Course Title: The Life and Works of Jose

Rizal
Learning Module No.: 1
#

STUDENT Learning Module on [RIZAL 201/301]

Name:
 PROFESSOR
Name: Anne Belen A. Medina
Academic Department: DASTE
Consultation Schedule: Mon-Friday 8am-12nn and 1pm-3pm/ via Facebook or
Messenger
Email Address:
Contact Number:

LEARNING MODULE INFORMATION

I. Course Code RIZAL 201/301

II. Course Title

THE LIFE AND WORKS OF JOSE RIZAL

III. Module Number One (1)

Learning Module on [RIZAL 201/301]

IV. Module Title
Introduction to RA 1425, Jose Rizal’s family background and his
educational experiences

V. Overview of the Module Module 1 is an introduction to the course RIZAL . It will explain RA
1425 or Rizal Law and its important provisions. There will also be a
discussion of the conditions in the Philippines when Rizal was born. This
module will also discuss about Jose Rizal’s family background, his
educational experiences from childhood, his experiences in Ateneo and
UST. We will end this module with an analysis of Rizal’s poem “A la
Juventud Filipina” and a documentary review of the film “Ang Buhay ng
Isang Bayani”. This module should be completed in two weeks.

VI. Module Outcomes
1. Discuss the provisions of Rizal Law and why it was established
2. Understand the conditions in the Philippines when Rizal was
born (Spanish Time) in terms of political, social, and economic
conditions
3. Explore important aspects of Rizal’s childhood and his early
education in Calamba and Binan, as well as in Ateneo and UST
4. Analyze a poem written by Jose Rizal entitled “A la Juventud
Filipina” and a documentary entitled “Buhay ng isang Bayani. “

VII. General Instructions

No portion of this module can be xeroxed, copied or forwarded to
anybody. The module will be used only for this course, the first
semester of school year 2020-2021.

RIZAL 201/301 should be completed in 6 weeks. There are 3 modules

(Preliminary, Midterms and Finals). Each module is

divided into lessons and each module should be completed in 2 weeks.

Several references will be used for this course. A list of the complete
references will be listed at the end of this module.
All books are available at our school library/ resource center.
It is the students responsibility to complete reading each lesson and the
references. After each lesson, you are required to answer and submit
the ffg parts: Application, Assessment and Enrichment activities. You
may write your answers in any clean paper. Your responses to these
activities will be checked and recorded. All output for these modules
will comprise 60% of your grade and the other 40% will be based on the
results of your Final Exam. Please do not hesitate to contact your
Professor during consultation hours if you have any questions.

Goodluck and have fun learning.

Learning Module on [RIZAL 201/301]

For essay questions with 5, 10, 20 and 30 point, the following rubrics will be followed:
Excellent – Complete response with detailed explanation
Very Good – Good solid response with clear explanation
Good - Explanation is nuclear
Fair - Lacking in key points
Poor - shows lack of understanding
0 - No answer

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Lesson 1: Introduction to the course: Republic Act 1425 or Rizal Law

Lesson Objectives:
1. Explain the provisions of RA 1425 or Rizal Law and why it was established
2. Understand the conditions in the Philippines when Rizal was born (Spanish period) in
terms of political, social, religious and economic conditions

Getting Started:
What do you know about Jose Rizal? Recall the most interesting facts you know about Jose
Rizal. Think about his greatest achievement. Is he worthy of being called our national hero?
Discussion:
This module will discuss the relevance of studying the life, works and writings of Jose Rizal.
Rizal was an exceptional man and is unsurpassed by other Filipino heroes in talent, nobility of
character and patriotism. It is hoped that you will develop an understanding of the greatness of
Rizal’s character, thoughts and teachings through a critical analysis of his life, works and
writings. Rizal had much to say about matters of extreme importance to the nation.
Unfortunately many are questioning the relevance of Rizal and students tend to be indifferent
towards the course and towards Rizal himself. Rizal exerted his utmost effort to be a great person
even if he has flaws and weaknesses but he surmounted them through his strengths. Continue
reading the modules and decide for yourself if the course is still relevant at this present time.
The Birth of RA 1425/Rizal Law and its 3 Major Provisions
The Rizal course is mandated by Republic Act 1425, which was authored and fought for by
Claro M. Recto. On April 3, 1956, Senate Bill no. 468 (an act to make Noli Me Tangere and El
Filibusterismo compulsory reading matter in public and private colleges and universities and for
other purposes) was submitted to the Senate Committee on Education. The chairman of the
committee was the late Senator Jose P. Laurel and he was the one who sponsored

and presented the bill to the members of the Upper House on April 17, 1956. Laurel believed
that by reading and studying Rizal’s novels, the Filipino youth will be able to become conscious
as a people and to learn to prepare for painful sacrifices that will lead to self-reliance, self-
respect and freedom.

