Rizal's Life and Works Course

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Lrizal 1 Modular Approach
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A MODULAR APPROACH TO
THE LIFE AND WORKS OF
Dr. Jose P. Rizal
Vilma W. Deponio
Arsenia J. Manzano
Arnold T. Viray

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A MODULAR APPROACH TO
THE LIFE AND WORKS OF
Dr. Jose P. Rizal
Vilma W. Deponio
Arsenia J. Manzano
Arnold T. Viray

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TABLE OF CONTENTS
UNIT I. INTRODUCTION TO THE COURSE

LESSON 1A. Definition and characteristics of a hero . . . . . . . . . . . . 1
LESSON 1B: Characteristics of a hero . . . . . . . . . . . . . . . . . . . . . . . . . 1
LESSON 2: Rizal as a national Hero . . . . . . . . . . . . . . . . . . . . . . . . . . 4
LESSON 3: Rizal Law-RA 1425 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
UNIT II. THE PHILIPPINES IN THE NINETEENTH CENTURY AS RIZAL’S CONTEXT

LESSON 1: Economic Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
LESSON 2: The Social Background . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
LESSON 3: The Political Landscape . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
UNIT III: JOSE RIZAL’S LIFE

LESSON 1: Family, Childhood and Early Education . . . . . . . . . . . . . 25
LESSON 2: Higher Education and Life/ travels abroad . . . . . . . . . . . 27
LESSON 3: Rizal’s selected poems . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
LESSON 4: Exile, Trial, and Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
UNIT IV: SELECTED WRITINGS AND THEIR IMPACT ON TODAY’S SOCIETY

LESSON 1: Annotation of Antonio Morga’s Sucessos
De Las Islas Filipinas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
LESSON 2A: Noli Me Tangere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
LESSON 2B: El Filibusterismo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
LESSON 3: Other significant works of Rizal: The
Philippines a Century Hence, The Indolence
of The Filipinos and Letter to the Young
Women of Malolos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
UNIT V: JOSE RIZAL AND PHILIPPINE NATIONALISM

LESSON 1: Rizal as National Symbol & Rizal’s Moral
Legacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
FINAL REQUIREMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
EVALUATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

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Course Code and Course Title:
LRIZAL: The Life and Works of Rizal
Course Description
As mandated by Republic Act 1425, this course covers the life and works of the
country’s national hero Jose Rizal. Among the topics covered are Rizal’s
biography and his writings, particularly the novels Noli Me Tangere and El
Filibusterismo, some of his poems, essays, and various correspondence.
Course Requirements
At the end of the course the students are expected to have accomplished the
given activities such as essays, reflection papers, minutes papers, video
presentation, poem composition, drawing for understanding, pop quiz, and
creation of a timeline and by sharing a personal heroic experience.
A Biography Research is given as a final requirement for the students to
accomplish. The rubrics in some activities are cited in the different units.
Learning Competencies
The learning competencies that is derived from this subject include
a. Critical thinking skills- the students express an appreciation of the

activities which called for analysis and reflection.
b. Communication skills- the students demonstrate their ability to
communication effectively through oral, written and also multimedia
presentation.
c. Technology skills- the students able to explain and do presentation in a
computer based form of communication.

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UNIT 1: INTRODUCTION OF THE COURSE
LESSON 1A. Definition and characteristics of a hero
OBJECTIVES:
1. Define a hero.
2. Discuss the characteristics of a hero
3. Share a heroic act experience.
Activity 1: What is a hero? (give your own definition)

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Lesson 1B: Characteristics of a hero
1. Courage
Heroic leaders have the determination to achieve the goal, regardless of

the challenging obstacles. They display confidence under stress and are
courageous enough to take risks when others are looking to hide themselves.
In, 1955, Rosa Lee Parks in Tuskegee, Alabama refused to hand over her
seat to a white passenger on an isolated Montgomery, Alabama bus. She was
detained and penalized, but her courageous action directed a positive boycott
of the Montgomery.
2. Passion
It might be possible to instill leaders’ qualities, but truly heroic leaders are
already passionate about their work. Their passion and level of assurance inspire
the team members and motivate them to perform better.
Mohandas Gandhi was a well-known political and ideological leader of

India during the Indian independence movement. Gandhi headed the powerful
Salt Tax protest and was detained numerous times for his protests against British
rule.
3. Integrity
Leadership is the integration of external actions and internal ethics. Heroic

leaders are trusted by their followers because they never change from inner
values, even when it might be difficult.
Nelson Mandela had the trust and daring to fight against the unfair
structure of apartheid. Because of his political actions, he was sent to prison for
20 years, but he managed to win the trust of the people and soon he was set
free to lead a free South Africa.
4. Honesty
Heroic leaders are always honest with everyone around them; they tell
the truth and possess little tolerance for telling people what they want to hear. At
the end of the communiqué, they expect honesty from others, and they don’t
penalize people for doing so.

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Abraham Lincoln’s great laws of truth and honesty led people to

recognize him as a judge or moderator in several cases, fights, and quarrels.
People trusted implicitly upon his honesty, truthfulness, and fairness.
5. Confidence
Developing self-confidence is ingrained in heroic leaders as a key to

success. A leader begins to develop confidence by achieving a small
accomplishment. As heroic leaders progress in their lives, they attract fellowship,
use influence tactics to develop self-confidence, and shape, train, and motivate
a team.
Steve Jobs’s leadership style was multifaceted. He was strongly focused

when committed and confident enough to make risky decisions to enlist legions
of employees and customers in the persistent search of his goals.
6. Patience
One of the greatest qualities heroism possesses is a great amount of

patience, an invaluable virtue, which helped them in spreading their message.
Martin Luther King, Jr. significantly contributed to American society by

eradicating isolation and hugely plummeting racism. During his movement,
King’s life was in unceasing danger—his home was blown up and his
companions were threatened, hassled, arrested, and detained. His impeccable
quality of patience to remove racism makes King one of the most inspirational
heroes of all time.
7. Selflessness
A great American leader John F. Kennedy once said, “Don’t ask what
your country can do for you—ask what you can do for your country.”
This is the attitude of truly heroic leaders. They are more concerned about
group successes than with hunting their own goals. Such individuals become an
inspiration for others, even as they face challenges; they will embrace success
and earn respect.
Again, the great Nelson Mandela was a selfless leader who lived his life for
his people, and he has been recognized as one of the greatest leaders in the
world. His willingness and enthusiasm to sacrifice for others headed a movement
to unite a divided nation and bring together periods of pain and racism.
Throughout his life and even after his death, he is renowned as a hero. Mandela
dedicated himself to the struggle of the African people.
8. Caring
Apart from selflessness, Heroic Leaders care about making the world a
better place; they display a sense of concern and kindness for others. They are
community service leaders, who take action intentionally to improve the lives of
others.
Mother Teresa’s life-long dedication to the care of the poor, unprivileged

and deprived people was one of the utmost examples of service to the
humanity. She dedicated herself to humanity, forgotten and unwanted people,
not only in India but all over the world.

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9. Humility
Humility is the common quality of heroic leaders: nonexistence of pride or

self-assertion in their personality. Heroic leader realizes their own weaknesses,
and give credit to all the people behind their success. Humility is the most
powerful virtue that is needed within every leader to achieve success.
Jim Levy, an army officer, is recalled as a humble man who served his
nation and public in times of war and peace and always kept his sense of
service. After the war, when he came back to Montgomery, Levy switched from
combat services to community responsibilities and set an example of leadership
by playing key roles in various public activities.
10. Supportive
We conclude from this point that heroic leaders display a supportive

leadership behavior. They make it a habit to guide others and are welcoming,
approachable, and supportive. Truly heroic leaders lean toward the welfare and
requirements of their subordinates.
Malala Yousafzai, 15 years old, is the world’s most famous advocate for
girls’ right to education; she was shot in the head for protecting every girl’s right
to an education in Pakistan’s Swat valley.
ACTIVITY 2: What heroic act have you done for others?
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Rubric: Personal Experience Speech Rubric
Presenter: __________________________________
Topic : __________________________________
4 3 2 1
1.delivery
2.eye contact
3.volume
4.posture
5.presentation

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LESSON 2: Rizal as a national Hero
OBJECTIVES:
1. Explain the reasons why Rizal is the national hero.

2. Analyze the context of the article about Rizal as a national hero through
the activity given
Why is Jose Rizal our national hero?
A hero symbolizes goodness. Rizal gave us freedom by using goodness.

Jose Rizal became the Philippine national hero because he fought for freedom
in a silent but powerful way. He expressed his love for the Philippines through his
novels, essays and articles rather than through the use of force or aggression. He
was a very amazing person at his time. He was humble, fighting for reforms
through his writings instead of through a revolution. He used his intelligence,
talents and skills in a more peaceful way rather than the aggressive way.
Rizal is an American-sponsored hero: he opted for a nonviolence reform in

the government. Instead he used his writings to open the eyes of the Filipinos. He
dedicated his life for his countrymen without hesitation.
He was known for his meekness and coolness, but he never fought on a
war. Most of the world Heroes was elevated as such because of their war
exploits. Rizal never did it. He was using his pen for criticism about the handling of
the Spanish government in the Philippines. He fought to have the Philippines a
permanent representation in the Spanish Cortes. That's why when the US
accepted the Philippines as a vassal country, Gen. Taft who was the Governor
general here, appointed Jose Rizal as the National Hero for the Philippines, to
douse the fighting fervor of the Filipinos who are fighting for freedom at that time.
The Americans decided for him being a national hero at their time in the
country. It is said that the Americans, Civil Governor William Howard Taft, chose
Jose Rizal to be the national hero as a strategy. Rizal didn't want bloody
revolution in his time. So they wanted him to be a "good example" to the Filipinos
so that the people will not revolt against the Americans. Rizal became a National
Hero because he passed the criteria by being a National Hero during the
American period.
Adding that, Rizal passed Criteria for National Heroes:
1. Heroes are those who have a concept of nation and thereafter aspire
and struggle for the nation’s freedom. In reality, however, a revolution has
no end. Revolutions are only the beginning. One cannot aspire to be free
only to sink back into bondage.

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2. Heroes are those who define and contribute to a system or life of freedom
and order for a nation. Freedom without order will only lead to anarchy.
Therefore, heroes are those who make the nation’s constitution and laws.
To the latter, constitutions are only the beginning, for it is the people living
under the constitution that truly constitute a nation.
3. Heroes are those who contribute to the quality of life and destiny of a
nation. (As defined by Dr. Onofre D. Corpuz)
Additional Criteria for Heroes:
1. A hero is part of the people’s expression. But the process of a people’s

internalization of a hero’s life and works takes time, with the youth forming
a part of the internalization.
2. A hero thinks of the future, especially the future generations.
3. The choice of a hero involves not only the recounting of an episode or
events in history, but of the entire process that made this particular person
a hero.
ACTIVITY 3: Based from the article cited above, give three (3) reasons why Rizal is
the national hero.
1.____________________________________________________________________________
2.____________________________________________________________________________
3.____________________________________________________________________________
LESSON 3: Rizal Law-RA 1425
OBJECTIVES:
1. Explain the history of the Rizal Law and its important provision.
2. Determine the issue and interest at stake in the debate over the Rizal Bill
3. Relate the issues to present day Philippines specifically the RH law.

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REPUBLIC ACT NO. 1425
AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS,

COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF
JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO,
AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND FOR OTHER
PURPOSES
WHEREAS, today, more than any other period of our history, there is a need for a
re-dedication to the ideals of freedom and nationalism for which our heroes
lived and died;
WHEREAS, it is meet that in honoring them, particularly the national hero and
patriot, Jose Rizal, we remember with special fondness and devotion their lives
and works that have shaped the national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo, are a constant and inspiring source of patriotism
with which the minds of the youth, especially during their formative and decisive
years in school, should be suffused;
WHEREAS, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral
character, personal discipline, civic conscience and to teach the duties of
citizenship; Now, therefore,
SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his
novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of
all schools, colleges and universities, public or private: Provided, That in the
collegiate courses, the original or unexpurgated editions of the Noli Me Tangere
and El Filibusterismo or their English translation shall be used as basic texts.
The Board of National Education is hereby authorized and directed to adopt

forthwith measures to implement and carry out the provisions of this Section,
including the writing and printing of appropriate primers, readers and textbooks.
The Board shall, within sixty (60) days from the effectivity of this Act, promulgate
rules and regulations, including those of a disciplinary nature, to carry out and
enforce the provisions of this Act. The Board shall promulgate rules and
regulations providing for the exemption of students for reasons of religious belief
stated in a sworn written statement, from the requirement of the provision
contained in the second part of the first paragraph of this section; but not from
taking the course provided for in the first part of said paragraph. Said rules and
regulations shall take effect thirty (30) days after their publication in the Official
Gazette.
SECTION 2. It shall be obligatory on all schools, colleges and universities to keep

in their libraries an adequate number of copies of the original and unexpurgated
editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other
works and biography. The said unexpurgated editions of the Noli Me Tangere
and El Filibusterismo or their translations in English as well as other writings of Rizal
shall be included in the list of approved books for required reading in all public or
private schools, colleges and universities.
The Board of National Education shall determine the adequacy of the number of
books, depending upon the enrollment of the school, college or university.
SECTION 3. The Board of National Education shall cause the translation of the Noli
Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into

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English, Tagalog and the principal Philippine dialects; cause them to be printed
in cheap, popular editions; and cause them to be distributed, free of charge, to
persons desiring to read them, through the Purok organizations and Barrio
Councils throughout the country.
SECTION 4. Nothing in this Act shall be construed as amendment or repealing

section nine hundred twenty-seven of the Administrative Code, prohibiting the
discussion of religious doctrines by public school teachers and other person
engaged in any public school.
SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be

appropriated out of any fund not otherwise appropriated in the National
Treasury to carry out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
ACTIVITY 4: WRITING EXERCISE: Compare and contrast the views of those in favor
and against RA 1425, considering the context of the 1950; would similar
arguments still have force today”
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READING 1: AKBAYAN PARTY LIST: Advocates see Rizal as new symbol of

reproductive health rights (published: June 1, 2011)
Coinciding with the 150 years of National Jose Rizal and the anniversary of
the passing of the Rizal law, advocates of the Reproductive Health bill trooped
to the House of Represenatives today to demand the bill’s passage. Carrying
posters of Rizal, Akbayan Party, Likhaan and other women and youth
organizations rendered songs and read the hero’s poems as they call on
legislators to pass the RH bill. The groups said they draw inspiration from Rizal and
fight to pass the Rizal law, a law mandating all educational institutions in the
country to offer courses about Rizal and his works.
Rizal’s heritage:
“Rizal’s legcy of advancing the importance of education, knowledge and

progress is very much alive today. In fact, they are the same values being
promoted by the proposed RH bill”, Akbayan Representative Kaka Bag-ao said.
RH bill aimed to provide knowledge and much needed information to the public
on how to manage their families. “Huwg natin biguin si Rizal. We must not let
people with tunnel vision lead our people. Patuloy tayo magbigay liwanang sa
pamamamgitan ng edukasyon sa ating mga kababayan”. Bag-ao said. The RH
bill’s primary aim is to facilitate the Filipino people’s arrival at informed and

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empowered decisions concerning family planning and prevention of sexually

transmitted diseases. By providing the people with the widest array of options,
the RH bill essentially enlightens and broadens the people’s perspectives on how
they combat sexually transmitted diseases as well as the planning and
management of healthy Filipino families.” Bag-ao added.
Bag-ao also drew parallelism between the Rizal law and the present day
advocacy to pass the RH bill. She said the arguments used by the Catholic
church hierarchy against the Rizal law are also the same arguments being used
by critics of the RH bill. “Certainly, history repeats itself. Maybe our friends in the
catholic church hierarchy should brush up on theirs. More than fifty years ago,
they said the Rizal law violates the Catholic rights to conscience and religion,
interestingly, the same line of reasoning they use to oppose the RH bill. They said
it would lead to the degradation of catholic values and morality. But has it? Bag-
ao asked.
“Truth is, Rizal became an indispensible pillar of our national identity

embraced by both Catholic and non- Catholic Filipinos. We did not lose our faith
in God. I believe the same thing will happen with the inevitable passage of the
RH bill”. The pro-RH legislators said like the struggle to pass the Rizal law, “the RH
bill will also be passed.” Similar to the passage of the Rizal law, reason and rights
will triumph over myths and untruths. Mananaig ang Katwiran at katotohanan.
Republic Act. No. 1425 prominently known as the Rizal Law is an act mandating
public and private schools to offer courses about Rizal and his works particularly
his famous novels Noli Me Tangere and El Filibusterismo. The measure was
reportedly opposed by the Catholic Church hierarchy, which retaliated with
partisan pastoral letters, homilies and even threats of school shutdowns. The bill
was passed into law on June 12, 1956, Independence Day.
RH bill is also about economic empowerment Fellow Akbayan lawmaker

Walden Bello said the passage of the Rizal law coinciding with the country’s
celebration of its independence is befitting especially in the context of the RH bill
as a tool to promote economic freedom and empowerment.
“No one can hide the fact that the RH Bill will benefit the people not only
by expanding their rights but also by empowering them economically,” Bello
said. Bello argued that while the bill is not the “be all, end all” solution to poverty,
it does provide wide latitude for families to make prudent and smart economic
decisions.
“Filipino families need a comprehensive economic framework to weather
this debilitating crisis. This framework will also make families economically strong
and ‘bullish,’ better equipped for future crises. The RH bill plays an important part
in this,” Bello said.
Bello explained that in hindsight an increase in population could be a

great contributor to development. However, he countered that an unrestrained
population growth can spell trouble for economic development especially when
such growth occurs alongside an economy that is unable to accommodate or
maximize a rapidly growing population.
“It’s not a choice between a big economy to fit your big population and
a small population to complement your negligible economy,” Bello said. “You

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can’t argue that economic development must precede population

management or the other way around. You can’t walk forward with just one leg.
You have to use both - one leg must complement the other. The RH bill helps
provide the other leg,” Bello concluded.
ACTIVITY 5: Cite the parallelism of Rizal law and RH law
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ASSESSMENT FOR UNIT 1:
MAKE A MINUTE PAPER

Instruction: What was the two (2) most important/disturbing/surprising/meaningful
thing you have learned in Unit 1?
1.____________________________________________________________________________
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2.____________________________________________________________________________
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UNIT II. THE PHILIPPINES IN THE NINETEENTH CENTURY AS RIZAL’S

CONTEXT
LESSON 1: ECONOMIC CONTEXT: There are four historical elements basically

compose the economic context of the era in which Jose Rizal was born: A. the
end of the Galleon Trade, B. the opening of the Suez Canal, C. the rise of the
export of the crop economy, and D. the established monopolies in the
Philippines.
OBJECTIVES:
1. Appraise the link between the individual and Society

2. Describe and analyze the various economic changes that occurred in the
nineteenth century.
3. Recognize the efforts of Jose Rizal in the context of his times
19th century is commonly the start of modern life and birth of state in the
world. The century also is a period of political changes in Europe and in Spain
that greatly affected its colonies like the Philippines. It is also the era where the
power and glory Spain started to decline that resulted to the independence of
its different colonies.
Topics in the 19th century Philippines as Rizal’s context are divided into e 3
aspects: the economic, social, and political which cover the major historical
events or issues, which characterized the country during that era.
A. End of the Galleon Trade

Before the era of colonization, the
Philippines had already engaged in
trading with our neighboring countries like
China, Japan, Thailand, India, Borneo and
the Moluccas Island. In the year 1565 the
Spanish Government closed the ports of
Manila to start a new route of trade called
as the Manila-Acapulco Trade or known as
the Galleon trade (Mañebog et al., 2018).
The Galleon trade flourished

through its trans-pacific trade from 1565 to
1815 through the Galleon ship going back
and forth between Manila, Cebu and
Acapulco. This 250-year-old trade became a central income generating
business for the Spanish Government in the Philippines and created an
intercultural exchange between Asia, Spanish America, Africa and Europe.
Products from the Philippines Products from Mexico

to Mexico: to Philippines:
Mango de Manila Guava

Tamarind Avocado
Rice Papaya
Carabao Pineapple
Cockfighting Horses and cattle
Chinese Tea and textiles
Fireworks Display
Tuba (Coconut wine)
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Because of the galleon trade, Manila became a trading hub where China
India, Japan, and Southeast Asian countries sent their goods to be consolidated
for shipping. Chinese migrants doubled in numbers bringing goods and
workforce to ran the hub. With the huge migration of Chinese, the Spanish
Citizens living in the Philippines were outnumbered creating fear for the Spanish
authorities that resulted to massacres in the 17th century until the Spaniards and
the Chinese learned to live with each other in the next few centuries (Mañebog
et al., 2018).
The Manila Galleon Trade did not only open the Philippines into world
trade but it allowed modern political and liberal ideas to enter the country that
gradually inspiring Filipinos to fight for Philippine independence. On September
14, 1815, the Galleon trade finally ended when Mexico gained its independence
from Spain.
B. Opening of the Suez Canal
The Suez Canal is an artificial water

way that connects the Red Sea and the
Mediterranean Sea that is found in the
country of Egypt. The Suez Canal was
started in 1859 and officially opened in
November 17, 1869 with the leadership of a
French National Ferdinand De Lesseps.
The opening of the Suez Canal

made the Europe closer to Asia (Philippines
and Spain) and decreased the travel time from 3 months to 32-40 days which
became an advantage to commercial and enterprises. The Suez Canal also
furthered the importation of books, magazines and newspapers coming from
Europe and America that opened the minds of the Filipino reformist like Jose
Rizal.
The availability of the Suez Canal stimulated more interaction between

liberal thinkers of Europe with local reformers and encourage the illustrados
specially Jose Rizal to travel and pursue their studies and learn scientific and
liberal ideas in European academic institutions which influenced their thoughts
on nationhood, politics and government (Mañebog et al., 2018).
C. Rise of the Export of crop Economy and Monopolies

Years after the end of the Galleon Trade, between 1820 and 1870, the
Philippines was well developing an export crop economy. Products like Manila
hemp and coffee were Exported to foreign markets while European imported
goods find their way to the Philippine markets. These economic activities
provided opportunities to Chinese migrants to move in the hemp producing
provinces of southeastern Luzon and eastern Visayas, sugar producing areas of
Western Visayas and tobacco provinces of Northern Luzon.
Another main source of wealth during the post-galleon era was monopoly
contracting. After 1850, government monopoly contracts for the collection of
different revenues were opened to foreigners for the first time. The Chinese
instantly took advantage of this commercial opportunity and thus, for the rest of
the 19th century, enjoyed a pre-eminent position in monopoly contracting in the
Philippines.
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Monopolized Products:
A. Opium Monopoly
It was legalized in 1840 by the Spanish Government provided that it
was only limited to the Chinese businessmen and a government
monopoly of opium importation and sales established. Although
Spaniards sometimes provided some of the capital, the majority of
contracts were held by Chinese.
The lucrative nature of opium contracting suggests a clear from
record that opium contracting was one of the major sources of wealth for
those Chinese who already had other business interests and had amassed
or could acquire funds for this kind of investment (Wickrberg, 1962)
B. Tobacco Monopoly
The Tobacco monopoly started on March 1, 1782, Governor General Jose
Basco placed the Philippine tobacco industry under government control.
Under this decree, it ordered the provinces of Cagayan Valley, Ilocos
Norte, Ilocos Sur, La Union, Isabela, Abra, Nueva Ecija, and Marinduque
for the production of tobacco.
These provinces planted nothing but tobacco and sold all their
produce only to the government at a fix price, leaving little or no profit for
the local farmers. Fines and/or physical punishments were sanctioned to
anyone who would transgress any of the decrees under the system. The
colonial government exported the tobacco outside the country and to
the cigarette factories of Manila which positively contributed to the
revenues of the Philippines making the Philippine tobacco a prominent
product in Asia and parts of Europe. (Mañebog et al., 2018).
The monopoly also brought a negative impact to the people, it

brought food shortages since the planting of basic crops like rice was
somewhat neglected and abandoned. By the 1860's the Philippines were
nearly bankrupt, and the government began to pay tobacco growers in
promissory notes. This led to charges that the monopoly was a system of
forced labor. By the 1870's, even government officials of high rank were
calling for the abolition of the monopoly. This hardships and injustices
prompted the Filipinos to seek for freedom from the colonial bandage
(Pelzer n.d.).
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LESSON 2: THE SOCIAL BACKGROUND: The social background of the 19th

century Philippines focused on the following topics: A. Education B. the rise of
Chinese Mestizo, and C. the rise of the inquilinos.
OBJECTIVES:
1. Describe and analyze the various social changes that occurred in the
nineteenth century.
2. Develop a greater awareness of the historical conditions that led to the
emergence of Chinese mestizos as an important element in the Philippine
society.
A. Education in the 19th century

The Spanish King Philip II is the first king to mandate the government in the
Philippines to educate and teach the natives how to read and write the Spanish
language. The first formal school to be established are parochial schools by the
roman catholic missionaries in the Philippines such as the Jesuits, Franciscans,
Augustians, and Dominicans. Aside from reading and writing, the native children
were taught arithmetic, vocational and practical art subject including religious
doctrines trough strict discipline, such as applying corporal punishment.
Later on, colleges (equivalent of our high schools today) were then
opened as boys and girls study separately which offer the following subjects;
History, Latin, Geography, Mathematics and Philosophy. It was during the 17 th
century when universities were opened for Spanish citizens and Spanish Mestizos
but later in the 19 th century this school were then opened for Filipino natives and
the center of the curriculum is on religion not on science and mathematics.
Finally, in 1863, a Royal decree instituted the establishment of a public

school systems in the Philippines to accommodate more students form the
different social stratification like Spanish Citizens, mestizos, and Filipino natives.
However, this public schools only accommodated the sons of wealthy Filipino
natives.
As a result, the growing numbers of educated Filipino natives give birth to

a new social class called as illustrados. But despite of their education and wealth
still they suffer from racial discrimination coming from the Spanish citizens. With
the opening of the Suez Canal this illustrados were attracted to seek for a higher
education in Europe. There, nationalism bloomed in the liberal atmosphere that
would later lead the illustrado class to seek for reforms and Philippine
independence through the propaganda movement.
B. Rise of Chinese Mestizo
The development of commercial agriculture in the archipelago resulted -

in the presence of a new class. Alongside the landholdings of the church and
the rice estates of the pre-Spanish nobility, there emerged haciendas of sugar,
coffee, and hemp, typically owned by enterprising Chinese-Filipino mestizos. In
fact, some of the families which attained reputation in the 19th century have
continued to play a vital role in the country's economics and politics.
In a larger perspective, the fast rhythm of economic progress in the

