GE Rizal Modules Midterm Only

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GE Rizal Modules Midterm Only
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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY
GE RIZAL
Life and Works of Rizal
Midterm Modules
INSTRUCTOR: MR. RAYMON P. ESPANOLA
Name of student : _______________________________________

Course and section : _______________________________________
Contact information : _______________________________________
GE Rizal 1- Life and Works of Rizal 1

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Letter from your instructor
Hello, this is Mr. Raymon Espanola, and I will be your instructor for the course
GE Rizal (Life and Works of Rizal). I prefer to be addressed by my nickname,
so feel free to call me Sir Monch.
I hope this series of modules reaches your hands in good condition, and that
you and your family are fine as well. As you know, we are still in the middle of
the ongoing COVID-19 pandemic and we have just survived the onslaught of
Supertyphoon Odette. For you continue your education, you are hereby
assigned this homework, this printed learning material, which consists of five
modules (midterm coverage). You are expected to complete all exercises and
activities that are laid down in this material. For the final coverage, we might
use the Google Classroom for it.
As you learn with yourself, I hope you manage your time well, find interest and
value in discovery and self-reflection, monitor your progress, write down notes
and questions for future discussion, engage in self-care activities, and keep
your eyes on your goal to finish your college degree.
Should you have important questions or concerns, feel free to reach me when
you have the resources: Telegram username: @sirmonch; Gmail:
respanola1@ssct.edu.ph.
Best regards,
Sir Monch

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Learning Module in GE Rizal 1- Life and Works of Rizal
I. Title: RA 1425- RIZAL LAW (MODULE 1)
II. Topic:
1. RA 1425 Mandates
III. Time Frame: 2 hours
IV. Introduction:
To discuss about a hero is taking him as a person with flesh and blood not as a deity
or a supernatural being that is an object of reverence without understanding. To appreciate a
hero like Rizal, we must be able to learn more about him–not his acts but the thoughts
behind his acts, his reasons, his experiences and his works that are relevant to our time and
place. We should study Rizal as a person –his intelligence, courage, compassion
nationalism and also his weakness like being a womanizer, violent, and short-tempered that
completes him as a human being. When we realize that he is like us, then, we can truly
appreciate his being human and his great and exemplary deeds are word emulating.
Moreover, the Republic Act no. 1425 known as Rizal Law is an act to include in the
curricula of all public and private schools, colleges and universities courses on the life, works
and writings of Jose Rizal, particularly his novels Noli me Tangere and el Filibusterismo,
authorizing the printing and distribution thereof, and for other purposes.
With this, learners are able to describe the content of RA 1425 at the same time the
relevance of Rizal’s life and works in the present Philippine society.
V. Objectives:
At the end of this module, the students should be able to:
1. Explain the content of R.A 1425 as mandated subject in colleges and universitiesas well
as its provisions.
VI. Pre-test: Write your answer on the provided box.
1. Explain why Rizal Works & Writings is a mandated subject to be taught to all schools in
the country?

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2. Define Nationalism
3. Differentiate nationalism from patriotism.
NATIONALISM PATRIOTISM
VII. Learning Activities
1. RA 1425 “RIZAL LAW” MANDATES
THE TEACHING OF LIFE, WORKS, and, WRITINGS OF DR. JOSE PROTACIO

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REALONDA MERCADO RIZAL IN ALL SCHOOLS IN THE COUNTRY
According to the Official Gazette,

the law was made effective on August 16,
1956.
The Rizal Law aims to:
1. Recognize the relevance of Rizal’s ideals,

thoughts, teachings, and life-values to
present conditions the community and the
country and apply them in the solution to
day-to-day situations and problems of
contemporary life;
2. Develop an understanding and

appreciation of the qualities, behavior, and character of Rizal, as well as thoughts and ideas,
and thus, foster the development of moral character; and
3. Comprehend with the patriotic objectives of the Rizal Law given by late Senator Jose P.
Laurel.
Activity 1
(Provide your answer on the box provided)
1. Why is RA 1425 important?
Rizal’s Ideas: A reply to the -Challenges of our Millennium- Jose Rizal is indeed
preeminent among the national heroes of the Philippines and is thus, referred by the Filipino
nation primarily because of his virtues of character which exemplify honesty, integrity,
patriotism and civic responsibility, willingness to sacrifice for the cause of his native land,
high sense of justice and family solidarity , and the loftiest standard of truth with which he
pursued the nobility of his cause to find and foster Filipino nationhood.
In this course it is hope to re-acquaint our young

generation with our national hero and re-ignite the
same compassion and commitment he had as
young man. To make seriously consider how to
help carry out today for our country the things
Rizal had spoken about, and gift coming
generation with ways to remember Rizal always
and to pay forward the lesson his life has taught
the Filipino people.
Rizal’s Ideas: A reply to the -Challenges of our

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Millennium- Jose Rizal is indeed preeminent among the national heroes of the Philippines
and is thus, referred by the Filipino nation primarily because of his virtues of character which
exemplify honesty, integrity, patriotism and civic responsibility, willingness to sacrifice for the
cause of his native land, high sense of justice and family solidarity , and the loftiest standard
of truth with which he pursued the nobility of his cause to find and foster Filipino nationhood
Rizal was a founder of the Filipino nationality and an architect of the Filipino nation.
Young generations cannot know him without knowing and imbibing the great principles and
ideals for which he stood and died. Rizal believed that as mentors of the young Filipinos in
all schools that virtue is the only foundation of national greatness.
It is hoped that the future generations and the generations after us by reading the life,
teachings, and writings of Rizal may gain incorruptible confidence, direction, courage and
determination in order that we may continue forward our never-ending pilgrimage to a full,
greater and more abundant life.
Today, more than any other period of our history, there is a need for a rededication to
the ideals of freedom and nationalism for or heroes who live and died. In honoring our
heroes, particularly the national hero and patriot: Jose Rizal, the life, works and his writings,
his famous novels, Noli Me Tangere and El Filibusterismo, was a constant inspiring source
of patriotism of the youth, especially during their formative and decisive years in school.
Rizal as a modern man conquered is inferiorities, because he responded to the

challenge of conquering himself he succeeded. In the end, he was finally able to accept a
great responsibility – he gave his own life for his country. From a weak, frail child, Jose Rizal
rose to become one of the tallest men in history.
VIII. Self-evaluation: True or False. Write T if the statement is true and F if the
statement is false.
___1. Rizal Law does not necessarily apply in private school.
___2. Rizal Law is also known as 1435.
___3. Rizal law was published on 1935.
___4. August 16, 1956 was the date effectively promulgate Rizal law.
___5. Author of Rizal law was Juan Ponce Enrile.
IX. Review of Concept
Republic Act of 1425, commonly known as Rizal Law and anchored by Senator Claro, was
signed by the president on June 12, 1956. The passing of the Rizal Law rises to the

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implementation of the Rizal Law course as requirement for graduation in all non-degree and
degree courses in the tertiary education. It requires the curricula of private and public
schools, colleges, and universities to include courses on the life, works and writings of Jose
Rizal, particularly his novels Noli Me Tangere and El Filibusterismo
X. Post-test: Write your answers on the given diagram.
1. Describe briefly the content of RA 1425.
.
RA
1425
2. Explain this statement "The Pen is Mightier than the Sword”
XI. Texts & References:
Capino, DG. et.al (2005).Rizal, Life, Works and Writings-their impact on our National
Identity.Quezon City: Bookman Inc.