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Debates over the bill became controversial with Catholic senators arguing that it was an attempt
to discredit the Catholic religion because there were lines in the novels that were offensive to the
Church doctrine. The catholic church assailed the bill as anti-church. Furthermore, some said that
it might divide the nation because there is a compulsion to read something against one’s faith.
Senator Francisco “Soc” Rodrigo who opposed the bill argued that we should not create conflict
between nationalism and religion or the government and the state. Senator Claro M. Recto
refuted the arguments of the opposition by saying that the novels have no intentions of
discrediting the church. The bill would only like to contextualize Rizal’s heroism in the face of
the Spanish tyranny. He further added that Rizal did not pretend to teach religion when he wrote
the novels but he only aimed to inculcate civic consciousness, national dignity, personal pride
and patriotism among the Filipinos. Rizal criticized the unworthy behavior of some ministers of
the church but made exceptions in favor of the worthy ones.
A similar bill ( House bill 5561) was filed by Congressman Jacobo Z. Gonzales in the House of
Representative and again there were dissenting opinions. With these setback, it seemed hopeless
to pass the bill into law. It was in this context that Senator Laurel proposed a compromise bill or
substitute bill with the inclusion of all works and writings of Jose Rizal as the main feature of the
bill, not just the two novels. Laurel however, asserted the importance of reading the original and
unexpurgated edition of Rizal’s novels. Furthermore, he added a conciliating clause that there
will be “exemption” of students from reading the two novels on certain conditions. With this, on
May 12, 1956, Senate Bill No. 438 was approved on second reading. On May 14, 1956, the bill
was approved unanimously in the House of Representatives. The proponents were able to
perfect the bill due to the many criticisms they received which broadened the scope of
democratic processes. On June 12, 1956, President Ramon Magsaysay signed the bill to make it
a law, thus giving birth to Republic Act 1425 also known a Rizal law.

RA 1425 is also known as the Rizal Law. The following are the major provisions of RA 1425.
1). It directs educational agencies such as the Department of Education and the Commission on
Higher Education to include in the curricula of all schools, colleges and universities, public or
private, the study of the life of our natonal hero, with emphasis on the original and unexpurgated
versions of Rizal’s novels Noli Me Tangere and El Filibusterismo.
2). It obliges all libraries of all schools, colleges and universities to maintain an adequate number
of copies of Noli Me Tangere and El Filibusterismo in their collections, as well as other
materials related to the life of Rizal.

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3). It directs the Board of National Education to take charge of the translation, reproduction and
distribution of printed copies of Rizal’s novels to interested parties through purok organizations
and barangay councils free of charge.
The Philippines under Spanish Rule
Political Institutions
The Spanish colonial government in the Phi lippines was centralized in form. The Philippines
was governed through the Ministers of the colonies established in Madrid in 1863. This body
governed the affairs of the colonies of Spain, including the Philippines through a centralized
machinery exercising executive, legislative, judicial and religious powers.
The Governor General appointed by the Spanish Monarch headed the central administration in
Manila. He was the king’s representative in all state and religious powers and exercised
extensive powers. He was the Commander–in-chief of the Armed Forces of the Philippines and
as the chief executive of of the colonial government, he also enjoyed judicial powers. The
judicial system during Rizal’s time was partial, costly and slow. Poor Filipinos had no access to
the courts because they could not afford the heavy litigation expenses. Rizal’s family was also a
victim of injustice and his mother was unjustly arrested and jailed without due process. Even the
GOMBURZA priests were executed and were victims of Spaniards injustices.

The main local government units were the provinces (alcaldias), headed by the alcalde mayor or
provincial governor who exercised executive and judicial functions. He was also the
administrator, judge, and military commandant, with the priviledge of engaging in and
monopolizing trade called, indulto de commercio. The alcaldes mayores bought goods from the
natives at low prices and sold this back to the natives in times o scarcity at much higher prices.
Nobody complained because they were also the provincial judges at that time.
The provinces were divided into towns or pueblos and each pueblo was headed by a
gobernadorcillo or town mayor. Each town was divided into barrios or barangays and each
barangay was headed by a cabeza de barangay whose main function is the maintenenace of peace
and order in the barrio and the collection of taxes and tributes.
The Social Structure
The highest social class consisted of the peninsulares (Spaniards from Spain), followed by the
insulares (Spaniards born in the Philippines), The Spanish and Chinese mestizos, and the
principalia, the latter class composed of the gobernadorcillos, cabeza de barangay, merchants,
and wealthy native families.

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Racial discrimination was prevalent then in the Philippines. The Spanish born peninsulares were
given the highest offices and positions in the government while the creoles enjoyed second
priority and the lowly natives or indios were discriminated against.
The Educational System
For almost the entire Spanish colonial period in the Philippines, education was in the hands of
the Catholic church. It was the missionaries who established the schools, appointed the
teacher’s, and developed the schools curricula. For almost 300 years, since the Spaniards
established their first settlement in the Philippines, there was no systematic government
supervision of schools. Many serious criticisms against the educational system then were the
following: the overemphasis on religious matters, the obsolete teaching methods, the limited
curriculum, the poor classroom facilities and the absence of teaching materials. Primary
education was neglected and there was no academic freedom. All the schools were under the
control of the friars.

The Economic Institution

The economic structure of the Philippines was basically feudalistic, it stemmed from the
encomienda system that the Spaniards introduced in the colony. Such system was the instrument
used by the government officials to pacify and exploit the natives during the Spanish colonial
period. It paved the way for various oppressive practices such as the tribute, forced labor,
bandala, and the military conscription. All these exactions assumed greater urgency and were
enforced with great severity when Spain was at war.
The collection of tributo (tribute) was levied on all Filipinos from 19 to 60 years old, with some
exceptions among government officials and chieftains. It can be paid in cash or in kind. Filipinos
who could not pay were tortured and imprisoned.
In addition to the tribute, male natives were also required to serve for 40 days each year under
the system of forced labor or polo. It started in 1580 but requiredservice was reduced to 15 days
per year in 1884. Filipinos were supposed to be paid ¼ real a day plus rice but these were
violated. The implementation of forced labor resulted in the ruin of communities because
absence of men in the communities meant abandoned fields and no harvests of crops for
consumption. Many people died of hunger.
The bandala was another exploitative device which consisted of the assignment of annual quotas
to each province for the compulsory sale of produce to the government. The government claimed
not to have funds to pay for the produce and bandala is tantamount to a virtual confiscation of
goods. All the people got were promissory notes which were seldom redeemed in full. The
bandala caused the Filipinos a great deal of suffering.