Philippines during the 19th century expedited by some mentioned factors
resulted in the rise of a new breed of rich and influential Filipino middle class.
Non-existent in earlier centuries, this class, composed of Spanish and Chinese
mestizos ascended to a position of power in the Philippine society and in due
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lOMoARcPSD|16852926
course became leaders in education and finance. This middle class include:
(Mañebog et al., 2018).
“the ilustrados who belonged to the landed gentry and who were highly
respected in their respective pueblos or towns, though regarded as filibusteros or
rebels by the friars. The relative prosperity of the period has enabled them to
send their sons to Spain and Europe for higher studies. Most of them later
became members of freemasonry and active in the Propaganda Movement.
Some of them sensed the failure of reformism and turned to radicalism, and
looked up to Rizal as their leader." (Vallano, n.d.)
C. The Rise of the Inquilinos
The term inquilino is system is the same as tenancy is western world which
gives the right to the inquilino or the tenant to use the land for farming or
production in exchange for rent. This system started in the Philippines after the
end of the Galleon trade and the opening of the Suez Canal that requires
intensive cultivation of the land for mass production of crops.
HIERARCHY IN THE INQUILINO SYTEM
Farm land in the Philippines are

mostly owned by friars and
Secular Spanish
1 The estate management was granted to an

administrator who is a Spanish mestizo or Filipino
lay brother.
The administrator collects the rent of the
inquilinos and remit to the estate owners.
2 Inquilinos paid a fixed rent and the amount
was determined by the size and quality of the
land being worked on.
3 Some inquilinos would make innumerable and

irrational demands from farm workers.
With the expansion of land owned by

missionary congregations, the proportions of
farmlands leased to inquilinos also increased
4 allowing many of them to sub-lease parcels of

their land to sharecroppers or kasamas.
The hacienda structure consisted of three strata: the estate owner: the
leaseholder or inquilino and the tenant-sharecropper: Between the owner and
the inquilino, however: was the administrator who often demanded a share of
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the produce, over and above the stipulated land rent. Each year at harvest
time, the inquilino paid the land rent, separated the seed, and divided the
remaining crop equally between the sharecropper and himself since the
sharecropper was at the bottom rung of the hierarchy he suffered most abuses
and demands of the two non-producing sectors above him (Sobritchea, 1980).
Consequently, there were instances of peasants taking arms to protest the

alleged abuses and usurpation of their lands by the Jesuits, Dominicans,
Augustinians, and the Recollects. The relative freedom, which the inquilinos
acquired by sub-leasing their farms provided them a tactical advantage for
arranging and leading these peasant protest movements (Mañebog et al.,
2018).
LESSON 3: THE POLITICAL LANDSCAPE. The Political landscape in the 19 th

century greatly affected the people of the Philippines particularly Jose Rizal. This
political landscape that affected the Philippines is the following: A. Liberalism, B.
the impact of the Bourbon reforms, and C. the Cadiz constitution.
OBJECTIVES:
1. Describe and analyze the political changes in the Philippines that occurred
in the nineteenth century.
2. Explain comprehensively the impact of Lliberalism, Bourbon reforms, and
the Cadiz constitution in the lives of the Filipinos.
A. Liberalism
Liberalism is a worldview founded on ideas of freedom and equality. It
includes a wide range of political philosophies that consider individual liberty
to be the most significant political goal, and underscore individual rights and
equality of opportunity. Liberals normally believe that government is
necessary to protect individuals from being abused by others though they
are also aware that government itself can pose a threat to liberty (Mañebog
et al., 2018).
The French revolution (1789-1799) started a political revolution in

Europe and in some parts of the world. With the overthrow of monarchial rule,
democratic principles of Liberty, Equality and Fraternity--the battle cry of the
French Revolution started to spread in Europe and around the world. This
revolution is a period of political and social upheaval and radical change in
the history of France during which the French governmental structure was
transformed from absolute monarchy with feudal privileges for the rich and
clergy to a more democratic government form based on the principles of
citizenship and inalienable rights. (Vallano, n.d.)
Later on, the French revolution storm a century of political

disturbances in Spain forcing changes in its parliament and constitutions,
Peninsular war and the loss of Spanish colonies in South America. The anti-
clericalism gained some strength because of the Liberals in Spain and
considered the church as enemy of reforms and limits its influence in
education and politics.
The opening of the Philippines into world trade and the opening of the
Suez Canal created an economic and political change. The liberal ideas
from Europe and America penetrated the country thus affected the lives of
the Filipinos like Jose Rizal. The political thoughts of known liberal thinkers such
as Jean Jacques Rousseau (Social Contract), John Locke (Two Treatises of
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Government), Thomas Paine (Common Sense), Thomas Jefferson,

Montesquieu, Voltaire, had reach also the country trough importation of
books which eventually give an impact to Filipino reformist.
Philippines actual experience of liberalism came when queen Isabela

II was ousted through a mutiny in 1868. When the new government was
formed, reforms in the Spanish Colonies were implemented which eventually
affected the country. The governor general in the Philippines who instituted
this changes was Gov. Gen Carlos Maria De la Torre. His two-year rule was
essential in the national consciousness of the natives like Jose Rizal.
De la Torre’s term as a Governor General, he recognized the freedom

of speech and of the press, the abolition of censorship and because of his
tolerance policy Filipino priest like Jose Burgos was encourage to fight for the
secularization of Parishes in the Philippines. His peaceful solution to the Cavite
agrarian problem was one of his best achievements when he solved the
problem without any bloodshed.
B. Impact of the bourbon reforms

Bourbon Reforms were a set of economic and political legislation
promulgated by the Spanish Crown under various kings of the House of
Bourbon: King Philip V (1700-1746), Ferdinand VI (r. 1746-1759), Charles III (r.
1759-1788), and Charles IV (r. 1788-180) in the 18th century. The strengthening
of the crown's power with clear lines of authority to officials contrasted to the
complex system of government that evolved under the Habsburg monarchs.
In particular, the crown pursued state supremacy over the Catholic Church,
resulting in the suppression of the society of Jesus in 1767 as well as an
attempt to abolish ecclesiastical privilege (Ariola, 2018).
The impact of the Bourbon reforms gave a deep consequences of

colonial policy innovations in areas, such as Mexico, while in some other
regions, such as the Philippines, Chile, and New Granada, the reforms had a
much more limited impact. But its impact at least is that it gave people,
especially the natives in the Philippines, the idea that colonization could be
done without much intervention from the Catholic Church (Mañebog et al.,
2018).
C. The Cadiz Constitution

on March 18-19, 1812 A group of 300 deputies from Spanish America
and the Philippines promulgated a liberal constitution called as the Cadiz
Constitution in the Mediterranean port of Cadiz having Pedro Perez De Tagle
and Jose Manuel Coretto as the first delegates from the Philippines.
The Cadiz constitution declared that "sovereignty resides the nation,

which the exclusive right to establish its fundamental laws”. The establishment
of the universal male suffrage, national sovereignty, constitutional monarchy,
freedom of the press, land reform, free enterprise and granting all its colonies
representation as provinces in the Spanish Cortes (Pedrosa, n.d.).
The first election of deputies in the Spanish Cortes during the term of
Governor Manuel Gonzales de Aguilar which resulted to the selection of
Ventura de los Reyes, 71 years of age, born in 1739 into a wealthy family in
Ilocos. His father was Santiago de los Reyes Cardona, a merchant who was
born in Barcelona, and his mother was Vicenta Sánchez, a Filipina of mestizo
parentage. He formed part of the Royal Artillery Corps before becoming a
prosperous merchant in the business of indigo and other plant dyes (Elizalde,
2013).
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However, the Cadiz constitution did not last when king Fernado VII
became a King of Spain declaring the constitution invalid and restored
absolutism. Still, the constitution became breakthrough for the Filipinos
because they were exempted and paying taxes or tributes, rendering public
services based on equality clause, sovereignty in the people, equality of men,
liberty and right to suffrage.
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UNIT II: ASSESMENT 1

Name: Score:
Schedule: Date:
PHILIPPINES IN THE 19TH CENTURY POP QUIZ
MULTIPLE CHOICE. Read the following questions. Write the correct letter of your
answer on the space provided before the number.
____1. Which of the following was NOT a reason for Spain's rule in the Philippines?
A. Territorial expansion
B. Cultural development
C. Acquisition development
D. Spread of Christianity
____2. Who re-discovered the Philippines and proved that the world was round?
A. Vasco de Gama
B. Christopher Columbus
C. King Philip
D. Ferdinand Magellan
____3. Who established Spanish colonial rule in the Philippines?
A. Miguel Lopez de Legazpi
B. Carlos Maria dela Torre
C. Andres de Urdaneta
D. Ferdinand Magellan
____4. Which of the following was NOT among the repressive policies that was
enforced during the Spanish period?
A. Fiestas D. Cedula
B. Polo Y Servicio C. Bandala
____5. What economic policy imposed by Spain on the Indios that requires them
to do forced labor?
A. Fiestas C. Cedula
B. Polo Y Servicio D.Bandala
____6. Who were Spaniards born in the Philippines?
A. Creoles C. Sangleys
B. Peninsulares D. Ilustrados
____7. Which of the following was NOT part of the goods that were traded during
the Manila-Acapulco galleon trade?
A. Gold C. Sugar
B. Platinum D. Silk
____8. Which of the following was NOT a function of the state during the Spanish
period?
A. Provide peace and order
B. Protect the Spanish monarchy
C. Defend the Catholic region
D. Protect the ancestral lands of the Indios
____9. What social class developed the consciousness of the Filipinos to fight
Spain?
A. Mestizos de España
B. Principalia
C. Mestizos de sangleys
D. Ilustrados
____10. Whose death ignited the Philippine revolution of 1896?
A. Andres Bonifacio
B. Gomburza
C. Diego Silang
D. Jose Rizal
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____11. Which of the following was NOT a reform sought from the Spanish
government by the propagandists?
A. Basic human rights for the Filipinos
B. Change of government from absolute to limited monarch
C. Equality of the Filipinos and Spaniards before the law
D. Restoration of Filipino representation in the Cortes
____12. Which of the following is NOT true of the La Solidaridad?
A. It was a forum for discussion of the issues concerning the
Philippines.
B. It was the official organ of the reform movement.
C. It featured articles about the good deeds of the friars.
D. It was a vehicle for the expression of the political views of the
reformers.
____13. Diariong Tagalog was founded by_____.
A. Marcelo del Pilar C. Juan Luna
B. Pedro Laktaw D. Gregorio Sanciano
____14. Who was the president of the Associacion La Solidaridad?
A. Jose Ma. Panganiban
B. Mariano Ponce
C. Manuel Sta. Maria
D. Galiciano Apacible
____15. The political section of the Asociacion Hispano-Filipino was under the
charge of____.
A. Jose Rizal C. Tomas Arejola
B. Marcelo del Pilar D. Dominador Gomez
____16. The rightist wing of La Liga came to be called_______.
A. Cuerpos de Propagandistas
B. Cuerpos de Militantes
C. Cuerpos de la Revolucionarios
D. Cuerpos de Compromisarios
____17. All of the following are reasons behind the failure of the reform
movement, EXCEPT
A. Petty quarrels among reformists
B. Spain's preoccupation with her own internal problems
C. Lack of finances to support propaganda activities
D. Failure of the friars to counter attacks on the clergy
____18. What was the alleged cause of the discovery of the Katipunan?
A. Discovery of Katipunan paraphernalia at the Diario de Manila.
B. Discovery of the list of Katipunan members.
C. Patino's disclosure of the secrets of the society.
D. A quarrel between Patino and De La Cruz.
____19. The pen name Taga-Ilog was associated with_______.
A. Antonio Luna C. Jose Ma. Panganiban
B. Mariano Ponce D. Juan Luna
____20. The central leadership of the KKK was the______.
A. Sangguniang Hukuman
B. Sangguniang Bayan
C. Sangguniang Barangay
D. Kataastaasang Sanggunian
____21. Rizal was NOT in favor of the revolution planned by the Katipunan
because of the_____.
A. Unpreparedness of the Katipuneros for an armed struggle.
B. Willingness to the wealthy Filipinos to support the struggle.
C. Absence of a military tactician who will direct the military
operations of the KKK
D. This event reflected the decision of the Katipunan to stage a
revolution against Spain.
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____22. The leader of the Magdiwang faction of the KKK in Cavite was______.
A. Baldomero Aguinaldo
B. Emilio Jacinto
C. Mariano Alvarez
____23. The first real battle fought by the Filipinos against the Spaniards was the
Battle of_____.
A. Majayjay C. Montalban
B. Pinaglabanan D. Pugadlawin
____24. The president of the Council of War which tried Bonifacio for the charge
of sedition was___.
A. Mariano Noriel
B. Emilio Aguinaldo
C. Lazaro Makapagal
____25. Who negotiated the Pact of Biak-na-Bato with Aguinaldo and his men?
A. Primo de Rivera
B. Isabelo Artacho
C. Pedro Paterno
____26. The 3 stars in the Philippine map comprise the islands of Luzon, Mindanao
and ________.
A. Cebu C. Molucas
B. Limasawa D. Panay
____27. He is the founder of the first Philippine Independent Church.
A. Ernesto Manalo C. Antonio Nacita
B. Maxine Grimm D. Gregorio Aglipay
____28. The Malolos Congress was conceived by Mabini as_____.
A. An advisory body
B. Legislative body
C. Judicial body
____29. The First Philippine Republic came to be called as______.
A. Biak-na-Bato Republic
B. Sakay Republic
C. Malolos Republic
____30. The Malolos Constitution was drafted based on the plan proposed
by _____.
A. Paterno
B. Mabini
C. Calderon
____31. The most powerful branch of government under the Malolos Constitution
was the _____.
A. Legislature
B. Executive
C. Judiciary
____32. The newspaper of the Malolos Republic came to be known as_____.
A. El Heraldo de la Revolucion
B. La Independencia
C. Del Superior Gobierno
____33. Higher education under the First Philippine Republic was promoted
through______.
A. Burgos Institute
B. University of Santo Tomas
C. Literary University of the Philippines
____34. Which of the following was the immediate cause of the outbreak of the
War of Philippine Independence?
A. San Juan Bridge Incident
B. San Nicolas Bridge Incident
C. Pasig River Incident
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____35. Luna's assassination was a big blow to the Filipino cause as it____.
A. Led to a series of reverses on the part of the Filipino soldiers
B. Made Aguinaldo decide to wage guerilla warfare against
American soldiers
C. Deprived the nation of an able military tactician in its great hour of
need
____36. The defender of La Loma who sacrificed his life during the war against
the Americans was______.
A. Tomas Mascardo
B. Jose Torres Bugallon
C. Justin Estrada
____37. Gregorio del Pilar sacrificed his life in defense of Aguinaldo in the Battle
of _______.
A. Tirad Pass D. Montalban
B. Bagbag River C. Macabebe
____38. Which island province in the Visayas offered to cooperate with the
Americans during the Filipino-American War?
A. Cebu
B. Iloilo
C. Negros
____39. The American military officer whose life was sacrificed in the Battle of San
Mateo was______.
A. Major Bell
B. Major General Lawton
C. Colonel Stotsenberg
____40. Bonifacio's Katipunan was revived by ______ during the Filipino-American
war.
A. Luciano San Miguel
B. Faustino Guillermo
C. Julian Montalan
____41. The last Filipino general to surrender to the Americans was_______.
A. Macario Sakay
B. Simeon Ola
C. Miguel Malvar
____42. The capture of Aguinaldo was successfully undertaken by_____.
A. Arthur MacArthur
B. Elwell Otis
C. Frederick Funston
____43. The Bates Treaty _______ Muslim resistance against the Americans during
the Filipino-American War.
A. Heightened
B. Neutralized
C. Sustained
____44. Who led the Filipinos in attacking the Americans in Balanggiga, Samar?
A. Felipe Buencamino
B. Pedro Sanchez
C. Lazaro Segovia
____45. The last American military governor of the Philippines was________.
A. Elwell Otis
B. Arthur McArthur
C. Wesley Merritt
____46. The Spooner Amendment to the Army Appropriation Act became the
basis for the establishment of_____.
A. Autonomous government
B. Civil government in the Philippines
C. Military rule
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____47. The abolition of the military government and the establishment of the civil
government in the country were recommended by______.
A. Schurman Commission
B. Wood-Forbes Mission
C. Taft Commission
____48. The first American civil governor of the country was_____.
A. Henry Ide
B. Joseph Smith
C. William H. Taft
____49. Taft became popular among Filipinos during his tenure of office because
of his policy known as_____.
A. Filipino First
B. Liberalism and Democracy
C. Philippines for the Filipinos
____50. The first American organic law for the Philippines was_____.
A. Jones Law
B. Cooper Act / Philippine Deal of 1902
C. Hare-Hawes-Cutting Law
____51. Which of the following legislations made treasonable the advocacy of
independence during the Filipino-American War?
A. Sedition Law
B. Reconcentration Law
C. Brigandage Act
____52. The formal inauguration of the Philippine Assembly was held at the_____.
A. Malacanang Palace
B. Grand Opera House
C. Session hall of the Philippine Commission
____53. Good working relationship between the executive and legislative
branches of the American colonial government was fostered with
Harrison's creation of
A. Council of the State
B. Council of Advisers to the Governor
C. Council of Senior Government Officials
____54. The Cabinet Crisis of 1923 took place during the tenure of Governor-
General
A. W. Cameron Forbes
B. Leonard Wood
C. James Smith
____55. Jones Law of 1916 became popularly known in the Philippines as_____.
A. Philippine Independence Law
B. Organic Act for the Philippines
C. Philippine Autonomy Act
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lOMoARcPSD|16852926
UNIT II: ASSESMENT 2

Name: Score:
Schedule: Date:
THE PHILIPPINES IN THE 19th CENTURY AS RIZAL’S CONTEXT
Discuss how the following problems and institutions contributed to the growth of
Filipino nationalism and weakening of the Spanish rule: Consider grammar (5pts)
and content (10pts)
Corruption in the Government:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Secularization of Parishes:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Racial Discrimination:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Limited Education:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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lOMoARcPSD|16852926
UNIT II: ASSESSMENT NO. 3
Name: Score:
Schedule: Date:
THE PHILIPPINES IN THE 19th CENTURY AS RIZAL’S CONTEXT
Guided Reflection
Direction: Indicate the things you have in this lesson (Knowledge); the things that
you have realized and appreciated (attitude) and the things you discovered
and wanted to do more (skills).
A. Things I have learned (Knowledge)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
B. Things I have realized and appreciated (Attitude)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
C. Things I have discovered (Skills)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity source: Ariola, Mariano M., The Life and Works of Rizal, Unlimited Books Library
Services and Publishing Inc., 2018
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UNIT III: JOSE RIZAL’S LIFE
LESSON 1: Family, Childhood and Early Education
OBJECTIVES:
1. Identify Rizal’s family, childhood, and early education through a timeline.

2. Evaluate the people and events and their influence on Rizal’s early life.
The Mercado – Rizal Family
The Rizal’s is considered one of the biggest families during their time.
Domingo Lam-co, the family’s paternal ascendant was a full-blooded Chinese
who came to the Philippines from Amoy, China in the closing years of the 17th
century and married a Chinese half-breed by the name of Ines de la Rosa.
Researchers revealed that the Mercado-Rizal family had also traces of

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

Francisco Mercado II and Teodora Alonso Realonda, and nine sisters and one
brother.
Jose Rizal’s thirteen-member-family consisted of his father Francisco

Mercado II, his mother Teodora Alonso Realonda, himself, nine sisters and one
brother.
Jose Rizal came from a wealthy family in Calamba, Laguna, considered

one of the largest families in those times, the 13-member-family consisted of his
father Francisco Mercado II, his mother Teodora Alonso Realonda, himself, nine
sisters and one brother.
Rizal’s Lineage
The Rizal paternal ascendant was Domingo Lam-co, a full-blooded

Chinese who lived in Amoy, China and arrived in the Philippines in the closing
years of the 17th century. Domingo Lam-co was married to a Chinese half-breed
named Ines de la Rosa. The Mercado-Rizal family had also Japanese, Spanish,
Malay and Negrito blood aside from their Chinese blood.
Rizal’s Parents
Jose Rizal’s father Francisco was the youngest of 13 children of Juan and
Cirila Mercado. He was born in Binan, Laguna, studied in San Jose College of
Manila and died in Manila.
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Teodora, the mother of Jose Rizal, was a business-minded, religious and

hardworking individual who was born in Santa Cruz, Manila on November 14,
1827. She was the second child of Brijida de Quintos and Lorenzo
Alonso. Teodora had Spanish and Japanese ancestors while the father of
Teodora was a half Spaniard engineer known as Lorenzo Alberto Alonzo. She
studied at the Colegio de Santa Rosa. Teodora died in Manila in 1913. The
parents of Jose Rizal were both farmers who were granted by the Dominicans
with the lease of a hacienda together with a rice farm.
Rizal’s Siblings
Saturnina Rizal was the eldest of the offsprings of Francisco Mercado and
Teodora Alonso Realonda. She married Manuel Hidalgo who hailed from
Tanauan, Batangas.
The only brother of Jose Rizal was Paciano Rizal and was the second child.
Paciano studied at the San Jose College in Manila and worked as a farmer and
later as a general of the Philippine Revolution.
The other sisters of Jose Rizal were Narcisa, Olympia, Lucia, Maria,
Concepcion, Josefa, Trinidad and Soledad. Soledad was the youngest child and
later was married to Pantaleon Quintero.
How Jose Obtained the ‘Rizal’ Last Name
The Rizal surname was obtained by Francisco Mercado as suggested to

him by a provincial governor after the Governor General of the Philippines,
Narciso Claveria, issued a decree in 1849 by which native Filipino and immigrant
families were to adopt Spanish surnames from a list of Spanish family names.
Jose Rizal also obtained the surname Rizal after dropping three other
names that made up his full name. Jose Rizal also retained Protasio as his other
family name. His family never actually recognized their Rizal surname, but Jose
Rizal was forced to use it so that he can travel freely and disassociate himself
from his brother Paciano, who was notorious because of his links with native
priests who were executed after they were found to be subversives.
ACTIVITY 1: Create a timeline of Rizal’s Childhood and Early Education. (follow

the sample given)
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LESSON 2: Higher Education and Life/ travels abroad
OBJECTIVES:
1. Discuss the importance of studying the educational background of Rizal.

