University of Makati

College of Arts and Letters

Social Science Department

Module
In

The Life and Works of Jose Rizal

Module 1-3
(R.A 1425, 19th Century Philippines as Context and Family,
Childhood and Early Education)
 MODULE 1
R.A 1425 or otherwise known as Rizal Law

Part I. Introduction

Jose Rizal’s important role in the attainment of Essential Outcomes:

the nation’s freedom led to the issuance of the
Republic act 1425 commonly known as Rizal Law
signed on June 12, 1956, sponsored by its author
Senator Claro M. Recto. This law requires the
curricula to both public and private schools,
colleges, and university courses to include Life,
Works, and Writings of Jose Rizal, particularly his
novels Noli Me Tangere and El Filibusterismo.
Primarily it aims to educate the students on the
concept of patriotism and nationalism.
For Hans Kohn, Nationalism is an
ideology based on the premise that the person’s
loyalty and devotion to the nation-state outshine others’ interests. Nationalism longing for
Dr.Jose Rizal
https://www.youtube.com/
watch?v=XvzO5oo5V2k
modern period as well as his ideas, thoughts,
aspirations, dreams, principles, and convictions that
lead to our freedom later on.
At the end of this module the
student will be able to:
1.Explain the History of the
Rizal Law and its important
provisions.
2.Critically assess the
effectiveness of the Rizal
Course.
unity by their cultural
background, languages, and
heritage while on the other hand,
the Patriotism shows love for the
country and the will to sacrifice
oneself. According to George
Orwell, Nationalism is more on
that one’s country is superior to
another, while patriotism is
simply a feeling of admiration for
a way of life. The influence of Dr.
Jose Rizal’s life will serve as
inspiration for the youth in this
As a preliminary activity you will be required to do a fast talk interview at home. Kindly read the
instruction below.

A. Motivation
FAST TALK INTERVIEW
 List down everything you know about Rizal.
 Look for an older family member or a neighbor whom
you can interview.
 Ask him/her the following and inform them that they
only have a minute to answer.
1. Rizal’s birthdate
2. Full name and
3. Place of birth
 After asking them about your list, give them 3 minutes
to answer what other things they know about Rizal that was not listed.
 Make a follow up question on how they know all those added information.
 Take note all the answers given and share it to class the next meeting.
B. Discussion
Part I. Processing of Take Home Activity
Guide Questions:
1. After looking at your notes from yesterday’s fast talk interview with a family
member or neighbor, what have you notice from your list to their added
information?
2. What made that information not part of your list?
3. If there is no added information, why do you think they can’t add any information
about Jose Rizal?
4. What about you, how well do you know Jose Rizal?
5. Why do you think it is important to know Jose Rizal? Why do we need to study his
life and works?

Part II. Lesson Proper

How well do Filipinos know Jose Rizal? Let’s watch this.

What can you

say about the
statements
you’ve heard?

YOUTUBE LINK: (One News PH)

https://www.youtube.com/watch?
v=4CKqXJ-wQPM
I.THE RIZAL LAW

Many students are curious why there is a need to study Rizal. The common questions
teachers may hear from students are the following:
1. Does the subject have something to do with their field?
2. Will it be a repetition of what they have learned in High school?
3. Does taking Rizal would be a waste of time?

Those are some of the common queries of tertiary level students upon learning that part of
the required courses to take was RIZAL LIFE AND WORKS. They feel that it is just an
additional burden simply because it is just a minor subject and the person to be studied
already dead and lived in the past. Little they know that it was mandated by law. This law
made it clear how the Rizal subject is compulsory to all students who are enrolled in all
colleges and universities within the Philippine territory for both public and private institutions.

To be able to answer the questions given above. Make use of the following suggested
links and books below as your additional references.

