∙ Father Camorra – the parish priest of Tiani. Ben-Zayb's regular foil, he is said to looklikean artilleryman in
counterpoint to Ben-Zayb's friar looks. He stops at nothing to mockandhumiliate Ben-Zayb's liberal
pretensions. In his own parish, Camorra has a reputationfor unrestrained lustfulness. He drives Juli into
suicide after attempting to rape her inside theconvent. For his misbehavior he was "detained" in a
luxurious riverside villa just outsideManila.
∙ Father Írene – Kapitán Tiago's spiritual adviser. Along with Custodio, Írene is severelycriticized as a
representative of priests who allied themselves with temporal authorityfor thesake of power and monetary
gain. Known to many as the final authority who Don Custodioconsults, the student association sought his
support and gifted him with two chestnut-coloredhorses, yet he betrayed the students by counseling
Custodio into making themfee collectorsin their own school, which was then to be administered by the
Dominicans instead of beingasecular and privately managed institution as the students envisioned. Írene
secretly but regularly supplies Kapitán Tiago with opium while exhorting Basilio to do his duty.
Íreneembellished stories of panic following the outlawing of the student association Basiliowaspart of,
hastening Kapitán Tiago's death. With Basilio in prison, he then struck Basilioout ofTiago's last will and
testament, ensuring he inherited nothing.
∙ Placido Penitente – a student of the University of Santo Tomas who had a distaste for studyand would have
left school if it were not for his mother's pleas for him to stay. He clashes with his physics professor, who
then accuses him of being a member of the student association, whom the friars despise. Following the
confrontation, he meets Simoun at theQuiapo Fair. Seeing potential in Placido, Simoun takes him along to
survey his preparationsfor the upcoming revolution. The following morning Placido has become one of
Simoun's committed followers. He is later seen with the former schoolmaster of San Diego, whowasnow
Simoun's bomb-maker.
∙ Paulita Gómez – the girlfriend of Isagani and the niece of Doña Victorina, the old Indio who passes
herself off as a Peninsular, who is the wife of the quack doctor Tiburcio de Espadaña. In the end, she
and Isagani part ways, Paulita believing she will haveno future if she marries him. She eventually
marries Juanito Peláez.
Characters from Barrio Sagpang:
∙ Kabesang Tales – Telesforo Juan de Dios, a former kabesa of Barrio Sagpang in Tiani. Hewas a sugarcane
planter who cleared lands he thought belonged to no one, losing his wifeand eldest daughter in the endeavor.
When the Dominicans took over his farm, he fought tohis last money to have it retained in his possession.
While his suit against the Dominicans was ongoing, he was kidnapped by bandits while he was out
patrolling his fields. Havingnomoney to pay his captors, his daughter Juli was forced to become a maid in
exchange for her mistress paying his ransom. When his son Tano was conscripted into the Guardia Civil,
again Tales had no money to pay for Tano's exclusion from the draft. When in spite of all Tales lost the case,
he not only lost his farm but was also dealt with a heavy fine. He later joined the bandits and became one of
their fiercest commanders. Tandang Selo, his father, would later on join his band after the death of Juli.
∙ Tandang Selo – father of Kabesang Tales and grandfather of Tano and Juli. Adeer hunter and later on a
broom-maker, he and Tales took in the young, sick Basilio who was thenfleeing from the Guardia Civil. On
Christmas Day, when Juli left to be with her mistress, Selo suffered some form of stroke that impaired his
ability to speak. After Juli's suicide, Selo
55
left town permanently, taking with him his hunting spear. He was later seen with the banditsand was
killed in an encounter with the Guardia Civil – ironically by the gun of the troops' sharpshooter Tano, his
grandson.
∙ Juli – Juliana de Dios, the girlfriend of Basilio, and the youngest daughter of KabesangTales. When Tales was
captured by bandits, Juli petitioned Hermana Penchang to payfor hisransom. In exchange, she had to work
as Penchang's maid. Basilio ransomed her and bought a house for her family. When Basilio was sent to
prison, Juli approached Tiani's curate, Padre Camorra, for help. When Camorra tried to rape her instead, Juli
jumped to her deathfrom the church's tower.
∙ Tano – Kabesang Tales's son, second to Lucia who died in childhood. He was nicknamed"Carolino" after
returning from Guardia Civil training in the Carolines. His squad was escorting prisoners through a road
that skirted a mountain when they were ambushedbybandits. In the ensuing battle, Tano, the squad's
sharpshooter, killed a surrendering bandit from a distance, not knowing it was his own grandfather Selo.
∙ Hermana Penchang – the one among the "rich folks" of Tiani who lent Juli money toransom Kabesang Tales
from the bandits. In return, Juli will serve as her maid until the money was paid off. Penchang is described
as a pious woman who speaks Spanish; however, her piety was clouded over by the virtues taught by the
friars. While Juli was in her service, she made her work constantly, refusing to give her time off so she can
take care of her grandfather Selo. Nevertheless, when the rich folks of Tiani shunned Juli because to support
her family in any way might earn some form of retribution from the friars, Penchang was theonly one who
took pity upon her.
∙ Hermana Báli – Juli's mother-figure and counselor. She accompanied Juli in her efforts tosecure Kabesang
Tales' ransom and later on Basilio's release. Báli was a panguinguera –agambler – who once performed
religious services in a Manila convent. When Tales was captured by bandits, it was Báli who suggested to Juli
the idea to borrow money fromTiani'swealthy citizens, payable when Tales' legal dispute over his farm was
won.
Discussion:
Using Graphic Organizer compare and contrast, and show continuities and/or changesinRizal's ideas
expressed in the Noli and Fili Reflection: Discussion board; participate inthediscussion by commenting on the
following: What is the role of the youth in the society? What isfreedom? How is lack of freedom portrayed in
the novels? What were the roles of creolesinPhilippine society? What were the roles of young ilustrados? Why
are the ordinary people, themasses important as sector of the society?
Class Activity: Creative monologue, dramatization
References: Rizal
https://www.academia.edu/38319751/Syllabus_Rizal_Life_and_Works
https://en.wikipedia.org/wiki/El_filibusterismo
56
LESSON 6
Rizal as a Political Philosopher: Rizal would Criticize Today’s Society
Learning Outcomes:
1. Describe the social, political and economic conditions of the world andthePhilippines during
Rizal’s time.
2. Examine the political situation during Rizal’s time.
Concepts, Meaning, Features and Dimension
Max Weber defines government as the rise of an institution which has a “monopolyof thelegitimate use of
physical power.” Weber complains that government is an institution that couldlegally take people’s property by
taxing them, imprisoning them, and even executing them. Asaresult of these powers, government could force
people to do things that they otherwise wouldresist.
Rizal’s definition of government and politics focused on the Spanish influences. OneofRizal’s strongest
criticisms of Spaniards colonialization was the corruption of the bureaucracy. In describing a typical Spanish
bureaucrat, Rizal wrote: “In order to govern peoples he does not know or understand, he ought to possess the
talent of a genius and extraordinary knowledge. Rizal argued that this was necessary because the Filipinos were
gaining a newpolitical sophistication.
Rizal’s Concept of Government and Politics
In his letters to the Filipino leaders, Rizal commented at length about government. Inaletterto Mariano
Ponce, Rizal remarked that one day Filipino political leaders would finishtheir“arduous mission which is the
formation of the Filipino nation.”
Features
Rizal’s Definition of Basic Political Terms
1. Political Culture – is a set of ideas on values about government and political process heldbya
community or nation.
Rizal on Political Culture – In his essay “The Indolence of the Filipinos” Rizal observedthat “without
education and liberty…no reform is impossible.” Rizal explained that, thepolitical culture not thrive in
the Philippines because of the inability of the Spanishto
57
recognize local political values. Only with education could Filipinos
overcomethisdeficiency.
2. Political Socialization – is one of the main elements of political science. Also definedas theprocess by which
people, at various stages in their lives, acquire views and orientations about politics.
Rizal on Political Socialization – By emphasizing the importance of being a Filipino, Rizal