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Guerrero, L. Ma.(2010). The First Filipino. Quezon City: National Historical Institute.
Montemayor, T. H.Rizal Pictorial Calendar. Manila: National Historical Institute.
Ocampo, A. R. (2006). Rizal without the Overcoat. Metro Manila: Anvil Publishing, Inc.
Romero, Ma. C. S. et al. Rizal and the Development of National Consciousness.Quezon

City: JMC Press, Inc.
Magno, P.SMAEd, MA Hist. (Cand). (2019, December 1). Rizal pictorial.Calamba, Laguna
City

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I. Title: THE WORLD IN THE 19TH CENTURY (MODULE 2)
II. Topics:
1. Instability of colonial administration

2. Philippine Representation in Spanish Cortes
3. Human Rights Denied to Filipinos
4. No Equality before the Law
5. Maladministration of Justice
6. Racial Discrimination
7. Frailocracy
8. Haciendas Owned by the Friars
9. The Industrial Revolution
10. How Spain governed the Philippines
IV. Introduction:
By the late 18th century, political and economic changes in Europe were finally
beginning to affect Spain and, thus, the Philippines. Important as a stimulus to trade was the
gradual elimination of the monopoly enjoyed by the galleon to Acapulco. The last galleon
arrived in Manila in 1815, and by the mid-1830s Manila was open to foreign merchants
almost without restriction. The demand for Philippine sugar and abaca (hemp) grew quickly,
and the volume of exports to Europe expanded even further after the completion of the Suez
Canal in 1869 (Britannica 2020).
With this, learners are able to engage into the situation of the 19 th century Philippines
especially in the area of politics and economics. In this chapter also, the early Filipinos
emerged their sense of nationhood
V. Objectives:
1. Analyze critically the social, political, economic and cultural changes that occurred in
the 19th century;
2. Cite the significance of the participation of the Philippines to the World Trade; and
3. Make a critical analysis on how the colonial government governed/imposed its
colonial dominance to her colony.
VI. Pre-Test: Write the correct answer on the space provided.
___1.Rizal’s parents belonged to the;
A. Peninsular B. Insular C. Principalia D. all of the

above
___2.It was a century of ferment caused by the blowing winds of history;
A. 18th C B. 19th C C.20 th C D. all of the

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above
___3. In the 19th Century this European country emerged as the world’s leading imperialism
power;
A. England B. Russia C. America D. none of
the above
___4.The imperialist powers were enjoying the fruits of their colonial ventures and achieving
global prestige this country once a upon a time the “Mistress of the World” was stagnating as
a world power;
A Germany B. Spain C. Portugal D. none of the

above
___5.He was the most respected man on earth in those times;
A. King B. Queen C. Holy Pope D. all of the

above
VII. Learning Activities
The times of Rizal

saw the boom of Western
imperialism, England
emerged as the world’s
leading imperialism power.
On account of her invincible
nave and magnificent army,
and was able to conquer
many countries through the
world and to establish a
global colonial empire. Other
imperialists, following Britain’s example, grabbed the weak countries in Southeast Asia and
colonized them. In 1858-1863, France, with the help of Filipino troops under Spanish
officers conquered Vietnam. Czarist Russia, unable to expand westward to Europe, turned
eastward to Asia, conquering Siberia and later occupied Kamchatka, Kuriles and Alaska. On
July 8, 1853, An American squadron under the command of Commodore Matthew C. Perry
Century re-opened Japan to the world. After this event, which ended Japan’s 214-year
isolation (1639-1853), Emperor Meijie (Musuhito) modernized the country by freely accepting
Western influences, including imperialism.
Germany became a sovereign state in January 1871, and was late in the scramble
for colonies in Asia and Africa. In search for colonial stakes, she turned to the island
archipelagoes of the mid-Pacific world. The German seizure of Yap Island engaged Spain,
who claimed sovereignty over the Carolines and Palaus by right of discovery. It should be
noted that the island of Yap was discovered by the Manila galleon pilot, Francisco Lezcano
who named it Spain, which name was applied to the other islands. Spanish German
relations grew critical. In Madrid, the Spanish populace rose in violent riots, demanding war
against Germany. To avert actual clash of arms, Spain and Germany submitted the
Caroline’s.
The Holy Father, after careful study of the pertinent documents submitted by both
parties, issued his decision on October 22, 1885 favoring Spain-recognizing Spain’s
sovereignty over the Carolines and Palaus, but granting two concessions to Germany (1) the
right to trade in the disputed archipelagos and (2) the right to establish a coaling station in

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Yap for the German navy. Both Spain and Germany accepted the Papal decision so that the
Hispano-German War was aborted. While the imperialist powers were enjoying the fruits of
their colonial ventures and achieving global prestige, Spain, once upon a time the “Mistress
of the world” was stagnating as a world power.
During the times of Rizal, the sinister shadows of Spain’s decadence darkened
Philippine skies. The Filipino people agonized beneath the yoke of Spanish, misrule, for
they were unfortunate victims of the evils of an unjust, bigoted, and deteriorating colonial
power. Among these evils were; (1) Instability of colonial administration; (2) corrupt
officialdom; (3) No Philippine representation in the Spanish Cortes (4) Human rights denied
to Filipinos, (5) no equality before the law , (6) maladjustment of justice , (7) racial
discrimination (8) frailocracy (9) forced labor, (10) haciendas owned by the friars, (11) the
Guardia civil.
1. Instability of Colonial Administration
The turbulent reign of King

Ferdinand V11 (1808-1833)
marked the beginning of political
chaos in Spain. The Spanish
government underwent frequent
changes owing to biter struggles
between the forces of despotism
and liberalism and the explosions
of the Carlist Wars. This political
instability in Spain adversely
affected Philippine affairs
because it brought about frequent
periodic shifts in colonial policies
and periodic rigodon of colonial
officials.
Spanish War
2. Philippine Representation in Spanish Cortes
To win the support of her overseas colonies during Napoleonic invasion, Spain
granted the representation in the Spanish Cortes (Spanish Parliament). Spain’s first
democratic constitution, and was one of the 184 signers from 1810- 1813.this constitution
was extended to the Philippines. Another achievement of Delegate Delos Reyes was the
abolition of the galleon trade. The first period of Philippine representation in the Spanish
Cortes was thus fruitful with beneficent results for the welfare of the colony. However, in the
second and third representation from 1829-1837 were less fruitful because the Philippine
delegates were not as energetic and devoted in parliamentary work as Delos Reyes.
3. Human Rights Denied to Filipinos
Since the adoption of the Spanish

Constitution of 1812 and other constitutions in
succeeding years, the people of Spain enjoyed
freedom of speech, freedom of the press, freedom
of association, and other human rights (except
freedom of religion). The Spaniards ardently
guarded these rights so that no Spanish monarch
dared abolish them.

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4. No Equality before the Law
It is true that the Leyes de Indias (Laws of Indies) were promulgated by the Christian
monarchs of Spain to protect the rights of the natives in Spain’s overseas colonial laws,
infused as they were with Christian charity and justice, were rarely enforced by the officials
in the distant colonies, particularly the Philippines. Consequently, the Filipinos were abused,
brutalized, persecuted, and slandered by the Spanish masters, being dispensed by
Spaniards, was only for the white Spaniards.
Activity 1
(Provide your answer on the box below)
1. Cite at least 3 examples of no equality before the law during the 19 th century
Philippine.
5. Maladministration of Justice
The courts of justice in the Philippines during Rizal’s time were notoriously corrupt. They
were courts of “injustice”, as far as the brown Filipinos were concerned. The Spanish
judges, fiscals (prosecuting attorneys), and other court officials were inept, venal, and
oftentimes ignorant of laws. Justice was costly, partial, and slow. Poor Filipinos had no
access to the courts because they could not afford the heavy expenses of litigation. Wealth,
social prestige, and other color of skin were preponderant factors in winning a case in court.
6. Racial Discrimination
Spain introduced Christianity into the Philippines with

its beautiful egalitarian concept of the brotherhood of all
men under god the father. The Spanish authorities,
civil as well as ecclesiastical, zealously propagated the
Christian faith, but seldom practiced in its sublime
tenets. They regarded the converted Filipinos not as
brother Christians, but as inferior beings who were
infinitely undeserving of the rights and privileges that
the white Spaniards enjoyed.