2. Describe appropriately the different travels of Rizal.
Rizal’s Education
Jose Rizal’s first teacher was his mother, who had taught him how to read
and pray and who had encouraged him to write poetry. Later, private tutors
taught the young Rizal Spanish and Latin, before he was sent to a private school
in Biñan.
When he was 11 years old, Rizal entered the Ateneo Municipal de Manila.
He earned excellent marks in subjects like philosophy, physics, chemistry, and
natural history. At this school, he read novels; wrote prize-winning poetry (and
even a melodrama “Junto al Pasig” and practiced drawing, painting, and clay
modeling, all of which remained lifelong interests for him.
Rizal eventually earned a land surveyor’s and assessor’s degree from the
Ateneo Municipal while taking up Philosophy and Letters at the University of
Santo Tomas. Upon learning that his mother was going blind, Rizal opted to study
ophthalmology at the UST Faculty of Medicine and Surgery. He, however, was
not able to complete the course because “he became politically isolated by
adversaries among the faculty and clergy who demanded that he assimilate to
their system.”
Without the knowledge of his parents, Rizal traveled to Europe in May

1882. According to his biographer, Austin Craig, Rizal, “in order to obtain a better
education, had had to leave his country stealthily like a fugitive from justice, and
his family, to save themselves from persecution, were compelled to profess
ignorance of his plans and movements. His name was entered in Santo Tomas at
the opening of the new term, with the fees paid, and Paciano had gone to
Manila pretending to be looking for this brother whom he had assisted out of the
country.”
Rizal earned a Licentiate in Medicine at the Universidad Central de

Madrid, where he also took courses in philosophy and literature. It was in Madrid
that he conceived of writing Noli Me Tangere. He also attended the University of
Paris and, in 1887, completed his eye specialization course at the University of
Heidelberg. It was also in that year that Rizal’s first novel was published (in Berlin).
Rizal is said to have had the ability to master various skills, subjects, and
languages. Our national hero was also a doctor, farmer, naturalist (he
discovered the Draco rizali, a small lizard; Apogania rizali, a beetle; and the
Rhacophorus rizali, a frog), writer, visual artist, athlete (martial arts, fencing, and
pistol shooting), musician, and social scientist.
READING ASSIGNMENT 1: Read further Rizal’s exploration in higher education

abroad and answer the activity given.
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ACTIVITY 2: Essay: Answer the following questions. Be guided with the rubric
cited.
Rubric: Focus & details (10pts) Organization (10pts)
1. Why Rizal wanted to study medicine?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Why Rizal choose to reside in Germany longer?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. How did Rizal’s primary education affect him as a person?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
READING ASSIGNMENT 2:
Jose Rizal's Brindis Speech: A Toast Honoring Juan Luna and Felix Resurreccion
Hidalgo
In rising to speak I have no fear that you will listen to me with

superciliousness, for you have come here to add to ours your enthusiasm, the
stimulus of youth, and you cannot but be indulgent. Sympathetic currents
pervade the air, bonds of fellowship radiate in all directions, generous souls listen,
and so I do not fear for my humble personality, nor do I doubt your kindness.
Sincere men yourselves, you seek only sincerity, and from that height, where
noble sentiments prevail, you give no heed to sordid trifles. You survey the whole
field, you weigh the cause and extend your hand to whomsoever like myself,
desires to unite with you in a single thought, in a sole aspiration: the glorification
of genius, the grandeur of the fatherland!
Such is, indeed, the reason for this gathering. In the history of mankind
there are names which in themselves signify an achievement-which call up
reverence and greatness; names which, like magic formulas, invoke agreeable
and pleasant ideas; names which come to form a compact, a token of peace,
a bond of love among the nations. To such belong the names of Luna and
Hidalgo: their splendor illuminates two extremes of the globe-the Orient and the
Occident, Spain and the Philippines. As I utter them, I seem to see two luminous
arches that rise from either region to blend there on high, impelled by the
sympathy of a common origin, and from that height to unite two peoples with
eternal bonds; two peoples whom the seas and space vainly separate; two
peoples among whom do not germinate the seeds of disunion blindly sown by
men and their despotism. Luna and Hidalgo are the pride of Spain as of the
Philippines-though born in the Philippines, they might have been born in Spain,
for genius has no country; genius bursts forth everywhere; genius is like light and
air, the patrimony of all: cosmopolitan as space, as life and God.
The Philippines' patriarchal era is passing, the illustrious deeds of its sons are
not circumscribed by the home; the oriental chrysalis is quitting its cocoon; the
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dawn of a broader day is heralded for those regions in brilliant tints and rosy
dawn-hues; and that race, lethargic during the night of history while the sun was
illuminating other continents, begins to wake, urged by the electric' shock
produced by contact with the occidental peoples, and begs for light, life, and
the civilization that once might have been its heritage, thus conforming to the
eternal laws of constant evolution, of transformation, of recurring phenomena, of
progress.
This you know well and you glory in it. To you is due the beauty of the
gems that circle the Philippines' crown; she supplied the stones, Europe the
polish. We all contemplate proudly: you your work; we the inspiration, the
encouragement, the materials furnished.
They imbibed there the poetry of nature-nature grand and terrible in her
cataclysms, in her transformations, in her conflict of forces; nature sweet,
peaceful and melancholy in her constant manifestation-unchanging; nature
that stamps her seal upon whatsoever she creates or produces. Her sons carry it
wherever they go. Analyze, if not her characteristics, then her works; and little as
you may know that people, you will see her in everything molding its knowledge,
as the soul that everywhere presides, as the spring of the mechanism, as the
substantial form, as the raw material. It is impossible not to show what one feels; it
is impossible to be one thing and to do another. Contradictions are apparent
only; they are merely paradoxes. In El Spoliarium -on that canvas which is not
mute-is heard the tumult of the throng, the cry of slaves, the metallic rattle of the
armor on the corpses, the sobs of orphans, the hum of prayers, with as much
force and realism as is heard the crash of the thunder amid the roar of the
cataracts, or the fearful and frightful rumble of the earthquake. The same nature
that conceives such phenomena has also a share in those lines.
On the other hand, in Hidalgo's work there are revealed feelings of the
purest kind; ideal expression of melancholy, beauty, and weakness-victims of
brute force. And this is because Hidalgo was born beneath the dazzling azure of
that sky, to the murmur of the breezes of her seas, in the placidity of her lakes,
the poetry of her valleys and the majestic harmony of her hills and mountains. So
in Luna we find the shades, the contrasts, the fading lights, the mysterious and
the terrible, like an echo of the dark storms of the tropics, its thunderbolts, and
the destructive eruptions of its volcanoes. So in Hidalgo we find all is light, color,
harmony, feeling, clearness; like the Philippines on moonlit nights, with her
horizons that invite to meditation and suggest infinity. Yet both of them-although
so different-in appearance, at least, are fundamentally one; just as our hearts
beat in unison in spite of striking differences. Beth, by depicting from their
palettes the dazzling rays of the tropical sun, transform them into rays of unfading
glory with which they invest the fatherland. Both express the spirit of our social,
moral and political life; humanity subjected to hard trials, humanity unredeemed;
reason and aspiration in open fight with prejudice, fanaticism and injustice;
because feeling and opinion make their way through the thickest walls, because
for them all bodies are porous, all are transparent; and if the pen fails them and
the printed word does not come to their aid, then the palette and the brush not
only delight the view but are also eloquent advocates. If the mother teaches her
child her language in order to understand its joys, its needs, and its woes; so
Spain, like that mother, also teaches her language to Filipinos, in spite of the
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opposition of those purblind pygmies who, sure of the present, are unable to
extend their vision into the future, who do not weigh the consequences.
Like sickly nurses, corrupted and corrupting, these opponents of progress

pervert the heart of the people. They sow among them the seeds of discord, to
reap later the harvest, a deadly nightshade of future generations.
But, away with these woes! Peace to the dead, because they are dead
breath and soul are lacking them; the worms are eating them! Let us not invoke
their sad remembrance; let us not drag their ghastliness into the midst of our
rejoicing! Happily, brothers are more-generosity and nobility are innate under the
sky of Spain-of this you are all patent proof. You have unanimously responded,
you have cooperated, and you would have done more, had more been asked.
Seated at our festal board and honoring the illustrious sons of the Philippines, you
also honor Spain, because, as you are well aware, Spain's boundaries are not the
Atlantic or the Bay of Biscay or the Mediterranean-a shame would it be for water
to place a barrier to her greatness, her thought. (Spain is there-there where her
beneficent influence is exerted; and even though her flag should disappear,
there would remain her memory-eternal, imperishable. What matters a strip of
red and yellow cloth; what matter the guns and cannon; there where a feeling
of love, of affection, does not flourish-there where there is no fusion of ideas,
harmony of opinion?
Luna and Hidalgo belong to you as much as

to us. You love them, you see in them noble
hopes, valuable examples. The Filipino youth
of European ways enthusiastic-and some
other persons whose hearts remain ever
young through the disinterestedness and
enthusiasm that characterize their actions,
tender Luna a crown, a humble tribute-small
indeed compared to our enthusiasm-but the
most spontaneous and freest of all the
tributes yet paid to him.
But the Philippines' gratitude toward her

illustrious sons was yet unsatisfied; and
desiring to give free rein to the thoughts that
seethe her mind, to the feelings that overflow
her heart, and to the words that escape from
her lips, we have all come together here at this banquet to mingle our vows, to
give shape to that mutual understanding between two races which love and
care for each other, united morally, socially and politically for the space of four
centuries, so that they may form in the future a single nation in spirit, in duties, in
aims, in rights. I drink, then, to our artists Luna and Hidalgo, genuine and pure
glories of two peoples. I drink to the persons who have given them aid on the
painful road of art!
I drink that the Filipino youth-sacred hope of my fatherland may imitate

such valuable examples; and that the mother Spain, solicitous and heedful of
the welfare of her provinces, may quickly put into practice the reforms she has so
long planned. The furrow is laid out and the land is not sterile! And finally, I drink
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to the happiness of those parents who, deprived of their sons' affection, from
those distant regions follow them with moist gaze and throbbing hearts across
the seas and distance; sacrificing on the altar of the common good, the sweet
consolations that are so scarce in the decline of life — precious and solitary
flowers that spring up on the borders of the tomb.
This is an English translation of the full text of Rizal's brindis or toast

speech delivered at a banquet in the Restaurant Inglés, Madrid, on the evening
of June 25, 1884 in honor of Juan Luna, winner of the gold medal for his painting,
“El Spoliarium,” and Felix Resurrección Hidalgo, winner of a silver medal, for his
painting “Virgenes Cristianas Expuestas al Populacho” at a Exposición Nacional
de Bellas Artes de Madrid.
This was taken from Gems of Philippine oratory; selections representing

fourteen centuries of Philippine thought, carefully compiled from credible
sources in substitution for the pre-Spanish writings destroyed by missionary zeal, to
supplement the later literature stunted by intolerant religious and political
censorship, and as specimens of the untrammeled present-day utterances, by
Austin Craig, page 34-37, University of Manila, 1924.
ACTIVITY 3: Brindis Speech Analysis
Answer the following questions substantially and be guided with grammar (5 pts)
and content (10pts)
1. What is Brindis speech?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. When and where it was delivered?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. How was El Expolarium described in Brindis speech?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What is the core of the speech?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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READING ASSIGNMENT 3: Read the different travels of Rizal and answer activity 4.
ACTIVITY 4: ABC Brainstorm

Write the places where Rizal have travelled and fill in the blanks beside each
letter of the alphabet. In the next column, indicate the purpose of the travel.
RIZAL’S TRAVELS
ABC Countries Purpose

A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
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LESSON 3: Rizal’s selected poems
OBJECTIVES:
1. Identify and analyze the impact of Rizal’s poems.

2. Develop the aesthetic sense of the poems.
3. Describe the thought and imagination contained in the poems.
Sa Aking mga Kabata Education gives luster to motherland
My Retreat To the Filipino Youth
My last Farewell
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READING ASSIGNMENT 1: SA AKING MGA KABATA
The poem is a message primarily to tell the importance of one’s love and
appreciation to his dialect or language, for it is the bridge and intermediary
connecting people’s country to each other. Rizal praised the rising generation.
This poem can be considered as Rizal’s first testimony and presentation of his
nationalism. In this literary piece, he clearly referred to the Philippines as his
home/motherland, he thought in the poem relates to the role of the youth with
the nation building. He composed the poem to dedicate to the youth of the
Philippines.
He wanted the Filipino youth to use their capabilities, talents and skills to
stand out not only for their own praise and success but also for the praise and
success of their own motherland, the Philippines. Dr. Jose Rizal wanted the
Filipino youth to build up their abilities and use them to help those who are in
need. Also, he challenged the youth through this poem to refine and nurture
their talents in the arts, to invigorate and reinforce their knowledge of the
sciences, and to look forward and comminute their chain of servitude. On the
other hand, the message this poem tries to convey is holding a very strong one;
strong enough to persuade/induce those who are to be persuaded/induced. As
one of those individuals, I could really feel the nationalistic courage within me
glow brighter the moment I finished reading the poem. It was like telling me that I
am one of the existing hopes of our country and that through my skills, abilities,
expertise and knowledge of things, I am capable of protecting its freedom
against oppressive forces that may come through. Moreover, it was like telling
me that together with my co-youth, I am responsible for preserving the
Philippines as a nation for me and the rest of the Filipinos and not for the
foreigner
SA AKING MGA KABATA

Jose P. Rizal
Kapagka ang baya’y sadyang umiibig

Sa kanyang salitang kaloob ng langit,
Sanlang kalayaan nasa ring masapit
Katulad ng ibong nasa himpapawid.
Pagka’t ang salita’y isang kahatulan

Sa bayan, sa nayo’t mga kaharian,
At ang isang tao’y katulad, kabagay
Ng alin mang likha noong kalayaan.
Ang hindi magmahal sa kanyang salita

Mahigit sa hayop at malansang isda,
Kaya ang marapat pagyamaning kusa
Na tulad sa inang tunay na nagpala.
Ang wikang Tagalog tulad din sa Latin

Sa Ingles, Kastila at salitang anghel,
Sapagka’t ang Poong maalam tumingin
Ang siyang naggawad, nagbigay sa atin.
Ang salita nati’y huwad din sa iba

Na may alfabeto at sariling letra,
Na kaya nawala’y dinatnan ng sigwa
Ang lunday sa lawa noong dakong una.
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READING ASSIGNMENT 2: EDUCATION GIVES LUSTER TO THE MOTHERLAND (Por La

Educacion Recibe Lestre La Patria, 1876)
Our national hero, despite his young age, expressed high regards for
education. He believed in the significant role education played in the progress
and welfare of a nation as evident in his poem “Education Gives Luster to the
Motherland”.
Rizal Believed that education gives knowledge, knowledge gives wisdom,

and that great wisdom benefits everyone. Considering that education is a
vehicle for a country’s prosperity and success, he encourages the Filipinos
through the poem to acquire education for them to be able to fulfill their dreams
and to improved their motherland. His high regards for education was
manifested in his determination to seek the best education possible even across
the shores of his country.
EDUCATION GIVES LUSTER TO THE MOTHERLAND

Jose P. Rizal
Wise education, vital breath

Inspires an enchanting virtue;
She puts the Country in the lofty seat
Of endless glory, of dazzling glow,
And just as the gentle aura's puff
Do brighten the perfumed flower's hue:
So education with a wise, guiding hand,
A benefactress, exalts the human band.
Man's placid repose and earthly life

To education he dedicates
Because of her, art and science are born
Man; and as from the high mount above
The pure rivulet flows, undulates,
So education beyond measure
Gives the Country tranquility secure.
Where wise education raises a throne

Sprightly youth are invigorated,
Who with firm stand error they subdue
And with noble ideas are exalted;
It breaks immortality's neck,
Contemptible crime before it is halted:
It humbles barbarous nations
And it makes of savages champions.
And like the spring that nourishes
The plants, the bushes of the meads,
She goes on spilling her placid wealth,
And with kind eagerness she constantly feeds,
The river banks through which she slips,
And to beautiful nature all she concedes,
So whoever procures education wise
Until the height of honor may rise.
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From her lips the waters crystalline

Gush forth without end, of divine virtue,
And prudent doctrines of her faith
The forces weak of evil subdue,
That break apart like the whitish waves
That lash upon the motionless shoreline:
And to climb the heavenly ways the people
Do learn with her noble example.
In the wretched human beings' breast

The living flame of good she lights
The hands of criminal fierce she ties,
And fill the faithful hearts with delights,
Which seeks her secrets beneficent
And in the love for the good her breast she incites,
And it's the' education noble and pure
Of human life the balsam sure.
And like a rock that rises with pride

In the middle of the turbulent waves
When hurricane and fierce Notus roar
She disregards their fury and raves,
That weary of the horror great
So frightened calmly off they stave;
Such is one by wise education steered
He holds the Country's reins unconquered.
His achievements on sapphires are engraved;
The Country pays him a thousand honors;
For in the noble breasts of her sons
Virtue transplanted luxuriant flow'rs;
And in the love of good e'er disposed
Will see the lords and governors
The noble people with loyal venture
Christian education always procure.
And like the golden sun of the morn

Whose rays resplendent shedding gold,
And like fair aurora of gold and red
She overspreads her colors bold;
Such true education proudly gives
The pleasure of virtue to young and old
And she enlightens out Motherland dear
As she offers endless glow and luster.
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READING ASSIGNMENT 3: MY RETREAT (Mi Retiro, 1895)
Upon the request of Doña Teodora, Jose Rizal came up with a beautiful
poem vis-à-vis his tranquil life in Dapitan. The poem, which was titled “Mi Retiro”
(My Retreat), was sent to his mother in 1895. It was commended by critics as one
of the best of his literacy creations.
In his poem, he gave a narrative account of his peaceful life while exiled
in Dapitan where he lived a well-rounded life as a farmer, teacher and
merchant.
MY RETREAT
Jose P. Rizal
Beside a spacious beach of fine and delicate sand

and at the foot of a mountain greener than a leaf,
I planted my humble hut beneath a pleasant orchard,
seeking in the still serenity of the woods
repose to my intellect and silence to my grief.
Its roof is fragile nipa; its floor is brittle bamboo;

its beams and posts are rough as rough-hewn wood can be;
of no worth, it is certain, is my rustic cabin;
but on the lap of the eternal mount it slumbers
and night and day is lulled by the crooning of the sea.
The overflowing brook, that from the shadowy jungle

descends between huge bolders, washes it with its spray,
donating a current of water through makeshift bamboo pipes
that in the silent night is melody and music
and crystalline nectar in the noon heat of the day.
If the sky is serene, meekly flows the spring,

strumming on its invisible zither unceasingly;
but come the time of the rains, and an impetuous torrent
spills over rocks and chasms—hoarse, foaming and aboil—
to hurl itself with a frenzied roaring toward the sea.
The barking of the dog, the twittering of the birds,

the hoarse voice of the kalaw are all that I hear;
there is no boastful man, no nuisance of a neighbor
to impose himself on my mind or to disturb my passage;
only the forests and the sea do I have near.
The sea, the sea is everything! Its sovereign mass

brings to me atoms of a myriad faraway lands;
its bright smile animates me in the limpid mornings;
and when at the end of day my faith has proven futile,
my heart echoes the sound of its sorrow on the sands.
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At night it is a mystery! … Its diaphanous element

is carpeted with thousands and thousands of lights that climb;
the wandering breeze is cool, the firmament is brilliant,
the waves narrate with many a sigh to the mild wind
histories that were lost in the dark night of time.
‘Tis said they tell of the first morning on the earth,

of the first kiss with which the sun inflamed her breast,
when multitudes of beings materialized from nothing
to populate the abyss and the overhanging summits
and all the places where that quickening kiss was pressed.
But when the winds rage in the darkness of the night

and the unquiet waves commence their agony,
across the air move cries that terrify the spirit,
a chorus of voices praying, a lamentation that seems
to come from those who, long ago, drowned in the sea.
Then do the mountain ranges on high reverberate;

the trees stir far and wide, by a fit of trembling seized;
the cattle moan; the dark depths of the forest resound;
their spirits say that they are on their way to the plain,
summoned by the dead to a mortuary feast.
The wild night hisses, hisses, confused and terrifying;

one sees the sea afire with flames of green and blue;
but calm is re-established with the approach of dawning
and forthwith an intrepid little fishing vessel
begins to navigate the weary waves anew.
So pass the days of my life in my obscure retreat;

cast out of the world where once I dwelt: such is my rare
good fortune; and Providence be praised for my condition:
a disregarded pebble that craves nothing but moss
to hide from all the treasure that in myself I bear.
I live with the remembrance of those that I have loved

and hear their names still spoken, who haunt my memory;
some already are dead, others have long forgotten—
but what does it matter? I live remembering the past
and no one can ever take the past away from me.
It is my faithful friend that never turns against me,

that cheers my spirit when my spirit’s a lonesome wraith,
that in my sleepless nights keeps watch with me and prays
with me, and shares with me my exile and my cabin,
and, when all doubt, alone infuses me with faith.
Faith do I have, and I believe the day will shine

when the Idea shall defeat brute force as well;
and after the struggle and the lingering agony
a voice more eloquent and happier than my own
will then know how to utter victory’s canticle.
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I see the heavens shining, as flawless and refulgent

as in the days that saw my first illusions start;
I feel the same breeze kissing my autumnal brow,
the same that once enkindled my fervent enthusiasm
and turned the blood ebullient within my youthful heart.
Across the fields and rivers of my native town

perhaps has traveled the breeze that now I breathe by chance;
perhaps it will give back to me what once I gave it:
the sighs and kisses of a person idolized
and the sweet secrets of a virginal romance.
On seeing the same moon, as silvery as before,

I feel within me the ancient melancholy revives;
a thousand memories of love and vows awaken:
a patio, an azotea, a beach, a leafy bower;
silences and sighs, and blushes of delight …
A butterfly a thirst for radiances and colors,

dreaming of other skies and of a larger strife,
I left, scarcely a youth, my land and my affections,
and vagrant everywhere, with no qualms, with no terrors,
squandered in foreign lands the April of my life.
And afterwards, when I desired, a weary swallow,

to go back to the nest of those for whom I care,
suddenly fiercely roared a violent hurricane
and I found my wings broken, my dwelling place demolished,
faith now sold to others, and ruins everywhere.
Hurled upon a rock of the country I adore;

the future ruined; no home, no health to bring me cheer;
you come to me anew, dreams of rose and gold,
of my entire existence the solitary treasure,
convictions of a youth that was healthy and sincere.
No more are you, like once, full of fire and life,

offering a thousand crowns to immortality;
somewhat serious I find you; and yet your face beloved,
if now no longer as merry, if now no longer as vivid,
now bear the superscription of fidelity.
You offer me, O illusions, the cup of consolation;

you come to reawaken the years of youthful mirth;
hurricane, I thank you; winds of heaven, I thank you
that in good hour suspended by uncertain flight
to bring me down to the bosom of my native earth.
Beside a spacious beach of fine and delicate sand

and at the foot of a mountain greener than a leaf,
I found in my land a refuge under a pleasant orchard,
and in its shadowy forests, serene tranquility,
repose to my intellect and silence to my grief.
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READING ASSIGNMENT 4: TO THE FILIPINO YOUTH (A La Juventud Filipina,

November 1879)
This was a winning poem in 1879. Rizal submitted it as his entry to the
literary contest held by the “Liceo Artistico-Literario” (Artistic-Literacy Lyceum) of
Manila a society of literacy men and artists. Written by Rizal at the age of
eighteen, thus artwork, was said to be of flawless form aimed to implore the
Filipinos to rise from indolence. It was deemed a classical piece of Philippine
Literature for reasons that (a) Spanish literacy authorities recognized it as an
impressive poem written in Spanish by a Filipino, and (b) it was the foremost
literary piece to display the nationalistic belief that Filipinos were the fair of “hope
of the fatherland”.
TO THE PHILIPPINE YOUTH

Jose P. Rizal
Hold high the brow serene,

O youth, where now you stand;
Let the bright sheen
Of your grace be seen,
Fair hope of my fatherland!
Come now, thou genius grand,
And bring down inspiration;
With thy mighty hand,
Swifter than the wind's violation,
Raise the eager mind to higher station.
Come down with pleasing light

Of art and science to the fight,
O youth, and there untie
The chains that heavy lie,
Your spirit free to blight.
See how in flaming zone
Amid the shadows thrown,
The Spaniard'a holy hand
A crown's resplendent band
Proffers to this Indian land.
Thou, who now wouldst rise

On wings of rich emprise,
Seeking from Olympian skies
Songs of sweetest strain,
Softer than ambrosial rain;
Thou, whose voice divine
Rivals Philomel's refrain
And with varied line
Through the night benign
Frees mortality from pain;
Thou, who by sharp strife

Wakest thy mind to life;
And the memory bright
Of thy genius' light
Makest immortal in its strength;
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And thou, in accents clear

Of Phoebus, to Apelles dear;
Or by the brush's magic art
Takest from nature's store a part,
To fig it on the simple canvas' length;
Go forth, and then the sacred fire

Of thy genius to the laurel may aspire;
To spread around the fame,
And in victory acclaim,
Through wider spheres the human name.
Day, O happy day,

Fair Filipinas, for thy land!
So bless the Power to-day
That places in thy way
This favor and this fortune grand!
READING ASSIGNMENT 5: MY LAST FAREWELL (Mi Ultimo Adios, December 1896)
This untitled poem is considered the most celebrated poem by national

hero. Rizal’s friend, Mariano Ponce, was the once who titled the poem “Mi Ulitmo
Pensamiento” (My Last Though). Later, the poem was referred to as “My Last
Farewell” (Mi Ulitmo Adios).
“Mi Ultimo Adios,” a brilliant creation, was assumed to be written the night
before Jose Rizal’s execution on December 30, 1896. As the dear visitors were
leaving, Jose handed over to his sister Trinidad an alcohol cooking stove, a gift
from the Pardo de Taveras, whispering to her in a language, which the guards
could not comprehend, “There is something in it”. That something was Rizal’s
unsigned, undated, and untitled poem consisting of 14 five-line stanzas. The Rizal
family reproduced and distributed copies of it and sent copies to the hero’s
friends in the country and abroad.
Widely regarded as the most patriotic poem in the world, it has been
translated into at least 38 languages. The Poem reflects the hero’s adoration to
and patriotism for his country. The poem requests Filipinos to pray for others who
also have died and suffered for the country. It begged the Filipino people to
never lose hope and faith in the Lord God. Forceful words were used to inspire
them not to be discouraged by the oppressions of the Spaniards.
At the last part of the poem, Jose Rizal mentioned his “sweet stranger” as
his friend and joy. This implied his farewell to his beloved “dulce estranjera”
Josephine Bracken. Lately, a song based on the poem “Mi Ultimo Adios” was
composed by contemporary artist Joey Ayala.
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LAST FAREWELL
Jose P. Rizal
Farewell, dear Fatherland, clime of the sun caress'd

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

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

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

My dreams, when the hopes of youth beat high,
Were to see thy lov'd face, O gem of the Orient sea
From gloom and grief, from care and sorrow free;
No blush on thy brow, no tear in thine eye.
Dream of my life, my living and burning desire,
All hail! cries the soul that is now to take flight;
All hail! And sweet it is for thee to expire;
To die for thy sake, that thou mayst aspire;
And sleep in thy bosom eternity's long night.
If over my grave someday thou seest grow,

In the grassy sod, a humble flower,
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb below
The touch of thy tenderness, thy breath's warm power.
Let the moon beam over me soft and serene,

Let the dawn shed over me its radiant flashes,
Let the wind with sad lament over me keen;
And if on my cross a bird should be seen,
Let it trill there its hymn of peace to my ashes.
Let the sun draw the vapors up to the sky,
And heavenward in purity bear my tardy protest
Let some kind soul o 'er my untimely fate sigh,
And in the still evening a prayer be lifted on high
From thee, 0 my country, that in God I may rest.
Pray for all those that hapless have died,

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

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

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

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

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

Friends of my childhood in the home dispossessed!
Give thanks that I rest from the wearisome day!
Farewell to thee, too, sweet friend that lightened my way;
Beloved creatures all, farewell! In death there is rest!
ACTIVITY 5: POEM ANALYSIS
A. Haiku
Instruction: Write a haiku (a three-line poem: 5-syllables, then 7, then 5) in relation
with the poem of Rizal entitled ‘Sa aking mga Kabata’
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B. Poem composition
Instruction: Compose your own version of the poem ‘Education gives luster to
motherland’. It should compose of two (2) stanzas of four (4) lines each stanza.
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C. Talent showdown: An output for the poem entitled: “To the Filipino Youth”
Instruction: Take a video of your talent. It should be 2-3 minutes presentation and
send it to the messenger.
Rubric: Talent/Performance- (50%)
Originality (25%)
Creativity/Performance (25%)
D. Story Strategy: In relation with the poem: My retreat

Instruction: Give your own version of your ‘tempest’ in life as Rizal did experience.
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______________________________________________________________________________
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E. My own version of ‘Mi Ultimo Adios’