accelerated the process of local nationalism. His criticismof the friars andthechurch helped to change
attitudes toward local nationalism.
3. Political Ideology – is a comprehensive and logically ordered set of beliefs about the natureof people and
about the institutions and role of government.
Rizal on Political Ideology – In Rizal’s novel Noli Me tangere, he wrote:
….we are speaking of the present condition of the Philippines…yes, we are enteringupona period of
strife…the strife is between the past, which seizes and strives with cursestocling to the tottering feudal
castles, and the future, whose some of triumph may beheardfrom afar. Bringing the message of good
news from other land.” As a passionatesupporter of a new Philippine nation, Rizal introduced a fierce
brand of ideologywhichhad made Filipinos among the most political people in the world. Filipinos
havecarefully defined political ideology.”
4. Nationalism – is a the idea of oneness by a group of people who possess common traditions, ashared
history, a set of goals, and a belief in a specific future.
Rizal on Nationalism – Rizal argued that Filipinos could only foster their own senseofnationalism by
studying history. Rizal wrote to Blumentritt: “I would stimulatethesePhilippine studies.” and concluded
that history provided “the true concept of one’s selfand drove nations to do great things.” Foremost is
that he is the dominant national herowho, unlike all other heroes, had a firm vision of the future of the
Philippines. Heglorifies life in the Philippines. Onofre D. Corpuz concludes that Rizal’s life suggest
heisthe “father of the country”.
5. Representative Government – it is the notion that the people have an inherent right tosit inachamber
that determines their future.
58
Rizal on Representative Government – Spain had granted Filipinos representationinthe Spanish
Cortes from May 1809 until the privilege was removed by QueenMariaCristina in 1836. Rizal
believed that the representation was essential to the governingprocess. Rizal contented the
representation removed the spirit of revolution.
6. Democracy – a government in which all power is shared by citizens. The word demosisderived from a Greek
word which means people.
Rizal on Democracy – In Rizal’s view the best government was a mixture betweenrepresentative
democracy and responsible model of democracy. He believed that it wouldtakesome time for Filipinos to
actively participate in local government. The definitionofdemocracy is found in Rizal’s mind. He employed
such definition in his writings, his publicspeeches, and his advocacy of Philippine democracy.
Jose Rizal as an Ilustrado in 19

