GEC 9 Module

Republic of the Philippines
ISABELA STATE UNIVERSITY

Roxas, Isabela
GEC 9: LIFE, WORKS AND

WRITINGS OF RIZAL
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GEC 9: LIFE, WORKS AND WRITINGS

OF RIZAL
Authors:
Joesphin C. Liban
Ruth P. Aguilar
Dante Timothy J. Soriano
Emma J. Respicio
Marion Caraui
Antonette D. Timbreza
Jennyfer F. Mendoza
Dominador Gamilo
Ma. Paz Consuelo C. Dammay
Jessa Marie L. Alvarez
Kenneth A. Abalos
SY 2020-2021
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TABLE OF CONTENTS
PREFACE ………………………………………………………………………………… 8
Chapter 1- Introduction to the course: Republic Act of 1425 ………..……………9-15
Chapter 2- 19th century Philippines as Rizal's context................................…...16-24
Chapter 3- Rizal's Life: Family, Childhood and Early Education………..……….25-40
Chapter 4- Rizal's Life: Higher Education and Life Abroad………………..…..…41-74
Chapter 5- Rizal's Life: Exile, Trial, and Death………………………………..…...75-88
Chapter 6- Annotation of Antonio Morga's Sucesos de las Islas Filipinas…....…89-93
Chapter 7- Noli Me Tangere……………………………………………………….. 94-109
Chapter 8- El Filibusterismo……………………………………..……………….. 110-153
Chapter 9- The Philippines: A Century Hence …………………………………..154-179
Chapter 10: Jose Rizal and Philippine Nationalism-Bayani and Kabayanihan.........180-185
Chapter 11- Jose Rizal and Philippine Nationalism- National Symbol………...……186-202
APPENDICES
APPENDIX A PRELIM EXAM IN GEC 9 ………………………….………….204-206
APPENDIX B MIDTERM EXAM IN GEC 9 …………………….……………207-215
APPENDIX C FINAL EXAM IN GEC 9 ……………….……………………...216-217
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PREFACE
This module covers the life and works of the country’s national hero,
Jose Rizal among the topics covered are Rizal’s biography and his writings,
particularly the novels Noli Me Tangere and El Filibusterismo, some of his essays
and various correspondence.
At the end of the course, the students should be able to:
1. Discuss Jose Rizal’s life within the context of 19th century Philippines.
2. Analyze Rizal’s various works, particularly the novels Noli Me Tangere and
El Filibusterismo.
3. Organize the idea into various themes.
4. Demonstrate a critical reading of primary sources.
5. Interpret the values that can be derived from studying Rizal’s life and
works.
6. Display an appreciation for education and love of country.
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GEC 9-LIFE, WORKS AND WRITINGS OF RIZAL

LEARNING MODULE I
1. TITLE OF THE MODULE- CHAPTER 1: THE STUDY OF RIZAL COURSE AND

REPUBLIC ACT NO. 1425
2. INTRODUCTION
The study of Life, Works, and Writing of Rizal has been mandated by
Republic act no. 1425 known as Rizal Law. It 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”
The law itself had been criticized by many friars because of the issues
concerning their image. According to Claro M. Recto, it was his belief that the
readings of Rizal’s novels would strengthen the Filipinism of the youth and foster
patriotism. Also, Senator Laurel one of the supporters of the bill mentioned that the
object of the measure was to disseminate the ideas and ideals of the great Filipino
patriot through the reading of his works, particularly “Noli Me Tangere” and “El
Filibusterismo”
3. LEARNING OUTCOMES
At the end of this lesson, the students should be able to:
• Explain the rationale of Rizal law and its important provisions

• Critically assess the effectiveness of the Rizal Law
• Compare and contrast the sides of the Authors and Oppositions in R.A 1425
• Discuss the historical context of Rizal Law
• Relate the passage of Rizal law to nation building, patriotism, and nationalism
4. LEARNING CONTENT
Among the many illustrious Filipinos who have distinguished themselves for
service to their country, the ﬁrst place of honor belongs, by universal consent, to Dr.
José Rizal. He devoted himself to “dispelling the ignorance of his people, raising
their moral standards, and combating the injustices and inequality under which they
labored.
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Republic Act No. 1425

June 12, 1956
REPUBLIC ACT NO. 1425
AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE

SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS
AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME
TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND
DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES
WHEREAS, today, more than any other period of our history, there is a need for a
re-dedication to the ideals of freedom and nationalism for which our heroes lived and
died;
WHEREAS, it is meet that in honoring them, particularly the national hero and
patriot, Jose Rizal, we remember with special fondness and devotion their lives and
works that have shaped the national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with
which the minds of the youth, especially during their formative and decisive years in
school, should be suffused;
WHEREAS, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral character,
personal discipline, civic conscience and to teach the duties of citizenship; Now,
therefore,
SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his
novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all
schools, colleges and universities, public or private: Provided, That in the collegiate
courses, the original or unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their English translation shall be used as basic texts.
The Board of National Education is hereby authorized and directed to adopt forthwith
measures to implement and carry out the provisions of this Section, including the
writing and printing of appropriate primers, readers and textbooks. The Board shall,
within sixty (60) days from the effectivity of this Act, promulgate rules and
regulations, including those of a disciplinary nature, to carry out and enforce the
provisions of this Act. The Board shall promulgate rules and regulations providing for
the exemption of students for reasons of religious belief stated in a sworn written
statement, from the requirement of the provision contained in the second part of the
first paragraph of this section; but not from taking the course provided for in the first
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part of said paragraph. Said rules and regulations shall take effect thirty (30) days
after their publication in the Official Gazette.
SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in

their libraries an adequate number of copies of the original and unexpurgated
editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other
works and biography. The said unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their translations in English as well as other writings of Rizal shall
be included in the list of approved books for required reading in all public or private
schools, colleges and universities.
The Board of National Education shall determine the adequacy of the number of
books, depending upon the enrollment of the school, college or university.
SECTION 3. The Board of National Education shall cause the translation of the Noli
Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into
English, Tagalog and the principal Philippine dialects; cause them to be printed in
cheap, popular editions; and cause them to be distributed, free of charge, to persons
desiring to read them, through the Purok organizations and Barrio Councils
throughout the country.
SECTION 4. Nothing in this Act shall be construed as amendment or repealing

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

appropriated out of any fund not otherwise appropriated in the National Treasury to
carry out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
Approved: June 12, 1956

Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.
The most valuable of Rizal’s ideas are contained in his two novels. But since
there is a widespread impression that these novels are looked upon with disfavor by
the Catholic Church as attacking the Catholic faith, we want to give our views. The
Catholic Church in itself is never against the legitimate political and social aspirations
of any people. Hence it follows that the clear and even forceful expression of such
aspirations can never be injurious to the Catholic Church.
The authors argued that the sole objective of the bill or the Rizal law to foster
the better appreciation of Rizal’s times and of the role he played in combating
Spanish tyranny in this country. Denying that novels had any religious motivation.
Rizal himself asserted that it was not the church itself but the abuses he was
attacking as may be seen from his letter to a friend, Resurrección Hidalgo:
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“I have unmasked the hypocrisy of those who under the cloak of religion have come
amongst us to impoverish and brutalize us. I have distinguished the true religion from
the false, from superstitious religion, from the religion that trafﬁcs with the Gospel to
extract money, to make us believe in nonsense at which the Catholic Church would
blush, if it ever came to her knowledge.” (Retana 1907, 125–26)
Let us then heed the warning of Rizal and not confound the abuses of religion with
religion itself. There were scandals in the church in Rizal’s time. Why should we
deny it? There were unfaithful priests, like the Apostles Peter and Judas. But that
fact does not make Catholic doctrine untrue. However, we must not exaggerate the
evil. As to the fact of these evils, the Church awaits the sober judgment of history.
But the history of that period is only imperfectly known and thus people take fictional
narratives like Rizal’s novels as history. Especially with the young, we foresee in the
indiscriminate and undirected reading of the novels a danger, since the young are
“too apt to take as literally true whatever they see in print. Moreover, they cannot be
expected to make the necessary distinctions between what the persons in a novel
say in conformity with their characters and what the author of the novel says on his
own account, between what is said ironically and what is seriously stated; between
the condemnation of the individual and the condemnation of the society or
organization to which that individual belongs.
Hence we judge that Rizal’s novels not only can but should by all means be made
familiar to our students; the editions of them which are assigned as reading matter
should be accurate translations of the Spanish text, should be properly annotated by
a competent scholar familiar with the ecclesiastical and civil history of Rizal’s period,
and should, ordinarily, be commented on and explained by the teacher in charge.
In conclusion we say, first, that we find nothing in [these novels] that constitutes a
serious danger to the faith or morals of the mature well instructed Catholic, but much
in conformity with the teachings of the Gospel and right reason. Secondly, prudence
demands that they should not be given as reading matter to the young without
proper direction and guidance in the form of annotations to the printed text and
explanations by the living teacher. If this prescription of prudence is complied with
the salutary political and social ideas of our national hero will strike deep roots in the
minds and hearts of our people.
5. TEACHING AND LEARNING ACTIVITIES
I. MULTIPLE CHOICE. Write the correct answer on the space provided before the
number.
_____1. The Republic Act that requires the compulsory teaching of Rizal Course and
the lives of the other Filipino patriot’s is ______?
a. R.A 1234 b. R.A 1432 c. R.A 1423 d. R.A 1425
_____2. Rizal dedicated his novel Noli Me Tangere to _______________?

a. The three martyr priests
b. The motherland
c. His mother
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d. The Filipino heroes.
_____3.The Rizal law mandates all institution to study the Life, Works and Writings
of Rizal.
a. True b. False c. partly true d. none of the above
_____4. Recto was the original author of the Rizal law. This makes Rizal’s Noli and
El fili compulsory reading in all universities and colleges.
a. Only the first statement is correct and true.
b. Only the second statement is correct and true.
c. Both statements are true and correct.
d. Both statements are untrue and incorrect
_____5. What was the date of birth of Dr. Jose Rizal?

a. June 18, 1961
b. June 18, 1861
c. June 19, 1869
d. June 19, 1861
II. ESSAY
1. Why study the life and works of Rizal?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. How would reading Rizal’s novel impart patriotism?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. RECOMMENDED LEARNING MATERIALS AND RESOURCES FOR

SUPPLEMENTARY READING
In addition to the content of the module, the students and subject instructors
may find the references stated below or watch the following videos for further
information:
 Pag-aaral ng buhay ni Rizal, dapat pang palalimin: mga eksperto

https://www.youtube.com/watch?v=WGYIyyQtPi0&t=6s
 https://newsinfo.inquirer.net/16104/rh-raging-debates-sound-like-noli-fili-bill-
dispute
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 Xiao Time: Ang Republic Act 1425 o ang Rizal Law (Batas Rizal)
https://www.youtube.com/watch?v=03G1UmDVLKs
7. FLEXIBLE TEACHING LEARNING MODALITY ADAPTED

This course can be access thru:
A. Online (synchronous) - Actual online classes thru live

 SeDi learning
 Google Meet
 Zoom
B. Remote (asynchronous) - Independent study and work on: self-guided modules,

supplemental videos, readings, lesson plans, research, and check-ins and
exchanges using any of the following: Google Classroom, Messenger, text and call.
8. ASSESSMENT TASK
1. Writing exercise: Compare and contrast the views of those in favor and against
R.A 1425, considering the context of 1950’s. Would similar argument still have
impact today?
Affirmative: Negative:
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2. Reflect on your secondary education: Did your school comply with RA 1425? How
effective is Rizal Law in instilling patriotism and nationalism among secondary school
students?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________________
Rubric- Criteria for checking

• Content: 20 points
• Organization of thought: 20 points
• Grammar and Sentence Structure: 10 points
Total 50 points
9. REFERENCES
Constantino, R. (1969). The Making of a Filipino: a Story of Colonial Politics. Quezon

City: Malaya Books.
Official Gazette. (1956, June). Retrieved from https://www.officialgazette.gov.ph:
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/
Pangilinan, M. e. (2018). Life and Works of Dr. Jose P. Rizal. Manila:
MINDSHAPERS CO., INC. .
Schumacher, J. N. (2011). The Rizal Bill of 1956 Horacio de la Costa and the
Bishops. Philippine Studies vol.59 No. 4, 529–53. Retrieved from
http://www.philippinestudies.net:
http://www.philippinestudies.net/files/journals/1/articles/3394/public/3394-
5251-1-PB.pdf
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GEC 9-LIFE, WORKS AND WRITINGS OF RIZAL

LEARNING MODULE II
1. TITLE OF THE MODULE- CHAPTER 2: THE PHILIPPINES IN THE

NINETEENTH
CENTURY AS RIZAL’S CONTEXT.
2. INTRODUCTION
Nineteenth century was the era of challenges and responses. It is a period of

major changes that affect man and society. During this period, such concepts of
liberalism, industrialism, democracy, social realization, and nationalism gained
control and sparked and radical changes in science, technology, economics, socio-
cultural, and political condition.
Throughout the 19th century, Spain was in state of political instability, there
was an ideological battle between the liberals and the conservatives. This Instability
of the Spanish government made it impossible to develop consistent policy in the
colonies. Corruption in the government resulted to its inability to provide for public
works, schools, peace and order and other basic needs. The creation of Guardia
Civil in 1868 failed to get rid of tulisanes, instead, they became an oppressive force
in the provinces as Rizal showed in his novels.
The transition of the country’s traditional societal structure to colonial

hierarchy brought about the enlightenment of the local inhabitants as to their
common source of problem and suffering. Spanish Government unknowingly planted
the seeds of new concepts that created an impact to the local inhabitants.
• Explain the different historical events that occurred during Rizal’s time.
• Analyze the various social, political, economic and cultural changes that
occurred in the nineteenth century
• Understand and assess Jose Rizal in the context of his times.
4. LEARNING CONTENT
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The 19th century, a period of massive changes in Europe, Spain, and in the
Philippines. During this era, the glory and power of Spain had warned both in her
colonies and in the world.
One cannot fully understand Rizal’s thought without understanding the social
and political context of the 19th century. Social scientists marked the 19th century as
the birth of modern life as well as the birth of many nation-states around the world.
The birth of modernity was precipitated by three great revolutions around the world:
the Industrial revolution in England, the French Revolution in France and the
American Revolution.
Industrial Revolution
The industrial revolution is basically an economic revolution which started with

the invention of steam engine and resulted to the use of machinery in the
manufacturing sector in the cities of Europe. It has changed the economy of Europe
from feudalism—an economic system which relied on land and agriculture--to
capitalism which relied on machinery and wage labor. The merchants of Europe who
became rich through trade became the early capitalists of this emerging economy.
Farmers from rural areas migrated to the cities and became industrial workers while
their wives remained as housekeepers at home in what Karl Marx’s characterized as
the first instance of the domestication of women.
The Industrial Revolution that started in Europe had repercussions to the

Philippine economy. A radical transformation of the economy took place between the
middle of the eighteenth century and the middle of the nineteenth; something that
might almost be called an agricultural revolution, with a concomitant development of
agricultural industries and domestic as well as foreign trade (De la Costa 1965: 159).
The economic opportunities created by the Industrial Revolution had encouraged
Spain in 1834 to open the Philippine economy to world commerce. As a result, new
cities and ports were built. Foreign firms increased rapidly. Foreigners were allowed
to engage in manufacturing and agriculture. Merchant banks and financial institutions
were also established.
The British and Americans improved agricultural machinery for sugar milling
and rice hulling and introduced new methods of farming. The presence of these
foreign traders stimulated agricultural production, particularly sugar, rice, hemp, and
—once the government monopoly was removed in 1882—tobacco. Indeed, the
abolition of restrictions on foreign trade has produced a balanced and dynamic
economy of the Philippines during the 19th century (Maguigad & Muhi 2001: 46;
Schumacher 1997: 17).
Furthermore, the fast tempo of economic progress in the Philippines during

the 19th century facilitated by Industrial Revolution resulted to the rise to a new
breed of rich and influential Filipino middle class. Non-existent in previous centuries,
this class, composed of Spanish and Chinese mestizos rose to a position of power in
the Filipino community and eventually became leaders in finance and education
(Agoncillo 1990: 129-130). This class included the ilustrados who belonged to the
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landed gentry and who were highly respected in their respective pueblos or towns,
though regarded as filibusteros or rebels by the friars.
The relative prosperity of the period has enabled them to send their sons to
Spain and Europe for higher studies. Most of them later became members of
freemasonry and active in the Propaganda Movement. Some of them sensed the
failure of reformism and turned to radicalism, and looked up to Rizal as their leader
(PES 1993:239)
Lastly, safer, faster and more comfortable means of transportation such as

railways and steamships were constructed. The construction of steel bridges and the
opening of Suez Canal opened shorter routes to commerce. Faster means of
communications enable people to have better contacts for business and trade. This
resulted to closer communication between the Philippines and Spain and to the rest
of the world in the 19th century (Romero 1978: 16).
The French Revolution
If the Industrial Revolution changed the economic landscape of Europe and of

the Philippines, another great Revolution changed their political tone of the period—
the French Revolution. The French revolution (1789-1799) started a political
revolution in Europe and in some parts of the world. This revolution is a period of
political and social upheaval and radical change in the history of France during which
the French governmental structure was transformed from absolute monarchy with
feudal privileges for the rich and clergy to a more democratic government form
based on the principles of citizenship and inalienable rights. With the overthrow of
monarchial rule, democratic principles of Liberty, Equality and Fraternity--the battle
cry of the French Revolution--started to spread in Europe and around the world.
Not all democratic principles were spread as a result of the French

Revolution. The anarchy or political disturbance caused by the revolution had
reached not only in neighboring countries of France, it has also reached Spain in the
19th century. Spain experienced a turbulent century of political disturbances during
this era which included numerous changes in parliaments and constitutions, the
Peninsular War, the loss of Spanish America, and the struggle between liberals and
conservatives (De la Costa 1965: 159). Moreover, radical shifts in government
structure were introduced by liberals in the motherland. From 1834 to 1862, for
instance, a brief span of only 28 years, Spain had four constitutions, 28 parliaments,
and 529 ministers with portfolio (Zaide 1999: 203). All these political changes in
Spain had their repercussions in the Philippines, cracking the fabric of the old
colonial system and introducing through cracks perilous possibilities of reform, of
equality and even emancipation” (De la Costa 1965: 159).
Because of this political turmoil in the motherland, the global power of the
“Siglo de Oro of Spain in the sixteenth century as the mistress of the world with
extensive territories had waned abroad in the nineteenth century. Her colonies had
gained momentum for independence owing to the cracks in political leadership in the
motherland. In fact, Cuba, a colony of Spain, was waging a revolution against Spain
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when Rizal volunteered to discontinue his exile in Dapitan to work as volunteer

doctor there in order for him to observe the revolution.
The divided power of Spain was triggered by successive change of regimes

due to the democratic aspiration created by the French Revolution. This aspiration
had inspired colonies under Spain and Portugal to revolt in order to gain
independence from their colonial masters in the 19th century.
The American Revolution
Finally, the American Revolution, though not directly affecting the local
economy and politics of the Philippines in the nineteenth century, had important
repercussions to democratic aspirations of the Filipino reformist led by Rizal during
this period. The American Revolution refers to the political upheaval during the last
half of the 18th century in which the 13 colonies of North America overthrew the rule
of the British Empire and rejected the British monarchy to make the United States of
American a sovereign nation. In this period the colonies first rejected the authority
British Parliament to govern without representation, and formed self-governing
independent states. The American revolution had given the world in the 19th century
the idea that colonized people can gain their independence from their colonizers.
The Americans were able to overthrow their British colonial masters to gain
independence and the status of one free nation-state. This significant event had
reverberated in Europe and around the world and inspired others to follow. Indirectly,
the American Revolution had in a way inspired
Filipino reformists like Rizal to aspire for freedom and independence. When the
Philippines was opened by Spain to world trade in the 19th century, liberal ideas
from America borne by ships and men from foreign ports began to reach the country
and influenced the ilustrados. These ideas, contained in books and newspapers,
were ideologies of the American and French Revolutions and the thoughts of
Montesquieu, Rousseau, Voltaire, Locke, Jefferson, and other political philosophers
(Zaide 1999: 214)
Rizal’s time was deemed to be the height of the maladministration of Spain

and its decay that obscured the Philippine skies. The Filipino people suffered
intensely beneath the bondage of Spanish misrule for they were ill-fated victims of
the evil, injustices, prejudices and sudden collapse of colonial power.
The abuses and injustices made by the Spanish officials were as follows…
• Instability of Colonial Administration
• Corrupt Spanish Officials
• No Philippine Representation to the Spanish Cortes
• Human Rights Denied to the Filipinos
• No Equality before the law
• Mal-administration of Justice
• Racial Discrimination
• Frailocracy and Secularization Filipino Priests
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• Force Labor and Excessive taxes

• Haciendas owned by Friars and Spanish Officials
The Rise Of Filipino Nationalism
The malpractices of Spanish officials gave rise to Filipino nationalism and

nationalism is not a product of a sudden outburst of sentiment. It is brought about by
certain factors. that gradually develop. It is like a seed nourished by common ideals
and aspiration for national unity. Here are the following factors:
1. Racial Prejudice. The Spaniards commonly regarded the Filipino natives as

belonging to the “inferior race” and arrogantly called them “indios”. The actions and
discrimination made by Spanish people created an impact that the Filipinos started
to revolt.
2. Influx of Liberal Ideas. In view of the fact that the opening of Philippines to world
trade, Philippines was exposed to international commerce, liberal ideas filtered in.
The thoughts of Montesque, Rousseau, Voltaire, Jefferson, and Locke were made
known through books and periodicals brought into the country by men from foreign
ports (SUEZ CANAL)
3. Secularization Of The Church. The Council of Trent (1545-63) affirmed that

secular priest be appointed to administer the parishes in the colony.
In 1567, Pope Pius V issued the Exponi Nobis, which allowed the regular clergy to
serve as parish priest without diocesan authorization and be exempted from bishop’s
authority.
The return of the Jesuits in 1859 and the DE secularization policy affected the
native seculars; it transformed into Filipinization issue since the secular priests were
mostly Filipinos.
In 1870, Archbishop Gregorio Meliton Martinez wrote to the Spanish Regent

advocating secularization and mentioned that discrimination against Filipino priests
would encourage anti-Spanish sentiments. Archbishop Basilio Santa Justa accepted
the resignation of regular priests and appointed native secular priests to the
parishes.
On November 9, 1774, a royal decree ordering the secularization of parishes

became the basis for the appointment of native secular clergy.
This was suspended in 1776 due to opposition of the friars and the unpreparedness
of the native priests.
3.1 Secularization Movement
Two kinds of priests that served the Catholic Church in the Philippines
Regular Priests and Secular Priests
-- Regular priests belonged to religious orders. Their main task was to spread
Christianity.
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-- Secular priests were trained to run the parishes and were under the supervision of
the bishops.
Conflict began when the bishops insisted on visiting the parishes that were
being run by regular priest. The secularization controversies transformed into
Filipinization issue since the secular priests were mostly Filipinos. The effort to
secularize the parishes in a way heightened the nationalist feeling of the people.
4. The Polo or Forced Labor. In addition to the tribute, the Polo or forced labor is
another Spanish that had created discontent among the indios during the Spanish
times. The word “polo” is actually a corruption of the Tagalog pulong, originally
meaning “meeting of persons and things” or “community labor”. Drafted laborers
were either Filipino or Chinese male mestizos who were obligated to give personal
service to community projects, like construction and repair of infrastructure, church
construction, or cutting logs in forests, for forty days. All able-body males, from 16 to
60 years of old, except chieftains and their elder sons, were required to render labor
for these various projects in the colony. This was instituted in 1580 and reduced to
15 days per year in 1884 (Constantino 1975: 51).
There were laws that regulate polo. For instance, the polista (the person who
renders forced labor) will be paid a daily wage of ¼ real plus rice. Moreover, the
polista was not supposed to be brought from a distant place nor required to work
during planting and harvesting seasons (Ibid: 52). Despite restrictions, polo resulted
to the disastrous consequences. It resulted to the ruining of communities the men left
behind. The promised wage was not given exactly as promised that led to starvation
or even death to some polistas and their families. Moreover, the polo had affected
the village economy negatively. The labor drafts coincided with the planting and
harvesting seasons; forced separation from the family and relocation to different
places, sometimes outside the Philippines; and reduction of male population as they
were compelled at times, to escape to the mountains instead of working in the labor
pool (Agoncillo 1990: 83).
5. Cavite Mutiny. In 1868, a revolution led by the liberals in Spain deposed Queen
Isabella II and gave rise to the Provisional Republic of Spain. With the victory of the
Spanish Revolution, many colonial officials with democratic ideals were sent to
Manila, which included Gov. Gen. Carlos De La Torre in 1869.
De La Torre, a liberal Spaniard who practiced liberal and democratic principles.

He abolished flogging, relaxed media censorship, and began limited secularization of
education.
The republican government was overruled with the restoration of monarchy.

Amadeo, son of King Victor Emannuel II of Italy, accepted the invitation to assume
the Spanish crown in December 1870. With the alteration of the system of
government in Spain, the political atmosphere in the Philippines likewise changed.
When Rafael De Izquierdo replaced De La Torrein 1871, he totally discarded the

liberal measures. The privileges of arsenal workers and others regarding exemption
from tribute and force labor were also abolished.
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Many Filipinos protested, as a matter of fact, aabout 200 Filipino soldiers and dock
workers of Cavite, under the leadership of Sergeant La Madrid, Mutinied and killed
their Spanish Officers.It was suppressed and La Madrid and 41 others were
executed in Bagumbayan (present- Luneta) .
The mutiny was used by the Spanish officials to implicate the liberal critics of the
government. Rumours were gradually spread and led in to the abduction of 3 Priests,
they were Fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora. They were
sentenced to death by garrotte on February 17, 1872
Garrote:
Is a weapon, most often

referring to a handheld
ligature of chain, rope,
scarf, wire or fishing line
used to strangle a person
The decline of the Spanish rule in the 19th century and the popularity of Rizal and
his reform agenda were products of an interplay of various economic, social, political
and cultural forces both in the global and local scale. The three great revolutions,
namely: Industrial, French and American as well the birth of the social sciences and
liberal ideas had gradually secularized societies in the 19th century and thereby
weakened the influence of religion in people’s mind, especially the well-educated
reformists and ilustrados. The political turmoil in Spain caused by the rapid change
of leadership and struggle between conservatives and liberals had also weakened
the Spanish administration in the Philippines. Although the influence of the Catholic
Church in the 19th century led by the friars had not diminished, the liberal and
progressive ideas of Rizal and the reformists had already awakened the nationalist
sentiment of the natives that soon became the catalyst for political change in the late
19th century.
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1. Discuss how the following problems and institutions contributed to the growth of
Filipino nationalism and weakening of the Spanish rule:
A. Opening of the Suez Canal
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________
B. Abuses and Immoralities of the Friars
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________
C. Racial Discrimination
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________

This lesson can be learned solely through this module. On the other hand, the
subject instructor may use another teaching-learning modality, if necessary. In
addition to the content of the module, the students and subject instructors may find
the references stated below or watch the following videos for further information:
 http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.840.2161&rep=rep1&type=pdf
 Landas ng Paglaya
https://www.youtube.com/watch?v=KX4_mB4mplY&t=772s
7. FLEXIBLE TEACHING LEARNING MODALITY ADAPTED
A. Online (synchronous) - Actual online classes thru live

• SeDi learning
• Google Meet
• Zoom
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Roxas, Isabela

8. ASSESSMENT TASK
Pop quiz: Graphic organizer/table mapping the changes in the nineteenth century
Philippines, categorizing social, political, economic, cultural changes.
POLITICAL
SOCIAL
ECONOMICAL
REFERENCES:
Agoncillo, Teodoro A. (1990). History of the Filipino People. Quezon City: Garotech
Publishing.
Ballano Ven. (2009) Rizal and His Times (19th Century)
Romero, Ma. Corona ( 1978). Rizal and the Development of National

Consciousness. Quezon City: JMC Press, Inc.
Schumacher, John. Rizal in the Context of in the Context of 19th Century in the
Making of a Nation: Essays on Nineteenth- Century Filipino Nationalism. Quezon
City: Ateneo De Manila University Press, 1997.
Zaide, Sonia M. (1999). The Philippines, a Unique Nation. Quezon City: All-Nations
Publishing Co., Inc.
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Roxas, Isabela
1. TITLE OF THE MODULE- CHAPTER 3: Rizal’s life: Family, Childhood and

Early
Education (1861-1877)
2. INTRODUCTION
In this chapter we will discuss about Rizal’s Family, his childhood and early
Education. According to Gregorio Zaide, a Filipino historian, “Jose Rizal had many
beautiful memories of childhood in his native town. He grew up in a happy home,
ruled by good parents. His natal town of Calamba, so named after a big native jar,
was a fitting cradle for a hero. The happiest period of Rizal’s life was spent in this
lakeshore town, its scenic beauties and its industrious, hospitable and friendly folks
impressed him during his childhood years and profoundly affected his mind and
character. He had his early education in Calamba and Biñan. During his time it was
characterized by the four R’s- reading, writing, arithmetic and religion. It was rigid
and strict, the manner of teaching was memory method aided by the teacher’s whip.
He continued his education at the Ateneo de Manila where he earned scholastic
triumphs. It was a college under the supervision of the Spanish Jesuits an excellent
college for boys. It may be said that Rizal who was born a physical weakling, rose to
become an intellectual giant and was able to acquire the necessary instruction
preparatory for college work in Manila and abroad in spite of the outmoded and
backward system of instruction of the Spanish regime in the Philippines. (Zaide,
2008).

 Analyze Rizal’s family, childhood and early education;
 Evaluate the People and events and their influence on Rizal’s early life.
4. LEARNING CONTENT
TOPIC 1 – BIRTH OF RIZAL
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On the moonlit night of June 19, 1861, in the lakeshore town of Calamba,
Laguna, Jose Protacio Rizal Mercado y Alonso was born. In his autobiography,
which he wrote when he was 17 years old, Rizal recounted that his mother almost
died during the delivery because of his big head.” It would have cost my mother her
life had she not vowed to the virgin of Antipolo to take me her sanctuary by way of
pilgrimage.”
Three days after his birth, Rizal was baptized in the Catholic church of
Calamba on June 22, 1861 by Fr. Rufino Collantes, a Filipino priest from Batangas.
His godfather was Pedro Casañas, a native of Calamba and friend of Rizal’ family.
He was named Jose in honor of St. Joseph, the patron saint of laborers and soldiers.
He was given a second first name, Protasio, after a 4 th century saint who was a
bishop of Milan.
THE RIZAL’S PARENTS
His father, Francisco Mercado Rizal (1818- 1898), an

industrious farmer whom Rizal called “a model of
fathers,” came from Biñan, Laguna. He studied Latin
and Philosophy at the College of San Jose in Manila.
In early manhood, following his parent’s death, he
moved to Calamba and became a tenant farmer of the
Dominican-owned hacienda. He was a hardy and
independent-minded man, who talked less and
worked more, and was strong in body and valiant in
spirit.
Her mother, Teodora Alonzo Quintos y Realonda

(1826-1911), was born in Sta. Cruz, Manila. She was
educated at the College of Santa Rosa, a well-known
college for girls in the city. She was a remarkable
woman, possessing intelligence, refined culture,
literary talent, business ability and fortitude. Rizal
loving said to her: “My mother is a woman of more
than ordinary culture; she knows literature and speaks
Spanish better than I. She corrected my poems and
gave me good advice when I was studying rhetoric.
She is a mathematician and has read many books.
THE RIZAL CHILDREN
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God blessed the marriage of Francisco Mercado and Teodora Alonso

Realonda with eleven children-two boys and nine girls. These children were as
follows:
1. Saturnina Rizal, 63 (1850-1913) “The Second Mother”

Born as Saturnina Rizal Mercado y Alonso Realonda or
simply Saturnina Hidalgo. She was the eldest sister of Jose Rizal.
She was married to Manuel T. Hidalgo, a native and one of the
richest persons in Tanauan, Batangas. She was known as
Neneng. She died in September 14, 1913.
2. Paciano Rizal, 79 (1851-1930) “The Big Brother”

Only brother of Jose Rizal and the second child. Studied at
San Jose College in Manila; became a farmer and later a general
of the Philippine Revolution. He devotedly took care of Jose Rizal.
As Nick Joaquin said, “Without Paciano to back him up, it’s
doubtful that Rizal would have gotten as far as he reached.”
3. Narcisa Rizal, 87 (1852-1939) “The Hospital Sister”

The third child, her pet name was Sisa and she married
Antonia Lopez (nephew of Father Leoncio Lopez) at Morong, Rizal;
a teacher and musician. Like Saturnina, Narcisa helped in
financing Rizal’s studies in Europe, even pawning her jewelry and
peddling her clothes if needed. It is said that Doña Narcissa could
recite from memory almost all the poems of Rizal. Narcisa was
perhaps the most hospitable among the siblings.
4. Olimpia Rizal, 32 (1855-1887) “The Go-Between”
The fourth child. Married Silvestre Ubaldo, a telegraph
operator from Manila. Olimpia died in August 1887 at age 32 due
to childbirth. Jose loved to tease her, sometimes good-humoredly
describing her as his stout sister. Jose’s first love, Segunda
Katigbak, was Olimpia’s schoolmate at the La Concordia College.
Rizal confided to Olimpia about Segunda and the sister willingly
served as the mediator between the two teenage lovers.
5. Lucia Rizal, 62 (185-1919) “A Fellow-Sufferer”
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The fifth child. Married Mariano Herbosa. Charged of inciting the

Calamba townsfolk not to pay land rent and causing unrest, the
couple was once ordered to be deported along with some Rizal
family members. Mariano died during the cholera epidemic in May
1889. He was refused a Catholic burial for not going to confession
since his marriage to Lucia. In Jose’s article in La Solidaridad
entitled Una profanacion (‘A Profanation’), he scornfully attacked
the friars for declining to bury in ‘sacred ground’ a ‘good Christian’
simply because he was the “brother-in-law of Rizal”.
6. Maria Rizal, 86 (1859-1945) “The Confidant”
The sixth child. Married Daniel Faustino Cruz of Biñan Laguna.
Jose confided to Maria about his plans of marrying Josephine
Bracken when most of the Rizal family was not open to the idea.
He had also brought up to Maria his plans of establishing a Filipino
colony in North British Borneo. Jose and Maria often wrote to each
other particularly when Jose was studying abroad.
7. Jose Rizal, 35 (1861-1896)

The second son and the seventh child. The greatest Filipino hero
and peerless genius. He was born on June 19, 1861. His
nickname was Pepe. During his exile in Dapitan he lived with
Josephine Bracken, Irish girl from Hong Kong. He was executed
by the Spaniards on December 30, 1896.
8. Concepcion Rizal, 3 (1862-1865) “A Dear Loss”

The eighth child. Died at the age of three. She is fondly called
‘Concha’ by her siblings. Jose loved most ‘Concha’ who was a
year younger than him. Jose played games and shared children
stories with her. She was Jose’s first grief as he mournfully wept
when she died of sickness in 1865. In Rizal’s memoir he wrote,
“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 grief.”
9. Josefa Rizal, 80 (1865-1945) “The Katipunera”
The ninth child. An epileptic, died a spinster. She is nicknamed as
“Panggoy”. After Jose was executed, Josefa joined the Katipunan.
She was one of the original 29 women admitted to the Katipunan
along with Gregoria de Jesus, wife of Andres Bonifacio. They
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secured the secret papers and documents of the society. The danced and sang
during meetings to confuse civil guards that the meetings were just harmless social
gatherings.
10. Trinidad Rizal, 83 (1868-1951) “The Steward”

The tenth child. Died a spinster and the last of the family
to die. “Trining” along with their mother, joined Jose in Dapitan
and resided with him in his square house during his exile. A day
before Jose’s execution, Trining and their mother visited him at
Fort Santiago prison cell. As they were leaving, Jose handed
over to Trining an alcohol cooking stove, a gift from Pardo de
Taveras, whispering to her in a language which the guards could
not understand, “There is something in it.” That ‘something’ was
Rizal’s elegy now known as “Mi Ultimo Adios.” Like Josefa and
two nieces, Trinidad joined the Katipunan after Rizal’s death.
11. Soledad Rizal, 59 (1870-1929) “The Teacher”
The youngest child; married Pantaleon Quintero. She
was a teacher and was probably the best educated among
Jose’s sisters, which made Jose very proud of her. However,
Jose reprimanded her for getting married to Pantaleon Quintero
of Calamba without their parent’s consent. Jose was very much
against women who allow themselves to be courted outside their
homes. He said to Choleng, “If you have a sweetheart, behave
towards him nobly and with dignity, instead of resorting to secret
meetings and conversations which do nothing but lower
woman’s worth in the eyes of man. You should value more,
esteem more your honor and you will be more esteemed and
valued.”
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FAMILY TREE OF JOSE RIZAL

(Ancestry of José Rizal)
Note:
This does not include all of the ancestor's siblings, only the notable ones.
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THE RIZAL HOME

The house of the Rizal family,where he was born, was one of the
distinguished stone houses in Calamba during the Spanish times. It was a two-storey
building,rectangular in shape, built of adobe stones and hard-woods and roofed with
red tiles. Behind the house were the poultry yard full of turkeys and chickens and a
big garden of tropical fruit trees- atis, balimbing,chico, macopa, papaya, santol,etc.
It was a happy home where parental affection and children’s laughter reigned.
By day it hummed with the noises of children at play and the songs of the birds in the
garden. By night, it echoed with the soft notes of family prayers. Such a wholesome
home, naturally, reared a wholesome family, and such a family was the Rizal family.
TOPIC 2: CHILDHOOD YEARS IN CALAMBA

Calamba was named after a big native jar. A hacienda town which belonged
to the Dominican Order, which also owned all the lands around it. It is a beautiful
town covered with irrigated rice fields and sugar lands.
CHILDHOOD MEMORIES
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The first memory of Rizal, was his happy days in the family garden when he
was three years old. Because he was a frail, sickly and undersized child, he was
given the most loving care by his parents. Another childhood memory was the daily
Angelus prayer, by nightfall, his mother gathered all the children at the house to pray
the Angelus. Rizal also remembered the nighttime walk in the town, especially
during moonlit nights. The Rizal children were bound together by ties of love and
companionship. They were well-bred, for their parents taught them to love and help
one another. Of his sisters, Rizal loved most Concepcion (the little Concha). He was
a year older than her, he played with her and from her he learned sisterly love.
Unfortunately, Concha died of sickness in 1865. The death of little Concha brought
Rizal his first sorrow.
At the age of three, Rizal began to take part in the family prayers. When Rizal
was five years old, he was able to read haltingly the Spanish family bible. One of the
memorable anecdotes between the young Jose was when his mother was reading to
him a Spanish reader entitled El Amigo de los Niños (The Children’s Friend). She
noticed him not paying attention to her as she was reading the contents of the book
in Spanish. Jose instead was attracted to a pair of moths circling the flame of the oil
lamp. The smaller moth got so attracted to the flame that if flew too close, its wings
got burned and fell into the oil and died. The Story of the Moth- made the
profoundest impression on Rizal“died a martyr to its illusions”
At the age of five, Rizal began to make sketches with his pencil and to mould
in clay and wax objects which attracted his fancy. Sa Aking Mga Kabata (To My
Fellow Children) - Rizal’s first poem in native language at the age of eight. This
poem reveals Rizal’s earliest nationalist sentiment. At the age of eight, Rizal wrote
his first dramatic work which was a Tagalog comedy.
INFLUENCES ON RIZAL’S BOYHOOD
In the lives of all men there are influences which cause some to be great and
others not. In the case of Rizal, he had all the favorable influences, few other
children in his time enjoyed. Aside from his immediate family, Rizal’s three uncles
added to Rizal’s inspiration. Tio Jose Alberto- studied for eleven years in British
school in Calcutta, India and had traveled in Europe. He inspired Rizal to develop his
artistic ability. Tio Manuel- a husky and athletic man, encouraged Rizal to develop
his frail body by means of physical exercises. Tio Gregorio- a book lover, intensified
Rizal’s voracious reading of good book. Father Leoncio Lopez- the old and learned
parish priest of Calamba, fostered Rizal’s love for scholarship and intellectual
honesty.
TOPIC 3: EARLY EDUCATION IN CALAMBA AND BIÑAN
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At the age of three, Rizal was first taught by his mother, who was remarkable
woman of good character and fine culture. He learned from her the alphabet and the
prayers. At this stage he demonstrated superior intelligence which induced his
parents to hire tutors for him. Maestro Celestino- Rizal’s first private tutor and
Maestro Lucas Padua- Rizal’s second tutor. Later, Leon Monroy- a former
classmate of Rizal’s father became Rizal’s tutor that instructed Jose in Spanish and
Latin. Unfortunately, he died five months later.
On June, 1869- Rizal left Calamba for Binan accompanied by Paciano.
Maestro Justiniano Aquino Cruz was Rizal’s teacher in a private school in Binan.
Jose was 9 years old at that time. The school was also the house of his teacher.
Rizal described him as a tall, thin, long-necked man with a body slightly bent
forward. As a teacher he was quick to discipline his students for any infractions with
a short thin stick, especially if the wrong answer is given. This was the old system of
education at that time. The infliction of pain was made to ensure that the student
remembers the lesson. Jose became an outstanding student surpassing his
classmates in Spanish, Latin, and other subjects. He was also very popular, that
some of his classmates spread rumors to discredit him. Many times he was punished
for his alleged wrongdoings. The day was unusual when Rizal was not laid out on a
bench and given five or six blows because of fighting. Rizal’s daily life in Biñan were
as follows: Heard the four o’ clock mass then at ten o’ clock went home at once and
went at school at two and came out at five. At the end of his schooling, Maestro
Justiniano recommended that Jose should be sent to Manila. In December 17, 1870,
Rizal left Binan after one year and a half of schooling. He bade farewell to this school
and his teacher. He also collected pebbles from the river as souvenirs, knowing that
he will never return to Biñan. After the Christmas of that year Don Francisco decided
to send Jose to Manila to continue his studies.
MARTYRDOM OF GOM-BUR-ZA
Night of January 20, 1872- about 200 Filipino soldiers and workmen of the
Cavite arsenal under the leadership of Lamadrid, Filipino sergeant, rose in violent
mutiny because of the abolition of their usual privileges, including exemption from
tribute and polo (forced labor) by the reactionary Governor Rafael de Izquierdo. The
Spanish authorities, in order to liquidate Fathers Mariano Gomez, Jose Burgos, and
Jacinto Zamora leaders of the secular movement to Filipinize the Philippine parishes,
and their supporters magnified the failed mutiny “into” a “revolt” for Philippine
independence. Fathers Mariano Gomez, Jose Burgos and Jacinto Zamora were
executed at sunrise of February 17,1872, by order of Governor General Izquierdo.
The martyrdom of Gom-Bur-Za in 1872 truly inspired Rizal to fight the evils of
Spanish tyranny and redeem his oppressed people. Rizal dedicated his second
novel, El Filibusterismo, to Gom-Bur-Za.
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INJUSTICE TO RIZAL’S MOTHER