Instruction: Considering the two voices of the poem “My Last Farewell”, make
your own ‘voice’ to the persons whom you would offer an open letter.
First voice: Voice of the patriot: who gladly offered his life to his country
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Second voice:
a. Dutiful son/daughter
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b. understanding brother/sister
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c. ardent lover
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d. faithful fried
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LESSON 4: Exile, Trial, and Death
OBJECTIVES:
1. Analyze the factors that led to Rizal’s execution.
2. Describe and analyze the effects of Rizal’s execution on Spanish colonial
rule and the Philippine Revolution.
Activity 6: Drawing for Understanding
Illustrate an abstract concept or idea in Rizal’s exile, trial & death
Today in Philippine History, December 6, 1896, the trial of Dr. Jose Rizal by
a Spanish military court for sedition, rebellion and conspiracy, began on
December 6, 1896, the trial of Dr. Jose Rizal by a Spanish military court for
sedition, rebellion and conspiracy, began. This leads to his execution and
martyrdom.
Rizal, who was imprisoned first in Barcelona and later in Fort Santiago, was
implicated in the revolution which was launched in August 1896 by the
Katipunan led by Andres Bonifacio, whose aim was to liberate the country from
Spanish colonization.
At the time of his arrest, Rizal was supposed to leave for Cuba after he
was allowed by Spanish Governor-General Ramon Blanco, who was sympathetic
to him, to serve as a military surgeon in Cuba, where there was also a revolution
against Spain.
Before he left from his exile in Dapitan for Manila and then for Spain, Rizal
had issued a manifesto disavowing the revolution and declaring that the
education of Filipinos and their achievement of a national identity were
prerequisites to freedom.
Rizal was arrested while in route to Spain, imprisoned in Barcelona and

sent back later to Manila to stand trial. He was charged with being a traitor to
Spain and the mastermind of the revolution. He pleaded his innocence but he
was still convicted on all three charges of rebellion, sedition and conspiracy and
sentenced to death.
Earlier, Rizal was already considered as an enemy of the state by the

Spanish authorities with the publication of his two great novels Noli Me Tangere
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and El Filibusterismo. Thus, Rizal was executed on December 30, 1896 in

Bagumbayan (Luneta), which has been renamed Rizal Park in his memory.
“The Trial and Execution of Dr. Jose Rizal”
Martyrs are rare stars in the vast firmament of humanity. Every Instance of
martyrdom is distinct in magnitude and direction. Indeed, martyrs are the
meteors of history, they flash across the sky and light the world and in the
process consume themselves. They are the person who is put to death or made
suffer greatly or other beliefs because of religion. Other elements of martyrdom
are usefulness of life and dedication to a high purpose.
Rizal’s death was an emotional event in our history as it produced A

“martyr” and resulted in some form of social change or transformation in our
lives as a people. Rizal was put to death for “subversion” by the dominant
political forces. He presented a sector of society which had begun to trouble
and therefore constituted a real Threat to the existing social order.
“ The Trial of Dr. Jose Rizal”
The Spanish colonial government accused Rizal of three crimes:

a. The founding of La Liga Filipina, an “illegal organization” whose single aim
was to “Perpetrate the crime of rebellion”.
b. Rebellion which he promoted through his previous activities.
c. Illegal association
The penalty for those accusation is life imprisonment to death and correctional
imprisonment and a charge of 325 to 3,250 Pesetas.
The prosecution drew information from the dossier on Rizal which Detailed his”
subversive activities” some of which are the following:
1. The writing and publication of “Noli me Tangere”, the Annotations to
Morga’s History of the Philippines, “El Filibusterismo”, and the various
articles which criticized the friars and suggested their expulsion in order to
win independence.
2. The El Filibusterismo was dedicated to the three martyr priests who were
executed as traitors to the Fatherland in 1872 because they were the
moving spirit of the uprising of that year.
3. The establishment of masonic lodges which became the propaganda
and fund raising center to support subversive activities and the
establishment of centers in Madrid ,Hongkong and Manila to propagate
his ideas.
After finishing as much evidence as possible on November 20, 1896 the

preliminary on Rizal began. During the five-day investigation, Rizal was informed
of the charges against him before Judge advocate Colonel Francisco Olive.
Two kinds of Evidences Endorsed By Colonel Olive to Governor
Ramon Blanco:
1. Documentary: fifteen exhibits

2. Testimonial: Provide by Martin Constantino, Aguedo del Rosario, Jose
Reyes, Moises Salvador, Jose Dizon,Domingo Franco, Deodato
Arellano, Pio Valenzuela , Antonio Salazar, Francisco Quison, and
Timoteo Paez. The Judge Rafael Dominguez advocate assigned with the
task of deciding what corresponding action should be done. After a brief
Review transmitted the records to Don Nicolas de la Pena.
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Pena’s recommendations were as follows:
1. Rizal must be immediately sent to trial.

2. He must be held in prison under necessary security
3. His properties must be issued with order of attachment and
3. as indemnity, Rizal had to pay one million pesos instead of a civilian
lawyer, only an army officer is allowed to defend Rizal.
The lawyer of Rizal is Lt. Luis Taviel de Andrade Brother of Lt. Jose Traviel de
Andrade who worked as Rizal’s personal body guard in Calamba in 1887. In the
presence of his Spanish Counsel on December 11, 1896, charges against Rizal
were read in the presence of his Spanish counsel. When they asked regarding
his sentiments or reaction on the charges, Rizal replied that in his defense.
Rizal does not question the jurisdiction of the court. He has nothing to
amend except that during his exile in Dapitan in 1892, he had not dealt in
political matters, He has nothing to admit on the charges against him and had
nothing to admit on the declarations of the witnesses, he had not met nor new,
against him.
The Execution of Dr.Jose Rizal
Despite all valid pleadings the military court, vindictive as it was

unanimous voted for the sentence of death. Polavieja affirmed The decision of
the court martial and ordered to be shot at 7:00 in the morning of December 30
1896 at Bagumbayan field.Rizal was heavily guarded and was accompanied by
the Jesuits as he walked from Fort Santiago to Bagumbayan. He wore a black
woolen suit and a derby hat and his arms were tied behind him.
During the walked, he recalled his youth and his student days. At the
Ateneo. and in Bagumbayan itself, the Spanish troops held Back the crowd while
the artillery group stood on alert to prevent any attempt to rescue Rizal. His
brother Paciano who had joined the Revolution forces was said to have
discouraged groups who might want to save Rizal since they would not be able
to match Spanish Firepower. The captain in charge of the execution instructed
Rizal were to position himself, to turn his back against the squad and the
Face the sea.
However, Rizal requested to face the firing squad, as such position
instructed was only taken by traitors and he was not one of them. The captain
could not do anything for he was only following orders. Hence, failing to have his
request granted, he asked to be shot at the back instead of the head so that he
may, at the end, turn his head and body sidewise and fall with his face upward.
The captain agreed, he also asked if he would like to kneel but Rizal refused nor
did he agree to be blindfolded. A Jesuit priest now came running and
Asked Rizal to kiss the crucifix that he held. Rizal turned his back on the crucifix
and thus, against the firing squad. He was ready for the execution.
Dr. Jose Rizal last day and his execution
Rizal spent his 24 hours in his death cell where he received members of his
family and writes his letter, the first one to his “second brother” Ferdinand
Blumentritt. He gave his sisters, Trinidad and old petroleum lamp and whispered
to her in English that there is something inside. The lamp. Thus is Rizal’s famous
Farewell poem. “Ultimo Adios”, (Last Farewell” was found.
Rizal was said to have married his Irish girlfriend according to Catholic rites
in the very last hours of his life, after living with her for some time in Dapitan. They
were previously married civilly. On the morning of December 30,1896. Rizal set on
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his walk from Fort Santiago to the Bagumbayan square, the same place where
the three priest had been killed in 1872, now Luneta Park, in the center of Manila
at 6:30 O’clock. And when the time to march to Bagumbayan Rizal he was
ready to face his ultimate death came, he was seen as a man of peace and
bravery. At exactly 7:03 am RIZAL shouted “Consummatum Est” before the shot
run out. The hero’s life ended. In the background could be heard, “Viva Espna!
Death to traitors!
Rizal’s Family was not able to take old of his body. The military had secretly
buried the body of Rizal at the Paco cemetery. Her sister Narcisa looked for the
cadaver everywhere but could not find it. She passed by the unused Paco
cemetery and saw through the open gate some civil guards. Finding this
uncommon, she entered the cemetery and searched the place. She saw a
grave with freshly turned earth and knew at once his was her brother’s body.
With a little money,she asked the gravedigger to place a plaque on it with her
brother’s initial reverse.That is R.P.J. for Protacio Jose.That afternoon the books,
letter, and alcohol burner were delivered
To Rizal’s family. At the base of the alcohol burner they found Rizal’s last
masterpiece the MI ULTIMO ADIOS. The copies were given to each family
member and some are to the Cavite insurgents. After the Americans had taken
Manila, Narcisa requested the new government to grant her permission to
exhume the body of his brother.
They found out that the body was never placed in a coffin, nor even
wrapped by anything. Rizal’s family had possession of the body the remains were
instituted at the base of the Rizal monument which was erected at the center of
the Luneta.
ACTIVITY 7: Essay: Answer the questions substantially. Consider focus &

understanding (10pts) Organization (10pts)
1. PROVE that Rizal was the product of his time.

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______________________________________________________________________________
2. Which qualities of Rizal are worthy of emulation? How can the acquisition and
development of these qualities help our nation?
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
UNIT 3: ASSESSMENT
Film viewing: Choose between the two films which you would prefer to watch.
After watching, answer the activity given.
Option 1: Jose Rizal, GMA Films, Directed by Marilou Diaz Abaya
Option 2: Rizal sa Dapitan, Directed by Tikoy Aguiluz
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ACTIVITY 8: Make a reflection paper about the film.
Guide question: Describe the life of Jose Rizal as represented in the film.
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UNIT IV: SELECTED WRITINGS AND THEIR IMPACT ON TODAY’S SOCIETY
LESSON 1: ANNOTATION OF ANTONIO MORGA’S SUCESSOS DE LAS ISLAS FILIPINAS
Objectives:
1. Analyze Rizal’s ideas on how to rewrite Philippine history

2. Compare and contrast Jose Rizal and Antonio Morga’s different views about
Filipinos and Philippine culture
Rizal’s Annotation of the Book
In 1888-1889, Rizal largely spent his many months of stay in London at the
British Museum researching from its Filipiniana Collection, loking for Morgas book
that was recommended by his friend Dr. Ferdinand Blumentritt, a knowledgeable
Filipiniologist. Even then, this history of the had the impressions among many
scholars of having the most honest description of the Philippine situation as
regards the era covered.
Rizal, having no copying technology present during those times, he had to

carefully hand-copy the whole 351 pages of Morga’s work. In 1889 Rizal left
London for Paris and continue to work for the Sucesos until it was published in
1890.
Meticulously, Rizal annotated every chapter of the Sucesos, commenting

even on Morga’s typographical errors like for instance the culinary of the ancient
Filipinos which according to Mogra “Filipinos prefer to eat salted fish which
begins to decompose and stinking”. The fish that Morga described does not
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taste better when it is beginning to rot; all on the contrary: it is “Bagoong”. Rizal
also mentioned in his annotation about the system of writings, advance
knowledge of metallurgy and a ship building industry of the early Filipino natives.
The first critic of Rizal’s work, was his friend Blumentritt. In his introduction for
the book, he cited hindsight and anticlericalism as fatal defects in a purely
scholarly work. Rizal used history as a propaganda weapon. It was deemed too
much propaganda for his historians and too historical for propagandist. By
recreating the proud pre-Hispanic civilization, Rizal’s Morga had set the tone for
Philippine historiography and Filipino Identity. (Ariola, 2018).
The Preface
Austin Craig, an early biographer of Rizal translated into English the
preface of Rizal’s translation of Morga’s Sucesos de las Islas Filipinas.
To the Filipinos: In Noli Me Tangere I started to sketch the present state of
our native land. But the effect which my effort produced made me realize that,
before attempting to unroll before your eyes the other pictures which were to
follow, it was necessary first to post you on the past. So only can you fairly judge
the present and estimate how much progress has been made during the three
centuries (of Spanish rule).
Like almost all of you, I was born and brought up in ignorance of our
country's past and so, without knowledge or authority to speak of what I neither
saw nor have studied, I deem it necessary to quote the testimony of an illustrious
Spaniard who in the beginning of the new era controlled the destinies of the
Philippines and had personal knowledge of our ancient nationality in its last days.
It is then the shade of our ancestor's civilization which the author will call
before you. If the work serves to awaken in you a consciousness of our past, and
to blot from your memory or to rectify what has been falsified or is calumny, then
I shall not have labored in vain. With this preparation, slight though it be, we can
all pass to the study of the future (General History, 2012).
The Value of Rizal’s Annotation
The value of Rizal’s annotation of Sucesos is immense as through the work

he provided especially the Filipino readers with rich annotative footnotes
concerning Philippine culture and society, coupled with complete scholarly
referenced resources and full citations. Most especially, through this work, Rizal
had proved and showed that the Philippines was an advanced civilization prior
to the coming for the Spaniards.
The significant of Rizal’s noble purpose is working on Morga’s book s

prophetically encapsulated in some of his statements in his preface: “if the book
succeeds to awaken your consciousness of our past, already effaced from your
memory, and to rectify what has been falsified and slandered, then I have not
worked in vain, and with this as a basis, however small it may be, we shall be
able to study the future” (Mañebog et al., 2018).
READING ASSIGNMENT: Read the excerpt of Antonio Morga’s Sucessos de las

Islas Filipinas. After reading answer the questions cited below.
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DR. JOSE RIZAL'S ANNOTATIONS TO MORGA'S 1609 PHILIPPINE HISTORY

Translated by Austin Craig
Governor Antonio de Morga was not only the first to write but also the first
to publish a Philippine history. This statement has regard to the concise and
concrete form in which our author has treated the matter. Father Chirino's work,
printed at Rome in 1604, is rather a chronicle of the Missions than a history of the
Philippines; still it contains a great deal of valuable material on usages and
customs. The worthy Jesuit in fact admits that he abandoned writing a political
history because Morga had already done so, so one must infer that he had seen
the work in manuscript before leaving the Islands.
1. By the Christian religion, Doctor Morga appears to mean the Roman

Catholic which by fire and sword he would preserve in its purity in the
Philippines. Nevertheless, in other lands, notably in Flanders, these means
were ineffective to keep the church unchanged, or to maintain its
supremacy, or even to hold its subjects.
2. Great kingdoms were indeed discovered and conquered in the remote

and unknown parts of the world by Spanish ships but to the Spaniards who
sailed in them we may add Portuguese, Italians, French, Greeks, and even
Africans and Polynesians. The expeditions captained by Columbus and
Magellan, one a Genoese Italian and the other a Portuguese, as well as
those that came after them, although Spanish fleets, still were manned by
many nationalities and in them went negroes, Moluccans, and even men
from the Philippines and the Marianes Islands.
3. Three centuries ago it was the custom to write as intolerantly as Morga

does, but nowadays it would be called a bit presumptuous. No one has a
monopoly of the true God nor is there any nation or religion that can
claim, or at any rate prove, that to it has been given the exclusive right to
the Creator of all things or sole knowledge of His real being.
4. The conversions by the Spaniards were not as general as their historians

claim. The missionaries only succeeded in converting a part of the people
of the Philippines. Still there are Mahometans, the Moros, in the southern
islands, and negritos, igorots and other heathens yet occupy the greater
part territorially of the archipelago. Then the islands which the Spaniards
early held but soon lost are non-Christian-Formosa, Borneo, and the
Moluccas. And if there are Christians in the Carolines, that is due to
Protestants, whom neither the Roman Catholics of Morga's day nor many
Catholics in our own day consider Christians.
5. It is not the fact that the Filipinos were unprotected before the coming of
the Spaniards. Morga himself says, further on in telling of the pirate raids
from the south, that previous to the Spanish domination the islands had
arms and defended themselves. But after the natives were disarmed the
pirates pillaged them with impunity, coming at times when they were
unprotected by the government, which was the reason for many of the
insurrections.
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6. The civilization of the Pre-Spanish Filipinos in regard to the duties of life for
that age was well advanced, as the Morga history shows in its eighth
chapter.
7. The islands came under Spanish sovereignty and control through

compacts, treaties of friendship and alliances for reciprocity. By virtue of
the last arrangement, according to some historians, Magellan lost his life
on Mactan and the soldiers of Legaspi fought under the banner of King
Tupas of Cebu.
8. The term "conquest" is admissible but for a part of the islands and then
only in its broadest sense. Cebu, Panay, Luzon Mindoro and some others
cannot be said to have been conquered.
9. The discovery, conquest and conversion cost Spanish blood but still more
Filipino blood. It will be seen later on in Morga that with the Spaniards and
on behalf of Spain there were always more Filipinos fighting than
Spaniards.
10. Morga shows that the ancient Filipinos had army and navy with artillery
and other implements of warfare. Their prized krises and kampilans for their
magnificent temper are worthy of admiration and some of them are richly
damascened. Their coats of mail and helmets, of which there are
specimens in various European museums, attest their great advancement
in this industry.
11. Morga's expression that the Spaniards "brought war to the gates of the
Filipinos" is in marked contrast with the word used by subsequent historians
whenever recording Spain's possessing herself of a province, that she
pacified it. Perhaps "to make peace" then meant the same as "to stir up
war." (This is a veiled allusion to the old Latin saying of Romans, often
quoted by Spaniard's, that they made a desert, calling it making peace.
12. Magellan's transferring from the service of his own king to employment
under the King of Spain, according to historic documents, was because
the Portuguese King had refused to grant him the raise in salary which he
asked.
13. Now it is known that Magellan was mistaken when he represented to the
King of Spain that the Molucca Islands were within the limits assigned by
the Pope to the Spaniards. But through this error and the inaccuracy of
the nautical instruments of that time, the Philippines did not fall into the
hands of the Portuguese.
14. Cebu, which Morga calls "The City of the Most Holy Name of Jesus," was at
first called "The village of San Miguel."
15. The image of the Holy Child of Cebu, which many religious writers
believed was brought to Cebu by the angels, was in fact given by the
worthy Italian chronicler of Magellan's expedition, the Chevalier Pigafetta,
to the Cebuan queen.
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16. Cover of Morga's 1609 Philippine HistoryThe expedition of Villalobos,

intermediate between Magellan's and Legaspi's, gave the name
"Philipina" to one of the southern islands, Tendaya, now perhaps Leyte,
and this name later was extended to the whole archipelago.
17. Of the native Manila rulers at the coming of the Spaniards, Raja Soliman
was called "Rahang mura", or young king, in distinction from the old king,
"Rahang matanda". Historians have confused these personages. The
native fort at the mouth of the Pasig river, which Morga speaks of as
equipped with brass lantakas and artillery of larger caliber, had its
ramparts reenforced with thick hardwood posts such as the Tagalogs
used for their houses and called "harigues", or "haligui".
18. Morga has evidently confused the pacific coming of Legaspi with the
attack of Goiti and Salcedo, as to date. According to other historians it
was in 1570 that Manila was burned, and with it a great plant for
manufacturing artillery. Goiti did not take posession of the city but
withdrew to Cavite and afterwards to Panay, which makes one suspicious
of his alleged victory. As to the day of the date, the Spaniards then,
having come following the course of the sun, were some sixteen hours
later than Europe. This condition continued till the end of the year 1844,
when the 31st of December was by special arrangement among the
authorities dropped from the calendar for that year. Accordingly, Legaspi
did not arrive in Manila on the 19th but on the 20th of May and
consequently it was not on the festival of Santa Potenciana but on San
Baudelio's day. The same mistake was made with reference to the other
early events still wrongly commemorated, like San Andres' day for the
repulse of the Chinese corsair Li Ma-hong.
19. Though not mentioned by Morga, the Cebuans aided the Spaniards in
their expedition against Manila, for which reason they were long
exempted from tribute.
20. The southern islands, the Bisayas, were also called "The land of the Painted
People (or Pintados, in Spanish)" because the natives had their bodies
decorated with tracings made with fire, somewhat like tattooing.
21. The Spaniards retained the native name for the new capital of the
archipelago, a little changed, however, for the Tagalogs had called their
city "Maynila."
22. When Morga says that the lands were "entrusted" (given as encomiendas)
to those who had "pacified" them, he means "divided up among." The
word "en trust," like "pacify," later came to have a sort of ironical
signification. To entrust a province was then as if it were said that it was
turned over to sack, abandoned to the cruelty and covetousness of the
encomendero, to judge from the way this gentry misbehaved.
23. Legaspi's grandson, Salcedo, called the Hernando Cortez of the

Philippines, was the "conqueror's" intelligent right arm and the hero of the
"conquest." His honesty and fine qualities, talent and personal bravery, all
won the admiration of the Filipinos. Because of him they yielded to their
enemies, making peace and friendship with the Spaniards. He it was who
saved Manila from Li Ma-hong. He died at the early age of twenty-seven
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and is the only encomendero recorded to have left the great part of his
possessions to the Indians of his encomienda. Vigan was his encomienda
and the Ilokanos there were his heirs.
24. The expedition which followed the Chinese corsair Li Ma-hong, after his
unsuccessful attack upon Manila, to Pangasinan province, with the
Spaniards of whom Morga tells, had in it 1,500 friendly Indians from Cebu,
Bohol, Leyte and Panay, besides the many others serving as laborers and
crews of the ships. Former Raja Lakandola, of Tondo, with his sons and his
kinsmen went, too, with 200 more Bisayans and they were joined by other
Filipinos in Pangasinan.
25. If discovery and occupation justify annexation, then Borneo ought to

belong to Spain. In the Spanish expedition to replace on its throne a Sirela
or Malaela, as he is variously called, who had been driven out by his
brother, more than fifteen hundred Filipino bowmen from the provinces of
Pangasinan, Kagayan, and the Bisayas participated.
26. It is notable how strictly the earlier Spanish governors were held to
account. Some stayed in Manila as prisoners, one, Governor Corcuera,
passing five years with Fort Santiago as his prison.
27. In the fruitless expedition against the Portuguese in the island of Ternate, in
the Molucca group, which was abandoned because of the prevalence
of beriberi among the troops, there went 1,500 Filipino soldiers from the
more warlike provinces, principally Kagayans and Pampangans.
28. The "pacification" of Kagayan was accomplished by taking advantage of

the jealousies among its people, particularly the rivalry between two
brothers who were chiefs. An early historian asserts that without this
fortunate circumstance, for the Spaniards, it would have been impossible
to subjugate them.
29. Captain Gabriel de Rivera, a Spanish commander who had gained fame
in a raid on Borneo and the Malacca coast, was the first envoy from the
Philippines to take up with the King of Spain the needs of the archipelago.
30. The early conspiracy of the Manila and Pampangan former chiefs was
revealed to the Spaniards by a Filipina, the wife of a soldier, and many
concerned lost their lives.
31. The artillery cast for the new stone fort in Manila, says Morga, was by the
hand of an ancient Filipino. That is, he knew how to cast cannon even
before the coming of the Spaniards, hence he was distinguished as
4"ancient." In this difficult art of ironworking, as in so many others, the
modern or present-day Filipinos are not so far advanced as were their
ancestors.
32. When the English freeboother Cavendish captured the Mexican galleon
Santa Ana, with 122,000 gold pesos, a great quantity of rich textiles-silks,
satins and damask, musk perfume, and stores of provisions, he took 150
prisoners. All these because of their brave defense were put ashore with
ample supplies, except two Japanese lads, three Filipinos, a Portuguese
and a skilled Spanish pilot whom he kept as guides in his further voyaging.
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33. From the earliset Spanish days ships were built in the islands, which might
be considered evidence of native culture. Nowadays this industry is
reduced to small craft, scows and coasters.
34. The Jesuit, Father Alonso Sanchez, who visited the papal court at Rome
and the Spanish King at Madrid, had a mission much like that of deputies
now, but of even greater importance since he came to be a sort of
counsellor or representative to the absolute monarch of that epoch. One
wonders why the Philippines could have a representative then but may
not have one now.
35. In the time of Governor Gomez Perez Dasmarinias, Manila was guarded
against further damage such as was suffered from Li Ma-hong by the
construction of a massive stone wall around it. This was accomplished
"without expense to the royal treasury." The same governor, in like manner,
also fortified the point at the entrance to the river where had been the
ancient native fort of wood, and he gave it the name Fort Santiago.
36. The early cathedral of wood which was burned through carelessness at
the time of the funeral of Governor Dasmarifias' predecessor, Governor
Ronquillo, was made, according to the Jesuit historian Chirino, with
hardwood pillars around which two men could not reach, and in harmony
with this massiveness was all the woodwork above and below. It may be
surmised from this how hard workers were the Filipinos of that time.
37. A stone house for the bishop was built before starting on the governor-
general's residence. This precedence is interesting for those who uphold
the civil power. Morga's mention of the scant output of large artillery from
the Manila cannon works because of lack of master foundrymen shows
that after the death of the Filipino Panday Pira there were not Spaniards
skilled enough to take his place, nor were his sons as expert as he.
38. It is worthy of note that China, Japan and Cambodia at this time
maintained relations with the Philippines. But in our day it has been more
than a century since the natives of the latter two countries have come
here. The causes which ended the relationship may be found in the
interference by the religious orders with the institutions of those lands.
39. For Governor Dasmarinas' expedition to conquer Ternate, in the Moluccan

group, two Jesuits there gave secret information. In his 200 ships, besides
900 Spaniards, there must have been Filipinos for one chronicler speaks of
Indians, as the Spaniards called the natives of the Philippines, who lost
their lives and others who were made captives when the Chinese rowers
mutinied. It was the custom then always to have a thousand or more
native bowmen and besides the crew were almost all Filipinos, for the
most part Bisayans.
40. The historian Argensola, in telling of four special galleys for Dasmarinas'
expedition, says that they were manned by an expedient which was
generally considered rather harsh. It was ordered that there be bought
enough of the Indians who were slaves of the former Indian chiefs, or
principales, to form these crews, and the price, that which had been
customary in pre-Spanish times, was to be advanced by the
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encomenderos who later would be reimbursed from the royal treasury. In