th
Century
What does it mean?
- It means the highlighted one, anti-friar

- They were the middle class who were educated in Spanish liberal andexposed to Spanish
liberal and European Nationalist ideals
Lecture:
The Spanish government system in the Philippines and the Social classes InteractiveDiscussion:
Discussion Board; Students contribute ideas to resolve the question: What aretheelements of Rizal's
concept of government? Would these elements apply to resolve present worldand national political
conflicts?
Exercises:
Make an inventory of political problems confronting our country today. References:
J. Rizal, The Man and the Hero-Pg. (109-117)
https://prezi.com/kndt1fljvr3l/jose-rizal-as-a-political-philosopher-rizal-would-criticize/?f
allback=1
59
LESSON 7
The Liga and the Katipunan “ Reform and Revolution : A Century After"
Learning outcomes:
1. Discuss the purpose of La Liga and the objectives of Katipunan.
2. Compare and contrast the ideals for change and reform of the organizations La Liga Filipinaand the
Katipunan.
Introduction:
Rizal was essentially a reformist, Bonifacio was a revolutionary. But they were oneinfighting for change.
They were bound together by a common vision – the emergence of theFilipino nation. Every Nation embarks
on a journey to its future. Failures, however, oftenmarkthose who miss some useful directions on history’s one
way around.
Rizal argued for equality and human dignity within a peaceful framework. Bonifaciobelieved that such
deals could be achieved only force or arms. Bonifacio believed that suchideals could be achieved only by
force or arms.
Rizal's Liga and its patriotic ideals in cooperation with the nationalistic courageofBonifacio's
Katipunan were the essential ingredients that ignited the flame of the revolution.
Rizal and Bonifacio were the main masterminds of the revolt and it wouldn't have cometo be that way
if not for their hardwork and determination.
The reformist spirit of Rizal and the revolutionary fervor of Bonifacio became the initial nourishment
of the soul of a nation.
Topic Outcomes:
Discuss the purpose of La Liga and the objectives of Katipunan. Compare and contrast the idealsof for change
and reform of the organizations La Liga Filipina and the Katipunan.
60
Supplemental Readings: Schumacher, John. 1997. Renewed activity in Madrid. InThepropaganda
movement: 1880– 1895; The creators of a Filipino consciousness, the makers of therevolution, 182–211.
Quezon City: Ateneo de Manila University Press.
Lecture:
The transition from movements from La Liga Filipina to the Katipunan Group Discussion: Students
engage in group discussion on the continuity of the advocacies for reforms fromthePropaganda, La Liga and
the Katipunan.
Exercises:
Enumerate the fifteen documents that were considered bases for the charges against JoseRizal. Tell
how they proved Rizal’s innocence or guilt.
guilt
The Documents How the documents proved Rizal’s Innocence or
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
61
15.
Textbook Reference:
Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An AnthologyofLegacies and
https://prezi.com/stvt_pof_r8k/chapter-9-the-liga-and-the-katipunan/?fallback=1
https://prezi.com/stvt_pof_r8k/chapter-9-the-liga-and-the-katipunan/
62
MODULE3
63
This module consists of four lessons highlighting the contribution of Rizal to education,
thereform movement, and the revolution. Rizal’s trial and execution showed that, even at
themoment of his death and immediately the hours before it, he was remained to be of service
tohispeople. The exemplified how a nationalist, and patriotic Filipino must meet adversities
andstandfor what he thought was right and noble for his people.
LESSON 8 RIZAL AND HIS THOUGHTS ON EDUCAT
Introduction
Education is an important value that we Filipinos have. While it is practical and