Mandatory/Suggested Readings:

A. Rizal Bill
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the
Bishops, “Philippine Studies 59 no.4 (2011): 529-553
 Official Gazette: [PDF] Republic Act No. 1425, s. 1956:
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/
 Jose Laurel Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol.4 no.2 (1960):
130-139.
 De Jesus et.al, Rizal the Icon Book2, “Republic Act 1425” pp 3-9
B. The Trials of Rizal Bill
 Horacio de la Costa and the Bishops, “The Rizal Bill of 1956”.
https://journals.ateneo.edu/ojs/index.php/PS/article/view/162
 The Trial of Rizal. Miguel A. Bernad Philippine Studies. Vol. 46, No. 1 (First
Quarter 1998), pp. 46-72. Ateneo De Manila University.
 Constantino, Renato. “Veneration without Understanding”. Journal of
Contemporary Asia, 01 January 1972, Vol.1(4), pp.3-18
Suggested Readings:
 Reyno, C. (2012, October 19). For Love of Country. National Historical
Commission of the Philippines. http://nhcp.gov.ph/for-love-of-country/
GUIDE QUESTIONS:
1. After reading the suggested link, in your own word and understanding how
will you define R.A 1425?
2. What are the important provisions and features of the law?
3. What made the principal author propose the bill?
4. What are legal proceedings confronted the bill upon its proposal?
5. What does Sen. Claro M. Recto intention why he proposes the bill?
6. Why do you think it is still relevant to study Rizal in the modern period?

Part III. Activities/Exercises

Suggested Activity: Breakaway Session

1. Students will be grouped according to the suggested guide questions
above.
2. From the main Facebook group chat, each student will be assigned to
different groups.
3. After the grouping, students will now create their own breakaway group chat
to discuss how will they present the answer to their assigned question. Note
that teacher must be added to all breakaway group chat to easily monitor
the work of all the students.
4. The teacher will inform students how long they can work on their tasks.
5. Works of students can be posted in the google classroom using different
applications such as google slides or google docs so everybody can access
it.
6. There will be time allotted for the student to student interaction. Encourage
maximum participation by commenting, asking a relevant question, or
suggesting from their classmates’ work.
7. Monitor the flow of the interaction to check if everyone is participating.
8. Each guide questions must be completely tackled. The teacher will briefly
comment and add more information to his/her student’s work.
9. Ask if there are questions or clarifications that students find vague from the
discussion.

Part IV. ASSESSMENT

Write a 1-page analytical essay about the Rizal bill and its history, do you agree
that Rizal subject must be taught in schools? Do you think studying, understanding and
knowing Jose Rizal was still relevant today? Does it have any importance? And after
careful evaluation does studying Rizal subject will be an effective tool in instilling
patriotism and nationalism among students? Support your answers with evidences
using factual information you’ve learn from the class discussion.
Suggested Rubric: Analytical Essay (100points)
Note: Prof-in-charge can also add or change this rubric as the need arise and
his/her (academic freedom).

ANALYSIS RUBRIC

STUDENTS NAME: __________________ Yr. and Sec: ___________

10-9 Precise and consistent. Expresses ability to make inferences.

8 Demonstration of writing skills although generalizations exist
within writing. Implies knowledge of inference.
7 Limited and inconsistencies writing skills and does not express
inferences.
6-3 Inadequate ideas and does not express ability to make
inferences.
1-0 Student do not complete the assessment.

Criteria 10-9 8 7 6-2 1-0 TOTAL

Content
(20%)
Ideas (20%)
Analysis
Textual
Support
Writing Style
(15%)
Organization
(20%)
Coventions
(15%)
On time
submission
(10%)

Part IV. SUMMARY

Republic Act No. 1425, known as the Rizal Law Mandates Philippine
educational institutions to offer courses about José Rizal. The transition from
bill to a republic act was not that easy as the church played an important role
in opposing the mandate of the law mainly the readings of Rizal’s most
controversial novels the Noli Me Tangere and El Filibusterismo. In their letter
submitted in the CBCP they argued that reading it would violate freedom of
conscience and religion. It violates the Canon law of 1399, which forbids
books that attack or ridicule any catholic dogmas, and only 25 pages of the
novel Noli Me Tangere are patriotic and the rest of it is already anti-Catholic.
They also suggest that instead of the two novels why not the reading materials
must be the compilation of all the works of Rizal that contains nationalistic
 Despite the controversy the bill went through it was eventually passed into
law, but with a clause that will allow exemptions for students who think that
reading the two novels would disintegrate their faith. Accordingly, the law
aims to achieve the following:
1. Rededicating the lives of youth into ideals of freedom and nationalism,
that heroes lived and died.
2. Pay tribute to our national hero in devoting his life and works that will
Shape the Filipino character.
3. To gain inspiration as source of patriotism by studying Rizal’s life,
works, and writings.
This subject was not mandated as a law for nothing. Interestingly it has a
unique value that benefit the students when taught properly.