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7. Frailocracy- Owing to the

Spanish political philosophy of union
of Church and State, there arouse a
unique form of government in
Hispanic Philippines called”
Frailocracy” (frailocracia) , so
named because it was a
“government by friars”. History
discloses that since the days of the
Spanish conquest, the friars
(Augustinians, Dominicans, and
Franciscans) controlled the religious
and educational life of the
Philippines, and later in the 19th
century they came to acquire
tremendous political power,
influence, and richness.
The Philippines under Frailocracy
Known as the Polo, it wascompulsory

labor imposed by the Spanish colonial
authorities on adult Filipino males in the
construction of churches, schools, hospitals;
buildings and repair of roads and bridges, the
building of ships and other public works. Filipino
males from 16 to 60 years old were obliged to
render forced labor for 40 days a year. Later,
the Royal Decree of July 1883, implemented by
the New Regulations promulgated by the
Council of State of February 3, 1885, increased
the minimum age of the polistas(those who
performed the forced labor) from 16 to 60 and
reduced the days of labor from 40 to 45.
8. Haciendas Owned by the Friars-Spanish friars belonging to different religious orders

were the richest landlords, for they owned the best haciendas (agricultural lands) in the
Philippines.
Guardia Civil-The last hated symbol of

Spanish tyranny was the Guardia Civil
(constabulary), which was created by the
Royal Decree of February 12, 1852, as
amended by the Royal Decree of March 24,
1888, for the purpose of maintaining internal
peace and order in the Philippines. It was
patterned after the famous and well-

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disciplined Guardia Civil in Spain.
Guardia Civil
9. The Industrial Revolution- It

refers to the transformation of
manufacturing brought about by
the invention and use of
machines. This started in
England and later on spread into
Belgium, France, Germany, and
even the United States. The
invention of machines and their
use in manufacturing brought
about by this development
include the following:
INDUSTRIALIZATION
 The rise of the factory system;

 Mass production of essential and non-essential goods;
 Improvement of people’s standard of living;
 Greater Urbanization of Society;
 Beginnings of specialization or division of labor;
 Invention of labor-saving devices;
 The beginnings of industrial capitalism;
 Fostering of liberalism and nationalism; and
 Encouragement of people’s mobility.
The Advance of Science-The rapid expansion of scientificknowledge profoundly

influenced Western thought on the 19th century (Hunt et al, 1995).Breakthroughs in industrial
technology enormously stimulated scientific discoveries from 1830’s onward. These
theoretical discoveries were increasingly transformed into material improvements fir the
population. The translation of better scientific knowledge into practical benefits was evident
in biology, medical sciences, and chemistry.
Science was not given emphasis in the Philippines in the 19 th century. Rizal stressed
this point in his novel, El Filibusterismo. University students in their Physics were not given
the opportunity to undertake experiments to prove or disprove scientific hypotheses.
Activity No.2 Online research on the technologies in the 19th Century

Provide the advantages/disadvantages on the use of technologies in the 19th Century

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The Galleon Trade is the only major economic activity during Spanish time. This was the
annual trade between Manila and Acapulco
in Mexico, a Spanish colony in America.
Spanish traders in Manila would export
these products to Mexico where they would
be sold for a big profit.
Obras Pias – a trust funds set up by the

rich to be used for charitable purposes,
lending money to those who needed capital
for the goods that they wanted to ship to
Mexico.
Confradias is a religious organization that

managed the funds.
Spanish Efforts at Economic Development- the first organized and systematic approach
to the economic development of the Philippines was made during the administration of
Governor-general Jose Basco y Vargas. The chief executive from 1778 to 1789, the first
to devote much attention to improving the economy of the Philippines
Some of these steps were the following:

1. Development of Agriculture
2. Establishment of the Economic Society of Friends of the Country
3. Establishment of the Tobacco Monopoly
4. Establishment of the Royal Company of the Philippines-similar to the big

trading companies
5. Opening of Manila to Foreign Trade
6.Improvement of Transportation and Communication
The Opening of the Philippines to

World Commerce-The opening of the country to
world commerce was a consequent Spain’s
adoption of the laissez-faire policy. With the
entry of foreign products and businessmen, the
economic isolation of the Philippines was ended.
From their contact with peninsular Spaniards,
Filipino intellectuals were able to learn Locke’s
Theory of Revolution and Rousseau’s Social
Contract Theory. They learned that people could
overthrow a government that is not working for
the good of the governed. They also realized
that a government is an agreement between

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the ruler and the ruled to govern for the welfare.
The Rise of the Middle Class -The rise of the anew middle class or class media,
can be traced to the prosperity of a relatively small class of mestizos and the principalia or
ruling elite who benefitted from the opening of the country to foreign commerce and trade.
Families, which prospered during this time, were able to send their sons for an education in
Europe. Being educated in the difference of European and Filipino societies and being able
to witness the more progressive state other countries in the continent, these European-
educated Filipinos became disillusioned with Spain. From their ranks emerged Filipino
propagandists clamoring for change in the Philippines.
10. How Spain Governed the Philippines
The king of Spain ruled the Philippines. He was aided by the Council of the Indies,
which was created in 1524. The Council relayed all the king’s decrees and instructions to
the Viceroy of Mexico, then, relayed them to the governor-general in the Philippines.
1565-1821, Spain ruled the Philippines through Mexico. From Mexico also came
the financial aid or subsidy (real Situado), that the colony needed for salaries of the civil
and religious officials. This arrangement ended when the Mexican rose in revolt and
overthrew Spanish rue in 1821, from then, Spain ruled the Philippines directly. The
Philippines was placed under the Ministry of the Colonies, the office that replaced the
abolished Council of the Indies. The Ministry was assisted by a Council of the
Philippines whose members were knowledgeable about the Philippines
Laws of the Indies (Recopilacion de los LeyesReynos de lasIndias)-the

general law for Spain’s overseas colonies, including the Philippines. It was not the
intention of Spain to abuse and oppress the native Filipinos; in fact most of the laws issued
by the King of Spain were aimed at improving the condition of the natives.
Cumplase is a veto power to the governor-general on the legislative power of the

king. The reason for giving the unusual power to the governor-general was that he was in
a better position than the king in Spain to know what was good or bad for the colony.
Thus, if the governor-general felt that a royal decree would not be good for the colony, he
could choose not to enforce the decree. This power was often abused by the governor-
general for selfish reasons.
The Governor-General is the highest colonial

official in the Philippines, who was appointed by the
king. He exercised executive, legislative and judicial
powers. As the chief executive in the colony, the
governor-general appointed all the subordinate
officials of the colonial government, including the
provincial governors (Alcaldes mayors), his duty was
to enforce Spanish laws in the colony.
The Governor-General: An Appraisal- A total of

122 governors-general governed the Philippines
from 1565 to 1898. The first was Miguel Lopez de
Legazpi from 1565 to 1572. The last was General
Diego de Los Rios, who served as the colony’s chief
executive during the closing days of Spanish rule in
the Philippines in 1898.
Gov. Gen. Dela Torre

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The Royal Audiencia- was the highest court in the Philippines during the Spanish
era. Just as the Supreme Court is the highest court in our country to date. The Audiencia
was composed of the governor-general as the presiding officer, three Oidores or judges
and a fiscal or prosecutor.
The Encomienda System- was an

old practice in Spain designed to reward
those who had served the king especially
in wars and other military missions. The
encomiendero would receive the income
from the land with the right to receive the
income from the land and to govern the
people living in it.
The encomienda system that Spain

adopted in the Philippines was different
from the practiced in Spain. In the
Philippines what the encomiendero
received was not the land but the right to
collect tribute or taxes from the inhabitants
of a definite territory.
Three classes of encomienda system in the Philippines
1. Royal encomienda- those set aside for the crown
2. Ecclesiastical encomienda- those assigned to the different religious

Orders
3. Private encomienda- were those given to the Spaniards who helped in

the conquest and colonization of the Philippines
The encomienda system caused much hardship among the natives because most of
the encomienderos abused their power. The abuses were noted by the priests and
missionaries. Some of whom shocked by the injustices committed by the encomienderos,
event went to the extent of denouncing the abuses of the system to the king of Spain.
Christianization of the Filipinos is one significant consequence of the Spanish

colonization of the Philippines. Christianity is Spain’s enduring legacy top the Filipinos. The
seeds of Christianity were first planted in the Philippines by the Magellan expedition in 1521.
But it was Legazpi expedition that began to pursue in earnest in 1565 the Christianization of
the archipelago.
In the Legazpi expedition were five Augustinian friars from Mexico headed by FR.
Andres de Urdaneta, they were the first missionaries in the Philippines. The Augustinians
were followed in subsequent years by other religious orders- the Franciscan in 1581, the
Recollects in 1606 and the Benedictines in 1895 first century of the Spanish rule.

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VIII. Self-evaluation: Answer the following questions below
1. How did the opening of the Philippines to world commerce and trade affect the country
and its people?
2. Define Imperialism in your own words.
IX. Review of Concepts
Imperialism is a policy or practice by which country increases its power by gaining control
over other areas of the world. The effect that a powerful country or group of countries has in
changing or influencing the way people live in other poorer countries.

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Nationalism is a sense of loyalty of psychological attachment members of a nation share,

based on common language, history, culture, and desire for independence (Jackson
&Jackson, 2000). It is a feeling that drives a people together as a nation. It is love of
country expressed in devotion to the advocacy of national interest and independence.
X. Post Test: With your knowledge in this chapter, answer the following questions
below. Write your answer on the given box.
1. Create a narrative analysis on the changes occurred in the Philippines based on social,
political, economic and cultural in the 19th century.
2.Industrial Revolution was a boom of technology; explain its impact in the world of
imperialism/colonialism.