enhancesaperson’s intellect and give him opportunities to pursue careers and occupations, it
bringsaperson to a respectable social status. However, Filipinos at the time of Rizal did not
havethesame educational system that we have now. Our system today, respects academic
freedom, allows free intellectual growth and coupled with good facilities. Institutions
followuniformstandards. All Filipinos, rich and poor alike, have opportunities to go to school.
Duringthehero’s time, they did not have the same privileges that we have. The systemwas
poorlymanaged, and the government could not provide enough facilities.
In this part of the course, we will try to see how important education is for the society.
Lesson Objectives
At the end of this lesson, the students shall be able to:
1. Value the importance of education and the right to education 2. Discuss how Rizal gives the
importance of education in the Philippines
A PRELIMINARY
ACTIVITY
Why did you choose your college program?

B WHAT’S NEW?
The state of education in the Philippines during the Spanish period
From Rizal and the Development of National Consciousness by Romero, M.C. et al. Quezon City: JMCPress ;
Manila, Philippines : Distributed by Goodwill Bookstore, ©1978
What was the condition of education during the 19

th
century Philippines under Spain?
Read these fact:
There was inadequate educational system.
The poor system caused intellectual decadence.
There was no uniform education curricula; schools impose their own curricula; or the curriculawere
limited.
Religion was over-emphasized.
There was inadequate facilites: No classrooms, No books and materials. School use
obsolete teaching methods.
There was no government supervision of school.
Students did not enjoy academic freedom.

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

Education Decree of 1861
Moret Decree of 1870
Educational reforms started on 1855
Governor Crespo - organized a commission to study the condition of the educational systemin the
Philippines and find remedial measure to improve elementary education.
Commisssion completed work in 1861
Significant mandates under the Educational Decree of December 20, 1863 - establishment of one
primary school in every town for boys and girls - teachers were trained at a normal school for men
(starting 1865; this made trainingavailable for aspiring secondary school teacher)
- government finally supervised public schools;
-
Friars were assigned to implement the educational reforms, however they did not agree withtheteaching of
the Spanish language;they thought that Filipinos would oppose Spain after learningthe language
- they tried to keep the filipinos in “darkness”; and controlled the flow of ideas of
freedomandindependence
65
- books to be read by Filipinos had to be checked (censored) by government and church authorities
Significant mandates under the Moret Decree of 1870
-Reforms intended: secularization of education in the Philippines, government control overeducation
-The decree was not implmented
However, the decree inspired students to clamor for reforms in education
Rizal as a teacher in Dapitan in Zamboanga 1892-1896
Background: Rizal was deported to Dapitan after he was implicated in the activities of the rebellion. While in
exile in Dapitan, he established a clinic, and a farm to produce abaca andother crop products. He also
establishe a school for boys.
What Rizal taught to his students in Dapitan:
-practical skills of self-sufficiency and resourcefulness among young men - languages: Spanish
and English
- reading, writing, geography, history, arithmetic, mathematics, industrial arts, natural science, values and
gymnastics
One notable student of Rizal was Jose Aseniero who become Governor of Zamboanga
Another way of educating the people was by establishing industry as his business and organizingthe farmers
into a cooperative.
C ANALYSIS
Read the lecture notes as background on the life of Rizal in Dapitan. The notes highlight education in the
Philippines. How Rizal tried to contribute to the education of youngmeninthe Philippines was laudable. He
established a school. Related to this contribution, healsowrote his idea of education for all when he wrote a
letter to the women fo Malolos.
(Readherehttp://kwentongebabuhayrizal.blogspot.com/2013/07/to-young-women-of-malolos-full-copy.html )
66
Why were the Filipinos deprived of quality education?
Was Spain totally remiss of its duty to give the Filipinos good education?
Did Rizal show his conviction of education for all based on his essay for the young womenof Malolos and
his work as teacher of young boys in Dapitan?
D LEARNING
Watch the film Rizal sa Dapitan Directed by Tikoy Aguiluz (watch here:
https://www.youtube.com/results?search_query=rizal+sa+dapitan+albert+martinez+full+movie)
E ASSESSMENT
Writing Exercise
You may write an essay on any of these two topics:
A. How social issues presented in the film Rizal sa Dapitan can be resolved by educationB. How
education impact upward social mobility
Again, you need to write essay on only one of the topics. The essay must not be less than400words but
not more than 1000 words.
F ASSIGNMENT
Read a material discussing what civil and political rights are.

