UNIT I.

INTRODUCTION TO THE COURSE: REPUBLIC ACT 1425

Overview
This unit will give you center thoughts about the Republic Act 1425, which enacts
the incorporation of the Life and Works of Rizal within the educational program of schools,
colleges, and universities: aims to instill the standards of freedom and patriotism and to
honor the national legend and nationalist, Dr. Jose Rizal.

Learning Objectives

At the end of the unit, I am able to:

1. explain the history of the Rizal Law and its historical background;
2. enumerate the other laws related to Republic Act 1425; and
3. critically assess the effectiveness of the Rizal Course.

Setting Up

Name: _____________________________________________________ Date: ____________________

Course/Year/Section: ___________________________________
Directions: Think one of the most famous lines or quotations of our national hero Jose Rizal
and interpret its meaning and its impact on our lives today.
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Lesson Proper

REPUBLIC ACT 1425

This is the act that mandates to include in the curricula

of all public and private schools, colleges and universities
courses on the life, works and writings of our national hero
Rizal, particularly his two novels Noli Me Tangere and El
Filibusterismo and authorizing the printing and distribution
thereof, and for other purposes.
• The then-Senator Claro M. Recto – the fundamental
defender of the Rizal Bill – was even named as a socialist
and an enemy of Catholicism.
• The bill mandates all private and public educational
institutions in the country to offer a course on the hero’s
life, works, and writings, especially the Noli Me Former Senator Claro M. Recto,
Tangere and El Filibusterismo. The chief proponent of the Rizal Bill
(Image credits to bing.com)
• The first section of the law concerns in the
mandating the students to read Rizal's novels.
• The last two sections involve making Rizal’s writings accessible to the general public
– they require the schools to have a sufficient number of copies in their libraries and
mandate the publication of the works in major Philippine languages.
• Jose P. Laurel – the co-author of the law, has explained that since Jose Rizal was the
founder of the country's nationalism and had significantly contributed to the current
condition of the nation, it is only right that Filipinos, especially the youth, know
about and learn to imbibe the high ideals for which the hero died.

Motivations behind Republic Act 1425

• To rededicate the lives of youth to the beliefs of opportunity and patriotism, for
which our heroes lived;
• To pay tribute to our national legend for giving his life and works in molding the
Filipino character; and
• To increase a rousing wellspring of nationalism through an incredible investigation,
works, and compositions.

Historical Timeline of Republic Act 1425

Date Action Taken

One of the prominent recommendations during the
During the 1950s was Jose Lansang's proposition to make a "common
1950s patriot program for building the country." (Schumacher,
2011)
Committee on Education filed Senate Bill No. 438,
April 03, 1956 which was then supported only by three members of the
upper house.
Chairman of the Committee on Education Jose P,
Laurel supported the measure; its goal was to scatter the
thoughts and standards of Jose Rizal through his books,

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 Noli Me Tangere and EI Filibusterismo.
The Catholic components declared that the bill was
an endeavor to ruin their religion and that it disregards
April 17, 1956 strict opportunity. As per them, the bill hurts the
estimations of the Catholic faith, particularly the two
books that Jose Rizal composed.
The conflict reached the House of Representatives
April 19, 1956 when Congressman Jacobo Z. Gonzales proposed House
Bill No. 5561, which was very similar to Senate Bill 438.
The discussions On Senate Bill 438 started.
Representative Claro M. Recto upheld Senator Laurel's Bill,
April 23, 1956 contending that the goal of the bill is just to value Rizal's
job in fighting the Spanish oppression.
The report of the Committee on Education suggested
endorsement without revision.
Notable defenders of the bill are the bill author Jose
P. Laurel, Congressman Emilio Cortez. Joaquin R. Rotes,
and W. Rancap Lagumbay.
May 02, 1956
Notable opposers of the bill are Congressman Ramon
Durano, Jose Nuguid, Marciano Lim, Manuel Lucas Paredes,
Godofredo Ramos, Miguel Cuenco, Congresswoman
Carmen Consing, and Tecla San Andres Ziga.
Debates in the Senate gained more public and media
May 09, 1956 attention, and they're almost was a fistfight on the floor in
the Upper Chamber.
The amendment of the bill was approved in its
May 12, 1956 second reading.
The House of Representatives, House Majority Floor
Leader Congressman Tolentino, sponsored an amendment
similar to Laurel's.
President ElpidioQuirino declined to ensure that the
measure was prompt. With just a couple of days left before
May 14, 1956, the Congress dismisses for the year, the Constitution
commands printed duplicates must be dispersed to the
Congressmen three days before its last endorsement.
Senate Bill 438 was approved on third reading, with
23 votes. House Bill No. 5561 was also passed on third
reading with 71votes (6 against, two abstained, 17 absent)
and was sent to the Senate on the same day.
May 17, 1956 The bill was later passed in Senate
The Rizal bill was signed into the law by then-
June 12, 1956 President Ramon Magsaysay, this becoming Republic Act
1425.

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Other Rizal Laws
• Memorandum Order No. 247 – former Pres. Fidel V. Ramos coordinated the
DECS Secretary and CHED Chairman to entirely execute the RA 1425 because
there had been reports that the law had still not been thoroughly done.
• CHED Memorandum No. 3 – was given upholding exacting consistency to
Memorandum Order No. 247 out of 1995.
• Republic Act No. 229 – a demonstration disallowing cockfighting, horse hustling,
and jai-alai on December 30 of every year and make a board of trustees to
assume responsibility for the best possible festival of Rizal Day in each district
and contracted city, and for some other purposes.

References

Book
Constantino, R. (1982). The Making of a Filipino A Story of Philippine Colonia/ Politics. QC:
R.Constantino, pp. 244-247.
Hau, C.S. (2000). "Introduction," Necessary Fictions: Philippine Literature and Nation, 7946-
7980. Quezon City, Ateneo de Manila University Press, pp. 1-4.
Laurel, J.B. (1960). "The Trials Of the Rizal Bill," Historical Bulletin vol. 4, no. 2: pp. 130-139.
Schumacher, J. (2011). "The Rizal Bill Of 1956: Horacio de la Costa and the Bishops,"
PhilippineStudies 59 no. 4: pp 529-553.

Internet
Republic Act No. 1425. (1956). Retrieved from https://www.official
gazette.gov.ph/1956/06/12/republic-act-no-142S
Republic Act No. 1425 | GOVPH. (1956, June 12). Retrieved from
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/

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Assessing Learning

Activity 1
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

Directions: Read and answer each question base on what you have learned today. Support
your answers.

1. Explain the significance of Rizal’s Law to the present time.

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2. What do you think were the reasons the Catholic Church opposed the Rizal bill
intensely? Explain.
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3. State some lessons we can learn from the life of Jose Rizal.
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 Activity 2
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

Directions: Match Column A to Column B. Choose the letter of the appropriate answer and
write on the space provided before each number.

A B
______1. April 03, 1956
______2. April 17, 1956
______3. April 19, 1956
______4. April 23, 1956
______5. May 02, 1956
______6. May 09, 1956
______7. May 12, 1956
______8. May 14, 1956
______9. May 17, 1956
______10. June 12, 1956
A. Jose P. Laurel sponsored the measure in
which the objective is to disseminate the
ideas and ideals of Jose Rizal.
B. The report of the Committee of
Education recommended approval
without amendment
C. House Majority Floor Leader
Congressman Tolentino sponsored an
amendment similar to Laurel.
D. The conflict reached the House of
Representatives when Congressman
Gonzales proposed Bill No. 5561, which
was very similar to Senate Bill 438.
E. Rizal bill was passed on Senate.
F. The committee on Education filed Senate
Bill No. 438.
G. Catholics' elements asserted that the bill
was an attempt to discredit their
religion.
H. Rizal's bill was signed into law.
I. Debates in the Senate gained more
public and media attention, and they're
almost was a fistfight on the floor in the
Upper Chamber.
J. Debates on Senate Bill 438 began.
K. Amendments of the Rizal Bill were
approved on its second reading.

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 Activity 3
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

Directions: A. Identify what is being described in each statement. Write your answer in the
blank provided before the number.

___________________1. Republic Act 1425 is also known as _______________________.

___________________2. Senate Bill 438 was approved on third meeting with ______ number of
votes.
___________________3. The president who declined to certify that the measure was
immediate.
___________________4. He was the head or chairperson of the Committee on Education when
the Rizal bill was taken into the measure.
___________________5. This proposed house bill was very similar to Senate Bill 438.

Directions: B. Identify whether the following are DEFENDERS or OPPOSERS of the Rizal Bill.

____________________6. Jose P. Laurel

____________________7. Ramon Durano
____________________8. Joaquin R. Roces
____________________9. Emilio Cortez
___________________10. Manuel Soza

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UNIT II. THE PHILIPPINES IN THE 19TH CENTURY AS RIZAL’S
CONTEXT
Overview
This unit will discuss the importance of acknowledging the influence of the
Philippines' political, economic, and social context in the 19th century to understand Rizal's
life and works.

Learning Objectives

At the end of the unit, I am able to:

1. evaluate the link between Rizal and society;
2. analyze the different social, political, financial, and social changes that
happened within the nineteenth century; and
3. understand Jose Rizal in the framework of his times.

Setting Up

Name: _______________________________________________________ Date:____________________

Course/Year/Section: _____________________________________

Directions: Using the Venn diagram below, fill out words that describe notable similarities
and differences between the 19th and 21st century Philippines.

19th Century 21st Century

Similarities

1. 1. 1.

2. 2. 2.

3. 3. 3.

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Lesson Proper
THE PHILIPPINES IN THE 19TH CENTURY AS RIZAL’S CONTEXT

(Image credits to Frontlearners)

• Contextualization helps to understand.

• Generally, to contextualize something is to put it inside its appropriate and more
prominent setting in which it presents its actual and complete significance.
• As Jose Rizal was conceived and experienced childhood in the nineteenth century, to
contextualize him – to comprehend his life, contemplations, and works
appropriately – is to comprehend the social and political setting of that century.
• The 19th century was a time of enormous changes in Europe, Spain, and thus in the
Philippines.
• It was during this period that the force and magnificence of Spain, the Philippines'
colonizer, had wound down both in its states and on the planet.
• 19th century Philippines as Rizal's setting is therefore partitioned into three
perspectives: economic, social, and political. Under these are major chronicled
occasions or issues, which described the nation during that time.

ECONOMIC CONTEXT
a) End of Galleon Trade
b) Opening of the Suez Canal
c) Rise of the export of the crop economy
d) Established Monopolies in the Philippines

A. End of Galleon Trade

• In 1565, the Spanish government shut the
ports of Manila to all nations (China, Japan,
Siam [now Thailand], India, Cambodia,
Borneo, and the Moluccas or Spice Islands)
aside from Mexico, in this manner bringing
forth Manila-Acapulco Trade famously (Art Depicting Trade credits to bing.com)
known as the "Ship Trade. "
• The following are among the stocks sent to Mexico from the Philippines through
this trans-Pacific exchange: Mango de Manila, Tamarind, Rice, Carabao, Chinese
tea and materials, Cockfighting, Fireworks show and Tuba (coconut wine)

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 • On the other hand, coming up next are among the various and significant
vegetation welcomed in the Philippines on the arrival of the said journey: Guava,
Avocado, Papaya, Pineapple, Horses, Cattle.
• Galleon Trade (1565-1815) – was a boat ("galleon") 250-year exchange going to
and from between Manila (which landed first in Cebu) and Acapulco, Mexico.
• Andres de Urdaneta, in escort under Miguel Lopez de Legaspi – began the
exchange when they found an arrival course from Cebu to Mexico in 1565.
• The exchange filled in as the focal salary creating business for Spanish pioneers
in the Philippines.
• The Manila Galleon Trade permitted present-day liberal plans to enter the
Philippines, in the end, and steadily moving the development for autonomy from
Spain.
• September 14, 1815 - the Galleon Trade finished with Mexico's war of
autonomy.

B. Opening of the Suez Canal

• Suez Canal – an artificial sea-level
waterway in Egypt connects the
Mediterranean Sea to the Red Sea
through the Isthmus of Suez.
• November 17, 1869 – it was formally
opened following a 10-year of
development (1858-1869) under the
authority of French representative
Ferdinand de Lesseps.
• With the opening of the Suez Canal, the
separation of movement among Europe and the Philippines was impressively
condensed and, in this way for all intents and purposes, carried the nation closer
to Spain because the journey was diminished to just 32-40 days.
• The opening of the Suez Canal turned into a tremendous preferred position in
business endeavors, particularly among Europe and East Asia.
• More critically, it filled in as a noteworthy factor that empowered the
development of nationalistic wants of Jose Rizal and other Filipino illustrados.
• The diminished course assisted the importation of business items as well as of
books, magazines, and papers with liberal thoughts from America and Europe,
which at last influenced the psyches of Rizal and other Filipino reformists.
• The accessibility of the Suez Canal has likewise supported the illustrados,
particularly Jose Rizal, to seek after instruction abroad and learn logical and
liberal thoughts in European scholarly establishments.

C. Rise of the Export of Crop Economy

• During the Galleon Trade - the vast majority of the Spaniards in the Philippines
were charmed in sea exchanging endeavors among Manila and Mexico.
• The exploitation of the Philippines' natural assets and progress of a fare crop
economy - were marvels of the nineteenth century.
• Between 1820 and 1870 - the Philippines was well on its method of building up
a fare crop economy.

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 • The different financial exercises in the new fare crop economy in the nation gave
numerous chances to the extending Chinese populace.
• The advancement of the fare crop industry in the Philippines was propelled by
the business endeavors of North European and North American vendors, who
gave capital, association, and access to outside business sectors and wellspring
of imports.

D. Monopolies
• After 1850 –government monopoly contracts for the collection of different
revenues were opened to foreigners for the 1st time.
• For the rest of the 19th century –the Chinese instantly took advantage of this
commercial opportunity, enjoyed a pre-eminent position in monopoly
contracting in the Philippines.
• During the 1840's – the Spanish government had legalized the use of opium
(provided it was limited to Chinese), and a government monopoly of opium
importation and sales was created.
• Even before 1850 –monopolies on some products had been established, which
were controlled by the colonial government.
o 1712-1864 - spirituous liquors monopoly
o 1764 - betel nut monopoly
o 1782-1882 - tobacco monopoly
o 1805-1864 - explosive monopoly
• Among these monopoly systems, the most controversial and oppressive to locals
was perhaps the tobacco monopoly.
• March 1, 1782 –Governor-General Jose Basco placed the tobacco industry under
government control, thereby establishing the tobacco monopoly.
• 1882 –the tobacco monopoly was finally abolished. It lasted for exactly 100
years.
• A century of hardship and social betrayal caused by the tobacco restraining
infrastructure provoked Filipinos in common and Novo Ecijanos, in specific, to
look for flexibility from colonial subjugation.