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3. Create a narrative analysis on how the colonial government governed/imposed its colonial
dominance to the Philippines in the 19th Century.
XI. References:
Ocampo, A. R. Rizal without the Overcoat. Metro Manila: Anvil Publishing, Inc.
Romero, Ma. C. S. et al. Rizal and the Development of National Consciousness. Quezon
City: JMC Press, Inc.
Habulan, Avi V.(2011). The Anvil Jose Rizal Reader.On the Occasion of the
Sesquicentennial of his Birth ((1861-2011).Manila: Anvil Publishing Inc.
Borinaga, Rolando O. et al. (2013). The Journal of History. Manila: Philippine National
Historical Society. Vol. LIX,
Santos, delos Santos et.al. (2013). A Review on the Life & Works of the First
Filipino.Malabon City: Jimczcyville Publications.
Peraz, A. (2011, February 1). The Philippines Under the Frailocracy. Retrieved from
https://scribblingblues.wordpress.com/2011/02/01/the-philippines-under-the-frailocracy/

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I. Title: ADVENT OF A NATIONAL HERO (MODULE 3)
II. Topics:
1. The Calamba Setting Is Inspiring
2. Preparation for Leadership through Study
3. Important Literary Works as a University Student
IV. Introduction:
So short a life but so fully lived. This is how we see the life of Rizal. He just died at
young age but his works beats the life of a 100 year old man. Conditions and developments
that were to make the Philippines of Rizal’s time were formidable challenges to the making
of a leader. The response was no less formidable, the making of a determined national hero.
In this chapter, the learners are able to engage into the life and works of Rizal
especially his academic exemplar. Learners also are able to appreciate his dedication to
study and necessity of education as part of social progress.
V. Objectives:
1. Have an in-depth comprehension on the life, works, and other literary writings of the
hero; and
2. Gain positive insights on how the family background, and the people closed to him
made a contributions to his success in his mission.
VI. Pre-Test: Give your view on the statement below.
1. Rizal insists on Education as the instrument of Social Progress.

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VII. Learning Activities:
1. The Calamba Setting Is Inspiring
Rizal’s preparation for the role

he would play would come from various
sources. The first was a product of his
background and the circumstances that
evolved from the revolved around his
family life. The second was the reaction
to the various incidents he had
witnessed, learned about or
experienced through the years. The
third were the deliberate steps he took
to prepare for the task he had set for
himself.
The Rizal family of Calamba,

Laguna was typical of the middle class families of the nineteenth century Philippines. What
made it quite different from some, though, was its social status, the family being a member
of the Principalia. Rizal’s father, Francisco Rizal Mercado y Alejandra was an honest, hard-
working and thrifty man whom Rizal fondly described as a “model of fathers”. He devoted
his life to agriculture in Biñan and later became a tenant of the Dominican estate in
Calamba. His mother Teodora Alonso Realonda y Quintos, a cultured and religious woman,
was to provide their home with an atmosphere of learning and culture which not many
families then would be as lucky to possess. A sacrificing, industrious woman and a
disciplinarian, she was to open to her eleven children a world of warmth and virtue. Rizal
affectionately described her thus;
My mother is not a woman of ordinary culture. She knows literature and speaks
Spanish better than I, she even corrected my poems and gave me wise advice when
I was studying rhetoric. She is a mathematician and has read many books. Without
her what would have become of my education and what would have been my fate?
Oh, yes! After God the mother is everything to man.
Rizal’s Early Childhood- as a local family

with enormous business like skills, Rizal, parents
blended education, culture family life, and local
politics into a new sense of Philippine nationalism.
In 1863 the introduction of general primary
education in the Philippine contributed to the rise
of an even a larger class of educated Filipinos.
Young Jose Rizal immediately became a top flight
student. At the age of three he learned the
alphabet and the prayers form his mother Teodora
Alonso, who was his first teacher. Other early
teachers of Rizal included Maestro Celestino,
Maestro Lucas Padua, and Francisco Mercado’s
classmate; an old man named Leon Monroy
paved the way to Jose’s schooling in Biñan with
Justiniano Cruz. As young boy, Jose was called
“Ute” by his brother and sisters. The townspeople
Calambacaleed him” Pepe” or Pepito”, in 1865
tragedy struck when his favorite sister Concha died.

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Activity 1
1. How did the family background of the hero influence to mold the young mind of Jose
Rizal?
2. Preparation for Leadership through Study
Rizal’s studies were

determined efforts at preparing
himself for a task ahead. He
applied himself to Spartan-like
sturdy. As if to prove to his
Spanish and mestizo classmates
the intellectual capacity of the
Indio, be studied his lessons with
extraordinary zeal while a
student at the Ateneo Municipal
de Manila from 1872-1877. A
late enrollee as he and one
whose knowledge of Spanish
was taken with ridicule naturally
had to start from the tail-end of
the class. He spent long hours of
reading; his love for books grew
tremendously. He showed great interest at learning the conditions of peoples in other lands.
The miseries and suffering of the conquered in the hand of the colonizers got special
attention from the young student whose interest in philosophy and natural science continued
to grow too.
He did not neglect his religious activities in spite of his academic work. He became a
member of the exclusive Marian Congregation, of which he became Secretary of the
Apostleship of Prayer, in which he was made Promoter.
In 1868, at the age of seven, Jose Rizal wrote a comedy, which highlighted his
literary talent, for the local fiesta. The municipal captain rewarded him with two pesos At the
age of eight in 1869, he wrote the poem “Sa AkingMgaKabata”

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On March 23, 1877- Rizal received the degree of Bachiller en Arts (a high school
certificate) with grades rated (sobresaliente) “excellent”, with five prizes and several awards.
His attachment to the Ateneo was as strong that even as a medical student in the University
of Sto. Tomas, 1877-1882, he maintained his relations with said institution.
Scholastic Records of Jose Rizal

In the High School
Ateneo Municipal de Manila
-----------------------------------------------------------------------------------
Subjects Ratings Awards
1872-1873 (First year)
Latin Excellent
Spanish Excellent
Greek Excellent (honorable Mention)
________________________________________________________________
1873-74 (Second year)

Latin Excellent Deportment in class
Spanish Excellent Diligence
Greek Excellent Latin
World Geography Excellent
Geography grammar Excellent
_______________________________________________________________
1874-1875 (Third year)

Latin Excellent
Spanish Excellent
World History Excellent
History if Spain and the
Philippines A medal in Latin
Arithmetic & Algebra Excellent
Greek Excellent
_______________________________________________________________
1875-76 (Fourth year)
Rhetoric and Poetry Excellent Department as a boarder
French Excellent (1st prize)

Geometry and Trigonometry Excellent Rhetoric & Poetry (1stprize)
French (1st prize)
Greek (1st prize)
_______________________________________________________________
1876-77 (Fifth year)
Philosophy 1 Excellent Deportment as a boarder

Philosophy 2 Excellent Deportment in class (1st prize)

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Mineralogy & Chemistry Excellent Diligence (prize)

Physics Excellent Philosophy (1st prize)
Botany & Zoology Excellent Physics & Chemistry
Planning unique prize
___________________________________________________________________
Passed the oral examination on March 14, and graduated on March 23,
1877. Diploma received: Bachelor of Arts (Excellent)
Medical Studies at University of Sto.