spite of this promised compensation, the measures still seemed severe
since those Filipinos were not correct in calling their dependents slaves.
The masters treated these, and loved them, like sons rather, for they
seated them at their own tables an gave them their own daughters in
marriage.
41. Morga says that the 250 Chinese oarsmen who manned Governor
Dasmariias' swift galley were under pay and had the special favor of not
being chained to their benches. According to him it was covetousness of
the wealth aboard that led them to revolt and kill the governor. But the
historian Gaspar de San Agustin states that the reason for the revolt was
the governor's abusive language and his threatening the rowers. Both
these authors' allegations may have contributed, but more important was
the fact that there was no law to compel these Chinamen to row in the
galleys. They had come to Manila to engage in commerce or to work in
trades or to follow professions. Still the incident contradicts the reputation
for enduring everything which they have had. The Filipinos have been
much more long-suffering than the Chinese since, in spite of having been
obliged to row on more than one occasion, they never mutinied.
42. It is difficult to excuse the missionaries' disregard of the laws of nations and
the usages of honorable politics in their interference in Cambodia on the
ground that it was to spread the Faith. Religion had a broad field awaiting
it then in the Philippines where more than nine-tenths of the natives were
infidels. That even now there are to be found here so many tribes and
settlements of non-Christians takes away much of the prestige of that
religious zeal which in the easy life in towns of wealth, liberal and fond of
display, grows lethargic. Truth is that the ancient activity was scarcely for
the Faith alone, because the missionaries had to go to islands rich in
spices and gold though there were at hand Mahometans and Jews in
Spain and Africa, Indians by the million in the Americas, and more millions
of protestants, schismatics and heretics peopled, and still people, over six-
sevenths of Europe. All of these doubtless would have accepted the Light
and the true religion if the friars, under pretext of preaching to them, had
not abused their hospitality and if behind the name Religion had not
lurked the unnamed Domination.
43. In the attempt made by Rodriguez de Figueroa to conquer Mindanao

according to his contract with the King of Spain, there was fighting along
the Rio Grande with the people called the Buhahayenes. Their general,
according to Argensola, was the celebrated Silonga, later distinguished
for many deeds in raids on the Bisayas and adjacent islands. Chirino
relates an anecdote of his coolness under fire once during a truce for a
marriage among Mindanao "principalia." Young Spaniards out of bravado
fired at his feet but he passed on as if unconscious of the bullets.
44. Argensola has preserved the name of the Filipino who killed Rodriguez de
Figueroa. It was Ubal. Two days previously he had given a banquet,
slaying for it a beef animal of his own, and then made the promise which
he kept, to do away with the leader of the Spanish invaders. A Jesuit
writer calls him a traitor though the justification for that term of reproach is
not apparent. The Buhahayen people were in their own country, and had
neither offended nor declared war upon the Spaniards. They had to
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defend their homes against a powerful invader, with superior forces, many
of whom were, by reason of their armor, invulnerable so far as rude
Indians were concerned. Yet these same Indians were defenceless
against the balls from their muskets. By the Jesuit's line of reasoning, the
heroic Spanish peasantry in their war for independence would have been
a people even more treacherous. It was not Ubal's fault that he was not
seen and, as it was wartime, it would have been the height of folly, in view
of the immense disparity of arms, to have first called out to this
preoccupied opponent,and then been killed himself.
45. The muskets used by the Buhahayens were probably some that had
belonged to Figueroa's soldiers who had died in battle. Though the
Philippines had lantakas and other artillery, muskets were unknown till the
Spaniards came.
46. That the Spaniards used the word "discover" very carelessly may be seen
from an admiral's turning in a report of his "discovery" of the Solomon
islands though he noted that the islands had been discovered before.
47. Death has always been the first sign of European civilization on its
introduction in the Pacific Ocean. God grant that it may not be the last,
though to judge by statistics the civilized islands are losing their
populations at a terrible rate. Magellan himself inaugurated his arrival in
the Marianes islands by burning more than forty houses, many small craft
and seven people because one of his boats had been stolen. Yet to the
simple savages the act had nothing wrong in it but was done with the
same naturalness that civilized people hunt, fish, and subjugate people
that are weak or ill-armed.
48. The Spanish historians of the Philippines never overlook any opportunity,
be it suspicion or accident, that may be twisted into something
unfavorable to the Filipinos. They seem to forget that in almost every case
the reason for the rupture has been some act of those who were
pretending to civilize helpless peoples by force of arms and at the cost of
their native land. What would these same writers have said if the crimes
committed by the Spaniards, the Portuguese and the Dutch in their
colonies had been committed by the islanders?
49. The Japanese were not in error when they suspected the Spanish and
Portuguese religious propaganda to have political motives back of the
missionary activities. Witness the Moluccas where Spanish missionaries
served as spies; Cambodia, which it was sought to conquer under cloak
of converting; and many other nations, among them the Filipinos, where
the sacrament of baptism made of the inhabitants not only subjects of the
King of Spain but also slaves of the encomenderos, and as well slaves of
the churches and convents. What would Japan have been now had not
its emperors uprooted catholicism? A missionary record of 1625 sets forth
that the King of Spain had arranged with certain members of Philippine
religious orders that, under guise of preaching the faith and making
Christians, they should win over the Japanese and oblige them to make
themselves of the Spanish party, and finally it told of a plan whereby the
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King of Spain should become also King of Japan. In corroboration of this

may be cited the claims that Japan fell within the Pope's demarcation
lines for Spanish expansion and so there was complaint of missionaries
other than Spanish there. Therefore, it was not for religion that they were
converting the infidels!
50. The raid by Datus Sali and Silonga of Mindanao, in 1599 with 50 sailing
vessels and 3,000 warriors, against the capital of Panay, is the first act of
piracy by the inhabitants of the South which is recorded in Philippine
history. I say "by the inhabitants of the South" because earlier there had
been other acts of piracy, the earliest being that of Magellan's expedition
when it seized the shipping of friendly islands and even of those whom
they did not know, extorting for them heavy ransoms. It will be
remembered that these Moro piracies continued for more than two
centuries, during which the indomitable sons of the South made captives
and carried fire and sword not only in neighboring islands but into Manila
Bay to Malate, to the very gates of the capital, and not once a year
merely but at times repeating their raids five and six times in a single
season. Yet the government was unable to repel them or to defend the
people whom it had disarmed and left without protection. Estimating that
the cost to the islands was but 800 victims a year, still the total would be
more than 200,000 persons sold into slavery or killed, all sacrificed together
with so many other things to the prestige of that empty title, Spanish
sovereignty.
51. Still the Spaniards say that the Filipinos have contributed nothing to Mother
Spain, and that it is the islands which owe everything. It may be so, but
what about the enormous sum of gold which was taken from the islands in
the early years of Spanish rule, of the tributes collected by the
encomenderos, of the nine million dollars yearly collected to pay the
military, expenses of the employees, diplomatic agents, corporations and
the like, charged to the Philippines, with salaries paid out of the Philippine
treasury not only for those who come to the Philippines but also for those
who leave, to some who never have been and never will be in the islands,
as well as to others who have nothing to do with them. Yet all of this is as
nothing in comparison with so many captives gone, such a great number
of soldiers killed in expeditions, islands depopulated, their inhabitants sold
as slaves by the Spaniards themselves, the death of industry, the
demoralization of the Filipinos, and so forth, and so forth. Enormous indeed
would the benefits which that sacred civilization brought to the
archipelago have to be in order to counterbalance so heavy a-cost.
52. While Japan was preparing to invade the Philippines, these islands were
sending expeditions to Tonquin and Cambodia, leaving the homeland
helpless even against the undisciplined hordes from the South, so
obsessed were the Spaniards with the idea of making conquests.
53. In the alleged victory of Morga over the Dutch ships, the latter found upon
the bodies of five Spaniards, who lost their lives in that combat, little silver
boxes filled with prayers and invocations to the saints. Here would seem to
be the origin of the anting-anting of the modern tulisanes, which are also
of a religious character.
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54. In Morga's time, the Philippines exported silk to Japan whence now comes
the best quality of that merchandise.
55. Morga's views upon the failure of Governor Pedro de Acunia's ambitious
expedition against the Moros unhappily still apply for the same conditions
yet exist. For fear of uprisings and loss of Spain's sovereignty over the
islands, the inhabitants were disarmed, leaving them exposed to the
harassing of a powerful and dreaded enemy. Even now, though the use
of steam vessels has put an end to piracy from outside, the same fatal
system still is followed. The peaceful countryfolk are deprived of arms and
thus made unable to defend themselves against the bandits, or tulisanes,
which the government cannot restrain. It is an encouragemnnt to banditry
thus to make easy its getting booty.
56. Hernando de los Rios blames these Moluccan wars for the fact that at first
the Philippines were a source of expense to Spain instead of profitable in
spite of the tremendous sacrifices of the Filipinos, their practically
gratuitous labor in building and equipping the galleons, and despite, too,
the tribute, tariffs and other imposts and monopolies. These wars to gain
the Moluccas, which soon were lost forever with the little that had been so
laboriously obtained, were a heavy drain upon the Philippines. They
depopulated the country and bankrupted the treasury, with not the
slightest compensating benefit. True also is it that it was to gain the
Moluccas that Spain kept the Philippines, the desire for the rich spice
islands being one of the most powerful arguments when, because of their
expense to him, the King thought of withdrawing and abandoning them.
57. Among the Filipinos who aided the government when the Manila Chinese
revolted, Argensola says there were 4,000 Pampangans "armed after the
way of their land, with bows and arrows, short lances, shields, and broad
and long daggers." Some Spanish writers say that the Japanese volunteers
and the Filipinos showed themselves cruel in slaughtering the Chinese
refugees. This may very well have been so, considering the hatred and
rancor then existing, but those in command set the example.
58. The loss of two Mexican galleons in 1603 called forth no comment from
the religious chroniclers who were accustomed to see the avenging hand
of God in the misfortunes and accidents of their enemies. Yet there were
repeated shipwrecks of the vessels that carried from the Philippines wealth
which encomenderos had extorted from the Filipinos, using force, or
making their own laws, and, when not using these open means, cheating
by the weights and measures.
59. The Filipino chiefs who at their own expense went with the Spanish
expedition against Ternate, in the Moluccas, in 1605, were Don Guillermo
Palaot, maestro de campo, and Captains Francisco Palaot, Juan Lit, Luis
Lont, and Agustin Lont. They had with them 400 Tagalogs and
Pampangans. The leaders bore themselves bravely for Argensola writes
that in the assault on Ternate, "No officer, Spaniard or Indian, went
unscathed."
60. The Cebuans drew a pattern on the skin before starting in to tatoo. The
Bisayan usage then was the same procedure that the Japanese today
follow.
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61. Ancient traditions ascribe the origin of the Malay Filipinos to the island of
Sumatra. These traditions were almost completely lost as well as the
mythology and the genealogies of which the early historians tell, thanks to
the zeal of the missionaries in eradicating all national remembances as
heathen or idolatrous. The study of ethnology is restoring this somewhat.
62. The chiefs used to wear upper garments, usually of Indian fine gauze
according to Colin, of red color, a shade for which they had the same
fondness that the Romans had. The barbarous tribes in Mindanao still have
the same taste.
63. The "easy virtue" of the native women that historians note is not solely
attributable to the simplicity with which they obeyed their natural instincts
but much more due to a religious belief of which Father Chirino tells. It was
that in the journey after death to "Kalualhatian," the abode of the spirit,
there was a dangerous river to cross that had no bridge other than a very
narrow strip of wood over which a woman could not pass unless she had
a husband or lover to extend a hand to assist her. Furthermore, the
religious annals of the early missions are filled with countless instances
where native maidens chose death rather than sacrifice their chastity to
the threats and violence of encomenderos and Spanish soldiers. As to the
mercenary social evil, that is worldwide and there is no nation that can
'throw the first stone' at any other. For the rest, today the Philippines has no
reason to blush in comparing its womankind with the women of the most
chaste nation in the world.
64. Morga's remark that the Filipinos like fish better when it is commencing to
turn bad is another of those prejudices which Spaniards like all other
nations, have. In matters of food, each is nauseated with what he is
unaccustomed to or doesn't know is eatable. The English, for example,
find their gorge rising when they see a Spaniard eating snails, while in turn
the Spanish find roastbeef English-style repugnant and can't understand
the relish of other Europeans for beefsteak a la Tartar which to them is
simply raw meat. The Chinaman, who likes shark's meat, cannot bear
Roquefort cheese, and these examples might be indefinitely extended.
The Filipinos' favorite fish dish is the bagong and whoever has tried to eat it
knows that it is not considered improved when tainted. It neither is, nor
ought to be, decayed.
65. Colin says the ancient Filipinos had minstrels who had memorized songs
telling their genealogies and of the deeds ascribed to their deities. These
were chanted on voyages in cadence with the rowing, or at festivals, or
funerals, or wherever there happened to be any considerable gatherings.
It is regretable that these chants have not been preserved as from them it
would have been possible to learn much of the Filipinos' past and possibly
of the history of neighboring islands.
66. The cannon foundry mentioned by Morga as in the walled city was
probably on the site of the Tagalog one which was destroyed by fire on
the first coming of the Spaniards. That established in 1584 was in Lamayan,
that is, Santa Ana now, and was transferred to the old site in 1590. It
continued to work until 1805. According to Gaspar San Agustin, the
cannon which the pre-Spanish Filipinos cast were "as great as those of
Malaga," Spain's foundry. The Filipino plant was burned with all that was in
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it save a dozen large cannons and some smaller pieces which the Spanish
invaders took back with them to Panay. The rest of their artillery
equipment had been thrown by the Manilans, then Moros, into the sea
when they recognized their defeat.
67. Malate, better Maalat, was where the Tagalog aristocracy lived after they
were dispossessed by the Spaniards of their old homes in what is now the
walled city of Manila. Among the Malate residents were the families of
Raja Matanda and Raja Soliman. The men had various positions in Manila
and some were employed in government work nearby. "They were very
courteous and well-mannered," says San Agustin. "The women were very
expert in lacemaking, so much so that they were not at all behind the
women of Flanders."
68. Morga's statement that there was not a province or town of the Filipinos
that resisted conversion or did not want it may have been true of the
civilized natives. But the contrary was the fact among the mountain tribes.
We have the testimony of several Dominican and Augustinian missionaries
that it was impossible to go anywhere to make conversions without other
Filipinos along and a guard of soldiers. "Otherwise, says Gaspar de San
Agustin, there would have been no fruit of the Evangelic Doctrine
gathered, for the infidels wanted to kill the Friars who came to preach to
them." An example of this method of conversion given by the same writer
was a trip to the mountains by two Friars who had a numerous escort of
Pampangans. The escort's leader was Don Agustin Sonson who had a
reputation for daring and carried fire and sword into the country, killing
many, including the chief, Kabadi.
69. "The Spaniards, says Morga, were accustomed to hold as slaves such
natives as they bought and others that they took in the forays in the
conquest or pacification of the islands." Consequently, in this respect the
"pacifiers" introduced no moral improvement. We even do not know if in
their wars the Filipinos used to make slaves of each other, though that
would not have been strange, for the chroniclers tell of captives returned
to their own people. The practice of the Southern pirates almost proves
this, although in these piratical wars the Spaniards were the first aggressors
and gave them their character.
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UNIT IV. ASSESSMENT NO. 1
Name: Score:
Schedule: Date:
ANNOTATION OF ANTONIO MORGA’S SUCESSOS DE LAS ISLAS FILIPINAS

ACTIVITY 1: FACT check
1. Give the goals of Rizal in annotating Sucessos de las Islas Filipinas.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What is the significance of the annotation?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Give a summary of Rizal’s annotation. Consider the following

a. Title
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
b. Introduction
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
c. Body
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
d. Conclusion
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Name: Score:
Schedule: Date:
General Instruction: Write all answers on the blanks provided before each
number.
I. ALTERNATE RESPONSE: Write T if the statement is CORRECT and F if it says

otherwise.
_____1. Las Is as Filipinas means "The Rising Sun of the Philippines"

_____2. Sucesos means truthful and internal views to the society.
_____3. The Sucesos de las Islas Filipinas consists of seven (7) chapters
_____4. The people of the pre-Hispanic Philippines is advanced, has high literacy
rate, Self- sufficient and has smooth foreign relations
_____5. The "pacification" of Kagayan was accomplished by taking advantage
of the rivalry between two brothers who were chiefs.
_____6. In Morga’s time, the Philippines exported silk to Japan, where now
comes the best quality of that merchandise.
_____7. Cebu, Panay, Luzon, Mindoro and some others cannot be said to have
been conquered.
_____8. The Pampangans drew a pattern on the skin before starting to tattoo.
_____9. The Spaniards say that the Filipinos have contributed nothing to Mother
Spain, and that it is the islands which owe everything.
_____10. Morga was an eyewitness, and therefore a primary source, on the
Philippines and its people at the point of first contact with Spain.
II. MULTIPLE CHOICE: Choose the letter of the correct answer.
_____1. It is a thick roof made of woven palm-leaves being used when the sun is
hot in the Boat’s compartment.
A. Canayos C. Cayanos
B. Cayaos D. Canyons
_____2. It is the old name of this province is Bonbon that is abounds with fish and
the method of fishing is through making of coral traps made of rattan
vines.
A. Bulacan C. Batangas
B. Bataan D. Batanes
_____3. The women throughout this province wore sayas or dresses with sleeves
called varo of the same cloth or of different color.
A. Zambales C. Cebu
B. Cagayan D. Manila
_____4. In the Province of ________ there are chestnut-trees that produce nuts,
and other kinds of trees which produce large kernels and strong good-
tasting nuts which are known by the name of piles.
A. Zambales C. Cebu
B. Cagayan D. Manila
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_____5. It is the museum in London where Rizal spent his many months looking for
Morga’s book.
A. Charles Dickens C. Jewish
B. Cartoon D. British
_____6. He is the Filipino who killed Rodriguez de Figueroa
A. Ubal C. Aguinaldo
B. Bonifacio D. Lapulapu
_____7. He is the early biographer of Rizal who translated into English some of his
important annotations in the Sucesos.
A. Smith C. A. Craig
B. Wallace D. M. Matthews
_____8. He is the first envoy from the Philippines to take up with the King of Spain
the needs of the Archipelago
A. Capt, Gabriel de Rivera C. Capt. Argensola
B. Capt. Hawk D. Capt. Agustin
_____9. The southern islands, which were also called “Pintados” in Spanish
because the natives had their bodies decorated with tracings made with
fire, somewhat like tattooing.
A. Pampangans C. Bisayas
B. Tacloban D. Kagayan
_____10. He is the grandson of Legaspi who won the admiration of the Filipinos
and who saved Manila from Li Ma-hong.
A. Soliman C. Argensola
B. Colin D. Salcedo
III. Essay: Answer the question substantially. Consider grammar (5pts) & content
(10pts)
What do you think Rizal meant in his statement “if the book succeeds to awaken
your consciousness of our past, already effaced from your memory, and to
rectify what has been falsified and slandered, then I have not worked in vain,
and with this as a basis, however small it may be, we shall be able to study the
future”?
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Name: Score:
Schedule: Date:
Guided Reflection
Instruction: Indicate the things you have in this lesson (Knowledge); the things
that you have realized and appreciated (attitude) and the things you
discovered and wanted to do more (skills).

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LESSON 2: NOLI ME TANGERE and EL FILIBUSTERISMO

Objectives:
1. Explain the lesson learned from the great novel “Noli Me Tangere” with that
of the present situation in the Philippines.
2. Appraise important characters in the novel and what they represent.
3. Appraise how El Filibusterismo contributed to the national consciousness and
the revolution.
4. Compare and contrast El Filibusterismo and Noli Me Tangere
5. Apply the different virtues and values leaned in the novel in real life situations.
6. Value the role of the youth in the development and future of the society.
NOLI ME TANGERE
The Writing of the Novel
Jose Rizal, a Filipino nationalist and medical doctor, conceived the idea
of writing a novel that would expose the ills of Philippine society after reading
Harriet Beecher Stowe’s Uncle Tom’s Cabin. He preferred that the prospective
novel express the way Filipino culture was backward, anti-progress, anti-
intellectual, and not conducive to the ideas of the Age of Enlightenment. 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 January 1884, Rizal proposed the writing of a novel about the
Philippines written by a group of Filipinos. His proposal was unanimously
approved by the Filipinos present at the party, among whom were Pedro,
Maximino 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 wanted to write about women. Rizal even saw
his companions spend more time gambling and flirting with Spanish women.
Because of this, he pulled out of the plan of co-writing with others and decided
to draft the novel alone (Mandirigma.org, 2006).
Rizal managed to finish the first half of the Noli Me Tangere in Madrid. He
continued writing in Paris where he was inspired through the immortal
declaration of the rights of man, that had been passed and being implemented.
In order to economized for the printing of the novel Rizal moved to Berlin,
Germany with the help of a friend Dr. Maximo Viola from San Miguel Bulacan.
The Title Noli Me Tangere “Touch me not” was taken by Rizal from the
Gospel of Saint John 20:13-7 when the newly-risen Christ says to Mary
Magdalene: “Touch me not”; I am not yet ascended unto my father, but go to
my brethren, and say unto them I ascend to my Father and your Father, and to
my God and your God.
The Noli Me Tangere (The Social Cancer as the alternative English title) is
written by Rizal in Spanish Language that is credited in awaking of nationalism
among the Filipinos.
Introduction to José Rizal’s Noli Me Tangere
Written in Spanish and published in 1887, José Rizal’s Noli Me Tangere

played a crucial role in the political history of the Philippines. Drawing from
experience, the conventions of the nineteenth-century novel, and the ideals of
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European liberalism, Rizal offered up a devastating critique of a society under

Spanish colonial rule.
The plot revolves around Crisostomo Ibarra, mixed-race heir of a wealthy

clan, returning home after seven years in Europe and filled with ideas on how to
better the lot of his countrymen. Striving for reforms, he is confronted by an
abusive ecclesiastical hierarchy and a Spanish civil administration by turns
indifferent and cruel. The novel suggests, through plot developments, that
meaningful change in this context is exceedingly difficult, if not impossible.
The death of Ibarra’s father, Don Rafael, prior to his homecoming, and the
refusal of a Catholic burial by Padre Damaso, the parish priest, provokes Ibarra
into hitting the priest, for which Ibarra is excommunicated. The decree is
rescinded, however, when the governor general intervenes. The friar and his
successor, Padre Salvi, embody the rotten state of the clergy. Their tangled
feelings one paternal, the other carnal—for Maria Clara, Ibarra’s sweetheart and
rich Capitan Tiago’s beautiful daughter, steel their determination to spoil Ibarra’s
plans for a school. The town philosopher Tasio wryly notes similar past attempts
have failed, and his sage commentary makes clear that all colonial masters fear
that an enlightened people will throw off the yoke of oppression.
Precisely how to accomplish this is the novel’s central question, and one
which Ibarra debates with the mysterious Elias, with whose life his is intertwined.
The privileged Ibarra favors peaceful means, while Elias, who has suffered
injustice at the hands of the authorities, believes violence is the only option.
Ibarra’s enemies, particularly Salvi, implicate him in a fake insurrection,

though the evidence against him is weak. Then Maria Clara betrays him to
protect a dark family secret, public exposure of which would be ruinous. Ibarra
escapes from prison with Elias’s help and confronts her. She explains why, Ibarra
forgives her, and he and Elias flee to the lake. But chased by the Guardia Civil,
one dies while the other survives. Convinced Ibarra’s dead, Maria Clara enters
the nunnery, refusing a marriage arranged by Padre Damaso. Her unhappy fate
and that of the more memorable Sisa, driven mad by the fate of her sons,
symbolize the country’s condition, at once beautiful and miserable.
Using satire brilliantly, Rizal creates other memorable characters whose

lives manifest the poisonous effects of religious and colonial oppression. Capitan
Tiago; the social climber Doña Victorina de Espadaña and her toothless Spanish
husband; the Guardia Civil head and his harridan of a wife; the sorority of devout
women; the disaffected peasants forced to become outlaws: in sum, a
microcosm of Philippine society. In the afflictions that plague them, Rizal paints a
harrowing picture of his beloved but suffering country in a work that speaks
eloquently not just to Filipinos but to all who have endured or witnessed
oppression.
About José Rizal
Born on June 19, 1861, José Rizal was from an upper-class Filipino family.
His mother, Teodora Alonso, a highly educated woman, exerted a powerful
influence on his intellectual development. He would grow up to be a brilliant
polymath, doctor, fencer, essayist, and novelist, among other things.
By the late nineteenth century, the Spanish empire was in irreversible

decline. Spain had ruled the islands since 1565, except for a brief hiatus when
the British occupied the islands in 1762. The colonial government was
unresponsive and often cruel, with the religious establishment wielding as much
power as the state. Clerical abuses, European ideas of liberalism, and growing
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international trade fueled a burgeoning national consciousness. For Rizal and his
generation, the 1872 Cavite Mutiny, in which three native priests were accused
of treason and publicly executed, provided both inspiration and a cautionary
tale.
Educated at the Jesuit-run Ateneo de Manila and the Dominican

University of Santo Tomas in Manila, Rizal left for Spain in 1882, where he studied
medicine and the liberal arts, with further studies in Paris and Heidelberg. The
charismatic Rizal quickly became a leading light of the Propaganda
Movement—Filipino expatriates advocating, through its newspaper, La
Solidaridad, various reforms such as the integration of the Philippines as a
province of Spain, representation in the Cortes (the Spanish parliament), the
Filipinization of the clergy, and equality of Filipinos and Spaniards before the law.
To Rizal, the main impediment to reform lay not so much with the civil
government but with the reactionary and powerful Franciscan, Augustinian, and
Dominican friars, who constituted a state within a state.
In 1887, he published his first novel, Noli Me Tangere, written in Spanish, a

searing indictment of clerical abuse as well as of colonial rule’s shortcomings.
That same year, he returned to Manila, where the Noli had been banned and its
author now hated intensely by the friars. In 1888, he went to Europe once more,
and there wrote the sequel, El Filibusterismo (The Subversive), published in 1891.
In addition, he annotated an edition of Antonio Morga’s Sucesos de las Islas
Filipinas, showing that the Philippines had had a long history before the advent of
the Spaniards. Rizal returned to Manila in 1892 and founded a reform society, La
Liga Filipina, before being exiled to Dapitan, in Mindanao, Southern Philippines.
There he devoted himself to scientific research and public works. Well-known as
an ophthalmologist, he was visited by an English patient, accompanied by his
ward, Josephine Bracken, who would be his last and most serious romantic
involvement.
In August of 1896, the Katipunan, a nationalist secret society, launched

the revolution against Spain. Its leaders venerated Rizal and tried to persuade
him to their cause. He refused, convinced that the time was not yet ripe for
armed struggle. In the meantime, he volunteered to serve as a doctor with the
Spanish forces fighting against Cuban revolutionaries. En route, Rizal was arrested
and subjected to a mock trial in Manila by the authorities although he had
nothing to do with the revolution. Found guilty, he was shot at dawn on
December 30, 1896. On the eve of his execution, Rizal penned “Mi último adiós”
(My Last Farewell), considered a masterpiece of nineteenth-century Spanish
verse. He was thirty-five.
Rizal’s martyrdom only intensified the ultimately successful fight for

independence from Spain. Because of his role in shaping his country’s destiny,
José Rizal is often described as the “First Filipino” and has since served as an
inspiration to countless nationalists and intellectuals.
Summary of the Noli Me Tangere
The young and idealistic Juan Crisostomo Ibarra returns home after seven
years in Europe. The wealthy meztizo, like his father Don Rafael endeavors for
reform primarily in the area of education in order to eliminate poverty and
improve the lives of his countrymen. Upon learning about his father’s demise and
the denial of a Catholic burial for his father Ibarra was provoked to hit Padre
Damaso which eventually lead to his excommunication. The excommunication
was later rescinded upon the intervention of the Governor General.
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Padre Salvi, Ibarra’s mortal enemy accused