Before June of 1872, tragedy struck the Rizal family. Dona Teodora was
suddenly arrested on a malicious charge that she and her brother, Jose Alberto, tried
to poison the latter’s deceitful wife. She was forced to walk from Calamba to Santa
Cruz (capital of Laguna province), a distance of 50 kilometers. Dona Teodora was
incarcerated at the provincial prison, where she languished for two years and a half.
Recounting this incidence of his mother’s imprisonment, Rizal said in his student
memoirs: “Our mother was unjustly snatched away from us and by whom? By some
men who had been our friends and whom we treated as honored guests.”
TOPIC 4: AT THE ATENEO MUNICIPAL (1872-1877)

The Ateneo Municipal is a college under the supervision of the Spanish
Jesuits. It was formerly Escuela Pia (Charity School), a school for poor boys in
Manila which was established by the city government in 1817. On June 10, 1872,
Rizal accompanied by Paciano went to Manila. Father Magin Ferrando who was the
college registrar, refused to admit Rizal in Ateneo for two reasons: (1) he was late for
registration (2) he was sickly and undersized for his age. Through the intercession of
Manuel Xerez Burgos, Rizal was reluctantly admitted at the Ateneo. Jose was the
first of his family to adopt the surname “Rizal”. He registered under this name at
Ateneo because their family name “Mercado” had come under the suspicion of the
Spanish authorities. At the time Jose studied in the Ateneo, this college was located
in Intramuros 25 minutes’ walk from the college.
JESUIT SYSTEM OF EDUCATION

The system of education given by the Jesuits in the Ateneo was more
advanced than that of other colleges in that period. It trained the character of the
student by rigid discipline and religious instruction. It promoted physical culture,
humanities, and scientific studies. Aside from academic courses leading to the
degree of Bachelor of Arts, it offered vocational courses in agriculture, commerce,
mechanics and surveying. The students heard Mass in the morning before the
beginning of the daily class. Classes in every subject were opened and closed with
prayers.
Students were divided into two groups: Roman Empire- consisting of internos
(boarders) and the Carthaginian Empire- composed of the externos (non-boarders).
The empires had ranks: Emperor- the best student in each “empire, Tribune- the
second best, Decurion- the third best, Centurion-the fourth best and the Stand-
bearer- the fifth best. Between empires they fought for intellectual supremacy. Within
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in the “empire” the students fought for these positions by challenging the ones
holding the ranks to answer questions based on the day’s lesson.
FIRST YEAR IN ATENEO (1872-1873)

Father Jose Bech was Rizal’s first professor in Ateneo. To improve his
Spanish, Rizal took private lessons in Santa Isabel College during the noon recesses
when other students were playing or gossiping. He paid three pesos for those extra
Spanish lessons. Being a newcomer and knowing little Spanish, Rizal was placed at
the bottom of the class. He was an externo, hence he was assigned to the
Carthaginians, occupying the end of the line. After the first week, the frail Calamba
boy progressed rapidly. At the end of the month, he became “emperor”. He was the
brightest pupil in the whole class, and he was awarded a prize, a religious picture.
He was proud of it because it was the first prize he ever won at the Ateneo.
In the second half of his year in the Ateneo, he did not try enough to retain his
academic supremacy which he held during the first half of the term because he
resented some remarks of his professor. He placed second at the end of the year,
although all his grades were still marked “Excellent”. At the end of the school year in
March, 1873, Rizal returned to Calamba for summer vacation. He did not enjoy his
vacation because his mother was in prison. Without telling his father, he went to
Santa Cruz and visited his mother in prison. He told her of his brilliant grades at the
Ateneo. She gladly embraced her favorite son. When the summer vacation ended,
Rizal returned to Manila for his second year term in Ateneo.
SECOND YEAR IN ATENEO (1872-1873)

Nothing unusual happened to Rizal during his second term in the Ateneo,
except that he repented having neglected his studies the previous year. To regain
his lost class leadership, he studied harder. Once more he became “emperor”. At the
end of the school year, Rizal received excellent grades in all subjects and a gold
medal. With such scholastic honors, he triumphantly returned to Calamba in March,
1874 for the summer vacation.
PROPHECY OF MOTHER’S RELEASE

Rizal lost no time in going to Santa Cruz in order to visit his mother in the
provincial jail. He cheered up Doña Teodora’s lonely hearth with news of his
scholastic triumphs in Ateneo and with funny tales about his professors and fellow
students. His mother was very happy to know that her favorite child was making
such splendid progress in college. In the course of their conversation, Doña Teodora
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told her son of her dream the previous night. Rizal, interpreting the dream told her
that she would be released from prison in three months’ time. Barely three months
passed, and suddenly Doña Teodora was set free. By that time, Rizal was already in
Manila attending his classes at the Ateneo.
TEENAGE INTEREST IN READING

It was during the summer vacation in 1874 in Calamba when Rizal began to
take interest in reading romantic novels. As a normal teenager, he became
interested in love stories and romantic tales. The Count of Monte Cristo by
Alexander Dumas- the first favorite novel of Rizal which made a deep impression on
him. As a voracious reader, he read not only fiction, but also non-fiction. The
Universal History by Ce sar Cantu- Rizal persuaded his father to buy him this costly
set of historical work that was a great aid in his studies and enabled him to win more
prizes in Ateneo. Later Rizal read the book of Dr. Feodor Jagor- He wrote Travels in
the Philippines. Rizal was impressed in this book because of (1) Jagor’s keen
observations of the defects of Spanish colonization, (2) his prophecy that someday
Spain would lose the Philippines and that America would come to succeed her as
colonizer.
THIRD YEAR IN ATENEO (1874-1875)

When Rizal returned for his third year, his mother was released from prison.
He was able to concentrate more on his studies. However, at the end of the year, he
remained dissatisfied even as his grades remained excellent. He won only a single
medal in Latin as his Spanish classmate beat him in speaking Spanish. At the end of
the school year (March 1875), Rizal returned to Calamba for the summer vacation.
FOURTH YEAR IN ATENEO (1875-1876)

After a refreshing and happy summer vacation, Rizal went back to Manila for
his fourth year course. On June 16, 1875, he became an interno in the Ateneo. One
of his professors this time was Fr. Francisco de Paula Sanchez- a great educator
and scholar, one of Rizal’s professors who inspired him to study harder and to write
poetry. Rizal was highest in all subjects and won five medals at the end of the
school term. He was the most brilliant Atenean, he was truly “the pride of the
Jesuits”. On March 23, 1877- Commencement Day, Rizal, who was 16 years old,
received the degree of Bachelor of Arts, with highest honors.
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EXTRA-CURRICULAR ACTIVITIES
Rizal, unsurpassed in academic triumphs, was not a mere bookworm. He was
active in extra-curricular activities. An “emperor” inside the classroom, he was a
campus leader outside. He was an active member later secretary, of a religious
society, the Marian Congregation. He was accepted as member of this solidarity not
only because of his academic brilliance but also because of his devotion to Our Lady
of the Immaculate Conception, the college patroness. Rizal was also a member of
the Academy of Spanish Literature and the Academy of Natural Sciences. These
“academies” were exclusive societies in the Ateneo, to which only Ateneans who
were gifted in literature and sciences could qualify for membership.
POEMS
It was Dona Teodora who was first discovered the poetic genius of her son,
and it was also she who first encouraged him to write poems. However it was Father
Sanchez who inspired Rizal to make full use of his God-given gift in poetry.
Some examples of his writings when he was at Ateneo:
1874- Mi Primera Inspiracion (My First Inspiration), the first poem Rizal
probably wrote during his days in Ateneo which was dedicated to his mother on her
birthday; Rizal wrote it before he was 14 years old.
1876, Rizal wrote poems on various topics-religion, education, childhood
memories and war. Below are some of his outstanding poems:
1. Un Recuerdo a Mi Pueblo (In Memory of My Town)- a tender poem in
honor of Calamba, the hero’s natal town, Rizal was 15 yrs old when he wrote this
poem;
2. Alianza Intima Entre la Religion y la Buena Educacion (Intimate Alliance
Between Religion and Good Education)- Rizal showed the importance of religion in
education;
3.San Eustacio, Martir (St. Eustace, the Martyr)- a drama based on the prose
story of St. Eustace which he wrote in poetic verses during the summer vacation of
1876 and finished it on June 2, 1876.
PAINTINGS AND SCULPTURAL WORKS

Aside from writing poetry, he devoted his spare time to fine arts. He studied
painting under the famous Spanish painter Agustin Saez, and sculpture under
Romualdo de Jesus, noted Filipino sculptor. Both art masters honored him with their
affection, for he was a talented pupil.
33
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FIRST ROMANCE OF RIZAL
Rizal was linked to numerous women

in his day, but the first love he ever had,
according to his diary Memorias de un
Estudiante de Manila, was Segunda
Katigbak. He details his feelings for her and
documents their correspondence, which is
something many of us can relate with. These
were the three words Rizal used to describe
the 14-year-old Katigbak in his diary. “She is
not the most beautiful woman I had ever
seen,” writes Rizal somewhat harshly, “but I
blushed every time she looked at me,” he
concedes. “I have not met anyone more
alluring and beguiling.”Coincidentally, Katigbak attended the same school as Rizal’s
sisters, Colegio de la Concordia. Many times, Rizal visited Katigbak at La Concordia
under the pretense of visiting his sisters there.
Despite the many times they rendezvoused, Rizal and Katigbak never
became official, writes Ocampo. Rizal suspected the latter was already engaged,
which was a mistake. He decided to stay away from Katigbak and made excuses for
himself. In his youth, Rizal was also naïve about the qualities of real love, equating it
with physical attractiveness and wealth. “I shut my heart out to love,” writes Rizal in
his diary, “I am not rich and I am not handsome; I am neither sophisticated nor
attractive,” he continues. “Until I see more proof that she loves me, I will not commit
to her or tell her that I love her.” Their relationship ended when Katigbak was
instructed by her father to return to their family’s province in Laguna.
The last time they ever met was at a fiesta in Laguna, when Rizal, astride his
horse, rode up to Katigbak. She'd expected him to get down, talk, and have a good
time. However, Rizal became immobile and speechless.“I said nothing. All I did was
take off my hat,” he confesses in his diary. “The same thing happens to me at the
34
Roxas, Isabela
most trying times of my life! I become too slick, speechless, and overcome with
emotions.” Rizal’s first romance was ruined by his own shyness and reserve.
ACTIVITY NO. 1 - QUIZ: WHAT’S IN THE NAME?

Directions: Give the source and meaning of each name and surname of Dr. Jose
Protacio Rizal Mercado y Realonda.
NAME SOURCE MEANING
1. Jose
2. Protacio
3. Rizal
4. Mercado
5. Alonzo
6. Realonda
ACTIVITY 2
Create a timeline of Rizal's Childhood and Early Education
35
Roxas, Isabela

a) http//www.filipinaslibrary.org.ph/filipiniana-library/filipiniana/70-features/120-
jose-protacio-alonso-realonda-mercado-rizal
b) https://www.esquiremag.ph/the-good-life/pursuits/jose-rizal-segunda-katigbak-
relationship-a1957-20190214-lfrm
c) http//www.nhi.gov.ph//index.php?
option=com_comcontent&task=view&id=13&/temid=3
7. Flexible Teaching Learning Modality (FTLM) adopted
A. Online (synchronous) -
Actual online classes thru live chats, meetings, consultation via the
following: Video call in messenger, Zoom meetings, Google Meet and other
online platforms.
B. Remote (asynchronous) - Independent study and work on: self-

guided modules, supplemental videos, readings, lesson plans, research, and
check-ins and exchanges using any of the following: Google Classroom,
Messenger, text and call.
8. Assessment Task
Read Rizal's Memoirs of a students in Manila. Write a short biographical

essay that compares your early childhood with that of Rizal’s.
9. REFERENCES:
Joanquin, N.(1996). Rizal in Saga: A Life for Student Fans. Manila: Philippine
National Contennial Commission, 1995
National Historical Commission, “Paciano Rizal.” National Historical Commission.
http//www.nhi.gov.ph/downloads/mp0131.pdf
Philippine Revolution. “Jose Rizal.” Philippine Revolution. http//Philippine-
revolution.110mb.com/rizal_detailed_html
Rafael, V. On Rizal’s El Filibusterismo UCLA Center for Southeast Asian Studies
Reyno, C G.(2011) “Rizal’s Paternal Lineage.” Pambansang Komisyong
Pangkasaysayan.
36
Roxas, Isabela
http//www.filipinaslibrary.org.ph/filipiniana-library/filipiniana/70-features/120-jose-
protacio-alonso-realonda-mercado-rizal
https://www.esquiremag.ph/the-good-life/pursuits/jose-rizal-segunda-katigbak-
relationship-a1957-20190214-lfrm
http//www.nhi.gov.ph//index.php?option=com_comcontent&task=view&id=13&/
temid=3
1. Title of the Module

Chapter 4: Rizal’s life: Higher Education and Life Abroad
2. Introduction
This chapter deals with an analysis and evaluation of Jose Rizal's life:
his quest for higher education and struggles and challenges in his life abroad. He
was not only busy academically but he spent much of his time in self-improvement
via self-education. In his spare time he also learned sculpture, painting, languages
and kept up with the latest research in philosophy and science. It will also examine
the contributions of Rizal as the leader of the propaganda movement that awakened
the Filipino people from the abuses of the Spanish colonizers.an unwavering
campaign for political and social freedoms. In this module, students are initiated to a
reflective study about the aspects of Rizal’s life, a genius with many talents and most
importantly his good traits and virtues that are worthy to be emulated.
3. Learning Outcomes
At the end of this module, the students should be able to:
a. Analyse and evaluate the important events in the life Rizal abroad;
b. Reflect on the importance of Higher Education to the life of Jose Rizal;
c. Explain the principles of assimilation advocated by the propaganda
movement;
d. Appraise Rizal’s relationship with other propagandists;
e. Examine Rizal’s growth as a propagandist and disavowal of assimilation.
4. Learning Content
Now, let us discuss important ideas and information regarding Rizal’s life:
Higher
Education and Life Abroad.
37
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TOPIC 1- A STUDENT AT THE ATENEO (1872-1877)
Introduction:
Jose was sent to Manila four months after
the martyrdom of Gom-Bur-Za and with
Dona Teodora still in prison. He studied in
the Ateneo Municipal - a college under the
supervision of the Spanish Jesuits. Ateneo
Municipal, a bitter rival of the Dominican-
owned College of San Juan de Letran
formerly the Escuela Pia (Charity School)-
for poor boys in Manila established in 1817,
In 1859- name was changed to Ateneo
Municipal by the Jesuits and later became
the Ateneo de Manila.
RIZAL ENTERS ATENEO
• June 10, 1872- Jose, accompanied
by Paciano, went to Manila to take the
entrance examinations on Christian
Doctrine, arithmetic, and reading at the College of San Juan de Letran, and passed
them. His father was the first one who wished him to study at Letran but he
changed his mind and decided to send Jose at Ateneo instead. Father Margin
Fernando, college registrar of Ateneo Municipal, refused to admit Jose because: He
was late for registration and; He was sickly and undersized for his age (11 years
old). Upon the intercession of Manuel Xeres Burgos, nephew of Father Burgos, he
was admitted at Ateneo. Jose adopted the surname Rizal at the Ateneo because
their family name Mercado had come under suspicion of the Spanish authorities.
Ateneo was located in Intramuros, within the walls of Manila. He boarded in a house
38
Roxas, Isabela
on Caraballo Street, 25 min walk from the college. The boarding house was owned
by Titay, who owed Rizal family P300. Jose boarded there to collect part of the debt.
JESUITS SYSTEM OF EDUCATION
• Jesuits trained the character of the student by rigid discipline, humanities and
religious instruction. They heard Mass early in the morning before the beginning of
daily class. Classes were opened and closed with prayers. Students were divided
into two groups: Roman Empire- consisting of the internos (boarders) with red
banners. Second group, Carthaginian Empire- composed of the externos (non-
boarders) with blue banners each of these empires had its rank. Students fought for
positions. With 3 mistakes, opponent‘s position could lose his position. - 1st best:
emperor - 2nd best: tribune - 3rd best: decurion - 4th best: centurion - 5th best:
standard-bearer. Ateneo students‘ uniform is consisted of hemp-fabric trousers´ and
striped cotton coat. The coat was called Rayadillo and was adopted as the uniform
for Filipino troops during the days of the First Philippine Republic.
RIZAL’S FIRST YEAR IN ATENEO (1872-1873)
• Rizal‘s first professor in Ateneo was Fr. Jose Bech. Rizal was placed at the
bottom of the class since he was a newcomer and knows little Spanish. He was an
externo (Carthaginians), occupying the end of the line. But at the end of the month,
he becomes emperor´ of his Empire. He was the brightest pupil in the whole class,
and he was awarded a prize, a religious prize. Rizal took private lessons in Santa
Isabel College during noon recesses to improve his Spanish language paying three
pesos for those extra lessons. He placed second at the end of the year, although all
his grades were still marked Excellent´
SUMMER VACATION (1873)
• Rizal didn‘t enjoy his summer because his mother was in prison so Neneng
(Saturnina) brought him to Tanawan. But without telling his father, he went to Santa
Cruz to visit her mother in prison. He told her of his brilliant grades. After summer, he
returned to Manila and now boarded inside Intramuros at No. 6 Magallanes Street.
Dona Pepay, who had a widowed daughter and 4 sons, was his landlady.
PROPHECY OF MOTHER’S RELEASE
• Dona Teodora told her son of her dream the previous night. Rizal, interpreting
the dream, told her that she would be released from prison in 3 months‘ time. It
became true. Dona Teodora likened his son to the youthful Joseph in the Bible in his
ability to interpret dreams.
• Teenage Interest in Reading. The first favorite novel of Rizal was The Count
of Monte Cristo by Alexander Dumas. His boyish imagination was stirred by the
sufferings of Edmond Dantes (the hero) in prison, his spectacular escape from the
dungeon of Chateau de If, his finding a buried treasure in the rocky island of Monte
Cristo, and his dramatic revenge on his enemies who had wronged him. Rizal also
read non-fiction. He persuaded his father to buy a costly set of Cesar Cantu‘s
39
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historical work entitled Universal History. He also read Travels in the Philippines by
Dr. Feodor Jagor, a German scientist-traveler who visited Phil in 1859-60.He was
impressed by: Jagor‘s keen observations of the defects of Spanish colonization; and
his prophecy that someday Spain would lose the Philippines and that America would
come to succeed her as colonizer.
THIRD YEAR IN ATENEO (1875-76)
• June 16, 1875- He became an interno in Ateneo. Fr. Francisco de Paula
Sanchez, one of his professors, inspired him to study harder and write poetry. Rizal‘s
best professor in Ateneo. Rizal described him as model of uprightness, earnestness,
and love for the advancement of his pupils. He returned to Calamba with 5 medals
and excellent ratings.
FOURTH YEAR IN ATENEO

• March 23, 1877- Rizal, 16 years old, received from his Alma Mater, Ateneo
Municipal, the degree of Bachelor of Arts, with highest honors. Rizal was the highest
in all subjects and won five medals at the end of the school term. He excelled in all
his subjects and was the most brilliant Atenean, he was truly “the pride of the
Jesuits”
EXTRA-CURRICULAR ACTIVITIES IN ATENEO
• He was an active member, later secretary, of Marian Congregation - a
religious society. He was accepted because of his academic brilliance and devotion
to Our Lady of Immaculate Conception, the college patroness. He is also a member
of the Academy of Spanish Literature and the Academy of Natural Sciences. He
studied painting under Agustin Saez, a famous painter, and sculpture under
Romualdo de Jesus. He continued his physical training under hi sports-minded Tio
Manuel.
SCULPTURAL WORKS IN ATENEO
• He carved an image of The Virgin Mary on a piece of batikuling (Philippine
hardwood) with his pocketknife. The Jesuits fathers were amazed. Father Lleonart
requested him to carve for him an image of the Sacred Heart of Jesus. He intended
to take the image with him in Spain but forgot to do so. So the Ateneo boarders
placed it on the door of their dormitory. It plays a significant part in Rizal‘s last hours
at Fort Santiago.
POEMS WRITTEN IN ATENEO
• Mi Primera Inspiracion (My First Inspiration) - first written poem of Rizal, which
was dedicated to his mother on her birthday. He wrote it when he was 14 years old.
El Embarque: Himno a la Flota de Magallanes ( The Departure: Hymn to Magellan‘s
Fleet). Y Es Espanol: Elcano, el Primero en dar la Vuelta al Mundo (And He is
Spanish: Elcano, the Fist to Circumnavigate the World). El Combate: Urbiztondo,
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Terror de Jolo (The Battle: Urbiztondo, Terror of Jolo) In 1876, he wrote poems on
religion, education memories and war. (e.g. In Memory of my Town)
RIZAL’S POEM ON EDUCATION

•Through Education Our Motherland Receives Light- education plays in the progress
and welfare of a nation.
•The Intimate Alliance Between Religion and Good Education- showed that
Education without God is not true education
RIZAL’S RELIGIOUS POEM
•Al Nino Jesus (To the Child Jesus)- written when he was 14 years old, expressing
his Catholic faith devotion.
•A La Virgen Maria (To the Virgin Mary)
MOTHER’S OPPOSITION TO HIGHER EDUCATION

• Both Don Francisco and Paciano wanted Jose to pursue higher learning in the
university. But Dona Teodora who is a woman of education and culture objects to
Rizal desire for University education. She knew what happened to the Gom-Bur-ZA,
and told her husband “ Don’t send him to Manila again, he knows enough. If he gets
to know more the Spaniards will cut off his head”.
TOPIC 2- THE UNIVERSITY OF STO. TOMAS (1877- 1882)
RIZAL ENTERS THE UNIVERSITY

• Rizal took the course on Philosophy
and Letters. Two reasons why Rizal
enrolled in these course: His father like
it; and He was still uncertain as to what
career to pursue. It was the following
term (1878-1879)
RIZAL TOOK UP THE MEDICAL
COURSE
• Two reasons: He received the advice
of Father Pablo Ramon, Ateneo’s
Rector to study medicine and to be
able to cure his mother’s growing
blindness.
41
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• He excelled in all subjects in the surveying course in Ateneo.

• He obtained gold medals in agriculture and topography
FINISHES SURVEYING COURSE IN ATENEO
• 1877-1878 Rizal took the vocational course leading to the title of ―perito
agrimensor” (expert surveyor). He passed the final examination in the surveying
course on November 25, 1881. He remained loyal to Ateneo.
LITERARY WORKS (1879)
• Liceo-Artistico-Literario (Artistic-Literary Lyceum) of Manila, a society of
literary men and artists, held a literary contest.
1. A La Juventud Filipino (to the Filipino youth)- a poem written by Rizal, it was
the first prize winner. Two reasons why Rizal‘s poem is a classic in the
Philippine literature: 1. It was the first great poem in Spanish written by
the Filipino, whose merit was recognized by Spanish literary authorities. 2. It
expressed for the first time the nationalistic concept that the Filipino, and not
the foreigners, was the ―fair hope of the fatherland.
2. THE COUNCIL OF THE GODS (1880)

An allegorical drama written by Rizal which he entered in the literary contest of
Artistic-Literary Lyceum in 1880 to commemorate the fourth centennial of the death
of Cervantes. It was a literary masterpiece based on the Greek classics. The prize
was awarded to Rizal, a gold ring on which was engraved the bust (figure) of
Cervantes.
3. Junto al Pasig (Beside the Pasig)
a zarzuela, written by Rizal. It was staged by the Ateneans on December 8, 1880,on
the occasion of the annual celebration of the Feats Day of the Immaculate
Conception, Patroness of the Ateneo.
CHAMPION OF THE FILIPINO STUDENTS
• Rizal was the champion of the Filipino students. In 1880. Rizal founded a
secret society of Filipino students. He became the chief of the secrete students
society.
UNHAPPY DAYS AT THE UST

• Rizal found the atmosphere at the University of Santo Tomas suffocating to
his sensitive spirit. He was unhappy at this Dominican institution of higher learning
because:
(1) the Dominican professors were hostile to him
(2) the Filipino students were racially discriminated by the Spaniards
(3) the method of instruction was obsolete and repressive
42
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TOPIC 3- IN SPAIN 1882-1885

After finishing the 4th year of the medical course in the University of Santo Tomas,
Rizal decided to complete his studies in Spain.
SECRET MISSION IN SPAIN
• to observe keenly the life and culture, languages and customs, industries and
commerce, and governments and laws of the European nations. In order to prepare
himself in the mighty task of liberating his oppressed people from Spanish tyranny.
RIZAL IN BARCELONA
• May 3, 1882- Rizal departed on
board the Spanish Steamer Salvadora
bound for Singapore. Rizal’s departure
for Spain was kept secret to avoid
detection by the Spanish authorities and
the friars
• June 16, 1882- Rizal finally
reached his destination—Barcelona.
ARTICLES WRITTEN BY RIZAL
• Amor Patrio (Love Of Country) -
a nationalistic essay written by Rizal
under his pen name Laong Laan which
urged his compatriots to love their
fatherland, the Philippines. Basilio Teodoro Moran- publisher of Diariong Tagalog.
Other written articles of Rizal: - Los Viajes (Travels)- second article - Revista de
Madrid (Review of Madrid)- returned to him because the Diariong Tagalog had
ceased publication for lack of funds.
RIZAL IN MADRID
• November 3, 1882- Rizal enrolled in Universidad Central de Madrid in two
courses- Medicine and Philosophy and Letters. Rizal led a Spartan life in Madrid.
• He also studied in Painting and Sculpture in the Academy of Fine Arts and
took lessons in French, German and English.
CIRCULO HISPANO-FILIPINO (HISPANO-PHILIPPINE CIRCLE)
43
Roxas, Isabela
• Shortly after his arrival, Rizal joined the Circulo Hispano-Filipino (Hispano-
Philippine Circle), a society of Spaniards and Filipinos.
• “They Ask Me For Verses” (Me Piden Versos) - a poem written by Rizal in
response to the request of the members of the society. It is a sad poem in which
Rizal poured out the cry of his agonizing heart.
RIZAL AS LOVER OF BOOKS
• Beecher Stowe’s Uncle Tom’s Cabin and Eugene Sue’s The Wandering Jew -
aroused the sympathy of Rizal to his oppressed and unfortunate people.
RIZAL AS A MASON
• March 1883- Rizal joined the Masonic Lodge Acacia in Madrid under his
Masonic name Dimasalang. Rizal‘s reasons of becoming a mason: 1. the bad friars
in the Philippines, by their abuses unworthy of their priestly habit or calling, drove
Rizal to desperation and Masonry; 2. he needed the help of the Masons to fight the
bad friars in the Philippines, for Masonry, to Rizal, was a shield to use in his fight
against the evil forces of tyranny.
RIZAL IN PARIS, CAPITAL CITY OF FRANCE
• June 17 1883, Rizal sojourn in Paris. He stayed at a cheaper hotel on 124
Rue de Rennes in the Latin Quarter.
• Like all tourist, Rizal was attracted by the beautiful sights of Paris. He visited
important landmarks like the Place de la Concorde, Arch of Triumph, the Cathedral
of Notre Dame and others. Rizal improved his mind by observing closely the French
way of life. He spent his hours in museums, botanical garden and art galleries.
According to Rizal “Paris is the costliest capital in Europe.” Prices of food, drinks,
theatre, laundry, hotels and transportation were too high.
• Two hospitals where Rizal made some observations:
Laennec Hospital- where Rizal observed Dr. Nicaise treating his patients
Lariboisiere Hospital- where Rizal observed the examination of different diseases of
women.
• August 20, 1883 he returned to Madrid and continues with his studies.
RIZAL’S SALUTE TO LUNA AND HIDALGO.
• In the evening of June 25, 1884, a banquet was sponsored by the Filipino
community to celebrate the double victory of the Filipino artist in the National
Exposition of Fine Arts in Madrid - Luna’s Spoliarium winning the first prize and
Hidalgo’s Christian Virgins Exposed to the Populace second prize. Rizal was the
guest speaker. It was a magnificent speech of Rizal, he saluted Luna and Hidalgo
being the two glories of Spain and the Philippines. He also assailed with refined
sarcasm the bigotry and blindness of certain unworthy Spaniards who could not
comprehend the universality of Genius.
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STUDIES COMPLETED IN SPAIN

• June 21, 1884- conferred the degree of Licentiate in Medicine. He was not
awarded his Doctor‘s diploma due to the fact that he did not present the thesis
required for graduation nor paid the corresponding fees.
June 19, 1885- Licentiate in Philosophy and Letters with the rating of
“Excellent”(Sobresaliente).
TOPIC 4- CONTINUED STAY IN EUROPE 1885-1887

• Rizal went to Paris and Germany in order to specialize in Ophthalmology. He
travelled and observed European life and customs in Paris, Heidelberg, Leipzig, and
Berlin.
PARIS (1885-1886)
• He was 24 years old and already a physician, he went to Paris to obtain
knowledge in Ophthalmology. In November 1885, he worked for four months as an
assistant to Dr. Louis de Weckert, a leading French ophthalmologist.
• Outside of his working hours, he also found time to relax and be with his good
friends like the Pardo de Taveras, Juan Luna and Felix Resurreccion Hidalgo. At the
studio of Juan Luna, he improved his painting technique. He became a model to
Juan Luna’s several paintings. In the home of the Pardo de Tavera, Rizal played the
flute, he admitted that he had no natural aptitude for music.
GERMANY
IN HEIDELBERG
• In February 1886, Rizal left Paris and went to Germany. He arrived in
Heidelberg, a historic city in Germany famous for its old university and romantic
surroundings.
• He lived near the University of Heidelberg and worked as an assistant to Dr.
Otto Becker at the University Eye Hospital. Outside his apprenticing hours, he also
listened to lectures delivered by Dr. Becker and Prof. Wilhelm Kuchne.
• Rizal devoted his free time visiting Heidelberg Castle, Neckar River, the
theatre and some old churches found in the city. The Neckar River and the beautiful
spring flowers blooling along its banks reminded him of how dearly he missed
Calamba.
• April 22, 1886, Rizal wrote a touching poem entitled To the Flowers of
Heidelberg.
IN WILHELMSFELD
45
Roxas, Isabela
• A mountainous village near Heidelberg where Rizal spent his summer

vacation.
• Rizal lived with the family of Pastor Karl Ullmer, a Protestant pastor who
became his good friend and admirer. The pleasant personality and talents in
languages and sketching endeared him to the Ullmer’s family.
• For three months he enjoyed the hospitality and kindness of the family.
• June 25, 1886, he returned to Heidelberg.
FIRST LETTER TO BLUMENTRITT
• July 31, 1886 Rizal wrote his first letter in German to Professor Ferdinand
Blumentritt, Director of the Ateneo of Leitmeritz, Austria. Rizal wrote to him after
learning that this ethnologist was interested in the Tagalog language. He sent him a
book entitled Arithmetica. Published in 2 languages- Spanish and Tagalog. By UST
Press of 1868. Author was Rufino Baltazar Hernandez a native of Santa Cruz,
Laguna. Ferdinand reciprocated the thoughtful gesture of Rizal by sending him two
books. The exchanged marked the beginning of their long and beautiful friendship.
IN LEIPZIG
• In August 1886, Rizal arrived in Leipzig. He stayed here for two months doing
a lot of writing and translating.
• He very much liked what he saw, the magnificent buildings, wide and clean
streets and amiable people.
• William Tell- written by Schiller, Rizal translated it from German into Tagalog
so that Filipino might know the story of the champion of Swiss independence.
• Hans Andersen’s Fairy Tales - Rizal also translated this in Tagalog for his
nephews and nieces.
• Because of his knowledge of German, Spanish, and other European
languages, Rizal worked as proof-reader in a publishing firm.
• He attended some lectures on history and psychology at the University of
Leipzig and met Professor Friedrich Ratzel- a famous German historian and Dr.
Hans Meyer- German anthropologist. They had become his friends.
IN BERLIN
• In November 1886, Rizal arrived in Berlin. He was enchanted by this city
because of its scientific atmosphere and the absence of racial prejudice.
• Dr. Feodor Jagor - Rizal met for the first time this celebrated German
scientist-traveler and author of Travels in the Philippines, a book which Rizal read
and admired during his student days in Manila.
• Dr. Rudolf Virchow- a famous German anthropologist. (Dr. Jagor, introduced
Rizal to Dr. Virchow)
46
Roxas, Isabela
• Dr. Ernest Schweigger (1830-1905)- famous German ophthalmologist where

Rizal worked
• Rizal became a member of the Anthropological Society, the Ethnological
Society, and the Geographical Society of Berlin, upon the recommendation of Dr.
Jagor and Dr. Meyer
• Tagalische Verkunst (Tagalog Metrical Art)- Rizal wrote this scholarly paper in
German which he read before the society in April 1887. This paper was published by
the society in the same year, and elicited favorable comments from all scientific
quarters
GERMAN WOMEN AND THEIR CUSTOMS
• Rizal wrote a letters addressed to his sister, Trinidad. He said that German
woman is serious, diligent, educated, and friendly. She is not gossipy, frivolous and
quarrelsome.
• Aside from women, Rizal admired the German customs. The Christmas
custom of the German delighted him most of his yuletide custom he wrote on
Christmas eve. Another interesting German custom observed by Rizal is self-
introduction to strangers in a social gathering.
NOLI ME TANGERE PUBLISHED IN BERLIN (1887)
• March 21, 1887- the Noli Me

Tangere came off the press. The title
Noli Me Tangere is a Latin phrase which
means “Touch Me Not”. “Noli Me
Tangere, are words taken from the
Gospel of St. John (Chapter 20 Verses
13 to 17).
Rizal dedicated his Noli Me Tangere to
the Philippines—“To My Fatherland”. It
contains 63 chapters and an epilogue.
Maximo Viola- The savior of Noli, he
gave him the needed funds to publish the novel.
GRAND TOUR FROM GERMANY TO ITALY

• May 11, 1887- Rizal and Viola left Berlin by train going to Dresden, one of the
best cities in Germany
47
Roxas, Isabela
• May 13- 16, 1887- Rizal and Viola went to Leitmeritz, Bohemia to visit
Professor Blumentritt. A kind-hearted, old Austrian professor who became a dear
friend of Rizal.
• With Prof. Blumentritt as their guide, Rizal and Viola visited the churches, the
residence of the Bishop and other important buildings of the city.
• From May 20-30, 1887 -They visited other cities in Europe like, Prague,
Vienna- the "Queen of Danube", Lintz, Rheinfall, Munich and Nuremberg. They
visited museums, magnificent buildings, cathedrals and beautiful sights.
• June 2 to 3, 1887- stayed at

Schaffhausen, Switzerland. GENEVA-
This Swiss city is one of the most
beautiful cities in Europe, visited by
world tourists every year.
• June 19, 1887- Rizal treated Viola to
a blow-out. It was his 26th birthday.
Rizal and Viola spent fifteen delightful
days in Geneva.
• June 23, 1887- Viola and Rizal parted ways—Viola returned to Barcelona
while Rizal continued the tour to Italy
• June 27, 1887- Rizal reached Rome, the “Eternal City” and also called the
“City of the Caesars. After a week of wonderful sojourn in Rome, Rizal prepared to
return to the Philippines.
TOPIC 5- FIRST RETURN TO THE PHILIPPINES 1887-1888
TRAVEL TO THE PHILIPPINES
The stunning beauty of the European lands did not stop Rizal from continuously
adoring his native land. After the Noli Me Tangere was published, he decided to
return to Calamba despite the many warning he received from friends and relatives
alike.
• He had four reasons for returning to the Philippines:
a) To perform an operation on Dona Teodora’s eyes;
b) To defend his oppressed countrymen more effectively than doing so in a
foreign land;
c) To find out how his Noli was received by the Filipinos and Spaniards; and
d) To know the reason for Leonor Rivera’s long silence.
• July 3, 1887, Rizal left Marseilles (France), it was his first return to the
Philippines after leaving it to study in Spain five years ago.
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• August 6, 1887, he arrived in Manila and visited some friends.