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Conditions in the World and the Philippines during Rizal’s Time

To appreciate and understand the life of Dr. Jose Rizal, it is important to know the conditions of
the world and of the Philippines during the 19th century. The early 19th century marked the
beginning of the Industrial Revolution led by the British. The integration of steam engines and
other machinery in production allowed Britain to experience rapid development and
urbanization. Other countries were quick to emulate British Industrialization. Spain lagged
behind its neighbors because of its engagements with the Napoleonic and Carlist Wars

and the internal struggle between liberal and conservative factions in Spain during the early 19 th
century. These changes in Spain eventually affected its relations towards its colonies and the
Philippines experienced liberal policies and reform for the first time.
In the Philippines, 19th century is considered by some historians as a long century because of the
numerous changes that happened during this period. In terms of political and economic changes,
the brief occupation of Manila Briitish forces in 1762-1764 and the rapid development of
economies in Europe made Spanish administrators in the colony rethink their policies so as not
to get left behind by their neighbors and to prevent another incident such as British occupation
from happening again.
Some of the reforms were the abolition of the Galleon trade and the opening of the Philippines to
world trade in 1830. This enabled the increase in economic activities in the country and the entry
of firms from European states as well as the entry of foreign ideas mostly through the form of
books and other printed media during that time. In the case of Rizal, he was able to read various
European literatures. Even Andres Bonifacio was able to read literatures on the French
revolution that later on influenced some of the works of both individuals.
The end of Spanish wars with the Dutch and the British, as well as the nullification of the slave
raiding activities of the Moro also led to the development of agricultural lands and the discovery
of the new frontiers in the Philippines. These eventually led to in the social and economic class
in the country with the prinicipalias and the meztiza benefitting from these changes, thus the
consequent emergence of the local elites. In Laguna, Jose Rizal’s family was considered to be
one of the local elites since they were leasing large blocks of lands from friar estates in Calamba.
These developments did not help bridge the gap between the local elites and the poor and
marginalized sectors of the country. This gap led to different revolts during the early 19 th
century. The revolts showed the growing gap between the rich and the poor because they were
directed not only against Spanish authorities but also to the elites in the two provinces. The
implementation of the Cadiz Constitution in 1812 also provided a brief legal justification for the
quest for quality because it was stated in the document that all citizens of Spain including those
in the colonies were equal under the law.

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Education and the Rise of the Ilustrados

Among the reforms, the most notable was the increase of educated Filipinos as the colonial
government under the directives from Spain also started to reform educational institutions in the
Philippines. The Filipino and Chinese Mestizo elite families who were able to capitalize on the
opening of the Philippine market to the world sent their children to school to take professional
courses not only in the Philippines but also in Europe. Travelling to Europe was easy with the
opening of the Suez canal in 1859. Eventually these elite families were referred to as ilustrados,
and formed the emerging movement that asked the colonial government for needed reforms in
the Philippines. The new movement was called the reform and propaganda movement. This
movement ha d a more nationalistic and racial dimensions fuelled by the sufferings and
discriminations experienced by Filipinos under the Spaniards.
Rizal was born amidst all these political and economic reforms and turmoils. He belonged to a
local elite family who was fortunate enough to capitalize on the existing conditions at the that
time. He was sent to school in the Philippines but eventually was able to study in Europe. Rizal
actively participated in the propaganda movement while studying in Europe.

Application:
1. Enumerate and explain the 3 major provisions of RA 1425/Rizal Law. (10pts)
2. Describe the Philippines during Rizal’s time in terms of the political, social, and
economic conditions. (10pts.)
Summary of the Lesson:
 Senate Bill No. 468 authored by Claro M. Recto and sponsored by the late Senator Jose
P. Laurel. Laurel presented the bill to the Upper House on April 17, 1956. There were
controversial debates and opposition about he bill and some setback ensued before it
became a law.
 Senator Jose P. Laurel proposed a compromise bill or substitute bill that required
compulsory reading not only of the two novels of Rizal (as originally authored by Recto)
but all works and writings of Rizal in all

public and private colleges and universities. Laurel believed that by doing so, we
become conscious as a people and learn to prepare ourselves to painful sacrifices which
ultimately leads to self-reliance, self- respect and freedom.

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 After much debate and argument, President Ramon Magsaysay signed the bill to make it
a law, thus giving birth to RA 1425 or Rizal Law.
 RA 1425 is also known as the Rizal Law has 3 major provisions:
1). It directs educational agencies to include in the curricula of all schools, colleges and
universities, public or private, the study of the life of our natonal hero, with emphasis on the
original and unexpurgated versions of Rizal’s novels Noli Me Tangere and El Filibusterismo
2). It obliges all libraries of all schools, colleges and universities to maintain an adequate
number of copies of Noli Me Tangere and El Filibusterismo in their collections, as well as
other materials related to the life of Rizal
3). It directs the Board of National Education to take charge of the translation, reproduction
and distribution of printed copies of Rizal’s novels to interested parties through purok
organizations and barangay councils free of charge.
The Philippines under Spanish Rule
Jose Rizal belonged to the 19th century. At the time of his birth, the Philippines was still a colony
of Spain. There were many colonies of Spain like Mexico, Chile, Argentina, Colombia,
Venezuela and others have already won their independence from Spain through revolution. The
Philippines was one of the remaining Spanish colonies along with Cuba, Puerto Rico and the
Spanish Sahara. Among the colonies, the Philippines was the richest in terms of natural resources
and trade potential.
The 19th century was also a time of change. The Age of Enlightenment, Age of ideas and
freedom, liberty and equality and the belief in the sovereignty of the people in determining
government thundered all across Europe.The French Revolution as well as the ideas of the
French philosophies would spread around the world and the world will never be the same again.