Ibarra of insurrection. Ibarra’s letter to his beloved
Maria Clara was used against him. Later in the
story, Maria Clara will tell Ibarra that she did not
conspire to indict him. She was compelled to give
Ibarra’s letter in exchange for the letters of her
mother before she was born. Maria Clara found
out that the letters of her mother were addressed
to Padre Damaso about their unborn child which
means that she is the biological daughter of the
priest and not of her father, Capitan Tiago.
Meanwhile, Ibarra was able to escape the

prison with Elias, who also experienced injustice
with the authorities. Ibarra was able to speak with
Maria Clara about the letters and thereafter
forgave her. Ibarra and Elias flee to the lake and
were chased by the Guardia Civil. One was shot and the other survives. Upon
hearing the news, Maria Clara believed that Ibarra was dead; she entered the
nunnery instead of marrying Alfonso Linares.
The fatally wounded Elias found the child Basilio and his dead mother Sisa.
The latter was driven to insanity when she learned that her children were
implicated for theft by the sacristan mayor. Elias instructed Basilio to dig for his
and Sisa’s graves and there is a buried treasure which he can use for his
education.
Noli Me Tangere brilliantly described Philippine society with its memorable

characters. The melancholic fate of Maria Clara and the insanity of Sisa
characterized the country’s pitiful state, which was once beautiful, turned
miserable. Reading Noli Me Tangere will open one’s mind about oppression and
tyranny.
Characters and Symbolisms in the novel ‘Noli Me Tangere’

1. Ibarra (Crisostomo Ibarra Y Magsalin)
• Liberal European-educated Filipino. He is a loyal son, courageous,
civic-minded, liberty-loving and patriotic.
• Represents the Filipino culture which was being forged in Europe
among young students whom Rizal endeavored to get involved in
the national movement.
• Represents the idea of Liberalism.
• Jose Rizal
2. The Couple Capitan Tiago and Doña Pia
• Represented the Spanish and the Philippines without a promising
future.
3. Elias
• humble, courageous, thoughtful and farsighted. He comes from a
family of persecuted.
• represents the basic core of the Filipinos which was the persistent
foundation of the pre-Spanish Filipino culture which survived the
onslaught of invasion by the culture which was brought to the
Philippines by the Spaniards – the secular and the religious.
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4. Don Rafael Ibarra

• Crisostomo’s father. Represents a rich landlord with a social
conscience because he is a philanthropist. His strict standard of
conduct regulates his actions. His independent views find
opposition in Father Damaso who calls him a heretic and filibuster.
5. Tasio
• Called as Pilosopo Tasio. He entertains new ideas which his
generation cannot understand.
• represented the Filipino intellectuals who never left the country and
who came under the tutorship of the religious missionary work, but
who, came under the tutorship of the religious institutions, being
prepared for work, had to disengage from this commitment.
• Paciano Rizal
6. Kapitan Tiago, Anastacio De Los Santos
• Another rich landowner whose wealth makes him an “oligarch”,
represents the Filipino who is subservient to the authorities because
his personal interests must be secured. A religious fanatic, he is at
peace with God, the government and the people.
7. Dona Victorina De Los Reyes De Espadana
• The paragon of colonial mentality. A pure-blooded Filipina who
disdains what is a Filipino and imitates what is Spanish.
8. Dona Consolacion
• The mistress of the Alferez. Another woman who passed herself as a
Peninsular; best remembered for her abusive treatment to Sisa.
9. Maria Clara
• Represents a type of Filipino womanhood brought up in the
convent and educated along religious lines. She is beautiful,
charming, pious, faithful lover and self-sacrificing.
• She also represents the idea of conservatism.
10. Sisa
• The mother of Crispin and Basilio. Illustrates the lack of concern of
society by trying to help her solve her problems – the maltreatment
of her two sons and the indignities she suffers which finally drive her
to mental derangement.
11. The Gobernadorcillo
• Signifies the nullity, the despotism towards those below and blind
obedience to the caprices of those above. In contrast to his
attitude, we find the teniente mayor, Don Filipo Lino, who
represents dignity, courtesy and probity of the authority.
12. The School Teacher
• Personifies the educated individual who dreams of better ways of
making the pupils learn than the method of learning with corporal
punishment.
13. Padre Damaso
• The old kura paroko of San Diego. Carries the trappings of the dirty
Franciscan, always gross, always tyrannical and constantly
corrupted. The biological father of Maria Clara. He represents the
old missionaries who used their positions to secure and maintain
their power.
14. Padre Salvi
• Represents the young missionaries who, instead of introducing
change, followed the footsteps of the old missionaries.
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ACTIVITY 1: Discussion Questions
Crisostomo Ibarra and the mysterious and powerful Elias are quite similar, even
though the former is an immensely wealthy mestizo and the latter, an
impoverished fellow who has seen better days. Both have been victimized by the
colonial system, yet have contrasting approaches to addressing the social ills
that surround them. In one pivotal scene the two debate passionately about
their respective views, as though the author were debating himself.
1. How do their experiences shape these views? What reforms does Ibarra
advocate? Why does Elias consider these futile?
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Through Ibarra, Rizal the social reformer makes it clear that he believed greatly in
the transformative power of secular education. To learn only by rote prevented
the ordinary Filipino from truly understanding his situation, hence Ibarra’s
proposal to build a school for the town of San Diego.
2. In contrast, what was the conventional view of education in San Diego? Why
were Padre Damaso and, later on, Padre Salvi, against such innovation? How
did race figure in their opposition?
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Tasio, the town sage, is elated by Ibarra’s plan for a school but immediately
cautions the young man, “The first advice I will give you is to never come to me
for advice again.”
3. What makes the old man say this? What is his reputation in San Diego and
what perspective does he add to the novel?
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The Noli is clearly anticlerical in its depiction of the friars and of the Catholic
church. Padre Damaso and, to a lesser extent, Padre Salvi, personify clerical
abuses—the main cause, in the novel, of the population’s discontent. Rizal’s
portraits, however, are not one-dimensional; rather, they reveal the all-too-
human faults of each priest.
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4. How does the novelist individualize them? How do the failings of Damaso and
Salvi propel the novel’s action? The two friars have in common their feelings
for Maria Clara, yet those very feelings should divide them. Why?
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Maria Clara betrays Ibarra even though she loves him. Her motive is to prevent
the identity of her true, biological father from being revealed.
5. Discuss the consequences of her act, and how it leads to tragedy.

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The novel describes vividly life in the town of San Diego and its social and
political hierarchy.
6. If we see San Diego as a microcosm of Philippine society, what kind of

portrait emerges, overall, of life under the Spanish colonial system? In
particular, how does the planning for the town feast clearly illustrate who
holds real power?
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Capitan Tiago and Doña Victorina de Espadaña identify completely with the
colonial mind-set.
7. In portraying the two, Rizal pokes fun at their pretensions. What pretensions
are these and how are they lampooned? Is Rizal gentler with one than the
other?
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The author also mocks the mindless religiosity exhibited by Tiago and some other
characters, especially the equally wealthy spinster, Doña Patrocinio, whom Tiago
considers his rival and vice versa. Each strives to make as splashy material
offerings as possible to the church, thinking thereby to ensure their spiritual future.
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8. Discuss the Catholic notion of indulgences, how this ties in to lavish

expenditures, and, more broadly, how it ironically reveals the worldly nature
of the church.
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The head of the Guardia Civil and his wife, Doña Consolacion, strike fear in the
hearts of San Diego’s ordinary inhabitants. The wife is repellent, even to her
husband.
9. What do they exemplify and what purpose do these two characters serve in
the novel?
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10. Rizal depicts a gap that exists between the Spanish civil administration and
clerical rule. How wide or narrow is that gap? What incidents demonstrate the
differences between the two sectors?
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Sisa goes mad due to her harsh treatment by the Guardia Civil, the death of one
son, and the disappearance of another. Critics have said that she is symbolic of
the oppressed mother country.
11. Do you agree with this notion? Are there parallels with Maria Clara and her
fate and, to a lesser degree, Tiago’s?
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The Result of Noli Me Tangere
The novel was printed with the help of Dr. Maximo Viola who lent Jose
Rizal an amount of money which was intended for his food allowance but chose
to help Rizal in printing the novel. His friends commended the novel, Ferdinand
Blumentritt commended Jose Rizal because according to him, the novel was
written from the heart and a source of enlightenment of the people of his
country. Padre Francisco Sanchez commended the literary skills of Jose Rizal
which was evedent on the novel and defended the novel against the public.
Antonio Regidor considered Noli Me Tangere as superior and could be
compared to the novel Don Quijote.
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Other Filipino priest like Vicente Garcia greatly defended the author of
the novel and objected on the claim of Father Jose Rodriguez that Rizal is an
“ignorant man”. He claimed that all the issues and stories that were discussed in
the novel happen in the Philippines and presented into a literary piece.
However, leaders of the church who opposed the idea of the Noli Me
Tangere petitioned to the Governor General to bring the novel into the
committee of censorship which declared the novel as anti-church and ordered
the confiscation, banning, burning of the book, and imprison the people who
kept a copy of the novel.
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UNIT IV: ASSESSMENT 1

Name: Score:
Schedule: Date:
NOLI ME TANGERE
General Instruction: Write all answers on the blanks provided before each
number.
I. ALTERNATE RESPONSE: Write T if the statement is CORRECT and F if it says
otherwise.
____1. The first novel of Rizal was printed and published in Ghent, Belgium.
____2. The Noli Me Tangere was written by Rizal to rebel against the Spaniards.
____3. Rizal’s reason for his first homecoming was to operate his mother's eyes to
help his family and the Filipino people.
____4. The novel "'Noli Me Tangere" did not affect the Filipinos and Spaniards in
the Philippines.
____5. Rizal Was a student of medicine at the Universidad Central de Madrid
when he started writing El Filibusterismo and was 26 years old at its
publication.
____6. Lt. Jose Taviel de Andrade of the Guardia Civil was assigned to be Rizal's
bodyguard.
____7. Paciano Rizal translated the Noli Me Tangere into Spanish.
____8. It is said that Pilosopo Tasio's character was patterned after that of
Paciano, Jose's intelligent brother who also sought reforms.
____9. Noli Me Tangere was originally written in Spanish, the lariguage of the
colonizers and the educated at the time.
____10. In Madrid, a newspaper article written by a Vicente Barrantes resentfully
attacked the Noli.
II. MULTIPLE CHOICE. Choose the letter of the correct answer. Write your answers
on the blanks provided.
____1. In honor of Leonor Rivera or which character in Noli Me Tangere was

created?
A. Dona Victorina C. Maria Clara
B. Paulita Gomez D. Sisa
____2. Which was TRUE about Victorina?
A. She was a self-conceited woman who wanted to become a
Spaniard.
B. She was a kind-hearted woman who helped the poor
C. She was the woman who became insane
D. She was the mistress of the Alferez
____3. What was the reason behind the insanity of Sisa?
A. She lost her children.
B. She was abused by her husband.
C. She was taking illegal drugs.
D. She was involved in an accident wherein she hit her head
____4. At the end of the novel, what happened to Ma. Clara?
A. She was married to Crisostomo Ibarra
B. She was married to Alfonso Linares
C. She entered the convent
D. She was raped by Padre Salvi
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____5. To whom did Crisostomo Ibarra entrust his secret?

A. Crispin C. Basilio
B. Sisa D. Elias
____6. Rizal’s Noli Me Tangere was influenced by this novel of Harriet Beecher’s
Stowe
A. Count of Monte Cristo C. A tale of two cities
B. Uncle Tom’s Cabin D. Deception
____7. Rizal delated this chapter of the Noli Me Tangere to economize its printing.
A. The Supper C. Elias and Salome
B. In the woods D. Memories
____8. The Governor-General who summoned Rizal to Malacañan Place
because of the petitions against the Noli.
A. Emilio Aguinaldo C. Emilio Terrero
B. Emilio Jacinto D. Emilio Garcia
____9. He is a Filipino priest who countered the claim that the Noli’s author was
an “ignorant man”.
A. Padre Salvi C. Berbardino Nozaleda
B. Vicente Garcia D. Antonio Rosell
____10. The Character that represent the rich Filipinos who opted to be allies of
Spanish officials and friars just to preserve their wealth.
A. Capitan Inggo C. Capitan Basilio
B. Capitan Elias D. Capitan Tiago
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NOLI ME TANGERE
Instructions: In a short bond paper, make an essay with the aim of answering the
following:
A. What is freedom?
B. How is the lack of freedom portrayed in the novel?
C. How is the situation in the novel different from today?
Rubric
Unsatisfactory Needs Satisfactory Outstanding Total
0-5 Improvement 11-15 16-20 score
6-10
Content & • Content is • Content is • Content is • Content is
Development incomplete. not accurate comprehen
• Major points comprehe and sive,
are not nsive and persuasive. accurate,
clear. /or • Major and
• Specific persuasive. points are persuasive.
examples • Major stated. • Major
are not points are • Responses points are
used. addressed, are stated
but not adequate clearly and
well and are well
supported. address supported.
• Responses topic. • Responses
are • Content is are
inadequat clear. excellent,
e or do not • Specific timely and
address examples address
topic. are used. topic.
-Specific • Content is
examples clear.
do not • Specific
support examples
topic. are used.
Organization • Organization • Structure of • Structure is • Structure of
& Structure and the paper mostly the paper is
structure is not easy clear and clear and
detract from to follow. easy to easy to
the • Transitions follow. follow.
message. need • Transitions • Transitions
• Writing is improvem are are logical
disjointed ent. present. and
and lacks • Conclusion • Conclusion maintain
transition of is missing, is logical. the flow of
thoughts. or if thought
provided, throughout
does not the paper.
flow from • Conclusion
the body is logical
of the and flows
paper. from the
body of the
paper.
Grammar, • Paper • Paper • Rules of • Rules of
Punctuation contains contains grammar, grammar,
& Spelling numerous few usage, usage, and
grammatica grammatic and punctuatio
l, al, punctuatio n are
punctuation punctuatio n are followed;
, and n and followed spelling is
spelling spelling with minor correct.
errors. errors. errors.
Spelling is
correct.
Total score
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lOMoARcPSD|16852926
EL FILIBUSTERISMO
The Writing of the Novel
Rizal started writing El Filibusterismo in October 1887 in Calamba during his

first homecoming. The novel was thus written against the background of threats
and oppressions he and his family suffered because of the Holi and the so-called
Calamba agrarian trouble.
He continued working on it, making some revisions, in London in 1888. Rizal

then went on to write the novel in Paris. and then in Brussels where distractions
were less, and the cost of living was cheapen Being able to focus on finishing the
book, Rizal had finally completed it by March 29.1891 in Biarritz (Mañebog et al.,
2018).
Jose Alejandrino, Rizal's roommate in Belgium related that he was the one
who looked for a printing press for El Fili. The F. Meyer van Loo press charged the
lowest fee and willing to print book on installment basis but the printing had to be
suspended because he could no longer give the needed amount for the
printing and almost hurled the manuscript into flames because of despair (Ariola,
2018).
Finally, on September 18, 1891 the printing of the El Fili was completed with
the help of Valentin Ventura. With Ventura’s salvific act, Rizal gave him the
novel’s original manuscript, a pen, an autograph printed copy. In 1925, the
Philippine government bought the El Fili manuscript from Ventura paying the
amount of 10,000.00 pesos and now being kept at the National Library (G. Zaide
& S. Zaide, 1984).
Filibustero and Gomburza
The Filibusterismo in the novel's title is derived from the simpler term
filibustero Rizal defined the word ('filibustero') to his friend Ferdinand Blumentritt
who encountered but did not fully comprehend the word in the Noli. Rizal, thus,
explained in a letter ("El Filibusterismo, 2011):
"The word filibustero is little known in the Philippines ...I heard it for
the first time in 1872 when the tragic executions [of the Gomburza] took
place. I still remember the panic that this word created. Our father
forbade us to utter it, as well as the words Cavite, Burgos (one of the
executed priests), etc. The Manila newspapers and the Spaniards apply
this word to one whom they want to make a revolutionary suspect. The
Filipinos belonging to the educated class fear the reach of the word. It
means a dangerous patriot who will soon be hanged or well, a
presumptuous man."
The word filibustero, thus, contextually means subversive, dissident,

revolutionary, seditious, insurrectionary, and treasonous. Fittingly, Rizal dedicated
the book to the memory of the Gomburza, the three Filipino patriotic priests who
were accused of being filibustero and, thus, executed. In his dedication, Rizal
fearlessly declared his conviction that the Spanish officials' treatment of the
priests' case was unjust "as [their] complicity in the Cavite Mutiny is not clearly
proved."
The dedication partly reads: "To the memory of the priests, Don Mariano
Gomez (85 years old), Jose Burgos (30 years old), and Don Jacinto Zamora (35
years old). Executed in the Bagumbayan Field on the 28th of February, 1872 ... I
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have the right to dedicate my work to you as victims of the evil which I
undertake to combat.” Filibusterismo, 2013)
Rizal, however, made mistakes in indicating the ages of the priests and
the date of their execution. During their martyrdom on the 17th (not 28th) of
February. 1872, Gomez was then 73 (not 85), Burgos was 35 (not 30) and Zamora
was 37 (not 35). Like many other students today (especially men), Rizal was
perhaps not that good in memorizing historical details, like dates and ages
A closer look: El Filibusterismo
The second and last novel completed by José Rizal (though he left behind
the unfinished manuscript of a third one), El Filibusterismo is a sequel to Noli Me
Tangere. A dark, brooding, at times satirical novel of revenge, unfulfilled love,
and tragedy, the Fili (as it is popularly referred to) still has as its protagonist Juan
Crisóstomo Ibarra. Thirteen years older, his idealism and youthful dreams
shattered, and taking advantage of the belief that he died at the end of Noli Me
Tangere, he is disguised as Simoun, an enormously wealthy and mysterious
jeweler who has gained the confidence of the colony’s governor-general.
A number of other characters from the Noli reappear, among them:

Basilio, whose mother and younger brother Crispin met tragic ends; Father Salví,
the devious former curate of San Diego responsible for Crispin’s death, and who
had lusted after Ibarra’s love, María Clara; the idealistic schoolmaster from San
Diego; Captain Tiago, the wealthy widower and legal father of María Clara; and
Doña Victorina de Espadaña and her Spanish husband, the faux doctor Tiburcio,
now hiding from her with the indio priest Father Florentino at his remote parish on
the Pacific coast.
Where Ibarra had argued eloquently against violence to reform Manila

society, Simoun is eager to foment it in order to get his revenge: against Father
Salví, and against the Spanish colonial state. He hopes to liberate the love of his
life, María Clara, from her suffocating life as a cloistered nun, and the islands
from the tyranny of Spain. As confidant to the governor-general, he advises him
in such a manner as to make the state even more oppressive, hoping thereby to
force the masses to revolt. Simoun has a few conspirators, such as the
schoolmaster and a Chinese merchant, Quiroga, who aid him in planning
terroristic acts. In sum, Simoun has become an agent provocateur on a grand
scale.
Basilio, now a young man, has risen from poverty to become Captain
Tiago’s charge. Close to acquiring his medical degree, he is pledged to Julí, the
beautiful daughter of Cabesang Tales, a prosperous farmer whose land is taken
away from him by the friars. Tales subsequently murders his oppressors, turns to
banditry, and becomes the scourge of the countryside.
In contrast to Simoun’s path of armed revolution, a group of university

students—among them, Isagani, Peláez, and Makaraig—push for the founding of
an academy devoted to teaching Castilian, in line with a decree from Madrid.
Opposed even to such a benign reform, the friars manage to co-opt the plan.
Subsequently the students are accused of being behind flyers that call for
rebellion against the state. Most observers see the hand of the friars in this whole
affair, which results in the incarceration of the student leaders, even of Basilio,
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though he was not involved, and the break-up between Isagani and the
beauteous Paulita Gómez, who agrees to marry the wealthy Peláez, much to the
delight of Doña Victorina, who has favored him all along.
In the meantime, Tiago, addicted to opium, dies of a drug overdose while

attended to by Father Irene. A meager inheritance is all that is given to Basilio
and all the incarcerated students are soon released except for him. Julí
approaches Father Camorra to request him to obtain Basilio’s release. The friar
attempts to rape her but she commits suicide rather than submit to his lustful
designs. Released from prison, with Julí dead and his prospects considerably
dimmed, Basilio, one of the few who knows who Simoun really is, reluctantly
becomes a part of the latter’s plot.
The lavish wedding celebration is to be held at the former residence of

Captain Tiago, purchased by Don Timoteo Peláez, the bridegroom’s father.
Simoun has mined the residence, so it will blow up once a fancy lamp—packed
with nitroglycerin, it is Simoun’s wedding gift—has its wick lit. The resulting
assassination of the social and political elite gathered at the feast will be the
signal for armed uprising. But Isagani, informed by Basilio of what will happen,
rushes into the house, snatches the lamp, and throws it into the river, and in the
confusion is able to escape.
The planned uprising is aborted, and Simoun’s true identity is finally

revealed, partly through a note he leaves for Father Salví at the feast. Wounded,
he eludes capture and manages to seek refuge at Father Florentino’s residence.
There, he commits suicide but not before revealing to the priest what he has
wrought. He leaves behind his case of jewels, which the good father throws into
the sea, with the injunction that the precious stones yield themselves only when
the country needs them for a “holy, sublime reason”.
About Jose Rizal
Born on June 19, 1861, José Rizal was from an upper-class Filipino family.
His mother, Teodora Alonso, a highly educated woman, exerted a powerful
influence on his intellectual development. He would grow up to be a brilliant
polymath, doctor, fencer, essayist, and novelist, among other things.
By the late nineteenth century, the Spanish empire was in irreversible

decline. Spain had ruled the islands since 1565, except for a brief hiatus when
the British occupied them in 1762. The colonial government was unresponsive
and often cruel, with the religious establishment wielding as much power as the
state. Clerical abuses, European ideas of liberalism, and growing international
trade fueled a burgeoning national consciousness. For Rizal and his generation,
the 1872 Cavite Mutiny, in which three native priests were accused of treason
and publicly executed, provided both inspiration and a cautionary tale.
Educated at the Jesuit-run Ateneo de Manila and the Dominican