SOCIAL CONTEXT
a) Education in the 19th century
b) Rise of the Chines Mestizo
c) Rise of the Inquilinos

A. Education in the 19th century

• European arrangement of Education – the framework Spanish colonizers
acquainted with the archipelago, the schools were set up and run by Catholic
ministers.
• Religion – was made as a compulsory subject at all levels to change over the
locals to the Catholic confidence and make them dutiful.
• King Philip II's Leyes de Indias (Laws of Indies) – ordered Spanish specialists
to instruct local people, to show them how to peruse and compose and to learn
Spanish.
• First formal schools were the parochial schools opened in their areas by the
teachers, for example, the Augustinians, Franciscans, Jesuits, and Dominicans.

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 • Colleges (likeness secondary school today) were built up for young men and
young ladies. History, Latin, Geography Mathematics, and Philosophy were
among the subjects educated to undergrads.
• University training was opened during the early piece of the seventeenth
century. At that point, colleges were just open for Spaniards and those with
Spanish blood (mestizo).
• 19th century – colleges began to acknowledge native Filipinos.
• 1863 – a regal pronouncement set up a state-funded educational system in the
Philippines. Earlier run by strict specialists, at this time, the colleges were at
long last directed by the legislature during the last 50% of the century;
however, and still, at the end of the day, the congregation controlled its
educational program.
• Illustrados – another social class rose in the nation because of the developing
number of instructed locals. Their point was to be at a similar level with the
pleased Spaniards.
• With the opening of the Suez Canal, which made a move to Europe quicker,
simpler, and progressively moderate, numerous local people exploited the
opportunity to seek after better training in Spain, ordinarily in Madrid and
Barcelona.
• Illustrados – as a recently edified class of in the Philippine society, would later
lead the Philippine freedom development, utilizing the Spanish language as
their key methods for correspondence.

B. The Rise of Chinese Mestizo

• Elimination of the ship exchange – Manila got open to remote vendors nearly
without limitation by the mid-1830s.
• Development of business agribusiness – brought about the nearness of the
new social class.
• Haciendas of sugar, espresso, and hemp – had developed close by the
landholding of the congregation and the rice bequests of the pre-Spanish
honorability, which were normally possessed by Chines-Filipino mestizos.

C. The Rise of the Inquilinos

• Inquilino - means "tenant."
• The 19th Century Inquilino or tenant system in the Philippines is far better
understood as a qualified system of tenancy, or the right to use land in
exchange for rent.
• Many estates turned progressively to the inquilino system of land tenure, but
since the friars and secular Spanish were normally absentee landlords, estate
management was granted to an administrator who was typically a lay Spanish
mestizo Filipino lay brother.
• During harvest time, the administrator would collect the rent of the inquilinos,
organize the delivery of the harvests to the local market or Manila, and remit
the income from sales and rents to the estate owners. In some states, though.
These farm duties were consigned to trusted inquilinos. Some inquilinos would
make many and irrational demands from farmworkers.
• Inquilinos paid a fixed rent in which the amount was determined by the size
and quality of the land being cultivated. But due to the expansion of land
owned by friar states, the proportions of farmlands leased to inquilinos also

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 increased, allowing many of them to sub-lease parcels of their land to
sharecroppers or kasamas.
• This system eventually became very profitable that some inquilinos acquired
lands of their own and entered in other gainful commercial ventures.
• There were also conflicts between estate owners and workers. These stemmed
from the collection of excessive taxes and land rent, the decline of sharing
agreements—extreme demands for labor services, and capricious fixing of
crop prices.
• 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.

THE POLITICAL LANDSCAPE

a) Liberalism
b) Impact of the Bourbon reforms
c) Cadiz constitution

A. Liberalism
• They are founded on ideals of freedom and equality that 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 believe that government is necessary to protect individuals from being
abused by others though they are also aware that the government itself can pose a
threat to liberty.
• French Revolution (1789 – 1799) –started a political revolution in Europe and
some other parts of the globe.
• “Having Liberty, Equality and Fraternity” – as its battle cry, this revolution became
a period of fundamental change in the political history of France as the French
governmental structure was changed from an absolute monarchy into a more
liberal government system founded on the principles of citizenship and inalienable
rights.
• Spain later experienced a stormy century of
political disturbances.
• The liberals in Spain considered the Catholic
Church as an enemy of reforms.
• When the Philippines was opened to the world
trade in the 19th century, liberal ideas from
America carried by ships and people from
foreign ports started to penetrate the country
and sway the ilustrados.
• Opening of the Suez Canal eased the
importation of books, magazines, and
newspapers with liberal ideas from the West,
which eventually impacted the thoughts of
local reformists, such as Jose Rizal. Governor-General Carlos Maria De la Torre,
credit to bing.com
• The abbreviated route of the valuable canal has

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 also stimulated the ilustrados like Rizal to pursue higher studies abroad and learn
liberal ideas in European universities.
• Governor-General Carlos Maria De la Torre the First liberal governor-general in
the Philippines and the role model for the experience of liberalism of the country.
• After the liberals in Spain had deposed Queen Isabel II in the 1868 mutiny, a
provisional government was formed, and the new government extended to
Spanish colonies the reforms they implemented in the motherland.
• The provisional government was appointing Carlos Maria De la Torre as Governor-
General of the Philippines 1869 - 1871.
• He is widely considered to be the most beloved of the Spanish Governor-General
ever assigned in the country.

B. The Impact of the Bourbon Reforms

• Spanish Bourbon King Philip V, Ferdinand VI, Charles III, and Charles IV advocated
a century-long effort to reform and modify the Spanish empire.
• Bourbon reform policies – were an advantage that was under Spain from 1565 to
1898. They surely impacted the way the colony was run by Spanish administrators
but only to a limited extent.
• The policies lacked some ideological coherence, with the diverse and frequently
contradictory aims of Madrid policymakers, who struggled haltingly to balance the
crown's several commercials, administrative, fiscal, and military aims.
• Impacts of reform in the diverse Spanish empire – having deep consequences of
colonial policy innovations in areas such as Mexico, Philippines, Chile, and New
Granada, the reforms had a much more limited impact.
• 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.

C. The Cadiz Constitution

• During the Napoleonic control of Spain – a liberal constitution was declared in
Cadiz (March 1812).
• Cadiz Constitution – drafted by chose agents, was placed by and by in practically
all the zones of the Hispanic Monarchy still leveled out of the Spanish crown.
• Cadiz Constitution is the primary Constitution in Europe to manage national
power, perceiving sway as corning from the individuals and not from the lord.
• It had a widespread character as it included everybody from abroad like the Italian
realms and even the Philippines.
• A gathering of around 300 appointees from Spain, Spanish America, and the
Philippines declared a liberal constitution in the Mediterranean port of Cadiz. It
became conceivable, particularly because the British Navy secured the city.
• Pedro Perez de Tagle and Jose Manuel Coretto were the first delegates from the
Philippines who made their vow of office in Madrid.
• Cadiz Constitution, which was officially executed in Manila not long after setting
up the standards of an all-inclusive male testimonial, national power established
government and opportunity of the press, and supported land change and free
venture.
• Governor-General Manuel Gonzales Aguilar required an appointment of Manila
authorities, which brought about the determination of Don Ventura de Los Reyes.

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 A well off trader and individual from the Royal Corps of Artillery of Manila, as the
appointee.
• The Vigan-conceived Don Véntura de Los Reyes was a child of poor Ilocano
guardians. He participated in the Ilocos revolt drove by Diego Silang in 1762,
however later on occupied with the vegetable and indigo business. He was one of
the agents who marked the Constitution, yet it was simply following a year that
those in Manila thought about its announcements."
• King Fernando VII (May of 1814) – announced it invalid and reestablished
absolutism. Notwithstanding, Cadiz was an exceptionally critical period in the
political history of the Spanish-talking world in any event.
• In the Philippines, one vital statement of faith epitomized in the Constitution was
the exclusion of the locals from paying tributes and rendering open
administrations dependent on its equity provision.
• For the opportunity cherishing individuals of the Philippines in the nineteenth
century, it was extremely compelling as it was a liberal constitution, which vested
sway in the individuals, perceived the equity all things considered and the
individual freedom of the resident, and allowed the privilege of testimonial.

Seeing Rizal’s Life in His Society

• “We see the life of an individual in his/her society, and society in the life of an
individual.” – is a widely accepted principle in various social sciences.
• Sociological Imagination – one unique feature of Rizal is that he did know not only
the valuable information about his society but also had a quality of mind that helped
him use the information in a way that he could think about what was going on in the
world and of what might be happening within himself.
Rizal's Social Qualities:
• He knew his place in the more noteworthy plan of things,
• He comprehended the cultural powers molding his life, and;
• He had the option to react in manners that profited others.

References

Book
Brolaza, C., Hernandez, C., et al. (2019). "Philippines." Encyclopedia Britannica Inc.
Retrieved from Encyclopedia Brittanica available at
https://www.britannica.com/place/Philippines/The-19th-century (January 31,
2019)
Constantino, R. (1982). The Making of a Filipino A Story of Philippine Colonia/ Politics. QC:
R.Constantino, pp. 244-247.
De Viana, A., Cabrera, H., et al. (2018). Jose Rizal: Social Reformer and Patriot - A Study
of His Life and Times. REX Book Store. Quezon City, Philippines.
Schumacher, J. (1991). "Rizal in the Context of the 19th Century Philippines." in The
Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism. Quezon
City: ADMU Press, 1991.

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Assessing Learning

Activity 4
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

Directions: Explain briefly how the Spanish rules changed the way of life of the pre-colonial
Philippines significantly in terms of:

A. Economic aspect
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B. Political aspect
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C. Social aspect
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 Activity 5

Name: _____________________________________________________ Score: ___________________________

Course/Year/Section: ___________________________________ Date: ____________________________

Directions: Supply what is being asked in the following statements. Write your answer in the
blanks provided.
_______________1. This trade lasted for 250 years when Mexico gained independence from
Spain.
______________2. Because of its opening, the travel time from Spain to the Philippines has
been reduced to only 40 days.
______________3. They are the ones who owned the lands being utilized for the export
industry.
______________ 4. Land tenants are also called __________________.
______________ 5. They are the “enlightened ones”.
______________ 6. It aimed to provide Spanish-speaking teachers to teach in their proposed
new system of primary schooling.
______________ 7. He served as the key person in fighting for the rights of the Filipino Clergy.
______________ 8. Spaniards born in the Philippines.
______________ 9. He ordered the execution of Filipino priests, which curtailed the
movement of the Filipino clergy.
_____________10. In this year, Rizal helped to established La Liga Filipina.

Direction: Write TRUE if the statement is correct and FALSE if otherwise.

______________ 1. The bankruptcy of the Royal Company of the Philippines forced Spain to
open Manila to world trade.
______________2. Manila was a strategic harbor for trade and attracted British, Americans,
European and Asian merchants.
______________ 3. The other term for abaca is Spanish Hemp.
______________ 4. The population of Chinese Mestizos exceeded 200,000 in the 19th century.
______________ 5. For the abuse of influence and oppressive policies, the Filipino nationalist
specifically targeted Friars.
______________ 6. Higher Education was affordable for middle and lower class Filipinos
during the 19th century.
______________ 7. Noli Me Tangere means “Touch me not”.
______________ 8. The Reign of Greed is the English translation of El Filibusterismo.
______________9. Katipunan, which is under the leadership of Andres Bonifacio, aims to
assimilate the Philippines to Spain.
______________10. The export economy of the Philippines slowly rose in response to growing
demand from Europe.

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 Activity 6

Name: _____________________________________________________ Score: ___________________________

Course/Year/Section: ___________________________________ Date: ____________________________

Directions. Write a short persuasive essay regarding the question "Why is it important to
study the economic, social, and political context of the century Rizal grew up? “

Rubrics for Scoring

Content and Quality of Ideas- 50%
Impact and Relevance: 50%
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UNIT III. RIZAL’S LIFE: Family, Childhood, Education, Trial, Exile,
and Death
Overview
This unit presents Dr. Jose Rizal’s ancestry, family, childhood memories, early
education in Laguna, and higher education in Manila and abroad. The people, events that
may influence nor inspired Rizal to his decisions and life during and before the exile and
exile, trial

Learning Objectives
At the end of the unit, I am able to:
1. know Jose Rizal thoroughly through his biography;
2. analyze Rizal's family, childhood, education, and life abroad;
3. discuss Rizal's exile, trial, and death; and
4. evaluate the people's influence on Rizal's life.

Setting Up

Name: _____________________________________________________ Date: ____________________

Course/Year/Section: ___________________________________

Directions: Answer the following questions concisely.

1. How would you describe your family? How was your relationship with them?
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2. How would you think your childhood experiences have molded the person you are
today?
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Lesson Proper

Jose Protacio Rizal Mercado y Alonso Realonda

He was also known as Jose Rizal or Pepe, born in
Calamba, Laguna on June 18, 1961. The seventh among
eleven children born to a relatively well-off family in a
Dominican-owned tenant land in Calamba, Laguna. He lived
and died during the Spanish frontier time in the Philippines

Jose Rizal, credits to bing.com.

RIZAL’S FAMILY

Jose Rizal came from a mixed race. The Rizal is viewed as perhaps a significant
family during their time. Researchers uncovered that the Mercado-Rizal family had similar
hints of Japanese, Spanish, Malay, and Even Negrito blood beside Chinese.

Francisco Mercado Rizal Y Alejandra (1818-1898)

• Jose's father, Don Francisco, was an honest, thrifty, and industrious man born in
Biñan, Laguna, on April 18, 1818.
• Studied in San Jose College, Manila
• Rizal described him as a "model of father."
• He became a tenant of Dominican estate in Calamba.
Teodora Alonso Realonda y Quintos (1827-1913)

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 • Jose's mother, Doña Teodora, was an educated and cultured woman from Sta. Cruz,
Manila born on November 8, 1826.
• Studied in College of Santa Rosa, an esteemed school for girls in Manila
• Also known as Lolay
• She was a diligent woman, courteous, religious, hard-working, and well-read.
• Rizal’s first teacher

Saturnina (1850-1913)
• Her nickname was Neneng, the Eldest child
• Married to Manuel Timoteo Hidalgo of Tanauan, Batangas.
• She and her mother, Teodora, provided the Little Jose with good primary education
Paciano (1851-1930)
• The only brother of Jose, the second among 11 children,
• fondly addressed by his siblings ŇorPaciano short for SeňorPaciano
• Studied at San Jose College in Manila
• He became a farmer but later on, a general of the Philippine Revolution
Narcisa (1852-1939)
• Her nickname was Sisa, the third child
• She worked as a teacher and a musician
• Married to Antonio Lopez also a teacher from Morong
Olympia (1855-1887)
• Her nickname was Ypia, the fourth child
• Married to Silvestre Ubaldo
• A schoolmate of SegundaKatigbak, Jose's first love, at the La Concordia College
Lucia (1857-1919)
• The fifth child
• Married to Mariano Herbosa of Calamba.
• Her husband died of cholera in 1889 and was denied a Christian burial because Dr.
Rizal was his brother-in-law.
Maria (1859-1945)
• Her nickname was Biang, the sixth child
• Married to Daniel Faustino Cruz of Biñan, Laguna
• Concepcion (1862-1865)
• Her nickname was Concha, the eight child
• Died at the age of three due to an illness
Josefa (1865-1945)
• Her nickname was Panggoy, the ninth child
• Unmarried
• Epileptic
• Headed the women chapter of Katipunan
• Died as spinster
Trinidad (1868-1951)
• Her nickname was Trining, the tenth child

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 • Unmarried
• Member of the women chapter of the Katipunan
• The longest living family member
Soledad (1870-1929)
• Her nickname was Choleng, the youngest child
• Married to Pantaleon Quintero, native from Calamba, Laguna
• the most educated among his sisters.