Political institutions
The Spanish colonial government in the Phi lippines was centralized in form. The Philippines
was governed through the Ministers of the colonies established in Madrid in 1863. This body
governed the affairs of the colonies of Spain, including the Philippines through a centralized
machinery exercising executive, legislative, judicial and religious powers.
The provinces were divided into towns or pueblos and each pueblo was headed by a
gobernadorcillo or town mayor. Each town was divided into barrios or barangays and each

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barangay was headed by a cabeza de barangay whose main function is the maintenance of peace
and order in the barrio and the collection of taxes and tributes.
The Educational System
For almost the entire Spanish colonial period in the Philippines, education was in the hands of
the Catholic church. It was the missionaries who established the schools, appointed the
teacher’s, and developed the schools curricula. For almost 300 years, since the Spaniards
established their first settlement in the Philippines, there was no systematic government
supervision of schools. Mane serious criticisms against the educational system then were the
following: the overemphasis on religious matters, the obsolete teaching methods, the limited
curriculum, the poor classroom facilities and the ansence of teaching materials. Primary
education was neglected and there was no academic freedom. All the schools were under the
control of the friars.
The Economic Institution
The economic structure of the Philippines was basically feudalistic, it stemmed from the
encomienda system that the Spaniards introduced in the colony. Such system was the instrument
used by the government officials to pacify and exploit the natives during the Spanish colonial
period. It paved the way for various oppressive practices such as the tribute, forced labor,
bandala, and the military conscription. All these exactions assumed greater urgency and were
enforced with great severity when Spain was at war.

The World and the Philippines during Rizal’s time

The early 19th century marked the beginning of the Industrial Revolution led by the British. The
integration of steam engines and other machinery in production allowed Britain to experience
rapid development and urbanization. Other countries were quick to emulate British
Industrialization. These changes in Spain eventually affected its relations towards its colonies
and the Philippines experienced liberal policies and reform for the first time.
In the Philippines, 19th century is considered by some historians as a long century because of the
numerous changes that happened during this period. The rapid development of economies in
Europe made Spanish administrators in the colony rethink their policies so as not to get left
behind by their neighbors and to prevent another incident such as British occupation from
happening again.

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Some of the reforms were the abolition of the Galleon trade and the opening of the Philippines to
world trade in 1830. This enabled the increase in economic activities in the country and the entry
of firms from European states as well as the entry of foreign ideas mostly through the form of
books and other printed media during that time. The nullification of the slave raiding activities
of the Moro also led to the development of agricultural lands and the discovery of the new
frontiers in the Philippines. These eventually led to in the social and economic class in the
country with the prinicipalias and the meztiza benefitting from these c changes, thus the
consequent emergence of the local elites. There were revolts that showed the growing gap
between the rich and the poor because they were directed not only against Spanish authorities but
also to the elites in the two provinces. The implementation of the Cadiz Constitution in 1812 also
provided a brief legal justification for the quest for quality because it was stated in the document
that all citizens of Spain including those in the colonies were equal under the law.
Education and the Rise of the Ilustrados
Among the reforms, the most notable was the increase of educated Filipinos as the colonial
government under the directives from Spain also started to reform educational institutions in the
Philippines. The Filipino and Chinese Mestizo elite families who were able to capitalize on the
opening of the Philippine market to the world sent their children to school to take professional
courses not only in the Philippines but also in Europe. Travelling to Europe was easy with the
opening of

the Suez canal in 1859. Eventually these elite families were referred to as ilustrados, and formed
the emerging movement that asked the colonial government for needed reforms in the
Philippines. The new movement was called the reform and propaganda movement. This
movement had a more nationalistic and racial dimensions fuelled by the sufferings and
discriminations experienced by Filipinos under the Spaniards.
Rizal was born amidst all these political and economic reforms and turmoils. He belonged to a
local elite family who was fortunate enough to capitalize on the existing conditions at the that
time. He was sent to to school in the Philippines but eventually was able to study in Europe.
Rizal actively participated in the propaganda movement while studying in Europe.
Assessment:
Answer the following questions in not more than 5 sentences. Make your answers short and
direct to the point. (5 pts @)
1) In a democratic legislation process, why is it important to have dissenting opinions?
2) What were the amendments made from the original Senate Bill No. 468 or Rizal Bill in order
to perfect the RA1425/Rizal Law?

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3) Write two (2) arguments of the opposition of the bill. Explain.

4) Who authored and sponsored Senate Bill No. 468 which later became a law giving birth to
RA 1425. Who was the President who signed it and specify the date when it was passed into law.
5) Based on your personal assessment, how were the events in the 19th century crucial to the
formation of Rizal’s love for his country?
Enrichment Activity:
What provisions will you add to make Rizal Law more relevant to a youth like you? Compose a
100 word essay to explain your answer. (10 pts)
Suggested Links:
For a full copy of RA 1425 see the link below):
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/)

References/Attributions:
Crudo, E.R. P., Guiwa, H.I.C., and Pawilen R.M. (2019) A Course Module for The Life, Works
Writngs of Jose Rizal. 1st Ed. Rex Bookstore, Inc.
Duka, C.D. and Pila, R.A. (2010) RIZAL, His Legacy to the Philippine Society. Anvil
Pubishing, inc.