Tomas
After graduating with the highest

degree from the Ateneo de Manila, Rizal
had to go to the University ofSto. Tomas
for higher studies.The University of Sto.
Tomas was administered by the
Dominican friars’ rival educators of the
Jesuits, but he remained loyal to Ateneo
by participating in extra-curricular
activities. During his study in UST, Rizal
was unhappy because of racial
discrimination in school.
Mother’s opposition to Higher Education

Don Francisco and Paciano wanted Jose to pursue higher learning in the university
but Doña Teodora, who knew what happened to Gom-Bur-Za, vigorously opposed the idea,
for the fear that her son would also beheaded like on what they did for the three priests.
Subjects Ratings
University of Sto. Tomas, Manila, Philippines
1877-1878 (1ST Year)
Metaphysics, Cosmology Excellent

Theodicy, History of Philosophy Excellent
______________________________________________________
1878-79 (second year)

Physics Fair
Chemistry Excellent
Natural History Fair
Anatomy No.1 Good
Private hygiene Good
Anatomy No. 1 Good
Dissection NO. 1 Good
Physiology
___________________________________________________________
1879-80 (3rd year)
Anatomy No. 2 Good
Dissection No, 2 Good
Private Hygiene Good
Public Hygiene Good

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___________________________________________________________
1880-81 (4th year)

Pathology Fair
Therapeutics Excellent
Operation (surgery) Good
Central University, Madrid, Spain
Universal History 1882-83 Very Good

General Literature Excellent
_________________________________________________________________
1883-84
Spanish History No. 2 Excellent
Greek and Latin Literature Excellent w/ prize
Greek No. 1 Excellent w/ prize
_________________________________________________________________
1884-85
Spanish Literature Excellent w/ free scholarship Arabic Language
Excellent w/ free scholarship
Greek No. 2 Excellent
Hebrew Excellent
Critical History of Spain Good
________________________________________________________________
Doctor’s Degree (not awarded)
In addition to his academic work in the university he took up subjects in fine arts and
sculpture in the Academia de San Fernando, and engaged in literary activities. His
excellence in this field caught the attention of men of letters, journalists and prominent
politicians of Spain. He was to use every means, every forum, as a vehicle to lead them, to
see the fact that the Philippines “lethargic during the historic night while the sun illumines
other continents, again awakens, moved by the electric impact that contact with Western
people produces the demand light, the life of civilization.
3. Important Literary Works as a University Student
Three of the best literary works Rizal wrote as a university student were the following:
A La Juventud Filipina; El Consejo de los Dioses; A Filipinas, and Junto Al Pasig.
LAJuventudFilipina- This poem was Rizal’s entry in the 1879 literary contest
conducted by the Liceo Artistico Literario de Manila. Below is the English translation of this
poem, which Rizal wrote when he was 18 years old (Craig, 1933).
To the Filipino Youth

Theme: “Grow, O Timid Flower”

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Lift up your radiant brow,

This day, Youth of my native strand!
Your abounding talents show
Resplendently and grand, Fair hope of my
motherland!
Soar high, oh genius great,

And with noble thoughts fill their mind;
The honor’s glorious seat,
May their virgin mind fly and find
More rapidly than the wind.
Descend with the pleasing the pleasing light

Of the arts and sciences to the plain,
Oh Youth, and break fortnight
The links of the heavy chain
That your poetic genius enchains.
See that in the aren’t zone,

The Spaniard, were shadows stand,
Doth offer a shining crown;
With wise and merciful hand
To the sun of this Indian land
You who heavenward rise

On wings of your rich fantasy
Seek in the Olympian skies
The tenderest poesy,
More sweet than divine honey
You of heavenly harmony, On a calm

unperturbed night,
Philomel’s match in melody, That in varied
symphony
Dissipate man’s sorrow’s blight;
You, that the impulse o f your mind

The hard rock animate
And your with the great pow’r consigned,
Transforms into immortal state
The pure mem’ry of genius great;
And you, who with magic brush

On canvas capture
The varies charm of Phoebus,
Loved by the divine Apelles
And the mantle of Nature;
Run! For genius flame

Awaits the artist’s crowning
Spreading far and wide the fame
Throughout the sphere proclaiming
With trumpet the mortal’s name.

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Oh, joyful, joyful day,

For you fair Philippines!
The Almighty blessed be
Who, with loving eagerness
Sends you luck and happiness.
A Filipina
This sonnet was written by Rizal in 1880 not only to praise
the Philippines for its beauty but to encourage Filipino
artists to glorify the country through their art works (Romero
et al,1978).
To The Philippines
Beautiful and ardent as the nymph from heaven

Pure and gracious as the nascent dawn
When the clouds of sapphire glow;
A goddess of Indian soil slumbers.
The light foam of the sonorous sea

Kisses her feet with loving desire;
The cultured west her smile adores;
The frosty Pole her florid veil.
My muse, murmurous, with tenderness

Sings her naiads and undines,
My joy and fortune I offer.
With green myrtle and purpose roses

And lilies encircle her unsullied brow,
Artists and the Philippines exalt!
VIII. Self-Evaluation: Provide in the following table below the reason of Rizal’s
misfortune experiences in school
Rizal was unhappy in UST Rizal perform poorly in his medical studies at UST
Rizal family of Calamba, Laguna was

typical of the middle class families of the
nineteenth century Philippines.
Rizal received the degree of Bachiller en

Arts (a high school certificate) with grades
rated (sobresaliente) “excellent”, with five
prizes and several awards on March 23,

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1877. His attachment to the Ateneo was as strong that even as a medical student in the
University of Sto. Tomas, 1877-1882, he maintained his relations with said institution.
Three of the best literary works Rizal wrote as a university student were the following: A La
Juventud Filipina; El Consejo de los Dioses; A Filipinas, and Junto Al Pasig.
X. Post-Test: With the knowledge you have in this chapter, answer the following
questions.
1. What is the relevance of the Life and works of Rizalin relation to your pursuit of studyas a
student?
2. In what way the family of Rizal and his friends made contributions to his success.
XI. References:
Zaide, Gregorio et. al (2002). Philippine History & Gov’t5th ed. Quezon City: All Nations
Publishing Co., Inc.
Abeleda, A.S Jr (2003). Philippine History. Manila: Saint Bernadette Pub. Inc.,

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I. Title: RIZAL FIRST DEPARTURE, REQUESTED SPAIN AND GRAND TOUR WITH
MAXIMO VIOLA (MODULE 4)
II. Topics:
1. Rizal’s Secret Departure
2. Rizal Requested Spain to Introduce Reforms in the Philippines
3. Tour with Maximo Viola
IV. Introduction:
After completing his fourth year in the medical course, Rizal decided to leave the
country for Europe. This was in part by his disappointment with his schooling at the
University of Sto. Tomas. While obviously, Rizal was to leave the country to complete his
medical course in Barcelona, Spain; this was not the real reason for his sudden departure.
This was evident from the Paciano’s letter to Rizal dated May 26, 1882, as reproduced
below (Guerrero, 1998).
“ …….When the telegram advising us of your departure was received

by Calamba, our parents were naturally grief-stricken, especially the
old man ,who would not speak a word and took to his bed, crying to
himself at night, all advice from the family the parish priest and others
not doing any good at all. He made me go down to Manila to find out
his satisfaction how you manage to take a trip. When I returned I told
them that some friends of yours in Manila had shouldered the
expenses,, hoping to reassure them. For all that he was still
depressed and seeing this and fearing, for another thing, that his
continued brooding might make him ill, I told him everything, but only to
him, pleading with him to keep it to himself, which he promised. Only
since then have I seen him somewhat cheerful and back to his usual
self. This is what happened in the family.
As far as our friends, our acquaintances, and strangers are

concerned, you will finish your medical course in Barcelona, not in
Madrid; to my way of thinking, the main purpose of your going is not to
improve yourself in the profession but in other more useful things or
what comes to the same thing, that to which you have greater
inclination. That is why I believe you should follow it in Madrid, the
center of all the provinces, for; while it is true that in Barcelona. There is
more activity and even less to do business and as far as a good
education is concerned, if it should not be available in Madrid, the
application of the student can supply it. It should be more convenient
for you to be there together with our countrymen who can show you
around until you can get the hang of the things…….
From the foregoing corresponding, it is very clear that Rizal was going to Europe not
just to his medical studies there. There were hidden purposes of Rizal’s voyage to Europe:
1. To make a name for himself in the realm of journalism;

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2. To observe European society;

3. To prepare himself for the task of liberating the Filipinos from the Spanish
tyranny;
4. To further his ophthalmological studies to cure his mother’s failing eyes.
In this chapter, the learners are able to describe reason behind of Rizal’s departure
and his Political observation in Europe. Learners also are able to comprehend is dedication
to study and necessity of education as part of social progress.
V. Objectives:
1. Explain the primordial objectives of Rizal in going to the European countries;

2. Discuss the impact of Rizal’s political observations in Europe and how it
shaped to set free our country; and
3. Identify the European places visited by the hero and how it contributes to his
dreams to set free his motherland.
VI. Pre-Test: Identify the following
1.____________________ a degree completed by Rizal in Madrid, which entitled

him to practice medicine.
2.____________________ the school where Rizal took lessons in painting and
sculpture in Madrid.
3.____________________ the Masonic lodge where Rizal became a Grand
Mason.
4.____________________ a poem written by Rizal expressed his admiration for
Consuelo
5.____________________ the moving spirit of the Circulo Hispano-Filipino.
1. Rizal’s Secret Departure
Rizal left Calamba on May 1,

1882, of journey via carromata and
was able to reach Manila after ten
hours of journey via carromata. No
one from among the family
members of Rizal knew his
departure for Spain, except
Paciano, Saturnina his Tito Antonio
and a few friends. The trip was kept
secret to avoid detection by the
Spanish authorities, especially the