G REFERENCE
Romero, M.C. et al. Rizal and the Development of National Consciousness. Quezon City: JMCPress ;
Manila, Philippines : Distributed by Goodwill Bookstore, 1978.
67
LESSON 9 RIZAL AS A REFORMIST AND A REVOLUTIONARY
Introduction
The concept of truth, justice, freedom, love, equality and peace are enshrined in the PhilippineConstitution.
The concepts are considered universal principles, so that all groups of peopleofdifferent nations, have ways to
give them effect and give their constituents opportunities toenjoythem. As in our Constitution, substantive
civil and political rights are based on them, legal duties limit their exercise to promote fairness to all,
responsibilities burden all with equitystill onaccount of these principles.
In the history of nations, the manner on how these principles are enjoyed vary on basisofpolitical status of a
group of people. Subjects of absolute monarchies do not participateingovernment unlike citizens of
democracies who do. However, in any systemthe universal principles can be given effect and enjoyed by
people. This would have been true totheFilipinos during the time of Rizal had there been government with
administrators whowerewilling to implement the ideals of the laws of Spain in the Philippines.
Civil and political rights were recognized and enshrined in international conventions onlyinrecent time.
The convention were not yet in existence during the time of Rizal.
In this part of the course, we will study the basics of civil and political rights, to understandwhycolonies,
like the Philippines and theri people clamour for reforms.
Lesson Objectives
a. Discuss the ideals and advocacies of Rizal for the Philippines and the Filipino b. Assess if Rizal was a
reformist or a revolutionary
Reflection time!
A PRELIMINARY
ACTIVITY
Have experienced discriminated? What did you do?
68
B WHAT’S NEW?
69
Lecture: Civil and Political Rights
“Civil and political rights are a class of rights that protect individuals' freedomfrominfringement by
governments, social organizations and private individuals, and whichensureone's ability to participate in the
civil and political life of the society and state without discrimination or repression.”
(https://www.frontlinedefenders.org/en/right/civil-political-rights)
Political rights, defined.
These are rights of people to participate in government and political processes.
Political rights include natural justice (procedural fairness) in law, such as the rights of theaccused, including
the right to a fair trial; due process; the right to seek redress or a legal remedy; and rights of participation in
civil society and politics such as freedom of association, the right toassemble, the right to petition, the right of
self-defense, and the right tovote. (https://www.frontlinedefenders.org/en/right/civil-political-rights)
Civil rights, defined.
Civil rights include the ensuring of peoples' physical and mental integrity, life andsafety; protection from
discrimination on grounds such as race, gender, national origin, colour, sexual orientation, ethnicity, religion,
or disability; and individual rights such as privacy, the freedomsof thought and conscience, speech and
expression, religion, the press, assembly and movement.
(https://www.frontlinedefenders.org/en/right/civil-political-rights)
Examples of civil and political rights:
c. right to vote
d. right to a fair trial
e. right to government services
f. right to a public education, and
g. right to use public facilities
h. Right to Liberty and Security of the Person
i. Right to Equal Protection Before the Law

j. Right to Freedom of Assembly
k. Rights to be Free From Torture
l. Right to Freedom of Expression
m. Freedom from Discrimination
n. Access to the judicial system
o. Participation in Political Life
p. Freedom of Religion
q. Access to Information
r. Right to Private and Family Life
s. Property Rights
t. Freedom of Movement
u. Right to Seek Asylum
Remember that the rights mentioned are fairly modern concepts of how the barest civil andpolitical rights of
people must be given by governments. We can only compare these withhowSpain has extended its rule over
the Philippines.
The Filipinos were deprived of the barest civil and political rights by the governmetn of Spaininth
Philippines, or at least by the Spanish officials and administrators, who abusedtheirauthorities.
Thus, the Filipinos clamoured for reforms.
Two prominent organizations seeking changes for the Filipinos to gain more freedomwere thePropaganda and
the Katipunan
Dr. Rizal figured well in the Propaganda. He was an advocate of the organization’s objectives. Main
objectives of the Propaganda:
-Representation of the Philippines in the Spanish Cortes
-Rights for diocesan clergy to administer parishes (Secularization)
-Equality of Spanish and Filipino and equal opportunity to enter government service
70
-Spanish citizenship to Filipinos
-Recognition of the Philippines as a province of Spain (Assimilation)
-Abolition of the mandatory polo y servicios and the bandala -Recognition fo basic freedoms of people in the
Philippines
Although Rizal was not a Katipunero, the Katipunan was inspinred by his ideals.
Main objectives of the Katipunan
-Political – independence or separation of the Philippines from Spain
-moral – good manners, hygiene, good morals, and rejection of religious fanaticismand weakness of character
-civic – self-help and the defense of the poor and the oppressed.
(Philippine History: The Founding of the Katipunan https://ph.news.yahoo.com)