dlscrib.com_jose-rizal
-book-by-zaide-2nd-ed.pdf

Zaide, G.F. and Zaide,S.M. (2007) Life, Works, and Writings of a Genuis Writer, Scientist and
National Hero. 2nd Ed. All Nations Publishing Co., Inc.
Lesson 2: Rizal’s Childhood, his Early Education in Calamba and Binan as well as in
Ateneo and UST
Lesson Objectives:
1). Explore important aspects of Rizal’s childhood and his early education in Calamba
and Binan as well as in Ateneo and UST
2). Analyze a poem written by Rizal entitled “A La Juventud Filipina” and a
documentary film entitled “Buhay ng Isang Bayani”
Getting Started :

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Jose Rizal is a unique example of a many-splendored genius who became the greatest hero of a
nation. He was endowed by God with many gifts and he became a hero and a political martyr
who consecrated his life for the redemption of his oppressed people. Now, he is the national hero
of the Philippines.
Recall at least 10 facts about Jose Rizal. What facts do you know about the personal experiences
of Rizal while growing up?
Watch a documentary film about Jose Rizal entitled “ Ang Buhay ng Isang Bayani” in
youtube.com. It was based on Jose Rizal’s actual diary. The documentary is about one hour and
7 minutes long.

Discussion:
Jose Rizal was born on June 19, 1861 in Calamba, Laguna. His mother, Teodora Alonso had a
difficult time giving birth to Rizal since she almost died. She made a vow to take him on a
pilgrimage to Antipolo as a gratitude for allowing her through a difficult birth. The frail boy was
named Jose in honor of St. Joseph, the patron saint of laborers and soldiers. He was blessed with
a second first name Protasio, a 4th century saint who was a Bishop of Milan.
Rizal was baptized in the catholic church of his town on June 22, aged 3 days old by the parish
priest, Father Rufino Collantes. His godfather (ninong) was Father Pedro Casanas. During the
christening, Father Collantes was impressed by the baby’s big head and predicted that someday,
he will become a great man. His words proved to be prophetic.
Jose Rizal was the seventh of the eleven children of Francisco Mercado Rizal and Teodora
Alonso Realonda. The hero’s tather was born in Binan, Laguna on May 11, 1818 and studied
Latin and Philosophy at the College of San Jose in Manila. After the death of his parents, he
moved to Calamba and became a tenant-farmer of the Dominican-owned hacienda. He was a
hardy and independent man, who was strong in body and valiant in sprit. He died on January 5,
1898 at the age of 80. Rizal affectionately called him “ a model of fathers”.
Dona Teodora, the hero’s mother was born in Manila on November 8, 1826 and was educated at
the College of Santa Rosa, a well known college for girls . She was a remarkable woman,
possessing refined culture, literary talent, business ability and the fortitude of a Spartan woman.
Rizal mentioned that his mother knows literature and speaks better Spanish that him. She is also
a Mathematician and had read many books. Dona Teodora died in Manila on August 16, 1911 at
the age of 85.
Francisco and Teodora have been blessed with eleven siblings, two boys and nine girls. These
children were as follows:

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1. Saturnina - (1850-1913) eldest, nicknamed Neneng, married to Manuel Hidalgo of

Tanauan, Batangas.
2. Paciano - (1851-1930) older brother and confidant of jose Rizal. After Rizal’s death, he
joined the Philippine Army and became a combat

general. He retired to his farm in Los Banos and died on April 13, 1930. He was a
bachelor but had two children by his mistress (Severina Decena), a boy and a girl.
3. Narcisa – (1852-1939) her pet name is Sisa, and was married to Antonio Lopez, a school
teacher in Morong
4. Olimpia (1855-1887) Ypia was her pet name; she married Silvestre Ubaldo, a tlegerpah
operator from Manila
5. Lucia (1857-1919)- She married Mariano Herbosa of Calamba but he died of cholera in
1889 and was denied a Christian burial because his brother in law was Rizal
6. Maria (1859-1945) – Biang was her nickname; she marriedDaniel Faustino Cruz of
Binan, Laguna
7. Jose (1861-1896) – Pepe was his nickname. Considered the greatest Filipino hero. In
Dapitan, during his exile, he lived with Josephine Bracken, an Irish girl from Hongkong.
He had a son by her, tis baby boy was named Francisco but he died a few hours after
birth. He was bried in Dapitan.
8. Concepcion (1862-1865) – pet name was Concha, she died of sickness at the age of three.
Her death was Rizal’s first sorrow in ife.

9. Josefa (1865-1945) – Panggoy was her pet name; she died an old maid at the age of 80
10. Trinidad ( 1868-1951) – Trining was her pet name; she also died an old maid at the age
of 83
11. Soledad (870-1929) – youngest of the Rizal children; her et name was Choleng; she
married Pantaleon Quintero of Calamba
Sibling relationship among the Rizal children was affectionately cordial. Rizal used to play
games with his sisters. Paciano, who was ten years his senior was a second father to him. Rizal
respected him and greatly valued his advice. Rizal regarded Paciano as “ the most noble of
Filipinos”.