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friars. His brother Paciano did everything to ensure that Rizal can leave the country secretly.
He secured Rizal’s passport with the name Jose Mercado.
Rizal stayed in Manila for two days before his trip to Spain. He scheduled to depart
from Manila on the third day of May (Zulueta, 2004). Then, he proceeded to Pasig River to
board the cruiser Salvadora bound for Singapore.
Itinerary travel to Spain-After one week of sailing, the cruiser docked at Singapore,
and he stayed there for two days. He took time to visit its botanical garden, art galleries,
parks and some historical spots. He recorded in his diary every detail of what he was able to
observe.
From Singapore, Rizal boarded the ship Djemnah, were French-speaking nationals,
which shall ferry him to France. With him on trip ship were French-speaking nationals. The
steamer sailed to France, Naples, and Marseilles. From Marseilles, he took train bound for
Barcelona on June 15, 1882. At first, Rizal has a negative impression of the city and its
people, later; he came to like Barcelona due to the prevalence of freedom and liberalism in
the city and the good qualities demonstrated by its residents-open –heartedness; hospitality,
and courage.
Rizal’s trip from the Philippines to

Barcelona had important
consequences for him. First,
owing his interaction with foreign
nationals on the board Salvadora
and Djemnah, there was a sudden
change in his religious outlook.
He started becoming inattentive to
saints and patron saints, instead
on calling on them for guidance
and protection while on journey to
Spain, Rizal prayed directly to
God.
Rizal in Barcelona-Rizal was

welcomed by the Filipinos in
Barcelona, most of who were his
former schoolmates at Ateneo
Municipal. The welcome party
tendered to him was held at
favorite coffee house at Plaza de
Cataluῆa.
Activity 1
(Write your answer on the box provided)
1. What made Rizal joined masonry in Spain?

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2. Rizal Requested Spain to Introduce Reforms in the Philippines
Rizal Requested Spain to Introduce Reforms- Rizal in his “Toasting Speech” at

the banquet honoring Juan Luna and Felix Resurreccion Hidalgo on June 25, 1884,
deploring the attempts of some English officials in the Philippines to sow discord in order to
later reap the death of future generations was directed is a notable segment of the people of
Spain. Juan Luna and Felix Hidalgo emerged winners in the 1884 Madrid Exposition. Luna
awarded a gold medal for his painting, the Spolarium; while Hidalgo, a silver medal for his
entry, Christian Virgins Exposed to the Populace. A banquet tendered in honor of these two
Filipino artists at the Café Ingles on June 25, 1884, with Rizal delivering the keynote speech.
In a final “toast, the” Brindis” Rizal ended his speech with the plea that Spain should
introduce the reforms he had long planned for the Philippines.
Rizal Moves to Madrid- Rizal decided to move to the capital city of Spain in
September 1881 to continue his studies. He enrolled in philosophy, letters, and licentiate in
medicine at Universidad de Madrid. He continued his doctorate diploma degree in medicine
but was not conferred the Doctor’s diploma due to his failure to pay for the presentation and
defense of his thesis, which was the final requirement for the course. However, he
completed the degree of Licentiate in Philosophy and Letters.
Rizal Joins the Masonry-

Living Madrid exposed Rizal to liberal
ideas, stressing the value of individual
freedom of actions on matters of
religion and expression (Zulueta,
2004). Imbued with the vitality of youth
and idealism, he became fascinated
with the manner by which Spanish
masons in Madrid discussed political
issues fearlessly. He was
overwhelmed by their progressive
ideas on government, politics, and
religion. Thus, he joined the Masonry
for two probable reasons; the abuses
committed by the friars against the
Filipinos, and the possible assistance the masons can extend him in his struggle against
Spanish tyranny and oppression. He became a Master Mason in Lodge Solidaridad on
November 15, 1890.
Rizal’s Affair with Consuelo- Filipino

expatriates in Madrid then usually visited the
house of Don Pablo Ortega the former city
mayor of Manila during the time of Governor-
general Carlos dela Torre. Being away from
home, he joined his fellow student expatriates
to visit.
Consuelo, Don Pablo’s daughter was

attracted to Rizal due to her refined manners
and enchanting smile. He gave her flowers
occasionally, which Consuelo appreciated.
Consuelo fell in love with him, however,
suppressed his emotions since he was still
engaged with Leonor Rivera, back home.

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Besides, he did not want to destroy his friendship with Eduardo Lete, who was madly
involved with Consuelo. Before leaving Madrid in 1883, Rizal composed a poem for
Consuelo, which was entitling “A La Señorita.”
Doña Teodora’s Reactions on Rizal’s Speech- News of Rizal delivery of the

“Brindis” reached the Philippines due to the full coverage given but the Madrid speech to the
occasion. Nonetheless, Rizal was not cognizant of the consequence of his speech. Rizal’s
mother became ill, as her son became talk of the town and the friars in Calamba. Thus, in
her letter to Rizal she advised him to refrain from writing articles that might offend the friars
and the Regime; and that he should not fail in his duties as a Christian. Finally, she warned
Rizal not to continue pursuing further studies since she had that fear that it could cause him
death later (Doña Teodora’s letter to Rizal Dec. 11, 1884).
Rizal responded to his mother by stressing the following points

(Guerrero, 1998):
*He will still have enemies, even if he outs an end to writing articles
considered anti-Spanish and anti-friars;
* Life can’t be without any sorrow;
* Misfortunes are welcomed when they can avert debasement and
degradation
* Conscience has to decide whether to submit or perish in the society
where a person is born;
* People have to put their trust in God in the sincerity of their purpose;
*The best legacy parents can give their children are upright judgments
generosity in the exercise of rights; and perseverance in adversity;
* A son can pay honor to his parents thru honesty and good name;
* Religion is the holiest of things but a person can only believe by reasoning;
and
* Conscience can accept only what is compatible with reason.
3. Rizal Grand Tour with Maximo Viola
Rizal and Viola to Dresden- Their tour of

Europe began through their visit of Potsdam,
a city near Berlin (Zaide, 1999). Here they
saw the imposing mausoleum enclosing the
statue of Frederick the Great. Rizal and
Viola left Berlin at dawn of May 11, 1887 by
train bound for Dresden. While viewing the
floral exposition, Rizal and Viola met Dr.
Jagor, Rizal told Dr. that he planned to visit
Leitmeritz, Czechoslovakia to meet
Blumentritt, Dr. Jagor, however told Rizal to
writethe professor of their arrival at
Leitmeritz.
In Leitmeritz- Rizal and Viola arrived at Leitmeritz in the afternoon of May 13, 1887.
They stepped down from the train that ferried them to Leitmeritz and were warmly received
by Dr. Ferdinand Blumentritt. Rizal enjoyed because he finally met the professor in person.
Blumentritt was likewise pleased to see Rizal and embraced him.
To commemorate his happy hours atthe Blumentritt home Rizal made pencil sketch
of Blumentritt and gave it to him. Blumentritt was so pleased with this gift, which to him as a

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gesture of cordial friendship. On their last night at Leitmeritz, Rizal and Viola invited the
Blumentritt family in Hotel and tendered a farewell dinner to express their gratitude for the
hospitality they were accorded by their host. At around 9:30 in the morning of May 17, 1887,
Rizal and Viola left Leitmeritz by train bound for Prague, a historic city and the capital of
Czechoslovakia.
In Prague-To facilitate their visit into the different historic spots in Prague, Blumentritt
gave Rizal letters ofrecommendations to Dr. Welkom, a history professor at the University of
Prague. The Prague welcomed them and accompanied the two in visiting the historic places
and spots in Prague. After a few days, Viola and Rizal went to Vienna via Brunn.
In Vienna-Rizal and Viola arrived at Vienna, the capital city of Austria Hungary on
May 20, 1887. The two Filipinos spent four days visiting the beautiful buildings and
examining holy images and statues. They were also impressed with song and beautiful
stories of the city.
In Lintz and Rheinfall-The end

of their Danube River voyage
ended in Lintz. They left Austria
from Salzburg, the birthplace of
Mozart and re-entered Germany
upon arrival at Munich on May 27,
1887. From Munich, they
proceeded to Nuremberg, where
they saw the horrible torture
machines used during the
Inquisition against the enemies of
the Catholic Church. From Ulm,
Rizal and Viola moved to
Stuttgart, Baden, andRheinfall. It
was at Rheinfall where they saw
the Bin Waterfall, the mist
beautiful waterfall in the continent of Europe.
Meanwhile, the two spent some afternoon on boating at Leman Lake. This boat trips
that they had gave Rizal the opportunity to demonstrate his skillfulness I rowing and steering
a boat. It was also at Geneva where Rizal celebrated his 26 th birthday. After being together
for 15 days in the city, the two departed ways on June 23, 1887. Rizal toured Italy, while
Viola returned to Barcelona.
In Italy-In Rome, Rizal continued his travel to

Italy. He visited the cities of Turin, Milan, Venice,
Florence and Rome. The city of Rome, the
Eternal City, the site of the Vatican (the seat of
authority of the Roma Catholic Church), and the
capital of the Ancient Roman Empire, attached
him so much. The grandeur of Rome was
something that Rizal did not fail to appreciate,
in his sojourn to Italy. Rizal was very much
amazed with the Coliseum and the Roman Church
Forum. There, he spent long hoursremembering
the past and recreating life to the ruins. After a
week of travel in Rome, Rizal prepared for his
homecoming to the Philippines.