CHILDHOOD
Rizal's family was typical of the middle-class families of the 19th century. Only
theirs was with social status, their family being among the principalia. Their rectangular
abode was made of stone, wood, and red-tiled roof. They had an orchard, carriages, and
horses and owned an agricultural business of rice and sugar.

Included the nocturnal walk in the town especially

The Memory of his Infancy
when there is a moon
Rizal recalled her who told him fabulous stories, like
Aya (nursemaid) those about the fairy, tails of buried treasure, and trees
blooming the diamonds.
Rizal recorded in his memoir that by nightfall, his
Daily Angelus prayer in mother would gather all the children in their home to
their home pray the Angelus. At the early age of three, he started to
take part in the family prayer.
Jose's first sorrow. He later wrote in his memoir, "when
I was four years old, I lost my little sister Concha, and
then for the first time, I shed tears caused by love and
Death of Concha on sickness grief.”
in 1865
Rizal himself remarked that perhaps the education he
received since his earliest infancy what was that
shaped his habits.
One of the foremost acknowledged and regarded men
of Rizal, a catholic town cleric of Calamba. Rizal
utilized to visit him and tune in to his motivating
suppositions on current occasions and through life
Leoncio Lopez sees.
As a child, Rizal loved to go to the chapel, pray,
participate from the novenas, and join religious
processions.
He learned to read the Spanish Family Bible and
Age of five started to make pencil sketches and mold clay and wax
objects, which attracted his fancy.
Pepe’s sister once laughed at him for spending much
time making clay and wax images. Initially keeping
Age of six silent, he then prophetically told them, "All right,
laughed me now! Someday when I die, people will
make monuments and images of me".

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 His father provided him an exciting experience of
Age of seven riding a casco (a flat bottom boat with a roof) on their
way to a pilgrimage in Antipolo.
The name of the pony Pepe received from his father as
Alipato
a gift. As a child, he loved to ride his pony.
Pepe's black dog. He took long walks in the meadows
Usman and lakeshore.

His mother also introduced him to love the arts,

literature, and classics. He wrote a drama (a Tagalog
Age of eight
comedy) performed at the local festival, and the
municipal captain rewarded him two pesos.
To My Fellow Children (Sa The poem was previously believed to be Rizal's first
AkingMgaKababata/Kabata) written poem at the age of eight.
This term was used not just once in the poem. This
term was only encountered by Pepe when he was 21
Kalayaan
years old from preserved correspondence (letters)
with his brother Paciano.
He is also interested in this, reading so many books
about it. He also learned different tricks, such as
Magic
making a coin disappear and making a handkerchief
vanish in thin air.
Tio Jose Alberto – inspired him to cultivate his artistic
ability.
Influences from his Three Tio Manuel – encouraged him to fortify his frail body
Uncles through physical exercises.
Tio Gregorio – intensified his avidness to read good
books.
Doña Teodora held regular storytelling sessions with
the young Rizal. Amigo de Los Niños (The Children's
Friend)– this book was used by Doña Teodora, where
she read stories to Pepe to impart essential life lessons.
Lolay's chose the story about a daughter moth who was
warned by her mother against going as well close to a
lamp flame. Youthful moth guaranteed to comply. She
later succumbed to the drag lights secretive charm,
believing that nothing appalling happens if she
The Story of the Moth
approaches it with caution.
By chance, Pepe was observing a similar occurrence
while he was listening to his mother's storytelling.[5]
[36] Like a live enactment, a moth flies as well close at
the fire of the oil lamp on their table.
It’s, as a result, both moths in two stories paid the price
of getting close the lethal light Year passed since then.
The child has gotten to be a man. He got from
experience; biting lessons are much more excruciating
than sweet lessons that his mother gave him. He

23
 considers that light is the most lovely thing in creation,
which is worthwhile for a man to give up his life for it.

EDUCATION
In Calamba
• Doña Teodora
o His mother was his first teacher.
o She can teach him Spanish, reading, poetry, and values through rare
storybooks.
o Doña Teodora was patient, conscientious, and understanding.
o She's the one who first discovered that her son had a talent for poetry.
• Jose Alberto taught Jose how to paint, sketch, and sculpture.
• Gregorio influenced him to love reading further.
• Manuel developed Rizal’s physical skills in martial arts like wrestling.
• Maestro Celestino -the first private tutor of Jose, who was his parents employed to
give him lessons at home
• Maestro Lucas Padua- later succeeded Maestro Celestino as his private tutor.
• Leon Monroy, an older man, a former classmate of Don Francisco, became the boy's
tutor in Spanish and Latin.
In Biñan
• June 1869 – Rizal was subsequently sent to a private school in Biñan.
• Maestro Justiniano Aquino Cruz– he owned the school where his brother Paciano
brought him to study; Jose's first teacher; he described him as a severe
disciplinarian.
• Pedro, the son of his teacher –Jose, challenged him to a fight. Though younger and
smaller, having learned wrestling from his Uncle Manuel, Jose defeated his
tormenter.
• Andres Salandanan – he had an arm-wrestling match with Pepe.
In Manila
• 1872-1877: Jose enrolled at the Ateneo Municipal de Manila in Intramuros; five
years later, he graduated with a Bachelor of Arts degree with the rating sobresaliente
(highest honors).
• 1878: Took up Philosophy and Letter at the University of Sto. Tomas while studying
surveying at the Ateneo Municipal de Manila.
• 1879: Rizal enrolled in the College of Medicine at the University of Sto. Tomas to
cure the deteriorating eyesight of his mother
• 1881: He reached the age of majority, the license was granted to him
• 1882: He stopped attending classes, tired of the Dominican professors'
discrimination against Filipino students, and the method of instruction was obsolete
and repressive.

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 Rizal had taken an overall 19 subjects and finished them with varied grades, ranging
from excellent to fair; he got "excellent" in all his subjects in the Philosophy course.
Studies and Life Abroad
• 1882: Rizal left for Spain and enrolled in Medicine and Philosophy and Letters at the
Universidad Central de Madrid
• 1884: Began writing the Noli Me Tangere
• June 21, 1884: He received the degree of Licentiate in Medicine at the age of 23 and
got a grade of "fair."
• June 19, 1885: Received the degree in Licentiate in Philosophy and Letters and
completed studies for the Doctor of Medicine
• 1886:Studied ophthalmology at the University of Leipzig.
• February 21, 1887: completed the manuscript of Noli Me Tangere
• March 1887: published the Noli Me Tangere in Berlin, Germany with the financial
help of Dr. Maximo Viola
• 1888:Annotated Antonio de Morga’sSucesosdela Islas Filipinas to awaken his
countrymen to a consciousness of their historical past
• 1889: wrote for La Solidaridad
• 1890: Published his edition of Morga’sSucesos in Paris; Continue to write for La
Solidaridad; Published “The Indolence of the Filipinos” and the 4th installment of the
“The Philippines a Century Hence"; Move to Belgium to save so that he could publish
the "El Filibusterismo."
• 1891: Received a letter from Leonor Rivera that she would wed an Englishman,
Published the El Filibusterismo with financial assistance from Valentin Ventura and
Jose Ma. Basa (September 18, 1891); Translated into Filipino the well-known
"French Declaration on the Rights of Man"; Left for Hongkong to practice medicine
and operated on his mother's eye for the second time; wrote the constitution of La
Liga Filipina
• 1892: went to North Borneo and informed Governor General Despujol his plan to
create a Filipino colony to free Filipinos from being maltreated
People Rizal Met during his Travel
In Spain
• Paterno Brothers (Antonio, Pedro, and Maximo)-Friends of Rizal shared his
ideas; they often held meetings and celebrations in their home.
• Don Pablo Ortega y Rey- A rich mestizo who was a former mayor of Manila;
befriended Rizal due to him being in love with her daughter.
• Consuelo Ortega y Rey- Rizal met her in Madrid while he was studying. A young
and beautiful woman, further described in Rizal’s poem dedicated to her.
• Senor Roses- the owner of the book store where Rizal always buy
• Suzanne Jacoby- A lover of Rizal while in Spain. Beautiful and pretty, as described
by him, confessed her love as he left Spain for France.
• Marcelo H. Del Pilar- An Illustrado and a leading figure of the propaganda
movement. Founder of the famous La Solidaridad and a respected member of the
freemasons.
• Mariano Ponce- Another principal member of the Propaganda Movement. Also, the
co-founder of La Solidaridad, together with Marcelo del Pilar.
In France

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• Maximo Viola- A very good friend of Rizal. The savior of Noli Me Tangere because
he helped Rizal when he became near destitute.
• Dr. Louis de Weckert- A leading French ophthalmologist. Rizal worked for him as
an assistant.
• Paz Pardo de Tavera- A pretty girl and fiancée of his good friend, Juan Luna
• Nellie Boustead- A beautiful Parisian. The very girl who became the reason for the
momentary rivalry between Rizal and Antonio Luna, the famous Revolutionary
General.
In Germany
• Dr. Otto Becker- Another well-known ophthalmologist. Rizal worked for him as an
assistant.
• Dr. Karl Ullmer-. Rizal stayed at his home. He welcomed Rizal with open arms
proving he was a kind protestor.
• Prof. FrederichRatzel- A famous German historian. Rizal befriended him.
• Hans Meyer- A German anthropologist. He is a friend of Rizal.
• Dr. Adolf B. Meyer- He is the Director of the Anthropological Museum. Also,
befriended by Rizal.
• Dr. Feodor Jagor- A celebrated scientist-traveler. Author of the book: Travels in the
Philippines, which Rizal read as a child.
• Dr. Hans Virchow- Introduced to Rizal by Dr. Jagor. He is a famous German
anthropologist.
• Dr. Ernest Schwelgger- A German ophthalmologist. Rizal worked for him too.
In Bohemia
• Prof. Ferdinand Blumentritt- A Kind-hearted Austrian professor; developed a
lifelong friendship with Rizal.
• Burgo Master- A kind town Mayor who welcomed Rizal.
• Dr. Carlos Czepelak- A renowned scientist in Europe; he met Rizal at Leitmeritz.
• Prof. Robert Klutschak- An eminent naturist. Also met Rizal in Leitmeritz.
• Dr. Willkomm- He's working as a professor of natural history at the University of
Prague.
In Hong Kong
• Jose Maria Basa- A Filipino resident in Hong Kong; he toured Rizal in Macau.
• Jose Slanz de Varanda- A Spaniard who served as a secretary of Gov. Gen. Terrero
and became a spy by shadowing Rizal’s movements in Hong Kong.
In Macau
• Don Juan Francisco Lecaros - A Filipino gentleman, who accommodated Rizal and
Basa in his home.
In London
• Dr. Antonio Ma. Regidor- A practicing lawyer where Rizal stayed at his home as a
guest.
• Dr. Reinhold Rost- A librarian of the Ministry of Foreign Affairs. The one who
recommended Rizal to the British Museum authorities and famously called him "a
pearl of a man."
In Japan

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 • Seiko Usui (O-Sei-San)- Lover of Jose Rizal in Japan. She taught him the Japanese
language, which he mastered within a week—the reason why Rizal almost got to
settle in Japan.
• TetchoSuehiro- A fighting Japanese journalist who was forced into exile by the
government; met Rizal on the Belgic and became friends.
• Juan Perez Caballero- The secretary of the Spanish Legation in Hong Kong and
invited Rizal to reside in the Spanish Legation.

Homecoming
Rizal’s Decision to Return to the Philippines (1892):
o To negotiate with Gov. Gen. Eulogio Despujol about establishing a Filipino
colony in Borneo;
o To establish La Liga Filipina; and
o To disprove Eduardo de Lete, who published a comment in La Solidaridad
that Rizal has abandoned his country.
• July 3, 1892: Visited Gov. Gen. Despujol to request a pardon for his parents; Created
the La Liga Filipinas in Tondo, Manila (July 3).
EXILE
Despujol ordered the arrest of Jose Rizal and exile to Dapitan (July 7, 1892) Four
grounds:
1. For publishing books and articles abroad that shows disloyalty to Spain,
anti- Catholic and anti-Friar
2. For having possession a bundle of handbills, the PobresFrailesin which
the advocacies violated the Spanish orders;
3. For dedicating his novel, El Filibusterismo to the three “traitors” (Gomez,
Burgos, and Zamora) and for emphasizing on the novel’s title page that
“the only salvation for the Philippines was separation from the mother
country (referring to Spain)”; and
4. For directly criticizing the religion and aiming for its exclusion from the
Filipino culture.
• July 15, 1892: Exiled in Dapitan
• 1892 - 1896: Lived in Dapitan and served as a doctor, farmer, educator,
cartographer, and merchant.
• Casa Real – commandant’s residence where Jose Rizal instead opted to live because he
is unwilling to accede to these main conditions set by the Jesuits,
• Commandant Captain Ricardo Carnicero and Jose Rizal –became such good
friends that the exile did not feel that the captain was his guard.
• Manila Lottery ticket no. 9736 – jointly owned by Rizal, Carnicero, and a Spanish
resident of Dipolog won the second prize of Php 20, 000.
• He built a house, a clinic, and a school from the land he bought
• H still correspondence with European researcher despite everything proceeds; some
species animal named after Rizal are Rhacoporusrizali, a frog, and Apoganiarizali, a
beetle.
• Francisco de Paula Sanchez- remain good friends despite differences in their
beliefs; help Rizal create a massive map of Mindanao at the town plaza.
• He practiced medicine and later on operated his mother's eye.
• He studies medical plants to be prescribed to his patients.