References
Module 1

Mandatory/Suggested Readings:
A. Rizal Bill
 Schumacher, John. “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,
“Philippine Studies 59 no.4 (2011): 529-553
 Official Gazette: [PDF] Republic Act No. 1425, s. 1956:
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/
 Jose Laurel Jr. “The Trials of the Rizal Bill,” Historical Bulletin vol.4 no.2 (1960): 130-
139.
 De Jesus et.al, Rizal the Icon Book2, “Republic Act 1425” pp 3-9

B. The Trials of Rizal Bill

 Horacio de la Costa and the Bishops, “The Rizal Bill of 1956”.
https://journals.ateneo.edu/ojs/index.php/PS/article/view/162
  The Trial of Rizal. Miguel A. Bernad Philippine Studies. Vol. 46, No. 1 (First Quarter
1998), pp. 46-72. Ateneo De Manila University.
 Constantino, Renato. “Veneration without Understanding”. Journal of Contemporary
Asia, 01 January 1972, Vol.1(4), pp.3-18

Suggested Readings:
 Reyno, C. (2012, October 19). For Love of Country. National Historical Commission of
the Philippines. http://nhcp.gov.ph/for-love-of-country/

Additional Reference:
 One News PH. (2019, December 30). Just how well do we know Jose Rizal? YouTube.
https://www.youtube.com/watch?v=4CKqXJ-wQPM

MODULE 2
The Philippines in the 19th century as Rizal’s Context
(Week 2 Day 2 and Week 3 Day 1)

Part I. Introduction

It was in late 19th century when Europe’s political and economic changes affect Spain
thus the Philippines. In this module, you will learn how societal changes affect people during
Rizal’s time. When the galleon was made open to foreign merchants in the mid-1830s in
Manila there was a high demand for abaca, tobacco and sugar and further expand the
volume to be exported to Europe more so when the Suez Canal has been completed in
1869. The commercial growth in agriculture resulted in the appearance of the new class.
Properties of Chinese-Filipino mestizos arose haciendas of coffee, hemp, and sugar that
gained their prominence in the 19th-century society.
There are limited higher education during that time controlled by clerical direction,
around the 1880s when sons of the prominent family
send their sons to Europe to study which blossoms Essential Outcomes:
the passion for reform and nationalism in a liberal At the end of this module the
atmosphere. The political system became a source of student will be able to:
abuse in the administrative system, corruptions and
their personal interest over the welfare of the state. 1.Appraise the link between the
individual and society.
The 19th century was an era of challenges and
responses. It is in this period when major changes 2.Analyze the various social,
greatly affect the man and its society also known as political, economic, and cultural
the Age of Enlightenment. It is significant to know the changes that occurred in the
background of Rizal during his era to understand the nineteenth century.
context of his economic, political, cultural, and
religious developments of the nineteenth century that 3.Understand Jose Rizal in the
influenced Rizal’s growth as a nationalist. Was his context of his times.
environment greatly impacts his way of thinking as
well his patriotic and nationalistic concept of equality
and freedom?

Part II. Lesson Proper

A. Suggested Motivational Activity: POLL TRANSLATE

In one word describe 19th

century using the picture
below via the
Mentimeter.com

Rappler’s Forgotten History Spanish Cedula

https://tinyurl.com/y7xhvaeh https://tinyurl.com/y7zr49vx
Discussion
Processing 1: Mentimeter Poll-Google classroom interaction
1.Look at the Mentimeter result. What translation got the higher result?
2.Do you have the same answer? If No, why not?
3. After learning what exactly those images are, does it have anything to do with
Dr. Jose Rizal?
4. Using those images how can you describe life during Rizal’s time in one
word? Write your answer in the Mentimeter poll. Code will be given by your
Professor.
5. The professor will share the link or the image of the voted result. Discussion
of the result will follow in the google classroom.