AT HIS HOMETOWN
• August 8, 1887, he reached Calamba. He opened a medical clinic and
restored his mother’s vision. Such “miraculous” news spread throughout the
community like wild fire, thus, his clinic was flocked by people aspiring for a better
eyesight. Newly arrived from Germany, he began to be known as “ Doctor Uliman”
(from the word Aleman) and soon he acquired a lucrative medical practice. He
earned $900 from his services as physician.
• Rizal opened a gymnasium for young folks, where he introduced European
sports to discourage his town mates from idleness and gambling.
• He also took part in Calamba’s civic affairs and on his spare time made
paintings of the towns landscapes and translated the German poems of Von
Wildernath into Tagalog.
• His happy days at Calamba was marred with the death of his older sister,
Olimpia, and to see Leonor Rivera. His family begged him not to see her at her
hometown in Camiling because of increasing concerns about his safety. Also
Leonor’s mother objected to their relationship.
THE CONTROVERSY OVER THE NOLI
• Copies of the Noli Me Tangere had arrived at the Philippines weeks before
Rizal’s return to the Philippines. Some of copies of his book fell into the hands of the
Spaniards especially the friars. They found the novel “heretical, impious, and
scandalous in the religious order and anti-patriotic, subversive of public order,
injurious to the government of Spain and its function in the Philippine Islands in the
political order”.
• The controversy over the novel had reached the office of Governor General
Emilio Terrero. He requested Rizal to come to Malacańang Palace. Rizal met
Governor General Emilio Terrero who informed him of the charges against him. As a
defense, Rizal told Terrero that Noli only expose reality. Not having read the book
yet and out of curiosity, the governor general asked for a copy of the controversial
novel, which he later confessed that he enjoyed reading. He saw no problem on the
book, yet to protect Rizal’s life which was then in danger, he assigned Jose Taviel de
Andrade, a young Spanish lieutenant, as Rizal’s personal bodyguard. The friars
asked Governor General Terrero to deport him, but the latter refused because there
was no valid charge against Rizal in court.
• While still in Calamba, Rizal was seen as a troublemaker. There are
groundless tales circulated by his enemies that he was “a German spy, an agent of
Bismarck, a Protestant, a Mason, a witch, a soul beyond salvation, etc.” Realizing
that his family’s and friend’s safety were risked; and that his fight against the
Spaniards have better chance of winning if he’d stay abroad, Rizal, six months after,
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finally decided to sail back to Europe. His plan was to return to Europe via Hong
Kong, Macao, Japan and the United States
TOPIC 6- TRAVELS IN ASIA ( HONG KONG, MACAU AND JAPAN) AND THE
U.S.
FIRST TRIP TO HONG KONG AND MACAU
• On February 3, 1888, with a heavy heart, Rizal left Manila for Hong Kong. His
powerful enemies refused to give him peace and quiet. Anonymous letters with
threats on his life were sent to his parents’ house in Calamba.
• On February 8, 1888- Rizal arrived in Hong Kong and he was welcomed by
Filipino residents.
• Jose Sainz de Varranda, Terrero’s former secretary, followed Rizal in the said
British colony, and was believed to be commissioned by the Spanish authorities to
spy on the hero.
• While in Hong Kong, Rizal engaged in cultural activities. Among the
experiences while he observed were:
a) The Chinese way of celebrating their New Year, which included making noise
and exploding firecrackers to drive away evil spirits;
b) Chinese lauriat parties, where they served many different types of dishes;
c) Chinese theatres which used symbolisms and noisy music to entertain an
equally noise audience;
d) He also managed to visit different churches and cemeteries that were owned
by Catholics, Protestants, and Muslims.
• On February 18-21, 1888, Rizal also visited Macau, a Portuguese colony near
Hong Kong. He was invited to stay at the residence of Don Juan Francisco Lecaros,
who was a former Filipino delegate to the Spanish Cortes. For two days, Rizal
enjoyed being a tourist and visited different cultural places which included churches,
botanical gardens, theaters and the Macao Casino.
• February 22, 1888- Rizal left Hong Kong, his destination was Japan.
IN JAPAN
• February 28, 1888- Rizal arrived in Yokohama, the next day he went to Tokyo
and stayed at Tokyo Hotel for six days.
• Shortly after his arrival, Juan Perez Caballero-secretary of the Spanish
Legation, visited Rizal at his hotel who latter invited him to live at the Spanish
Legation. Rizal being an intelligent man, realized that the Spanish diplomatic
authorities were instructed from Manila to keep track of his activities. Since it was
economical to stay at the legation and he believed that he had nothing to hide, he
accepted it.
• March 7, 1888- Rizal checked out of Tokyo Hotel and lived at the Spanish
Legation
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• Rizal was impressed by the scenic Japan and had keenly observed the life,
customs, and culture of the people. The things which favourably impressed Rizal in
Japan were: the beauty of the country; the cleanliness, politeness, and industry of
the Japanese people; the picturesque dress and simple charm of the Japanese
women; there were very few thieves in Japan; beggars were rarely seen in the city,
streets, unlike in Manila and other cities.
• April 13, 1888, Rizal left Japan and boarded the Belgic, bound for the United
States.
RIZAL’S VISIT TO THE UNITED STATES (April- May 1888)

• April 28, 1888, Rizal arrived in San Francisco, California. The ship was held
under quarantine by the American health authorities, reasoning that there was a
cholera epidemic in the Far East where their ship come from. Rizal and other first
class passenger of the ship were released from quarantine and allowed to land after
seven days.
• On May 4, 1888, Rizal arrived in San Francisco and registered at the Palace
Hotel and stayed for two days. May 6, 1888, he was in Oakland, he boarded the train
for his grand transcontinental trip to the American continent. He was able to see
places such as Sacramento, Reno, (Nevada), Colorado, Nebraska, Chicago, Albany
and on May 13 he reached New York. He stayed in this city for three days, he visited
the scenic and historic places.
RIZAL’S IMPRESSIONS OF AMERICA
• Good impressions
a) the material progress of the country as shown in the great cities, huge farms,
flourishing industries and busy factories;
b) the drive and energy of the American People
c) the natural beauty of the land
d) the high standard of living;
e) the opportunities for better life offered to poor immigrants.
• Bad impression
a) the lack of racial equality: “America is the land par excellence of freedom but
only for the whites”
• May 16, 1888- Rizal left New York for Liverpool, England.
TOPIC 7- REFORMIST WORKS IN EUROPE (1889-1981)
IN LONDON
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• May 25, 1888 to mid-March 1889- Rizal decided to stay in London because
he could improve his English, study and do an annotation of Antonio Morga’s
Sucecos de las Islas Filipinas and perceived it was a place for him to carry on the
reforms he wanted for the Philippines.
ANNOTATING MORGA’S BOOK
• May 1888-March 1889- He spent ten months (10) in the reading room of the
British Museum deeply immersed in his historical studies in London. This was the
greatest achievement of Rizal in London, the annotating of Morga’s book, Sucesos
de las Islas Filipinas (Historical Events of the Philippine Islands), which was
published in Mexico, 1609.
RIZAL AND THE LA SOLIDARIDAD

• December 31, 1888- inauguration of Asociacion La Solidaridad (Solidaridad
Association), a patriotic society. They crusade for reforms in the Philippine
Government. By unanimous vote of all members, Rizal was chosen honorary
president. This was a recognition of his leadership among all Filipino patriots in
Europe.
• February 15, 1889- Graciano Lopez Jaena founded the patriotic newspaper
called La Solidaridad in Barcelona. A fortnightly periodical which served as the organ
of the Propaganda Movement.
• Its aims were as
follows: to work peacefully
for political and social
reforms; to portray the
deplorable conditions of the
Philippines so that Spain
may remedy them; to
oppose the evil forces of
reaction and medievalism;
to advocate liberal ideas
and progress; to champion
the legitimate aspirations of
the Filipino people to life,
democracy and happiness.
During his stay in London,
Rizal also made used of his
time in writing essays and
articles for La Solidaridad.
He also wrote La Vision del Fray Rodriguez (The Vision of Fray Rodriguez)-
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pamphlet which published in Barcelona under his nom-de-plume Dimas Alang in

order to defense his novel.
• In London, Rizal received both good news and bad news from news. The
good news that Rev. Vicente Garcia was defending his Noli from the attacks of the
friars. On the other hand, the bad news were that the Filipino signatories of the “
Petition of 1888” and the tenants of the Calamba agrarian trouble were facing
persecution; that his brothers-in-law Manuel T. HIdalgo and Mariano Herbosa, were
exiled to Bohol and was denied Christian burial, respectively; and his friend, Laureno
Viadoa, a UST medical student, was imprisoned for possessing some copies of his
Noli.
IN PARIS
• It was mid-March 1899, Rizal decided to move to Paris. He noticed that
Parisian life was different from the life he experienced in London. It was a city
bursting with merriment, exciting events, and unending social gathering. The cost of
living was also very high.
• Rizal never lost his focus although life in Paris was gay, he continued to
spend long hours at the National library in Paris. There, he went on reviewing and
rewriting his historical annotations on De Morga’s Sucesos de las Islas Filipinas. It
was published on January 1890. He also wrote a satirical booklet entitled Por
Telefono, in answer to Fr. Salvation Fort, a Spanish friar who hurled attacks on the
Noli Me Tangere and caused its banning.
• He continued his study on various languages especially the French language,
which he was able to perfect during his 10 months stay at the French capital city.
• He organized a social club called Kidlat Club , a social club which brought
together young Filipinos residing in Paris. Soon, the members of the said club
founded a new Filipino society - the Indios Bravos, an organization which envisioned
Filipinos being recognized by Spain for being excellent in various fields of
knowledge.
• In between his more serious activities, Rizal also had leisurely activities like
socializing with friends in their homes. Among those he frequently visited were the
homes of the Pardo de Taveras, the Venturas, the Lunas, the Bousteads and others.
• Although Rizal lived a frugal life, he prepared a sumptuous Christmas dinner
for some of his friends. Shortly after New Year, he visited London for the last time
In BRUSSELS
• January 28, 1890, left Paris for Brussels. He left the extravagant and gay
social life in Paris and stayed in a boarding house owned by the Jacoby sisters in
Brussels.
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• From 1889- 1890, Rizal continued contributing for La Solidaridad under the
pseudonyms Dimas Alang and Laong Laan. Among the 10 articles he had
contributed below were some of the most famous and important articles:
a) The Philippines Within a Century-article written by Rizal which he expressed
his views on the Spanish colonization in the Philippines.
b) The Indolence of the Filipinos- It is an able defence of the alleged indolence of
the Filipinos.
c) the Sobre la Nueva Ortografia de la Lengua Tagala (The New Orthography of
the Tagalog Language) In this article, he laid down the rules of the new
Tagalog orthography
• From Calamba, Rizal received letters telling that the agrarian trouble in the
province was getting worse, and as such, he decided to go home. But instead of
going home, a letter from Paciano told him that they already lost the case against the
Dominicans and they were in need of a lawyer who would defend their family and the
families in Calamba from Madrid.
• Rizal wrote a letter to Ponce, he announced that he was leaving Brussels and
decided to go to Madrid because this case must be presented to the Supreme Court
and he needs to pay close attention to the developments of the case.
MISFORTUNES IN MADRID (1890-1891)

• August, 1890, Rizal arrived in Madrid. Upon arrival in Madrid. Rizal
immediately sought help of the Filipino colony, The Asociacion Hispano-Filipina, and
the liberal Spanish newspaper in securing justice for the oppressed Calamba
tenants. Nothing came out of this, several newspapers were sympathetic to the plight
of the Calamba tenants but this did not translate to any form of action. By this time,
Francisco Rizal and other tenants were already forcibly evicted from Calamba by
Governor General Valeriano Weyler. Their houses were burned and more people
were exiled regardless of their gender.
• August 1890, Rizal attended a social reunion of the Filipinos in Madrid. After
drinking so many glasses the guests became more talkative. One of them, Antonio
Luna became drunk. Rizal challenged Antonio Luna, it was about the latter’s
frustration with his unsuccessful “love affair” with Nellie Boustead, and so gave
negative remarks on the lady which Rizal did not tolerated. The Filipinos tried to
pacify them, pointing out that such a duel would damage their cause in Spain.
Fortunately, Luna, realized his mistakes he apologized and Rizal immediately
accepted his apology and became good friends again.
• Rizal challenged Wenceslao Retana in a duel. Retana had insulted Rizal and
his family by writing in La Epoca, an anti-Filipino newspaper, that the Rizal family in
Calamba was ejected from their lands because they did not pay their rents. Rizal
was, by nature neither hot-tempered but when the honor of his people, family,
women or friends was besmirched, he never hesitated to fight even if he were risking
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his own life. Retana at once published a retraction and an apology, he knew that
Rizal was superior in both pistol and sword.
• December 1890, Rizal received a letter from Leonor Rivera announcing her
coming marriage to Henry Kipping, an Englishman (the choice of her mother).This
was a big blow for him and his heart broke.
• Another marked event in Madrid was the Marcelo H. del Pilar-Jose Rizal
rivalry for leadership in the Asociacion Hispano Filipino. A fraction emerged from the
Filipinos in Madrid, the Rizalistas and Pilaristas. The group decided that the leader
must be elected by two-thirds vote. Rizal won the election, he was offered the
appointment but he did not want to see the Filipinos in Madrid divided so he thought
it best to leave the city.
• Rizal took a vacation in the resort city of Biarritz on the fabulous French
Riviera. He was a guest of the rich Boustead family at its winter residence—Villa
Eliada. The one month vacation in this city worked wonders for Rizal. This is where
he was able to finish his second novel El Filibusterismo.
• March 30, 1891, Rizal bade farewell to the hospitable and friendly Bousteads
and proceeded to Paris by Train. He stayed at the home of his friend Valentin
Ventura.
RETIREMENT FROM THE PROPAGANDA MOVEMENT

• April 1891, Rizal was back to Brussels where he became busy revising and
polishing the manuscript of El Filibusterismo.
• Rizal retired from the Propaganda Movement. He notified the Propaganda
authorities in Manila to cancel his monthly allowance and devote the money to some
better cause, such as the education of a young Filipino student in Europe. He
desired to publish his second novel, to practice his medical profession, and later
when he became financially independent, he expected to make a more vigorous
campaign for his country’s redemption.
• Simultaneously with his retirement from the Propaganda Movement, Rizal
ceased writing articles for La Solidaridad. Many of his friends in Spain urged him to
continue writing because his articles always attracted considerable attention in
European countries.
• M.H. Del Pilar himself realized the need for Rizal’s collaboration in both the
Propaganda Movement and in the La Solidaridad newspaper because the
enthusiasm for the reform crusade was declining. He wrote to Rizal begging for
forgiveness for any resentment and requesting him to resume writing for the La
Solidaridad.
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• Rizal replied to Del Pilar’s letter, he wrote denying any resentment and
explaining why he stopped writing. Below are reasons why Rizal stopped writing for
La Solidaridad:
a) Rizal need to work on his book ;
b) He wanted other Filipinos to work also;
c) Rizal considered it very important to the party that there be unity in the work ;
d) Marcelo H. Del Pilar is already at the top and Rizal also have his own ideas it
is better to leave del Pilar alone to direct the policy.
THE PRINTING OF THE EL FILIBUSTERISMO

• July 5, 1891- Rizal left Brussels for Ghent, a famous university city in Belgium
because the cost of printing in Ghent was cheaper than in Brussels. F. Meyer-Van
Loo Press-a printing shop that give Rizal the lowest quotation for the publication of
his novel.
• August 6, 1891-the printing of his book had to be suspended because Rizal
could no longer give the necessary funds to the printer. Valentin Ventura- the savior
of the Fili, when he learned of Rizal’s predicament he sent him the necessary funds.
• September 18, 1891- El Filibusterismo came off the press. Rizal gratefully
donated the original manuscript and an autographed printed copy to Valentin
Ventura
TOPIC 8- BACK IN HONGKONG

• On October 18, 1891, after the Fili’ was published, Rizal left Europe. Aboard
the S.S Melbourne, he sailed to Hongkong where he lived for seven months. His
reasons for venturing to Hongkong were the following:
a) To leave his rivalry with del PIlar
b) To facilitate a Propaganda Movement in Hongkong; and
c) To be proximate to his family in the Philippines
• On November 20, 1891, Rizal arrived in Hongkong and was cordially
welcomed by the Filipino residents in the city, particularly, his friend Jose Ma. Basa.
• December 1, 1891- Rizal wrote his parents asking their permission to return
home. Rizal had a continued correspondence with his family in Calamba and had
been aware of the unsettled agrarian problem. On the same date, his brother-in-law,
Manuel T. Hidalgo, sent him a letter relating the sad news of the “deportation of
twenty-five persons from Calamba, including father, Neneng, Sisa, Lucia, Paciano
and the rest of us.”
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FAMILY REUNION IN HONG KONG

• The Christmas of 1891 in Hong Kong was one of the happiest Yuletide
celebrations in Rizal’s life, he had a happy family reunion.
• While in Hongkong, Rizal practiced his medical career. With the help of his
friend, Dr Lorenzo P. Marquez, they built a large clientele and opened a medical
clinic where he was recognized as an excellent eye surgeon. He was equally
supported and aided both morally and financially by his family and friends with his
chosen career.
• Another marked event during Rizal’s stay in Hongkong was his plan to move
the landless Filipino to Borneo and transform the said wilderness into a “New
Calamba” through the so-called Borneo Colonization Project.
• In April 1802, he visited Borneo and negotiated with the British authorities who
are willing to provide 100,000 acres of land for the Filipinos. Many Filipino patriots
found this project amusing, thus, promoted the said project. However, there were a
number who objected it, one of which was Rizal’s brother-in-law, Hidalgo.
• Twice did Rizal wrote a letter addressed to Governor General Eulogio
Despujol informing his Borneo colonization project, with whom he received no
response. Instead, Despujol commanded the Spanish consul-general in Hongkong to
notify Rizal that such project was very unpatriotic, and by immigrating Filipinos to
Borneo, the Philippines will surely be lacking of laborers.
• Despite the many oppositions from friends and relatives, he decided to return
to Manila on the following reasons:
a) To discuss with Governor General Despujol his Borneo colonization

project;
b) To form the La Liga Filipina in the Philippines; and
c) To prove that Eduardo de Lete’s allegations on him and his family in
Calamba were wrong.
• Before his departure, he wrote three more letters- the first addressed to his
parents and friends; the second one, to Filipinos; and the last Governor General
Eulogio Despujol.
• Instead of having the protection he desired, Rizal and his sister, Lucia fell into
the Spanish trap - a case was secretly filed against Rizal, and Despujol ordered his
secretary, Luis de la Torre, to verify whether the patriot had neutralized himself as
German citizen or not. And so, the siblings sailed across the China Sea without prior
knowledge of what awaits then in the Philippines.
TOPIC 9- RIZAL’S GREAT LOVES

1) Second Love: Leonor Valenzuela (1878)
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Leonor “Orang” Valenzuela, Rizal’s second

object of affection, is literally the girl-next-door.
They met when Rizal was a sophomore medical
student at the University of Santo Tomas, during
which time he also lived at Doña Concha Leyva’s
boarding house in Intramuros, Manila. Orang, who
was then 14 years old, was his neighbour. During
the courtship, Rizal was said to have sent Leonor
private and secret love letters, which he wrote
using invisible ink made with water and salt—he
was adept in chemistry, too. To read the letters,
Orang had to heat the letter over a candle or a
lamp. Rizal also frequented the Valenzuelas’
home, which was a hang out place of the students
in the area. There are, however, documents that
may serve as proof that Rizal’s efforts were not
effective. Some accounts say he was courting
Leonor Valenzuela and his second cousin Leonor Rivera at the same time—thus the
need for invisible letters. (Still, we need to appreciate the effort that went with it.)
Rivera apparently knew of this and gave way to Rivera’s attraction for Rizal. When
Rizal left for Spain in 1882, it was said that he did say goodbye to Orang, but kept in
touch with the help of Rizal’s close friend, Jose “Chenggoy” Cecilio.
2) Third Love: Leonor Rivera, Age 15, (1878-1890)

Jose Rizal was never the preferred choice
of Leonor Rivera’s mother, who confiscated all the
correspondences between Leonor and Rizal till it
frittered down to zero. Rizal was 18 going on 21
and was devoted to Leonor. But he was just then
opening his eyes to Europe’s Enlightenment,
where the women were pleasing and the men
were gallant. Rizal really was in love with Leonor
Rivera. He even invented a coded alphabet so that
they could write sweet nothings to each other. But
soon, Leonor faded in memory. Why? Because in
Europe, Rizal conveniently romanced other girls
and forgot he was engaged to her. Eventually the
Leonor Rivera-Rizal engagement did not survive
the long-distance romance. In the end, it turned
into an idealized one (reflected as Maria Clara in
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Rizal’s novel, Noli me Tangere), a painful love match doomed to fail from the very
start. Yes, count this one as real love. As an engaged couple, they showed real
affection for each other while it lasted.
3) Fourth Love: Consuelo Ortiga Y Reyes, (1884)
In Madrid, Rizal courted Consuelo Ortiga,

age 18, the daughter of Señor Pablo Ortiga y Rey,
who was once mayor of Manila and who owned the
apartment where the Circulo Hispano Filipino met
regularly. Rizal, age 23, was then acquiring and
developing his charming ways with women. He
treated them with special consideration and with
gallant courteousness. All the young Filipino
expatriates courted Consuelo, and she in turn
encouraged every one including José Rizal,
Eduardo Lete, the Paterno brothers (Pedro,
Antonino, Maximiano), Julio Llorente, Evangelista,
Evaristo Esguerra, Fernando Canon and others.
Rizal gave Consuelo gifts: sinamay cloth,
embroidered piña handkerchiefs, chinelas
(slippers) -- all ordered through his sisters in
Calamba (see his letters). Consuelo accepted all
the swains’ regalos but played Eduardo Lete
against Rizal. She finally rejected Rizal’s attention in favor of Eduardo’s, a Filipino
Spanish mestizo from Leyte who, a year later, dumped her. Two-timing Consuelo
didn't really catch Rizal's true fancy except that he impulsively joined the crowd.
4) Fifth Love: O Sei-San, Age 22, The Samurai’s Daughter (1888)

Rizal had fallen in love not only with the view
of Japan but more to its women, particularly with the
23-year old Seiko Usui. Rizal affectionately called
her O-Sei-San. Rizal was attracted by her regal
loveliness and charm. Rizal saw in her the qualities
of his ideal womanhood—beauty, charm, modesty
and intelligence. Rizal was almost tempted to settle
in Japan with O-Sei-San. Although, she was very
dear to him, his love for his country and fellow
Filipinos was greater. Sacrificing his personal
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happiness, Rizal had to carry on his libertarian mission in Europe, leaving behind the
lovely O-Sei-San.
“O Sei San, sayonara, sayonara! …. No woman like you has ever loved me.
… Like the flower of the chodji that falls from the stem whole and fresh without
stripping leaves or withering... you have not lost your purity nor have the delicate
petals of your innocence faded--sayonara, sayonara.” Rizal.
5) Sixth Love: Gertrude Beckett, Age 19, (1886)

In May 1888 Rizal visited London for a
short time, boarding the house of the Beckett
family: Mr. & Mrs. Beckett, their two sons, and
their four daughters. The eldest daughter was
named Gertrude.She was a buxom young lady
with blue eyes and brown hair. She fell in love
with Rizal and gave him all of her attention during
the family picnics and gatherings. When Rizal
stayed indoors during rainy days painting and
sculpting, she helped him mix his colors and
prepare his clay.
Rizal enjoyed her company. Eventually
their flirtatious friendship drifted towards a
blossoming romance. He affectionately called
her "Gettie," and in return she called him
"Pettie."Rizal withdrew before his relationship
with Gettie could become more serious, realizing that he had a greater mission to
fulfill and that in order to accomplish it he could not yield to the option of marrying
her. He suppressed the yearnings of his heart and decided to leave so that the lady
may forget him. Before he did, however, he finished a number of sculptural works,
one of which was a carving of the heads of the Beckett sisters.
6) Seventh Love: Suzanne Jacoby (1890)

On January 28, 1890, Rizal left for Brussels,
Belgium. He stayed for a considerable time, paying
for room and board. His landladies had a pretty
niece named Petite Suzanne Jacoby. She was
taken by Rizal's charm and gallantry, and provided
him good company. Rizal could have flirted with
the lady, considering that his beloved Leonor was
far away and he was a lonely man in a strange and
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foreign land, but he realized he could not deceive her. Suzanne fell in love with Rizal,
and wept when he left for Madrid in July 1890.
She wrote to him in French:
"Where are you now? Do you think of me once in a while? I am reminded of
our tender conversations, reading your letter, although it is cold and indifferent. Here
in your letter I have something which makes up for your absence. How pleased I
would be to follow you, to travel with you who are always in my thoughts.
You wish me all kinds of luck, but forget that in the absence of a beloved one
a tender heart cannot feel happy.
A thousand things serve to distract your mind, my friend; but in my case, I am
sad, lonely, always alone with my thoughts -- nothing, absolutely nothing relieves my
sorrow. Are you coming back? That's what I want and desire most ardently -- you
cannot refuse me.
I do not despair and I limit myself to murmuring against time which runs so
fast when it carries us toward a separation, but goes so slowly when it's bringing us
together again.
I feel very unhappy thinking that perhaps I might never see you again.
Goodbye! You know with one word you can make me very happy. Aren't you
going to write to me?"
7) Eight Love: Nellie Boustead (1891)

In 1891, Rizal took a vacation in Biarritz in
order to find reprieve from his troubles in Madrid.
He was a guest of the Boustead family in their
winter residence, Villa Eliada. Mr. and Mrs.
Boustead had two beautiful daughters, Adelina
and Nellie. After having lamented his frustrated
romance with Leonor Rivera on account of the
lady's engagement to another man, Rizal came to
develop considerable affection for Nellie, the
prettier and younger daughter of Mr. Eduardo
Boustead. He found her to be intelligent, morally
upright, and full of life. Rizal wrote to his closest
friends about his intention to marry her. Rizal's
friends were delighted to hear that he had found a
suitable girl whom he at last wished to settle down
with. Even Antonio Luna, who had previously
loved Nellie, encouraged Rizal to court her and
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ask for her hand in marriage. With all the encouragement from the friends he held
dear, Rizal wooed Nellie (also called Nelly) who, in turn, returned his affections.
Rizal's marriage proposal failed for two reasons: first, Nellie demanded that
he give up his Catholic faith and convert to Protestantism, which was her religion.
Rizal did not like this idea. Second, Nelly's mother did not approve of Rizal, as she
had no desire to entrust her daughter to a man who was wanting in wealth and
persecuted in his own country. In spite of the circumstances, Rizal and Nellie
parted as good friends.
5. Teaching and Learning Activities

The students will answer the following study guides for their Reflection Paper.
TOPIC 1- A STUDENT AT THE ATENEO (1872-1877)
A. How was Jose Rizal able to enrol at the Ateneo Municipal de Manila?
B. Describe the physical characteristics of Rizal at that time?
C. What was the system of education given by the Jesuits?
D. Was Rizal already a perfect student when it comes to his studies?
Explain your answer.
TOPIC 2- THE UNIVERSITY OF STO. TOMAS (1877- 1882)

A. Why did Rizal’s mother opposes his desire to study for a higher education?
B. What prompted Rizal to study medicine? Did he take it seriously?
C. How did Rizal show his talent in literary works?
D. Why was Rizal unhappy at UST? Explain your answer.
TOPIC 3- IN SPAIN 1882-1885

A. What is the secret mission of Rizal in going to Spain? Is this mission
important? Justify your answer.
B. What organizations did Rizal join in Spain?
C. Identify the accomplishments of Rizal in Spain. How was he able to
accomplish it? Explain your answer?
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D. Did Rizal excelled and finished his studies? Justify your answer?
TOPIC 4- CONTINUED STAY IN EUROPE 1885-1887

A. What are the places that he visited in Europe? What were his impressions
about these cities and what did he learned about their culture? What did he
accomplished in visiting these cities?
B. How does Rizal spend his free time in Europe? Are these other activities
important? Justify your answer.
C. Make a comparison of the customs of Filipino women and German women
during the time of Rizal. What have you learned? Explain your answer.
TOPIC 5- FIRST RETURN TO THE PHILIPPINES 1887-1888

A. What were the reasons of Rizal returning to the Philippines? Did he
accomplished his agenda? Explain your answer?
B. What are the controversies about his novel Noli Me Tangere? Did these affect
his stay in the Philippines? Justify your answer.
C. Why did he fail to see Leonor Rivera? Explain your answer.
TOPIC 6- TRAVELS IN ASIA ( HONG KONG, MACAU AND JAPAN) AND THE U.S.
A. What are the places that he visited in Asia? What were his impressions about
these cities and what did he learned about their culture?
B. What did he accomplished in visiting these cities?
TOPIC 7- REFORMIST WORKS IN EUROPE (1889-1891)

A. What are two the greatest achievement of Rizal when he went back to
Europe? Explain its importance to the lives of the Filipino people.
B. What are the goals of La Solidaridad? What are the contributions of Rizal to
this organization?
C. What are the misfortunes of Rizal when he was in Madrid? How these did
affected him?
D. What is the importance of the Propaganda Movement? What are the
accomplishments of this movement? Was it successful? Explain your answer.
E. Explain the Rizal- Del Pilar rivalry. Do you agree with the decision of Rizal not
to accept the appointment as president and retire from the propaganda movement?
Explain your answer.
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F. Was Rizal able to accomplish his secret mission in Europe? Justify your
answer.
TOPIC 8- BACK IN HONGKONG

A. Explain the reasons why Rizal leave Europe and went to Hong Kong?
B. What is the Borneo Colonization Project? What is the goal of this project?
C. Why did Rizal wanted to go back to the Philippines? Explain your answer.
TOPIC 9 -
A. Describe the personality of the women that Rizal had relations with?
B. Among the women that Rizal had relations with, who do you think deserves
his
love? Why?
C. Explain the reasons why Rizal’s relationship with these women were not
successful?
6. Recommended learning materials and resources for supplementary reading
a) RIZAL AT ATENEO - https://www.ateneo.edu/grade-school/news/looking-

back-rizal%E2%80%99s-ateneo
b) RIZAL AT UST - http://thelifeandworksofrizal.blogspot.com/2016/06/rizal-at-

university-of-santo-tomas-1877.html
c) RIZAL’S TRAVEL -
http://www.joserizal.ph/tr01.html
https://travels-of-rizal.weebly.com/blog/life-and-travels-of-jose-rizal
https://thetravelingtitasofmanila.com/2017/11/17/chasing-rizal-in-madrid/
d) RIZAL’S WORK- http://thelifeandworksofrizal.blogspot.com/p/works.html

http://www.joserizal.ph/pm01.html
https://allpoetry.com/Jose-Rizal
e) RIZAL AS A MASON - http://thelifeandworksofrizal.blogspot.com/p/rare-

issues.html
f) RIZAL AND THE PROPAGANDA MOVEMENT-

1) http://msc.edu.ph/centennial/solidaridad.html
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2) https://www.philippine-history.org/la-solidaridad.htm
3) https://www.oocities.org/mcc_joserizal/reform_lasolidaridad.html
g) RIZAL'SROMANCES-
http://thelifeandworksofrizal.blogspot.com/2012/02/rizals-romances.html

A. Online (synchronous) - Video call via Messenger and Zoom meetings
Actual online classes thru live chats, meetings, consultation via the following: Video
call in messenger, Zoom meetings, Google Meet and other online platforms.
8. Assessment Task- Answer the following tasks:

a. Quiz b. Written Document Analysis
To have a full understanding of this module, let us check your understanding of this
module by answering the following questions:
a.) Quiz
MULTIPLE CHOICE. Write the letter of your correct answer on the space provided
before the number.
_____ 1. The reasons for Rizal’s venturing to Hong Kong were the following:
I. To leave behind his rivalry with del Pilar.
II. To facilitate a Propaganda Movement in Hongkong
III. To be proximate to his family in the Philippines
a) I & II b) I,II III c) I & III d) I only
_____ 2. Despite the many oppositions from friends and relatives, he decided to
return to Manila on the following reasons:
I. To discuss with Governor General Despujol his Borneo colonization project.
II. To form the La Liga Filipina in the Philippines
III. To prove that Eduardo de Lete’s allegations on him and his family in Calamba
were wrong.
a) I & II b) I,II III c) I & III d) I only
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_____ 3. Jose adopted the surname ________ at the Ateneo because their family
name had come under suspicion of the Spanish authorities.
a. Rizal b. Mercado c. Alonzo d. Protacio
_____ 4. Ateneo students‘ uniform is consisted of hemp-fabric trousers´ and striped
cotton coat. The coat was called ________ and was adopted as the uniform for
Filipino troops during the days of the First Philippine Republic.
a. Trousers b. Stripe coat c. Rayadillo d. Barong tagalog
_____ 5. What do you call a group of students as part of the Jesuits system of
education wherein it consist of the internos (boarders) with red banners.
a. Jesuits Empire b. Augustinian Empire c. Carthaginian Empire d. Roman
Empire
_____6. What was the first written poem of Rizal, which was dedicated to his mother
on her birthday.
a. Mi Primera Inspiracion c. They Asked Me for Verses
b. To the Filipino Youth d. A La Juventud Filipina
_____ 7. What is the mission of Jose Rizal why he decided to pursue his studies in
Spain?
I. To observe keenly the life and culture, languages and customs, industries and
commerce, and governments and laws of the European nations.
II. In order to prepare himself in the mighty task of liberating his oppressed people
from Spanish tyranny.
III. To be accepted by the Spaniards and free from oppression.
a. I & III b. II only c. I & II d. II & III
_____ 8. Who is the first editor and publisher of La Solidaridad?
a. Graciano Lopez Jaena c. Marcelo H. Del Pilar
b. Jose Maria Panganiban d. Dominador Gomez
_____ 9. Which of the following choices is the cultural organization formed in 1872
by Filipino expatriates in Europe?
a. KKK c. Circulo Hispano
b. Propaganda movement d. La Solidaridad
_____10. Which of the following choices is an organization created in Spain which
aims to increase Spanish awareness of the needs of its colony and propagate a
closer relationship between the colony and Spain?
a. KKK c. Circulo Hispano
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b. Propaganda movement d. La Solidaridad

b.) Written Document Analysys
Direction: Read the following supplementary readings. Answer the written document
analysis worksheet.
a) Class Activity 1: Read Jose Rizal’s Brindis Speech
file:///C:/Users/home/Documents/GEC%209%20-%20PREPARATION%20FOR
%20SYLLABUS%20etc/MODULE%20FOR%20CHAPTER%204/Jose%20Rizal's
%20BRINDIS%20SPEECH.pdf
b) Class Activity 2 : Read first the issue of La Solidaridad

http://www.bne.es/es/Micrositios/Exposiciones/Rizal/resources/documentos/
rizal_estudio_07.pdf
c) Written Document Analysis Worksheet

https://www.archives.gov/files/education/lessons/worksheets/
written_document_analysis_worksheet_former.pdf
9. References
Books
Ocampo, A. R. (2000). Rizal: Without the Overcoat. Pasig City: Anvil Publishing, Inc.
Purino, A. P. (2008). Rizal, Thre Greatest Filipino Hero. Manila: Rex Book Store.
Viana, A. e. (2011). jose Rizal Social Reformer and Patriot. Manila: Rex Book Store.
Zaide, G. a. (2008). Jose Rizal: Life Works and Writings of a Genius, Writer,
Scientist and National Hero. Quezon City: All Nations Publishing Co. Inc.
Electronic Sources:
http://thelifeandworksofrizal.blogspot.com/p/rare-issues.html
http://msc.edu.ph/centennial/solidaridad.html
https://www.philippine-history.org/la-solidaridad.htm
https://www.oocities.org/mcc_joserizal/reform_lasolidaridad.html
http://thelifeandworksofrizal.blogspot.com/2012/02/rizals-romances.html
http://www.joserizal.ph: http://www.joserizal.ph/in01.html
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Jose Rizal's Brindis Speech: A Toast Honoring Juan Luna and Felix
Resurreccion Hidalgo
Jose Rizal's Brindis Speech: A Toast Honoring Juan Luna and Felix Resurreccion Hidalgo
The following is the English translation of the full text of Rizal's brindis or
toast speech delivered at a banquet in the Restaurant Inglés, Madrid, on the
evening of June 25, 1884 in honor of Juan Luna, winner of the gold medal for
his painting, “El Spoliarium,” and Felix Resurrección Hidalgo, winner of a
silver medal, for his painting “Virgenes Cristianas Expuestas al Populacho” at
a Exposición Nacional de Bellas Artes de Madrid.
This was taken from Gems of Philippine oratory; selections representing
fourteen centuries of Philippine thought, carefully compiled from credible
sources in substitution for the pre-Spanish writings destroyed by missionary
zeal, to supplement the later literature stunted by intolerant religious and
political censorship, and as specimens of the untrammeled present-day
utterances, by Austin Craig, page 34-37, University of Manila, 1924.
In rising to speak I have no fear that you will listen to me with superciliousness, for
you have come here to add to ours your enthusiasm, the stimulus of youth, and you
cannot but be indulgent. Sympathetic currents pervade the air, bonds of fellowship
radiate in all directions, generous souls listen, and so I do not fear for my humble
personality, nor do I doubt your kindness. Sincere men yourselves, you seek only
sincerity, and from that height, where noble sentiments prevail, you give no heed to
sordid trifles. You survey the whole field, you weigh the cause and extend your hand
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to whomsoever like myself, desires to unite with you in a single thought, in a sole
aspiration: the glorification of genius, the grandeur of the fatherland!
Such is, indeed, the reason for this gathering. In the history of mankind there are
names which in themselves signify an achievement-which call up reverence and
greatness; names which, like magic formulas, invoke agreeable and pleasant ideas;
names which come to form a compact, a token of peace, a bond of love among the
nations. To such belong the names of Luna and Hidalgo: their splendor illuminates
two extremes of the globe-the Orient and the Occident, Spain and the Philippines. As
I utter them, I seem to see two luminous arches that rise from either region to blend
there on high, impelled by the sympathy of a common origin, and from that height to
unite two peoples with eternal bonds; two peoples whom the seas and space vainly
separate; two peoples among whom do not germinate the seeds of disunion blindly
sown by men and their despotism. Luna and Hidalgo are the pride of Spain as of the
Philippines-though born in the Philippines, they might have been born in Spain, for
genius has no country; genius bursts forth everywhere; genius is like light and air,
the patrimony of all: cosmopolitan as space, as life and God.
The Philippines' patriarchal era is passing, the illustrious deeds of its sons are not
circumscribed by the home; the oriental chrysalis is quitting its cocoon; the dawn of a
broader day is heralded for those regions in brilliant tints and rosy dawn-hues; and
that race, lethargic during the night of history while the sun was illuminating other
continents, begins to wake, urged by the electric' shock produced by contact with the
occidental peoples, and begs for light, life, and the civilization that once might have
been its heritage, thus conforming to the eternal laws of constant evolution, of
transformation, of recurring phenomena, of progress.
This you know well and you glory in it. To you is due the beauty of the gems that
circle the Philippines' crown; she supplied the stones, Europe the polish. We all
contemplate proudly: you your work; we the inspiration, the encouragement, the
materials furnished. They imbibed there the poetry of nature-nature grand and
terrible in her cataclysms, in her transformations, in her conflict of forces; nature
sweet, peaceful and melancholy in her constant manifestation-unchanging; nature
that stamps her seal upon whatsoever she creates or produces. Her sons carry it
wherever they go. Analyze, if not her characteristics, then her works; and little as you
may know that people, you will see her in everything moulding its knowledge, as the
soul that everywhere presides, as the spring of the mechanism, as the substantial
form, as the raw material.
It is imposible not to show what one feels; it is impossible to be one thing and to do
another. Contradictions are apparent only; they are merely paradoxes. In El
Spoliarium -on that canvas which is not mute-is heard the tumult of the throng, the
cry of slaves, the metallic rattle of the armor on the corpses, the sobs of orphans, the
hum of prayers, with as much force and realism as is heard the crash of the thunder
amid the roar of the cataracts, or the fearful and frightful rumble of the earthquake.
The same nature that conceives such phenomena has also a share in those lines.
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On the other hand, in Hidalgo's work there are revealed

feelings of the purest kind; ideal expression of melancholy,
beauty, and weakness-victims of brute force. And this is
because Hidalgo was born beneath the dazzling azure of
that sky, to the murmur of the breezes of her seas, in the
placidity of her lakes, the poetry of her valleys and the
majestic harmony of her hills and mountains. So in Luna
we find the shades, the contrasts, the fading lights, the
mysterious and the terrible, like an echo of the dark storms
of the tropics, its thunderbolts, and the destructive
eruptions of its volcanoes. So in Hidalgo we find all is light,
color, harmony, feeling, clearness; like the Philippines on
moonlit nights, with her horizons that invite to meditation
and suggest infinity. Yet both of them-although so
different-in appearance, at least, are fundamentally one;
just as our hearts beat in unison in spite of striking
differences. Beth, by depicting from their palettes the dazzling rays of the tropical
sun, transform them into rays of unfading glory with which they invest the fatherland.
Both express the spirit of our social, moral and political life; humanity subjected to
hard trials, humanity unredeemed; reason and aspiration in open fight with prejudice,
fanaticism and injustice; because feeling and opinion make their way through the
thickest walls, because for them all bodies are porous, all are transparent; and if the
pen fails them and the printed word does not come to their aid, then the palette and
the brush not only delight the view but are also eloquent advocates. If the mother
teaches her child her language in order to understand its joys, its needs, and its
woes; so Spain, like that mother, also teaches her language to Filipinos, in spite of
the opposition of those purblind pygmies who, sure of the present, are unable to
extend their vision into the future, who do not weigh the consequences.
Like sickly nurses, corrupted and corrupting, these opponents of progress pervert the
heart of the people. They sow among them the seeds of discord, to reap later the
harvest, a deadly nightshade of future generations.
But, away with these woes! Peace to the dead, because they are dead breath and
soul are lacking them; the worms are eating them! Let us not invoke their sad
remembrance; let us not drag their ghastliness into the midst of our rejoicing!
Happily, brothers are more-generosity and nobility are innate under the sky of Spain-
of this you are all patent proof. You have unanimously responded, you have
cooperated, and you would have done more, had more been asked.
Seated at our festal board and honoring the illustrious sons of the Philippines, you
also honor Spain, because, as you are well aware, Spain's boundaries are not the
Atlantic or the Bay of Biscay or the Mediterranean-a shame would it be for water to
place a barrier to her greatness, her thought. (Spain is there-there where her
beneficent influence i"s exerted; and even though her flag should disappear, there
would remain her memory-eternal, imperishable. What matters a strip of red and
yellow cloth; what matter the guns and cannon; there where a feeling of love, of
affection, does not flourish-there where there is no fusion of ideas, harmony of
opinion?
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Luna and Hidalgo belong to you as much as to

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

illustrious sons was yet unsatisfied; and
desiring to give free rein to the thoughts that
Juan Luna seethe her mind, to the feelings that overflow
her heart, and to the words that escape from
her lips, we have all come together here at
this banquet to mingle our vows, to give shape to that mutual understanding between
two races which love and care for each other, united morally, socially and politically
for the space of four centuries, so that they may form in the future a single nation in
spirit, in duties, in aims, in rights. I drink, then, to our artists Luna and Hidalgo,
genuine and pure glories of two peoples. I drink to the persons who have given them
aid on the painful road of art!
I drink that the Filipno youth-sacred hope of my fatherland may imitate such valuable
examples; and that the mother Spain, solicitous and heedful of the welfare of her
provinces, may quickly put into practice the reforms she has so long planned. The
furrow is laid out and the land is not sterile! And finally, I drink to the happiness of
those parents who, deprived of their sons' affection, from those distant regions follow
them with moist gaze and throbbing hearts across the seas and distance; sacrificing
on the altar of the common good, the sweet consolations that are so scarce in the
decline of life — precious and solitary flowers that spring up on the borders of the
tomb.
CHAPTER 5
JOSE RIZAL’S LIFE: EXILE, TRIAL AND
DEATH
Learning Outcomes:
At the end of the lesson, the students should be able to:
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1. Analyze the factors that led to Jose Rizal’s execution on Spanish colonial rule and the
Philippine revolution.
2. Analyze the effects of Jose Rizal’s
execution on Spanish colonial rule and
the Philippine revolution.
Class Activity:
1. Read the constitution of La Liga Filipina and fill out a table (graphic organizer) with
the aims of La Liga Filipina in one column and examples of these aims could be
attained in another column.
2. Read Rizal’s last letters to family members and Blumentritt.
3. Read Teodora Alonzo’s letter to Governor General Polavieja and write a similar
letter persuading him to spare Rizal’s life.
Jose Rizal’s Exile (1892-96)