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 • Rizal found out that his enemies sent spies to gather proof that he was a separatist
and an insurgent.
• Matias Arrieta is a physician who revealed his covered mission and asked
forgiveness after Rizal cured him.
• Pablo Mercado- Introduced himself to Rizal, claiming to be Rizal’s relative;
vigorously volunteered to bring Rizal’s letters to certain persons in Manila. Made
suspicious by the visitor's insistence, but Rizal's interrogate him.
o Florencio Nanamanfrom Cagayan de Misamis paid as a secret agent by the
Recollect friars. But because it was raining that evening, Rizal did not
command Nanaman out of his house but even let the spy spend the rainy
night in his place.
• Doctor Pio Valenzuela –an emissary sent to Dapitan by Andres Bonifacio.
o Andres Bonifacio – the Katipunan leader; believed that carrying out revolt
had to be authorized first by Rizal.
o Valenzuela was able to deliver the Katipunan’s message for Rizal discreetly.
Rizal firmly believed that a revolution would be unsuccessful without arms
and monetary support from wealthy Filipinos. It had to ask for the help and
support of wealthy and educated Filipinos, like Antonio Luna, an expert on
military strategy.
• Rizal learned that his true love Leonor Rivera had died; he was in the Dapitan at that
time.
• In August 1893, Rizal successfully operated his mother’s cataract.
• Doña Teodora left Dapitan and went to Manila to be with Don Francisco, who was
getting weaker. Shortly after his mother left, Josephine Bracken came to Jose’s life.
• Josephine Bracken was an orphan with Irish blood and the stepdaughter of Jose's
patient from Hong Kong. Rizal and Josephine Bracken were unable to obtain a
church wedding because Jose would not retract his anti-Catholic views.
o Before the year ended in 1895– They had a child but was born prematurely;
it was named after Rizal's father (Francisco) died a few hours after birth.
• Ferdinand Blumentritt - In 1895, he informed Rizal that the revolution-ridden
Cuba, another nation colonized by Spain, was raged by the yellow fever epidemic.
Rizal wrote to Governor-General Ramon Blanco, asking for permission to volunteer
and provide medical services in Cuba. As days past on, receiving no reply from
Blanco, Rizal lost interest in his request.
• But on July 30, 1896 –Rizal received a letter from the governor-general sanctioning
his petition to serve as a volunteer physician in Cuba.
• In the late afternoon of July 31– Rizal got on the ‘España’ with Josephine, Narcisa,
a niece, three nephews, and three of his students. Heartily bidding him goodbye,
they shouted, “Adios, Dr. Rizal!”. With agonize, heart, He waved his hand in farewell
to the generous and loving Dapitan folks, saying, “Adios, Dapitan!”

TRIAL
Rizal asked for permission to travel as an army to Cuba in 1895.
Nevertheless, his request was approved, in August 1896, Katipunan, a nationalist
Filipino society founded by Andres Bonifacio, revolted. Though had no ties to the
group and disapproved of its violent methods, Rizal was arrested shortly after that
• November 20, 1896: Preliminary investigation started
• December 8-26, 1896: Trial of Rizal

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 • Lt. Luis Taviel de Andrade- from the Spanish army; selected by Rizal to defend
him
• Trialed by a military court at the Cuartel de España
• Documents and testimonials were the types of pieces of evidence presented
against Rizal
o 15 Documentary evidence
o 13 Testimonial evidence
• Colonel Francisco Olive– one of the judges; he administered a series of
interrogations as a preliminary investigation for Rizal. Those who were constrained
to testify against Rizal were not allowed to be cross-examined by the accused.

• The records of the case were transmitted in the following order:

• Judge Advocate Dominguez– presented Rizal's criminal case, followed by the lengthy
speech of Prosecuting Attorney Enrique De Alcocer.
• December 28, 1896: Governor-General Camilo Polaviejasigned the court
decision and decreed that the guilty be executed by firing squad at 7 am on
December 30, 1986, at Bagumbayan (Luneta).
• December 29, 1896: Captain Rafael Dominguez read the verdict to Rizal
o Rizal wrote an untitled poem- later known as Mi Ultimo Adios (My Last
Farewell).
DEATH
After a proclaim trial, Rizal was convicted of rebellion and condemn to death by
firing squad. Rizal's public execution was implemented in Manila on December 30, 1896, at
age 35. His execution was followed and created more opposition to Spanish rule.
Rizal’s Last 24 Hours
From 6 am to 12 Noon
• Standard biography– states that at6 am on December 29, Judge Advocate
Dominguez formally read the death sentence to Rizal.
• At about 7 am, he was transferred to either his “death cell” or "prison cell."

29
 • Fr. Miguel Saderra Mata and Fr. Luis Viza– The two priests visited Rizal. They
brought the medal of the Ateneo’s Marian Congregation as Rizal’s membership
and the wooden statue of the Sacred Heart of Jesus. He had a curve in the school.
• At 8:00 am– Fr. Antonio Rosell came after Fr. Viza left. They eat their breakfast
together at that time. Then Lt. Andrade arrived, and Rizal thanked his lawyer
Santiago Mataix of the Spanish newspaper El Heraldo de Madrid.
• 9:00 am– Rizal was interviewed.
• About 10:00 am– Fr. Federico Faura came and advised Rizal that he must forget
about his resentment and marry Josephine Bracken. Rosell witnessed the
discussion about religion.
• Jose Vilaclara and Vicente Balaguer(missionary in Dapitan) two other priests
also visited at 11 am.
From Noon to 7:00 pm
• Rizal left alone and had his lunch, read the Bible, and meditated.
• That moment Balaguer reported to the Archbishop about Rizal’s Last Hours
refusing to receive visitors for the meantime.
• Rizal finished up his last poem and wrote to Blumentritt his previous letter,
which he called the Austrian scholar, "my best, my dearest friend."
• Rizal talked with Fr. Estanislao March and Fr. Vilaclara at 2 pm.
• Balaguer returned to the cell at 3:30 pm and allegedly discussed the retraction of
Rizal. Then he wrote letters and dedications and had his rest.
• At 4 pm– the sorrowful mother of Rizal and his sisters went to see him.
• His mother is not permitted by the guards to embrace Rizal, but he kisses on her
mother’s hand.
• Dominguez was said to have been moved with compassion before his mother asks
for forgiveness.
• As the visitors were leaving, Rizal handed over Trinidad, an alcohol cooking stove
as a gift from the Pardo de Taveras, whispering in a language that the guards
could not understand. “There is something in it," that "something" was now known
as Mi Ultimo Adios.
• Don Silvino Lopez Tuñon– the Dean of the Manila Cathedral, came to see Rizal at
5:30 pm.
• At 6:00 pm, Josephine Bracken came into Fort Santiago, and Rizal talked with
her emotionally.
The Night of December 29
• At 7:00 pm– Faura returned and convinced Rizal to trust him and some other
Ateneo professors, and after some moments, Rizal confessed to Faura.
• At 8:00 pm – Rizal had his last supper and attended to his personal needs. He
told Dominguez that he had forgiven his enemies and the military judges and all
sentenced him to death.
• At nine or 9:30 pm– Manila’s Royal Audencia Fiscal Don Gaspar Cestaño arrived
and talked to Rizal.
Historians Gregorio and Sonia Zaide– alleged that at 10 pm, Rizal and
some priest worked on the hero's retraction.
• Balaguer – brought retraction draft made by Archbishop BernadinoNozaleda,
but Rizal did not like it for too long. After all the conversations, Rizal spent the
night to take rest until December 30.
The Early Morning of December 30

30
 • At 3:00 am on the morning of December 30, 1896– Rizal heard mass, confessed
sins, and took communion.
• At 4:00 am– Rizal picked up the book Imitation of Christ by Thomas a Kempis,
read and meditated. At 5 am, he took his last meal.
• According to stories Lt. Taviel de Andrade, Rizal threw some eggs in the corner
of a cell for the “poor rats”– “Let them have their fiesta too.” – he said.
Afterward, Rizal wrote letters, and one addressed to his family and the brother Paciano.
To his family. He partly wrote. “I ask You for forgiveness for the pain I cause you. I die
resigned, hoping that with my death, you will be left in peace.”To Paciano, he partially wrote.
“I am thinking now how hard you have worked to give me a career. I know that you have
suffered much on my account. And I am sorry.”
• 5:30 am –Josephine and Rizal's sister Josefa came. The couple was said to have
embraced for the last time. And Rizal gave to Josephine the book “Imitation of
Christ” of Padre Thomas a Kempis on which he wrote the dedication. “To my dear
and unhappy wife," Josephine.
• 6:00 am – Rizal wrote his father, Francisco Mercado and to his mother, Doña
Teodora

Slow Walk to Death

• December 30, 6:30 am: Rizal was dressed in a black suit; few meters behind his
advance guards while moving to his slaughter place and was accompanied by Lt.
Luis Taviel de Andrade, - two Jesuit priests and more soldiers behind him.
• At precisely 7:00 am: arrived on the site, Dr. Felipe Ruiz Castillo checked Rizal's
pulse- it was normal.
• “Consummatumest” (It is finished), his last words
• At 7:03 am: executed by a firing squad at the Bagumbayan Field
• Paco Cemetery- where Rizal was buried
• RPJ- the initials asked by Narcisa to the caretaker of the cemetery to put on her
brother’s marble plaque.
After 1896
• August 17, 1898: Rizal's name was revealed and were brought to Narcisa's house
until 1912
• December 29, 1912: Rizal's remains were transferred from Binondo to the marble
hall of the Ayuntamiento de Manila, where the Knights of Rizal guarded it.

References

Book
Mañebog J., Claudio E., Mangahas T.L, Bustamante J. (2019). Life and Works of JOSE RIZAL
biography, writings, and legacies of our Bayani.
G.F. &Zaide, S. M. (2011). Philippine History and Government. 105 Engineering Road, Araneta
University Village, PotreroMalabon City: Mutya Publishing Houce, Inc.
Social Behavioral Science Department. Study Guide in The Life and Works of Jose Rizal
Internet

JOSE P. RIZAL: Family, Early Childhood, and Education. (2006, March 29). http://joseprizal-
one.blogspot.com/2006/03/rizal-family-early-childhood-and.html

31
Jose Rizal. (2019, September 14). Geni_family_tree. https://www.geni.com/people/Jose-
Rizal/6000000076505226822#:%7E:text=About%20Jose%20Rizal,teacher%20and
%20also%20a%20doctor.

José Rizal Family Tree. (2014, December 12). Philippine Folklife Museum Foundation | San
Francisco, Ca. https://philippinefolklifemuseum.org/collection/jose-
rizal/attachment/rizal-family-tree/

The Mercado-Rizal Family. (2019, January 21). Knights of Rizal: Diamond Chapter.
http://www.knightsofrizal.be/rizal_family.php

P. (n.d.). The People Rizal Met During His Travels. Scribd. Retrieved July 23, 2020, from
https://www.scribd.com/doc/49582407/The-People-Rizal-Met-During-His-Travels

Assessing Learning
Activity 7
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

Directions: Read each item carefully. Write BAYANI if the statement is correct and
AGBAYANI if the UNDERLINED word is incorrect, then write the correct answer of the
underlined word. Write all the answers to the space provided.

____________________ 1. Jose Rizal was born in Calamba, Laguna on June 19, 1861.
____________________ 2. El Filibusterismo, also known by its alternative English title The Reign
of Greed, is the second novel written by Jose Rizal.
____________________ 3. The firing sqaud was executed to Jose Rizal in Calamba
____________________ 4. The only brother of Jose is Leon Monroy
____________________ 5. Rizal studied ophthalmology at the University of Leipzig.
____________________ 6. Leonor Rivera and Jose Rizal were married.
____________________ 7. Jose Rizal graduated with a Bachelor of Arts degree with the rating
Sobrasaliente (highest honors).
____________________ 8. Jose Rizal used the pen name Plaridel in many of his writings.
____________________ 9. Noli Me Tangere was published in Germany with the financial help of
Valentin Ventura.
____________________10. Governor General Camilo Polavieja signed the death verdict of Jose
Rizal.
____________________ 11. Jose Rizal is the eleventh child of Francisco and Teodora.
____________________12. Jose Rizal’s first teacher in school was Justiniano Aquino Cruz.
____________________ 13. Rizal wrote his first poem, Mi Ultimo Adios, when he was eight years
old.
____________________14. Jose Rizal was exiled in Bagumbayan.
____________________ 15. Before Jose Rizal was shot, he said his last words “ConsummatumEst”
meaning “It is finished.”

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 Activity 8
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

Directions: Answer the following questions concisely.

Rubrics for Scoring
Content and Quality of Ideas- 50%
Impact and Relevance: 50%

1. Name two people and give their significant contributions to Jose Rizal's life. Explain.
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2. Why do you think Rizal felt that the moths’ tale could serve as an allegory of his
destiny?
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_____________________________________________________________________________________________________
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3. Why do you think Rizal addressed Josephine as “My Dear and unhappy wife”?
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4. If you had been Rizal’s defense lawyer, what could you have done to save Rizal from
his death sentence?
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5. Do you think Rizal’s dying for the country was worth it?
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34
UNIT IV. LITERARY MASTERPIECES OF JOSE RIZAL
Overview
This unit presents some of the most significant literary masterpieces of Dr. Jose
Rizal reflecting the lives of Filipinos under the Spanish colonization. Rizal wrote mostly in
Spanish, the lingua franca of the Spanish East Indies, though some of his letters were
written in Tagalog. His works have been translated into several languages, including
Tagalog and English.

Learning Objectives
At the end of the unit, I am able to:
1. appreciate Rizal’s use of history to arouse nationalism;
2. appraise important characters in the novels (Noli and El Fili) and what they
represent;
3. compare and contrast the characters, plot, and theme of Noli and El Fili;
4. assess Rizal’s writings; and
5. appraise the value of understanding the past.

Setting Up
Name: _____________________________________________________ Date: ____________________
Course/Year/Section: ___________________________________

Directions: Answer the following questions concisely. Write it down on the space provided.

1. Have you experienced writing a literary piece? What would be the topic of your
literary piece if you were given a chance to write one?
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35
 _____________________________________________________________________________________________________
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2. As we all know, Dr. Jose Rizal published great literary pieces. Think and choose one
of his pieces, and outline its content briefly, according to what you have
remembered.
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Lesson Proper

JOSE RIZAL'S ANNOTATION OF MORGA'S SUCESOS DE LAS ISLAS FILIPINAS

Sucesos de las Islas Filipinas or “The Events in the Philippine Islands" was written
and published by Antonio de Morga in Mexico in 1609. It is one of the most vital records
detailing the history of the Spanish colonization in the Philippines. It talks about the history
of wars, intrigues, diplomacy, and evangelization of the Philippine island.
Antonio de Morga
• Antonio de Morga was a Spanish soldier, a lawyer who has a doctorate in canon law
and civil law, and a high-ranking colonial official for 43 years. He was also a
historian.
• He was the first person to write formal documentation of the Spanish colonization.
Morga was personally involved in the conquest and had firsthand encounters with
most of the accounts he cited. His purpose for writing Sucesos de las Islas Filipinas is
to document the Spanish kingdom's achievements in the conquest and conversion of
the islands of Filipinas or the Philippines.
• Dr. Jose Rizal annotated this document with a prologue by his friend — Dr.
Ferdinand Blumentritt, an Austrian teacher and an author of the book in the
Philippines' ethnography.
Keyword: Annotation – a note added by way of comment or explanation
Antonio de Morga’s Version
Morga's book was written in Spanish and reflected his bias over Spanish superiority.
Found in the book were the knowledge, documentations, keen observations, and direct
involvement of events during the Spanish colonization in the Philippines from 1493 to
1603. It contains various information about the political, social, and economic aspects of the
Philippines and Spain. This document considered as valuable as Morga had access to the
survivors of the colony, and he, himself, participated in many of the accounts he rendered.
Morga’s purpose for writing Sucesos de las Islas Filipinas
Morga wrote and quoted that the purpose for writing Sucesos was so he could
chronicle "the deeds achieved by the Spaniards within the discovery, conquest, and change

36
of the Filipinas island as well as different fortunes that they have from time to time within
the incredible kingdoms and among the individuals encompassing the island."
Rizal claimed and argued that the conversion and conquest were not as widespread as
portrayed because the missionaries were only successful in conquering a portion of the
islands' population.