C ANALYSIS
Read the lecture notes as background. Governments today are expected to respect these rights.
Why were the Filipinos deprived of the barest civil and political rights by the Spanish colonial authorities?
Were the movemements for reform and eventually the revolution justified? Was rizal a
reformist and a revolutionary?
D LEARNING
Read the article (below) written by Ambeth Ocampo. Write a position paper expressingyour agreement or
disagreement with the opinion of the writer. Support your position with facts. The paper must not be less 400
words but not more than 1000 words.
71
Reform and revolution
By: Ambeth R. Ocampo - @inquirerdotnetPhilippine Daily Inquirer / 09:10 PMJanuary 19, 2012
https://opinion.inquirer.net/21451/reform-and-revolution
It is unfortunate that many students are still reared on the dated Agoncillo-Constantino historiesof the 1960s,
that are ideologically slanted to give preferential option for the revolutionaryheroof the masses, Andres
Bonifacio, against the reformist and burgis Jose Rizal.
Schoolchildren are often made to choose, who should rightfully be our national hero? Rizal orBonifacio? Why
can’t they be taught that both Rizal and Bonifacio are national heroes? Thereshould be no conflict between
them if only because Bonifacio himself looked up to Rizal andeven consulted him, through an emissary sent to
Dapitan, before he hatched the revolution.
Renato Constantino, in his landmark 1968 essay “Veneration Without Understanding,” arguedthat Rizal was
against the revolution. Constantino based this view on a document Rizal issuedinDecember 1896, asking the
Katipuneros to lay down their arms and condemning the violencethat was planned without his knowledge and
consent. Constantino also argued that Rizal wasanAmerican-sponsored hero, citing without any documentary
proof, an alleged PhilippineCommission meeting when the American colonial government chose Rizal as the
foremost national hero because he was non-violent and reformist, unlike Bonifacio or Aguinaldo. What
Constantino conveniently leaves out are: that Rizal was considered a hero in his lifetime; that hewas honorary
president of the Katipunan; that his picture was displayed during Katipunanmeetings; and that his name was
one of the passwords of the Katipunan. Then, of course, theannual commemoration of Rizal’s death each year
in Dec. 30, was started by Emilio Aguinaldo’sshort-lived First Philippine Republic in 1898 (before the
American colonial period) andcontinues to our day.
Then, the December 1896 Manifesto, used against Rizal both by the Spanish who condemnedhim to death
for inspiring the revolution, and the pro-Bonifacio groups in our day, is not readinfull. Rizal was not against
the revolution but felt, rightly so, that it was premature.
Rizal is branded a mere “reformist” because they have not read his letter to FerdinandBlumentritt from
Geneva on June 19, 1887, his 26th birthday, that reads:
“I assure you that I have no desire to take part in conspiracies which seem to me very prematureand risky. But if
the government drives us to the brink, that is to say, when no other hoperemains but seek our destruction in war,
when the Filipinos would prefer to die rather thanendure their misery any longer, then I will also become a
partisan of violent means. The choiceof peace or destruction is in the hands of Spain, because it is a clear fact,
known to all, that we
72
are patient, excessively patient and peaceful, mild, unfeeling, etc. But everything ends inthis life, there is
nothing eternal in the world and that refers also to our patience.”
Alas, we do not know the issue or situation that gave rise to Rizal’s words. But these words aresignificant if
only to show that Rizal was not averse to revolution or violence if necessary. Wealso have to realize that when
some historians and teachers of history created a gap betweenreform and revolution, between the campaign for
reforms and assimilation in Spainandtheoutbreak of the Philippine revolution, they fail to see that Rizal,
Marcelo H. del Pilar andotherssaw reform and assimilation only as a first step to eventual separation fromSpain,
theindependence of “Filipinas.” Reform was a means to freedom not the destination.
Polarizing our youth and developing a Rizal vs. Bonifacio mindset resulted in two contrastingpositions of
reform/revolution convenient for classroom debate, when the real lesson shouldhavebeen convergence. These
positions are clearly seen, iconographically, with Rizal/Bonifacio, suchthat when students play out the
characters in the “Noli Me Tangere” representing positionsofreform/revolution, Ibarra always looks like Rizal in
monuments, with the black coat, bookandquill; while Elias looks like Bonifacio in statues, wearing a white
camisa de chino andredkundiman pants, and carrying a bolo and a flag. Rizal and Bonifacio did not meet till
1892, during the foundation of the Liga Filipina in Tondo. Rizal could not have thought of Bonifaciowhen he
published the “Noli” in 1887. Thus, if we are to understand Rizal correctly (andevenastrologically because Rizal
is a Gemini), when Ibarra and Elias discuss their positions onreformand revolution, this is not Rizal and
Bonifacio arguing. Rather, both Ibarra and Elias are Rizal. Inthe “Noli” we see Rizal thinking aloud, arguing
with himself.
We presume Rizal chose reform over revolution in 1887, by killing off Elias rather thanIbarra. To make up for
this twist in the “Noli,” we have Simoun in “El Filibusterismo” (1891). Simounincited violence and the
persecution of his people to move them to revolt. He failed—not because Rizal was against the revolution, but
because he reflected on the anger and bitternessinhis heart following the agrarian dispute in Calamba, and
realized that one must start withagoodintention to succeed. A poisoned tree cannot produce good fruit. Rizal
demanded a pure heart.
Purity of intention is the challenge because it is so hard to find both in Rizal’s time and ours.
73
E ASSESSMENT
Writing Exercise
74
Write a position paper expressing your agreement or disagreement with the opinion of the writer. Support your
position with facts.
Again, you need to write a position paper. The paper must not be less 400 words but not morethan
1000 words.
F ASSIGNMENT
Secure a copy of Rizal’s poem “Huling Paalam”, if possible, read also in Spanish and Englishtranslations
G REFERENCE
Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and
Civil and Political Rights @ www.frontlinedefenders.org
Reform and Revolution
By Ambeth R. Ocampo - @inquirerdotnetPhilippine Daily Inquirer / 09:10 PMJanuary 19,