Jose dwelled as exile in Dapitan, Zamboanga Del Norte, a far-removed town in Mindanao
from 1892 to 1896. This four-year interregnum in Jose’s life was summed up by Zaide and Zaide
(2104) as:
Tediously unexciting, but was abundantly fruitful with varied achievements. He
practiced medicine, pursed scientific studies, continued his artistic and literary works,
widened his knowledge of languages, established a school for boys, promoted community
development projects, invented a wooden machine for making bricks, and engaged in
farming and commerce. Despite his multifarious activities, fellow reformists, and eminent
scientists and scholars of Europe.
In Dapitan, Jose had a very peaceful, happy, and enjoyable life and the way he lived it was
extremely good and deserving to be admired and copied. He made sure his stay in Dapitan would be
fruitful, so he engaged in manifold activities. His excellent skill in the science of medicine spread like
wild fire in Dapitan. His medical practice attracted many patients who were mostly poor. He put to
good use the curative values of the Philippines medicinal plants which he studied and doled them
out to his poor patients who could not afford to buy imported medicine. He welcomed both affluent
and indigent patients. He normally undercharged them if not for free and accepted any payments in
kind from those who had little or no money.
With the assistance of Father Francisco Sanchez, his former Jesuit teacher, Jose buckled
down to work. He enhanced the town plaza and accentuated it with a huge relief map of Mindanao,
which can still be viewed today. One of the impressive projects of Jose was the water system he
designed and constructed in order that people of Dapitan can have
access to clean water. In spite of lack of funds, exiguous resources and
no government assistance, he was able to build it, armed only with his
training in Ateneo, readings of engineering books, sheer determination
and ingenuity. To reduce the occurrence of malaria, he drained the
marshes where mosquitos thrived. Utilizing the 500 pesos he received
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from an English patient, he introduced a lighting system made up of coconut oil lamps in glass
protectors which lighted up dark areas in the town.
Imbued with the value of education since childhood, Jose realized his dream to establish his
own school in which he applied the educational system he learned abroad. The school opened with
three pupils which increased to 16 and later to 21. His lessons constituted of reading, writing
languages (Spanish and English), geography, history, mathematics (arithmetic and geometry),
industrial work, study of nature, and morals. He also trained and exposed them to gymnastics,
boxing, wrestling, stone-throwing, swimming, arnis (native frencing), and boating for physical
development and discipline. He did not charge his pupils for sharing his knowledge, instead, he
encouraged them to help him in his garden, farm, and construction projects in the community.
Jose conducted scientific studies in

the rich virgin field if Dapitan and
collected specimens of animals and
plants. He forwarded these specimens to
the Dresden museum of Europe and he
received scientific books and surgical
instruments as payment. He has an
impressive assemblage of his study of 346
shells from 203 species. He obtained
knowledge on some rare specimens which
were named in his honor by European
scientists such as Draco rizali (a flying
dragon), Apogonia rizali (a small beetle), and Rhacophorus rizali (a rare frog).
While in Dapitan, Jose studied the Bisayan, Subanum, and Malayan languages and wrote a
Tagalog grammar. He wrote poems entitled: A Don Ricardo Carnicero, Himno A Talisay (Hymn to the
Talisay Tree) Mi Retiro (My Retreat), El Canto del Viajero (The Song of the Traveler) and Josephine.
He also made some drawings and sculptures of people and things that captivated him.
Jose acquired lands in Dapitan which reached total holdings of 70 hectares, where he
constructed his house, school, hospital, and planted in his farm many fruit trees, corn, coffee, cacao,
sugarcane, and hemp. He also introduced and encouraged the use of modern European and
American methods of agriculture. He, however, did not realize his dream of transforming Dapitan
into an agricultural colony because he did not get the acceptance and permission of the
government.
In collaboration with Ramon Carreon, a Dapitan merchant, Jose was successful in his
business ventures in fishing, copra, and hemp industries. He established the Cooperative Association
of Dapitan Farmers to break the Chinese business in monopoly in Dapitan. The confederation,
according to Jose Rizal’s Political and Historical Writings (1964) aimed “to improve the farm
products, obtain better outlets for them, collect funds for their purchases, and help the producers
and workers by establishing a store wherein they can buy prime commodities at moderate prices.”
He devised an unusual “sulpukan”, a cigarette lighter made of wood which employed the
principle of compressed air. Subsequently, it was received by Blumentritt as a gift. He also formed an
idea of a machine for making bricks. Patterned after a Belgian example, Jose’s version could produce
about 6,000 bricks daily.
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In spite of his achievements in Dapitan, Jose felt empty. He missed his family, relatives, and
friends. He felt he needed somebody to rejuvenate him. Expressed in Letters between Rizal and
Family Members (1964), Jose found his answer in Josephine Bracken:
In God’s own time, this “somebody” came to Dapitan, like a sunbeam to dispel his
melancholy mood. She was Josephine Bracken, an Irish girl of sweet eighteen, “slender, a
chestnut blond, with blue eyes, dressed with elegant simplicity, with an atmosphere of light
gayety”. She of Irish parents. She was born in Hong Kong on October 3, 1876 of Irish parents
– James Bracken, a corporal in the British garrison, and Elizabeth Jane MacBride.
Jose and Josephine fell inlove with each other and decided to seal their relationship with
marriage but no priest would marry them. Even without the blessing of the church, Jose and
Josephine joyfully shared each other’s life in Dapitan. His happiness doubled when he learned that
Josephine was expecting a baby. By twist of fate, the baby, only lived for three hours. He named his
baby boy “Francisco” in honor to his father.
In 1876, Andres Bonifacio and his Katipunan (revolutionary society he founded on July 7,
1892) organized an armed rebellion. They assigned Dr. Pio Valenzuela to notify Jose Rizal about their
plan. To conceal his assignment, Dr. Pio was accompanied by Raymundo Mata, a blind man to
consult Jose’s medical advised. Jose opposed the Katipuneros very bold and shocking uprising. He
firmly believed that they are not ready for a revolution. He added that they do not have adequate
arms and funds. He also declined the offer of Katipuneros to rescue him.
Several months before the Katipuneros communicated with Jose, Blumentritt revealed to
him the pitiful health situation (yellow fever epidemic) in war-ridden Cuba and admonished him to
volunteer as an army doctor there to end his exile. On December 17, 1895, acting upon his friend’s
counsel, Jose sent Governor General Ramon Blanco a letter, offering his medical services in Cuba. He
almost gave up hope when he did not get a response after months had passed.
However, on July 30, 1896, when he least expected it, a letter from the Spanish Governor
arrived informing him of his proposal. This letter also expressed that he would be given a pass so
that he could travel in Manila, where he would given a safe-conduct to Spain and subsequently to
Cuba.
July 31, 1896 marked Jose Rizal’s emotionally charged departure from a town he learned to
love. Many teary-eyed Dapitan folks were at the shore to bid goodbye to a person who unselfishly
did all he can for their town. With weeping heart brimming with tears of nostalgic memories, Jose
gestured his farewell salute to the town’s devoted and friendly folks.
Jose Rizal’s Trial

Andres Binifacio and his dauntless Katipuneros, on August 26, 1896, raised the cry of
rebellion in the hills of Balintawak (popularly known as “Cry of Balintawak”), a few miles in north of
Manila. In August 30, they assaulted San Juan, near the city of Manila, but they were repelled with
massive losses. In the aftermath of the Battle of San Juan, Governor General Blanco declared a state
of war in the eight provinces for their insurgency against Spain-Manila (as a provice), Bulacan,
Cavite, Batangas, Laguna, Pampanga, Nueva Vizcaya, and Tarlac. Jose feared that the turbulent
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Roxas, Isabela
insurrection would only beget much suffering and horrifying decimation of human lives and
property. He was also frighten of the likelihood of Spanish reprisal against all Filipino patriots.
Amidst the chaos created by the uprising, Jose received from Governor General Blanco two
letters which exculpated him from the raging insurrection. In his last trip abroad, Jose troubled by
the violent attempt of the Katipuneros to end the rule of the Spanish government, left for Spain on
September 3, 1896. He, however, was transferred to another steamer which he thought would take
him from Spain to Cuba to carry out his humanitarian offer which is to serve as military physician.
Unexpectedly, he was apprehended and unlawfully detained as a prisoner in a Spanish steamer
before reaching Barcelona. He was informed that he would be shipped back to Manila on board the
transport ship Colon. Upon arriving in Manila, on November 3, 1896, the heavily guarded Jose was
transferred from the Colon to Fort Santiago.
A Severe five-day preliminary investigation began on November 20, 1896. Jose appeared
before the Judge Advocate, Colonel Francisco Olive who detailed the charges against him. Two types
of evidence, documentary and testimonial, were presented against Jose Rizal. Palma (1949) in his
translated work, Pride of Malay Race, made available the documentary evidence which consisted of
fifteen exhibits, as follows:
1. A letter of Antonio Luna to Mariano Ponce, dated Madrid, October 16, 1888,
showing Rizal's connection with the Filipino reform campaign in Spain.
2. A letter of Rizal to his family, dated Madrid, August 20, 1890, stating that the
deportations are good for they will encourage the people to hate tyranny.
3. A letter from Marcelo H. Del Pilar to Deodato Arellano, dated Madrid, January 7, I
889, implicating Rizal in the Propaganda campaign in Spain.
4. A poem entitled Kundiman, allegedly written by Rizal in Manila on September 12,
1891.
This poem is as follows:
KUNDIMAN
In the Orient beautiful
Where the sun is born
In a land of beauty
Full of enchantments
But bound in chains.
Where the despot reigns,
The land clearest to me.
Ah! That is my country,
She is slave oppressed
Groaning in the tyrant's grips;
Lucky shall he be
Who can give her liberty!
5. A letter of Carlos Oliver to an unidentified person, dated Barcelona, September 18,

1891, describe Rizal as the man to free the Philippines from Spanish oppression.
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Roxas, Isabela
6. A Masonic document, dated Manila, February, 9, 1892, honoring Rizal for his
patriotic services.
7. A letter signed Dimasalang (Rizal's pseudonym) to Ter:.luz (Juan Zulueta's
pseudonym), dated Hong Kong, May 24, 1892, stating that he was preparing a safe
refuge for Filipinos who may be persecuted by the Spanish authorities.
8. A letter to Dimasalang to an unidentified committee, dated Hong Kong, June 1, 1892,
soliciting the aid of the committee in the, "patriotic work."
9. An anonymous and undated letter to the Editor of the Hong Kong Telegraph,
censuring the banishment of Rizal to Dapitan.
10. A letter of Ildefonso Laurel to Rizal, dated Manila, September 3, 1892, saying that
the Filipino people look up to him (Rizal) as their savior.
11. A letter of Ildefonso Laurel to Rizal, dated Manila 17, 1893, informing an unidentified
correspondent of the arrest and banishment of Doroteo Cortes and Ambrasio
Salvador.
12. A letter of Marcelo Del Pilar to Don Juan A Tenluz (Juan Zulueta), dated Madrid, June
l, 1893 recommending to establishment of a special organization, independent of
Masonry, to help the cause of the Filipino people.
13. Transcript of a speech of Pingkian (Emilio Jacinto), in a reunion of the Katipunan on
July 23, 1893, in which the following cry was uttered "Long Live the Philippines! Long
Live Liberty! Long Live Doctor Rizal! Unity!"
14. Transcript of a speech of Tik-Tik (Jose Turiano Santiago) in the same Katipunan
reunion, where in the katipuneros shouted: "Long live the eminent Doctor Rizal!
Death to the oppressor nation!''
15. A poem by Laong Laan (Rizal), entitled A Talisay, in which the author makes the
Dapitan schoolboys sing that they know how to fight for their rights.
The oral testimonies of the following persons: Martin Constantino. Aguedo de! Rosario, Jose
Reyes, Moises Salvador, Jose Dizon, Domingo Franco, Deodato Arellano. Ambrosio Salvador, Pedro
Serrano Laktaw, Dr. Pio Valenzuela, Antonio Salazar, Francisco Quison, and Timoteo Paez were
forwarded as testimonial evidence against Jose.
On November 26, 1896, Judge Advocate, Colonel Francisco Olive forwarded the records of
the case to Governor General Ramon Blanco, who designated Captain Rafael Dominguez as special
Judge Advocate to initiate proceeding against Jose. Captain Dominguez submitted a summary of the
action to Governor General Ramon Blanco who thereupon, send it to the Judge Advocate General,
Don Nicolas De la Pena.
After studying the papers, Pena submitted the following recommendations: (1) the accused
be immediately brought to trial; (2) he should be kept in prison; (3) an order of attachment be issued
against his property to the amount of one million pesos as indemnity; and (4) he should be defended
in the court by an army officer, not by a civilian lawyer (Zaide and Zaide, 2014).
With his counsel by his side, charges were read to Jose in his prison cell on December 1 L
1896. He was accused, Medina ( 1998) disclosed, of being "the principal organizer and the living soul
of the Filipino insurrection, the founder of societies, periodicals and books dedicated to fomenting
and propagating ideas of rebellion." Jose was not against the jurisdiction of the court, but asserted
that he was not guilty of revolution. He acknowledged that he authored the Constitution of the Liga
Filipina and empliasized that it was simply a civic alliance. He reiterated that he had no political
involvement si11 his exile to Dapitan. Or: December 13, 1896, Captain Dominguez transmitted Jose's
case to the new Governor General of the Philippines, General Camilo G. de Polavieja who replaced
General Ramon Blanco.
During the time Jose was in prison cell at Fort Santiago, he penned a manifesto seriously
asking the Filipino people to cease the needless anct tumultuous war. He encouraged them to attain
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Roxas, Isabela
freedom through education and habit of working hard and steadily. Palma (1964) promulgated this
manifesto as follows:
My Countrymen:
On my return from Spain, I learned that my name had been used as a war
cry among some who were in arms. The news painfully surprised me, but believing it
was all over, r kept silent over what r considered irremediable. Now I hear rumors
that the disturbances continue, and lest any person should still go on using my name
in bad or good faith, to remedy this abuse and to undeceive the unwary, I hasten to
address you these lines so that the truth may be known.
From the beginning, when I had news of what was being planned, I opposed it,
fought it, and demonstrated its absolute impossibility. This is the truth, and
witnesses to my word are still living. I was convinced that the idea was highly absurd
and, what was worse, would bring great suffering. I did more. When later, in spite of
my counsels, the movement broke out, I spontai1eo11sly offered not only my
services, but my life, and even my name so that they might use them in the manner
they saw fit to suppress the rebellion, for, convinced of the evils that would befall
them, I considered myself fortunate if, at any sacrifice, I could prevent such useless
misfortunes. This is equally of record.
My countrymen: I have given proofs, more than. Anybody else, of desiring

liberties for our country and I still desire them. But I place as a premise the
education of the people so that by means of education and of labor they might have
a personality of their own and make themselves worthy of liberties. In my writings I
have recommended redemption. I have also written (and my words have been
updated) that reforms, to be fruitful, have to come from above, that those that
come from below are irregular and unstable. Imbued with these ideals, I cannot but
condemn and I do condemn this absurd, savage uprising
Planned behind my back, which dishonors us, the Fiiipinos, and discredits
those who may advocate our cause. I abhor its criminal methods and disclaim all
participation therein, pitying from the bottom of my heart the unwary who have
allowed themselves to be deceived. Return then to your homes, and may God
forgive those who have acted in bad faith.
The trial of Rizal was an eloquent proof of Spanish injustice and misrule.
More than a farce, it was patently a mistrial. Rizal, a civilian, was tried by a military
court composed of alien military officers. His case was prejudged; he was considered
guilty before the actual trial. The military court met not to give him justice, but to
accuse and condemn him. lt accepted all charges and testimonies against him, and
ignored all arguments and proofs in his favor. Moreover, Rizal was not given the
night (which any accused is entitled to have in a real court of justice) to face the
witnesses against him in open court.
The trial of Jose commenced in the Cuartel de Espana, a military building, on December 26,
1896, at eight o'clock in the morning. Present in the trial were seven members of the military court:
Lt. Col. Jose Togores Arjona (President), Capt. Ricardo Munoz Arias, Capt. Manuel Reguerra, Capt.
Santiago Izquierdo Osorio, Capt. Braulio Rodriguez Nunez, Capt. Manuel Diaz Escribano, and Capt.
Fermin Perez Rodriguez. Also in the military court were Lt. Don LuisTaviel de Andrade (Jose's defense
counsel) Capt. Rafael Dominguez (Judge Advocate) Lt. Enrique de Alconcer (Prosecuting Attorney)
77
Roxas, Isabela
and observers which included Josephine Bracken, a sister of Jose, newspapermen, and other
Spaniards.
Judge Advocate Capt. Rafael Dominguez began the trial and explained the case leveled
against Jose. Jose was charged of three crimes: rebellion, sedition, and illegal association. Lt. Enrique
de Alconcer, prosecuting lawyer, advanced a gingerly harangue, detailing accusations against Jose.
He mercilessly made an effort to persuade the members of the military court to punish the accused
with death sentence. Lt. Don Luis Taviel de Andrade, defense counsel of Jose tried hard to come up
with a convincing defense. He brought an end to his defense by reminding the judges to be fair and
avoid vindictiveness in their judgment. After Lt. Don Luis Taviel de Andrade's defense, the court
queried Jose if there is anything he wanted to say. Jose confidently read a supplement to his
defense. De Viana, Augusto V. et al (2011) put forward Jose's supplementary defense as follows:
1. He could not be guilty of rebellion, for he advised Dr. Pio Valenzuela in Dapitan not
to rise in revolution.
2. He did not correspond with the radical, revolutionary elements.
3. The revolutionists used his name without his knowledge. If he were guilty he could
have escaped in Singapore.
4. If he had a hand in the revolution, he could have escaped in a Moro vinta and would
not have built a home, a hospital, and bought lands in Dapitan .
5. If he were the chief of the revolution. Why has not he consulted by the
revolutionists?
6. It was true he wrote the by-laws of the Liga Filipina, on this a civic association --- not
a evolutionary society.
7. The Liga Filipina did not live long, for after the first meeting he was banished to
Dapitan and it died out.
8. If the Liga was reorganized nine months later, he did not know about it.
9. The Liga did not serve the purpose of the revolutionists, othenvise they would not
have supplanted it with the Katipunan.
10. If it were true that there were some bitter comments in Rizal's letters, it was
because they were written in 1890 when his family was being persecuted, being
dispossessed of houses, warehouses, lands, etc. and his brother and all his brother-in-law
were deported.
11. His life in Dapitan had been exemplary as the politico-military commanders and
missionary priests could arrest.
12. It was not true that the revolution was inspired by his one speech at the house of
Dorotea Ongjunco, as alleged by witnesses whom he would like to confront. His friends
knew his opposition to armed rebellion. Why did the Katipunan send an emissary to Dapitan
who was unknown to him? Because those who knew him were aware that he would never
sanction any violent movement.
The biased military court was apathetic to Jose's appeal. After a brief deliberation, the members of
the military court agreed to convict Jose and sentenced him to death. On December 26, 1896, the
unjust military court decision was given to Governor General Camilo G. de Polavieja who asked the
judgment of judge advocate General Nicolas de la Pena who confirmed the death verdict. On
December 28, 1896, Governor General Camilo G. de Polavieja signed the court-martial's decision to
execute Jose Rizal. Medina (1998) presented this decree as follows:
Manila, December 28, 1896:
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Roxas, Isabela
Conformably to the foregoing opm10n. I approve the sentence dictated by

the Court Martial in the present case, by virtue of which the death penalty is
imposed on the accused Jose Rizal Mercado, which shall be executed by shooting
him at 7:00 o'clock in the morning of the 30th of this month in the field of
Bagumbayan.
For compliance and the rest may correspond, let this be returned to the
Judge Advocate, Captain Don Rafael Dominguez.
Camilo G. de Polavieja
Jose Rizal's Death
After learning the unjust

decision of the court martial,
Jose spent the next twenty fours of
his remaining life seeing and
speaking to his friends, family
and Josephine Bracken whom he
tied the knot with canonically on
December 30, 1896 officiated by Fr.
Balaguer. After the reading of
the death penalty, Jose opted to
spent quiet moments in the
prison chapel. He turned into writing when he was left alone in his cell. He penned a letter to his
brother Paciano, another one to his best friend Dr. Ferdinand Blumentritt, and another letter
addressed to his father and mother. It was also assumed that he signed a docunent abjuring
Masonry (which some scholars doubted).
It is commonly believed that on December 29, 1896, Jose composed his last poem, Mi
Ultimo Adios (My Last Farewell). He was able to thrust it inside an alcoh0I cooking stove which he
gave to his sister Trinidad to whom, he divulged 'There is something in it.' Jose's last poem,
composed without a title and unsigned was translated in English by Charles E. Derbyshire, which
runs below:
My Last Farewell
Farewell, dear Fatherland, clime of the sun caress' d

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

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

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

My dreams, when the hopes of youth beat high,
Were to see thy lov'd face, O gem of the orient sea
From gloom and grief, from care and sorrow free;
No blush on thy brow, no tear in thine eye.
Dream of my life, my living and burning desire,

All hail! cries the soul that is now to take flight;
All hail! And sweet it is for thee to expire,
To die for thy sake, that thou mayst aspire,
And sleep in thy bosom eternity's long night.
If over my grave someday thou seest grow,

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

Let the dawn shed over me its radiant flashes
Let the wind with the sad lament over me keen;
And if on my cross a bird should be seen,
Let it trill its hymn of peace of my ashes.
Let the sun draw the vapors up to the sky,

And heavenward in purity bear my tardy protest;
Let some kind soul o'er my untimely fate sigh,
And in the still evening a prayer be lifted on high,
From thee O my country, that in God I may rest.
Pray for all those that hapless have died.

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

With only the dead in their vigil to see;
Break not my repose or the mystery profound,
And perchance thou mayst bear a sad hymn resound,
'Tis I, O my country, raising a song unto thee.
When even my grave is remembered no more,
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Roxas, Isabela
Unmark' d by never a cross or a stone;

Let the plow sweep through it, the spade‚’ tum it o'er
That my ashes may carpet thy earthly floor,
Before into nothingness at last they are blown.
Then, will oblivion bring to me no care;

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

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

Friends of my childhood in the home dispossessed!
Give thanks that I rest from the wearisome day!
Farewell to thee; too, sweet friend that lightened my way;
Beloved creatures all, farewell! In death there is rest!
On December 30, 1896, approximately at six thirty in the morning. Jose's walk towards his death
commenced signaled by a trumpet sound at Fort Santiago. The death march was delineated by Zaide
and Zaide (2014) as follows:
The advance guard of four soldiers with bayoneted rifles moved. A few meters
behind, Rizal walked calmly, with his defense counsel (Lt Luis Taviel de Andrade) on one side
and two Jesuit priests (Fathers March and
Vilaclara) on the other. More wellarmed
soldiers marched behind him.
Rizal was dressed elegantly in a

black suit, black derby hat, black shoes,
white shirt and a black tie. His arms were
tied behind from elbow to elbow, but the
rope was quite loose to give his arms
freedom of movement.
To the muffled sounds of the drums, the cavalcade somnolently marched slowly.
There was a handful of spectators lining the street from Fort Santiago to the Plaza de!
Palacio in front of the Manila Cathedral. Everybody seemed to be out at Bagumbayan where
a vast crowd gathered to see how a martyr dies.
As Jose calmly made his way to Bagumbayan, he remarked about the beauty and serenity of
the morning, uttered a few observations about Corregidor, the mountains or Cavite and the Ateneo
College. Upon reaching the place of execution, Jose noticed the very large number of prying persons
and soldiers waiting for them. After final blessings were bestowed on him he said his adieu to Fr.
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Roxas, Isabela
March, Fr. Villaclara and Lt. Taviel de Andrade. Jose's request that he be shot facing the firing squad
was denied because there was an order to shoot him in the back. The normal pulse of Jose, felt by
Dr. Felipe Ruiz Castillo, a Spanish military doctor, proved that he did not fear death. Above the
beating of the drums that filled the air was the cold-blooded command "Fuego" (Fire) which ended
Jose's life. He fell to the ground three minutes past seven o'clock in the morning and was declared
dead.
Expectedly, the passing away of Jose Rizal's was greeted with joy by his enemies. On the
contrary, those who love, respected and supported him were brokenhearted and painfully inflamed.
For them, he died a hero and martyr to Philippine freedom.
Summative Evaluation
Film Viewing
Option 1: Jose Rizal, GMA Films, directed by Marilou Diaz Abaya
Option 2: Rizal sa Dapitan by Tikoy Aguiluz
Reflection paper about the film. Guide questions:
a. Describe the life of Rizal as represented in the film.
b. Based on your reading and class discussion, what can you say
about the film's representation of Jose Rizal?
c. What is the main question that the film seeks to answer?
d. What is your own reflection based on the film and your own understanding?
Exercise 1
Name: __________________________________ Date: ___________________

Course & Year: ____________________________ Score: ___________________
Modified true or false: Write true if the statement is correct. If false, encircle the word that renders
it wrong and supply the correct answer on the space provided.
1. _______________________ Jose dwelled as exile in Dapitan, Zamboanga del Norte from 1892 to
1896.
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Roxas, Isabela
2. _______________________ Rhacophorusjoseli (a rare frog) was named in Jose Rizal's honor by

European scientists.
3. _______________________ He established the Cooperative Association of Dapitan Businessmen

to break the Chinese business monopoly in Dapitan.
4. _______________________ Jose firmly believed that the Katip11neros are not ready for a
revolution.
5. _______________________ Jose named his baby boy 'Joselito" who sadly only lived for three
hours.
6._______________________ Jose, in his prison cell penned a manifesto asking the Filipino people
to cease the needless and tumultuous war.
7. _______________________ The trial of Rizal was an eloquent proof of Spanish injustice and
misrule.
8. _______________________ Blumentritt admonished Jose to volunteer as an army doctor in India

to enable him to end his exile.
9. _______________________ It was assumed that Jose signed a document abjuring Masonry (which
some scholars doubted).
10. ______________________ The normal pulse of Jose, felt by Dr. Felipe Chavit Castillo, a Spanish
military doctor, proved that he did not fear death.
Exercise 2
Name: __________________________________ Date: ___________________

Course & Year: ___________________________ Score: ___________________
Matching Type Test
Directions: Match column A with the correct answer on column B, write only the letter of answer on
the space provided.
83
Roxas, Isabela
Column A Column B
1. ___________ Jose's wife a. Capt. Rafael Dominguez
2. ___________ prosecuting lawyer in the trial b. Lt. Col. Jose Togores

Atjona
3. ___________ Jose's defense counsel c. Fr. Francisco Sanchez
4. ___________ He approved and signed Jose's d. Fr. Balaguer

death sentence
5. ___________ one of the documentary evidences e. Mi Ultimo Adios

against Jose
6. ___________ He officiated Jose and Josephine's f. Kundiman

wedding
7. ___________ Judge advocate present in the trial g. Josephine Bracken
8. ___________ President of the court trial h. Lt. Enrique de

Alconcer
9. ___________ Jose's last poem i. Lt. Don Luis Taviel de

Andrad
10. __________ assisted Jose in enhancing the town j. General Camilo G. de

plaza of Dapitan Polavieja
Bibliography
Editorial, 11th Anniversary of Dr. Jose Rizal’s Martyrdom. Manila: Manila Bulletin. December 2007.
Guerrero, Leon Ma., The Forest Filipino: A Bibliography of Jose Rizal. Manila: National Historical
Institute, 1963, 1965, 1969, 1971, 1974, 1977, 1979, 1987, 1991.
Rizal, Jose P. Historical Events of the Philippine Islands by Dr. Antonio de Morga. Manila: National
Historical Institute, 1990.
Bantug, Asuncion Lopez (1982). Lolo Jose: An intimate portrait of Rizal. Manila: Instramuros
Administration.
84
Roxas, Isabela
Capino, Diosdado C., Gonzales, Ma. Minerva A. and Pineda, Filipinas. (1977). Rizal: Life, Works and
Writings. Quezon City. JMC Press.
Guerrero, Leon Ma. (1998). The First Filipino. Philippines: Guerrero Publishing.
Zaide, Gregorio and Zaide, Sonia. (1999). Jose Rizal: Life, Works and Writings. Manila: All-Nations
Zaide, Gregorio and Zaide, Sonia. (1997). Jose Rizal: Buhay, mga Ginawa at mga Sinulat. Quezon City.
All-Nations Publishing Co., Inc.
Capino, Diosdado G., Minerva A. Gonzalez, Ma., and Filipinas E. Pineda. Rizal's Life, Works &
Writings. Quezon City: Publishers Association of the Philippines, 1977.
References and Suggested Readings
1. Zaide, Gregorio and Zaide, Sonia M.:
Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist, and National Hero Second
Edition. All – Nations Publishing Co., Inc. Quezon City. 1999.
2. Purino, Anacoreta P.: Rizal, the Greatest Filipino Hero. Rex Book Store, Manila, Philippines. 2008
3. José Rizal (1997). Prophecies of Jose Rizal about the Philippines: From the Pen of the Visionary
National Hero, Phenomenal Revelations and Coded Messages about Events Past, Present and
Future: Destiny of the Philippines …. Rex Bookstore, Inc.
4. Valdez, Maria Stella S. (2007). Doctor Jose Rizal and the Writing of His Story. Rex Bookstore, Inc.
5. Rizal, José. 1996. Noli me tangere, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark.
6. Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness and problems
of language in Noli me tangere and El filibusterismo, pp. 1–37. Quezon City: Ateneo de Manila
University Press.
CHAPTER 6
ANNOTATION OF ANTONIO MORGA’S

SUCESOS DE LAS ISLAS FILIPINAS
Learning Outcomes:
1. Analyze Rizal's ideas on how to rewrite Philippine history
85
Roxas, Isabela
2. Compare and contrast Rizal and Marga's different views about Filipinos and
Philippine culture
Class Activity:
1. Read the introduction and last chapter of RizaJ's Annotation of Antonio Morga 's
Sucesos de tas Islas Fiiipinas.
2. Read: "A Legacy of the Propaganda: The Tripartite View of Philippine History" by
Zeus Salazar
Introduction
Among Rizal's works that

typically shown his nationalistic
sentiments, his annotations of Sucesos
de las Islas Filipinas by Antonio Morga
was not as popular as his two novels,
Noli Me Tangere and El Filibusterismo.
We can actually say that his annotations of
Sucesos is as equally-important as all his
works. As Ocampo in his article published in
Philippines Studies would say, it shows
that there is history of the Philippines
before the time of colonization.
Rizal's Propositions
Rizal agued in three main propositions in his annotations: 1) The inhabitants of the
Philippines has a culture even before Spanish colonization; 2) Filipinos then, were depressed,
oppressed and marginalized by mechanism of colonization and; 3) Philippines at present was not
necessarily more ahead than to its past.
In these arguments, we can see how much in favor is Rizal in the history of his motherland.
He insisted on the importance of knowing the cultural identity Filipinos have even before
colonization. Basing his arguments on the notes of a Spanish conquistador himself (Morga), He has
supported in full conviction the state of the Philippines and its people under the rule of the
colonizers. That, even if the Philippines was largely Hispanized because of more than 300 years of
colonization, Filipinos and the Philippines itself can equally be proud of the pre-conquest past with
its culture and existence.
Rizal's annotation of the Morga shows his social scientist side, most especially his side of
being a historian. Even if it is a question whether his work (being a mere annotation of somebody
else's work) can be a contribution in Philippine historiography, we cannot argue for the fact that he
was a nationalist in his arguments. Although in the streams of historical writing, what he had written
was somewhat invaluable because of it being as secondary source. As what Ocampo has written in
his journal article:
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Roxas, Isabela
Rizal's annotation are largely disregarded today stems basically from the recent
advances in historical, archeological and ethnographic research. Although many of Rizal's
assertions have been validated by recent research, the fact is that his work is now dated.
Moreover Rizal's annotations are secondary, and today's scholars concentrate more on the
primary source, Morga, than on Rizal 's notes. Few Filipinos today, even the most patriotic,
would find the time and energy to read the small text of Rizal's footnotes, evc11 if penned
by the national hero (Ocampo, 1998).
Rizal 's views on pre-conquest past were valid if and only if we have to look into his
nationalistic ideals. However, there are some notes on Morga which were validated by today's
scholars which are exaggerations on the part of Rizal so as not to deviate in his major argument.
Some examples were actually ment1oned in Ocampo's article. For the matter. It was however
obvious why he made those inconsistencies. Morga, being a Spanish who actually, according to Rizal
made one of the most accurate accounts of history before and dming Spanish colonization, had still
his own biases in writing. Other writers would even immortalize almost everything because it is their
way of pacifying the Filipino natives. How religious groups (religious missionaries, tlJe first three
before the Jesuits) have made stories just to get convert everyone is something Rizal, himself recent.
His choice of annotating the work of Morga has somehow show his anti-clergy sentiments and that
would also show, ironically his own bias in how history is portrayed during Spanish colonization. As
Ocampo would say: Rizal maintained mixed feelings for the Morga, depending on its usefulness for
his thesis, that, 'Spanish colonization retarded, rather than brought civilization to, the Philippines
and its inhabitants' (Ocampo, 1998).
Conclusion
Rizal's annotation of Sucesos de/as ls-las Filipinas is a gem in the stream of Philippine
historiography. He did well in his ambitions of giving justice in the pre-colonial life of the Filipinos.
His patriotism was very evident in this piece and he did not get away in his personality in doing this
work. He also has set a good example in doing making researches (thus having his social scientist
side).
Among many Spanish writers who had so much interest in writing about the Philippines and
his People, he chose Morga because he believes he was less biased than those from the religious
orders. Morga had connections to the Spanish government being a lieutenant but he was not a part
of the church. He also chose Morga because of his wide experience in the different places and
cultures in the Philippines. And as what Rizal has said in his annotations, it is very much evident in
the accounts made by Morga that our country can stand in terms of the richness of culture even
without the influence of the Spaniards.
Rizal has his own biases in writing his annotations, but he was never unaware of his
arguments and he never get away in his love for his country and countrymen. And more importantly,
Rizal began the task of writing the first Philippine history from the viewpoint of a Filipino. (Ocampo,
1998).
Summative Assessment
1. Group discussion and oral presentation of Rizal 's historiography
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EXERCISE 1
Name: __________________________________ Date: ___________________

Course & Year: ____________________________ Score: ___________________
Comparison and contrast:

Make a table comparing and contrasting Rizal and Morga's views on Filipino culture.
Aspects of Filipino Culture Comparison Contrast

1.
2.
3.
4.
5.
6.
7.
Recommended learning materials and resources for supplementary reading
1. RizaJ's Annotation of Antonio Morga 's Sucesos de tas Islas Fiiipinas-

file:///C:/Users/home/Downloads/37-Rizal_Annotations-to-Sucesos-Prologue-and-
Ch8.pdf
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Roxas, Isabela
2. "A Legacy of the Propaganda: The Tripartite View of Philippine History" by Zeus
Salazar- file:///C:/Users/home/Downloads/54-Salazar_A-Legacy-of-the-
Propaganda.pdf

Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist, and National
Hero Second Edition. All – Nations Publishing Co., Inc. Quezon City. 1999.
4. Purino, Anacoreta P.: Rizal, the Greatest Filipino Hero. Rex Book Store, Manila,
Philippines. 2008
5. José Rizal (1997). Prophecies of Jose Rizal about the Philippines: From the Pen of the
Visionary National Hero, Phenomenal Revelations and Coded Messages about Events
Past, Present and Future: Destiny of the Philippines …. Rex Bookstore, Inc.
6. Valdez, Maria Stella S. (2007). Doctor Jose Rizal and the Writing of His Story. Rex
Bookstore, Inc.
7. Rizal, José. 1996. Noli me tangere, trans. Ma. Soledad Lacson-Locsin. Makati:
Bookmark.
8. Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness

and problems of language in Noli me tangere and El filibusterismo, pp. 1–37. Quezon
City: Ateneo de Manila University Press.
Bibliography
Editorial, 11th Anniversary of Dr. Jose Rizal’s Martyrdom. Manila: Manila Bulletin. December 2007.
Institute, 1963, 1965, 1969, 1971, 1974, 1977, 1979, 1987, 1991.
Administration.
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CHAPTER 7
NOLI ME TANGERE
Learning Outcomes:
1. Appraise important characters in the novel and what they represent.
2. Examine the present Philippine situation through the examples mentioned in the Noli.
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Class Activity:
1. Present a skit showcasing a theme presented in the Noli (some examples: comparison of
women in the 19th century and in the present; social change: colonization; church ministers;
social hierarchy; patriotism; social reform).
2. Divide the class into groups and have each group draw the family tree of Crisostomo
Ibarra. Have each group present in class and discuss: ( l) What were the changes from one
generation to the next; and (2) What do these changes suggest about the creoles in the Philippines?
Brief Background
The Noli, one of the two famous novels of our National Hero, Jose Protacio Mercado Rizal y
Realonda or simply known as the great Dr. Jose Rizal, came up into writing The Book as inspired and
motivated by the scene in a novel by Harriet Beecher Stowe -- Uncle Tom's Cabin, which describes
and illustrates the slavery and the harsh situation of the African Americans.
Jose Rizal, also known as Pepe, proposed the writing of his first novel in a meeting on
January 2, 1884 which was held at the Paterno's Residence in Madrid. The novel would contain or
show the current situation of the Philippines during that time. Perdo Maximo, Antonio Paterno,
Graciano Lopez Jaena, Evaristo Aguire, Eduardo de Lete, Julio Lorente, Melacio Giguerora and,
Valentin Ventura all agreed in writing the novel together with Pepe. However, these people, as
history tells, had vices on gambling and women, hence, Rizal decide to write the novel on his own.
The Novel's Origin

The title of the book is a Latin phrase taken by Pepe from the Bible himself, meaning "Touch me
not". It is particularly found in John 20:13-17, as the
newly-risen Christ says to Mary Magdalene: "Touch
me not; I am not yet ascended to my Father, but go
to my brethren, and say unto them I ascended unto
my Father, and to my God and your God."
Although a much technical transition of the title is a

particularly painful type of cancer. Jose intended to
show through his novel the Filipino society cancers
that the oppressed felt too much pain too much.
Further earlier translations led to use English titles

such as An Eagle Flight (1990) and The Social Cancer
(1912) however, disregarding the true symbolism of
the Novel's title.
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The Writing of the Novel and its Publication
Jose Rizal wrote the first half of the Noli from 1884-1885 while
he was in Madrid, Spain studying Medicine. From time--to-time, while in
Paris, Pepe is completing the book.
A well-known political activist and writer/journalist agreed to

proofread the novel in the person of Vicente Blasco Ibanez, who also
became the consultant of Rizal.
Rizal finally completed his first novel in December of 1886 in Vicente Blasco
Berlin, Germany. However, he Ibanez (29 January
feared that he might not be able to 1867 - 28 January
print the book since he is having 1928) was a
financial difficulties, according to the journalist,
National Hero's biographers. politician and best-
selling Spanish
One Maximo Viola, appeared in the novelist in various
scene who offered help in financing genres whose
the publication of the book of Rizal. most widespread
and lasting fame in
Viola is understood to be the best
the English-
friend of Pepe. Hesitant at first, Rizal
speaking world is
turned the offer of his friend down.
Hollywood films
Maximo Viola However, Viola was insistent and
adapted from his
ended up tending Jose P300 for works.
2,000 copies. The printing was
finished earlier than the expected five month period of printing.
The Noli Me Tangere was eventually published on March 21, 1887 by the cheapest publisher Rizal
found in Berlin, the BERLINER - ACTIEN -GESSELSCHAFT, SETZERINNEN - SCHULE DE LETTE VEREINES.
The Noli and its Goals
The Noli me Tangere, "Touch me not" or as translated in Filipino, "Huwag mo akong Salingin"
reveals the current situation of the Filipinos during the Spanish colonization. It is also understood
that the book was made to awaken the feelings of the people from oppression. It also depicts a
series of Filipino scenes such as superstitious and hypocritical fanaticism of many who consider
themselves religious people, the ignorance, corruption. and brutality of the Filipino civil guards, the
passion for gambling unchecked by the thought of duty and responsibility, the servility of the
wealthy Filipino towards friars and government officials, the ridiculous efforts of Filipinos to
dissociate themselves from their fellowmen or to lord it over them -- all these are ridiculed in the
novel. Nevertheless, Rizal clearly implies that many of these failings are traceable to association with
the Spaniard, or to the misguided policy of the government and the questionable practices of the
friars.
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But the real reason or purpose of Pepe in writing the- Novel is to disprove wrong accusations
of Spaniards to Filipinos and the Philippines. He also expresses the sad conditions of the society,
beliefs, hopes, dreams and the cry of the Filipino people. Rizal wants to expose everything about the
wrong use of religion or the exploitation of the word of God which friars used for them to benefit
and corrupt people. He added to portray the cruelties, graft and corruption of the false government.
Yet, Rizal controlled and balanced the national likeness through giving highlights to the
virtues and good traits of the uninfluenced Filipinos: the women's modesty and devotion, the
openhanded hospitality of Filipino families, the commitment the parents to their children and vice
versa, the deep sense of gratitude, and the undeniable common sense of the uneducated Filipino
peasants.
The Novel's Social Impact and Controversies

The Noli Me Tangere was
considered to be one of the instruments
that initiated Filipino nationalism that led to
the 1896 Philippine Revolution.
Noli was originally written in Spanish so the
likelihood that the Spanish authorities will
read it first is high which our National Hero
really intended to happen.
Copies of books were redirected to
churches, many have been destroyed, many
anti-Noli writers came into the picture and the Catholic leaders in the Philippines during that time
regarded the book as heretical, while Spanish colonial authorities declared.
The Book as Subversive and against the Government.
The impact of the Novel also includes the expulsion of Jose in Clamba, laguna.
Extradition cases were filed against Rizal which led to writing his sequel of the Noli me
Tangere, the El Filibusterismo.
Rizal received a letter of summons to the Malaccan Palace by the Governor-General Emilio
Torrero. He defended himself and his book from the governor-general. Terrero go interested on the
controversial book and requested a copy of it from Jose to find out if there are really any subversive
ideas in the novel. He didn't see anything wrong in the novel but thought that Rizal's enemies were
powerful and far more superior that what he had anticipated.
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The Novel's importation, reproduction and circulation were prohibited and publicized
through the newspapers. Though this only made people more likely to read the novel even more
despite of the strictness and security of the guardia civils. Many Filipinos were still able to Governor-
General Emilio Torrero secure a copy of the Noli
Governor-General Emilio Torrero
and read it in secret. The price of the book even
raised from a peso to thirty pesos per copy.
The anti-Noli
• Many Spanish Officials, friars and church

persons were against the Noli me Tangere
• Father Salvador Font was the one responsible

for prohibiting the Noli me Tangere's
reproduction and circulation
 Father Jose Rodriguez, Superior of