What leads Jose Rizal to Sucesos de las Islas Filipinas?

Jose Rizal was an earnest seeker of the truth, and this marked him as a historian. He
had a desire to know the Philippines' conditions when the Spaniards came to the island. He
believed that the country was economically self-sufficient, prosperous, lively, and had an
active community until the Spaniards came and contributed to the decline of the country's
rich culture and tradition.
He, at that point, chosen to embrace the comment of Morga'sSucesos de las Islas
Filipinas. His fellowship with Ferdinand Blumentritt propelled doing an unused version of
the record. Committing four months of investigation and composing for nearly a year to
induce his composition distributed in Paris in January 1890.

MAIN PURPOSE
Rizal annotated this book (1) to awaken the consciousness of the Filipino, (2) to correct
false records of the past, and (3) to encourage the study of the future.
Rizal’s Main Propositions
•
Notable Characters and their representation
• Crisostomo Ibarra
"I have had better thoughts, and I believe that making my father's wishes come
true is worth more than weeping for him, and much more than avenging him."
―Ibarra
o Juan Crisostomo Ibarra y Magsalin, a rich youthful mestizo who has quite
recently returned to the Philippines after seven years of studying in Europe.
Ibarra is refined, profoundly regarded, and extremely optimistic.
o Following his father's death, he went back to his hometown and sought to
establish a proper school there, only to face numerous obstacles from the
local figures. Implicated in a revolt, he later fled the town and forged a new
identity as the jeweler Simon.
o Representation: Crisostomo Ibarra represents Ilustrados, who are Filipinos
able to study abroad. He is often accused of revolt because of their desire to
improve Filipinos' living conditions under the Spanish rule.
• Maria Clara
"When he was alive, I could degrade myself; I still had the consolation of
knowing that he lived and perhaps might think of me. Now that he is dead, I would
rather be a nun or be dead myself." ―Maria Clara
o Maria Clara, the full name Maria Clara de Los Santos, was the daughter of
Capitan Tiago and Pia Alba. She is the fiancé of Crisostomo Ibarra.
o Representation: She symbolizes the traditional traits and pureness of a
traditional Filipina.
• Elias
“Sir, I am the bearer of the wishes of many unfortunates." ―Elias

37
 o Ibarra's mysterious friend, a master boater, also a fugitive. He is a victim of
abuses of the friars and the government.
o Representation: He represents common Filipinos who desires a better
Philippines. The power of uprising to instigate change is what he believes in.
• KapitanTiyago
o A wealthy and high-influential Filipino. He is caring and protective of his
family and his family's social status.
o Representation: KapitanTiyago symbolizes a wealthy Filipino who is willing
to oppress fellow Filipinos for selfish reasons.
• Pia Alba
o KapitanTiyago's wife and the mother, Maria Clara, a beautiful and rich
woman, became melancholic when she became pregnant.
o Representation: She represents all the victims who had been abused by the
clergy and was forced to stay silent.
• Doña Victorina
o A brazen and determined Filipina, odd, ambitious, and ignorant, Doña
Victorina is the spouse of the counterfeit doctor, Tiburcio de Espadaña.
o Representation: She represents rich Filipinos who are reluctant to be
identified as Indio.
• Don Tiburcio
o Husband of Doña Victorina. Limp, fraud, and an introvert doctor; make a
living as a quack doctor.
o Representation: He represents the ignorant Spaniards who made absurd
decisions that led to terrible decisions for the locals.
• Alferez
o Husband of Doña Consolacion whom he violently fights.
o Representation: He represents officials of the state who competes with the
church for authority.
• Doña Consolacion
o The wife of Alferez; ashamed of her heritage and pretends to be unable to
speak Tagalog, her native language.
o Representation: Represents the Filipinos who are ashamed of their race and
nationality.

• Governor-General
o Next to the king, he occupies the most powerful position in the colonial
government.
o Representation: He represents a typical governor-general assigned in the
Philippines.
• Alfonso Linares
o A young and smart Spanish Lawyer; was arranged to be married to Maria
Clara.
o Representation: He represents Spanish citizens hoping to have a better life
in the Philippines than in their motherland.
• PilosopoTasyo
o He is smart, observant, and poor pessimist; he spent most of his money on
books.
o Representation: He symbolizes educated/learned Filipino; despite his
economic status, he still chooses to remain well-informed.

38
 • Padre Damaso
o A talkative and cruel priest, he used his authority to abuse people.
o Representation: He represents Spanish friars who use the Catholic religion
to mistreat and abuse Filipinos.
• Padre Salvi
o Padre Damaso's successor, he is described as skinny and frail, manipulates
people for his benefit.
o Representation: He represents a friar abusive to the power of Filipino
people.
• Padre Hernando Sibyla
o A Dominican priest and former professor at San Juan de Letran College.
Known to be collected and smart.
o Representation: He represents friars who were aware of the abuses and
injustice were done to the natives but would not do anything to change it;
choose not to meddle.
• Sisa
o Mother of Basilio and Crispin; went insane due to abuses committed to her
children and neglect of her husband.
o Representation: She represents the suffering of the motherland, the
Philippines.
• Crispin and Basilio
o Sons of the derange Sisa; denied of luxuries and education.
o Representation: They represent innocent young Filipinos who were wrongly
accused of crimes they did not commit and a victim of an oppressive
government.
EL FILIBUSTERISMO
Rizal searched and found a printing shop that could give him the lowest quotation
for the publication of his novel- F. MEYER VAN LOO PRESS, No. 66 Viaanderen street, willing
to print his book in installment basis. Jose pawned his jewels to pay the down payment and
the early partial payments during the printing of the novel.
The title means “The Reign of the Greed," the second novel written by Jose Rizal. He
portrayed a filibuster or rebel who is himself to reveal the moral cancer of Spanish officials
in the Philippines. Jose Rizal wrote El Filibusterismo as a sequel to his novel, Noli Me
Tangere, which was a form of propaganda. He dedicated the book to the memory of the
Gomburza, three priests who were accused of being seditious, immoral, and uneducated.
The novel was written against the background of threats and oppressions he and his
family suffered because of the Noli and the so-called Calamba agrarian trouble.
• Jose Alejandrino- Rizal's roommate in Belgium, was the one who canvassed the
printing press for El Fili. He delivered proofs and revisions to F. Meyer Van Loo in
Ghent.
• Valentin Ventura –Rizal’s friend who partially financed the novel’s publication; ‘the
savior of the Fili.'
• Comprising only 38 chapters shorten the novel, erasing 47 whole pages from the
279-page manuscript to save expenses
• 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.'

39
 • Thus, the word ‘filibustero’ contextually means subversive, dissident, revolutionary,
seditious, insurrectionary, and treasonous. Fittingly, Rizal dedicated the book to the
memory of the Gomburza (Cavite Mutiny), the three Filipino patriotic priests who
were accused of being ‘filibustero’ and thus executed.
The Synopsis
The story in El Filibusterismo spins around its fundamental character Simon who is
a princely jeweler. Simon is really Crisostomo Ibarra of the Noli, whom everybody thought
had been slaughtered by the Guardia Respectful at Laguna de Cove. He had, in truth, gotten
away, fled to Cuba, ended up affluent, and made associations with powerful Spanish
authorities. Upon his return to the Philippines after numerous a long time, he gets to be
exceptionally powerful as the representative common, who owes so much to him, counsels
him in making choices.
In reality, be that as it may, everything Simon does is a fair portion of his amazing
arrange to require exact retribution against the Spanish authorities and protect Maria Clara
from the community. Arranging to organize a revolution, he carries arms and looks for
devotees, primarily from the abused and mishandled locals. One of his initiates is Basilio,
the child of Sisa, who, with Capitan Tiago's offer assistance, was able to study in Manila.
Simon too partners with the progressive gather of Kabesang Tales, a previous 'Cabeza de
barangay' who endured maltreatment from the hands of the ministers. Utilizing his impact,
Simon empowers debasement, wantonness, and harsher government arrangements so that
the citizens may get to be more angered.
However, the arranged revolt was not carried out one night since Simon decided not
to deliver the signal for the episode of the rebellion upon hearing that Maria Clara kicked
the bucket within the religious shelter.
Another plan was made a few months later. At the setting of the wedding gathering
of JuanitoPelaez and Paulita Gomez, Simon planted numerous explosives—enough to
murder the welcomed visitors, basically the ministers and government authorities. An
agreeing to the plot, the enormous blast will be begun by the blessing he gives to the love
birds at the reception—a lamp fuel light with an unstable. When the light flashes and
somebody turns the wick, it'll result in a huge blast that will end up a signal to the
revolutionary troops to assault all the government buildings in Manila at the same time.
Amid the gathering, Simon gives his gift to the newly-weds. Sometime recently
quickly taking off the venue, he clears out a piece of secretive paper bearing the message
“You will pass on tonight” marked 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 distinguishes the penmanship within the note and affirms that it
was undoubtedly Ibarra’s, the visitors start to panic. When the lamp flickers, Father Irene
tries to turn the wick up. But Isagani, needing to save Paulita’s life, surges into the house,
snatches the light, and tosses it into the stream where it explodes.
Simon's revolutionary plot was hence known, and the law authorities hence chase
him. He oversaw to escape but was truly wounded. Carrying his jewelry chest, he finds a
shield within the home of Padre Florentino by the ocean. Learning of his presence within
the house of the cleric, the lieutenant of the Guardia Civil informs Padre Florentino that he
will come within the evening to capture Simon.
Simon, at that point, takes harm that he would not be caught lively. As the poison's
impacts begin to require a toll on his body, he confesses to Florentino his genuine
personality, and he arranges of exact retribution through bloody revolution. After the
emotional and aggravating confession of them biting the dustman, the cleric clears the

40
passing on a man from his sins, saying: "God will pardon you, Señor Simon. He knows that
we are fallible. He has seen merely have endured … He has disappointed your plans one by
one … to begin with by the passing of Maria Clara, then by a lack of planning, at that point in
a few mysterious ways. Let us bow to His will and render Him thanks!"
The story closes with the priest tossing Simon's treasures into the ocean so that they
would not be utilized by the greedy. The priest trusts that when the proper time comes, they
would be recovered and used as it were for great.
Notable Characters and their representations
• Simon
o Known sometimes recently as Crisostomo Ibarra y Magsalin, he returned as
an affluent jeweler; he features a magnanimous intellect, outspoken, and
idealistic.
o Representation: He speaks to the progressives who upheld the thought of
holding wicked revolt against the Spanish Government amid that time.
• Basilio
o An aspiring doctor; worked as Captain Tiago’s aid in exchange for his
education.
• Isagani
o A poor law student and a poet; idealistic, seeking for a better future for his
country. He is responsible for stopping Simon's planned revolt.
o Representation: He represents Filipino youth who has a great love for our
country, Philippines.
• Kabesang Tales
o Telesforo Juan de Dios, a former Cabeza de barangay (barangay head) who
resurfaced as the braved and feared Luzón bandit Matanglawin (Tagalog for
Hawkeye), was deprived for his right to own his land.
• Paulita Gomez
o She is a pretty girl admired by many students, niece of Dona Victorina, the
former lover of Isagani. As she believes that there is no good future ahead
with Isagani, she chooses to marry JuanitoPelaez.
o Representation: She represents a narrow-minded lady who will select the
leading alternative for a more steady and comfortable future for herself.

• Macaraig
o One of Isagani's classmate at University of Santo Tomas; rich student; serves
as the leader of the students who want to build Academia de Castellano
o Representation: He represents a well-off Filipino youth, amid the Spanish
time, who had a great dream for the nation.
• Father Florentino
o A secular Filipino priest, pressured by his mother to become a priest even
though he wanted to marry his lover.
• JuanitoPelaez
o A Spanish businessman, considered by Isagani as his rival to Paulita Gomez.

A CENTURY HENCE
Filipinas Dentro De CienAños

41
 • Translated as “The Philippines within One Hundred Years” or “The Philippines A
Century Hence”
• It was serialized on September 30, October 31, December 15, 1889, and February
15, 1890, in the fortnightly review La Solidaridad of Madrid.
• Jose Rizal estimated the future of the Philippines in the span of a hundred years the
catastrophic end of Spanish rule in Asia.
o In many senses, the articles supplemented Rizal’s great novel Noli Me
Tangere and its sequel El Filibusterismo.
• The essay talked about:
o Rizal’s feeling that it was time to remind Spain.
o The conditions ushered in the French Revolution could have an effect on him
on the Philippine islands.
o The glorious past of the Philippines.
o The deterioration of the economy.
o Exposed the causes of the native’s sufferings under the cruel Spanish rule.
o Rizal cautioned Spain as regards the imminent downfall of its domination.
o Awaken the minds and the hearts of the Filipinos concerning the oppression
of the Spaniards.
o Encouraging the Filipinos to fight for their right.
Causes of Sufferings and Deterioration
The annotation of Antonio Morga’sSucesos de las Islas Filipinas, our national hero
through great efforts, proved and discussed the glorious past of the Philippines.
• The following essay hence gave the different causes of the distresses endured by the
Philippine locals (as listed within "The Philippines a Century Subsequently Outline and
Analysis"):
Spain’s usage of its military policies
o poverty got to be broader than ever as farmlands were cleared out to plant.
o the individuals kept on endure from starvation and illness; and
o Generally, all aspects of the life of the locals got to be retarded. Deterioration
and vanishing of Filipino inborn culture
o Spain came with the sword and the cross, the local people began:
o forgetting who they were and their social heritage;
o losing their sense of self-worth, befuddled and reluctant in their current
lifestyle; o nauseated with themselves; and
o losing trust within the future and the conservation of their race. Passivity
and accommodation to the Spanish colonizers
o The Spanish ministers, one of the foremost effective powers that impacted a
culture of quiet and dormancy among the locals
Through their use of force and intimidation, the natives learned to submit
themselves to the strangers' whims and caprices fanatically.