In order to learn more the Context of the Jose Rizal’s Philippines in the 19 th century you
may use the following reading materials and online references:

Mandatory Readings:
A. Schumacher, John. “Rizal in the Context of the 19 th Century Philippines” in The
Making of a Nation: Essays on Nineteenth-Century Filipino Nationalism. Quezon City.
ADMU Press. 1991
 https://books.google.com.ph/books?
id=k2R39kbi1FYC&lpg=PP1&hl=en&pg=PP1#v=onepage&q&f=false
B. Legarda, Jr. B.J. (2011). The Economic Background of Rizal’s time. The Philippine
Review of Economics, 48(2): 1-22.
https://www.academia.edu/30285439/The_economic_background_of_Rizals_time

Recommended Readings:
A. Zaide Gregorio and Zaide Sonia. “Jose Rizal Life, Works, and Writings of a Genius,
Writer, Scientist, and National Hero”. Centennial Edition. Prologue. Rizal in his times.
B. De Jesus et.al, “Rizal the Icon”. Module 2. The 19th Century World of Rizal. Pp11-17.

Political Condition:
Online Reference #1. A PowerPoint presentation about Rizal in His Times
Dee, B. O. (n.d.). RIZAL and His TIMES. Academia.Edu. Retrieved July 16, 2020, from
https://www.academia.edu/23182638/RIZAL_and_His_TIMES?auto=download

Online Reference #2. A Pdf file of Colonial contradictions: conflicts in the provincial
administration of the Philippines during the 19th Century
https://www.academia.edu/8716617/
Colonial_contradictions_conflicts_in_the_provincial_administration_of_the_Philippines_during_the_1
9th_Century

Economic Condition:
Online Reference #3. A Pdf file of A Study of the Galleon Trade Impact in the 19th Century
Gagno, G. J. (n.d.). The Ending of the Galleons: A Study on the Impact of the Ending of the Galleon
Trade on 19th Century Philippine Economy. Academia.Edu. Retrieved July 30, 2020, from:
https://www.academia.edu/36442546/The_Ending_of_the_Galleons_A_Study_on_the_Impact_of_the
_Ending_of_the_Galleon_Trade_on_19th_Century_Philippine_Economy

Processing 2. Film Viewing

Watching film and documentaries about Rizal’s time can broaden your understanding of what
happen during that period.

Guide Questions:

1. Describe the
nineteenth-century
Philippines as
represented in the
film?
 2. Based on your reading and class discussion, what can you say about the films
representation of the nineteenth century?
3. What is the main question that the film seeks to answer?
4. What is your own reflection based on the film and your understanding?

Movie title: Ganito Kami Noon, Paano

kayo Ngayon? and the DOCUMENTARY:
https://www.youtube.com/watch?v=tyBRhxAPiR0 Ganito Kami Muli (Cinemaone Originals)

Part III. Activities and Exercises

Suggested Activity: Graphic Organizer/Table Mapping

Direction: The entire class will be divided into four groups. You will be creating
your graphic organizer or table mapping. Read “Rizal in the Context of the 19th
Century Philippines” of John Schumacher, check mandatory reading references for
the link. Your goal is to list down things that happen in the past (Noon) and present
(Ngayon) that shows how everything has evolved in the political, economic, social,
and culture of the Philippines for the past 499 years. You can do a bullet type of
answer. (For online modality: Advise students to use google docs so each member
can interact and participate through sharing of their work that will engage them to
collaborate remotely. (Teacher can also give her comments or feedback in real-time.)
Students can make use of the suggested format below.

Note: Teacher handling the subject can also create her own format. This can serve as
your guide. Please see the next page for the suggested format.

NOON/PAST NGAYON/PRESENT
POLITICAL ECONOMIC SOCIAL CULTURE POLITICAL ECONOMIC SOCIAL CULTURE
PART IV. ASSESSMENT

You can choose between items 1 and 2 on which Academic paper you would like to work on
as form of your Chapter II assessment. Item #3 can be optional as a face to face classroom
activity.