University of Santo Tomas in Manila, Rizal left for Spain in 1882, where he studied
medicine and the liberal arts, with further studies in Paris and Heidelberg. The
charismatic Rizal quickly became a leading light of the Propaganda
Movement—Filipino expatriates advocating, through its newspaper, La
Solidaridad, various reforms such as the integration of the Philippines as a
province of Spain, representation in the Cortes (the Spanish parliament), the
Filipinization of the clergy, and equality of Filipinos and Spaniards before the law.
To Rizal, the main impediment to reform lay not so much with the civil
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government but with the reactionary and powerful Franciscan, Augustinian, and
Dominican friars, who constituted a state within a state.
In 1887, he published his first novel, Noli Me Tangere, written in Spanish, a

searing indictment of friar abuse as well as of colonial rule’s shortcomings. That
same year, he returned to Manila, where the Noli had been banned and its
author now hated intensely by the friars. In 1888, he went to Europe once more,
and there wrote the sequel, El Filibusterismo (The Subversive), published in 1891.
In addition, he annotated an edition of Antonio Morga’s Sucesos de las Islas
Filipinas, showing that the Philippines had had a long history before the advent of
the Spaniards. Rizal returned to Manila in 1892 and founded a reform society, La
Liga Filipina, before being exiled to Dapitan, in Mindanao, Southern Philippines.
There he devoted himself to scientific research and public works. Well-known as
an ophthalmologist, he was visited by an English patient, accompanied by his
ward, Josephine Bracken, who would be his last and most serious romantic
involvement.
In August of 1896, the Katipunan, a nationalist secret society, launched

the revolution against Spain. Its leaders venerated Rizal and tried to persuade
him to their cause. He refused, convinced that the time was not yet ripe for
armed struggle. In the meantime, he volunteered to serve as a doctor with the
Spanish forces fighting against Cuban revolutionaries. En route, Rizal was arrested
and subjected to a mock trial in Manila by the authorities although he had
nothing to do with the revolution. Found guilty, he was, at the age of thirty-five,
shot at dawn on December 30, 1896. On the eve of his execution, Rizal
pennedMi Ultimo Adios (“My Last Farewell”), considered a masterpiece of
nineteenth-century Spanish verse.
Rizal’s martyrdom only intensified the ultimately successful fight for

independence from Spain. Because of his role in shaping his country’s destiny,
José Rizal is often described as the “First Filipino” and has since served as an
inspiration to countless nationalists and intellectuals.
Summary of El Filibusterismo
The story in El Filibusterismo

revolves around its main character
Simoun who affluent jeweler Simoun is
actually Crigostorno Ibarra of the Noh
whom thought had been killed by the
Guardia Civil at Laguna de Bay, He has
in fact escaped, fled to Cuba, become
wealthy, and made connections with
influential Spanish officials, upon his
return to the Philippines after many
years, he becomes very influential as
the governor-general, who owes so
much to him, consults him in making
decisions.
In reality, however, everything Sirnoun does is just part of his grand plan to
take revenge against the Spanish officials and rescue Maria Clara from the
convent. Planning to stage a revolution, he smuggles arms and looks for
followers, mainly from the exploited and abused natives. One of his recruits is
Basilio, the son of Sisa, who with Capitan Tiago'g help was able to study in
Manila. Simoun algo makes an alliance with the revolutionary group of
Kabesang Tales, a former cabeza de barangay who suffered maltreatments
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from the hands of the friars. Using his influence, Simoun encourages corruption,
decadence, and more oppressive government policies so that the citizens may
become more infuriated.
However, the planned revolt one night is not carried out because Sir-
noun, upon hearing that Maria Clara’s died in the nunnery, decides not to give
the signal for the outbreak of the uprising,
Another plan is made some months later. At the venue of the wedding
reception of Juanito Pelaez and Paulita Gomez, Simoun plants many explosives
enough to kill the invited guests, primarily the friars and government officials.
According to the plot, the big explosion shall be started by the gift he will give to
the newlyweds the reception a kerosene lamp with an explosive. When the lamp
flickers and someone turns the wick, it will result into a big explosion that will
become a signal to the revolutionary troops to simultaneously attack all the
government buildings in Manila.
During the reception, Simoun gives his gift to the newlyweds. Before
hurriedly leaving the venue, he leaves a piece of mysterious paper bearing the
message "You will die tonight" signed by Juan Crisostomo Ibarra. Meanwhile,
Isagani, the rejected lover of Paulita, is standing outside the reception. His friend
Basilio tells him to leave the place because the lamp will soon blow up.
When Father Salvi identifies the handwriting in the note and confirms that
it is indeed Ibarra's, the guests begin to panic. When the lamp flickers, Father
Irene tries to turn the wick up. But Isagani, wanting to save Paulita's life, rushes
into the house, grabs the lamp, and throws it into the river where it explodes.
Simoun's revolutionary plot is thus known and he is hunted by the law

enforcers. He manages to scape but is seriously wounded. Carrying his jewelry
chest he finds shelter the of by the Learning of his presence in the of the priest
the lieutenant of the Guardia Civil informs Padre Florentino that he will come in
the evening to arrest Simoun.
Simoun then takes poison so that he will not be caught alive. As the
poison’s effects start to take toll on his body he confesses to Florentino his true
identity and his plan of revenge through bloody revolution After the emotional
and agonizing confession of the dying marc the priest absolves the dying man
from his sins. saying: “God will forgive you Señor Simoun He knows that we are
fallible. He has seen that you have suffered He has frustrated your plans one by
one first by the death of Maria Clara. then by a lack of preparation then in some
mysterious way. Let us bow to His will and render Him thanks!”
The story ends with the priest throwing Simoun's treasures into the sea so
that they will not be used by the greedy. The priest hopes that when the Tight
time comes, they will be recovered and used only for the good.
Characters of El Filibusterismo
1. Simoun Crisostomo Ibarra in disguise, left for dead at the end of Noli Me
Tangere. Ibarra has resurfaced as the wealthy jeweler, Simoun, sporting
a beard, blue-tinted glasses, and a revolver. Fueled by his mistreatment
at the hands of the Spaniards and his fury at Maria Clara's fate, Simoun
secretly plans a revolution to seek revenge against those who wronged
him.
2. Basilio Son of Sisa and another character from Noli Me Tangere. After his
mother's death, he became a vagabond until Captain Tiago took him
in out of pity and hired him as a houseboy in exchange for sending him
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to school. In the events of the book, he is a graduating medical student

who discovered Simoun's true identity and befriended him. His girlfriend
is Julie.
3. Isagani - Basilio's friend and one of the students who planned to set up a
new school. He is very idealistic and hopes for a better future for the
Philippines. His girlfriend was the rich and beautiful Paulita Gomez, but
they broke up once he was arrested. Despite this, his love for her still
endured. He sabotaged Simounts plans by removing the lamp that
contained explosives and threw it in the waters.
4. Kabesang Tales - Cabeza Telesforo Juan de Dios, a former cabeza de

barangay (barangay head) of Sagpang, a barangay in San Diego's
neighboring town Tiani, who resurfaced as the feared Luzón bandit
Matanglawin, He is the son of Tandang Selo, and father of Juli and Tano.
5. Don Custodio - Custodio de Salazar y Sánchez de Monteredondo, a

famous "journalist" who was asked by the students about his decision for
the Academia de Castellano. In reality, he is quite an ordinary fellow
who married a rich woman in order to be a member of Manila's high
society.
6. 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
Juanito Peláez are wed, and she dumps Isagani, believing that she will
have no future if she marries him.
7. Macaraig - One of Isagani's classmates at the University of Santo Tomas.

He is a rich student and serves as the leader of the student yearning to
build the Academia de Castellano.
8. Father Florentino - Isagani's god father, and a secular priest; was

engaged to be married but chose to be a priest after being pressured
by his mother, the story hinting at ambivalence of his decision as he
chooses an assignment to a remote place, living in solitude near the
sea. Florentino also harbors great hatred for the corrupt Spanish friars. He
offered shelter to Don Tiburcio de Espada when the latter was hiding
from his wife, Donya Victorina.
9. Juli - Juliana de Dios, the girlfriend of Basilio, and the youngest daughter
of Kabesang Tales. To claim her father from the bandits, she had to work
as a maid under the supervision of Hermana Penchang. Eventually, she
was freed but committed suicide after Father Camorra attempted to
rape her.
10. Juanito Pelaez - A favorite student of the professors. They belong to the
noble Spanish ancestry. After failing in his grades, he became Paulita's
new boyfriend and they eventually wed.
11. Doña Matutinay Victorina delos Reyes de Espadaña, known in Noli Me

Tangere as Tiburcio de Espadaña's cruel wife. She is the aunt of Paulita
Gomez and favors Juanito Pelaez over Isagani. She is searching for her
husband, who has left her and is in hiding. Although of Indio heritage,
she considers herself as one of the Peninsular.
12. Father Camorra - The lustful parish priest of Tiani, San Diego's adjacent
town who has longtime desires for young women. He nearly raped Juli
causing the latter to commit suicide.
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13. Ben-Zayb - The pseudonym of Abraham Ibañez, a journalist who

believes he is the "only" one thinking in the Philippines. Ben-Zayb is an
anagram of Ybanez, an alternate spelling of his name.
14. Placido Penitente - A student of the University of Santo Tomas who was
very intelligent and wise but did not want, if not only by his mother’s
plea, to pursue his studies. He also controls his temper against Padre
Millon, his physics teacher. During his High School days, he was an honor
student hailing from Batangas.
15. Hermana Penchang - Sagpang's rich pusakal (gambler). She offers Juli
to be her aid so the latter can obtain money to free Kabesang Tales.
Disbelieving of Juli and her close friends, she considers herself as an ally
of the friars.
16. Tiburcio de Espadaña - Don Tiburcio is Victorina de Espadaña lame

husband. He is currently in hiding at Father Florentino's.
17. Father Irene - Captain Tiago's spiritual adviser. Although reluctant, he

helped the students to establish the Academia de Castellano after
being convinced by giving him a chestnut. The only witness to Captain
Tiago's death, he forged the last will and testament of the latter so
Basilio will obtain nothing from the inheritance,
18. Quiroga - A Chinese businessman who dreamed of being a consul for

his country in the He hid Simouns weapons inside his house.
19. Don Timoteo Pelaez - Juanito's father. He is a rich businessman and

arranges a wedding for his son and Paulita. He and Simoun became
business partners,
20. Tandang Selo - Father of Kabesang Tales and grandfather of Tano and
Juli. He raised the sick and young Basilio after he left their house in Noli
me Tangere. He died in an encounter on the mountains with his son
Tales, when he was killed by a battalion that included his own grandson,
Tano.
21. Father Fernandez - The priest-friend of Isagani. He promised to Isagani

that he and the other priests will give in to the students' demands.
22. Sandoval - The vice-leader of Macaraig's gang. A Spanish classmate of

Isagani, he coerces his classmates to lead alongside him the opening of
the Spanish language academy.
23. Hermana Bali - Another wealthy gambler in Tiani. She became Juli's
mother- figure and counselor; helped to release Kabesang Tales from
the hands of bandits.
24. Father Millon - A Dominican friar who serves as the Physics professor of
the University of Santo Tomas, He always becomes vindictive with
Placido and always taunts him during class. Millon is based on/inspired
by an ill-mannered Dominican friar who was Rizal's anatomy professor in
Santo Tomas.
25. Tadeo - Macaraig's classmate He, along with the other three members
of their gang, supposedly posted the posters that "thanked" Don
Custodio and Father Irene for the opening of the Academia de
Castellanos
26. Leeds - An American who holds stage plays starring severed heads; he is
good friends with Simoun.
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27. Tano - Kabesang Tales's elder son after his older sister, Lucia died in
childhood. He took up the pseudonym "Carolina" after returning from
exile in the Caroline Islands, and became a civil guard. He was among
the battalion killed his grandfather, Selo, who was part of a group of an
attacking rebels.
28. Pepay - Don Custodio's supposed "girlfriend". A dancer, she is always

agitated of her "boyfriend's" plans. She seems to be a close friend of
Macaraig.
29. Gobernador General - The highest-ranking official in the Philippines

during the Spanish colonial period, this unnamed character pretends
that what he is doing is for the good of the Indios, the local citizens of
the country, but in reality, he prioritizes the needs of his fellow Spaniards
living in the country.
30. Father Hernando de la Sibyla - A Dominican friar introduced in Noli Me

Tangere, now the vice-rector of the University of Santo Tomas.
31. Pecson - classmate who had no idea on the happenings occurring

around him. He Suggested that they held the mock celebration at the
panciteria.
32. Father Bernardo salvi - Former parish priest of san Diego in Noli Me
Tangere, now the director and chaplain of the Santa Clara convent.
33. Capitan Tiago – Santiago Delos Santos, Captain Tiago is Maria Clara’s
step farther and the foster father to Basilio. His health disintegrates
gradually because of his frequent smoking of opium until he died.
ACTIVITY 1:
Discussion Questions
Simoun plans to foment civil disturbance to precipitate the fall of the Spanish
colonial government.
1. What are his reasons? Exactly how does he intend to accomplish this?
What has brought him to this point in his life? Discuss his past and its
relevance to the narrative of El Filibusterismo.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
When Simoun meets Basilio in the forest, he tells him
2. “There are no despots where there are no slaves”. Discuss what he means
in the context of the colonization of the Philippines.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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From the various scenes and descriptions of the Spanish friars such as Camorra,
Salví, Sibyla, Irene et al.,
3. What can we deduce about their position in the colonial hierarchy? How
do they view the locals or indios? What can we infer about Rizal’s own
views on the friars?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
In contrast, Father Florentino is a secular priest, an indio, and Rizal’s

portrait of him is very different from that of the Spanish friars.
4. Discuss some of these differences, and what might have been Rizal’s
intent in positing such differences.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. At the novel’s conclusion, after Simoun’s suicide, Father Florentino throws

the
jewel box into the ocean. Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Not coincidentally, Rizal dedicates the Fili to the memory of Fathers Gómez,
Burgos, and Zamora, Filipino secular priests executed by the state in 1872.
6. Who were these priests, and why does Rizal dedicate the novel to them?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. Discuss the scene that transpires at the Kiapo Fair, when the disembodied
head at Mr. Leeds’s stall refers to an injustice, causing fear and trembling
in Father Salví. At the climactic wedding feast at Captain Tiago’s former
home, Salví is similarly affected by a biblical quote that he recognizes to
have been written by Juan Crisóstomo Ibarra. What injustice is Juan
Crisóstomo seeking to redress?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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The visit of a French theatrical troupe is an occasion that brings all of Manila’s
society under one roof.
8. How does the novelist present the scene? Discuss some of the characters,
such as Don Custodio, Ben Zayb, and the dancer Pepay, who are at the
theater. How do the two chapters devoted to it further our understanding
of the narrative?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
A group of university students—among them, Isagani, Peláez, and Makaraig

propose the establishment of an academy to teach Castilian.
9. What are the students’ arguments for it? Why are the friars so opposed to
it?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Flyers circulated in relation to this cause the students to be accused of

being filibusteros.
10. What is a filibustero and how does the flyer become an occasion for the
charge?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Discuss Cabesang Tales’s decline from successful farmer and upright town
official to a vengeful outlaw.
11. Why does he resort to the use of arms? What can we deduce about the
state of land distribution and ownership in the islands during the Spanish
colonial period?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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12. How does the tragic end of the beautiful Julí, the fiancée of Basilio, come
about? How does the relationship between her and Basilio reflect that of
Juan Crisóstomo and María Clara?
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COMPARISON OF THE TWO NOVELS OF RIZAL
FEATURE/ASPECT NOLI ME TANGERE EL FILIBUSTERISMO

Date &Place March 21, 1887 September 18, 1891
of Publication Berlin, Gemany Ghent, Belgium
Spanish (Laguage) Noli Me Tangere El Filbusterismo
English (Laguage) Touch Me Not The Reign of Creed
The Social Cancer
Filipino (Langauge) Huwag mo akong Ang Paghahari ng
salingin Kasakiman
Genre Romantic novel, a story Political novel, a story of
of exposing the real revenge and revolution
situation in the Philippines
Concept An idealist choosing To revenge the suffering of
peaceful reforms in the family and countrymen
Politics, Social, Economic, resulting from bitter and
and Education traumatic experiences, and
the failure of the revolution
planned by Simoun
Dedication Motherland GOMBURZA
Length 64 Chapters 38 Chapters
Inspiration of Rizal in Uncle Tom’s Cabin The Count of Monte Cristo
writing the novel and the Wandering Jew
The Novel’s Legacy
For fearlessly depicting the corruptions and abuses by the Spanish clergy
and the colonial government during the Spanish regime in the Philippines, the
two novels are historically very significant. Basically a social sketch of the country
then, the Noll' and Fili reveal the true setting and condition of the Filipino society
in the era.
As essential sources of sociological and anthropological studies, the books

provide rich insights into the culture of the 19th and 20th century Philippines, their
realistic depictions expose a conflicted colonial society seriously split between
the oppressors and the suffering local slaves. The novels' characters mimic the
various elements and types of individuals in that society. Furthermore, they show
favorable positive traits of the natives then, like the sense of gratitude, the fidelity
of women to their loved ones, and the yearning for freedom and equality
For their explicit portrayal of what the locals really wished for their country
the books were instrumental in forming the Filipino's (Indios) sense of national
identity Indirectly but significantly, the novels influenced the revolution led by the
Katipunan as they inspired Andres Bonifacio and the other revolutionaries in their
cause.
Rizal was arrested, exiled to dapitan, and ultimately executed in 1896

based principally on his writings in 1956, the Philippine Congress passed the Rizal
Law (Republic Act 1425) requiring all levels of Philippine school to teach as part
of the curriculum the hero's two novels.
Originally Written in Spanish, the Noli and the Fili had been translated into
various languages like Filipino, English, German, French, Chinese. and some other
Philippine languages. In 2007, an English version of Noli Me Tangere was released
to major Australian bookstores. It was published by Penguin Books Classics as part
of the publication's commitment to publish the major literary classics of the world.
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Name: Score:
Schedule: Date:
EL FILIBUSTERISMO
I. MATCHING TYPE: Match Column A with Column B. Write the correct answer on
the blanks provided before the number.
Column A Column B
___1. He is a wealthy jeweler came from Europe A. Paulita Gomez
___2. She is the niece of Doña 'Victorina B. Basilio
___3. He is the first born child of Sisa C. Father
___4. He is called as Matang lawin Florentino
___5. He is portrayed as emotional and reactive D. Padre Sibyla
___6. He was pressured by his mother to become a E. Don Custodio
priests F. Father
___7. He is a rich student and serves as the leader of Fernandez
the student yearning to build the Academia de G. Placido
Castellano. Penitente
___8. She is the youngest daughter of Kabesang Tales H. Tandang Selo
___9. The most powerful and highest official in the I. Ouiroga
Philippines during the Spanish regime J. Ben Zayb
___10. He is a journalist who claimed that he was the K. Capitan Tiago
"only" one thinking in the Philippines L. Maria Clara
___11. A student of UST who who controlled his temper M. Alkalde
against his Physics teacher Mayor
___12. He promised to Isagani that he and another N. Crispin
priest will give in to the student’s demands O. Padre Sibyla
___13. A Chinese businessman who dreamt for being a P. Gobernador
"Consulate de Chinaz” General
___14. The old man who raised Basilio after his mother Q. Isagani
Sisa had died. R. Kabesang Tales
___15. He became Paulita's new boyfriend and they S. Simoun
eventually wed. T. Juliana de Dios
U. Juanito Pelaez
V. Macaraeg
II. ALTERNATE RESPONSE: Write T if the statement is CORRECT and F if it says

otherwise.
___ 1. Some of Rizal's friends, like Blumentritt and Marcelo del Pilar, expressed that
El Filibusterismo was more superior to the Noli Me Tangere.
___2. Jose Alejandrino, Rizal's roommate in Belgium related that he was the one
who looked for a printing press for the El Fili.
___3. Rizal dedicated the book in memory of the Gomburza, the three Filipino
patriotic priests who were accused of being filibustero and thus executed.
___4. For Jose Basa's salvific act Rizal gave him the El Fili's original manuscript, a
pen, and an autographed printed copy.
___5. The word filibustero, thus, contextually means subversive, dissident,
revolutionary, seditious, insurrectionary, and treasonous.
___6. In the El Fili, the “Bapor tabo” symbolizes the social classes, discrimination,
and corruption in the Philippines.
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___7. Graciano Lopez Jaena was the one who wrote the “warning” and
inscription on the title page of the El Fili.
___8. The original manuscript of the Noli and El Fili were stolen from the National
Library in the evening of December 8, 1969.
___9. The ending of the El Fili according to some scholars should be interpreted as
Rizal’s categorical stand against revolution.
___10. The first chapter of El Filibusterismo was written by Rizal near the Neckar
river.
III. Essay: Answer the following questions substantially. Consider grammar (5pts)
and content (10pts)
Discuss the role of youth in Nation Building
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Which is better: Rizal’s diplomatic reforms or Bonifacio’s impulsive Revolt? Defend

your answer.
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Name: Score:
Schedule: Date:
NOLI ME TANGERE AND EL FILIBUSTERISMO
Guided Reflection

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LESSON 3: OTHER SIGNIFICANT WORKS OF RIZAL: THE PHILIPPINES A

CENTURY HENCE, THE INDOLENCE OF THE FILIPINOS AND LETTER TO THE
YOUNG WOMEN OF MALOLOS
Objectives:
1. Discuss the content of the different writings of Rizal.

2. Explain the impact of the writings in Philippine Nationalism.
3. Appraise the value of understanding the past.
4. Frame arguments based on evidence.
The Philippines a Century Hence “Filipinas Dentro De Cien Años
The Philippines a Century Hence “Filipinas dentro de Cien Años”, was

published serially in the Filipino fortnightly review “La Solidaridad”, of Madrid,
running through the issues from September 30, December 15, 1889 to February
15, 1890.
It supplements Rizal’s great novel “Noli Me Tangere” and its sequel “El
Filibusterismo”, and forecast the future of the country within a hundred years.
Rizal felt that it was time to remind Spain that the circumstances that ushered in
the French Revolution could have a telling effect for her in the Philippines.
The essay also talked about the glorious past of the Philippines, recounted
the deterioration of the economy, and exposed the causes of the native’s
sufferings under the cruel Spanish rule. In the essay, he cautioned Spain as
regards the imminent downfall of its domination and the awakening of the desire
of the Filipinos for Justice and equality.
Causes of Sufferings and Deterioration
The essay, thus give the following various causes of the sorrows suffered by the
Filipino people (The Philippines a Century Hence: Summary and Analysis, n.d.):
1. Spain’s implementation of her military policies – because of such laws, the

Philippine population decreased dramatically. Poverty became more
rampant than ever, and farmlands were left to wither. The family as a unit
of society was neglected, and overall, every aspect of the life of the
Filipino was retarded.
2. Deterioration and disappearance of Filipino indigenous culture – when

Spain came with the sword and the cross, it began the gradual
destruction of the native Philippine culture. Because of this, the Filipinos
started losing confidence in their past and their heritage, became
doubtful of their present lifestyle, and eventually lost hope in the future
and the preservation of their race.
3. Passivity and submissiveness to the Spanish colonizers – one of the most

powerful forces that influenced a culture of silence among the natives
were the Spanish friars. Because of the use of force, the Filipinos learned
to submit themselves to the will of the foreigners.
The inevitable
One of the main topics tackled by Rizal in the essay was whether Spain
could indeed prevent the inevitable progress of the Philippines. Despite of the
corruption and deterioration brought by the Spaniards to the Philippines, he was
hopeful that the country’s eventual improvement could be not hindered
(Mañebog et al., 2018). For this he made the following points:
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1. Keeping the people uneducated and ignorant had failed. National

consciousness had still awakened, and great Filipino minds still emerged
from the rubble.
2. Keeping he people impoverished also came to no avail. On the contrary,

living a life of eternal destitution had allowed the Filipinos to act on the
desire for a change in their way of life. They began to explore other
horizons through which they could move towards progress.
3. Exterminating the people as an alternative to hindering progress did not

work either. The Filipino race was able to survive amidst wars and famine,
and became even more numerous after such catastrophes. To wipe out
the nation altogether would require the sacrifice of thousands of Spanish
soldiers, and this is something Spain would not allow (The Philippines a
Century Hence: Summary and Analysis, n.d.).
Rizal thus concluded that Spain had no means to stop the progress of the
country. What she needs to do is to change her colonial policies so that they are
in keeping with the needs of the Philippine society and to the rising nationalism of
the people.
Rizal’s Prophecies:
The lessons learned from those years of colonization were that all those
efforts to keep people uneducated and impoverished, had failed. Nationalism
eventually thrived and many of the predictions of Rizal came true. The country
became independent after four centuries of abusive Spanish rule and ng five
decades under the Americans through resoluteness and determination of the
Filipino people.
There is, however, some questioning on whether we are truly

independent. The continuing control of our economy by an elite oligarchy is an
example of such dependency. Quoting Rizal in El Filibusterismo who said, “Why
independence if the slaves today become the tyrants of tomorrow?” they have
expressed cynicism about the wide social and income disparities between a
small favored economic and political elite and the rest of the population. And
the failure of the family, our educational system and political leaders to instill
national discipline and love of country (Braid, 2017).
The Indolence of the Filipinos
The Indolence of the Filipinos is the longest essay of Rizal published in La

Solidaridad in five consecutive issues on July 15 and 31, August 1 and 3, and
September 1 1890. This essay rationally countered the accusations of the
Spaniards that the natives of the Philippines are indolent or lazy.
Rizal pointed in his arguments that the causes of the decrease of

productive activities of the natives were brought by the Spaniards since Filipinos
before the coming of the Europeans are hardworking and engaging into
economic activities. Rizal then explained the Filipino Indolence in the following
factors:
1. The Galleon Trade destroyed the previous links of the Philippines with the
other countries in Asia and the Middle East, thereby eradicating small
local businesses and handicraft industries;
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2. The Spanish forced labor compelled the Filipinos to work in shipyards,

roads, and some other public works, thus abandoning their agricultural
farms and industries;
3. Many Filipinos became landless and wanderers because Spain did not
defend them against pirates and foreign invaders:
4. The system of education offered by the colonizers was impractical as it
was mainly about repetitive prayers and had nothing to do with
agricultural and industrial technology;
5. The Spaniards were a bad example as negligent officials would come in
late and leave their offices early and Spanish women were always
followed by servants;
6. Gambling. like cockfights, was established, promoted, and explicitly
practiced by Spanish government officials and friars themselves,
especially during feast days;
7. The crooked system of religion discouraged the natives from working hard
by teaching them that it was easier for a poor man to enter heaven; and
8. The very high taxes were discouraging as a big part of natives' earnings
would only go to the officials and friars.
Moreover, Rizal explained that the tropical climate is a major factor:

“Nature knows this and like a just mother has therefore made the earth more
fertile, more productive, as a compensation. An hour’s work under that burning
sun, in the midst of pernicious influences springing from nature in activity, is equal
to a day’s work in a temperate climate.”
It is the Spaniard who is lazy, argued Rizal, as they detest manual labor and live
surrounded by Filipino servants who “not only exist to take off their shoes for them
but even to fan them!” His analysis as a physician and historian led to primary
sources that proved Filipinos in pre-Spanish times were not so: “Indolence in the
Philippines is a chronic malady, but not a hereditary one. The Filipinos have not
always been what they are” (Ocampo, 2019).
Letter to the Young Women of Malolos
Originally written in Tagalog, this famous letter directly addressing to the

women of Malolos, Bulacan was written by Rizal as a response to Marcelo H. Del
Pilar's request,
Rizal was greatly impressed by the bravery of the 20 young women of

Malolos who planned to establish a school where they could learn Spanish
despite the opposition of Felipe Garcia, Spanish parish priest of Malolos. The
letter expressed Rizal's yearning that women be granted the same chances
given to men in terms of education. In the olden days, young women were not
educated because of the principle that they would soon be wives and their
primary career would be to take care of the home and children. Rizal however,
advocated women's right to education (Mañebog et al., 2018).
Below are some of the points mentioned by Rizal in his letter to the young
women of Malolos:
1. The priests in the country that time did not embody the true spirit of
Christianity;
2. Private judgment should be used;
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3. Mothers should be an epitome of an ideal woman who teaches her

children to love God, country, and fellowmen;
4. Mothers should rear children in the service of the state and set standards
of behavior for men around them;
5. Filipino women must be noble, decent, and dignified, and they should be
submissive, tender; and loving to their respective husband; and
6. Young women must edify themselves, live the real Christian way with
good morals and should be intelligent in their choice of a lifetime partner.
In recent times, it seems that these qualities are gradually lost in the way
Filipino women conduct themselves. There are oftentimes moments where
mothers forget their roles in rearing their children because of the overriding idea
of having to earn for the family to supplement their husband’s income. Although
there is nothing negative about working hard for the welfare of the family, there
must always be balance in the way people go through life. Failure in the home
cannot be compensated for by any amount of wealth or fame (To the Young
Women of Malolos: Summary and Analysis, n.d.).
ACTIVITY 1: An evaluation of the Young Women of Malolos
Instruction: Answer the following substantially. Consider grammar (5pts) and

content (10pts)
1. In relation with salient point no. 3, how do you protect your dignity and
honor as a woman? (for ladies only)
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2. In relation with salient point no. 3, how do you protect the dignity and
honor of a woman? (for gentlemen only)
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3. Which among the following is/are still observe at the present time? Justify
your answer.
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4. If you will become a parent in the future, which of these points would you
like to follow for your children? Why?
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UNIT IV. ASSESSMENT 1

Name: Score:
Schedule: Date:
THE PHILIPPINES A CENTURY HENCE, THE INDOLENCE OF THE FILIPINOS AND LETTER
TO THE YOUNG WOMEN OF MALOLOS
1. In relation to the three writings of Rizal, discuss the proof that “The Pen is
Mightier than the sword”.
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2. In what other way the Filipino youth of today show their patriotism to their
country?
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UNIT IV. ASSESSMENT 2

Instruction: Make an essay about “Knowing the Past to Understand the Present
and Plan for the Future”
Rubric for the activity:
Unsatisfactory Needs Satisfactory Outstanding Total
0-5 Improvement 11-15 16-20 score
6-10
Content & • Content is • Content is • Content is • Content is
Development incomplete. not accurate comprehen
• Major points comprehe and sive,
are not nsive and persuasive. accurate,
clear. /or • Major and
• Specific persuasive. points are persuasive.
examples • Major stated. • Major
are not points are • Responses points are
used. addressed, are stated
but not adequate clearly and
well and are well
supported. address supported.
• Responses topic. • Responses
are • Content is are
inadequat clear. excellent,
e or do not • Specific timely and
address examples address
topic. are used. topic.
-Specific • Content is
examples clear.
do not • Specific
support examples
topic. are used.
Organization • Organization • Structure of • Structure is • Structure of
& Structure and the paper mostly the paper is
structure is not easy clear and clear and
detract from to follow. easy to easy to
the • Transitions follow. follow.
message. need • Transitions • Transitions
• Writing is improvem are are logical
disjointed ent. present. and
and lacks • Conclusion • Conclusion maintain
transition of is missing, is logical. the flow of
thoughts. or if thought
provided, throughout
does not the paper.
flow from • Conclusion
the body is logical
of the and flows
paper. from the
body of the
paper.
Grammar, • Paper • Paper • Rules of • Rules of
Punctuation contains contains grammar, grammar,
& Spelling numerous few usage, usage, and
grammatica grammatic and punctuatio
l, al, punctuatio n are
punctuation punctuatio n are followed;
, and n and followed spelling is
spelling spelling with minor correct.
errors. errors. errors.
Spelling is
correct.
Total score
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UNIT IV. ASSESSMENT NO.