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Rizal’s EarlyEducation In Calamba and Binan

Rizal had his early education in Calamba and Binan. A son of an illustrado family received a
typical schooling characterized by the four R’s –Reading, Writing, Arithmetic and Religion.
Instruction was rigid and strict. Knowledge was forced into the minds of the pupils by means of
memory method aided by the teachers whip. Despite the defects of the Spanish education, Rizal
was able to acquire the necessary instruction and preparatory for college work in Manila and
abroad. Rizal who was born a weakling, rose to become an intellectual giant.
Rizal’s first teacher was his mother who taught him how to read and say prayers. She was a
patient, conscientious and understanding teacher. Dona Teodora also discovered Rizal’s talent
for poetry. Rizal looked up to her mother as the one who influenced his love for learning. After
Dona Teodora’s teachings, they employed private tutors to give him lessons at home. The first
tutor was Maestro Celestino; the second, Maestro Lucas Padua and the third was a former
classmate of Rizal’s father, Maestro Leon Monroy. He taught Rizal Spanish and Latin but he
died five months later.
From tutors, Rizal went to a Binan school run by Maestro Justiniano Aquino Cruz. The school
was a small nipa and about 30 meters from the house of Rizal’s aunt. Rizals daily life in Binan
was very simple, he heard mass in the morning, ate breakfast, went to school in the morning and
afternoon session, returned home, ate supper and sometimes played in the streets on a good day.
Rizal’s academic studies in Binan went well and he beat all the Binan boys in Spanish. Latin and
other subjects. His love for painting was nurtured early on by an old painter named Juancho in
Binan.
Rizal under the pen name P. Jacinto wrote his own memoirs of his experiences from 1872 to
1881, composed of 8 chapters spanning his childhood days as a student in Manila. A full
translation of the document was made by Jose Rizal Centennial Commission and is available in
various online websites Chapter 1 highlights his childhood in Calamba and has a personal
description of their house and their lifestyle. Also included in this chapter is the death of Concha
for whom Rizal shed his first tears.

Chapter 2 documents Rizal’s first time away from home when he was sent to study in Binan,
Laguna, as well as his daily routine as a student. This chapter highlights Rizal’s longing for his
family and hometown.

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Chapter 3 is about Rizal’s memories of the events that transpired between the years 1871-1872
particularly his mother’s case which really devastated Rizal since his mother was taken away and
imprisoned, leaving them without guidance. This was Rizal’s first taste on injustice.
Chapters 4 and 5, Rizal recounts his time as a students in Manila especially in Ateneo de
Municipal. Ateneo de Municipal is a college under the supervision of the Spanish Jesuits. He
states the different rules implemented by Ateneo to ensure the competitiveness of its students, as
well as the different books that he read, which influence his own writing. An example is
Alexandre Dumas’ the Count of Monte Cristo that became influential to his writing of El
Filibusterismo.
Chapter 6 is dedicated to Segunda Katigbak, Rizal’s first love. He remembers this period of his
life with bitterness. They were both young and Segunda was already engaged to someone else
when they met.
There were no significant events in Chapter 7. In the final chapter, Rizal recalls the fable of the
lamp. This story is very important since it captures Rizal’s symbolic representation of the light.
From the translation of the Rizal national Centennial Commission:
My mother began to read to me the fable of the young and the old moths, translating it to
me piece by piece in Tagalog. At the first verses, my attention redoubled in such a way
that I looked towards the light and fixed my attention on the moths that fluttered around
it. The story could not have been more opportune. My mother emphasized and
commented a great deal on the warnings of the old moth and directed them to me as if to
tell me that these applied to me. I listened to her and what a rare phenomenon the light
seemed to me more beautiful each time, the flame brighter, and I even envied
instinctively the fate of those insects that played so cheerfully in its magical exhalation.
Those that have succumbed were drowned in the oil, they didn’t frighten me. My mother
continued her reading, I listened anxiously, and the fate of the two insects interested me
intensely. The light agitated its golden tongue on one sid, a singed moth in one of its
movements, fell into the oil, clapped its wings for

some time and died. That assumed for me that the flame and the moths were moving far
away, very far, and that my mother’s voice acquired a strange sepulchral timbere. My
mother finished the fable. I was not listening; all my attention, all my mind, and all my
thoughts were concentrated on the fate of that moth, young and dead, full of illusions.
“You see?” my mother said to me taking me to bed. “don’t imitate the young moth and
don’t be disobedient; you’ll get burned like it.” I don’t know if I replied, promised
something or cried. The only thing I remember is that it took me a long time before I
could sleep. The story had revealed to me things unknown to me until then. To me, moths
ceased to be insignificant insects; moths talked and knew how to warn and advise as well

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as mother dis. The light seemed to be more beautiful, dazzling, attractive. I understand
why moths fluttered around lights. Advice and warnings resounded feebly in my ears.
What preoccupied me most was the death of the imprudent, but at the bottom of my
hearts, I didn’t blame it. My mother’s solicitude didn’t have all the success that she
hoped it would. No; many years have elapsed; the child has become a man; has plowed
the most foreign rivers, and meditated besides the copius streams. The steamship has
taken him across the seas and all the oceans; he has climbed the region of perpetual snow
on mountains very much higher than the Makiling of his province. From experience, he
has received bitter lessons, oh definitely more than the sweet lessons that his mother gave
him and nevertheless the man preserves the heart of the child and he believes that light is
the most beautiful thing there is in creation and that is worthy for a man to sacrifice his
life for it.