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His tour of several countries of Europe inthe next two years following his graduation
in Madrid was part of his period of preparation. This was for his specialization in
ophthalmology and for broadening his knowledge of the life of the people in various parts of
the continent, which he would be able return to his own country. Travelling was a part of his
education for leadership. He visited many great interesting spots.
“I am here in Germany going from city to city, from town to town, visiting all
the educational centers, the town, schools, the parishes, the churches, and
many times after listening t a Catholic sermon. I go to Protestant
churchattend the services there and sometimes to the synagogues of the
Jews everything that can teach me something interest me.
Short Visit to Paris and Madrid-Rizal went to Paris early in September 1888 in
search for historical materials in the Bibliotheque Nationale. Juan Luna and Paz Pardo de
Tavera-Luna acted as his host in the gay city. After his intensive search or manuscripts and
old books, he returned to London, where spent Christmas and New Year with the Beckett
family.
Other Writings in London - It was also in London where he wrote the famous
“Letter to the Young Women in Malolos” This letter was written by Rizal upon the request of
Marcelo H. del Pilar to commend the young women of Malolos for their courage to establish
a school, where they could learn Spanish, despite the violent opposition of the parish priest
of Malolos, Fr. Felipe Garcia.
Goodbye London- Rizal leftLondon for Paris on March 19, 1889. As he departed
from London, Rizal could not help but remember the beautiful and memorable experiences
he had as he crossed the English Channel on his way to the gay city of Paris.
VIII. Self-Evaluation: Provide your answer on the table below.
What were the major ideas of What was the real purpose of
Rizal stress in the speech Rizal’s voyage to Spain?
entitled Brindis?

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Brindis Speech. It was a speech delivered by Jose Rizal

during the victory ball, in asking the Colonial government
for reforms in Philippines.
Masonryis an organization where Jose Rizal was a

member when he changed his religious outlook from the
Roman Catholic
X. Post-Test: With your knowledge in this chapter, answer the following questions
below.
1.Explain the impact of Rizal’s political observations in Europe and how it helped to set free
our country ill-rotten system.
2. Create an essay on Rizal idea that love of country is the most heroic and sublime of all
human sentiments.

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XI. References:
Abeleda, A.S Jr (2003). Philippine History. Manila: Saint Bernadette Pub. Inc.
Guerrero, L. Ma.(2010). The First Filipino. Quezon City: National Historical Institute.
Montemayor, Teofilo H. Rizal pictorial calendar. Manila: National Historical Institute.
Romero, Ma. Corona S. et al. Rizal and the Development of National Consciousness.
Quezon City: JMC Press, Inc.
Perlita S. Magno,MAEd, MA Hist. (Cand) (2019, December1) Rizal’s pictorial. Calamba:
Laguna City.

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I. Title: RIZAL’S LIFE IN THE ASIAN COUNTRIES (MODULE 5)
II. Topics:
1. Rizal Leaves the Philippines for the Second Time

2. Rizal in Hong Kong
3. The Borneo Plan
4. Rizal Attempts to Change His Nationality
5. Rizal in Japan
6. Romance with O-Sei-San
IV. Introduction:
Rizal was obliged to leave Calamba for the second time because his stay in his
hometown might exposehis family and friends to worry and anxiety. Harassed and
persecuted by the friars, he did not have any option but to leave the country in February
1888. By this time he was already 27 years old, a medical practitioner and a recognized man
of letters.
Thus, in this chapter, the learners are able to describe reason behind of Rizal’s
departurefor the second time. Learners are also able to discover the plan of Rizal in Borneo,
his attempts in changing his nationality and his love affair withO-Sei-San.
V. Objectives:
1. Identify the purposes of the hero in going back to European countries;

2. Cite the positive impact on the hero’s exposure abroad; and
3. Cite the observations of the Hero on the celebration of New Year among the
Chinese People
VI. Pre-Test: Answer the following questions below
1. Why did Rizal leave his family and friends for the second time?

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2. What impressions did Rizal have of Japan?
1. Rizal Leaves the Philippines for

the Second Time- Rizal had to leave
the Philippines because he had
already been a marked man for the
friars. With a heavy heart, he left the
country for his own good and the
safety of his family, and friends. On
February 3, 1888, he left the
Philippines for the second time to
give peace to his family and friends
to continue the second phase of his
leadership and work for his country.
Passing through Hong Kong and
Japan for few weeks he made useful
observation on the life and culture if
the peoples. On his way to the
United Stated, he met and befriended
a Japanese, Tetcho Suehiro, who had to leave Japan for attacking Japanese law restricting
freedom of the press. Two easily became friends; they travelled together on the way to
London.
In his travel memoirs, Tetcho wrote:
I had met him on board the Belgic bound for San Francisco. From
that time we were together through America and London. We came and
went with each other very often. He was frank and daring fellow, food of
various arts, especially good at drawing and also exquisite at soldering
works. I heard from him that the Spanish government announced to regard
him as a political defender and that whoever gained Rizal’s work was to be
taken for as his sympathizer, and to be imprisoned.

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2. Rizal in Hong Kong- Rizal met Jose

Ma. Basa, Balbino Mauricio, and other
exiles in Hong Kong. He was depressed by
the colony of Filipinos on the island
because they do not want to return to
Manila. He became acquainted with
important Spaniards based in HongKong.
One of them was Barranda Terreros’s
secretary. Barranda and other Spaniard
accompanied Rizal in his visit to Macao.
While in Hong Kong, Rizal stayed at the
Spanish legation for almost a month.
Some of his observations about Hong Kong written in his diary are as follows:
1. The celebration of the Chinese New Year was quite very noisy due to the
continues explosion of firecrackers on the streets;
2. Chinese theaters are usually animated due to the different percussion
instruments used by the participants, in addition to the noise created by the
audience;
3. The Lauriat party, wherein the guests were served as variety of dishes,
shows lavishness and hospitality among Chinese;
4. The Dominican order, the richest religious order in HongKong had
millions of dollars deposited in various banks earning very high interests;
5. The graveyards for Catholics, Protestants, and Muslims were well
maintained.
3. The Borneo Plan- Rizal was making a fine progress with a new plan. This was to take
his relatives and the three hundred families, who had been dispossessed in Calamba, to
Borneo and to establish a Filipino community under the free British flag. In this, Rizal sent
letters to the Queen appealing to send official letters and decrees ordering the deportation of
twenty-five persons from Calamba, so they may realize the critical plight of their own town.
4. Rizal Attempts to Change His Nationality- Rizal’s Borneo project still remained. It
alone promised to give his relatives and neighbors relief. Besides, Borneo would be an
admirable location from which to pursue the progress of education which believed the
Philippines needed most.
During that time the life of Rizal was extremely low because of persecution to
members of his family. In many instances history witnessed extreme poverty and poor living
condition of Rizal in his life in different parts of Europe, yet he never gave up. But when the
lives of the members of his family were at stake, there was nothing he would do for their
sakes. Yet in his heart and mind he remained loyal and true to the cause of reforms. Indeed
there is time for everything.
Activity 1. Could Rizal become a hero if he changed his nationality? Why or Why not?
(Provide your answer on the box below)