TO THE YOUNG WOMEN OF MALOLOS

“To the Young Women of Malolos” was initially at first composed in Tagalog. Rizal
penned this composing when he was in London, in reaction to the request of Marcelo H. del
Pilar. The remarkable focuses contained in this letter are as takes after:
• The dismissal of the friars' otherworldly specialist – not all of the clerics within the
nation that time epitomized the genuine soul of Christ and His Church.
• Most of them were debased by common wants and utilized modern strategies to
impact alter and constrain discipline.

42
 • The defense of the private judgment Qualities Filipino moms ought to have – as
proved by this parcel of his letter, Rizal is much concerned about the welfare of
Filipino children and the homes they develop up.
• Duties and duties of Filipino moms to their children's duties and obligations of a
spouse to her spouse – Filipino ladies, are known to be tame, delicate, and loving.
• Rizal states in this parcel of his letter how Filipino ladies got to be as spouses, to
protect the personality of the race.
• Counsel to youthful ladies on their choice of a lifetime accomplice.
RIZAL’S MESSAGE TO FILIPINO WOMEN
The battling soul much inspired Jose Rizal that the youthful ladies of Malolos had
appeared. In his letter, he communicates awesome delight and fulfillment over the fight they
had battled. In this parcel of Rizal’s letter, it is clear that his extreme crave was for ladies to
be advertised the same openings as those gotten by men in terms of instruction. Amid those
days, youthful young ladies were not sent to school since of the whole idea that they would
before long as it were be taken as spouses and remained at domestic with them. Rizal, be
that as it may, emphasizes freedom of thought and the correct to instruction, which must be
allowed to both boys and young ladies alike.

References
Book
Chapter 9: El Filibusterismo Published in Ghent (1891) page 191
Chapter 8: Noli Me Tangere Published in Berlin (1887) page 88
G.F., &Zaide, S. M. (2011). Philippine History and Government. 105 Engineering Road,
Araneta University Village, PotreroMalabon City: Mutya Publishing Houce, Inc.
Mañebog J., Claudio E., Mangahas T.L, Bustamante J. (2019). Life and Works of JOSE RIZAL
biography, writings, and legacies of our Bayani.
Social Behavioral Science Department. Study Guide in The Life and Works of Jose Rizal

43
Zaide G., Zaide S., (2008). JOSE RIZAL: Life, Works and Writings of a Genius, Writer, Scientist,
and National Hero (Second Edition), Zaide House, 24 Pittsburgh St., SilanganCubao,
Quezon Cityn1102 Philippines: ALL NATIONS Publishing Co., Inc.
Internet
Dr. Jose Rizal’s annotations to Morga’s 1609 Philippine History. (2013). Retrieved
fromhttps://kahimyang.com/kauswagan/articles/966/dr-jose-rizals-annotations-
to-morgas-1609-philippine-history
Literary Works of Rizal. (n.d.). Retrieved 2020, from
https://joserizalproject.weebly.com/literary-works-of-rizal.html
Mañebog, J. D. G. (2013, July 27). The El Filibusterismo | OurHappySchool.
https://ourhappyschool.com/journalism/el-filibusterismo
Mañebog, J. D. G. (2013, July 27). The Noli Me Tangere| OurHappySchool.
https://ourhappyschool.com/literature/noli-me-tangere
Medallo, J. A. S. (2018, August 8). Course Hero.
https://www.coursehero.com/file/36297386/contextual-analysisdocx/
Noli Me Tangere Wiki | Fandom. (2020). Retrieved from https://noli-me-
tangere.fandom.com/wiki/Noli_Me_Tangere_Wiki
Rizal’s annotation of Sucesos De Las Islas Filipinas. (2020). Retrieved from
https://prezi.com/qawe8nczviaq/rizals-annotation-of-sucesos-de-las-islas-
filipinas/
Rizal, B. J. (2020, July 8). Buy Study Guide. Retrieved from
https://www.gradesaver.com/noli-me-tangere/study-guide/character- list
Taccaban, C. (2019, April 10). Powtoon. https://www.powtoon.com/online-
presentation/bJku68KPTeE/rizalmorga/

Assessing Learning
Activity 9
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________
Directions: A. Using a Venn Diagram, compare and differentiate the following
Antonio de Morga and Jose Rizal’s version of Sucesos de las Islas Filipinas.

Jose Rizal
Antonio de Morga

Similarities
44
 B. The characters, plot, and theme of Noli Me Tangere and El Filibusterismo.

Noli Me Tangere El Filibusterismo

Similarities

Activity 10
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

I. Directions: Read each item carefully. Determine whether the statement is true or false.
Write TRUE if the statement is correct; F if incorrect. Answers must be written on the
space provided before the number.
_____________ 1. Sucesosdelas Islas Filipinas is one of the most important records detailing
the history of the Spanish colonization in the Philippines.
_____________ 2. It talks about the history of wars, intrigues, diplomacy, and evangelization of
Spain.

45
_____________ 3. Jose Rizal was the first person to write formal documentation of the Spanish
colonization.
_____________ 4. Morga’s book was written in Spanish and reflected his bias over Spanish
superiority.
_____________ 5. Jose Rizal pointed out in his annotation of Morga’s book that even before the
Spanish colonization, Filipinos had a rich culture that was demoralized by
the Spaniards.
_____________ 6. A group of 30 young women of Malolos petitioned Governor-General Weyler
to open a nightschool.
_____________ 7. The women succeeded in their petition in a condition that Senorita
Guadalupe Mendoza should be their teacher.
_____________ 8. Dr. Jose Rizal honored the Filipino women for being blinded by the fraud
religious beliefs of the friars.
_____________ 9. The young women of Malolos died while fighting for their right to education.
_____________10. According to Dr. Jose Rizal, the tyranny of some is possible only through
cowardice and negligence on the part of others.

II. Directions: Read the following statements carefully. Identify what is being described in
the statement and write your answers on the space provided before the number.
_____________________1. A Woman who lost her sanity due to her husband’s neglect and abuse
made to her son.
_____________________2. A mysterious man who was a victim of abuse by the government.
_____________________3. He petitioned to give his father a Catholic burial.
_____________________4. The daughter if an influenced man, Capitan Tiago.
_____________________5. The successor of Padre Damaso who also had a feeling for Maria
Clara.
_____________________6. Odd, ambitious, and ignorant woman.
_____________________7. A boy found beside a dead woman.
_____________________8. An introvert, and fraudulent doctor.
_____________________9. He represents Illustrados who are Filipinos able to study abroad.
_____________________10. He symbolizes well-off Filipinos who are willing to exploit fellow
Filipinos for selfish reasons.
_____________________11. Chinese man helped to smuggle weapons into the country.
_____________________12. Worked as Captain Tiago’s aid in exchange for his education.
_____________________13. Returned as a wealthy jeweler.
_____________________14. Isagani’s classmate at University of Santo Tomas.
_____________________15. He is responsible for halting Simoun’s planned revolt.
_____________________16. Known as Dona Victorina’s niece.
_____________________17. Known before as Crisostomo Ibarra.
_____________________18. A former cabeza de barangay of Sagapang who was deprived of his
right to own his land.
_____________________19. He was supposed to marry but pressured by his mother to become
priest.
_____________________20. He belongs to the Spanish elite and eventually married Paulita Gomez.
_____________________21. It is the english title of Sucesos de las Islas Filipinas.
_____________________22. His purpose for Sucesos de las Islas Filipinas is to document the
achievements of the Spanish kingdom in the Philippine islands.
_____________________23. He chose to annotate Morga’s book because he considered it to be
more objective than others.

46
_____________________24. It is the place wherein Sucesos de las Islas Filipinas was published in
1609.
_____________________25. It means “a note added by way of comment or explanation”.

Activity 11
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

Directions: Answer the following questions concisely. Write it down on the space provided
below.
Rubrics for Scoring
Content and Quality of Ideas- 50%
Impact and Relevance: 50%

A. Based on the characters mentioned in the novel Noli Me Tangere:

1. Choose one character that you most resonate with and explain why.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

2. Does your selected character represent a modern counterpart today? Explain who
and why.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________

Based on the characters mentioned in the novel El Filibusterismo:

3. How is the lack of freedom portrayed in the novel?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

47
 4. How is the situation in the novel different from today?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________

B. Reflection Paper

Directions: Read online the article: “Youth of Today: The New Rizals.” By Dan Rogayan
(https://danrogayan.wordpress.com/2010/12/30/youth-of-today-the-new-rizals/).

Guide Questions:

1. Based on your reading, what can you say about the article representation of value the role
of youth in the development and future of society?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

2. What is the main question that the article seeks to answer?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

3. What is your own reflection based on the article and your understanding.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

48
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

Activity 12
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

Rubrics for Scoring

Content and Quality of Ideas- 50%
Impact and Relevance: 50%
Directions: Cite 3 issues/themes showcased in Noli Me Tangere and list down pieces of
evidence from the story/characters that support it.

49
Compare your selected theme with the present-day situation.

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

UNIT V. JOSE RIZAL AND PHILIPPINE NATIONALISM: BAYANI AND

KABAYANIHAN
Overview
Jose Rizal can serve as a reasonable model and motivation for each Filipino. On the
off chance that one is searching for somebody to impersonate, Rizal is an entirely practical
decision. He showed adaptability and adaptability while continuing a solid feeling of ethical
uprightness. What's more, as a Filipino, he esteemed patriotism, enthusiasm, and dignity.

50
Learning Objectives

At the end of the unit, I am able to:

1. interpret views and opinions about Bayani and kabayanihan in the context
of Philippine history and society; and
2. assess the concepts of Bayani and kabayanihan in the context of Philippine
society.
Setting Up

Name: _____________________________________________________ Date:____________________

Course/Year/Section: ___________________________________

Directions: Provide the missing term/s to complete the sentences.

1. __________________________ thus concludes that "hero" and bayani does not have the same
meaning.
2. Former President Aguinaldo issued the First official proclamation making December 30
of that year _________________________.
3. History tells us that the revolutionary society is known as likewise acknowledged Rizal's
leadership and greatness by making him its honorary President_______________________.
4. _________________________ distinguished Malayologist and India office of London librarian
who called Jose Rizal "Una Perla Hombre."
5. De Ocampo said that no ________________________ has yet been born who could match or
surpass Rizal as a person of distinguished valor/enterprise in danger, fortitude in
suffering.
6. Jose Rizal's Noli Me Tangere and the El Filibusterismo resulted in the passage of the law
now widely known as _____________________________.
7. A Filipino historian and PantayongPananaw proponent ___________________________ offers
another sense of the term "bayani"and believes that "mgabayani"are different from
"heroes."
8. In the year 1902,___________________________ of Wisconsin delivered a eulogy of Jose Rizal
and even recited the hero's last poem in the U. S. House of Representatives to justify the
capacity of the Filipinos for self- government.
9. __________________________ also play an important role in the progress of the Philippine's
economic status.
10. In January 1891, ___________________________ was again unanimously chosen Responsable
(chief) of the Spanish-Filipino Association.

Lesson Proper
Bayani vs. Hero
The Merriam-Webster Online Dictionary defines ‘hero’ as “a mythological or
legendary figure often of divine descent endowed with great strength or ability; an
illustration warrior; a person admired for achievements and noble qualities; one who shows
great courage.”
• The Filipino counterpart Bayani has a similar meaning but with some contextual
distinctions.
Vicassan’s dictionary (1978), gives the following:

51
 • hero, patriot (“taong makabayan”), cooperative endeavor, mutual aid, a person who
volunteers or offers free service or labor to a cooperative endeavor, to prevail, to be
victorious, to prevail (“mamayani”), a leading man in a play (often referred to as the
“bida”—from the Spanish word for life, “vida”—who is contrasted with the villain or
“kontrabida” from the Spanish “contra vida,” against life). These words help us
better understand the word for the lifesaver, the inflatable rubber tube, or
“salbabida” from the Spanish “Salva Vida” to save a life.
UP Diksyunaryong Filipino (2001) gives three meanings for 'bayani':
• a person of extraordinary courage and ability;
• a person considered to possess extraordinary talents or someone who did
something noble (“dakila”);
• a leading man in a play (Ocampo,2016)
The reference adds that heroes (mga bayani) in the context of mythology refer to those who
had the qualities of the gods, extraordinary strengths, bravery, and ability.
• AmbethOcampo – history professor, sees it significant that bayani comes to a few
words under bayan, which is also defined as the space between here and the sky.
• Nolasco (1997), further emphasized in his essay, PinagmulanngSalitangBayani:
o The term bayani had an Austronesian origin and was brought to our country.
This term refers to warriors who led in defending their communities against
invaders and any form of danger. Derivatives include bajani, majani, bagani,
bahani.
The Changing Forms and Definitions of Bayani and Kababayan
• When tied down on the definitions given by ancient dictionaries, Mgabayani may
truly (and significantly) allude to those who contributed to the birth of a country.
• Modern-day bayani- refers to someone who contributes to a nation in a global
world.
One case in point is our Abroad Filipino Worker's (OFWs) –Filipino, who are
working in outside countries.
o OFWs are frequently alluded to as mga "[57] BagongBayani."
o Working overseas may be a way of taking dangers (pakikipagsapalaran) for
them as it entails sacrifice and likely dangers, such as loneliness, anxieties,
trauma, fatigue, culture shock, and even exploitation.
o OFWs also play a vital role in the progress of the Philippines' economic
condition.
o By transmitting their cash back to the nation, they help the administration
pull up the nation's monetary status with the general dollar hold.
o The cash they send gives the truly necessary hard money, sparing the nation
from defaulting on an outside obligation commitment.
OFWs also help stabilize the Philippine peso concerning the peso-dollar exchange
and contribute to the country's GNP growth.OFW is, thus, called "Bagong Bayani" (Modern-
day Heroes), and the Philippines celebrates December as the month of Overseas Filipino
Workers. It only goes to show that our concept of kabayanihan and bayani do shift and
evolve. The online article, "Ang Salitang Bayani sa Pilipinas," explains its etymology:
o Ang salitang “bayani" ay isang Austronesian na salita na dinala ng ating mga
katutubo sa atin bayan. Ang mga bayani ay ang mga mandirigma kung saan
sila ay naununa sa pagtatanggol ng pamayanan laban sa mga kinahaharap
na mga kaaway at mgapanganib.
• In Filipino culture, heroism is measure by the courage and the number of enemies
killed. The said levels of heroism are divided into:

52
 o Maniklad, ang pinakamababang uring bayani na nakapatay ng isa o
dalawang kaaway, karaniwang siya ay nakasuot ng putong na pula at dilaw;
o Hanagan, ikawalang antas, siya ay sumasailalim sa ritwal na kung saan ay
dapat siyang sapian ni Tagbusaw, ang diyos ng pakikidigma at kainin ang
atay at pusong mga kaaway. Karaniwang nag susuotang ng itong pulang
putong.
o Kinaboan naman kung tawagin ang makakapatay ng dalawampu hanggang
dalawamputpito at karaniwang nakasuot ng pulang pantalon.
o Luto naman kung tawagin ang makakapatay ng limampu hanggang 100 na
kaaway at karaniwang nagsusuot ng pulang Jacket;
o Lunugum naman ang pinakapaboritong diyos na si Tagbusaw dahil ditto
maipakita niya ang kaniyang katapanagan sa pakikipagdig na kung saan na
patay niya ang kanyang kaaway sa sarili nitong tahanan. Itim ang
karaniwang suot ng mga ito.