Studies in Ateneo and UST

Rizal was eleven years old when he went to Ateneo Municipal, a college under the supervision
of the Spanish Jesuits. The kind of education in Ateneo trained the character of the students by
rigid discipline and religious instruction. It also promotedphysical culture, humanities and
scientific studies.It aslo offers vocational courses in agriculture, commerce, mechanics and
surveying.
Students heard mass in the morning and classes for every subject were opened and closed with
prayers. Students in a classroom are divided in two groups

namely “Roman Empire” consisting of the internos (boarders) and the “Carthaginian Empire”
composed of the externos (non-boarders). Each of the empires have ranks, the best student was
the emperor; the second best, the tribune; the third best, the decurion; the fourth best, the
centurion and the fifth best, the standard bearer. Within the “empire”, the students fought for
positions. Any student can challenge anyone in class. A student’s opponent can lose his position
if he committed three mistakes. So a student who studied hard and is brilliant can depose the
officers and become an emperor.
Jose Rizal belonged to the Carthaginian empire in his first year in Ateneo because he was an
externo. Being a newcomer and knowing little Spanish, Rizal was placed at the bottom of the
class. Rizal progressed rapidly and by the end of the month, he became an “emperor”. In
Ateneo, Rizal appreciated his time under Fr. Francisco de Paula Sanchez who inspired him to
study harder and write poetry. He was also able to meet Fr. Jose Villaclara who encouraged Rizal
to study philosophy and the natural sciences. Rizal graduated as the head of the class, he

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obtained the highest grades in all subjects with a degree of Bachelor of Arts. He also completed a
vocational course on surveying in the same school.
Rizal enrolled at the University of Sto.Tomas to pursue his medical studies, however, Rizal took
up a course in Philosophy and Letters during his first year in school. UST was run by
Dominican professors whose instruction was repressive and obsolete. The professors at UST
were hostile to him and Filipino students were racially discriminated against Spaniards. It was in
UST that Rizal founded a secret society of Filipino students called “Campanerismo”
(Comradeship). Rizal led the Filipino students into combat against the Spanish students in
various street fights. Rizal was able to finish fourth year of his medical course before his
decision to study in Spain.
Influences on the formation of Rizal’s Character
Rizal inherited from his ancestors and parents his love for freedom, desire to travel, courage,
patience , sense of self respect, love for work and independent thinking. From his three uncles,
Tio Jose Alberto, inspired him to develop his artistic ability; Tio Manuel encouraged him to
develop his frail body through physical exercises; and Tio Gregorio for his voracious reading of
good books.
From his older brother Paciano, Rizal learned about the GOMBURZA who were unjustly
accused of having incited a mutiny in Cavite and their eventual

execution in February 1872. The story of injustices and cruelties gave Rizal much pain and had a
profound impact on him that his imagination was awakened and swore that one day, he would
fight for the many victims. Rizal’s thoughts about injustices and cruelties can be read in all the
works and writings of Rizal. Even the injustice suffered by his mother when she was arrested for
a crime she did not commit and made her walk a distance of 50 kms from Calamba to Sta. Cruz
was Rizal’s first taste of injustice.
Literary Works of Rizal
In 1879, the Liceo Artistico-Literario (Artistic Literary Lyceum) of Manila, a society of literary
men and artists, held a literary contest. It offered a prize for the best poem by a native or a
mestizo. Jose Rizal, who was 18 years old, submitted his poem entitled A La Juventud Filipina (
To the Filipino Youth). The board of Judges, composed of Spaniards, was impressed by Rizal’s
poem and gave it the first prize which consisted of a silver pen, feather-shaped and decorated
with a gold ribbon.
Below is an English translation of Rizal’s poem which was originally written in Spanish. It is an
inspiring poem of flawless from. Rizal beseeched the Filipino youth to rise from lethargy, to let
the genius fly swifter than the wind and descend with art and science to break the chains that

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have long bound the spirit of the people. This poem is a classic in Philippine literature for two
reasons: First, it was the first great poem in Spanish written by a Filipino, whose merit was
recognized by Spanish literary authorities and secondly, it expressed for the first time the
nationalistic concept that the Filipinos and not the foreigners, were the “fair hope of the
Fatherland”
A La Juventud Filipino ( To The Filipino Youth)
Theme: “Grow, O Timid Flower”
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 volation,
Raise the eager mind in higher station.

Come down with pleasing light

Of art and science to the flight,
O youth, and there untie
The chains that heavy lie
Your spirit free to bright.

See how in flaming zone

Amid the shadows thrown,
The Spaniard’s holy hand

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A crown’s resplendent hand

Proferrers to this Indian Land.

Thou, who now wouldst rise

On wings of rich emprise, Seek 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’s light
Makest immortal in its strength.

And thou, in accents clear

Of Phoebus, to Apollos , dear;
Or by the brush’s magic art
Takest from nature’s store a part

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To fix 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 flame,
And in victory acclaim,
Through wider spheres the human name.

Day, O happy day,

Fair Filipinas, for thy land!
So bless the Power today
That places in thy way
This favor and this fortune grand.
Application:
Based on what you have learned about Rizal, write 150 word biography about Rizal. List down
the most important facts you know about him. (15 pts)
Summary of Lesson 2:
Jose Rizal was born on June 19, 1861 in Calamba, Laguna.
Jose Rizal was the seventh of the eleven children of Francisco Mercado Rizal and Teodora
Alonso Realonda. Rizal affectionately called his father “ a model of fathers” and his mother was
a remarkable woman, possessing refined culture, literary talent, business ability and the fortitude
of a Spartan woman.
Francisco and Teodora have been blessed with eleven siblings, two boys and nine girls. These
children were as follows:
1. Saturnina - (1850-1913) eldest, nicknamed Neneng
2. Paciano - (1851-1930) older brother and confidant of Jose Rizal.
3. Narcisa – (1852-1939) her pet name is Sisa

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4. Olimpia (1855-1887) Ypia was her pet name

5. Lucia (1857-1919)
6. Maria (1859-1945) – Biang was her nickname
7. Jose (1861-1896) – Pepe was his nickname
8. Concepcion (1862-1865) – pet name was Concha, she died of sickness at the age of three.
Her death was Rizal’s first sorrow in life.