Guadalupe, published a writing entitled “Cuestiones de Sumo Interes" (Katanungan ng Dakilang
lnteres) to confront Rizal's Noli. His copies of the book were
sold and distributed in the church after the mass. Many
Filipinos were forced to by though they do not believe what
the author said in his writings.
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The pro-Noli
 Many Filipinos were convinced and accepted the Noli, even great historians, doctors,
poets and church persons or clergies.
• Reverent Vicente Garcia, a Filipino priest who defended Jose Rizal and a
Catholic scholar at the Manila Cathedral, wrote a book, using the penname Justo
Desiderio Magalang, in response to the statement of Father Rodriguez about the Noli
me Tangere that contains something like these:
1. '"Hindi masasabing 'ignoranteng tao' si Riza, gaya ng sabi ni Padre
Rodriguez, dahil siya ay nagtapos sa mga unibersidad sa Espanya at
nakatanggap pa ng mga karangalang iskolastiko;"
2. "Hindi tinutuligsa ni Rizal ang Sirnbahan at Espanya, gaya ng sinasabi ni
Padre Rodriguez, dahil pinupuna ni Rizal sa Noli ay yaong masasamang
opisyal at tiwaling prayle, hindi ang Simbahan;"
3. "Sinabi ni Padre Rodriguez na yaong bumabasa ng Noli ay gumagawa ng
kasalanang mortal dahil nabasa nya ang Nobela."
 Marcelo H. Del Pilar, with the penname "Dolores Manapat", praises Rizal's Noli through
writing another book entitled, "Caiingat Cayo" (Maging Madulas katulad ng Igat). He used
the same technique as how Padre Rodriguez did in confronting the Noli, but this time, del
Pilar made the act in a church in his hometown in Bulacan.
The Characters and the Summary
Major Characters
 Crisostomo Ibarramedia y Magsalin,

 Or commonly referred to as Crisostomo or
Ibarra. He is the protagonist in this novel. Son
of Don Rafael Ibarra, a Filipino businessman,
who has recently returned to the Philippines
from Europe after spending seven years
studying abroad. Ibarra is well-educated and
respected, though the friars in his hometown
are suspicious of him because his father was
imprisoned just recently and labeled as a
subversive and heretic which even eventually
causes his father's death in jail.
 In the story, Ibarra insists on
reforming the Philippines
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Visual interpretation of the

Character Ibarra
Roxas, Isabela
from the inside out, and working with government officials and
especially the friars without dismantling the system. However, by
the end of the novel, branded as heretical subversive, his ideas
about reform and revolution begun to align with Elias's more
radical theories.
 Maria Clara de los Santos y Alba

 Also known as, Maria Clara. She is a well-
recognized woman in their hometown, San
Diego, for her high social standing. She was
raised by Captain Tiago, San Diego's cabeza
de barangay, however, a spineless socialite
who disavows Ibarra to stay in the good
graces of friars like Father Damaso. Maria
Clara is the most beautiful and widely
celebrated woman in town. Maria Clara and
Ibarra are bound to get married, although
Father Damaso - her godfather – is Visual interpretation of the
displeased with this arrangement and does Character Maria Clara
Torrero
what he can to make sure the marriage do
not push through and marry a certain Linares instead. She doesn't speak up
against this idea because she doesn't want to cross her father, Captain Tiago.
Later in the novel. Maria Clara found out that Captain Tiago isn't her
biological father - rather, Father Damaso impregnated her mother, who died
during childbirth. Maria Clara, blackmailed in the story, provided letters from
Ibarra to the courts - letters his prosecutors unfairly use as evidence of
malfeasance. She feels intense remorse at having sold Ibarra out.
 Father Damaso Verdolagas,
 Or just Padre Damaso, is a Franciscan friar in the

Philippines and a former curate of San Diego. Father
Damaso is an arrogant and dull priest who is best known as
a notorious character that speaks harsh words and a cruel
priest whilst his stay in the town. Only because Rafael
refused to go to confession and supported secular means
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of empowering Filipino citizens, Damaso jumped at the opportunity to cast Rafael as a

heretic and a subversive.
 In the story, Darnaso is Ibarra's rival who seems to

Visual interpretation of the leverage by provoking the young man during dinner at
Character Maria Clara
their house making loud mentions of Rafael's death. Ibarra
Torrero
is unable to ignore these provocations, and his violent
response leads to his own excommunication. To make matters worse for Ibarra, Father
Damaso is very well-connected in San Diego, he gets away with his corruption.
 Don Santiago de los Santos,

 Or more known as Capitan Tiago. A Filipino
socialite and well-respected member of the
country's wealthy elite.
 In the novel, Capitan Tiago is the richest man

in the region of Binondo and he possesses
real properties in Pampanga and Laguna de
Bay. He is also said to be a good Catholic,
friend of the government and was
considered as Spanish by the colonialists.
Tiago never attended school, so he became a
domestic helper of a Dominican friar who Visual interpretation of the
taught him informal education. He is Character Capitan Tiago
concerned with making sure his daughter,
Maria Clara, marries an affluent man with sufficient social capital, which one
of the reason he quickly abandons his support of Ibarra when the friars
disgrace the young man's name. When they present their nephew Linares
(nephew of Doctor de Espadana, a fraudulent doctor for rich people, and his
wife, Dona Victorina, an obvious social climber) as a possible new match for
Maria Clara, Captain Tiago is quick to assent, thinking that such a pairing will
ensure respectability.
 Elias
 He is Ibarra 's mysterious friend and ally. Elias
made his first appearance a pilot during a picnic
of Ibarra and Maria Clara and her friends. He
wants to revolutionize the country and to be
freed from Spanish oppressions. After Ibarra
_saves his life from a vicious crocodile, Elias
swears to protect the young man from his
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Visual interpretation of the
Character Elias
Roxas, Isabela
enemies. Elias discovers plots against Ibarra as he lurks in the town in the
disguise of a day laborer. He also tries to persuade Ibarra to join him and
some other groups of revolutionaries who want to strike back against the
abusive guardia sibil that empowers the church and coerces the people it
claims to govern. Elias desires his friend to understand that nothing good will
come within the existing power, since the government and the church are
both corrupt and unconcerned when it comes to actually improving the
Philippines society.
 The 50th Chapter of the novel explores the past of Elias and history of his
family. In the past, Ibarra's great condemned Elias' grandfather of burning a
warehouse which led into misfortune of Elias' family. His father was refused
to be married by her mother because his father's past and family lineage was
discovered by his mother's family. In the long run, Elias and his twin sister
were raised by their maternal grandfather. When they were teenagers their
distant relatives called them hijos de bastardos or illegitimate children. One
day, his sister disappeared which led him to search for her. His search led him
to places, families, and finally, he became a fugitive and subversive.
 Pilosopong Tacio, old Tacio

 Don Anastasio, or commonly known as
Pilosopong Tacio, is another major
character in the novel. Tasio respects
Tharra and hopes dearly that Ibarra will
succeed in building a school that is
independent of the church. Seeking for
reforms from the government, he expresses
his ideals in paper written in cryptographic
alphabet similar from hieroglyphs and
Coptic figures hoping "that the future
generations may be able to decipher" it and
realize the abuse and oppression done by Visual interpretation of the
the conquerors. Character Pilosopong Tacio
 Sisa, Crispin, and Basilio

Visual interpretation of the  Narcisa or simple Sisa, is the deranged
Characters Sisa, Crispin and Basilio mother of Basilio and Crispin. Described ,1s
young and beautiful. Although she loves
her children so much, she cannot protect
them from the beatings of her husband,
Pedro.
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 Crispin is Sisa's seven-year old son. A very young child learning to be a

sexton, or a warden of the church. Unfornmately, the chief sexton falsely
alleges Crispin of thieving money from the church. Father Salvi and the head
of the sacristan killed him after the allegation of stealing money. Though it
was not directly told in the story, it was dreamt by Basilio of the possible
incident against the life of Crispin.
 Basilio is Crispin's ten-year old brother who also trains to be a sexton. His
Task is to ring the church bell during Angelus. At the end of the novel, Elias
wished Basilio to bury him by burning in exchange of a chest full of gold
located in his death ground.
 La Doctora Victorina de los Reyes de Espadaña Visual interpretation of the

 Dofia Victorina is an ambitious Filipina character Dona Victorina
who classifies herself as Spanish and
mimics Spanish ladies by putting heavy
make-up. The novel narrates Dona
Victorina's younger days: she had lots of
admirers, but she did not choose from
any of them because nobody was a
Spaniard. Later on, she met and married
Don Tiburcio de Espadana, an official of
the customs bureau. However, the
marriage is childless. Her husband
assumes the title of Medical Doctor
even though he never attended medical
school; using fake documents and
certificates. He practices illegal medicine.
Other Characters
• Padre Bernardo Salvi, a Franciscan curate of San Diego who is described as a very thin
and sickly priest who is secretly harboring lust for Maria Clara. It is also implied that his last
name, "Salvi" is a shorter term for "Salvation" or be a short term for the word "Salvaje"
meaning a bad character who is willing to kill a child merely because of an alleged stealing of
money.
• El Alferez or Alperes, chief of the Guardia Cibil, and mortal enemy of the priests in San
Diego. He is the husband of Dona Consolacion.
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Roxas, Isabela
 Dona Consolacion, wife of Alperes, nicknamed as la musa de los guardius civiles (The
muse of the Civil Guards) or la Alrereza, was a former laundrywoman who passes
herself as a peninsular; best remembered for her abusive treatment of Sisa.
 Don Tiburcio de Espadana, Spanish quack doctor who is limp and submissive to his
wife, Dofia Victorina.
 Teniente Guevara, a close friend of Don Rafael Ibarra. He reveals to Crisostomo how
Den Rafael Ibarra's death came about.
 Alfonso Linares, a distant nephew Tiburcio de Espadana, the future fiancé of Maria
Clara. Although he presented himself as a practitioner of law, tit was later revealed that
he, just like Don Tiburcio, is a fraud. He later died due to given medications of Don
Tiburcio.
 Tia Isabel, Capitan Tiago's cousin, who raised Maria Clara.
 Governor-General, unnamed person in the novel, he is the most powerful official in the
Philippines. He has great disdain for the friars and corrupt officials, and sympathizes
with Ibarra.
 Don Filipo Lino, Vice-mayor of the town of San Diego, leader of the liberals.
 Padre Manuel Martin, he is the linguist curate of a nearby town who delivers sermons
during San Diego's fiesta.
 Don Rafael Ibarra, father of Crisostomo Ibarra, though he is the richest man in San
Diego, he is also the most virtuous and generous.
 Dona Pia Alba, wife of Capitan Tiago and mother of Maria Clara. She died of giving
birth to her daughter. In reality, she was raped by Damaso so she could bear a child.
Summary of the Noli
A lot of summaries of the Noli me Tangere by Jose Rizal was made and out for
the public for a better and easier understanding of the novel. Anyone could use any author's
plot summary of the Noli, however, in this textbook we would use the Plot Summary of
Lannamann, Taylor (2017).
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"Noli Me Tangere takes place in the Philippines during the time of Spanish
colonization. In the opening scene, a wealthy and in influential Filipino man
named Captain Tiago hosts a dinner party to welcome Juan Crisostomo lbarra y
Magsalin back to the Philippines. Ibarra has spent the last seven years studying
in Europe. In talking to the various guests at Captain Tiago's dinner party, he
discovers that his father, Don Rafael, recently died, though he doesn't know why
or how. During the dinner, Father Damaso, a loud-mouthed friar Ibarra has
known since childhood, stands up and insults Ibarra, disparaging him for having
traveled to Europe to pursue an education he could have obtained in the
Philippines. In response, Ibarra swallows his pride and refrains from directing
insults at the half-drunk friar. Instead, he leaves the dinner early, ignoring
Captain Tiago 's plea that he stay a little longer in order to see his fiancé (and
Captain Tiago's daughter), Marfa Clara.
On his way home, Ibarra walks with Senor Guevara, a lieutenant of the
Civil Guard, Spain's colonial armed forces that police the Philippines. The
lieutenant explains that a few months after Ibarra left, Father Damaso
accused Don Rafael of not going to confession. Don Rafael was a very
powerful man, which meant he had many enemies in both the Spanish
government and in the church. The lieutenant tells Ibarra that one day
Don Rafael came upon a government tax collector beating a boy in the
street. When Rafael interfered, he accidentally pushed the man too hard,
causing the tax collector to hit his head on a rock. This injury eventually led
to the man's death, and Ibarra’s father was thrown in jail and accused of subversion
and heresy. At this point, Father Damaso heaped new accusations on him and
everybody abandoned him. By the time he was finally proven innocent, Guevara
explains, Don Rafael had already died in prison.
Ibarra goes to his hometown, San Diego, where the unfortunate events of his
father's death took place. Since Captain Tiago owns multiple properties there, Maria
Clara also relocates to San Diego. November is approaching, a time the town celebrates
with a large festival. This festival is surrounded by various religious holidays, such
as All Souls' Day, which commemorates dead people in purgatory waiting for their
souls to be cleansed before ascending to heaven. Taking advantage of this, San Diego’s
priests implore the villagers to purchase indulgences, which they claim
shorten the length of time a soul must languish in purgatory. Ibarra quickly
sees the power of the Catholic friars in the Philippines has greatly increased
since he left for Europe, a fact made clear by their control over even
governmental officials. For instance, Father Salvi, San Diego's new priest, is
constantly at odds with the military ensign in charge of the village's faction of
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the Civil Guard. Salvi uses his important religious position to spite the ensign,
fining the man for missing church services and delivering purposefully
boring sermons when he does attend.
The friars interfere with other elements of everyday life in San Diego too,
which Ibarra learns after speaking with the schoolmaster. The schoolmaster tells
him that Father Damaso actively meddles with his educational techniques by demanding
that he teach only in the country's native language, Tagalog, instead of instructing the
children to speak Spanish. Damaso also insists that the schoolmaster beat the
children, creating a hostile environment that doesn't send itself to productive learning.
Hearing this, Ibarra decides to build a secular school in San Diego, a project his father
dreamed about before his death. On the advice of the town's old
philosopher, Tasio, Ibarra presents his ideas to the town's religious and
civic leaders, making it seem as if he wants them to be involved with the
school, even though he plans to ignore their influence after it is built.
Meanwhile, two poor boys named Crispin and Basilio study to be sextons, or
people who take care of the church. They do so in order to financially
help their mother, Sisa, but Crispin is unfairly accused of theft and thus
must work constantly with his brother to pay off the absurd amounts the
chief sexton claims that Crispin owes the church. When he protests this
injustice one night, Crispin is hauled away and severely beaten. Scared for his
brother's life, Basilio searches him out before running home during a storm and waiting
in vain with his mother for Crispin to appear. This never materializes, and the next day
Basilio goes back into town. Frightened, Sisa looks for both her boys and is told that
the Civil Guard has been ordered to arrest them for theft, though nobody can find
them. She herself is arrested and then released, at which point she searches
throughout the night for her boys, working herself into permanent insanity
and destitution as she wanders the town and the surrounding woods.
Visiting the Catholic cemetery, Ibarra speaks to a gravedigger and learns

that, upon Father Damaso's orders, he dug up Don Rafael's body. Although
the friar had instructed the gravedigger to take Rafael's body to the
Chinese cemetery - a less respected cemetery - the gravedigger threw
Don Rafael into the lake, thinking it a more honorable resting place.
Ibarra and the town's influential religious and government leaders decide to
celebrate the new school on the same day as the town's fiesta. The church
makes plans to bless the new educational building (though it is not yet
completed) directly after a long sermon by Father Damaso. During this sermon, a
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mysterious figure approaches Ibarra. His name is Elias, a man whose life Ibarra
recently saved on an eventful fishing trip. Elias tells Ibarra that there is a plan to
kill him during the school's benediction ceremony, warning him not to walk
beneath a certain large stone suspended by a pulley system. Ibarra ignores this
advice, and sure enough, the stone hurdles toward him. Luckily Elias takes action
and covertly puts the criminal - the man plot ring against Ibarra - in the way of
the stone, killing him instead of Ibarra. The festivities go on, but Ibarra how
knows he has enemies.
That night, during a celebratory dinner hosted by Ibarra, Father Damaso arrives
uninvited. All of San Diego's most respected individuals are in attendance,
including the governor and the town's other friars. Damaso loudly insults the
school and its architecture while also making callous remarks about "indios," a
racial slur for native Filipinos. He flippantly speaks about how "indios" abandon
their country because they think they're superior, traveling to Europe instead.
"In this life the fathers of such vipers are punished," he says. "They die in jail, eh,
eh, or rather, they have no place ... " When Ibarra hears Damaso make this
crude reference to his father's unfair death, he jumps up and pins the priest
down, holding a knife in his free band and publicly accusing Damaso of exhuming
his father's body. Ibarra says he won't kill Damaso, but his actions say otherwise,
and as he lifts the knife to bury it in the friar"s body, Maria Clara snatches it from
his hand.
In the aftermath of this scandalous event, Ibarra is excommunicated from the

church. Captain Tiago proves himself a spineless socialite by calling off the
wedding between Ibarra and Maria Clara, instead betrothing his daughter to
Linares, a young man from Spain. Linares is the nephew of Don Tiburcio de
Espadaña, a fraudulent doctor who treats Maria Clara for a sudden illness that
incapacitates her for several days after the incident between Ibarra and Father
Damaso. Meanwhile, the Captain General the topmost government official
representing Spain-visits San Diego. The friars implore him to punish Ibarra, but
because his priorities are more civic than religious and because he supports
Ibarra's mission to build a school, he pulls strings to have the young man's
excommunication lifted.
While Ibarra continues his project, Father Salvi makes arrangements with a man
named Lucas, the brother of the man hired to kill Ibarra with the large stone.
Because his brother died, Lucas wants revenge on Ibarra. Father Salvi - who
secretly loves Maria Clara and who believes Ibarra is a heretic - hatches a plot
with Lucas to frame Ibarra. With Lucas's help, he organizes a band of rebels to
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attack the Civil Guard's military barracks, telling them that Ibarra is the
ringleader. Hours before the attack takes place, Father Salvi rushes to the ensign
and warns him of the plan, making sure to request that the ensign let it be
known that he-Salvi-was the one to save the town by discovering the plot and
issuing a warning.
The attack goes according to Salvi and Lucas's plan, and Ibarra is arrested. He is
imprisoned and found guilty, a verdict based on an ambiguous line in a letter he
sent to Maria Clara. Once again Elias comes to the rescue, breaking him out of
prison and taking him away in a boat. Before they leave town, Ibarra stops at
Maria Clara's house, climbs onto her patio, and says goodbye to her. She
explains that she only parted with his letter - which led to his guilt sentencing -
because she was blackmailed. Apparently, a man came to her and told her that
her real father is Fray Damaso, not Captain Tiago. The man threatened to spread
this information if she didn't give him Ibarra's letter. Feeling that she must
protect captain Tiago's honor and the memory of her deceased mother, she
handed over Ibarra's letter. Nonetheless, she tells Ibarra that she will always
love him and that she is deeply sorry for having betrayed him.
After saying goodbye to Maria Clara, Ibarra gets into Elias's boat. As the two men
row into the night, they continue a heated discussion they've already begun
about the nature of revolution and reform, debating the merits of working
within a corrupt system to change it rather than overthrowing the system
completely. As they talk they realize they're being chased by another boat. Elias
tries to out-row their pursuers, but quickly realizes they'll eventually catch up. As
bullets whip by, he tells Ibarra to row, deciding to jump off the boat to confuse
the people behind them. Before diving, he tells Ibarra to meet him on Christmas
Eve in the woods near San Diego, where Ibarra's grandfather is buried with the
family's riches. When Elias plunges into the water, the boat follows him instead
of Ibarra. Elias throws them off by diving deep into the water, only surfacing
periodically. Soon, though the people chasing him don’t see him come back.
They even think they see a bit of blood in the water.
Back in San Diego, Father Damaso visits Maria Clara, who tells him she can't
marry Linares because she doesn't love him. She references a newspaper, which
falsely reported that Ibarra was found dead on the banks of the lake. She tells
the friar that this news has given her no reason to live and, as such, she can't go
through with the wedding, instead deciding to enter a convent.
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On Christmas Eve, the young Basilio wanders forth from a cabin in the woods,
where he's been living with a kind family ever since the Civil Guard started
looking for him. He goes into San Diego in search of Sisa, his mother. When he
finds her, she doesn't recognize him and runs away, leading him back to the
woods, where she goes to the old tomb that contains Ibarra's grandfather. Once
he finally catches up to his mother, though, Basilio faints. Seeing finally that he is
her son, Sisa covers him with kisses. When Basilio wakes up, he finds that she
has died by his side. At that moment, Elias appears. He is wounded, and seeing
that Ibarra has not arrived he tells Basilio he is about to die, instructing the boy
to bum his and Sisa 's bodies on a pyre. Looking up at the sky, he utters his final
words: "I die without seeing dawn's light shining on my country ... You, who will
see it, welcome it for me ... don't forget those who fell during the nighttime. The
book ends without mention of Ibarra’s fate.”
Summative Assessment
l. Write an essay with the aim of answering the following: What is

freedom? How is the lack of freedom portrayed in the novel? How is the
situation in the novel different from today?
2. Write an essay with the aim of addressing the questions: (a)
What are the antimodern of colonial society portrayed in Noli Me Tangere?
(b) Can modernity be?
Exercise 1
Name: __________________________________ Date: _________________

Course & Year: ____________________________ Score: ________________
Introduce a friend or group of friends who helped you with a situation or circumstance
which you cannot do or accomplish on your own. State the circumstance (problem) and how
your friend/s assisted you in dealing with it.
Exercise 2
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Name: __________________________________ Date: _________________

Choose one (I) among the major characters of the Noli me Tangere. Why this character?
Who is this character in your life and what is his/her role in helping you grow as a person?
Exercise 3
Name: __________________________________ Date: _________________

Why do you think Jose Rizal wrote the Noli me Tangere? What do you think is the moral
lesson of the novel?
Bibliography
th
Editorial, 11 Anniversary of Dr. Jose Rizal’s Martyrdom. Manila: Manila Bulletin. December 2007.
Institute, 1963, 1965, 1969, 1971, 1974, 1977, 1979, 1987, 1991.
Administration.
References and Suggested Readings
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Roxas, Isabela
Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist, and National Hero Second
Edition. All – Nations Publishing Co., Inc. Quezon City. 1999.
2. Purino, Anacoreta P.: Rizal, the Greatest Filipino Hero. Rex Book Store, Manila, Philippines. 2008
3. José Rizal (1997). Prophecies of Jose Rizal about the Philippines: From the Pen of the Visionary
National Hero, Phenomenal Revelations and Coded Messages about Events Past, Present and
Future: Destiny of the Philippines …. Rex Bookstore, Inc.
4. Valdez, Maria Stella S. (2007). Doctor Jose Rizal and the Writing of His Story. Rex Bookstore, Inc.
5. Rizal, José. 1996. Noli me tangere, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark.
6. Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness and problems
of language in Noli me tangere and El filibusterismo, pp. 1–37. Quezon City: Ateneo de Manila
University Press.
Subject: GEC 9 – LIFE, WORKS AND WRITINGS OF RIZAL

Chapter 8: EL FILIBUSTERISMO
2. Introduction
Justice is the foremost virtue of the civilizing races. It subdues the barbarous
nations, while injustice arouses the weakest. – Jose Rizal
Welcome to Chapter 8 where you can learn more about nationalism in the life
and works of Rizal. In this chapter, we are going to explore the second novel written
by Rizal as sequel to Noli Me Tangere. This sequel is dedicated to the GOMBURZA
which was written four years after Noli was written in which Rizal was experiencing a
lot of frustrations in his efforts for social reform, thus giving the book a graver tone.
3. Learning Outcomes
At the end of this chapter, the student is expected to:
1. Compare and contrast the characters, plot, and the theme of the Noli and
the El Fili;
2. Value the role of the youth in the development and future of society.
4. Learning Content
Topics for Module 8
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Topic 1 - Rizal’s Dedication to the First Edition of El

Filibusterismo
Topic 2 - El Filibusterismo Plot Summary
Topic 3 - Chapter Excerpts from El Filibusterismo
El Filibusterismo: Chapter 1: On the Upper Deck
El Filibusterismo: Chapter 2: On the Lower Deck
El Filibusterismo: Chapter 4: Cabesang Tales
El Filibusterismo: Chapter 6: Basilio
El Filibusterismo: Chapter 7: Simoun
El Filibusterismo: Chapter 38: Fatality
El Filibusterismo: Chapter 39: Conclusion

This chapter adopted the following teaching and learning activities, to
wit:
a. Lecture
b. Group Discussion
c. Written Output
d. Quizzes
e. Assignment
f. Reflection Paper
g. Graphic Organizer
6. Recommended learning materials and resources for supplementary reading
Books
Daroy, P. (1968) Rizal contrary essays. Quezon City: Guro Books, 1968
Almario. V. (2008). Si Rizal: Nobelista. QC: UP Press, 2008
Anderson, B. (2008) Why Counting Counts: A Study of Forms of
Consciousness and Problems of Language in Noli Me Tangere
and El Filibusterismo. Quezon City: Ateneo de Manila
University Press.
Reyes, M.P. (2013). “El Filibusterismo and Jose Rizal as “Science
Fictionist” in Humanities Diliman vol.10 no. 2 (2013)
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Internet
http://journals.upd.edu.ph/index.php/humanitiesdiliman/article/view/4168/3774
Others
Rizal, J. El Filibusterismo. Trans. Virgilio Almario or Soledad Maximo Locsin

Online (synchronous)
Email, Messenger, Google Chrome
Remote (asynchronous)
Module
8. Assessment Task
a. Graphic Organizer: Compare and Contrast, and show continuities and/or
changes in Rizal’s ideas expressed in the Noli Me Tangere and El
Filibusterismo
b. Reflection paper about selected chapters discussing the role of youth in
society (e.g., Ch. 24, Ch. 39)
c. Quizzes in El Filibusterismo
MODULE CONTENT
TOPIC #1
CHAPTER TITLE : RIZAL’S DEDICATION TO THE FIRST EDITION

OF EL FILIBUSTERISMO
“To the memory of the priests, Don Mariano Gomez (85 years old), Don José Burgos (30
years old), and Don Jacinto Zamora (35 years old). Executed in Bagumbayan Field on the 28th of
February, 1872.
“The Church, by refusing to degrade you, has placed in doubt the crime that has been
imputed to you; the Government, by surrounding your trials with mystery and shadows, causes the
belief that there was some error, committed in fatal moments; and all the Philippines, by worshiping
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your memory and calling you martyrs, in no [vi]sense recognizes your culpability. In so far, therefore,
as your complicity in the Cavite mutiny is not clearly proved, as you may or may not have been
patriots, and as you may or may not have cherished sentiments for justice and for liberty, I have the
right to dedicate my work to you as victims of the evil which I undertake to combat. And while we
await expectantly upon Spain some day to restore your good name and cease to be answerable for
your death, let these pages serve as a tardy wreath of dried leaves over your unknown tombs, and let
it be understood that every one who without clear proofs attacks your memory stains his hands in your
blood!”
J. Rizal.
NOMINAL DURATION: ___ hour/s
LEARNING OUTCOMES:
Upon completion of this module, the student must be able to:
1. Compare and Contrast the Characters, plot, and theme of this chapter topic
DISCUSSION QUESTION/S
1. Who is Father Gomez, Father Burgos, and Father Zamora in which Rizal
dedicated his novel El Filibusterismo?
ASSESSMENT TASKS:
a. Assignment (Advance reading)
LEARNING RESOURCE/S:
https://www.gutenberg.org/files/10676/10676-h/10676-h.htm#:~:text=Rizal's%20dedication%20to
%20the%20first,Zamora%20(35%20years%20old).
MODULE CONTENT
TOPIC #2
CHAPTER TITLE : EL FILIBUSTERISMO PLOT SUMMARY
After thirteen years of being away from the Philippines, Crisostomo Ibarra returns under the
guise of Simoun, a rich jeweler and a confidant of the Captain-General. Simoun influence every
decision of the Captain-General to mismanage the country’s affairs so that a revolution will break out.
Simoun has reasons for instigating a revolution. First is to rescue Maria Clara from the convents, and
second, to get rid of the corruption and evil of the society. His true identity is discovered by a now-
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grown-up Basilio while visiting his mother’s grave, Sisa, as Simoun was digging near the grave site for
his buried treasures. Simoun spares Basilio’s life and asks him to join in his planned revolution
against the government. Basilio declines the offer as he still hopes that the country’s condition will
improve.
Basilio, at this point, is a graduating student of medicine at the Ateneo Municipal de Manila. Basilio
was adopted by Captain Tiago after Maria Clara enters the convent. With Captain Tiago’s help,
Basilio was able to go to Colegio de San Juan de Letran and the Ateneo. Captain Tiago’s confessor,
Father Irene, is making Captain Tiago’s health worse by giving him opium even as Basilio prevents
Captain Tiago from smoking it. He and other students want to establish a Spanish language academy
so that they can learn to speak and write Spanish despite the opposition from the Dominican Friars of
the University of Santo Tomas. With the help of a reluctant Father Irene as their mediator and Don
Custodio’s decision, the academy is established; however, they will only serve as caretakers of the
school, not as the teachers. Dejected and defeated, they hold a mock celebration at a pansiteria while
a spy for the friars witnesses the proceedings.
Simoun, for his part, keeps close contact with the bandit group of Cabesang Tales, a former Cabeza
de Bbarangay who suffered misfortunes at the hands of the friars. Before joining the bandits, Tales
took Simoun’s revolver while Simoun was staying at his house for the night. As payment, Tales leaves
a locket that once belonged to Maria Clara. To further strengthen the revolution, Simoun has Quiroga,
a Chinaman hoping to be appointed consul to the Philippines, smuggle weapons into the country
using Quiroga’s bazaar as front. Simoun wishes to attack during a stage play with all of his enemies in
attendance. He, however, abruptly aborts the attack when he learns from Basilio that Maria Clara died
in the convent.
A few days after the mock celebration by the students, the people are agitated when disturbing
posters are found displayed around the city. The authorities accuse the students present at the
pansiteria of agitation and disturbing peace and has them arrested. Basilio, although not present at
the mock celebration, is also arrested. Captain Tiago dies after learning of the incident, and as stated
in his will – forged by Father Irene – all of his possessions are given to the church, leaving nothing for
Basilio. Basilio is left in prison as the other students are released. A high official tries to intervene for
the release of Basilio but the Captain-General, bearing gurdges against the high official, coerce him to
tender his resignation. Juli, Basilio’s girlfriend and the daughter of Cabezang Tales, tries to ask Father
Camorra’s help upon the advice of an elder woman. Instead of helping Juli, however, Father Camorra
tries to rape her as he has long-hidden desires for Juli. Julu, rather than submit to the will of the friar,
jumps over the balcony to her death.
Basilio is soon released with the help of Simoun. Basilio, now a changed man, finally joins Simoun’s
revolution. Simoun then tells Basilio his plan at the wedding of Paulita Gomez and Juanito, Basilio’s
hunch-backed classmate. His plan was to conceal an explosive inside a lamp that Simoun will give to
the newlyweds as a gift during the wedding reception. The reception will take place at the former
home of Captain Tiago, which was now filled with explosives planted by Simoun. According to
Simoun, the lamp will stay lighted for only 20 minutes before it flickers; if someone attempts to turn the
wick, it will explode and kill everyone inside the house. Basilio has a change of heart and attempts to
warn the people inside, including Isagani, his friend and the former boyfriend of Paulita. Simoun
leaves the reception early as planned and leaves a note behind: “Mane, Thacel, Phares. Juan
Crisostomo Ibarra”. Initially thinking that it was simply a bad joke by those left behind, Father Salvi
recognizes the handwriting and confirms that it was indeed Ibarra’s. As people begin to panic, the
lamp flickers. Father Irene tries to turn the wick up when Isagani, due to his undying love for Paulita,
burts in the room and throws the lamp into the river. He escapes by diving into the river as guards’
chase after him.
Simoun, now unmasked as the perpetrator of the attempted arson and failed revolution, becomes a
fugitive. Wounded and exhausted, he seeks shelter at the home of Father Florentino, Isagani’s uncle,
and came under the care of Doctor Tiburcio de Espadaña, the husband of Doña Victorina, who was
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also hiding at the house. Simoun takes poison in order for him not to be captured alive by the
authorities. Before he dies, he reveals his real identity to Father Florentino while they exchange
thoughts about the failure of his revolution and why God forsook him. Father Florentino opines that
God did not forsake him and that his plans were not for the greater good but for personal gain.
Simoun, finally accepting Father Florentino’s explanation, squeezes his hand and dies. Father
Florentino then takes Simoun’s remaining jewelries amd throws them into the sea, hoping that they
would not be used by the greedy, and that if the time came, that it would be used for the greater good,
the sea would reveal the treasures.
LEARNING OUTCOMES:
1. What are the literary features found in El Filibusterismo using historical
approach?
2. How do you view the historical events of El Filibusterismo?
3. What is the difference between Noli me Tangere and El Filibusterismo?
ASSESSMENT TASKS:
a. Assignment (Advance reading)
b. Quiz
c. Film viewing
https://www.gutenberg.org/files/10676/10676-h/10676-h.htm
https://www.youtube.com/watch?v=4ePUUGQGeyg
MODULE CONTENT
TOPIC #3
CHAPTER TITLE : CHAPTER 1 - ON THE UPPER DECK
CHAPTER DESCRIPTOR : This chapter of the novel begins with the

steamship Tabo sailing on the Pasig River on its way to Laguna. While the
passengers on the upper deck discuss subjects regarding the lake and the slow
pace of ship travel, readers are gradually introduced to some characters of the
novel such as the jeweler Simoun, Doña Victorina, Ben Zayb, Don Custodio, Padre
Irene, Sibyla, Camorra, and Salvi.
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LEARNING OUTCOMES:
1. How do you describe the steam Tabo?
2. Who are the people found in the upper deck?
3. How do you describe the people in the upper deck?
4. Compare the problem of Ilog Pasig before and now?
ASSESSMENT TASKS:
a. Assignment
b. Film viewing
c. Quiz
ASSESSMENT TOOLS:
Rubrics
https://www.youtube.com/watch?
v=UYrZcauMGD4&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=1
v=r5acnRUdso8&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=2
MODULE CONTENT
CHAPTER TITLE : CHAPTER 2 - ON THE LOWER DECK
CHAPTER DESCRIPTOR : On the lower deck of the steamship Tabo, Basilio

and Isagani converse with Don Basilio. The two students tell the Don the plan of
thestudents to establish a Spanish academy. Although the two students are hopeful
that the academy would be approved by the Governor-General, Don Basilio
expresses his pessimism.
NOMINAL DURATION: ___ hours
LEARNING OUTCOMES:
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Roxas, Isabela
1. How do you describe the people in the lower deck?
2. How do you describe a character of a typical Filipino?
3. Who is Simoun according to Basilio?
ASSESSMENT TASKS:
a. Assignment
b. Film viewing
c. Quiz
ASSESSMENT TOOLS:
Rubrics
v=TX4OEHwMgCc&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=3
MODULE CONTENT
CHAPTER TITLE : CHAPTER 3 – THE LEGEND
CHAPTER DESCRIPTOR : The wealthy passengers of the steamship amuse

themselves by telling stories and legends of interesting places and spots along the
river. Padre Florentino recounts the legend of Dona Jeronima, while Padre Salvi
narrates the story of a Chinese infidel who was saved from the caymans by
asking St. Nicholas for help. Ben Zayb then asks the captain the exact spot where a
man named Ibarra was killed. While pointing to the exact spot, Ben Zayb observes
that Simoun is silent and thoughtful.
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LEARNING OUTCOMES:
1. Where is the focus of those in the lower deck?
2. What legend here in the Philippines do you know?
3. Explain this: “Mabuti na ang masamang kilala kaysa mabuting kikilalanin pa.”
ASSESSMENT TASKS:
a. Assignment
b. Film viewing
c. Quiz
ASSESSMENT TOOLS:
Rubrics
v=HDHwBjbiBSA&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=4
MODULE CONTENT
CHAPTER TITLE : CHAPTER 4 – CABESANG TALES
CHAPTER DESCRIPTOR : Cabesang Tales with his family and father

cultivate a piece of land. From the hardship the experience and sickness they
experience,Tales's wife and eldest daughter die. When he is about to harvest his
crops, a religious order lays claim to the land and demands anannual rent. Tales
eventually agrees to the arrangement, but every year the rent keeps going up
until he has had enough. He goes tothe courts and demands that the religious order
present some proof of their ownership of the land. After a long and
expensivelitigation, Tales loses the case. He is unfortunately abducted by bandits
demanding ransom. Not enough money is raised for theransom, so Juli, the daughter
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of Cabesang Tales, borrows money from Hermana Penchang. To pay the debt, Juli
agrees to work for theHermana as a servant.
LEARNING OUTCOMES:
1. How did Cabesang Tales show his firm stand on the land he cultivated?
2. Why does Cabesang Tales force to fight the friars?
3. Explain this: “isipin mo ns lang na lumaki ang buwaya.”
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=k02kQkc39eE&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=5
MODULE CONTENT
CHAPTER TITLE : CHAPTER 5 – A COCHERO’S CHRISTMAS

EVE
CHAPTER DESCRIPTOR : On the way to the town of San Diego, a cochero

endures abuse and maltreatment from the Guardia Civil. He is hit with a rifle
buttwhen he tells them he has forgotten to bring his cedula with him. He is detained
and beaten up again when the light of his carromatagoes out. Basilio arrives at San
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Diego and, after making his way to Capitan Tiago's house, he receives the news that
Cabesang Tales hasbeen abducted by bandits.
LEARNING OUTCOMES:
DISCUSSION QUESTION/S:
1. Where was Basilio going that morning? What did he witness?
2. Why did the guardia civil stop the hack carriage and what did it do with the
cochero?
3. How did Basilio compare what he witnessed at that time and what happened
in the past?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=YlGXXI3cSck&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=6
MODULE CONTENT
CHAPTER TITLE : CHAPTER 6 – BASILIO
CHAPTER DESCRIPTOR : At Christmas Eve, Basilio enters the forest

previously owned by the Ibarra family but has been sold to Capitan Tiago. In the
middle of the forest stands a Balete tree, where he visits the grave of his mother Sisa
and a stranger (Elias). He remembers that thirteen years ago, a second stranger
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(Ibarra) had helped him cremate and bury his mother and the stranger. Through
Capitan Tiago’s help, he is now studying to be a doctor and plans to marry his
sweetheart, Juli.
LEARNING OUTCOMES:
1. Where did Basilio go when he left Captain Tiago house?
2. What are the different hardships that he encounters while studying?
3. What changes have taken place in his life as a student?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=ubqK8OKyx8s&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=7
MODULE CONTENT
CHAPTER TITLE : CHAPTER 7 – SIMOUN
CHAPTER DESCRIPTOR : Basilio is about to leave the forest when he sees

someone approach and starts digging near the Balete tree. He announces his
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presence and is surprised that the man turns out to be Simoun the jeweler, who is
none other than Crisostomo Ibarra. Simoun convinces Basilio to cooperate in his
plans of avenging the death of his mother (Sisa) and his younger brother (Crispin)
but Basilio remains steadfast saying that revenge would never bring back his brother
and mother.
LEARNING OUTCOMES:
1. Who did Basilio notice in the grave of his mother?
2. Why did Simoun allows Basilio to live?
3. Explain this: “What will you be in the future? A people without character, a
nation without liberty. You are asking to be Hispanized and you do not blanch
with shame when it denied you!”
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=FOKhtcJ5F3E&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=8
MODULE CONTENT
CHAPTER TITLE : CHAPTER 8 – MERRY CHRISTMAS
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CHAPTER DESCRIPTOR : It is Christmas day and Juli wakes up early to

pack her things to go to Hermana Penchang. She forgets to greet his grandfather
Tata Selo a Merry Christmas. After Juli leaves, Tata Selo is preoccupied with thought
of his pretty granddaughter with her delicate hands working as a servant, of his
Cabesang Tales still held by bandits, and of being alone on Christmas Day. Dwelling
on all these misfortune, he discovers that he has become dumb.
LEARNING OUTCOMES:
1. How do we celebrate Christmas here in the Philippines?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=WNzwy6aelZs&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=9
MODULE CONTENT
CHAPTER TITLE : CHAPTER 9 – PILATES
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CHAPTER DESCRIPTOR : The gossip about the misfortunes of Tata Selo

and his family spreads around town, and a number of people are claiming that they
are not to blame for these misfortunes. The Alferez of the Guardia Civil says that he
was just following a government order to collect all firearms in town. The friar who
has taken over Cabesang Tales's comments that if Tales had remained at home, he
would never have been abducted by the bandits. Hermana Penchang merely says
that God brought down hardships on Tata Selo’s family because they had not taught
Juli to pray properly.
LEARNING OUTCOMES:
1. Who is Father Clemente?
2. What is the reason why the friars are celebrating?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
https://www.youtube.com/watch?v=uTd5U-
ekzqs&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=11
MODULE CONTENT
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CHAPTER TITLE : CHAPTER 10 – WEALTH AND WANT