(“AngSalitangBayanisaPilipinas”)
• Dr. Zeus A. Salazar(Filipino history specialist and
PantayongPananaw defender) –offers a both another
sense of the term bayani and accepts that mga bayani
are distinctive from "heroes."

Zeus A. Salazar: Filipino Historian and proponent

of Pantayong Pananaw, credit to bing.com

“The summary of all of these differences could be distilled from the individualism
and preoccupation of the heroes with his own "persona," as compared with bayani, who
belongs to his group and focused and distinctly on advancing the interest of the group.
…The action of the bayani is based on the character of bayan, wherein humility and being
equal with others are valued more.” (Salazar 1997, 3-4)

Who Made Rizal Our Foremost Bayani?

• Esteban A. De Ocampo's article "Who Made Rizal Our Foremost National Hero,"
• Has become well-known in defending Jose Rizal's being the Philippines ' foremost
hero.
• Essentially, it denies the claim Rizal is a made-to-order national hero manufactured
by the American chiefly by then civil governor William Howard Taft.
• Rizal said to have taken an "admirable part" in the Propaganda Campaign (1882-
1896), and his Noli Me Tangere (Berlin 1887) was supposed to be far superior and
more significant than published by Pedro Paterno, Marcelo Del Pilar, Graciano
Lopez, and Antonio Luna.
• Cong. Henry Allen Cooper of Wisconsin (in 1902) delivered a eulogy of Rizal and
even recited the hero's last poem at the U.S House of Representatives to justify
Filipinos' capacity for self-government.

Utilizing the moment cited meaning of “hero" – De

Ocampo claims that no Filipino has yet been born and can
be equal to Rizal as an individual recognized. De

53
Ocampo employs as legitimization the depiction by Rafael
Palma and Dr. Straight to point C. Laubach(an American
biographer of Rizal) of Rizal's respectable self-
denial, courage, ethical boldness. Tying down on the third
cited definition of "legend" – De Ocampo proposes that Rizal
could be a man honored after passing by open adore, since of
the remarkable benefit to humankind.

Other nationalities who recognized Rizal as the Cong. Henry Allen Cooper: Recited
leading Filipino of his time were F. Blumentritt, Napoleon M. Rizal’s last poem in the U.S. House of
Representatives in 1902. Credit to
Kheil, Dr. RheinholdRost, and Vicente Barrantes. bing.com
• Prof Blumentrit–told Dr. Maximo Viola in
May 1887 that Rizal was the best consequence of the Philippines. He's
heading off to the world, resembled the nearness of another cornet, whose
unique magnificence appears each other century.
• NapeleonKheil of Prague, Austria– wrote to Rizal and said “admiro en
vdnovirepresentate de España colonial”.
• Dr. Rost –recognizedMalayologist and Laborious of the India Office of
London called Rizal “unaperlahambre."
• Don VincenteBarrantes– had to admit that Rizal was the first among Filipino.
Indeed, even before the episode of the upheaval against Spain in 1896, numerous
examples can be referred to demonstrate that this century here and abroad perceived
Rizal's initiative. In early 1899, Rizal was unanimously elected by the Filipino in Barcelona
and Madrid as honorary President of La Solidaridad in January 1891. Rizal was again
unanimously chosen as the responsible(Chief) of the Spanish Filipino association; he was
also the founder and spirit in the foundation of the La Liga Filipina on July 3, 1892, in
Manila. History also tells us that The Revolutionary Society Known as Katipunan likewise
acknowledged Rizal's leadership and greatness by making him its honorary President and
using his Family name – Rizal as the password for the third-degree members. A year after
Rizal's execution – Gen.Emilio Aguinaldo and the other Revolutionary Chiefs exited to Hong
Kong– held a commemorative program there on December 29, 1897, on the association of
the first anniversary of the heroes execution and martyrdom of utmost significance in the
public appreciation for the Rizal's patriotic labor in behalf of his people were the tributes
paid by the Revolutionary Government in his memory.
• On September 15, 1989, in his opening address at the Congress assembled in
Malolos, Bulacan. Pres. Aguinaldo –Involved the spirit of the departed heroes of the
fatherland [Primarily Rizal].
December 20, 1898, at the Revolutionary Capital of Malolos – President Aguinaldo
issued the first official proclamation making December 30 of the year of the Rizal' Day. The
same proclamation ordered the hosting of Filipino flag of half-mast from noon on December
30, 1898, and the closing of all offices of the government during the whole day of December
30 the impressive Rizal's day program sponsored by the club Filipino was held in Manila on
December 30, 1898. The Filipino was not the only one in lamenting the less than ideal
demise of their legend and symbol for the scholarly and logical circles of the world. That felt
acutely the free of Rizal, who was their regarded associate, and companion Dr. Camilo Osias
and Wenceslao E. Retaña both talked about the general respect concurred to Rizal quickly of
his demise.
On November 20, 1897, the most significant scientific neurological services to honor
Rizal happened by the initiative of Dr. Rudolph Virchow, President of Anthropological
Society of Berlin. Rizal's work “My Last Farewell” was recited in German translation by Dr.

54
Ed Seler. Dr. Ocampo stated that Andres Bonifacio deserves the title to become the first
national hero because Jose Rizal did not hold any gun or sword to fight for freedom contrary
to the comment of Rafael Palma in the debate of Bonifacio vs. Rizal. Who made Rizal the
foremost hero of the Philippines? The answer is: no single person or groups of persons were
responsible for making the Greatest Malayan the No. 1 Hero of his people. Rizal himself, his
people, & the foreigners all together contributed to make him the greatest hero & martyr of
his people. No amount of adulation & canonization by both Filipinos & foreigners could
convert Rizal into a great hero if he did not possess in himself what Palma calls "excellent
qualities & merits." (Ocampo, 2016)
Who made Rizal the preeminent saint of the Philippines? The answer is: no single
individual or group of people were capable of making the Greatest Malayan the Legend of
his individuals. Rizal himself, his possess individuals, & the foreigners all together
contributed to form him the most noteworthy legend & saint of his individual's sum of
idolization & canonization by both Filipinos & foreigners might change over Rizal into an
awesome saint if he did not have in himself what Palma calls “excellent qualities & merits.”
(Ocampo, 2016)

➢ Suggested Reading
Joaquin, N. (1997). “A Question of Heroes.” Other Epics/Stories of Kabayanihan in
Philippine history/mythology

References
Book

Mañebog J., Claudio E., Mangahas T.L, Bustamante J. (2019). Life and Works of JOSE RIZAL
biography, writings, and legacies of our Bayani. Mutya Publishing House, Inc.,
Malabon City, Metro Manila.

55
Ocampo, A. (2010). Looking back. Philippines, Anvil Publishing Inc.
Ocampo, A. (2012). Rizal without the overcoat Mandaluyong City, Philippines: Anvil
Publishing Inc.
Zaide, G. F., &Zaide, S. M. (1984). Jose Rizal, Life, Works, and Writings of a Genius, Writer,
Scientist, and National Hero. Philippines: National Bookstore, Inc.
Internet
Ang salitang Bayani sa Pilipinas. (n.d.). Mag dingas apoy niifrit.blogspotcom. Retrieved
March 1, 2014, from http://magdingasapoyniifrit.bIogspot.com/2014/05/
heroism-part-iii-ang-salitang-Bayani-sa.html
De Ocampo, E. A. (n.d.). Who made Rizal our foremost national hero, and why? The life and
works of rizal.blogspot.com. Retrieved May 18, 2014, from https://
theIifeandworksofrizal.bIogspot.com/2011/12/who-made-rizaI-our-
foremostnational.html
Galang, D. (2012). The gates to heroism: Defining a Filipino hero. Nhcp.gov.ph. Retrieved
March 8, 2014, from http://nhcp.gov.ph/the-gates-to-heroism-defining-afilipino-
hero/
Graciano Lopez Jaena. (n.d.). In OurHappySchool.com. Retrieved July 27, 2014, from
http://en.OurHappySchool.com/Graciano_Lopez_Jaena)hero. (2008). Retrieved
from https://www.merriam- webster.com/dictionary/hero
Jose Rizal. (2014 September 9). In OurHappySchool.com. Retrieved July 14, 2012, from
http://en.OurHappySchool.com/Jose_Mercado—Rizal
Ocampo, A. (2016). 'Bayani' a richer word than 'hero.' Inquirer.net. Retrieved March
18. 2014 from http.//opinion.inquirer.net/96994/bayani-a- richer-word-than hero
Ocampo. A. (2009, February 13). Breaking Up With Rizal. Inquirer-net. Retrieved March
13, 2012, from
http://services.inquirer.net/mobile/09/02/13/htmI_utput/xmlhtmI/20090213-
189012-xml.htmI
Ocampo, A. (2010, June 13). Secrets Locked in Alberto's house about Rizal's Mother.
inquirer.net. Retrieved May 13, 2013, from
http://newsinfo.inquirer.net/inquirerheadlines/nation/view/20100613-
275332/Secrets-locked-in-Albertohouse-about-Rizals-mother
Ocampo, A. R. (2016, September 2). ‘Bayani’ a richer word than ‘hero’ | Inquirer Opinion.
Retrieved fromhttps://opinion.inquirer.net/96994/bayani-a-richer-word-than-
hero
Pearson, F. L. (2011). The Life and Works of Rizal. Retrieved from
https://thelifeandworksofrizal.blogspot.com/2011/12/
Philippine centennial feature: A Rizal in Los Baños. (n.d.). Msc.edu.ph. Retrieved September
21, 2012, from http://www.msc.edu.ph/wired/rizal.html
Philippine heroes: Mariano Ponce (1863-1918). (n.d.). etravelpilipinas.com. Retrieved
March 4, 2013, from http://www.etravelpilipinas.com/about_philippines/
Mariano_ponce.htm.

56
Philippines' national symbols. (n.d.). Primer.com.ph. Retrieved March 11, 2014, from
http://primer.com.ph/tips-guides/2017/04/15/learn-about-the- Philippines-
national-symbols/
Spot the national hero, (2012, June). Mabuhay Magazine. Philippines: Philippine Airlines
The life and works.ðf Dr. Jose P. Rizal. (n.d.). Rizallnfo.net. Retrieved August Il,
2012, from http://www.rizaIinfo.net/LettersfromfamiIyDetails.asp?TabIeIndex-297
The life and works of Dr. Jose P. Rizal. (n.d.). Rizalinfo.net. Retrieved February 20,
2012, fromhttp://www.rizalinfo.net/LettersfromfamilyDetails.asp?TableIndex=840
The life and works of Dr. Jose P. Rizal. (n.d.). Rizalinfo.net. Retrieved November 23,
2012,fromhttp://www.rizaIinfo.net/LettersfromfamiIyDetaiIs.asp?TabIéIndex=861
Who Made Rizal Our Foremost National Hero, and Why? (2011). Retrieved from
http://thelifeandworksofrizal.blogspot.com/2011/12/who-made-rizal- our-
foremost-national.html
Why we celebrate Rizal day every 30th day of December. (2013, April 10). National
Historical Commission of the Philippines. Retrieved December•ll, 2012 from
http://nhcp.gov.ph/why-we-celebrate-rizal- day-every-30th-day-of-December/

Assessing Learning

Activity 13

57
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

Directions: Using the Venn diagram, the students will illustrate the link between Bayani and
Kabayanihan in the context of Philippine history and society.

BAYANI KABAYANIHAN

Activity 14

Name: _____________________________________________________ Score: ___________________________

Course/Year/Section: ___________________________________ Date: ____________________________

58
Directions: Answer the following questions.
Rubrics for Scoring
Content and Quality of Ideas- 50%
Impact and Relevance: 50%

1. If you will be given a great chance to become a hero, how do you want to be
remembered?
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2. Give your definition of a “bayani or hero." Justify your answer.

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3. Do you agree that Jose Rizal deserves the title "the Philippine National Hero?" Why
or why not? Do you have any suggestions on who deserves the title? Who and why?
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4. Cite one individual who can be a perfect epitome of a hero and justify why.
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 _____________________________________________________________________________________________________
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5. What do you think are the reasons the concept of bayani or kabayanihan shifted and
evolved through time?
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6. Do you agree with Dr. Zeus Salazar that one does not need to die to become a hero?
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UNIT VI. JOSE RIZAL AND PHILIPPINE NATIONALISM: NATIONAL

SYMBOL
Overview

60
 Our national symbols represent the ideals and represent our sovereignty as one
nation. These symbols have been legislated in our laws. Here in this unit, it will give you an
idea about Jose Rizal, a hero who symbolizes goodness that gave us freedom by using
goodness and Philippine Nationalism.

Learning Objectives

At the end of the unit, I am able to:

1. examine the values highlighted by various representations of Rizal as a
national symbol; and
2. advocate for the values Rizal's life encapsulates.
Setting Up

Name: _____________________________________________________ Date:____________________

Course/Year/Section: ___________________________________

Directions: Identify the following statement.

_________________________1.
_________________________ 2.
_________________________ 3.
_________________________ 4.
_________________________ 5.
__________________________ 6.
__________________________ 7.
__________________________ 8.
__________________________ 9.
__________________________10.
This involves the desire to attain freedom and political
independence, especially by a country under a foreign power.
This commission states that official national symbols represent L
the country's traditions and ideals and convey the principles of
Philippine sovereignty and national solidarity.
The only other hero given an implicit recognition as ct Philippine
national hero aside from Rizal
The President who issued Executive Order No. 75 creating the
National Heroes Committee (NHC)
According to this biographer, the doctrines of Rizal are not for
one epoch but for all epochs.
This is considered as the Philippine's national flower
This approved Act No. 137 combining the districts of Morong and
Manila to be named as "Province of Rizal,in honor of Dn Jose P.
Rizal.
Rizal carved a life-size wood sculpture to express his love for this
person.
The title of the deleted chapter of the Noli Me Tangere.
The totality of qualities expected of an ideal gentleman,
especially courtesy and a readiness to help the weak or women.

Lesson Proper
The way our national hero José Rizal is celebrated in the Philippines as a national
hero finds no match in the world. Shrines and monuments dedicated to his figure are
abundant throughout the country, and his name often indicates the most popular street or

61
plaza in town. Rizal is a subject in the university as it has become a symbol of Philippine
patriotism.