1. Reflection paper

ASSESSMENT 1: REFLECTION PAPER

Direction: Write a two-page, double-spaced, word-processed reflection paper on the

relevance of Rizal’s nationalism to present political problems of the country using the
following guide questions:
1. Is Rizal’s nationalist ideal still applicable to the Philippine situation today?
Why or Why not?
2. Like Rizal during 19th century, what would you do today to address our
country’s problem on corruption and abuse of power?

2. Free-form essay

ASSESSMENT 2: FREE FORM

Direction: Answer the following essay questions briefly. Discuss the following
problems and institutions contributed to the growth of Filipino nationalism and
weakening of the Spanish rule: (Make use of the readings and film resources.)
A. Opening of the Suez Canal
B. Discontent with Spanish Institutions
C. Abuses and Immoralities of the Friars
D. Racial Discrimination

Alternative Assessment:
3. Message in the Box (this can be done during the synchronous class meeting)

Why do you think

Rizal choose to die
for his
countrymen?
What influences
him?

JOSE RIZAL
https://www.pinterest.ph/pin/
198088083597130453/
Suggested Rubric Form for Student Reflection for Assessment 1 and 2.

ALTERNATIVE ASSESSMENT: MESSAGE IN THE BOX APP

After learning the contextRubric for Student
of Rizal’s time, Reflection
in the Assessment part 1: I want you to
http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf
examine the images above. Write your answer using the same platform (Pinterest, or canva).
You can make your quotes that can answer any of the following questions. Use your
creativity. Note that the professor may ask you to post it on the designated google classroom
or present in the face to face session.
1. Do you believe that you are worthy of Rizal’s sacrifice for the country? If your
answer is yes. Why do you think so? Make your own quotes that will explain your
answer.
2. What then are your concrete basis? Despite of the good and promising life of Rizal
abroad why do you think he still chooses to die for his countrymen? Make your
own quotes that will explain your answer.
 3. Do you think living during 19th century plays an important role of Rizal’s
nationalistic ideals? Make your own quotes that will explain your answer.
4. Create own quotes on your understanding of what Rizal said, "I die without seeing
the dawn brighten over my native land. You who have it to see, welcome it - and
forget not those who have fallen during the night”.

PART V. SUMMARY

Spain in Rizal’s Time. The second half of the 19th century – the time when Rizal
lived (from 1861 to 1896) – saw Spain experience its continuing decline. A long war
of succession in the kingdom after the Napoleonic era had weakened. For some
parts in Europe, liberal ideas had led the path toward separating Church and State.
The Philippines remained by far Spain’s most durable colony along with Cuba and
Puerto Rico and because of more distant geography, the colonial policies with the
Philippines were harsher and more stringent. Does Rizal’s experience during his
time make him who he was at a later time? Would you consider Rizal as a product
of his time? The era of challenges and responses happened during the 19 th century
and considered as the period of changes that greatly affect the man and society.

By the late 19th century, the political and economic condition of the Philippine
was described as follows:
 The Philippines International Trade Opening
 The rise of the Middle class.
 The Suez Canal opening on November 17, 1869.
 The demand for Philippine sugar and abaca (hemp) increasing the
volume of exports which expanded during the completion of the Suez
Canal in 1869.
 The growth of commercial agriculture resulted in the existence of the new
class.
 The church and the rice estates landholdings of the pre-Spanish nobility
such as haciendas of coffee, hemp, and sugar, often the property of
enterprising Chinese-Filipino mestizos.
o Absence of academic freedom
o Prejudice against Filipinos in the schools of higher learning
o Friar control over the system
 The son of the wealthy was sent to Europe to study that lead to their
passion for reform and nationalism.
 An inadequate higher education in the colony that completely under
clerical direction.
Criticisms are:
o Overemphasis on religious matters
o Obsolete teaching methods
o Limited curriculum
o Poor classroom facilities
o Absence of teaching materials
o Primary education was neglected