CHAPTER DESCRIPTOR : Simoun visits Cabesang Tales's house to sell
his jewelry to the rich inhabitants of San Diego and Tiani. Cabesang Tales is
convinced to sell his daughter’s locket but decides to get his daughter's permission
first. The following day Simoun discovers that his revolver has been stolen by Tales.
News circulates in the town that three persons have been murdered: the friar
administrator, as well as the new tenant and his wife. A piece of paper with the
word Tales written in blood is found near the dead tenant’s wife.
LEARNING OUTCOMES:
1. Why did Simoun stay at Cabesang Tales house?
2. What symbolizes Simoun’s jewelries?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=tqUx2F524WM&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=12
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CHAPTER TITLE : CHAPTER 11 – LOS BAÑOS

CHAPTER DESCRIPTOR : On the last day of December, the Governor-
General and his advisers, together with some friars, are taking a rest in Los Baños.
After the game of cards, the Governor-General asks his advisers' opinion about the
students' proposal to put up a self-sufficient Spanish academy. There is a
disagreement of opinions, so no decision is made. Afterwards, the Governor-
General orders the release of Tata Selo, who has been arrested by the Guardia Civil
in place of his son, Cabesang Tales.
LEARNING OUTCOMES:
1. Why the Capitan-Heneral did not catch any animals while he was hunting?
2. Why shouldn’t Indios learn Spanish?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=w20zCmCE1GI&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=13
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MODULE CONTENT
CHAPTER TITLE : CHAPTER 12 – PLACIDO PENITENTE

CHAPTER DESCRIPTOR : Placido Penitente is on his way to school (UST).
It’s been a week since he arrived from his hometown. He wrote to his mother twice to
ask to leave his studies so he can start working instead, but his mother said he
should graduate or else it would be a waste of four years.
Placido Penitente is known in as school as dedicated, a brilliant debater and
one of the best Latinists. He is so smart that the parish priest called him a
subversive. Because he is considered smart, his classmates are confused by his
hatred of classes.
LEARNING OUTCOMES:
1. What did Placido wrote to his mother? What did his mother advise?
2. What kind of student is Tadeo?
3. Why does Placido doesn want to sign what they intend him to sign?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=aj8GpTcFOVw&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=14
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MODULE CONTENT
CHAPTER TITLE : CHAPTER 13 – THE CLASS IN PHYSICS

CHAPTER DESCRIPTOR : Placido enters the class in physics conducted by
Padre Millon. The class has no laboratory equipment, while the instruments bought
by the university are never used. At a class recitation, Placido argues with the
professor when he gets a bad mark even if he had been marked as being absent.
From disgust and frustration, Placido Penitente walks out of the class.
LEARNING OUTCOMES:
1. Describe the Physics classroom?
2. Compare Father Millon to other educators in the school?
3. How did Placido show his courage?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=dDPXKXwqDio&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=15
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MODULE CONTENT
CHAPTER TITLE : CHAPTER 14 – IN THE HOUSE OF THE

STUDENTS
CHAPTER DESCRIPTOR : Arriving at the school dormitory, Makaraig
announces that the decision to issue the permit for building the academy has been
passed to a commission headed by Don Custodio. The students
then devise schemes to influence Don Custodio or Señor Pasta, a lawyer, to give a
favorable decision. Isagani volunteers to persuade Señor Pasta to support and to
endorse their project.
LEARNING OUTCOMES:
1. Describe the house of the students?
2. Who are the following: a) Sandoval; b) Pecson; and 3) Makaraig
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=m8dst_z8ZUk&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=16
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MODULE CONTENT
CHAPTER TITLE : CHAPTER 15 – SEÑOR PASTA

CHAPTER DESCRIPTOR : Isagani approaches Señor Pasta to persuade him
to support and endorse the students' project. Not wishing to provoke the friars who
are against the project, Señor Pasta decides to oppose it and to convince Isagani
instead to focus on his studies.
LEARNING OUTCOMES:
1. Who is Señor Pasta?
2. Explain the different beliefs of Isagani and Señor Pasta?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=y5IKWkQyPpM&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=17
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MODULE CONTENT
CHAPTER TITLE : CHAPTER 16 – THE TRIBULATIOS OF A

CHINESE
CHAPTER DESCRIPTOR : Quiroga, a Chinese businessman, gives a dinner
in his house. Friars, government officials, soldiers, and merchants attend the dinner.
Simoun asks Quiroga to store some rifles in his warehouse as exchange for the
portion of the debt that the Chinese merchant owes him.
LEARNING OUTCOMES:
1. Why did Quiroga offered a dinner?
2. Describe Quiroga’s way of greeting his visitors?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
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v=8qK7Vty5Bks&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=18
MODULE CONTENT
CHAPTER TITLE : CHAPTER 17 – THE QUIAPO FAIR

CHAPTER DESCRIPTOR : Twelve people leave Quiroga's house to
watch Mr. Leeds' show. Padre Camorra ogles the young women at the fair, and gets
more excited when he sees Paulita Gomez, Isagani's rich and beautiful sweetheart.
LEARNING OUTCOMES:
1. Why does Father Camorra is very happy?
2. Who is the center of admiration of the people in the fair?
3. Why is it that the people in the fair were not happy or satisfied?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=1sL1of2Xs3I&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=19
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MODULE CONTENT
CHAPTER TITLE : CHAPTER 18 – THE LEGERDEMAIN

CHAPTER DESCRIPTOR : Ben Zayb, Padre Camorra, Padre Salvi, and
others enter the tent of Mr. Leeds to watch his show. Mr. Leeds presents to them a
box containing some ashes that had been found in one of the pyramids of Egypt.
Upon shouting a magic word, the ashes come to life and the Sphinx named Imuthis
narrates his sad story. A priest, he says, was in love with his sweetheart and in
order to eliminate him, he was implicated in a rebellion. Imuthis was then arrested
but was killed in a lake while trying to escape. Seeing the parallelism between
Imuthis' story and that of Crisostomo Ibarra, Padre Salvi faints when the Sphinx
starts calling him murderer, slanderer, and hypocrite.
LEARNING OUTCOMES:
1. Who is Mr. Leeds?
2. Describe the room where Mr. Leeds will perform?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
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ASSESSMENT TOOLS:
Rubrics
https://www.youtube.com/watch?v=myKRCbW97jE
MODULE CONTENT
CHAPTER TITLE : CHAPTER 19 – THE FUSE

CHAPTER DESCRIPTOR : Placido Penitente meets and joins Simoun in his
trip around the city. Placido learns that Simoun is organizing a revolution in order to
rescue Maria Clara from the convent.
LEARNING OUTCOMES:
1. What makes Placido’s heart breaks?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
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v=ytL3TK9QKPs&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=20
MODULE CONTENT
CHAPTER TITLE : CHAPTER 20 – THE ARBITER

CHAPTER DESCRIPTOR : Don Custodio studies his decision regarding
the proposal of the university students. He is undecided, since he wants to please
the friars who are against the proposal while at the same time desires to give the
students a chance to study the Spanish language. Señor Pasta and Pepay the
dancer have been consulted, but they they do not not give him a concrete answer.
After much contemplation, he arrives at a decision.
LEARNING OUTCOMES:
1. Relay the life of Don Custodio?
2. Why does Don Custodio cannot come up with a decision regarding the
academy?
3. Why he was able to received gifts from the friars?
ASSESSMENT TASKS:
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a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=4JPbC8lJolM&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=21
MODULE CONTENT
CHAPTER TITLE : CHAPTER 21 – MANILA TYPES

CHAPTER DESCRIPTOR : The people of Manila gather in the Teatro de
Variadades to watch Les Cloches de Corneville. Camarrocido, who is from a
prominent family in Spain, is poorly dressed and is employed in putting up posters of
upcoming shows of the Teatro. While walking near the Teatro he sees some men
suspiciously loitering around. He finds out that Simoun is ordering the men to stop a
civil unrest.
LEARNING OUTCOMES:
1. Describe Camaroncocido and Tio Kiko?
2. How does Manila was divided into two?
ASSESSMENT TASKS:
a. Quiz
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b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=qmxJj4e1dHc&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=22
MODULE CONTENT
CHAPTER TITLE : CHAPTER 22 – THE PERFORMANCE

CHAPTER DESCRIPTOR : Humorous incidents happen at the show. Juanito
Pelaez pretends to understand French in order to impress Paulita Gomez but is
embarrassed when he mistranslates some French words. Padre Irene, in a disguise,
watches the show and applauds one of the French actresses. Don Custodio is also
present at the show, falsely claiming that he watching the show to judge if it is
indecent or not. During the show, the students led by Makaraig learn about
Don Custodio' s decision.
LEARNING OUTCOMES:
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1. Why the following are in the play: a) Don Custodio; b) Pepay; c) Ben Zayb; d)
Makaraig; and Father Irene?
2. Whom they are waiting for the show to start?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=1pPEuaVT7p8&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=23
MODULE CONTENT
CHAPTER TITLE : CHAPTER 23 – A CORPSE

CHAPTER DESCRIPTOR : Basilio reads some medical books when Simoun
arrives at Capitan Tiago's house. Simoun convinces Basilio in vain to assist in the
revolution initiated by the jeweler. Simoun adds that a revolution is necessary to
rescue Maria Clara at the Sta. Clara nunnery. Basilio informs Simoun that Maria
Clara is dead. Simoun leaves the house weeping, tormented and bereaved.
LEARNING OUTCOMES:
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1. What is the biggest problem of Basilio to Captain Tiago?

2. What is the reason why Simoun get angry to Basiio?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=uT8YGrbLLOY&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=24
MODULE CONTENT
CHAPTER TITLE : CHAPTER 24 – DREAMS

CHAPTER DESCRIPTOR : Isagani meets Paulita at Malecon. In
their conversation, Isagani is revealed to be an idealist who envisions progress and
economic development of his country. He converses with Paulita about railway
expansion, cooperation between Spaniards and Filipinos, and the imminent
commercial trade. Paulita dismisses these thoughts saying they are unattainable
dreams.
LEARNING OUTCOMES:
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1. What is the agreement of Paulita and Isagani?
2. What are the dreams of Isagani for his country?
3. What is most important to you: “Your love for your country or love one?”.
Why?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=2MoRXN92Dz4&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=25
MODULE CONTENT
CHAPTER TITLE : CHAPTER 25 – SMILES AND TEARS

CHAPTER DESCRIPTOR : The students organize a banquet at a panciteria
to honor Don Custodio and his decision about the Spanish academy. In his decision,
the academy must come under the supervision of the Dominican order and the
students would simply collect contributions for the proposed school.
LEARNING OUTCOMES:
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Roxas, Isabela
1. What is the message of Pecson’s speech?
2. Why does this chapter was entitled Smiles and Tears?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=cZ3dCx69Wc8&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=26
MODULE CONTENT
CHAPTER TITLE : CHAPTER 26 – PASQUINADES

CHAPTER DESCRIPTOR : Basilio goes to the hospital but sees students
acting as if classes are suspended. A student informs him that seditious and
revolutionary posters are found at the university implicating the student organization.
The government has also issued the arrest of all its members and students who
participated in the banquet at the panciteria. Basilio then goes to the house of
Makaraig to ask for a loan, but he and Makaraig are arrested by soldiers.
LEARNING OUTCOMES:
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1. What happened when Basilio arrived in the house of Makaraig?
2. Explain this: “Kung nasaan ang panganib, doon tayo pumaroon sapagkat
naroon ang karangalan.”
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=DXdTl1zpfBs&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=27
MODULE CONTENT
CHAPTER TITLE : CHAPTER 27 – THE FRIAR AND THE FILIPINO

CHAPTER DESCRIPTOR : Padre Fernandez calls Isagani to discuss his
involvement at the banquet in the panciteria. Their discussion centers on the policy
of the friars in educating students. Isagani argues that the friars are deliberately
teaching antiquated education in order to inhibit the aspiration of the people to
be free. He argues that people who aspire to be educated are branded as filibusters.
Padre Fernandez replies that he has done what he could and that not all friars are
backward and against the idea of educating the people. He says that education can
only be bestowed to a deserving and ready people.
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LEARNING OUTCOMES:
1. What the friars explicitly say about the young people?
2. Differentiate the educational system before and now.
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=YqvTp6iHBd4&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=28
MODULE CONTENT
CHAPTER TITLE : CHAPTER 28 – TATAKUT

CHAPTER DESCRIPTOR : Because of the seditious posters found in the
university, the city is adrift with rumor and gossip. Gossip about arrested students
being shot and deported is circulated, while rumor exists that members of the
student association had connived with bandits and the German ships to bring down
the government.
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LEARNING OUTCOMES:
1. What resulted to others about the news on the pasquinades?
2. On your own understanding, why do you think the killings were not published
in the newspaper?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=0kRG6EmfkAM&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=29
MODULE CONTENT
CHAPTER TITLE : CHAPTER 29 – EXIT CAPITAN TIAGO

CHAPTER DESCRIPTOR : Capitan Tiago dies, and Padre Irene becomes
the executor of his will. Capitan Tiago has willed his properties to Sta. Clara, to the
pope, to the archbishop, and to religious corporations.
LEARNING OUTCOMES:
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Roxas, Isabela

1. What are the different Filipino culture and beliefs that you can notice in this
chapter?
2. Are you amenable or not on valuing people that is already dead?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=rXEDAIwRcIY&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=30
MODULE CONTENT
CHAPTER TITLE : CHAPTER 30 – JULI

CHAPTER DESCRIPTOR : The news of Basilio’s imprisonment deeply
troubles Juli. The town clerk, Hermana Pechang, and Hermana Bali convince Juli to
ask Padre Camorra to intercede for Basilio. She is hesitant to approach the friar
since he is known to be frolicsome and fond of women. When news reaches Tiani
that Basilio is about to be shot, Juli is compelled to ask the friar’s help.
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LEARNING OUTCOMES:
1. Which event the people of San Diego were most upset about, the death of
Captain Tiago or the imprisonment of Basilio? Why?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=BijVjZ0y8Zc&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=31
MODULE CONTENT
CHAPTER TITLE : CHAPTER 31 – THE HIGH OFFICIAL

CHAPTER DESCRIPTOR : A high official convinces the Governor-General in
vain to release Basilio who he believes is innocent. The Governor-General insists
that innocent individuals must suffer in order to restore order and to cow the people
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Roxas, Isabela
into submission. Because of this disagreement, the high official resigns and goes
back to Spain.
LEARNING OUTCOMES:
1. What is the most notice news in the newspaper?
2. What was the result for Basilio through high staff?
3. What kind of leader do you think the Capitan-General is?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=p4hMYW_SwQI&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=32
MODULE CONTENT
CHAPTER TITLE : CHAPTER 32 – EFFECT OF THE

PASQUINADES
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CHAPTER DESCRIPTOR : Because of the revolutionary and seditious

posters, Pecson, Tadeo, and Juanito Pelaez are suspended from their classes.
Tadeo burns his books, while Juanito gets engaged in his father’s business. In jail,
Basilio learns the sad news of Juli’s death. Simoun befriends Don Timoteo Pelaez,
who is now busy preparing for the wedding of his son to Paulita Gomez.
LEARNING OUTCOMES:
1. What do mothers decide for their children about their education?
2. Reveal why Paulita lost her love for Isagani?
3. What news spread about the wedding of Paulita and Juanito?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=iXtJ3OFzxNw&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=33
MODULE CONTENT
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CHAPTER TITLE : CHAPTER 33 – LA ULTIMA RAZON

CHAPTER DESCRIPTOR : Basilio is released from prison and immediately
approaches Simoun in order to help him initiate a revolution. Simoun is pleased that
Basilio will join his cause. He directs Basilio to meet Cabesang Tales at a
designated time to acquire the rifles that are hidden in Quiroga’s warehouse.
Simoun is to place at an important gathering a dynamite-laden lamp that would then
explode to signal the attack.
LEARNING OUTCOMES:
1. Do you think the decision for Basilio to join Simoun is correct?
2. Do you agree or disagree with Simoun's plan? Explain.
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=1lgQ8hscXko&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=34
MODULE CONTENT
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CHAPTER TITLE : CHAPTER 34 – THE WEDDING

CHAPTER DESCRIPTOR : Basilio walks aimlessly in the streets of Manila to
wait for the agreed signal for the revolution. He passes Calle Anloague where the
wedding fiesta of Juanito Pelaez and Paulita Gomez is being held. After seeing the
rich decorations, the number of guards, and the important visitors that would be
coming, he assumes that this is the crucial gathering mentioned by Simoun.
LEARNING OUTCOMES:
1. Why Don Timoteo Pelaez Is satisfied with the ongoing party?
2. What do you think is the reason why Basilio is motivated to take revenge and
agree with Simoun's plan?
3. What are the customs of the Filipinos mentioned in this chapter?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
https://www.youtube.com/watch?v=KzuvPZ2TJ-
4&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=35
MODULE CONTENT
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CHAPTER TITLE : CHAPTER 35 – THE FIESTA

CHAPTER DESCRIPTOR : Basilio sees Simoun placing the lamp at the
center of the house. Basilio is about to leave the place when he sees Isagani. He
tries to convince Isagani to stay away from the house and explains that
the lamp from Simoun would explode killing everybody in the house. In a rare act of
love and loyalty to Paulita, he boldly rushes to the house, quickly throwing
the lamp into the river to prevent it from exploding.
LEARNING OUTCOMES:
1. Why the captain-general was afraid to return to Spain?
2. Why do you think Padre Salvi was so scared when he read the name
Crisostomo Ibarra?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=iAB9qmoDlYM&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=36
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MODULE CONTENT
CHAPTER TITLE : CHAPTER 36 – BEN ZAYB’S AFFLICTION

CHAPTER DESCRIPTOR : The Governor-General prohibits any mention of
the events that have taken place at the wedding fiesta of Juanito Pelaez and Paulita
Gomez. News circulates that a band of tulisanes have attacked a friar country
house. The robbers who are caught describe a Spanish mestizo as the one who
ordered them to attack the city at a designated signal. The description given by
the robbers perfectly fits Simoun.
LEARNING OUTCOMES:
1. What is the content of Ben Zayb's introductory paragraph?
2. What do you think Ben Zayb and Don Custodio talked about?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
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MODULE CONTENT
CHAPTER TITLE : CHAPTER 37 – THE MYSTERY

CHAPTER DESCRIPTOR : The events of the previous night are discussed
by Isagani, Capitana Loleng, Capitan Toringoy, Sensia, and Chichoy. Chichoy
divulges that Simoun is the mastermind behind storing the sacks of gunpowder in
order to kill all the people at the wedding feast. He also adds that the lamp was to
start the fire and ignite the gunpowder.
LEARNING OUTCOMES:
1. What did Isagani say about the thief? Why did he say that?
2. Do you think the rumors are true?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=PwlpUDrDy08&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=38
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MODULE CONTENT
CHAPTER TITLE : CHAPTER 38 – FATALITY

CHAPTER DESCRIPTOR : A group of prisoners are being escorted by the
soldiers when they are ambushed. Carolino, one of the members of the Guardia
Civil and the son of Cabesang Tales, bravely fight the bandits, killing with a spear the
bandits' leader and an old man. Upon approaching the dead, he recognizes that the
old man that he has shot is none other that his grandfather, Tata Selo.
LEARNING OUTCOMES:
1. What is the state of the trade due to the robberies?
2. Who is Mautang? Who is Carolino?
3. Who was shot by carolino?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=0psTx4VF2zM&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=39
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MODULE CONTENT
CHAPTER TITLE : CHAPTER 39 – CONCLUSION

CHAPTER DESCRIPTOR : A wounded and exhausted Simoun goes to
Padre Florentino's house to hide from the Guardia Civil that are out to arrest him.
After taking a poison, he informs Padre Florentino of his true identity. He says that
he is the fugitive Juan Crisostomo Ibarra and that his was the unsuccessful attempt
to corrupt the government in order to start a revolution that would free the country.
Padre Florentino reprimands Simoun, saying that freedom cannot be won through
violence and bloodshed but by education, constant work, and suffering.
LEARNING OUTCOMES:
1. Why Father Florentino feels sad?
2. Why did Father Florentino throw Simoun's great wealth into the sea? If you
were Father Florentino, would you do what he did? Why?
ASSESSMENT TASKS:
a. Quiz
b. Assignment
c. Film viewing
ASSESSMENT TOOLS:
Rubrics
v=21xKqJoDfKo&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS&index=40
https://www.youtube.com/watch?v=UYrZcauMGD4&list=PL1ehyF19ZJ3KwMdDBbTiR12ON_ufqmFtS
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MODULE IN GEC 9
Subject: Course Number and Description
GEC 9 – THE LIFE AND WORKS OF JOSE RIZAL

Chapter 9: The Philippines: A Century Hence
2. Introduction
It is a socio-political essay written in four parts (1889-1890) in the
magazine La solidaridad by José Rizal. It is one of the most significant political
works of the movement in Spain, Rizal tracing the circumstances that brought
about the awakening of the Filipino and consequently the birth of the Filipino
spirit of a nation. He underscores the need to establish a new kind of political
relationship between Spain and the Philippines if the former does not wish a
total break-up with the latter. Spain is being given a sort of ultimatum: reform or
independence. But more than a warning, the article is a sensible request of an
affectionate son who sincerely wishes to avoid a bloody separation between
Spain and the Philippines. He ends his article with a prediction on the possible
political intervention of European or neighboring powers or even that of the
United States of America should the Philippines declare itself independent from
Spain. He dismisses that possibility, given the existence of other more enticing
economic prospects.
3. Learning Outcomes:
1. Assess Rizal’s writings.
2. Appraise the value of understanding the past.
3. Frame arguments based on evidence.
4. Learning Content
“The Philippines a Century Hence” is an essay written by Philippine
national hero Jose Rizal to forecast the future of the country within a hundred
years. Rizal felt that it was time to remind Spain that the circumstances that
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ushered in the French Revolution could have a telling effect for her in the
Philippines.
The Philippines A Century Hence

Part I.
Following our usual custom of facing squarely the most difficult and delicate
questions relating to the Philippines, without weighing the consequences that our
frankness may bring upon us, we shall in the present article treat of their future.
In order to read the destiny of a people, it is necessary to open the book of its past,
and this, for the Philippines, may be reduced in general terms to what follows.
Scarcely had they been attached to the Spanish crown than they had to sustain with
their blood and the efforts of their sons the wars and ambitions of conquest of the
Spanish people, and in these struggles, in that terrible [32]crisis when a people
changes its form of government, its laws, usages, customs, religion and beliefs the
Philippines were depopulated, impoverished and retarded—caught in their
metamorphosis, without confidence in their past, without faith in their present and
with no fond hope for the years to come. The former rulers who had merely
endeavored to secure the fear and submission of their subjects, habituated by them
to servitude, fell like leaves from a dead tree, and the people, who had no love for
them nor knew what liberty was, easily changed masters, perhaps hoping to gain
something by the innovation.
Then began a new era for the Filipinos. They gradually lost their ancient traditions,
their recollections—they forgot their writings, their songs, their poetry, their laws, in
order to learn by heart other doctrines, which they did not understand, other ethics,
other tastes, different from those inspired in their race by their [33]climate and their
way of thinking. Then there was a falling-off, they were lowered in their own eyes,
they became ashamed of what was distinctively their own, in order to admire and
praise what was foreign and incomprehensible: their spirit was broken and they
acquiesced.
Thus years and centuries rolled on. Religious shows, rites that caught the eye,
songs, lights, images arrayed with gold, worship in a strange language, legends,
miracles and sermons, hypnotized the already naturally superstitious spirit of the
country, but did not succeed in destroying it altogether, in spite of the whole system
afterwards developed and operated with unyielding tenacity.
When the ethical abasement of the inhabitants had reached this stage, when they
had become disheartened and disgusted with themselves, an effort was made to add
the final stroke for reducing so many dormant wills and intellects to nothingness, in
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order to make of the individual [34]a sort of toiler, a brute, a beast of burden, and to
develop a race without mind or heart. Then the end sought was revealed, it was
taken for granted, the race was insulted, an effort was made to deny it every virtue,
every human characteristic, and there were even writers and priests who pushed the
movement still further by trying to deny to the natives of the country not only capacity
for virtue but also even the tendency to vice.
Then this which they had thought would be death was sure salvation. Some dying
persons are restored to health by a heroic remedy.
So great endurance reached its climax with the insults, and the lethargic spirit woke
to life. His sensitiveness, the chief trait of the native, was touched, and while he had
had the forbearance to suffer and die under a foreign flag, he had it not when they
whom he served repaid his sacrifices with insults and jests. Then he began to study
himself and to realize his misfortune. [35]Those who had not expected this result,
like all despotic masters, regarded as a wrong every complaint, every protest, and
punished it with death, endeavouring thus to stifle every cry of sorrow with blood,
and they made mistake after mistake.
The spirit of the people was not thereby cowed, and even though it had been
awakened in only a few hearts, its flame nevertheless was surely and consumingly
propagated, thanks to abuses and the stupid endeavors of certain classes to stifle
noble and generous sentiments. Thus when a flame catches a garment, fear and
confusion propagate it more and more, and each shake, each blow, is a blast from
the bellows to fan it into life.
Undoubtedly during all this time there were not lacking generous and noble spirits
among the dominant race that tried to struggle for the rights of humanity and justice,
or sordid and cowardly ones among the dominated that aided [36]the debasement of
their own country. But both were exceptions and we are speaking in general terms.
Such is an outline of their past. We know their present. Now, what will their future
be?
Will the Philippine Islands continue to be a Spanish colony, and if so, what kind of
colony? Will they become a province of Spain, with or without autonomy? And to
reach this stage, what kind of sacrifices will have to be made?
Will they be separated from the mother country to live independently, to fall into the
hands of other nations, or to ally themselves with neighboring powers?
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It is impossible to reply to these questions, for to all of them both yes and no may be
answered, according to the time desired to be covered. When there is in nature no
fixed condition, how much less must there be in the life of a people, beings endowed
with mobility and movement! So it is that in order to deal [37]with these questions, it
is necessary to presume an unlimited period of time, and in accordance therewith try
to forecast future events.[41]
Part II.
What will become of the Philippines within a century? Will they continue to be a
Spanish colony?
Had this question been asked three centuries ago, when at Legazpi’s death the
Malayan Filipinos began to be gradually undeceived and, finding the yoke heavy,
tried in vain to shake it off, without any doubt whatsoever the reply would have been
easy. To a spirit enthusiastic over the liberty of the country, to those unconquerable
Kagayanes who nourished within themselves the spirit of the Magalats, to the
descendants of the heroic Gat Pulintang and Gat Salakab of the Province of
Batangas, independence was assured, it was merely a question [42]of getting
together and making a determined effort. But for him who, disillusioned by sad
experience, saw everywhere discord and disorder, apathy and brutalization in the
lower classes, discouragement and disunion in the upper, only one answer
presented itself, and it was: extend his hands to the chains, bow his neck beneath
the yoke and accept the future with the resignation of an invalid who watches the
leaves fall and foresees a long winter amid whose snows he discerns the outlines of
his grave. At that time discord justified pessimism—but three centuries passed, the
neck had become accustomed to the yoke, and each new generation, begotten in
chains, was constantly better adapted to the new order of things.
Now, then, are the Philippines in the same condition they were three centuries ago?
For the liberal Spaniards the ethical condition of the people remains the same, that
is, the native Filipinos have not advanced; for the [43]friars and their followers the
people have been redeemed from savagery, that is, they have progressed; for many
Filipinos ethics, spirit and customs have decayed, as decay all the good qualities of a
people that falls into slavery that is, they have retrograded.
Laying aside these considerations, so as not to get away from our subject, let us
draw a brief parallel between the political situation then and the situation at present,
in order to see if what was not possible at that time can be so now, or vice versa.
Let us pass over the loyalty the Filipinos may feel for Spain; let us suppose for a
moment, along with Spanish writers, that there exist only motives for hatred and
jealousy between the two races; let us admit the assertions flaunted by many that
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three centuries of domination have not awakened in the sensitive heart of the native
a single spark of affection or gratitude; and we may see whether or not [44]the
Spanish cause has gained ground in the Islands.
Formerly the Spanish authority was upheld among the natives by a handful of
soldiers, three to five hundred at most, many of whom were engaged in trade and
were scattered about not only in the Islands but also among the neighboring nations,
occupied in long wars against the Mohammedans in the south, against the British
and Dutch, and ceaselessly harassed by Japanese, Chinese, or some tribe in the
interior. Then communication with Mexico and Spain was slow, rare and difficult;
frequent and violent the disturbances among the ruling powers in the Islands, the
treasury nearly always empty, and the life of the colonists dependent upon one frail
ship that handled the Chinese trade. Then the seas in those regions were infested
with pirates, all enemies of the Spanish name, which was defended by an improvised
fleet, generally manned by rude adventurers, when not by foreigners and enemies,
[45]as happened in the expedition of Gómez Pérez Dasmariñas, which was checked
and frustrated by the mutiny of the Chinese rowers, who killed him and thwarted all
his plans and schemes. Yet in spite of so many adverse circumstances the Spanish
authority has been upheld for more than three centuries and, though it has been
curtailed, still continues to rule the destinies of the Philippine group.
On the other hand, the present situation seems to be gilded and rosy—as we might
say, a beautiful morning compared to the vexed and stormy night of the past. The
material forces at the disposal of the Spanish sovereign have now been trebled; the
fleet relatively improved; there is more organization in both civil and military affairs;
communication with the sovereign country is swifter and surer; she has no enemies
abroad; her possession is assured; and the country dominated seems to have less
spirit, less aspiration for independence, a word that is to it almost incomprehensible.
Everything then at first [46]glance presages another three centuries, at least, of
peaceful domination and tranquil suzerainty.
But above the material considerations are arising others, invisible, of an ethical
nature, far more powerful and transcendental.
Orientals, and the Malays in particular, are a sensitive people: delicacy of sentiment
is predominant with them. Even now, in spite of contact with the occidental nations,
who have ideals different from his, we see the Malayan Filipino sacrifice everything
—liberty, ease, welfare, name, for the sake of an aspiration or a conceit, sometimes
scientific, or of some other nature, but at the least word which wounds his self-love
he forgets all his sacrifices, the labor expended, to treasure in his memory and never
forget the slight he thinks he has received.
So the Philippine peoples have remained faithful during three centuries, giving up
their liberty and their independence, sometimes dazzled by [47]the hope of the
Paradise promised, sometimes cajoled by the friendship offered them by a noble and
generous people like the Spanish, sometimes also compelled by superiority of arms
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of which they were ignorant and which timid spirits invested with a mysterious
character, or sometimes because the invading foreigner took advantage of intestine
feuds to step in as the peacemaker in discord and thus later to dominate both parties
and subject them to his authority.
Spanish domination once established, it was firmly maintained, thanks to the
attachment of the people, to their mutual dissensions, and to the fact that the
sensitive self-love of the native had not yet been wounded. Then the people saw
their own countrymen in the higher ranks of the army, their general officers fighting
beside the heroes of Spain and sharing their laurels, begrudged neither character,
reputation nor consideration; then fidelity and attachment to Spain, love of the
fatherland, made of the [48]native, encomendero1 and even general, as during the
English invasion; then there had not yet been invented the insulting and ridiculous
epithets with which recently the most laborious and painful achievements of the
native leaders have been stigmatized; not then had it become the fashion to insult
and slander in stereotyped phrase, in newspapers and books published with
governmental and superior ecclesiastical approval, the people that paid, fought and
poured out its blood for the Spanish name, nor was it considered either noble or witty
to offend a whole race, which was forbidden to reply or defend itself; and if there
were religious hypochondriacs who in the leisure of their cloisters dared to write
against it, as did the Augustinian [49]Gaspar de San Agustin and the Jesuit Velarde,
their loathsome abortions never saw the light, and still less were they themselves
rewarded with miters and raised to high offices. True it is that neither were the
natives of that time such as we are now: three centuries of brutalization and
obscurantism have necessarily had some influence upon us, the most beautiful work
of divinity in the hands of certain artisans may finally be converted into a caricature.
The priests of that epoch, wishing to establish their domination over the people, got
in touch with it and made common cause with it against the oppressive
encomenderos. Naturally, the people saw in them greater learning and some
prestige and placed its confidence in them, followed their advice, and listened to
them even in the darkest hours. If they wrote, they did so in defense of the rights of
the native and made his cry reach even to the distant steps of the Throne. And not a
few priests, both secular [50]and regular, undertook dangerous journeys, as
representatives of the country, and this, along with the strict and public residencia2
then required of the governing powers, from the captain-general to the most
insignificant official, rather consoled and pacified the wounded spirits, satisfying,
even though it were only in form, all the malcontents.
All this has passed away. The derisive laughter penetrates like mortal poison into the
heart of the native who pays and suffers and it becomes more offensive the more
immunity it enjoys. A common sore, the general affront offered to a whole race, has
wiped away the old feuds among different provinces. The people no longer has
confidence in its former protectors, [51]now its exploiters and executioners. The
masks have fallen. It has seen that the love and piety of the past have come to
resemble the devotion of a nurse who, unable to live elsewhere, desires eternal
infancy, eternal weakness, for the child in order to go on drawing her wages and
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existing at its expense; it has seen not only that she does not nourish it to make it
grow but that she poisons it to stunt its growth, and at the slightest protest she flies
into a rage! The ancient show of justice, the holy residencia, has disappeared;
confusion of ideas begins to prevail; the regard shown for a governor-general, like La
Torre, becomes a crime in the government of his successor, sufficient to cause the
citizen to lose his liberty and his home; if he obey the order of one official, as in the
recent matter of admitting corpses into the church, it is enough to have the obedient
subject later harassed and persecuted in every possible way; obligations and taxes
increase without thereby increasing rights, privileges [52]and liberties or assuring the
few in existence; a régime of continual terror and uncertainty disturbs the minds, a
régime worse than a period of disorder, for the fears that the imagination conjures up
are generally greater than the reality; the country is poor; the financial crisis through
which it is passing is acute, and every one points out with the finger the persons who
are causing the trouble, yet no one dares lay hands upon them!
True it is that the Penal Code has come like a drop of balm to such bitterness.3 But
of what use are all the codes in the world, if by means of confidential reports, if for
trifling reasons, if through anonymous traitors any honest citizen may be exiled or
banished without a hearing, without a trial? Of what use is that Penal Code, of what
use is life, if there is no security in the home, no faith in justice and confidence [53]in
tranquility of conscience? Of what use is all that array of terms, all that collection of
articles, when the cowardly accusation of a traitor has more influence in the timorous
ears of the supreme autocrat than all the cries for justice?
If this state of affairs should continue, what will become of the Philippines within a
century?
The batteries are gradually becoming charged and if the prudence of the government
does not provide an outlet for the currents that are accumulating, some day the
spark will be generated. This is not the place to speak of what outcome such a
deplorable conflict might have, for it depends upon chance, upon the weapons and
upon a thousand circumstances which man can not foresee. But even though all the
advantage should be on the government’s side and therefore the probability of
success, it would be a Pyrrhic victory, and no government ought to desire such.[54]
If those who guide the destinies of the Philippines remain obstinate, and instead of
introducing reforms try to make the condition of the country retrograde, to push their
severity and repression to extremes against the classes that suffer and think, they
are going to force the latter to venture and put into play the wretchedness of an
unquiet life, filled with privation and bitterness, against the hope of securing
something indefinite. What would be lost in the struggle? Almost nothing: the life of
the numerous discontented classes has no such great attraction that it should be
preferred to a glorious death. It may indeed be a suicidal attempt—but then, what?
Would not a bloody chasm yawn between victors and vanquished, and might not the
latter with time and experience become equal in strength, since they are superior in
numbers, to their dominators? Who disputes this? All the petty insurrections that
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have occurred in the Philippines were the [55]work of a few fanatics or discontented
soldiers, who had to deceive and humbug the people or avail themselves of their
power over their subordinates to gain their ends. So they all failed. No insurrection
had a popular character or was based on a need of the whole race or fought for
human rights or justice, so it left no ineffaceable impressions, but rather when they
saw that they had been duped the people bound up their wounds and applauded the
overthrow of the disturbers of their peace! But what if the movement springs from the
people themselves and bases its cause upon their woes?
So then, if the prudence and wise reforms of our ministers do not find capable and
determined interpreters among the colonial governors and faithful perpetuators
among those whom the frequent political changes send to fill such a delicate post; if
met with the eternal it is out of order, proffered by the elements who see their
livelihood in the backwardness of their subjects; [56]if just claims are to go
unheeded, as being of a subversive tendency; if the country is denied representation
in the Cortes and an authorized voice to cry out against all kinds of abuses, which
escape through the complexity of the laws; if, in short, the system, prolific in results
of alienating the good will of the natives, is to continue, pricking his apathetic mind
with insults and charges of ingratitude, we can assert that in a few years the present
state of affairs will have been modified completely—and inevitably. There now exists
a factor which was formerly lacking—the spirit of the nation has been aroused, and a
common misfortune, a common debasement, has united all the inhabitants of the
Islands. A numerous enlightened class now exists within and without the Islands, a
class created and continually augmented by the stupidity of certain governing
powers, which forces the inhabitants to leave the country, to secure education
abroad, and it is [57]maintained and struggles thanks to the provocations and the
system of espionage in vogue. This class, whose number is cumulatively increasing,
is in constant communication with the rest of the Islands, and if today it constitutes
only the brain of the country in a few years it will form the whole nervous system and
manifest its existence in all its acts.
Now, statecraft has various means at its disposal for checking a people on the road
to progress: the brutalization of the masses through a caste addicted to the
government, aristocratic, as in the Dutch colonies, or theocratic, as in the
Philippines; the impoverishment of the country; the gradual extermination of the
inhabitants; and the fostering of feuds among the races.
Brutalization of the Malayan Filipino has been demonstrated to be impossible. In

spite of the dark horde of friars, in whose hands rests the instruction of youth, which
miserably wastes years and years in the colleges, issuing therefrom [58]tired, weary
and disgusted with books; in spite of the censorship, which tries to close every
avenue to progress; in spite of all the pulpits, confessionals, books and missals that
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inculcate hatred toward not only all scientific knowledge but even toward the Spanish
language itself; in spite of this whole elaborate system perfected and tenaciously
operated by those who wish to keep the Islands in holy ignorance, there exist writers,
freethinkers, historians, philosophers, chemists, physicians, artists and jurists.
Enlightenment is spreading and the persecution it suffers quickens it. No, the divine
flame of thought is inextinguishable in the Filipino people and somehow or other it
will shine forth and compel recognition. It is impossible to brutalize the inhabitants of
the Philippines!
May poverty arrest their development?
Perhaps, but it is a very dangerous means. Experience has everywhere shown us

and especially in the Philippines, that the classes which [59]are better off have
always been addicted to peace and order, because they live comparatively better
and may be the losers in civil disturbances. Wealth brings with it refinement, the
spirit of conservation, while poverty inspires adventurous ideas, the desire to change
things, and has little care for life. Machiavelli himself held this means of subjecting a
people to be perilous, observing that loss of welfare stirs up more obdurate enemies
than loss of life. Moreover, when there are wealth and abundance, there is less
discontent, less complaint, and the government, itself wealthier, has more means for
sustaining itself. On the other hand, there occurs in a poor country what happens in
a house where bread is wanting. And further, of what use to the mother country
would a poor and lean colony be?
Neither is it possible gradually to exterminate the inhabitants. The Philippine races,