9. Josefa (1865-1945) – Panggoy was her pet name; she died an old maid at the age of 80
10. Trinidad ( 1868-1951) – Trining was her pet name; she also died an old maid at the age
of 83
11. Soledad (870-1929) – youngest of the Rizal children; her pet name was Choleng
Rizal’s EarlyEducation In Calamba and Binan
Rizal’s first teacher was his mother who taught him how to read and say prayers. She was a
patient, conscientious and understanding teacher. Dona Teodora also discovered Rizal’s talent
for poetry. Rizal looked up to her mother as the one who influenced his love for learning. After
Dona Teodora’s teachings, as Rizal grew older, they employed private tutors to give him lessons
at home. The first tutor was Maestro Celestino; the second, Maestro Lucas Padua and the third
was a former classmate of Rizal’s father, Maestro Leon Monroy. He taught Rizal Spanish and
Latin but he died five months later.
From tutors, Rizal went to a Binan school run by Maestro Justiniano Aquino Cruz. The school
was a small nipa and about 30 meters from the house of Rizal’s aunt. Rizals daily life in Binan
was very simple, he heard mass in the morning, ate breakfast, went to school in the morning and
afternoon session, returned home, ate supper and sometimes played in the streets on a good day.
Rizal’sacademic studies in Binan went well and he beat all the Binan boys in Spanish. Latin and
other subjects. His love for painting was nurtured early on by an old painter named Juancho in
Binan.
Studies in Ateneo and UST

Rizal was eleven years old when he went to Ateneo Municipal, a college under the supervision
of the Spanish Jesuits. The kind of education in Ateneo trained the character of the students by
rigid discipline and religious instruction. It also promoted physical culture, humanities and
scientific studies. It also offers vocational courses in agriculture, commerce, mechanics and
surveying.

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 21

Students heard mass in the morning and classes for every subject were opened and closed with
prayers. Students in a classroom are divided in two groups namely “Roman Empire” consisting
of the internos (boarders) and the “Carthaginian Empire” composed of the externos (non-
boarders). Each of the

empires have ranks, the best student was the emperor; the second best, the tribune; the third best,
the decurion; the fourth best, the centurion and the fifth best, the standard bearer. Within the
“empire”, the students fought for positions. Any student can challenge anyone in class. A
student’s opponent can lose his position if he committed three mistakes. So a student who
studied hard and is brilliant can depose the officers and become an emperor.
In Ateneo, Rizal appreciated his time under Fr. Francisco de Paula Sanchez who inspired him to
study harder and write poetry. He was also able to meet Fr. Jose Villaclara who encouraged Rizal
to study philosophy and the natural sciences. Rizal graduated as the head of the class, he
obtained the highest grades in all subjects with a degree of Bachelor of Arts. He also completed a
vocational course on surveying in the same school.
Rizal enrolled at the University of Sto. Tomas to pursue his medical studies, however, Rizal took
up a course in Philosophy and Letters during his first year in school. UST was run by
Dominican professors whose instruction was repressive and obsolete. The professors at UST
were hostile to him and Filipino students were racially discriminated against Spaniards. Rizal
was able to finish fourth year of his medical course before his decision to study in Spain.
Influences on the formation of Rizal’s Character
Rizal inherited from his ancestors and parents his love for freedom, desire to travel, courage,
patience , sense of self respect, love for work and independent thinking. From his three uncles,
Tio Jose Alberto, inspired him to develop his artistic ability; Tio Manuel encouraged him to
develop his frail body through physical exercises; and Tio Gregorio for his voracious reading of
good books.
From his older brother Paciano, Rizal learned about the GOMBURZA who were unjustly
accused of having incited a mutiny in Cavite and their eventual execution in February 1872. The
story of injustices and cruelties gave Rizal much pain and had a profound impact on him that his
imagination was awakened and swore that one day, he would fight for the many victims. Rizal’s
thoughts about injustices and cruelties can be read in all the works and writings of Rizal. Even
the injustice suffered by his mother when she was arrested for a crime she did not commit and
made her walk a distance of 50 kms from Calamba to Sta. Cruz was Rizal’s first taste of
injustice.

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Assessment:
Identify the strengths and weaknesses of Rizal as a student. Who among Rizal’s former teachers
had an impact on him. Explain why, in not more than 10 sentences. (10 pts)
Reflect on why Rizal highlighted the story of the moth in the last chapter of his Memoirs. What
was the message intended by Rizal through this story? Is the mral of the story still applicable for
today’s generation? What does the light symbolize? (20pts)
Analyze the meaning of the poem “A la Juventud Filipina” in not more than 10 sentences. (10
pts)
Enrichment Activity
Based on your personal assessment, what were the experiences or events crucial to the formation
of Rizal’s profound love for country. (10pts).
Suggested Links:
Go to youtube.com to watch the documentary entitled “Buhay ng Isang Bayani”, a 1 hr and 7
minutes documentary based from Jose Rizal’s own memoir
References/Attributions:
Crudo, E.R. P., Guiwa, H.I.C., and Pawilen R.M. (2019) A Course Module for The Life, Works
Writngs of Jose Rizal. 1st Ed. Rex Bookstore, Inc.
Duka, C.D. and Pila, R.A. (2010) RIZAL, His Legacy to the Philippine Society. Anvil
Pubishing, inc.

dlscrib.com_jose-rizal
-book-by-zaide-2nd-ed.pdf

Zaide, G.F. and Zaide,S.M. (2007) Life, Works, and Writings of a Genuis Writer, Scientist and
National Hero. 2nd Ed. All Nations Publishing Co., Inc.

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Learning Module on [RIZAL 201/301]