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Governor Despujol. Governor General Despujol a replacement to Gov. Gen. Weyler

arrived in Manila, a fine-sounding program for reforms. Despujols’ first few months in the
office gave Filipinos ground for hope. He was the second to Dela Torre, the most liberal
executive that the Philippines ever had in the 19 th century. Rizal again sent letter of request
regarding the Borneo project however, there was no reply from governor general, and on the
contrary the persecution in Calamba continued.
5. Rizal in Japan- Rizal arrived in Japan on February 28, 1888. He entered the country
through Yokohama and stayed at Tokyo Hotel for a few days. Later on his stayed the
Spanish legation for almost a month. It was during this period that he visited Japanese
provinces, learned Nippongo of the Japanese language, and dedicated himself to the study
of Japanese art and culture. As a keen observer, he was impressed with the city of Tokyo
and its people. Some of Rizal’s favorable impression of Japan based on Lanuza and Zaide’s
account was the following:
The scenic beauty of the country;

The cleanliness, politeness, and industry
of the people;
The picturesque dress and simple charm
of the Japanese women;
The existence of few thieves in Japan;
and
The beggars rarely had seen the streets
of the city.
Nonetheless, Rizal was disgusted seeing

Japanese men pulling the kuruma or
rickshaw like horse (Guerrero, 1998). The
kuruma was popular mode of
transportation on Japan during that time.
Romance with Usui-Seiko- Rizal’s romance with O-Sei-San began early in the early spring
of March. After moving to the Spanish legation, Rizal saw her walking near the gate of
legation. Charmed by her beauty, he tried to find a way by which to meet and know her.
The friendship established between Rizal and Seiko developed into a love affair.
While Rizal had a good impression of Seiko, the latter also had a good perception of Rizal.
To Seiko Rizal was a man of versatile talents, a man of gallantry, a man of dignity, and a
man of courtesy. Owing to the irresistible beauty, affection and warmth of O-Sei-San, Rizal
became tempted to stay for good in Japan. Nevertheless, Rizal felt that he had other duties
to fulfill for his country, so he left Japan. His love for –Sei-San can be gleaned from the diary
he wrote on the eve of his departure from Japan, which runs as follows (Lanuza et al., 1961).
“Japan has pleased me. The beautiful scenery, the flowers, the
trees, and the inhabitants-so peaceful, so courteous, so pleasant, O-Sei-San-
Sayonara, Sayonara! I have spent a lovely golden month; I do not know if I
can have another one like that in all my life. Love, money, friendship,
appreciation, honors-these have not been wanting.
To think that I am leaving this life for the uncertain, the

unknown.There I was offered an easy way to live, beloved and esteemed.

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To you I dedicate the final chapter of these memoirs of my youth. No

woman like you, have ever loved me. No woman, like you has sacrificed for
me. Like the flowers of the Chodji that falls from the stem, fresh and whole
without falling leaves or without withering-with poetry still despite its fall-thus
you feel. Neither have you lost your purity nor have you lost your purity nor
have the delicate petals of your innocence faded-Sayonara!
You shall never return to know that I have once more thought of you
and that your image lives in my memory; and undoubtedly, I am always
thinking of you. Your name lives in the sight of my lips; your image
accompanies and animates all my thoughts. When shall I pass another
divined afternoon like that in the temple of Meguro? When shall the sweet
hours, I spent with you return?
When shall I find them sweeter, more tranquil, and more pleasing? You the
color of the camellia, its freshness, its elegance….
Rizal left Japan by the middle of April 1888. He arrived in the United States on April
28, 1888 on board the English steamer Belgic. Rizal and the other passengers, however,
were not allowed to disembark until May 4, 1888. Later, Rizal discovered the reason for the
quarantining of their ship. As marked by Rizal in his diary:
The women of Rizal
1. Segunda Katigbak 6.Gertrudes Beckett

2. Leonor Valenzuela 7. Nelly Boustead
3. Leonor Rivera 8.Suzette Jacoby
4. Consuelo Ortega 9. Josephine Bracken
5.O Sei-San (U Sui-Seiko)
“They put us in quarantine because our ship carried 600 Chinese; elections were
then being held in San Francisco and the government seeking votes, was making a great
show of adopting rigorous measures against the Chinese to capture the sympathies of the
people. They notified us of the quarantine verbally, without telling us how long it was going
to last, yet on the same day they unloaded 700 bolts of silk without fumigating them.”

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After a few days of quarantine, all first class passengers, including Rizal were
permitted to land. Nonetheless, Japanese and Chinese passengers remained on board for a
longer period of quarantine. Rizal’s entry point in the United States was San Francisco.
Hence he stayed at Palace Hotel. After his two day stay at San Francisco, he left Oakland
and passed through Sacramento, Reno, Ogden bound to New York City. His arrival in New
York ended his trip across the American continent.
VIII. Self-Evaluation: Provide your answer on the table below
1. Give the real reason/purpose why Jose Rizal wanted to settle in Borneo.
2. Tell if changing one’s citizenship can be considered a betrayal to one’s nationalism.

Justify your answer.

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3. Tell if Governor General Despujol was a friend or a traitor to Jose Rizal.
IX. Review of Concept
Nationality is a group of people who share the same

history, traditions, and language, who usually live together
in a particular country. The fact or status or being a
member or citizen of a particular nation
X. Post-Test: With your knowledge in this chapter, answer the following questions
below.
1. Create an essay based on this situation. “If you were in the shoes of Rizal which would
you prefer your happiness to your intimate love to sweetheart or to your countrymen
sufferings from the maltreatment of the colonizers?”

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2. Who was O-Sei-San? What made attracted to her? How did Rizal come to know her?
What made O-Sei- San fall in love with Rizal?
XI. References:
Abeleda, A.S Jr (2003). Philippine History. Manila: Saint Bernadette Pub. Inc.
Borinaga, Rolando O. et al. (2013). The Journal of History. Manila: Philippine National
Historical Society. Vol. LIX,
Santos, delos Santos et.al.(2013). A Review on the Life & Works of the First
Filipino.Malabon City: Jimczcyville Publications;.
Schreurs, P. (2012). Angry Days in Mindanao 4th ed. Manila:National Historical Commission
of the Philippines,
Lubang, J. A. et.al. (). Iba’tIbang Rizal: Halagat at SaysayngDakilang Pilipino. Quezon City:
CJS PUBLISHING 2

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GE Rizal Modules Midterm Only

Education (Surigao State College of Technology)

Studocu is not sponsored or endorsed by any college or university

LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Name of student : _______________________________________

GE Rizal 1- Life and Works of Rizal 1

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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Letter from your instructor

GE Rizal 1- Life and Works of Rizal 2

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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Learning Module in GE Rizal 1- Life and Works of Rizal

I. Title: RA 1425- RIZAL LAW (MODULE 1)

III. Time Frame: 2 hours

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

VI. Pre-test: Write your answer on the provided box.

GE Rizal 1- Life and Works of Rizal 3

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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

3. Differentiate nationalism from patriotism.

VII. Learning Activities

1. RA 1425 “RIZAL LAW” MANDATES

THE TEACHING OF LIFE, WORKS, and, WRITINGS OF DR. JOSE PROTACIO

GE Rizal 1- Life and Works of Rizal 4

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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

REALONDA MERCADO RIZAL IN ALL SCHOOLS IN THE COUNTRY

According to the Official Gazette,

The Rizal Law aims to:

1. Recognize the relevance of Rizal’s ideals,

2. Develop an understanding and

1. Why is RA 1425 important?

In this course it is hope to re-acquaint our young

Rizal’s Ideas: A reply to the -Challenges of our

GE Rizal 1- Life and Works of Rizal 5

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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Rizal as a modern man conquered is inferiorities, because he responded to the

___1. Rizal Law does not necessarily apply in private school.

___2. Rizal Law is also known as 1435.

___3. Rizal law was published on 1935.

___5. Author of Rizal law was Juan Ponce Enrile.

IX. Review of Concept

GE Rizal 1- Life and Works of Rizal 6

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X. Post-test: Write your answers on the given diagram.

1. Describe briefly the content of RA 1425.

2. Explain this statement "The Pen is Mightier than the Sword”

XI. Texts & References:

GE Rizal 1- Life and Works of Rizal 7

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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Montemayor, T. H.Rizal Pictorial Calendar. Manila: National Historical Institute.

Romero, Ma. C. S. et al. Rizal and the Development of National Consciousness.Quezon

GE Rizal 1- Life and Works of Rizal 8

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LEARNING MODULE SURIGAO STATE COLLEGE OF TECHNOLOGY

Learning Module in GE Rizal 1- Life and Works of Rizal

I. Title: THE WORLD IN THE 19TH CENTURY (MODULE 2)

1. Instability of colonial administration

III. Time Frame: 6 hours