 Filipinos were unfortunate victims of the evils of the unjust, bigoted and
deteriorating colonial power that facilitates the growth of nationalism in the
Philippines as follows:
o Opening of Suez Canal
o Instability of colonial administration
o Corrupt officials
o No Philippine representation in the Spanish Cortes
o Human Rights Denied to Filipinos
o Cavite Mutiny and Execution of Gomburza
o No equality before the law
o Maladministration of justice
o Discontent with Spanish institutions
o Racial Discrimination
o Frailocracy
o Forced Labor or “Polo Y Servicios”
o The tributo
o Haciendas Owned by the Friars/Encomienda
o Existence of abusive guardia civil
o Racial discrimination
 References
Module 2

Mandatory Readings:
A. Schumacher, John. “Rizal in the Context of the 19 th Century Philippines” in The Making of a
Nation: Essays on Nineteenth-Century Filipino Nationalism. Quezon City. ADMU Press. 1991
https://books.google.com.ph/books?
id=k2R39kbi1FYC&lpg=PP1&hl=en&pg=PP1#v=onepage&q&f=false
B. Legarda, Jr. B.J. (2011). The Economic Background of Rizal’s time. The Philippine Review of
Economics, 48(2): 1-22.
https://www.academia.edu/30285439/The_economic_background_of_Rizals_time

Recommended Readings:
A. Zaide Gregorio and Zaide Sonia. “Jose Rizal Life, Works, and Writings of a Genius, Writer,
Scientist, and National Hero”. Centennial Edition. Prologue. Rizal in his times.
B. De Jesus et.al, “Rizal the Icon”. Module 2. The 19th Century World of Rizal. Pp11-17.

Political Condition:
Online Reference #1. A PowerPoint presentation about Rizal in His Times
Dee, B. O. (n.d.). RIZAL and His TIMES. Academia.Edu. Retrieved July 16, 2020, from
https://www.academia.edu/23182638/RIZAL_and_His_TIMES?auto=download

Online Reference #2. A Pdf file of Colonial contradictions: conflicts in the provincial
administration of the Philippines during the 19th Century
https://www.academia.edu/8716617/
Colonial_contradictions_conflicts_in_the_provincial_administration_of_the_Philippines_during_th
e_19th_Century

Economic Condition:
Online Reference #3. A Pdf file of A Study of the Galleon Trade Impact in the 19th Century
Gagno, G. J. (n.d.). The Ending of the Galleons: A Study on the Impact of the Ending of the
Galleon Trade on 19th Century Philippine Economy. Academia.Edu. Retrieved July 30, 2020,
from:
https://www.academia.edu/36442546/The_Ending_of_the_Galleons_A_Study_on_the_Impact_of
_the_Ending_of_the_Galleon_Trade_on_19th_Century_Philippine_Economy

Socio-Cultural:
Online Reference #4. Film Viewing
Cinema One. (2019, April 24). DOCUMENTARY: Ganito Kami Muli (with ENGLISH Subs)
/Cinema One Originals. YouTube. https://www.youtube.com/watch?v=tyBRhxAPiR0

Images Use:
 Government poster from the 1950s | Jose rizal, Creative writing programs, Rizal. (n.d.).
Pinterest. https://www.pinterest.ph/pin/198088083597130453/

 Rizal Quote Translation: "I die without seeing the dawn brighten over my native land.You who
have it to see, welcom… | Jose rizal, Filipino quotes, Patriotic quotes. (n.d.). Pinterest.
https://www.pinterest.ph/pin/310326230574089870/
 MODULE 3
Family, Childhood and Early Education
(Week 3 Day 2 to Week 4 Day 2)

Part I. Introduction Essential Outcomes:

At the end of this module the
The most documented hero in the Philippines was Dr.
Jose Rizal not only because of his numerous foreign student will be able to:
and local biographers but also because he manages to 1. Analyze Rizal’s family, childhood,
write his own diary when he was still studying in Manila and early education.
entitled “Memorias de un Estudiante de Manila” in
which he gave the glimpse of his life experiences with 2. Evaluate the people and events
his family and his education in Manila. In this chapter and their influence on Rizal’s early
we will learn how students can relate to Rizal. Why it is life.
important to know his past and the trials he was able to
surpass. Rizal was not just a hero but also a son, a
struggling student, a loving brother, lover, a good friend
and a righteous leader. It is important to understand what influences him, who are behind his
nationalistic ideals and aspirations and how he later on became a reformist.