like all the Malays, do not succumb before the foreigner, [60]like the Australians, the
Polynesians and the Indians of the New World. In spite of the numerous wars the
Filipinos have had to carry on, in spite of the epidemics that have periodically visited
them, their number has trebled, as has that of the Malays of Java and the Moluccas.
The Filipino embraces civilization and lives and thrives in every clime, in contact with
every people. Rum, that poison which exterminated the natives of the Pacific islands,
has no power in the Philippines, but, rather, comparison of their present condition
with that described by the early historians, makes it appear that the Filipinos have
grown soberer. The petty wars with the inhabitants of the South consume only the
soldiers, people who by their fidelity to the Spanish flag, far from being a menace,
are surely one of its solidest supports.
There remains the fostering of intestine feuds among the provinces.
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This was formerly possible, when communication from one island to another was
rare and [61]difficult, when there were no steamers or telegraph-lines, when the
regiments were formed according to the various provinces, when some provinces
were cajoled by awards of privileges and honors and others were protected from the
strongest. But now that the privileges have disappeared, that through a spirit of
distrust the regiments have been reorganized, that the inhabitants move from one
island to another, communication and exchange of impressions naturally increase,
and as all see themselves threatened by the same peril and wounded in the same
feelings, they clasp hands and make common cause. It is true that the union is not
yet wholly perfected, but to this end tend the measures of good government, the
vexations to which the townspeople are subjected, the frequent changes of officials,
the scarcity of centers of learning, which forces the youth of all the Islands to come
together and begin to get acquainted. The journeys to Europe contribute not a little to
tighten the bonds, for abroad the inhabitants [62]of the most widely separated
provinces are impressed by their patriotic feelings, from sailors even to the
wealthiest merchants, and at the sight of modern liberty and the memory of the
misfortunes of their country, they embrace and call one another brothers.
In short, then, the advancement and ethical progress of the Philippines are
inevitable, are decreed by fate.
The Islands cannot remain in the condition they are without requiring from the
sovereign country more liberty Mutatis mutandis. For new men, a new social order.
To wish that the alleged child remain in its swaddling-clothes is to risk that it may
turn against its nurse and flee, tearing away the old rags that bind it.
The Philippines, then, will remain under Spanish domination, but with more law and
greater liberty, or they will declare themselves [63]independent, after steeping
themselves and the mother country in blood.
As no one should desire or hope for such an unfortunate rupture, which would be an
evil for all and only the final argument in the most desperate predicament, let us see
by what forms of peaceful evolution the Islands may remain subjected to the Spanish
authority with the very least detriment to the rights, interests and dignity of both
parties.[67]
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Part III.
If the Philippines must remain under the control of Spain, they will necessarily have
to be transformed in a political sense, for the course of their history and the needs of
their inhabitants so require. This we demonstrated in the preceding article.
We also said that this transformation will be violent and fatal if it proceeds from the
ranks of the people, but peaceful and fruitful if it emanate from the upper classes.
Some governors have realized this truth, and, impelled by their patriotism, have been
trying to introduce needed reforms in order to forestall events. But notwithstanding all
that have been ordered up to the present time, they have [68]produced scanty
results, for the government as well as for the country. Even those that promised only
a happy issue have at times caused injury, for the simple reason that they have been
based upon unstable grounds.
We said, and once more we repeat, and will ever assert, that reforms which have a
palliative character are not only ineffectual but even prejudicial, when the
government is confronted with evils that must be cured radically. And were we not
convinced of the honesty and rectitude of some governors, we would be tempted to
say that all the partial reforms are only plasters and salves of a physician who, not
knowing how to cure the cancer, and not daring to root it out, tries in this way to
alleviate the patient’s sufferings or to temporize with the cowardice of the timid and
ignorant.
All the reforms of our liberal ministers were, have been, are, and will be good—when
carried out.[69]
When we think of them, we are reminded of the dieting of Sancho Panza in his
Barataria Island. He took his seat at a sumptuous and well-appointed table “covered
with fruit and many varieties of food differently prepared,” but between the wretch’s
mouth and each dish the physician Pedro Rezio interposed his wand, saying, “Take
it away!” The dish removed, Sancho was as hungry as ever. True it is that the
despotic Pedro Rezio gave reasons, which seem to have been written by Cervantes
especially for the colonial administrations: “You must not eat, Mr. Governor, except
according to the usage and custom of other islands where there are governors.”
Something was found to be wrong with each dish: one was too hot, another too
moist, and so on, just like our Pedro Rezios on both sides of the sea. Great good did
his cook’s skill do Sancho!4
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In the case of our country, the reforms take [70]the place of the dishes, the
Philippines are Sancho, while the part of the quack physician is played by many
persons, interested in not having the dishes touched, perhaps that they may
themselves get the benefit of them.
The result is that the long-suffering Sancho, or the Philippines, misses his liberty,
rejects all government and ends up by rebelling against his quack physician.
In like manner, so long as the Philippines have no liberty of the press, have no voice
in the Cortes to make known to the government and to the nation whether or not
their decrees have been duly obeyed, whether or not these benefit the country, all
the able efforts of the colonial ministers will meet the fate of the dishes in Barataria
island.
The minister, then, who wants his reforms to be reforms, must begin by declaring the
press in the Philippines free and by instituting Filipino delegates.[71]
The press is free in the Philippines, because their complaints rarely ever reach the
Peninsula, very rarely, and if they do they are so secret, so mysterious, that no
newspaper dares to publish them, or if it does reproduce them, it does so tardily and
badly.
A government that rules a country from a great distance is the one that has the most
need for a free press, more so even than the government of the home country, if it
wishes to rule rightly and fitly. The government that governs in a country may even
dispense with the press (if it can), because it is on the ground, because it has eyes
and ears, and because it directly observes what it rules and administers. But the
government that governs from afar absolutely requires that the truth and the facts
reach its knowledge by every possible channel, so that it may weigh and estimate
them better, and this need increases when a country like the Philippines is
concerned, where the inhabitants speak and [72]complain in a language unknown to
the authorities. To govern in any other way may also be called governing, but it is to
govern badly. It amounts to pronouncing judgment after hearing only one of the
parties; it is steering a ship without reckoning its conditions, the state of the sea, the
reefs and shoals, the direction of the winds and currents. It is managing a house by
endeavoring merely to give it polish and a fine appearance without watching the
money-chest, without looking after the servants and the members of the family.
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But routine is a declivity down which many governments slide, and routine says that
freedom of the press is dangerous. Let us see what History says: uprisings and
revolutions have always occurred in countries tyrannized over, in countries where
human thought and the human heart have been forced to remain silent.
If the great Napoleon had not tyrannized over the press, perhaps it would have
warned [73]him of the peril into which he was hurled and have made him understand
that the people were weary and the earth wanted peace. Perhaps his genius, instead
of being dissipated in foreign aggrandizement, would have become intensive in
laboring to strengthen his position and thus have assured it. Spain herself records in
her history more revolutions when the press was gagged. What colonies have
become independent while they have had a free press and enjoyed liberty? Is it
preferable to govern blindly or to govern with ample knowledge?
Some one will answer that in colonies with a free press, the prestige of the rulers,
that prop of false governments, will be greatly imperiled. We answer that the prestige
of the nation is preferable to that of a few individuals. A nation acquires respect, not
by abetting and concealing abuses, but by rebuking and punishing them. Moreover,
to this prestige is applicable what Napoleon said about great men [74]and their
valets. We, who endure and know all the false pretensions and petty persecutions of
those sham gods, do not need a free press in order to recognize them; they have
long ago lost their prestige. The free press is needed by the government, the
government which still dreams of the prestige which it builds upon mined ground.
We say the same about the Filipino representatives.
What risks does the government see in them? One of three things: either that they
will prove unruly, become political trimmers, or act properly.
Supposing that we should yield to the most absurd pessimism and admit the insult,
great for the Philippines, but still greater for Spain, that all the representatives would
be separatists and that in all their contentions they would advocate separatist ideas:
does not a patriotic Spanish majority exist there, is there not present [75]there the
vigilance of the governing powers to combat and oppose such intentions? And would
not this be better than the discontent that ferments and expands in the secrecy of the
home, in the huts and in the fields? Certainly the Spanish people does not spare its
blood where patriotism is concerned, but would not a struggle of principles in
parliament be preferable to the exchange of shot in swampy lands, three thousand
leagues from home, in impenetrable forests, under a burning sun or amid torrential
rains? These pacific struggles of ideas, besides being a thermometer for the
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government, have the advantage of being cheap and glorious, because the Spanish
parliament especially abounds in oratorical paladins, invincible in debate. Moreover,
it is said that the Filipinos are indolent and peaceful—then what need the
government fear? Hasn’t it any influence in the elections? Frankly, it is a great
compliment to the separatists to fear them in the midst of the Cortes of the nation.
[76]
If they become political trimmers, as is to be expected and as they probably will be,
so much the better for the government and so much the worse for their constituents.
They would be a few more favorable votes, and the government could laugh openly
at the separatists, if any there be.
If they become what they should be, worthy, honest and faithful to their trust, they
will undoubtedly annoy an ignorant or incapable minister with their questions, but
they will help him to govern and will be some more honorable figures among the
representatives of the nation.
Now then, if the real objection to the Filipino delegates is that they smell like Igorots,
which so disturbed in open Senate the doughty General Salamanca, then Don
Sinibaldo de Mas, who saw the Igorots in person and wanted to live with them, can
affirm that they will smell at worst like powder, and Señor Salamanca undoubtedly
has no fear of that odor. And if [77]this were all, the Filipinos, who there in their own
country are accustomed to bathe every day, when they become representatives may
give up such a dirty custom, at least during the legislative session, so as not to
offend the delicate nostrils of the Salamancas with the odor of the bath.
It is useless to answer certain objections of some fine writers regarding the rather
brown skins and faces with somewhat wide nostrils. Questions of taste are peculiar
to each race. China, for example, which has four hundred million inhabitants and a
very ancient civilization, considers all Europeans ugly and calls them “fan-kwai,” or
red devils. Its taste has a hundred million more adherents than the European.
Moreover, if this is the question, we would have to admit the inferiority of the Latins,
especially the Spaniards, to the Saxons, who are much whiter.
And so long as it is not asserted that the Spanish parliament is an assemblage of

Adonises, [78]Antinouses, pretty boys, and other like paragons; so long as the
purpose of resorting thither is to legislate and not to philosophize or to wander
through imaginary spheres, we maintain that the government ought not to pause at
these objections. Law has no skin, nor reason nostrils.
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So we see no serious reason why the Philippines may not have representatives. By
their institution many malcontents would be silenced, and instead of blaming its
troubles upon the government, as now happens, the country would bear them better,
for it could at least complain and with its sons among its legislators would in a way
become responsible for their actions.
We are not sure that we serve the true interests of our country by asking for
representatives. We know that the lack of enlightenment, the indolence, the egotism
of our fellow countrymen, and the boldness, the cunning and the powerful methods
of those who wish their obscurantism, [79]may convert reform into a harmful
instrument. But we wish to be loyal to the government and we are pointing out to it
the road that appears best to us so that its efforts may not come to grief, so that
discontent may disappear. If after so just, as well as necessary, a measure has been
introduced, the Filipino people are so stupid and weak that they are treacherous to
their own interests, then let the responsibility fall upon them, let them suffer all the
consequences. Every country gets the fate it deserves, and the government can say
that it has done its duty.
These are the two fundamental reforms, which, properly interpreted and applied, will
dissipate all clouds, assure affection toward Spain, and make all succeeding reforms
fruitful. These are the reforms sine quibus non.
It is puerile to fear that independence may come through them. The free press will
keep the government in touch with public opinion, [80]and the representatives, if they
are, as they ought to be, the best from among the sons of the Philippines, will be
their hostages. With no cause for discontent, how then attempt to stir up the masses
of the people?
Likewise inadmissible is the objection offered by some regarding the imperfect

culture of the majority of the inhabitants. Aside from the fact that it is not so imperfect
as is averred, there is no plausible reason why the ignorant and the defective
(whether through their own or another’s fault) should be denied representation to
look after them and see that they are not abused. They are the very ones who most
need it. No one ceases to be a man, no one forfeits his rights to civilization merely by
being more or less uncultured, and since the Filipino is regarded as a fit citizen when
he is asked to pay taxes or shed his blood to defend the fatherland, why must this
fitness be denied him when the question arises of granting him [81]some right?
Moreover, how is he to be held responsible for his ignorance, when it is
acknowledged by all, friends and enemies, that his zeal for learning is so great that
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even before the coming of the Spaniards every one could read and write, and that
we now see the humblest families make enormous sacrifices in order that their
children may become a little enlightened, even to the extent of working as servants
in order to learn Spanish? How can the country be expected to become enlightened
under present conditions when we see all the decrees issued by the government in
favor of education meet with Pedro Rezios who prevent execution thereof, because
they have in their hands what they call education? If the Filipino, then, is sufficiently
intelligent to pay taxes, he must also be able to choose and retain the one who looks
after him and his interests, with the product whereof he serves the government of his
nation. To reason otherwise is to reason stupidly.[82]
When the laws and the acts of officials are kept under surveillance, the word justice
may cease to be a colonial jest. The thing that makes the English most respected in
their possessions is their strict and speedy justice, so that the inhabitants repose
entire confidence in the judges. Justice is the foremost virtue of the civilizing races. It
subdues the barbarous nations, while injustice arouses the weakest.
Offices and trusts should be awarded by competition, publishing the work and the
judgment thereon, so that there may be stimulus and that discontent may not be
bred. Then, if the native does not shake off his indolence he can not complain when
he sees all the offices filled by Castilas.
We presume that it will not be the Spaniard who fears to enter into this contest, for
thus will he be able to prove his superiority by the superiority of intelligence.
Although this is not the custom in the sovereign country, it [83]should be practiced in
the colonies, for the reason that genuine prestige should be sought by means of
moral qualities, because the colonizers ought to be, or at least to seem, upright,
honest and intelligent, just as a man simulates virtues when he deals with strangers.
The offices and trusts so earned will do away with arbitrary dismissal and develop
employees and officials capable and cognizant of their duties. The offices held by
natives, instead of endangering the Spanish domination, will merely serve to assure
it, for what interest would they have in converting the sure and stable into the
uncertain and problematical? The native is, moreover, very fond of peace and
prefers an humble present to a brilliant future. Let the various Filipinos still holding
office speak in this matter; they are the most unshaken conservatives.
We could add other minor reforms touching commerce, agriculture, security of the
individual [84]and of property, education, and so on, but these are points with which
we shall deal in other articles. For the present we are satisfied with the outlines, and
no one can say that we ask too much.
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There will not be lacking critics to accuse us of Utopianism: but what is Utopia?
Utopia was a country imagined by Thomas Moore, wherein existed universal
suffrage, religious toleration, almost complete abolition of the death penalty, and so
on. When the book was published these things were looked upon as dreams,
impossibilities, that is, Utopianism. Yet civilization has left the country of Utopia far
behind, the human will and conscience have worked greater miracles, have
abolished slavery and the death penalty for adultery—things impossible for even
Utopia itself!
The French colonies have their representatives. The question has also been raised
in the English parliament of giving representation [85]to the Crown colonies, for the
others already enjoy some autonomy. The press there also is free. Only Spain,
which in the sixteenth century was the model nation in civilization, lags far behind.
Cuba and Porto Rico, whose inhabitants do not number a third of those of the
Philippines, and who have not made such sacrifices for Spain, have numerous
representatives. The Philippines in the early days had theirs, who conferred with the
King and the Pope on the needs of the country. They had them in Spain’s critical
moments, when she groaned under the Napoleonic yoke, and they did not take
advantage of the sovereign country’s misfortune like other colonies, but tightened
more firmly the bonds that united them to the nation, giving proofs of their loyalty;
and they continued until many years later. What crime have the Islands committed
that they are deprived of their rights?
To recapitulate: the Philippines will remain Spanish, if they enter upon the life of law
and [86]civilization, if the rights of their inhabitants are respected, if the other rights
due them are granted, if the liberal policy of the government is carried out without
trickery or meanness, without subterfuges or false interpretations.
Otherwise, if an attempt is made to see in the Islands a lode to be exploited, a

resource to satisfy ambitions, thus to relieve the sovereign country of taxes, killing
the goose that lays the golden eggs and shutting its ears to all cries of reason, then,
however great may be the loyalty of the Filipinos, it will be impossible to hinder the
operations of the inexorable laws of history. Colonies established to subserve the
policy and the commerce of the sovereign country, all eventually become
independent, said Bachelet, and before Bachelet all the Phœnecian, Carthaginian,
Greek, Roman, English, Portuguese and Spanish colonies had said it.
Close indeed are the bonds that unite us to Spain. Two peoples do not live for three
centuries [87]in continual contact, sharing the same lot, shedding their blood on the
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same fields, holding the same beliefs, worshipping the same God, interchanging the
same ideas, but that ties are formed between them stronger than those fashioned by
arms or fear. Mutual sacrifices and benefits have engendered affection. Machiavelli,
the great reader of the human heart, said: la natura degli huomini, é cosi obligarsi
per li beneficii che essi fanno, come per quelli che essi ricevono (it is human nature
to be bound as much by benefits conferred as by those received). All this, and more,
is true, but it is pure sentimentality, and in the arena of politics stern necessity and
interests prevail. Howsoever much the Filipinos owe Spain, they can not be required
to forego their redemption, to have their liberal and enlightened sons wander about
in exile from their native land, the rudest aspirations stifled in its atmosphere, the
peaceful inhabitant living in constant alarm, with the fortune [88]of the two peoples
dependent upon the whim of one man. Spain can not claim, not even in the name of
God himself, that six millions of people should be brutalized, exploited and
oppressed, denied light and the rights inherent to a human being, and then heap
upon them slights and insults. There is no claim of gratitude that can excuse, there is
not enough powder in the world to justify, the offenses against the liberty of the
individual, against the sanctity of the home, against the laws, against peace and
honor, offenses that are committed there daily. There is no divinity that can proclaim
the sacrifice of our dearest affections, the sacrifice of the family, the sacrileges and
wrongs that are committed by persons who have the name of God on their lips. No
one can require an impossibility of the Filipino people. The noble Spanish people, so
jealous of its rights and liberties, can not bid the Filipinos renounce theirs. A people
that prides itself on the glories of its past can not ask [89]another, trained by it, to
accept abjection and dishonor its own name!
We who today are struggling by the legal and peaceful means of debate so
understand it, and with our gaze fixed upon our ideals, shall not cease to plead our
cause, without going beyond the pale of the law, but if violence first silences us or we
have the misfortune to fall (which is possible, for we are mortal), then we do not
know what course will be taken by the numerous tendencies that will rush in to
occupy the places that we leave vacant.
If what we desire is not realized....
In contemplating such an unfortunate eventuality, we must not turn away in horror,

and so instead of closing our eyes we will face what the future may bring. For this
purpose, after throwing the handful of dust due to Cerberus, let us frankly descend
into the abyss and sound its terrible mysteries.[93]
Part IV.
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History does not record in its annals any lasting domination exercised by one people
over another, of different race, of diverse usages and customs, of opposite and
divergent ideals.
One of the two had to yield and succumb. Either the foreigner was driven out, as
happened in the case of the Carthaginians, the Moors and the French in Spain, or
else these autochthons had to give way and perish, as was the case with the
inhabitants of the New World, Australia and New Zealand.
One of the longest dominations was that of the Moors in Spain, which lasted seven
centuries. But, even though the conquerors lived in the country conquered, even
though the Peninsula [94]was broken up into small states, which gradually emerged
like little islands in the midst of the great Saracen inundation, and in spite of the
chivalrous spirit, the gallantry and the religious toleration of the califs, they were
finally driven out after bloody and stubborn conflicts, which formed the Spanish
nation and created the Spain of the fifteenth and sixteenth centuries.
The existence of a foreign body within another endowed with strength and activity is
contrary to all natural and ethical laws. Science teaches us that it is either
assimilated, destroys the organism, is eliminated or becomes encysted.
Encystment of a conquering people is impossible, for it signifies complete isolation,

absolute inertia, debility in the conquering element. Encystment thus means the
tomb of the foreign invader.
Now, applying these considerations to the Philippines, we must conclude, as a

deduction [95]from all we have said, that if their population be not assimilated to the
Spanish nation, if the dominators do not enter into the spirit of their inhabitants, if
equable laws and free and liberal reforms do not make each forget that they belong
to different races, or if both peoples be not amalgamated to constitute one mass,
socially and politically homogeneous, that is, not harassed by opposing tendencies
and antagonistic ideas and interests, some day the Philippines will fatally and
infallibly declare themselves independent. To this law of destiny can be opposed
neither Spanish patriotism, nor the love of all the Filipinos for Spain, nor the doubtful
future of dismemberment and intestine strife in the Islands themselves. Necessity is
the most powerful divinity the world knows, and necessity is the resultant of physical
forces set in operation by ethical forces.
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We have said and statistics prove that it is impossible to exterminate the Filipino
people. [96]And even were it possible, what interest would Spain have in the
destruction of the inhabitants of a country she can not populate or cultivate, whose
climate is to a certain extent disastrous to her? What good would the Philippines be
without the Filipinos? Quite otherwise, under her colonial system and the transitory
character of the Spaniards who go to the colonies, a colony is so much the more
useful and productive to her as it possesses inhabitants and wealth. Moreover, in
order to destroy the six million Malays, even supposing them to be in their infancy
and that they have never learned to fight and defend themselves, Spain would have
to sacrifice at least a fourth of her population. This we commend to the notice of the
partizans of colonial exploitation.
But nothing of this kind can happen. The menace is that when the education and
liberty necessary to human existence are denied by Spain to the Filipinos, then they
will seek [97]enlightenment abroad, behind the mother country’s back, or they will
secure by hook or by crook some advantages in their own country, with the result
that the opposition of purblind and paretic politicians will not only be futile but even
prejudicial, because it will convert motives for love and gratitude into resentment and
hatred.
Hatred and resentment on one side, mistrust and anger on the other, will finally
result in a violent and terrible collision, especially when there exist elements
interested in having disturbances, so that they may get something in the excitement,
demonstrate their mighty power, foster lamentations and recriminations, or employ
violent measures. It is to be expected that the government will triumph and be
generally (as is the custom) severe in punishment, either to teach a stern lesson in
order to vaunt its strength or even to revenge upon the vanquished the spells of
excitement and terror that [98]the danger caused it. An unavoidable concomitant of
those catastrophes is the accumulation of acts of injustice committed against the
innocent and peaceful inhabitants. Private reprisals, denunciations, despicable
accusations, resentments, covetousness, the opportune moment for calumny, the
haste and hurried procedure of the courts martial, the pretext of the integrity of the
fatherland and the safety of the state, which cloaks and justifies everything, even for
scrupulous minds, which unfortunately are still rare, and above all the panic-stricken
timidity, the cowardice that battens upon the conquered—all these things augment
the severe measures and the number of the victims. The result is that a chasm of
blood is then opened between the two peoples, that the wounded and the afflicted,
instead of becoming fewer, are increased, for to the families and friends of the guilty,
who always think the punishment excessive and the judge unjust, must be added the
[99]families and friends of the innocent, who see no advantage in living and working
submissively and peacefully. Note, too, that if severe measures are dangerous in a
nation made up of a homogeneous population, the peril is increased a hundred-fold
when the government is formed of a race different from the governed. In the former
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an injustice may still be ascribed to one man alone, to a governor actuated by

personal malice, and with the death of the tyrant the victim is reconciled to the
government of his nation. But in a country dominated by a foreign race, even the
justest act of severity is construed as injustice and oppression, because it is ordered
by a foreigner, who is unsympathetic or is an enemy of the country, and the offense
hurts not only the victim but his entire race, because it is not usually regarded as
personal, and so the resentment naturally spreads to the whole governing race and
does not die out with the offender.[100]
Hence the great prudence and fine tact that should be exercised by colonizing
countries, and the fact that government regards the colonies in general, and our
colonial office in particular, as training schools, contributes notably to the fulfillment
of the great law that the colonies sooner or later declare themselves independent.
Such is the descent down which the peoples are precipitated. In proportion as they
are bathed in blood and drenched in tears and gall, the colony, if it has any vitality,
learns how to struggle and perfect itself in fighting, while the mother country, whose
colonial life depends upon peace and the submission of the subjects, is constantly
weakened, and, even though she make heroic efforts, as her number is less and she
has only a fictitious existence, she finally perishes. She is like the rich voluptuary
accustomed to be waited upon by a crowd of servants toiling and planting for him,
and who, on the day his slaves refuse him obedience, as he does not live by his own
efforts, must die.[101]
Reprisals, wrongs and suspicions on one part and on the other the sentiment of
patriotism and liberty, which is aroused in these incessant conflicts, insurrections and
uprisings, operate to generalize the movement and one of the two peoples must
succumb. The struggle will be brief, for it will amount to a slavery much more cruel
than death for the people and to a dishonorable loss of prestige for the dominator.
One of the peoples must succumb.
Spain, from the number of her inhabitants, from the condition of her army and navy,
from the distance she is situated from the Islands, from her scanty knowledge of
them, and from struggling against a people whose love and good will she has
alienated, will necessarily have to give way, if she does not wish to risk not only her
other possessions and her future in Africa, but also her very independence in
Europe. All this at the cost of bloodshed and crime, after mortal conflicts, murders,
conflagrations, [102]military executions, famine and misery.
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The Spaniard is gallant and patriotic, and sacrifices everything, in favorable

moments, for his country’s good. He has the intrepidity of his bull. The Filipino loves
his country no less, and although he is quieter, more peaceful, and with difficulty
stirred up, when he is once aroused he does not hesitate and for him the struggle
means death to one or the other combatant. He has all the meekness and all the
tenacity and ferocity of his carabao. Climate affects bipeds in the same way that it
does quadrupeds.
The terrible lessons and the hard teachings that these conflicts will have afforded the
Filipinos will operate to improve and strengthen their ethical nature. The Spain of the
fifteenth century was not the Spain of the eighth. With their bitter experience, instead
of intestine conflicts of some islands against others, as is generally feared, they will
extend mutual support, [103]like shipwrecked persons when they reach an island
after a fearful night of storm. Nor may it be said that we shall partake of the fate of
the small American republics. They achieved their independence easily, and their
inhabitants are animated by a different spirit from what the Filipinos are. Besides, the
danger of falling again into other hands, English or German, for example, will force
the Filipinos to be sensible and prudent. Absence of any great preponderance of one
race over the others will free their imagination from all mad ambitions of domination,
and as the tendency of countries that have been tyrannized over, when they once
shake off the yoke, is to adopt the freest government, like a boy leaving school, like
the beat of the pendulum, by a law of reaction the Islands will probably declare
themselves a federal republic.
If the Philippines secure their independence after heroic and stubborn conflicts, they
can [104]rest assured that neither England, nor Germany, nor France, and still less
Holland, will dare to take up what Spain has been unable to hold. Within a few years
Africa will completely absorb the attention of the Europeans, and there is no sensible
nation which, in order to secure a group of poor and hostile islands, will neglect the
immense territory offered by the Dark Continent, untouched, undeveloped and
almost undefended. England has enough colonies in the Orient and is not going to
risk losing her balance. She is not going to sacrifice her Indian Empire for the poor
Philippine Islands—if she had entertained such an intention she would not have
restored Manila in 1763, but would have kept some point in the Philippines, whence
she might gradually expand. Moreover, what need has John Bull the trader to
exhaust himself for the Philippines, when he is already lord of the Orient, when he
has there Singapore, Hongkong and Shanghai? It is [105]probable that England will
look favorably upon the independence of the Philippines, for it will open their ports to
her and afford greater freedom to her commerce. Furthermore, there exist in the
United Kingdom tendencies and opinions to the effect that she already has too many
colonies, that they are harmful, that they greatly weaken the sovereign country.
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For the same reasons Germany will not care to run any risk, and because a
scattering of her forces and a war in distant countries will endanger her existence on
the continent. Thus we see her attitude, as much in the Pacific as in Africa, is
confined to conquering easy territory that belongs to nobody. Germany avoids any
foreign complications.
France has enough to do and sees more of a future in Tongking and China, besides
the fact that the French spirit does not shine in zeal for colonization. France loves
glory, but the glory and laurels that grow on the battlefields of [106]Europe. The echo
from battlefields in the Far East hardly satisfies her craving for renown, for it reaches
her quite faintly. She has also other obligations, both internally and on the continent.
Holland is sensible and will be content to keep the Moluccas and Java. Sumatra
offers her a greater future than the Philippines, whose seas and coasts have a
sinister omen for Dutch expeditions. Holland proceeds with great caution in Sumatra
and Borneo, from fear of losing everything.
China will consider herself fortunate if she succeeds in keeping herself intact and is
not dismembered or partitioned among the European powers that are colonizing the
continent of Asia.
The same is true of Japan. On the north she has Russia, who envies and watches
her; on the south England, with whom she is in accord even to her official language.
She is, moreover, [107]under such diplomatic pressure from Europe that she can not
think of outside affairs until she is freed from it, which will not be an easy matter.
True it is that she has an excess of population, but Korea attracts her more than the
Philippines and is, also, easier to seize.
Perhaps the great American Republic, whose interests lie in the Pacific and who has
no hand in the spoliation of Africa, may some day dream of foreign possession. This
is not impossible, for the example is contagious, covetousness and ambition are
among the strongest vices, and Harrison manifested something of this sort in the
Samoan question. But the Panama Canal is not opened nor the territory of the
States congested with inhabitants, and in case she should openly attempt it the
European powers would not allow her to proceed, for they know very well that the
appetite is sharpened by the first bites. North America would be quite a troublesome
rival, if she should once get into [108]the business. Furthermore, this is contrary to
her traditions.
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Very likely the Philippines will defend with inexpressible valor the liberty secured at
the price of so much blood and sacrifice. With the new men that will spring from their
soil and with the recollection of their past, they will perhaps strive to enter freely upon
the wide road of progress, and all will labor together to strengthen their fatherland,
both internally and externally, with the same enthusiasm with which a youth falls
again to tilling the land of his ancestors, so long wasted and abandoned through the
neglect of those who have withheld it from him. Then the mines will be made to give
up their gold for relieving distress, iron for weapons, copper, lead and coal. Perhaps
the country will revive the maritime and mercantile life for which the islanders are
fitted by their nature, ability and instincts, and once more free, like the bird that
leaves its cage, [109]like the flower that unfolds to the air, will recover the pristine
virtues that are gradually dying out and will again become addicted to peace—
cheerful, happy, joyous, hospitable and daring.
These and many other things may come to pass within something like a hundred
years. But the most logical prognostication, the prophecy based on the best
probabilities, may err through remote and insignificant causes. An octopus that
seized Mark Antony’s ship altered the face of the world; a cross on Cavalry and a
just man nailed thereon changed the ethics of half the human race, and yet before
Christ, how many just men wrongfully perished and how many crosses were raised
on that hill! The death of the just sanctified his work and made his teaching
unanswerable. A sunken road at the battle of Waterloo buried all the glories of two
brilliant decades, the whole Napoleonic world, and freed Europe. Upon what chance
[110]accidents will the destiny of the Philippines depend?
Nevertheless, it is not well to trust to accident, for there is sometimes an

imperceptible and incomprehensible logic in the workings of history. Fortunately,
peoples as well as governments are subject to it.
Therefore, we repeat, and we will ever repeat, while there is time, that it is better to
keep pace with the desires of a people than to give way before them: the former
begets sympathy and love, the latter contempt and anger. Since it is necessary to
grant six million Filipinos their rights, so that they may be in fact Spaniards, let the
government grant these rights freely and spontaneously, without damaging
reservations, without irritating mistrust. We shall never tire of repeating this while a
ray of hope is left us, for we prefer this unpleasant task to the need of some day
saying to the mother country: “Spain, we have spent our [111]youth in serving thy
interests in the interests of our country; we have looked to thee, we have expended
the whole light of our intellects, all the fervor and enthusiasm of our hearts in working
for the good of what was thine, to draw from thee a glance of love, a liberal policy
that would assure us the peace of our native land and thy sway over loyal but
unfortunate islands! Spain, thou hast remained deaf, and, wrapped up in thy pride,
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hast pursued thy fatal course and accused us of being traitors, merely because we
love our country, because we tell thee the truth and hate all kinds of injustice. What
dost thou wish us to tell our wretched country, when it asks about the result of our
efforts? Must we say to it that, since for it we have lost everything—youth, future,
hope, peace, family; since in its service we have exhausted all the resources of
hope, all the disillusions of desire, it also takes the residue which we can not use, the
blood from our veins and [112]the strength left in our arms? Spain, must we some
day tell Filipinas that thou hast no ear for her woes and that if she wishes to be
saved she must redeem herself?”[115]

Activity 1- Write an essay with a minimum of 100 to 200 words, as a
response to Jose Rizal’s “The Philippines: A Century Hence”. Situate yourselves a
century after Rizal’s time.
RUBRIC - ESSAY
Focus & There is one clear, There is one There is one topic, The topic and
Details well focused topic. topic, Main Main ideas are main ideas are not
Main ideas are clear ideas are clear clear but are not clear.
and are all well but are not well well supported by
supported by supported by detailed
detailed and detailed information.
accurate information. Score: 5
information. Score: 6
Score: 8 Score: 7
Organization States the main States the main The introduction There is no clear
topic, and provides topic, and states the main introduction,
an overview of the provides an topic. A structure or
poem/prose. overview of the conclusion is conclusion.
Information is poem/prose. included.
relevant and Information is
presented in a relevant and
logical order. The presented in a
conclusion is strong. logical order. Score: 4
The conclusion Score: 6
Score: 8 is strong.
Score: 6
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Sentence All sentences are All sentences Most sentences Sentences are
Structure, well constructed and are well are well distractingly
Grammar and have varied constructed and constructed. The repetitive, or are
Spelling structure and length. have varied author makes difficult to
The Author makes structure and several errors in understand. The
no errors in length. The grammar and author makes
grammar and Author makes spelling that numerous errrors
spelling. no errors in interfere with in grammar and
grammar and understanding it. spelling that
spelling. interfere with
understanding it.
Score: 4 Score: 4 Score: 3 Score: 1
Total 20 17 15 10
6. Recommended learning materials and resources for supplementary reading.

1. https://www.gutenberg.org/files/35899/35899-h/35899-h.htm
2. http://thelifeandworksofrizal.blogspot.com/2011/08/philippines-century-
hence-summary-and.html
3.file:///C:/Users/home/Downloads/55-Rizal_The-Philippines-a-Century-
Hence.pdf
Online (synchronous)
//Edmodo, google classroom, moodle, schoology, Podcast etc..
Remote (asynchronous)
//module, case study, exercises, problems sets, etc…
8. Assessment Task
Make a speech ( 5- 10 minutes) that will serve as a response to Rizal.
State in your speech if you agree with his arguments and explain your
reasons based on evidences. Upload your speech in an online platform, ex.
YouTube/Facebook.
9. References
Pangilinan, M. e. (2018). Life and Works of Dr. Jose P. Rizal. Manila:
MINDSHAPERS CO., INC. .
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Zaide, G. a. (2008). Jose Rizal: Life Works and Writings of a Genius, Writer,
Scientist and National Hero. Quezon City: All Nations Publishing Co. Inc.
https://www.gutenberg.org/files/35899/35899-h/35899-h.htm
http://thelifeandworksofrizal.blogspot.com/2011/08/philippines-century- hence-
summary-and.html
file:///C:/Users/home/Downloads/55-Rizal_The-Philippines-a-Century-
Hence.pdf
1. TITLE OF THE MODULE

CHAPTER 10: JOSE RIZAL AND PHILIPPINE NATIONALISM:
BAYANI AT KABAYANIHAN
2. INTRODUCTION
Welcome to Chapter 10 where you can learn more about nationalism in the life and
works of Rizal. In this chapter, we are going to explore the concepts of “bayani” and
“kabayanihan” and explain its changing forms and meanings from precolonial to the present
context of the Philippines. Moreover, these concepts will be examined in the life of Jose
Rizal and in the perspective of Philippine nationalism.
3. LEARNING OUTCOMES/ OBJECTIVES
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 Understand the concepts of bayani and kabayanihan

 Relate these concepts in the life and works of Rizal
 Interpret views and opinions about bayani and kabayanihan in the context of
Philippine history and society
4. LEARNING CONTENT/TOPIC
 Concepts of Bayani and Kabayanihan
 Rizal as Bayani and his Kabayanihan
 Lecture Discussion
 Written Outputs
6. FLEXIBLE TEACHING LEARNING MOADALITY ADAPTED
 Facebook Messenger Room Meeting
7. ASSESSMENT TASK
 Position Paper on the debate about Rizal being a Bayani
Jose Rizal is the most popular Filipino hero of all time, we can see it through the
numerous statues, street names and places established and named after him (Zaide & Zaide,
1999). Almost every town of the Philippines has a park or street dedicated to Rizal. There is
also a so-called Rizal law which requires all universities to include a course on the life and
works of Rizal. Moreover, when we ask Filipinos the question “who is our national hero?” all
of them or most of them answer Jose Rizal. This is true at all ages. This is even validated by
Social Weather Stations (SWS) published on April 8, 2011. In the results of the said survey,
Rizal got 75 percent, Bonifacio got 34 percent, Ninoy Aquino, 20 percent, Cory Aquino, 14
percent, Mabini, 14 percent and Aguinaldo, 11 percent. Therefore both national heroes and
political elites were considered bayani by the people (Chua, 2018).
Before we go to the question, “why and how Rizal became a hero?” let us first define
the word “hero.” According to Merriam-Webster’s dictionary (Retrieved from
https://merriam-webster.com), hero is “a person who is admired for great or brave acts or fine
qualities; a person who is greatly admired.” In the Filipino language, the word hero has the
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closest link to bayani. In order to make the question more Filipinized, let us put it in this way:
“why and how Rizal became a bayani?”
Understanding “Bayani” and “Kabayanihan”
As stated above, bayani is the known Filipino word for hero. Kabayanihan, on the
other hand means heroism. Despite this common knowledge about the stated words,
definitions have cultural contexts (Chua, 2018). Therefore, the word hero in the English
language does not commensurate to the Filipino word bayani because the latter is a richer
word than hero because it may be rooted in bayan as a place or in doing something great, not
for oneself but for a greater good for community and nation (Ocampo, 2016).
Let us compare the difference between the two concepts: hero vs bayani. The concept
of heroism came from the Greek culture, which has Hercules as an example. He is strong-
willed and a supernatural character who uses his abilities for the people. This is what our
Westernized educational system taught us: hero was defined as life characters who has
extraordinary strength, courage and intellect. In order to provide us a more localized
academic discourse about the Filipino word bayani, Zeus Salazar being the institution behind
the pursuit of Pantayong Pananaw collected various definitions of bayani from different
ethnolinguistic groups. He discovered that it came from the Austronesian word wani which
means “helping and being compassionate with others,” from the Visayan word bagani which
means “fearless warrior”, thereby concluding that bayani may mean “someone who gives
service to the bayan without expecting anything in return.” Moreover, according to Salazar,
the main difference between heroe and bayani is within their individualism. The latter is
preoccupied with his own “persona” or fame apart from the people but the latter’s
configuration of things is always to be with the people, doing the activities/ways of the
people and being humble like the rest of the people (Ibid).
If we are going to dig more on the meaning of bayani, Vito Santos’ Vicassan
dictionary defined it as “hero, patriot (taong makabayan), cooperative endeavor, mutual aid, a
person who volunteers or offers free service or labor to a cooperative endeavor.” In addition,
UP Diksiyonaryong Filipino (2001) listed three meanings of the said word: “(1) a person
considered to possess extraordinary talents or someone who did something noble (dakila), (2)
leading man in a play and (3) those who had the qualities of gods, extraordinary strength,
bravery or ability.” But before the existence of the above stated definitions, there is an earlier
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one from the Vocabulario de la Langua Tagala written by Jesuits Juan de Noceda and Pedro
de Sanlucar in 1754. This rare historical book was edited and made available by the
Komisyon sa Wikang Filipino. In this source, bayani means someone who is brave or valiant,
someone who works toward a common task or cooperative endeavor. It is also important to
take note that bayani came from the word bayan which is defined as “the space between here
and the sky,” it is also a town, municipality, pueblo or nation and can refer to people and
citizens (mamamayan) who live in those communities or to those who originate or come from
the same place (kababayan) (Ibid.). This is how complicated the word bayani is in the pre-
colonial context.
Rizal as “Bayani” and his Portrayal of “Kabayanihan”
Now, let us go back to our discussion on Rizal being a bayani. There is no law that
supported the popular statement that we Filipinos always hear from our old folks—“Rizal as
the Philippine National Hero.” We were taught during our childhood that we have our
“Pambansang Bayani” and that is Jose Rizal. Moreover, we are also bombarded with
information that he is the greatest in the ranking of Filipino heroes. Rizal being at the top,
seconded by Bonifacio and the others.
It is the National Historical Commission of the Philippines who set the criteria for
heroes since it is the agency which is in charge of our historical matters. According to them,
if a person is being admired and appreciated even after 50 years of his ideas and ideals, the
person can be considered a hero. In 1965, there is a so-called agency National Heroes
Commission which released a criteria and definition of a hero and was approved by the
committee led by Director Carlos Quirino of the National Library. Hero, according to them is
defined as “an admirable leader towering over his peers, who is serving a noble cause,
possessing exceptional talent, distinguished valor and/or hold enterprise, exercising a
determinative influence over the spiritual life of his people in a particular remarkable event.”
In a more specific manner, the Commission came up with characteristics that a person should
possessed to be considered a hero.
1. Motives and methods employed in the attainment of the ideal (i.e. welfare of the
country)
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In attaining the ideal, did the person sacrifice purely and exclusively for the country’s
welfare or were there ulterior/selfish motives in pursuing those sacrifices? Were the
methods in attaining his/her ideals morally valid?
2. The moral character of the person