SYMBOL NATIONAL SYMBOL

Merriam-Webster Dictionary describes a Every country or state has its
symbol as an action, object, or event that own national symbols to
expresses or represents a particular idea distinguish itself from others
or quality. In a culture, some things are and to unite its people. It
conventionally associated with meaning provokes some sense of
and become symbols, either officially or nationalism.
traditionally.

National Symbols of the Philippines

• National Commission for Culture and the Arts (NCAA) – stated that the official
national symbols represent the country's traditions and ideals and convey the
principles of the Philippines' sovereignty and national solidarity.
Official National Symbols
✓ LupangHinirang (national hymn) ✓ Sampaguita (national flower)
✓ Philippine National Flag ✓ Narra (national tree)
✓ Philippine eagle (national bird) ✓ Arnis (national game)
✓ Philippine pearl (national gem)

Rizal as a National Symbol

Although Dr. Jose Rizal is widely recognized as our national hero, he nonetheless
belongs to unofficial national symbols. However, it does not make him less of a fitting
symbol of the Philippines Jose Rizal's name and memory have long been representing and
symbolizing our country. Even in the international arena, Rizal's name elicits the name of
our country. The monuments built by people in countries where he had been and his books
(and the books about him) in foreign libraries necessarily bear the name Philippines.
The day of Rizal's introduction to the world and the day of his execution are fittingly
celebrated by all classes of our kin all through the length and broadness of this nation and
even by Filipinos and their companions abroad. His name is a byword in each Filipino home.
At the same time, his image embellishes the postage stamp and [Philippine Coin] No other
Filipino saint can surpass Rizal in the number of towns, barrios, and avenues named after
him in the number of instructive establishments, social orders and exchange names that
bear his name in the number of people the two Filipinos and outsiders who were named
"Rizal" or "Rizalina" because of their folks' appreciation for the incomparable Malayan. Who
is the Filipino writer and thinker whose teachings and noble thoughts have been frequently
invoked and quoted by authors and public speakers on almost all occasions? None but Rizal,
and why is this so? Because as biographer Rafael Palma (1) said, "The doctrines of Rizal are
not for one epoch but all epochs. They are as valid as they were yesterday. It cannot be said
that because the political ideals of Rizal have been achieved because of the change in the
institutions, the wisdom of his counsels or the value of his doctrines have ceased to be
opportune.”

Executive Order No. 75, 1993

MALACAÑANG, MANILA
BY THE PRESIDENT OF THE PHILIPPINES
EXECUTIVE ORDER NO. 75
62
CREATING THE NATIONAL HEROES COMMITTEE UNDER THE OFFICE OF THE PRESIDENT

WHEREAS, the State is mandated to foster patriotism and nationalism among the citizens, especially the youth, pursuant
 MALACAÑANG, MANILA
BY THE PRESIDENT OF THE PHILIPPINES
EXECUTIVE ORDER NO. 75

CREATING THE NATIONAL HEROES COMMITTEE UNDER THE OFFICE OF THE PRESIDENT

WHEREAS, the State is mandated to foster patriotism and nationalism among the citizens, especially the youth, pursuant
to Article II, Sections 13 and 17, of the Constitutions;

WHEREAS, the State, through its educational system, is also mandated to inculcate patriotism and nationalism, and the
appreciation of the role of national heroes in the historical development of the country pursuant to Article XIV, Section 3
(2), of the Constitution;

WHEREAS, Almighty God has gifted the sovereign Filipino people with National Heroes, the men and women of sterling
character and remarkable achievements that directed, and continue to direct, the country's historic destiny.

WHEREAS, it is timely and appropriate to proclaim these National Heroes, the renowned achievers of their generations
and the shining exemplars of these times;

NOW, THEREFORE, I, FIDEL V. RAMOS, President of the Philippines, by virtue of the powers vested in me by law, do hereby
order:

SECTION 1. A National Heroes Committee is hereby created, composed of the Secretary of Education, Culture and Sports as
Chairman, and the Secretary of Foreign Affairs and the Secretary of National Defense as Members, to study and recommend
the proclamation of National Heroes.

SEC. 2. All departments, bureaus, offices, agencies, and instrumentalities of the Government, including government-owned
or controlled corporations, are hereby directed to extend the fullest support to the National Heroes Committee.

SEC. 3. The private sector is hereby urged to assist the National Heroes Committee in the performance of its functions.

SEC. 4. The National Historical Commission shall act as Secretariat of the National Heroes Committee.

SEC. 5. This Executive Order shall take effect immediately.

It was done in the City of Manila, this 29th day of March in the year of Our Lord, nineteen hundred and ninety-three.

(Sgd.) FIDEL V. RAMOS

President of the Philippines

By the President:
(Sgd.) ANTONIO T. CARPIO
Chief Presidential Legal Counsel
Source: Presidential Management Staff
Office of the President of the Philippines. (1993). [Executive Order Nos. : 1 – 125]. Manila: Presidential
Management Staff.

Criteria for National Heroes: Executive Order No. 75, 1953

63
 The notion of recognizing heroes began in 1900 when the Philippine Commission
approved Act No. 137, combining the Morongand Manila were known as Province of Rizal.
In honor of Dr. Jose Rizal from then on, some heroes commemorated everywhere in the
country. During the presidency of Ferdinand Marcos, he tasked the NHC to come up with the
national hero criteria. After many years President Fidel V. Ramos, on March 28, 1993, issued
Executive Order No.75 means to study and recommend the proclamation of National Heroes.
After a series of through discussions the commission came up with new criteria comprising
10 points or standards:
1. The extent of a person's sacrifices for the welfare of the country.
2. The motive and method employed in the attainment of the ideal.
3. The moral character of the person concerned.
4. The influence of the person concerned about his age/generation or the
succeeding ones.
5. True heroes are those who have a concept of nation and, after that, aspire and
struggle for the nation's freedom.
6. Heroes define and contribute to a system of life of freedom and order for a
country.
7. Heroes are those who provide the quality of life and destiny of a nation.
8. A hero is a part of people's expression.
9. The hero often thinks of the future, especially the future generations.
10. The choice of a hero involves recounting an episode or events in history and the
entire process that made this particular person a hero.
After two years of lingering debates and deliberations, the National Heroes
Committee recommended the following figures as national heroes:
• Jose Rizal
• Andres Bonifacio
• Apolinario Mabini
• Emilio Aguinaldo
• Marcelo H. Del Pilar
• Sultan DipatuanKudarat
• Juan Luna
• Melchora Aquino
• Gabriela Silang
Neither Pres. Fidel V. Ramos nor any individual from the organization followed up
on the council's suggestion. Choice and Proclamation of National Heroes and Laws Honoring
Filipino Historical Figures–expressed this was likely because this may trigger a surge of
solicitation for announcements. The decrees can trigger unpleasant discussions, including
valid debates about the saints.
There is no law, official request, or announcement that has been formally sanctioned
or given broadcasting Rizal or some other Filipino chronicled figures as a national legend.
Consequently, laws sanctioned and announcements gave regarding a few names due to their
significant jobs during the time spent country building and commitments to history. Even
Rizal was not officially proclaimed as a national hero; nonetheless, he was given an implicit
recognition as his day of execution, December 30, has been made a national holiday. Aside
from him, Andres Bonifacio’s day of birth, November 30, has been declared a national
holiday, too.
Despite the absence of any official proclamation, these historical figures remain
admired and revered for their role in Philippine history. Historians said that heroes should

64
not be legislated, and their appreciation should be better left to academics. Rizal holds the
status of being an all-around acclaimed Philippine national legend, somewhat a tribute to
the continued worship or approval of the individuals as an affirmation of his commitment to
the significant social changes that occurred in the Philippines.

Laws Honoring Heroes and Other Historical Figures

Jose Rizal
• Decree of December 20, 1898
It was declared by Emilio Aguinaldo that December 30th of every year as the
national day of mourning for Rizal and other victims of the revolution.
• Act No. 137
Organized the district of Morong into the Province of Rizal
Andres Bonifacio
• Act No. 2946
Enacted to make November 30 a legal holiday to commemorate the birth of
Andres Bonifacio
• Act No. 2760
Confirmed and ratified all steps taken for national monuments, particularly for the
erection of a statue of Andres Bonifacio.
Graciano Lopez-Jaena
• R.A. No. 7090
Declares December 18th of every year as a special working public holiday
throughout the country or the Graciano Lopez-Jaena Day.
Dona Aurora Aragon Quezon
• R.A. No. 7285
Declares February 19th of each year as a special non-working holiday in the
Province of Aurora to commemorate her birthday.
Julian Felipe
• R.A. 7805
Declares January 28 of every year as a non-working special public holiday in the City
of Cavite to be known as Julian Felipe Day

Pres. Manuel A. Roxas

• Act No. 9067

65
 Declares April 15th of every year as President Manuel A. Roxas Day, which shall be
observed as a special working public holiday in the Province of Capiz and City of
Roxas.
Benigno “NINOY” Aquino Jr.
• Act No. 9256
Declares August 21 every year as Ninoy Aquino Day and a non-working holiday to
commemorate his assassination.

References

Book
Mañebog J., Claudio E., Mangahas T.L, Bustamante J. (2019). Life and Works of JOSE RIZAL
biography, writings, and legacies of our Bayani. Mutya Publishing House, Inc.,
Malabon City, Metro Manila.
Ocampo, A. (2010). Looking back. Philippines, Anvil Publishing Inc.
Ocampo, A. (2012). Rizal without the overcoat Mandaluyong City, Philippines: Anvil
Publishing Inc.
Zaide, G. F., &Zaide, S. M. (1984). Jose Rizal, Life, Works, and Writings of a Genius, Writer,
Scientist, and National Hero. Philippines: National Bookstore, Inc.
Internet
Ang salitang Bayani sa Pilipinas. (n.d.). Magdingasapoyniifrit.blogspotcom. Retrieved March
I, 2014, from http://magdingasapoyniifrit.bIogspot.com/2014/05/ heroism-part-iii-
ang-salitang-Bayani-sa.html
De Ocampo, E. A. (n.d.). Who made Rizal our foremost national hero, and why? The life and
works of rizal.blogspot.com. Retrieved May 18, 2014, from https:// the Life and
work sofrizal.bIogspot.com/2011/12/who-made-rizaI-our-foremost national.html
Galang, D. (2012). The gates to heroism: Defining a Filipino hero. Nhcp.gov.ph. Retrieved
March 8, 2014, from http://nhcp.gov.ph/the-gates-to-heroism-defining-afilipino-
hero/
Graciano Lopez Jaena. (n.d.). In OurHappySchool.com. Retrieved July 27, 2014, from
http://en.OurHappySchool.com/Graciano_L%C3%B3pezJaena
Jose Rizal. (2014 September 9). In OurHappySchool.com. Retrieved July 14, 2012, from
http://en.OurHappySchool.com/Jose_Mercado—Rizal
Ocampo, A. (2016). 'Bayani' a richer word than 'hero.' Inquirer.net. Retrieved March
18. 2014 from http.//opinion.inquirer.net/96994/bayani-a- richer-word-than hero
Ocampo. A. (2009, February 13). Breaking Up With Rizal. Inquirer-net. Retrieved March 13,
2012, from
http://services.inquirer.net/mobile/09/02/13/htmI_utput/xmlhtmI/20090213-
189012-xml.htmI
Ocampo, A. (2010, June 13). Secrets Locked in Alberto's house about Rizal's Mother.
Inquirer.net. Retrieved May 13, 2013, from
http://newsinfo.inquirer.net/inquirerheadlines/nation/view/20100613-
275332/Secrets-locked-in- Alberto house-about- Rizals-mother

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Philippine centennial feature: A Rizal in Los Baños. (n.d.). Msc.edu.ph. Retrieved September
21, 2012, from http://www.msc.edu.ph/wired/rizal.html
Philippine heroes: Mariano Ponce (1863-1918). (n.d.). etravelpilipinas.com. Retrieved
March 4, 2013, from http://www.etravelpilipinas.com/about_philippines/
mariano_ponce.htm.
Philippines' national symbols. (n.d.). Primer.com.ph. Retrieved March 11, 2014, from
http://primer.com.ph/tips-guides/2017/04/15/learn-about-the- Philippines-
national-symbols/
Spot the national hero, (2012, June). Mabuhay Magazine. Philippines: Philippine Airlines
The life and works.ðf Dr. Jose P. Rizal. (n.d.). Rizallnfo.net. Retrieved August Il,
2012, from http://www.rizaIinfo.net/LettersfromfamiIyDetails.asp?TabIeIndex-
297
The life and works of Dr. Jose P. Rizal. (n.d.). Rizalinfo.net. Retrieved February 20,
2012, from
http://www.rizalinfo.net/LettersfromfamilyDetails.asp?TableIndex=840
The life and works of Dr. Jose P. Rizal. (n.d.). Rizalinfo.net. Retrieved November 23,
2012,from http://www.rizaIinfo.net/LettersfromfamiIyDetaiIs.asp?TabIéIndex=861
Why we celebrate Rizal day every 30th day of December. (2013, April 10). National
Historical Commission of the Philippines. Retrieved December•ll, 2012 from
http://nhcp.gov.ph/why-we-celebrate-rizal- day-every-30th-day-of-December/

Assessing Learning

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 Activity 15
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

Directions: Reflection paper about the article. Read online the article: “Writer, hero, myth,
and spirit: The changing image of Jose Rizal.” by Smith Lahiri
(http://www.seasite.niu.edu/Tagalog/Module/Modules/PhilippineReligions/article_rizal.h
tm).
Guide Questions:
1. Based on your reading, what can you say about the article representation of Jose Rizal?
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2. What is the main question that the article seeks to answer?

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3. What is your own reflection based on the article and your understanding.
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Activity 16

68
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________
Rubrics for Scoring
Content and Quality of Ideas- 50%
Impact and Relevance: 50%

Directions: Compose/write a unified, coherent, and empathetic, reflective essay on the

question "How Rizal's novels awakened Philippine nationalism?"
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Activity 17

69
Name: _____________________________________________________ Score: ___________________________
Course/Year/Section: ___________________________________ Date: ____________________________

Directions: Match Column A correctly with Column B. Write the corresponding letter before
the number.
A B
______1. This denotes proud devotion and loyalty to one's
nation. a. Integrity
______2. The skill to assess and initiate things independently. b. Discipline
______3. The quality of being honest and having strong moral
principles c. Nellie Bousted
______4. Rizal showed this virtue by working for the betterment
d. Willpower
of his country.
______5. It is the suppression of base desires. e. Initiative
______6. The care, caution, and sound judgment, as well as
wisdom in looking ahead f. Prudence
______7. It is the ability to control or restrain oneself. g. Moral Courage
______8. Rizal's day of execution
______9. The woman behind Rizal and Luna's duel h. Olympia
______10. The sister of the national hero who died of childbirth in
1887 i. Patriotism
j. December 30

70