2012https://opinion.inquirer.net/21451/reform-and-revolution
LESSON 10 RIZAL’S LAST WORK
Introduction
75
Rizal was convinced that he had done his share of patriotism. He was an example of a manofcourage and
conviction willing to sacrifice for his people’s cause. When Rizal knewof his fate, he did not whine but made
himself useful and took every moment to be still of service tohisland.
Lesson Objectives
a. Discuss the ideals and advocacies of Rizal for the Philippines and the Filipino b. Assess if Rizal was a
reformist or a revolutionary
A PRELIMINARY
ACTIVITY
Recall a poem that you wrote. Why did you write it? If you have not written one, wouldyoulike to try to
compose one.
B WHAT’S NEW?
Lecture: Rizal’s Last Hour and the Retraction controversy
Reference: https://www.filipinaslibrary.org.ph/articles/rizals-last-hours/ When did

Rizal know of his sentence and death?
December 26, 1896

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

Rizal’s visitors:
his counsel
Spanish officials
Priests
former professors
Archbishop of Manila, Rev. Bernardino Nozaleda, who claimed that Rizal recantedhisstatements
against the Church and returned to the Catholic faith.
The controversy over Rizal’s retraction has not been settled. The “original” document of Rizal’s“retraction”
was found in the archdiocesan archives in 1935, 39 years after having disappearedthe day Rizal was shot.
There was no record of anybody seeing this “original” document in1896, except the publishers of La Voz
Española, which published its contents on the day of Rizal’sexecution: “We have seen and read his (Rizal’s)
own handwritten retraction which he sent toourdear and venerable Archbishop….” Most experts think that the
handwriting on the document isauthentic. However, scholars are baffled as to why Rizal, who courageously
faced persecutionfor most of his life, and who was finally sentenced to death for his beliefs, would
suddenlybalkat the last, futile moment. (For more discussion on Rizal’s retraction, see Garcia, 1964; Guerrero,
1998; and Vaño, 1985).
What else did Rizal do during the last hours?

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

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

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

“When you receive this letter, I shall be dead by then…. Tomorrow at seven, I shall be shot; but I am
innocent of the crime of rebellion…. I am going to die with a tranquil conscience.”
76
What is a retraction?
It is an act of a person to renounce his own statements thereby reversing what has beenestablished as fact with
the said statement.
In the case of Rizal, the Archbishop of Manila at the time of his death said “ “During that day, although Rizal
did not reject [the Jesuits], he persisted in his errors contrary to the Catholicfaith.… However, at the last hour,
Rizal abjured, in writing, his religious errors.” In other words, Rizal, a Mason, was said to have recanted his
statements against the Church and to have returnedto the Catholic faith.”
In this case, if it was true that Rizal retracted, then it would have been the same as sayingthat Rizal did not
really believe in all that he has said in any way including his writings about theCatholic Church in the
Philippines, and that he would have been convinced that his statementsagainst the church were wrong.
However, the truthfulness of the retraction was not resolved.
For further reading, see https://www.filipinaslibrary.org.ph/articles/rizals-last-hours/