Name: Score:
Schedule: Date:
Guided Reflection

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UNIT V: JOSE RIZAL AND PHILIPPINE NATIONALISM
LESSON 1: RIZAL AS NATIONAL SYMBOL & RIZAL’S MORAL LEGACIES
OBJECTIVES:
1. Relate Rizal’s life to the life of a nation.

2. Examine the values highlighted by the various representation of Rizal as a
national symbol.
3. Advocate the values Rizal’s life encapsulates through his moral legacies.
FILIPINO NATIONALISM
It is patriotic sentiments and nationalistic ideals in the Philippines in 19 th
century as a result of more than two centuries of Spanish rule as an immediate
outcome of the Filipino Propaganda Movement (mostly in Europe) from 1872
to1892.
Factors that contributed to the development of Filipino Nationalism
1. The revolutions in Europe and in Latin America-(opened the Philippines to

international trade.)
2. The rise of a Middle Class from which came the ilustrado elites soon
became the main agitators against the Spanish Regime.
3. The bureaucratic centralized government established in Manila had
caused widespread discontent in the entire archipelago.
4. The execution of the Gomburza became a spark among the educated
ilustrados.
5. The Propaganda Movement- (1872-1892) called for the assimilation of the
Philippines as a province of Spain so that the same laws will be applied in
the Philippines and that the inhabitants of the Philippines will experience
the same civil liberties and rights as that of a Spanish citizen
Rizal is the Father of Filipino Nationalism

1. Rizal showed interest in, and exerted enough efforts to ignite Filipinos
interest in history.
2. Rizal's novels Noli MeTangere and El Filibusterismo became the bibles
of Philippine nationalism
3. Rizal created La Liga Filipina
OBJECTIVES OF THE PROPAGANDA MOVEMENT

1. Representation of the Philippines in the Cortes Generales, the Spanish
parliament;
2. Secularization of the clergy;
3. Legalization of Spanish and Filipino equality;
4. Creation of a public school system independent of the friars;
5. Abolition of the polo (labor service) and Vandala (forced sale of local
products to the government);
6. Guarantee of basic freedoms of speech and association
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ACTIVITY 1:
TEST THIS HYPOTHESIS: Consider focus and details (10pts) and organization (10pts)
1. The 19th century events developed sentiments of unity among the Filipinos.
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2. PROVE that Rizal was the product of his time.

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3. Which qualities of Rizal are worthy of emulation? How can the acquisition
and development of these qualities help our nation?
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RIZAL’S MORAL LEGACIES
Purity and Idealism: Pure and Spotless must the Victim be

• Rizal exhorted his fellowmen to seek their perfection because it is a duty
imposed by God: Be Perfect as thy heavenly Father is Perfect
• It is the duty of men to seek his own perfection…If man is not perfect, he is
capable of being perfected.
• Pure and Spotless must the victim be that the sacrifice maybe
acceptable
• Is it relevant today? Yes. It is a condition to holiness; it is essential to
happiness
• PERFECTION IS RELATIVE: From God’s point of view he is perfect who is
doing the best he can; God asks no more.
Love of God- “I believe in the existence of a creator”

• When he was studying in Madrid
• When his sister Olympia died
• The harassment and persecutions suffered by his family and tenants in
Calamba
• His exile in Dapitan
Noble Conduct: Do Good Always

• Good conduct, clean conscience and upright thinking
• Exile in Dapitan – good character among the pupils
• Reminded Soledad to do good always
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Love of Fellowmen: Let Us Think well of Our Fellowmen

• When his parents worried because of disquieting news about him in
Dapitan, Rizal emphasized love for fellowmen to a sister.
Love of Parents: I beg my beloved parents to always bless their son

• After getting a degree for Licentiate in Medicine
• After finishing his postgraduate work in medicine
• When he left the Philippines for the second time
• Before leaving Hongkong for the struggle of freedom
• Before leaving Cuba as a volunteer doctor
• Before his unjust execution
Charity: I feel happy when I can give joy to Somebody

• When he was a student in UST: he taught Latin to many boys in Calamba
• During his exile in Dapitan: taught many subjects
• Upon his return in Calamba- physical exercises, treated many patients,
performed operations
• Exile in dapitan: Little hospitals, medicines are free
Love of Country: My dream is my country’s prosperity

• FR Sanchez: To make men worthy
• Mariano Ponce: I swore to avenge cruelties and injustices
• Gov. Gen. Despujol: The whole thought of my own life
Courage: If I’m to be condemn for desiring the welfare of my country,

condemn me
• Rizal believed that man was given conscience to distinguish between
right or wrong and because he believed that only reason can correct
errors, he appealed to his conscience of every Spaniard to judge what he
was doing for his people.
Will Power: Always with our gaze fixed on our country

• Rizal’s decision to give his life for his country demonstrated the perfection
of his will to do the duty assigned to him by God.
• He had a clear vision of what to do to make his people happy and he
exerted his best to accomplish this objective. He did not even regret that
he was an Indio.
• We did not try to understand the character of the Indio, because we are
also Indios ourselves and because we were educated among pure Indios,
in the town of Indios, afterwards in college among Indios, Spaniards and
mestizos. Later among pure Spaniards, and afterwards among foreigners,
always with our gaze fixed on our country.
Honesty: The greatest honor that a son can pay to his parents is integrity and a
good name
• We can only serve our country by telling her the truth, however bitter it be.
o In his letter to Ferdinand Blumentritt; Forget that I am your friend.
Judge the book as I shall judge sometimes your work. Inasmuch as I
want to say the truth, I would like it to be told to me also.
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• I Prefer the Truth to my Fame

• Devotion to Truth: It is not good to hide the truth
• An honest man is the noblest work of God
• Our race has its defects and vices. We are all human and we can
improve ourselves through education and culture, as other peoples did
which only some centuries ago still savages.
Self-sacrifice: My ambition is not to win honors

• Rizal practiced abnegation or self-denial: it means giving up one’s desires
for a better cause, as working for the welfare of one’s country.
• Self-denial implies self-sacrifice, love, humility.
Fortitude: Do not fear that some may fall

• Fortitude or perseverance means strength of mind in meeting or enduring
pain, adversity or peril.
• Fortitude in any undertaking requires faith and hope.
• Serenity: It is necessary that there be serenity of spirit
• A man is serene if he has an unruffled mind. Serenity of spirit stems from a
strong personal discipline.
• Rizal’s regard for tranquility of spirit, physical and moral repose and
willingness is never more timely than today.
Self- control: I have deprived myself of many pleasures

• When a man can check his actions and feelings, he has self-control.
• The will acts only in seeking what is good, depending on the intellect for its
data. This is the reason why we must take great care in presenting only
good ideas to the will.
Rizal’s self-control:
• Student days in Madrid: visited the house of Paterno brothers: he
refused displaying their picture with dedication
• Civil guard lashed Rizal on the back: complain the abuse of
authority
• Asked to escape by his friends: His noble policy and self-control
always triumphed.
Initiative: The greatness of a man is guiding the people in its forward way
• Initiative or self-direction is a person’s readiness to think a line of conduct
and ability to carry it out on his own responsibility.
• Initiative is a virtue needed in the progress of the society.
Tolerance: One must have a deep respect for every idea sincerely conceived
• A person who respects the contrary opinions of another is tolerant.
Tolerance is a virtue requiring sympathetic understanding of the differing
opinions and honest mistakes of another.
• Tolerance challenges us to show the utmost patience and practice real
charity.
Prudence: For reasons of delicacy I have suppressed my correspondence

• Prudence is the virtue that guides our mind in choosing the best means of
accomplishing a thing. IT directs us to the politest and profitable course of
action.
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Obedience: I obeyed my parents

• When a person does what he is told, he is obedient. Complying with what
the authorities require of us is obedience.
• Obedience may call for a little sacrifice on our part for the good of the
whole group.
• Courtesy and Politeness: I want to be polite and nice
Politeness and courtesy are virtues that give harmony and charm in our daily life.
• Courtesy is graceful and considerate behavior toward others. It demands
attention, politeness, refinement and affability.
• Politeness is a quality of being well bred.
• Thrift: I economize
• Thrift is the virtue of being economical in the use of material, money time
and energy.
• Gratitude: I am very grateful
• There is much greatness of mind in acknowledging a good turn, as in
doing it.
• When Rizal received fifty pesos from his brother in law and sister. He
expressed gratitude for the gift but wished to return it.
Love for justice: Let us be just

• Justice is the moral habit by which a man gives to another what is his due.
A man with good conscience finds joy in being just.
• Rizal fought hard justice not only for himself and his family but also his
people.
Living by example: Gladly I depart to expose myself to danger to confirm with

my example what I have always preached
ACTIVITY 1: SELF-EXPRESSION
Which among the moral legacies of Rizal is to be applied in your life? Justify your
answer.
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Interesting Facts about Jose Rizal
1. Rizal was extremely popular even in various parts of the world

• It’s not unusual to find streets and monuments named after Rizal in our
country, but when monuments were made in other countries in his
honor, that’s something! Monuments, roads, and bridges were named
after Rizal in these countries: Spain, Germany, China, USA, Mexico,
Peru, Czech Republic, and Canada.
2. He was a polyglot
• Rizal was fluent in twenty-two languages (Hebrew, Filipino, Ilokano,
Bisayan, Subanon, Chinese, Latin, Spanish, Greek, English, French,
German, Arabic, Malay, Sanskrit, Dutch, Japanese, Catalan, Italian,
Portuguese, Swedish and Russian) and had a knack for switching from
one language to another when he was writing.
3. He was also a polymath

• If you think speaking 22 languages is not awesome enough, Rizal was
also a certified polymath, which means a person of great learning in
several fields of study. He was a journalist, playwright, ophthalmologist,
farmer, historian, painter, novelist, engineer, and educator. He also
had varying degrees of expertise in economics, ethnology, sociology,
anthropology, architecture, cartography, martial arts, dramatics,
fencing, and pistol shooting.
4. Rizal was also a sculptor

• At 14 years old, using batikuling wood, Rizal carved a 9-inch statuette
of the Sacred Heart. He also made masterpieces out of plaster,
terracotta, wax, and clay.
5. Jose Rizal’s last words. “Consummatum Est!” (It is finished!) were Rizal’s last
words during his execution by firing squad in Bagumbayan on December
30, 1896. His words are said to have been the same ones used by Jesus
Christ shortly before he died of crucifixion
6. Three animal species were named after Rizal

• There were three species of animals that were named after Rizal
(which he apparently collected while he was in Dapitan) and these
are: Apognia Rizalis (Heller), Draco Rizali (Wandolleck), and
Rachophorous Rizali (Boetger). The first is a type of beetle, the second,
a flying dragon, and the last, a species of toad.
7. It may seem unbelievable that one time, Rizal, a medical student, had not
taken a bath for 136 days. This happened in Madrid when he wrote his
sister Maria that since mid-August (it was already the end of December
when he wrote) he had not taken a bath for two reasons. First, he has not
perspired because of the cold weather. Second, baths were expensive
and he must have been conserving his limited funds.
8. Rizal was too small for his age and made him a target of Pedro’s bullying,
insulting Pepe infront of other students at the school of Maestro Justiniano
Cruz. Equipped with his Uncle Miguel’s teachings about the art of
wrestling, Rizal challenged Pedro with a fistfight. Rizal won and became
popular as he proved himself a worthy opponent.
9. Rizal’s Mi Ultimo Adios (My Last Farewell) was the most translated Filipino
poem. Originally written in Spanish, the historical verse is now rendered in
38 other languages.
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10. The world’s biggest Rizal Park outside the Philippines is located in China. It
was built to pay tribute to Jose Rizal, whose great-great grandfather was
a Chinese named Domingo Lamco.
11. The Rizal monument in Luneta was not made by a Filipino artist. The design
was the work of Swiss sculptor Richard Kissling who won second prize in an
art competition held in 1907 to find the best scale model for the future
Rizal monument.
12. The favorite breakfast of Jose Rizal is sardinas secas or they call it “tuyo”
with hot chocolate. His favorite fruits are “lanzones” and mango.
13. Aside from the two novels, Noli Me Tangere and El Filibusterismo, the third
unfinished novel of Rizal is entitled Makamisa.
14. Rizal cured himself of tuberculosis and was later recognized as a

tuberculosis expert.
15. When he was studying in Spain, Rizal had to pawn a ring owned by his
sister Saturnina just to pay for his exams. But he didn’t want his loved ones
to get worried, so he only mentioned his victories and excellent grades in
the letters addressed to his family.
16. Rizal is regarded by many as the “Father of Philippine Comics” because of

some humorous illustrations he made in Germany. The said drawing,
entitled “The baptism of two brothers” (see photo above), was inspired by
the German cartoon “Max and Moritz.” Rizal made it to entertain the
children of his landlord, Pastor Ulmer. The original copy is now preserved in
the National Library of the Philippines.
17. Vital statistics: Rizal was about five feet three inches tall and had a
waistline of about 25″ to 26.” He also had a big head: His hats were 6 1/2″
across and the interior measures 8″ from front to back. He didn’t look odd,
though, as his broad shoulders and developed neck compensated for it.
18. Rizal once sent a love letter written in invisible ink to Leonor Valenzuela, a
tall girl from Pagsanjan. The message could only be deciphered if you put
the letter over a lamp or candle. Leonor Valenzuela was one of Rizal’s first
sweethearts. Unfortunately, they parted ways when Rizal had to leave for
Spain.
19. Not all of Rizal’s skeletal remains were buried under the monument in
Luneta. A vertebra or a piece of the backbone where Rizal was allegedly
hit by the bullet was claimed by his family and is now displayed at the
Rizal Shrine, Fort Santiago.
20. Rizal’s original execution photo features a dog, the mascot of the firing
squad. It is said that the dog ran around the corpse whining after a soldier
fired one last shot in Rizal’s head to make sure he was dead.
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FINAL REQUIREMENT
DO A BIOGRAPHY RESEARCH OF AN ADMIRABLE AND PACIFIST

INDIVIDUAL/S LIKE RIZAL
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RUBRIC FOR BIOGRAPHY RESEARCH

25 20 15 10
CONTENT Covers all of the Covers most of Covers only Covers little of
important the factual details some of the the factual
factual about the factual details of details and
information historical figure. the historicl reasons for the
about the figure.
historical figure.
ORGANIZATION Created a well- Well-organized Simple style with Simple format or
Style & form organized with appropriate limited may not be
biography of the flow and organizational written out in
person, transitions. pattern. Some paragraph
reflecting a Generally uses variety in format.
complex writing paragraph sentence length
style. format. and structure.
GRAMMAR Few spelling, Some spelling, Numerous (at Srious (more
punctuation, punctuation, run- least 5) spelling , than 5) spelling,
run-on on, sentences, punctuation, run- punctuation,
sentences, fragments, on sentences, run-on
fragments, and and/or other fragments, sentences,
/or other grammar issues. and/or other fragments,
grammar issues grammar due to and/or other
within detailed poor editing.
texts.
BIBLIOGRAPHY Research Research Research Research
included at least included at least included at least included at least
six sources. five sources. four sources. two sources
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EVALUATION OF THE COURSE
1. What lesson or activity did I enjoy most? Why?

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2. What is the most important lesson which I can apply in my daily life?
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3. What are the new insights/discoveries that I learned?

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4. What topic/s do I find least important?

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5. What possible topics should have been included?

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REFERENCES
Advocates see Rizal as new symbol of Reproductive health rights (2011).

Retrieved from https://akbayan.org.ph
Ariola, Mariano M., The Life and Works of Rizal, (2018) Unlimited Books Library
Services and Publishing Inc.
All Poetry. (n.d), My Retreat. Retrieved from https://allpoetry.com/My-Retreat
Braid, F.R., Rizal’s forecast of the Philippines a Century Hence, Manila Bulletin.
Retrieved from https://news.mb.com.ph/2017/06/20/rizals-forecast-of-the-
philippines-a-century-hence/
Brindis (2020). Retrieved from https://quizlet.com

Capino, D.,Gonzales M., Pineda F (1977).Rizal’s life , works and writings Retrieved
from books.google.com.ph
Characteristics of a hero (n.d.) Retrieved from https://www.lifehack.org
Chua, M. C. B., (n.d), KasPil1 readings, DLSU-Manila, Retrieved from

https://bangkanixiao.files.wordpress.com/2012/10/rizal-poems-1.pdf
Dolipas, S. (2020). Activities on the Life and Works of Rizal. Retrieved from www.
Academia.edu
El Filibusterismo, (2013)., OurHappySchool.com. Retrieved May 20,2020. From
https://ourhappyschool.com/journalism/el-filibusterismo
Elizalde, M. D., (2013). Philippine studies: historical and ethnographic viewpoints.

Retrieved from https://journals.ateneo.edu
Fabulous Philippines. (n,d), Mi Ultimo Adiós. Retrieved from

https://www.fabulousphilippines.com/mi-ultimo-adios-jose-rizal.html
Facts about Jose Rizal (n.d.) Retrieved from https://pop.inquirer.net
Francia, L. (2019). Introduction to Jose Rizal’s Noli Me Tangere and El

Filibusterismo. Retrieved from https://www.penguinrandomhouse.com
Francisco, V. & Francisco P. M., (2018) Rizal a Modular Approach, Mindshapers
Co., Inc.
Fun facts about Rizal (n.d) Retrieved from http://www.pinoystop.org
General History, (2012). Dr. Jose Rizal's annotations to Morga's 1609 Philippine
History. Retrieved from https://kahimyang.com
His life (n.d) retrieved from https://knights of Rizal.org.ph

Introduction to the study of Rizal’s Life and Works (2020). Retrieved from
www.coursehero.com
Jose Rizal Brindis Speech : A toast Honoring Juan Luna and Felix Resurrection
Hidalgo (2017) retrieved from our happy school.com
Jose Rizal Educational Background (n.d) retrieved from https://joserizal

project.weebly.com
Jose Rizal Facts (n.d) Retrieved from https://filipiknow.net/jose-rizal-facts
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Jose Rizal family (n.d) retrieved from httos://www.jose rizal.com

Mandirigma.org., (2016). Novel: Noli Me Tangere by José Rizal. First Published in
Berlin, Germany 1887. Retrieved from http://mandirigma.org
Jose Rizal University. (n.d), Education Gives Luster to Motherland, Retrieved from
http://www.joserizal.ph/pm16.html
Mañebog, J.D.G., Paragas, R.Y., Barrientos, M.O.B., Francisco,(2018) R.P. Life and
Works of Rizal. Malabon City: Mutya Publishing House, Inc.
Masachika, S., (n.d), Poems of Rizal, Retrieved from

https://www.scribd.com/document/241008112/Poems-of-Rizal
Ocampo, A.R., (2019). The indolence of the Filipino. Inquirer.net. Retrieved from
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Pedrosa, C. (n.d.). The Spanish influence in building our nation. Retrieved from
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Pelzer, K.J., (n.d.) The Spanish Tobaco Monopoly in the Philippines, 1782-1883 and
the Dutch forced cultivation system in Indonesia, 1834-1870. Retrieved from
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Rizal law. Rizal law learning objectives (2020) . Retrieved from www.
coursehero.com
Sobritchea, C.I., (1980). The Philippine Peasantry of the early colonial period.
Retrieved from https://www.jstor.org/stable/23898417?seq=1
Talent show mechanics (2018)Retrieved from www.scribd.com

The Minute paper center for the enhancement of Learning and Teaching (n.d.)
retrieved from https://provost.tuff.edu
The Philippines a Century Hence: Summary and Analysis, (n.d.) The Life and Works
of Rizal Retrieved from http://thelifeandworksofrizal.blogspot.com/
The trial and execution of Dr. Jose Rizal (2014). Retrieved from
https://bshjoserizal.weebly.com
Today in Philippine History (2011).Retrieved from https://Kahimyoung.com

Vallando, B., (n.d.) Jose Rizal in his times (19 th Century). Retrieved from
http://vballano.blogspot.com/
To the Philippine Youth. (n.d), Retrieved from

https://www.univie.ac.at/Voelkerkunde/apsis/aufi/rizal/rzpoem1.htm
Wickber, E., (1962). Early Chinese Economic Influence in the Philippines, 1850-
1898. Retrieved from https://kuscholarworks.ku.edu
Zaide, G. F., & Zaide, S. M. (1984). Jose Rizal, Life, Works and Writings of a Genius,
Writer, Scientist, and National Hero. Philippine National Bookstore, Inc.
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Rizal's Life and Works Course

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Lrizal 1 Modular Approach

Medical technology (University of Baguio)

StuDocu is not sponsored or endorsed by any college or university

Dr. Jose P. Rizal

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Dr. Jose P. Rizal

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UNIT I. INTRODUCTION TO THE COURSE

UNIT II. THE PHILIPPINES IN THE NINETEENTH CENTURY AS RIZAL’S CONTEXT

UNIT III: JOSE RIZAL’S LIFE

UNIT IV: SELECTED WRITINGS AND THEIR IMPACT ON TODAY’S SOCIETY

UNIT V: JOSE RIZAL AND PHILIPPINE NATIONALISM

FINAL REQUIREMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

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Course Code and Course Title:

LRIZAL: The Life and Works of Rizal

The learning competencies that is derived from this subject include

a. Critical thinking skills- the students express an appreciation of the

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UNIT 1: INTRODUCTION OF THE COURSE

LESSON 1A. Definition and characteristics of a hero

Activity 1: What is a hero? (give your own definition)

Lesson 1B: Characteristics of a hero

Heroic leaders have the determination to achieve the goal, regardless of

Mohandas Gandhi was a well-known political and ideological leader of

Leadership is the integration of external actions and internal ethics. Heroic

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Abraham Lincoln’s great laws of truth and honesty led people to

Developing self-confidence is ingrained in heroic leaders as a key to

Steve Jobs’s leadership style was multifaceted. He was strongly focused

One of the greatest qualities heroism possesses is a great amount of

Martin Luther King, Jr. significantly contributed to American society by

Mother Teresa’s life-long dedication to the care of the poor, unprivileged

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Humility is the common quality of heroic leaders: nonexistence of pride or

We conclude from this point that heroic leaders display a supportive

ACTIVITY 2: What heroic act have you done for others?

Rubric: Personal Experience Speech Rubric

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LESSON 2: Rizal as a national Hero

1. Explain the reasons why Rizal is the national hero.

Why is Jose Rizal our national hero?

A hero symbolizes goodness. Rizal gave us freedom by using goodness.

Rizal is an American-sponsored hero: he opted for a nonviolence reform in

Adding that, Rizal passed Criteria for National Heroes:

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Additional Criteria for Heroes:

1. A hero is part of the people’s expression. But the process of a people’s

LESSON 3: Rizal Law-RA 1425

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REPUBLIC ACT NO. 1425

AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS,

The Board of National Education is hereby authorized and directed to adopt

SECTION 2. It shall be obligatory on all schools, colleges and universities to keep

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SECTION 4. Nothing in this Act shall be construed as amendment or repealing

SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be

SECTION 6. This Act shall take effect upon its approval.

READING 1: AKBAYAN PARTY LIST: Advocates see Rizal as new symbol of

“Rizal’s legcy of advancing the importance of education, knowledge and

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