Did he do any immoral thing that tainted his/her personal character? If there was, did
it affect his work, society or ideals?
3. The influence of the person to his age or epoch and the succeeding eras
Given all these criteria, the truth is that these standards were very stringent and being
considered a “hero” requires intense scrutiny of one’s personal life. Given this, we can say
that it really aimed to confer the title to someone deserving as the word “hero” is mostly
misused nowadays.
As time goes by, the definition of hero is becoming more complex in the Philippine
society, far from the known precolonial concept of bayani who is from the bayan and with
the bayan in pursuing ideals. In 1993, the then-President Fidel V. Ramos issued Executive
Order 75 which created the National Heroes Committee which aimed to “study, evaluate, and
explicitly recommend Filipino national personages as national heroes in due recognition to
their sterling character and remarkable achievements for the country.” It was attended by
reknown historians like Onofre D. Corpuz, Carmen Guerrero-Nakpil, Dr. Samuel K. Tan, Dr.
Marcelino Foronda, Dr. Alfredo Lagmay, Dr. Bernardita Churchill and others. This body
accepted Dr. Corpuz’s definition of a hero—“heroes are those who have a concept of nation
and thereafter aspire and struggle for the nation’s freedom; heroes are those who define and
contribute to a system of life and freedom and order for a nation.” He even added that it is
one’s nationalism which makes someone a hero. Thereby saying that someone can be a hero
if he identifies himself in the Philippine nation (national identity) and would be willing to
sacrifice for its benefit. They also added that heroes are those people who contribute to the
quality of life and destiny of a nation.
In 1995, another meeting among historians was conducted, the Committee decided to
adapt another criteria which states that “a hero is part of the people’s expression.” It places
the importance of the people’s acceptance and acclamation of a person to be a hero. These
historians realized that the participation of the people, especially of the youth in validating a
person’s achievements and virtues is important for they are the ones who will judge whether
the person’s ideals were worthy to be praised and imitated. They even argued that “the choice
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of a hero involves not only the recounting of an episode or events in history but of the entire
process that made this person a hero.” Understanding the historical condition/context was
deemed important this time. Moreover, they also emphasized that heroes should not be
legislated, acclamation of their ideals is enough to legitimize their contributions in our history
and society. Proclaiming them as national heroes confirms the public veneration of their great
contributions to this country (De Viana et al., 2018).
In the academe, there are two institutionalized historians who have conflicting views
on Rizal being a bayani, they are Gregorio Zaide and Zeus Salazar. The heroism of Jose Rizal
for Zaide is undeniable given the fact that he died because of the two known published books
(Noli Me Tangere and El Filibusterismo) that portrayed the real experiences of the Filipinos
during the Spanish colonization. According to him, these published books, ultimately Noli
Me Tangere inspired the Filipinos to resist the colonization of the Spaniards. It even ignited
the Katipunan leaders like Bonifacio to create the said secret society. He even argued that
Jose Rizal is at the top of all the national heroes because of the weight of his contribution in
attaining freedom from Spanish colonization. On the other hand, based on the idea of Salazar
regarding the local definitions of bayani and the above-discussed dichotomy between “hero”
and bayani, Jose Rizal and other ilustrados who were distinguished for their talents and
contribution to the people can be classified as heroes because of their separation from most of
the bayan and their Western education. Moreover, Andres Bonifacio and other ordinary
Katipunan members who fought with other kababayans remained culturally part of the bayan
are classified as bayani. This idea is also supported by the known historian Xiao Chua
(2018).
As we can see from our assessed facts about the words bayani and kabayanihan, we
can say that our most famous Filipino hero, Jose Rizal can be acclaimed as our bayani in the
right context. Yes, he may be educated in a Western nation that made him apart from the
bayan in pursuing his ideals, but we cannot eradicate the fact that he directly experienced
what it meant to be an indio in his bayan—thereby sharing experiences with those of his
kababayans that made him write novels that discusses the abuses done by the Spaniards to
Filipinos.
In the most general sense, what is common among the cultural meanings of the words
bayani and hero is that, they both talk about a person who pursue unselfish ideals for his
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people/community. Undeniably, it embodies the life and works of Jose Rizal, thereby saying
that he is qualified for both words—hero and bayani.
WORKS CITED
Chua, X. (2018, January). Defining and surveying heroism. Retrieved from

manilatimes.net on 25 June 2020.
De Viana, A. et al. (2018). Jose Rizal: Social Reformer and Patriot, A Study of His
Life and Times (Revised edition). Manila: Rex Book Store
Ocampo, A.R. (2016, No month). ‘Bayani’ a richer word than ‘hero.’ Retrieved from
opinion.inquirer.net on 25 June 2020.
Zaide, G. & Zaide, S. (1999). Jose Rizal: Life, Works, and Writings of a Genius,
Writer, Scientist and National Hero (2nd edition). Quezon City: All-Nations Publishing Co.,
Inc.
MODULE IN GEC 9
GEC 9-THE LIFE AND WORKS OF RIZAL
Subject: Course Number and Description
I. Title of the Module
Chapter 11: Jose Rizal and Philippine Nationalism- National Symbol
II. Introduction
This module deals on the various contributions of Rizal in the development of
Philippine nationalism as depicted from his life, works, and writings. His dedication to
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help the nation to be freed from the Spanish tyranny was not tainted by any other
ambitions, like to become a national hero. His noble intent was embedded with his love
of the nation as a whole.
The learners shall come across with the different values of the objects like monuments
representing Rizal as a national figure.
This chapter also aims to develop among students, the spirit of patriotism and the
promotion on the adherence of the national hero.
III. Learning Outcomes
At the end this module, the students should be able to:
A .Identify the different contributions of Rizal in the development of Philippine
nationalism;
B .Examine the values highlighted by various representations of Rizal as a national
symbol;
C. Advocate the value Rizal’s life encapsulates.
IV. Learning Content
Learners are now ready to study the various topics intended for this module. They
are expected to understand the lesson well, by means of reading the suggested articles
relevant to the different topics.
Topic 1. EXECUTIVE ORDER NO. 75 Series of 1993
MALACAÑANG
MANILA
BY THE PRESIDENT OF THE PHILIPPINES
EXECUTIVE ORDER NO. 75, Series of 1993
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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 historic destiny of the country;
WHEREAS, it is timely and appropriate to proclaim these National Heroes, the renowned
achievers of their generations and the shinning 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:
SEC. 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 in the performance of its functions.
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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.
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
THE GATES TO HEROISM: DEFINING A FILIPINO HERO
It is common for Filipinos to look for someone to idolize –saints, politicians, artists,
models, etc., somebody they will glorify and imitate. Since the time of the declaration of
Philippine independence, 109 years ago, many were acknowledged as Filipino heroes, more
so today, that every individual who become so popular or the main character in any particular
event is given the title “hero”. The essence of the word “hero” is past declining, today one
need not to die or do such gallant act to be given the noble title or that some just won a
boxing match. Time has really evolved and so does our standard in defining a Filipino hero.
Will our forefathers who gave their lives for freedom feel insulted for this? Are these the
Filipinos we’ll look up to for guidance through the times, aren’t our children losing the true
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meaning of heroism by our doings? All these things we should ask ourselves before giving
the title “hero” to anyone.
But what does being a hero mean? Dr. Esteban de Ocampo, a known historian, stated in
his book about Rizal that a hero means a prominent or central personage taking an admirable
part in any remarkable action or event; a person of distinguished valor or enterprise in danger,
or fortitude in suffering; and a man honored after death by public worship because of
exceptional service to mankind. The true heroes of Philippine history deserve to be called so
for they didn’t have any idea that one day they will be measured up, they just acted upon their
principles. The concept of honoring heroes came only to the Philippines in 1900, when the
Philippine Commission (Pardo de Tavera, Legarda, Luzurriaga (Filipino members) and
headed by William Howard Taft) approved Act No. 137 combining the districts of Morong
and Manila to be named as “Province of Rizal,” in honor of the most illustrious Filipino.
Actually, this Act was disputed by many but the basis of the Commission was so strong that it
has surpassed the public’s questions.
Since then, heroes were celebrated here and there, citing their names in every politician’s
speeches, declaring holidays, naming streets, constructing monuments, etc. in their honor.
Until one day, realizing that so many names were acknowledged as heroes, need to evaluate
the situation was proposed. During Marcos’ presidency, he tasked the National Heroes
Commission to come up with the criteria for national hero. On March 28, 1993, thru the
President’s Executive Order No. 75, the National Heroes Committee was created,
commissioned to study, evaluate and recommend historical figures to be declared as national
heroes. The Committee composed of worthy members, with a series of discussions came up
with the new criteria.
The criteria is composed of 10 standards:
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First is the extent of a person’s sacrifices for the welfare of the country.
Second, the motive and methods employed in the attainment of the ideal (was his ideal purely
for the welfare of the country and without any taint of self-interested motives, most of all the
method of attainment should be morally valid).
The third is the moral character of the person concerned (the person should not have any
immorality issue that affected his ideal).
The fourth is the influence of the person concerned on his age and or the succeeding age.
Fifth is that heroes are those who have a concept of nation and thereafter aspire and struggle
for the nation’s freedom (they must have desired the country’s freedom in any situation
especially when there’s a threat of invasion in any form).
Sixth is that heroes are those who define and contribute to a system of life of freedom and
order for a nation (one who helps in the orderliness and betterment of the country).
Seventh is, heroes are those who contribute to the quality of life and destiny of a nation.
Eight, a hero is part of the people’s expression (the citizen must have recognized and
acknowledged the person as a hero).
Ninth, a hero thinks of the future, especially the future generations, his concern for the future
generations must be seen in his decisions and ideals).
Lastly, the choice of a hero involves not only the recounting of an episode or events in
history, but of the entire process that made this particular person a hero.
Filipino’s expectations of public figures are different now than it was more than a
hundred years ago, maybe because of the realization that no one is perfect. This is the reason
why today so many were acknowledged as heroes and many were voted in important
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governing positions with flaws and questionable characters. Lucky are those who aspire one
day to be called a hero that the criteria was already set to pattern their decisions with. I hope
that the criteria for national heroes will not only be checked against the historical figures but
also with the politicians to whom we will entrust the power to govern our country.
Topic 2. Monuments of Rizal in the different countries of the world
NEW SOUTH WALES, Australia – The Knights of Rizal in Australia led the
commemoration of the 122nd Anniversary of the Martyrdom of Philippine National
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Hero Dr. Jose P. Rizal on 30 December 2018 in Campbelltown City and Blacktown City
in New South Wales.
Jose Rizal Plaza is surrounded by beautiful greenery and flowers at Jinjiang China
Square
Long-winding cobblestoned Jose Rizal, on a hilly slope in Litomerice
Old-timers and German Rizalistas of Heidelberg pay respect to our national hero
with appropriate ceremonies during his birthday every year. They still share fond
memories of our hero’s memorable six-month sojourn in Heidelberg and
Wilhelmsfeld, which they reminisce with particular devotion and veneration.
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Jose Rizal, is the national hero of the Philippines. He was born on June 19, 1861 at Calamba,
Laguna and died by firing squad on December 30, 1896 at Rizal Park at the age of 35. He
was charged and convicted of rebellion by the Spanish court and sentenced to death.
An Intimate Ceremony of Remembrance of Rizal’s Birth at Hibiya Park in Tokyo
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A picture of Philippine national hero Jose Rizal’s bronze statue in Rome, Italy recently
emerged on social media, prompting a look at how the patriot is revered in other countries.
It has been over 130 years since Rizal set foot in Spain, yet he left tangible reminders of his
momentous stay in Madrid and in Spain in general.
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The first ever Rizal Park in Switzerland was inaugurated in the city of Wassen in canton Uri
on 29th August 2014
Topic 3. The Life and Legacy of José Rizal: National Hero of The Philippines
Dr. José Rizal, the national hero of the
Philippines, is not only admired for possessing
intellectual brilliance but also for taking a stand
and resisting the Spanish colonial government.
While his death sparked a revolution to
overthrow the tyranny, Rizal will always be
remembered for his compassion towards the Filipino people and the country.
Humble beginnings
José Protasio Rizal Mercado Y Alonso Realonda was born on June 19, 1861 to Francisco
Mercado and Teodora Alonzo in the town of Calamba in the province of Laguna. He had nine
sisters and one brother. At the early age of three, the future political leader had already
learned the English alphabet. And, by the age of five, José could already read and write.
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Upon enrolling at the Ateneo Municipal de Manila (now referred to as Ateneo De Manila
University), he dropped the last three names in
his full name, after his brother’s advice – hence,
being known as José Protasio Rizal. His
performance in school was outstanding –
winning various poetry contests, impressing his
professors with his familiarity of Castilian and
other foreign languages, and crafting literary
essays that were critical of the Spanish historical
accounts of pre-colonial Philippine societies.
A man with multiple professions
While he originally obtained a land surveyor and assessor’s degree in Ateneo, Rizal
also took up a preparatory course on law at the University of Santo Tomas (UST). But when
he learned that his mother was going blind, he decided to switch to medicine school in UST
and later on specialized in ophthalmology. In May 1882, he decided to travel to Madrid in
Spain, and earned his Licentiate in Medicine at the Universidad Central de Madrid.
Apart from being known as an expert in the field of medicine, a poet, and an essayist,
Rizal exhibited other amazing talents. He knew how to paint, sketch, and make sculptures.
Because he lived in Europe for about 10 years, he also became a polyglot – conversant in 22
languages. Aside from poetry and creative writing, Rizal had varying degrees of expertise in
architecture, sociology, anthropology, fencing, martial arts, and economics to name a few.
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His novels awakened Philippine nationalism. Rizal had been very vocal against the Spanish
government, but in a peaceful and progressive manner. For him, “the pen was mightier than
the sword.” And through his writings, he exposed the corruption and wrongdoings of
government officials as well as the Spanish friars.
While in Barcelona, Rizal contributed essays, poems, allegories, and editorials to the
Spanish newspaper, La Solidaridad. Most of his writings, both in his essays and editorials,
centered on individual rights and freedom, specifically for the Filipino people. As part of his
reforms, he even called for the inclusion of the Philippines to become a province of Spain.
But, among his best works, two novels stood out from the rest – Noli Me Tángere
(Touch Me Not) and El Filibusterismo (The Reign of the Greed).
In both novels, Rizal harshly criticized the Spanish colonial rule in the country and
exposed the ills of Philippine society at the time. And because he wrote about the injustices
and brutalities of the Spaniards in the country, the authorities banned Filipinos from reading
the controversial books. Yet they were not able to ban it completely. As more Filipinos read
the books, their eyes opened to the truth that they
were suffering unspeakable abuses at the hands
of the friars. These two novels by Rizal, now
considered his literary masterpieces, are said to
have indirectly sparked the Philippine
Revolution.
Rizal’s unfateful days
Upon his return to the Philippines, Rizal formed a progressive organization called the La Liga
Filipina. This civic movement advocated social reforms through legal means. Now Rizal was
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considered even more of a threat by the Spanish authorities (alongside his novels and essays),
which ultimately led to his exile in Dapitan in northern Mindanao.
This however did not stop him from continuing his plans for reform. While in
Dapitan, Rizal built a school, hospital, and water system. He also taught farming and worked
on agricultural projects such as using abaca to make ropes.
In 1896, Rizal was granted leave by then Governor-General Blanco, after
volunteering to travel to Cuba to serve as doctor to yellow fever victims. But at that time, the
Katipunan had a full-blown revolution and Rizal was accused of being associated with the
secret militant society. On his way to Cuba, he was arrested in Barcelona and sent back to
Manila to stand for trial before the court martial. Rizal was charged with sedition, conspiracy,
and rebellion – and therefore, sentenced to death by firing squad.
Days before his execution, Rizal bid farewell to his motherland and countrymen
through one of his final letters, entitled Mi último adiós or My Last Farewell. Dr. José Rizal
was executed on the morning of December 30, 1896, in what was then called Bagumbayan
(now referred to as Luneta). Upon hearing the command to shoot him, he faced the squad and
uttered in his final breath: “Consummatum est”
(It is finished). According to historical accounts,
only one bullet ended the life of the Filipino
martyr and hero.
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His legacy lives on after his death, the
Philippine Revolution continued until 1898. And with
the assistance of the United States, the Philippines
declared its independence from Spain on June 12,
1898. This was the time that the Philippine flag was
waved at General Emilio Aguinaldo’s residence in Kawit, Cavite.
Today, Dr. Rizal’s brilliance, compassion, courage, and patriotism are greatly
remembered and recognized by the Filipino people. His two novels are continuously being
analyzed by
students and professionals.
Colleges and universities in the Philippines even
require their students to take a subject which
centers around the life and works of Rizal. Every
year, the Filipinos celebrate Rizal Day –
December 30 each year – to commemorate his life and works. Filipinos look back at how his
founding of La Liga Filipina and his two novels had an effect on the early beginnings of the
Philippine Revolution. The people also recognize his advocacy to achieve liberty through
peaceful means rather than violent revolution.
In honor of Rizal, memorials and statues of the national hero can be found not only
within the Philippines, but in selected cities around the world. A road in the Chanakyapuri
area of New Delhi (India) and in Medan, Indonesia is named after him. The José Rizal Bridge
and Rizal Park in the city of Seattle are also dedicated to the late hero.
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Within the Philippines, there are streets, towns/cities, a university (Rizal University),
and a province named after him. Three species have also been named after Rizal – the Draco
rizali (a small lizard, known as a flying dragon), Apogania rizali (a very rare kind of beetle
with five horns) and the Rhacophorus rizali (a peculiar frog species).
To commemorate what he did for the country, the Philippines built a memorial park
for him – now referred to as Rizal Park, found in Manila. There lies a monument which
contains a standing bronze sculpture of Rizal, an obelisk, and a stone base said to contain his
remains. The monument stands near the place where he fell during his execution in Luneta.
V. Recommended Learning Materials
Book
Zaide, G. (2012) Jose Rizal Life Works and Writings, Revised Millenium Edition
pages 58,78, 102-103, & 1089-190
Electronic Source
Alcantara, A. (2019) The Jose Rizal Square in Jinjiang, China. Retrieved April 21,
2019 from https://www.sunstar.com.ph/article/1802222
Cruz, A (2019) Tracking down Rizal in Czech Republic. Retrieved June 26, 2019
from https://lifestyle.inquirer.net/339084/tracking-down-rizal-in-
czech-republic/
Derheim, J. (2010) Dr. Jose Rizal Statue in Wilhelmsfeld, Germany Retrieved Nov.
15, 2010 from https://www.europeanfocus.com/dr-jose-
rizal-statue-in-wilhelmsfeld-germany/
Malasig, J (2019) The sun is always shining on a Jose Rizal monument in the world.
Retrieved January 16, 2019 from https://www.interaksyon.com/trends-
spotlights/2019/01/16/142298/the-sun-is-always-shining-on-a-jose-rizal-
monument-in-the-world/
Roldan, R. & Mabayo, R ( 2017) Jose Rizal in Present-Day Madrid. Retrieved

January 04, 2017 from https://www.philembassymadrid.com/rizal-madrid
Lee-Brago, P. (2014) Rizal Park opens in Switzerland. Retrieved September 5, 2014
from https://www.philstar.com/headlines/2014/09/05/1365568/rizal-park-opens-
switzerland
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GOVPH (2015) Selection and Proclamation of National Heroes and Laws Honoring
Filipino Historical Figures. Retrieved May 18, 2015 from
http/ncaa.gov.ph/about-culture-profile/selection-and-proclamation-of-national-
heroes-and-laws-honoring-filipino-historical-figures/
VI. Flexible Teaching Learning Modality (FTLM) adopted
A. Online (Synchronous)- Zoom meetings or video call via messenger
Students shall be advised to have a face to face meeting with their
mentors and shall decide, if what mode of learning would be adopted as the
case maybe, and to clarify things which are relevant to the learning activities.
B. Remote (Synchronous) Module
Students should be provided with the following: syllabus,
course outline, and module. These documents should be distributed among the
learners during the first day of classes
VII. Assessment Task
Answer the following questions.
1. Distinguish nationality from nationalism
2. Cite a situation where nationalism is being observed.
3. What are the pieces of evidence that Rizal contributed to the development of
Philippine nationalism?
4. Give some reasons, why Jose Rizal is being recognized in other countries as an
important Filipino figure.
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5. Compose a spoken poetry which consists of not less than 500 words in honor of our
national hero. Recite your output and take a video of it, then send to your instructor/
professor via messenger for evaluation including e-copy of the poetry.
Criteria for the Spoken Poetry
Relevance to the topic-50%
Creativity/Style and Originality-30%
Coherence of form and structure (harmony of words, presentation)-10%
Clarity of imagery and language- 10
VIII. References
Electronic Source
Executive Order #75 series of 1993 Retrieved from

https://www.officialgazatte.gov.ph/1993/03/29/executive-order-no-75-1993/
Galang, D. (2012) THE GATES TO HEROISM: DEFINING A FILIPINO HERO.

Retrieved September 5, 2012 from http://nhcp.gov.ph/the-gates-to-heroism-
defining-a-filipino-hero/
Valdeavilla, R. (20180) The Life and Legacy of José Rizal: National Hero of The
Philippines Retrieved June 8, 2018 from
https://theculturetrip.com/asia/philippines/articles/the-life-and-legacy-of-jose-
rizal-the-philippines-national-hero
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Prelim Examination
Test I. Identify the following terms. Erasures are wrong.
________1. The Isabela State University is a ___________ research university in the

ASEAN region.
a. leading b. lead c. consistent d. informative
________2. The Isabela State University is committed to develop _________competitive
human…
a. global b. globally c. resources d. mold
________3…technological resources and ____________ …
a. Sciences b. technologies c. services d. innovation
________4…through quality instruction, _________ research, responsive community
engagement and viable resource management programs for inclusive growth and sustainable
development.
a. innovative b. bond c. excellent d. none of
the above
________5. Name of the Congressman who passed the Rizal Law.
a. Ralph Recto b. Gil J. Puyat c. Eulogio Balao d.
Claro M. Recto
________6. Rizal law is also known as ______________.
a. R.A. 3566 b. R.A. 9022 d. R.A. 1425 d. E.O.
4577
________7. This is the year of Rizal bill’s promulgation.
a. 1955 b. 1956 c. 1950 d. 1958
________8. This is the first novel of Jose Rizal which was covered by Rizal law.
a. El Filibusterismo b. Ninay c. Mi Ultimo Adios d. None of
the above
________9. It is the agency that is in charge of monitoring libraries and schools for the
implementation of Rizal law.
a. Department of Education b. Board of National
Education
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b. c. Commission on Higher Education d. None of the above

________10. How much is the allotted fund for the implementation of Rizal law?
a. 200,000 b. 100,000 c. 250,000 d. 300,000
1. Name of the Congressman who passed the Rizal Law.

2. Give three colonies of Spain during the 19th century.
3.
4.
5. Name of the French leader who colonized Spain.
6. This is where all representatives of Spanish provinces meet.
7. He is the crown prince who was supported by the Spanish people rather than the French appointed
ruler, Joseph.
8. He is the insular representative of the Philippines to the Spanish government.
9. One of the religious orders who were eliminated in the Philippines for political reasons.
10. Give one “superpower” European country during the 19th century.
11. This is the group of Ilocanos who first revolted against the Spaniards.
12. He established the group called Confradia de San Jose.
13. They are one of the powerful sectors who have strong influence because of their established
political power in the Philippines.
ISUCYN-CAS-TQP-013
14. They
REVISION: 0 are the Filipino natives who have higher kind of living than the typical Filipinos during 19 th
EFFECTIVITY: April 10, 2019 century.
15. They are the Spaniards who were born in Spain but migrated to the Philippines.
Test II. Write LOVE if the statement is true and HATE if the statement is false. Erasures are
wrong.
__________1. The first set of struggles before KKK resistance against the Spaniards succeeded.
__________2. Secularization is the fight of the regulars for independent supervision of their parish
churches.
__________3. Insulares/Insulars are Spaniards born in Spain and resided in the Philippines.
__________4. The age of enlightenment is the age where reason is used in explaining
phenomena/happenings.
__________5. In the age of colonization, most of the colonizers are European countries.
__________6. Domingo Lamco, the grandfather of Francisco Mercado is a full-blooded Spanish.
__________7. Teodora and Francisco Mercado rented a farmland from the Augustinians.
__________8. Mestizos are Spanish-Chinese people who intermarried with Filipino natives.
__________9. The opening of Manila to world trade caused the low economic revenue among the
middle class families.
__________10. Queen Isabella caused the downfall of Spain.
__________11. El Compańero is the social group in which Jose Rizal joined for mutual
companionship and support.
__________12. Jose Rizal was influenced by what happened to the Gomburza.
__________13. Segunda Katigbak reciprocated Jose Rizal’s feelings to her by marrying him.
__________14. Jose Rizal graduated at Universidad de Santo Tomas with the degree Philosophy and
Letters.
__________15. Teodoro Romualdo de Jesus is the professor who mentored Rizal in pursuing poetry.
Test III. Essay. Minimize your answer to five sentences only. 10 points each
1. Discuss the reasons why Jose Rizal got low grades in his stay at Universidad de Santo Tomas.
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2. Explain how the ilustrados flourished/proliferated.
ISUCYN-CAS-TQP-013
Bonus:
REVISION: 0 Make a “hugot” line out of this picture.
EFFECTIVITY: April 10, 2019
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ISUCYN-CAS-TQP-013
REVISION: 0
EFFECTIVITY: April 10, 2019
Midterm Examination
Life and Works of Rizal (GEC 9)
Name:__________________________________________________ Scores:_________
Section:________
I. MULTIPLE CHOICE. Read and analyze the following statements. Write the letter of the
correct answer on the space provided before the number.
1. He encouraged Rizal to pursue his physical development and taught the young boy
swimming, fencing, wrestling, and other sports
A. Uncle Jose
B. Uncle Manuel
C. Uncle Agustin
D. Uncle Gregorio
2. While studying at the Univesity of Santo Tomas, Rizal returned to Ateneo. What
vocational course did he enroll?
A. Medicine
B. Philosophy
C. Foreign Language
D. Land Surveying
3. These are some extra-curricular activities of Rizal at Ateneo. Which of the following
are correct?
I. Campus Leader
II. Studied Painting
III. An emperor inside the classroom
IV. Engaged in gymnastics
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A. I, II, and III

B. I, II, and IV
C. I and II
D. I, I, III, and IV
4. Rizal’s poem about the importance of education to enlighten the nation which was
useful to gain societal freedom for every nation.
A. A La Juventud Filipina
B. Through education Motherland Receives Enlightenment
C. Intimate Alliance Between Religion and Good Education
D. Sa Aking Mga Kabata
5. He wrote this poem in 1876 when he was 15 years old in Ateneo. This poem is about
Calamba, the place where he was born, which he loved dearly. What is the title of the
poem?
A. Sa Aking Mga Kabata
B. A La Juventud Filipina
C. Amor Patrio
D. In Memory of my Town
6. Which of the following is NOT true about Rizal’s academics in Ateneo?

A. He was considered an inferior and was placed at the bottom of the class..
B. His performance in school was outstanding – winning various poetry contests,
impressing his professors with his familiarity of Castilian and other foreign
languages.
C. Rizal also took up a preparatory course on law in Ateneo.
D. He graduated on March 23, 1877 and received the degree of Bachelor of Arts,
with the highest honors not a valedictorian.
7. In what district of manila was Ateneo de Manila located during Rizal's time?
A. Sampaloc
B. Intramuros
C. Malate
D. Paco
8. What are the reasons why Rizal was denied for admittance at Ateneo at first by the
college registrar Father Magin Fernando?
I. He was late for registration
II. He doesn’t have Spanish surname
III. He was sickly
IV. He was undersized for his age
A. I, II, and IV
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B. I, II, II, and IV

C. I and IV
D. I, III, and IV
9. During his time in Ateneo de Municipal, he was an active member of these

organizations except one.
A. Marian Congregation Religious Society
B. Santa Isabel College Religious Society
C. Academy of Spanish Literature
D. Academy of Natural Sciences
10. As a young student, it is regarded as the first foreign book that Rizal read and
admired.
A. Count of Monte Cristo
B. The Barber of Seville
C. Travels in the Phils.
D. La Libertad de comercio en las Isalas Filipina
11. Rizal entered and matriculated the university of Santo Tomas with the course
Philosophy and letters. What was the reason for this choice?
A. His father liked it
B. He was still uncertain as to what career to pursue
C. He had no choice since the class already started
D. Both a and b
12. Rizal found the atmosphere at the University of Santo Tomas suffocating to his
sensitive spirit. Which of the following statements could be the reasons of his
unhappiness at this Dominican institution of higher learning?
I. Rizal’s body was frail so he cannot participate in extra-curricular activities in

school.
II. The method of instruction was obsolete and repressive.
III. The Filipino students were racially discriminated by the Spaniards.
IV. The Dominican professors were hostile to Rizal.
A. I,II, III
B. II, III, IV
C. I, III, IV
D. I, II, IV
13. Why did the hero’s mother oppose him to acquire higher education in a university?
A. Dona Teodora’s fear of her son’s possible opposition to the Spaniards due to his
education.
B. The Rizal family ran out of money so they couldn’t send him in a university.
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C. Dona Teodora got sick.

D. Rizal may only experience homesickness if he leaves his family for education.
14. During Rizal’s first school term in the University of Santo Tomas, he also studied in
Ateneo where he
took up a vocational course leading to his title perito agrimensor which means?
A. Agricultural expert
B. Expert surveyor
C. Expert Botanist
D. Expert Ophthalmologist
15. While studying at the University of Santo Tomas, Rizal fell in love with three women.
During his first
year, he fell in love with a woman simply called Miss L, a woman with a fair, seductive
and attractive
eyes. What do you think were the reasons behind the natural death of his romance with
Miss L?
I. Rizal’s father did not like the family of Miss L.

II. The sweet memories of Segunda Katigbak was still fresh in his memory.
III. Rizal fell in love with Leonor Valenzuela.
IV. Rizal had lost hope in pursuing Miss L’s love for him in return.
A. II, III, IV B. I, II C II, III D. I, II, III
16. Dr. Jose Rizal’s grades in the University of Santo Tomas’ College of Medicine were not
as impressive as what he got at Ateneo in his Philosophy and Letters. He got 2 excellent,
3 very good, 8 good and 2 fair (in physics and general pathology subjects). The fact that
Rizal was an excellent student, what can you infer in his situation during his student days
in the University of Santo Tomas?
I. Dominican professors were hostile to him.

II. Laboratory equipment is just for display.
III. Racial discrimination is rampant against the Filipino students.
IV. Rizal took his study in medicine for granted.
A. I, II, III, IV B. I, II, III C. I, II D. I
17. When Rizal was 18 years old and a student in the University of Santo Tomas, the Board
of Judges who are purely Spaniards were impressed by his poem entitled A La Juventud
Filipina (To the Filipino Youth) and gave it the first prize which consisted of silver pen,
feather-shaped and decorated with a gold ribbon. Which among the following could be
the reason why this poem made a history and won as a classic Filipino literature?
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I. It expressed the love for ones’ language.

II. It was a great poem in Spanish written by a Filipino whose merit was recognized by
Spanish literary authorities.
III. It is a dedication for Spain’s annexation of the Philippine Islands.
IV. It expressed for the first time the nationalistic concept that the Filipino, and not the
foreigners were the fair hope of the Fatherland.
A. I, II B. I, III C. II, III D. II, IV
18. During Rizal’s junior year in the University of Santo Tomas, he had romance with
Leonor Rivera of Camiling , Tarlac. Leonor was a pretty girl and a student of La
Concordia College. However, they need to cover their relationship from their parents.
Which of the following was the pseudonym/sign name they used?
A. Tiamis B. Taimus C. Taimis D. Tiamus
19. Which among the following was the secret society of Filipino students in the University
of Santo Tomas founded by Jose Rizal in 1880?
A. Filipinismo B. Compañerismo C. Legalismo D. All of the above
20. After finishing his fourth year of medicine in the University of Santo Tomas, Rizal
decided to complete his studies in Spain. Which do you think was his secret mission of
going to Spain?
I. To observe keenly the life and the culture, languages and customs, industries,
commerce and government and laws of the European nations.
II. To complete his studies in Spain
III. To prepare himself in the mighty task of liberating his oppressed people from
Spanish tyranny.
A. I & II B. II, III C. I & III D.
I, II, III
21. Which of the following conditions were set by Fr. Pastells so that Rizal could live in the
parish convent in Dapitan?
I. That Rizal publicly retract the error concerning religion, & make statements that
were clearly pro-Spanish and against revolution.
II. That Rizal conduct himself in an exemplary manner as a Spanish subject and a
man of religion.
III. That Rizal perform the church rites and make general confession of his past life.
IV. To be a teacher of the parochial schools in Dapitan.
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A. I,II, III B. I,II, IV C. II, III, IV D. I, II, III,

IV
22. Which of these were the community projects of Rizal in Dapitan?
I. Made sketches of persons and things that attracted him in Dapitan
II. Drained the marshes to get rid of malaria that was infesting Dapitan
III. Equipped the town with lighting system using P500 one of his patients paid him.
The lighting system consisted of: a. Coconut oil lamps
IV. Beautified the town of Dapitan by remodelling the town plaza and making a
huge relief map of Mindanao out of earth, stones and grass
A. I,II, III B. II,III,IV C. I,III, IV D.

I,II,III,IV
23. Which of these were Rizal’s artistic works in Dapitan?

I. He organized the Cooperative Association of Dapitan Farmers to break Chinese
monopoly
II. Modelled a statuette called “The Mother’s Revenge” to give emphasis the moral
of the incident where a puppy of his dog, Syria, was eaten by a crocodile
III. Constructed a statue of a girl called “The Dapitan Girl”, a woodcarving of
Josephine Bracken (Rizal’s wife)
IV. Made a bust of St. Paul for Father Pastells
A. I,II, III B. II,III,IV C. I,III, IV D.

I,II,III,IV
24. What were Rizal’s invention during his exile in Dapitan?
I. Cigarette lighter which he sent as a gift to Blumentritt called “sulpukan”
II. A wooden machine for making bricks
III. Discovered rare specimens like a flying dragon, a small beetle, a rare frog.
IV. Conducted anthropological, ethnographical, archaeological, geological and
geographical studies.
A. I & II B. II &III C. III & IV D. I, II, III
25. A commandant, where Rizal live during his exile in Dapitan.
A. Capt. Fermin Perez Rodriguez C. Capt. Manuel Reguerro
B. Capt. Zacarias Sabado D. Capt. Ricardo Carcineros
26. The streamer which brought Rizal to Dapitan.

A. Cebu B. Butuan C. Djemna D.
Salvadora
27. The governor general who ordered the deportation of Rizal to an island in the south.
A. Francisco de Sande C. Gonzalo Ronquillo de Peñalosa
B. Eulogio Despujol D. Camilo de Polavieja
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28. Superior of the Jesuit Society in the Philippines who authored the conditions for
Rizal’s stay in the convent during his exile in Dapitan
A. Fr. Francisco Obach B. Fr. Jose Vilaclara
B. Fr. Pablo Pastells D. Fr. Francisco Paula Sanchez
29. What are the ideas of Rizal in the upcoming revolution?
A. The Filipinos are not yet ready for a bloody revolution.

B. They must have sufficient funds and weapons for the revolution.
C. They must act quickly to avoid spanish detection.
D. Both A and B
30. The following are languages which Rizal can converse except?
A. English
B. Spanish
C. Catalan Latin
D. Chavacano
31. The “La Liga Filipina” was a concrete evidence of Rizal’s desire to ________.
I. Unite the entire Philippine archipelago
II. Fight violence and injustice
III. Revolt against the Spaniards
A. I and II
B. I, II, III
C. I and III
D. II and III
32. What crime Rizal was tried by the Spanish military court?
A. Graft and Corruption
B. Rebellion and Organizing illegal societies
C. Falsification of documents
D. Noli and El Fili
33. These are the arguments emphasized by the Lawyer of Rizal on the person of Lt.
Andrade EXCEPT?
A. The La Liga did not Serve the purpose of the revolutionists, otherwise they
would not have supplanted with the Katipunan.
B. It was true he wrote the by-laws of the Liga-Filipina, but this is only a civic
association.
C. He did not correspond with the radical, revolutionary elements.
D. He could be guilty of rebellion, for he advised Dr. Marcelo Ponce in Dapitan
not to rise in revolution.
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34. Which of the following are the testimonies of Fr. Balaguer in Rizal’s retraction?
I. Rizal woke up several times
II. confessed four times
III. attended a mass
IV. received communion
V. prayed the rosary
A. I II III IV
B. I II IV V
C. I II IV V
D. I II III IV V
35. Who signed the fatal document ordering the execution of Dr. Rizal?
A. Gov. Gen. Camilo Polivieja
B. Gov. Gen. Ramon Blanco
C. Gov. Gen. Eugelio Despujol
D. Gov. Gen. Narciso Claveria
36. What does Consumattum Est means?
A. I found it
B. It is good
C. It is Finish
D. Live and Die
37. What would be the main argument of which Rizal never retracted?
A. The retraction document is said to be a forgery
B. A second prong directed against the authenticity of the documents itself is based
on the principles of textual criticism
C. Its content is strongly worded, e.g. in the Catholic religion “I wish to live and
die”, yet there was little time to live and also Rizal’s claim that his retraction is
spontaneous.
D. The marriage of Rizal and Josephin Bracken.
38. During the execution of Rizal, A Spanish Military Physician, Dr. Felipe Ruiz Castillo,
asked his permission to feel his pulse, which request graciously granted, Dr. Felipe
was amazed because?
A. Rizal was obviously afraid to die
B. Rizal was nervous
C. Rizal was not afraid to die
D. Dr. Felipe found nothing
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39. Rizal was an advocate of Non-Violence and he proved that “the pen is mightier than
the sword” which of the following works done by Rizal?
A. He became politician and enacted laws for the poor
B. He emancipated the black people
C. He awakened the Filipino by writing novels and poems
D. He was a Proletariat which focuses in rich families.
40. The Republic Act that requires the compulsory teaching of Rizal Course and the lives
of the other Filipino patriots’ is_______.
A. R.A 1435 C. R. A 1432
B. R.A1345 D. R.A 1425
II. ESSAY. Answer the following questions. 10 points each

Criteria Scale
Relevance of the content 5
Clarity and organization of ideas 5
Total 10
41-50 What do you think was the reason why Rizal refused to be rescued by Katipunan’s
envoys? Do you think his reason was reasonable knowing that he will be punished
with death sentence? Explain.
50-60 If you were Rizal’s defense lawyer, what have you done to save Rizal from his
death/execution? How will you defend him from the different cases filed against
him?
Prepared by:
RUTH P. AGUILAR
DANTE TIMOTHY SORIANO
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Final Examination
Life and Works of Rizal (GEC 9)
Name: Score:
Course, Year & Section: Date:
RUBRIC
10 points Presents ideas in an original manner and have a
strong and organized beg/mid/end
9 points Presents ideas in a consistent manner and have a
organized beg/mid/end
8 points Ideas are too general and some organization; attempt
at a beg/mid/end
5 points Ideas are vague or unclear and no organization; lack
beg/mid/end
I. Answer the following questions
1. What opted Rizal to annotate Morga’s Sucesos de las Islas Filipinas
1.2 Give atleast 4 clarifications on the observation made by Dr. Morga in his Manuscript
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
_____________________
2. 1.1 What do the characters Ibarra and Elias represent in the Novel?
1.2 What does the novel say about revenge?
1.3 Is Noli Me Tangere an anti-Catholic or anti-religion? Why or why not?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_____________________
3. 1.1 Why El Filibusterismo considered a political novel?
1.2 Why El Filibusterismo dedicated to GomBurZa?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_____________________
4. 1.1 How Rizal was able to provide futuristic details in regard to the Philippines and Spain?
1.2 What is the Philippines a century hence all about?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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5. 1.1 What is Rizal’s concept of nationalism?
1.2 Discuss the differences of Heroism to Kabayanihan
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216
Roxas, Isabela
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6. 1.1 Are his concepts applicable to the present and future generation of the land?
1.2 Can we make Rizal’s idea obsolete?
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217

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GEC 9 Module

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Republic of the Philippines

ISABELA STATE UNIVERSITY

GEC 9: LIFE, WORKS AND

GEC 9: LIFE, WORKS AND WRITINGS

APPENDIX A PRELIM EXAM IN GEC 9 ………………………….………….204-206

APPENDIX B MIDTERM EXAM IN GEC 9 …………………….……………207-215

APPENDIX C FINAL EXAM IN GEC 9 ……………….……………………...216-217

At the end of the course, the students should be able to:

GEC 9-LIFE, WORKS AND WRITINGS OF RIZAL

1. TITLE OF THE MODULE- CHAPTER 1: THE STUDY OF RIZAL COURSE AND

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

• Explain the rationale of Rizal law and its important provisions

Republic Act No. 1425

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

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

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

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

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

Approved: June 12, 1956

5. TEACHING AND LEARNING ACTIVITIES

_____2. Rizal dedicated his novel Noli Me Tangere to _______________?

d. The Filipino heroes.

_____5. What was the date of birth of Dr. Jose Rizal?

1. Why study the life and works of Rizal?

2. How would reading Rizal’s novel impart patriotism?

6. RECOMMENDED LEARNING MATERIALS AND RESOURCES FOR

 Pag-aaral ng buhay ni Rizal, dapat pang palalimin: mga eksperto

7. FLEXIBLE TEACHING LEARNING MODALITY ADAPTED

A. Online (synchronous) - Actual online classes thru live

B. Remote (asynchronous) - Independent study and work on: self-guided modules,

Rubric- Criteria for checking

Constantino, R. (1969). The Making of a Filipino: a Story of Colonial Politics. Quezon

GEC 9-LIFE, WORKS AND WRITINGS OF RIZAL

1. TITLE OF THE MODULE- CHAPTER 2: THE PHILIPPINES IN THE

Nineteenth century was the era of challenges and responses. It is a period of

The transition of the country’s traditional societal structure to colonial

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

The industrial revolution is basically an economic revolution which started with

The Industrial Revolution that started in Europe had repercussions to the

Furthermore, the fast tempo of economic progress in the Philippines during

Lastly, safer, faster and more comfortable means of transportation such as

The French Revolution

If the Industrial Revolution changed the economic landscape of Europe and of

Not all democratic principles were spread as a result of the French

when Rizal volunteered to discontinue his exile in Dapitan to work as volunteer

The divided power of Spain was triggered by successive change of regimes

The American Revolution

Rizal’s time was deemed to be the height of the maladministration of Spain

• Force Labor and Excessive taxes

The Rise Of Filipino Nationalism

The malpractices of Spanish officials gave rise to Filipino nationalism and

1. Racial Prejudice. The Spaniards commonly regarded the Filipino natives as

3. Secularization Of The Church. The Council of Trent (1545-63) affirmed that

In 1870, Archbishop Gregorio Meliton Martinez wrote to the Spanish Regent

On November 9, 1774, a royal decree ordering the secularization of parishes

3.1 Secularization Movement

De La Torre, a liberal Spaniard who practiced liberal and democratic principles.

The republican government was overruled with the restoration of monarchy.

When Rafael De Izquierdo replaced De La Torrein 1871, he totally discarded the

Is a weapon, most often

5. TEACHING AND LEARNING ACTIVITIES

A. Opening of the Suez Canal

B. Abuses and Immoralities of the Friars

6. RECOMMENDED LEARNING MATERIALS AND RESOURCES FOR

_2. Rizal dedicated his novel Noli Me Tangere to ___________?