C ANALYSIS
It is convincing that the culmination of Rizal’s patriotism was by offering his life. Inadditionto this, his works
were also part of his legacy from which young men, and the whole Filipinonation, could learn how to
continue the nationalist ideals he had died for. While Rizal fought forfreedom, our responsibility now is to
keep that essence of independence alive. His missionwasconsummated only when the generation after him
keeps the ideals of freedomalive.
D LEARNING
Read the poem “Huling Paalam” by Jose Rizal, translated into Tagalog by Andres Bonifacio. How do you
describe the emotions of Rizal hours before his death based on the meaningof hispoem? Do you think he was
calm?
77
“Huling Paalam”
Ni Jose Rizal
Pinipintuho kong Bayan ay paalam,

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

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

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

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

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

taas na ang noo't walang kapootan,
walang bakas kunot ng kapighatian gabahid man dungis
niyong kahihiyan.
Sa kabuhayang ko ang laging gunita maningas na aking
ninanasa-nasa ay guminhawa ka ang hiyas ng diwa
hingang papanaw ngayong biglang-bigla.
78
pag hingang papanaw ngayong biglang-bigla.
Ikaw'y guminhawa laking kagandahang akoy malugmok, at

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

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

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

lamlam at tahimik, liwayway bayaang sa aki'y ihatid
magalaw na sinag at hanging hagibis.
Kung sakasakaling bumabang humantong sa krus ko'y dumapo

kahit isang ibon doon ay bayaan humuning hinahon at dalitin
niya payapang panahon.
Bayaan ang ningas ng sikat ng araw ula'y pasingawin noong

kainitan,
magbalik sa langit ng boong dalisay kalakip ng aking
pagdaing na hiyaw.
Bayaang sino man sa katotang giliw tangisang maagang sa buhay

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

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

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

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

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

maparam,
alabok ng iyong latag ay bayaang siya ang babalang
doo'y makipisan.
Kung magka gayon na'y aalintanahin na ako sa limot iyong

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

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

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

kaluluwa't dibdib mga kaibigan bata pang maliit
sa aking tahanan di na masisilip.
Pag pasasalamat at napahinga rin,

80

GED 103 The Life and Works of Rizal

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GED 103 The Life and Works of Rizal

Uploaded by

Copyright:

Available Formats

MODULES ON THE

LESSON 1 THE STUDY OF RIZAL IN HISTORICAL AND CRITICALAPPROACH

Intended Learning Outcome

1. Explain the rationale of the Rizal Law.

2. Discuss the historical context of the Rizal Law.

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

B. "Want to Learn" Step:

questions they had generated in the "Want to Learn" Step.

What I Know What I Want to Know What I Learned

The Patriotic Objectives of Rizal Law

2. What is the importance of studying Rizal?

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

4. Why is Rizal included in the course outline?

5. What relevance does Rizal have in college education?

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

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

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

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

Rizal: An example of Sacrifice

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

Letter of Rizal to Dr. Ferdinand Blumentritt

the new millennium”- Ambassador Edmundo Libid-

Rizal's Virtues of Character

∙ High Sense of Justice

Rizal: A Modern Day

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

C EXERCISES AND OTHER LEARNING ACTIVITIES

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

3. Hobbies and recreations

4. Social and Political responsibilities

Organization The paper & Th

does not fol

Transitions The papersmooth Th

Required Reading: Republic Act 1425

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

Intended Learning Outcome

Size: Individual, pairs, or small groups

Time: 10-15 minutes

this experiences influences on their early life?

The Ancestry Clan

Jose Protacio Realonda Alonso Rizal Mercado,

Alonzo-old surname of his mother·

FRANCISCO MERCADO (1818-1898)

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

The Hero’s First Teacher

The Early Religious Formation

The Early Religious Writings and Experiences

Again, while in Ateneo, he composed a poem entitled “ Alianza intima la religionylaeducacion” ( An

The Inspiration of the parable of the Moth

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

significance of the Royal Decree of 1849?

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

Identify the following.

__________________ 1. The complete date of Jose Rizal’s birthday.

__________________ 6. Rizal mournfully wept when she died of sickness in 1865.

__________________ 7. The surname suggested by a provincial governor, which causedconfusion in the

__________________ 8.Considered as Rizal’s first teacher.

__________________ 9. The priest who baptized Jose Rizal.

__________________ 10. Jose Rizal’s sole brother.

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

Intended Learning Outcome

1. Compare the phases of Rizal’s life as a student.

2. Appreciate how Rizal’s education shaped him as a person.

1. How education important in educating the youth.