Hi I’m
Pepe.
as w
Part II. Lesson sibling
Proper like yo

A. The Family Tree of

Image of young Pepe Pepe
https://ivyechano.wordpress.com/2016/03/05/the- Like many families in the
dream-of-dr-jose-rizal/ Philippines, the Rizal’s were of mixed
origin. Historical researches revealed that the Mercado-Rizal family had traces of
Japanese, Spanish, Malay, and even Negrito blood aside from Chinese. Each family
has its distinctive lifestyle and history, and Dr. Jose Rizal’s family has its own story to
tell. Are you excited to know how one of the greatest heroes in the Philippines once
became a little boy whom his siblings called “Pepe”?

To start with, let’s discuss first his family tree. From your advanced
reading/researches, Write down your chart of Rizal’s family tree both in his paternal
and maternal side of the family. After writing down the chart, make a short description
 of how each of the family members you included in the chart influences the younger
“Pepe”.

Analyze who among his family had a great influence on young Pepe’s
development as a person? Do you agree that part of his distinctive personality was
well-developed because of his family? How he was raised by his parents and became
protective and caring his siblings are to him was Rizal’s foundation that influenced his
nationalistic ideals and aspirations.

To learn more about Jose Rizal’s childhood, family and early education, you can access the
following links online and mandatory and suggested reading materials:

Readings:

 Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hong Kong: Oxford
University Press, Malaya Books, 1969
 Ocampo, Nilo. Rizal: Makabayan at Martir. Quezon City: University of the
Philippines Press, 2007.
 Zaide, Gregorio F. (2004). Second Edition. José Rizal: Life, Works and Writings
of a Genius, Writer, Scientist and National hero. Metro Manila, Philippines:
National Book Store.
 De Jesus et.al, “Rizal the Icon”. Module 3-4. Rizal’s Birth, Family, Childhood
and Early Education, pp.25-38.
 Valdez. (2008). Dr. Jose P. Rizal and the Writings of His Story. Rex Bookstore.
https://books.google.com.ph/books?id=ixcoCv2o2NoC&lpg=PA54&ots=6-
iHvrNwe6&dq=domingo%20lamco%20was%20a%20native
%20of&pg=PA55#v=onepage&q=domingo%20lamco%20was%20a%20native%20of&f=false

To start with Lesson 1 of this module we will discuss Rizal’s family and its background.

Lesson 1. Jose Rizal and his Family background (Week 3 Day 2)

The Rizal family is one of the most respected and well-known families at their time. It
was June 19, 1861, when Dona Teodora gave birth to Pepe. He was born at Kalamba,
Province of Laguna. Don Francisco was an industrious merchant who decided to live on his
own from his home town in Binan while Dona Teodora herself manages their small business
at home while taking care of their 11 children. The family lived in a big house of wood and
stone- which symbolizes affluent status during those days. They owned a private library
consisting of more than one thousand volumes, the largest in their town, his early life passed
in an atmosphere of culture. Why don't we get to know Rizal's siblings and his beloved
parents?

Part III. Activities and Exercises

As a for the activity, I want you to study the images you will see below and identify who they
are in Rizal’s life and write down what you have research about them and how do you think
they influence Rizal’s early life.

Rizals siblings image:

https://www.pinterest.ph/pin/
7810999332822746/

Don Franciso Mercado Dona Teodora Alonso Rizal y Quintos

https://tinyurl.com/y76g8yk6 VIBAL FOUNDATION
https://xiaochua.net/2013/06/19/xiao-time-19-june-
And 2013-ang-makulay-at-makasaysayang-kabataan-ni-
jose-rizal/
And of course the hero himself, the 7th child of the Mercado-Rizal family.

Jose Rizal
https://tinyurl.com/yafqltcf

Module 3. Film Viewing No.1

To know more about his life and
family you can also watch the
Documentary film entitled “Pluma:Si
Rizal, ang dakilang manunulat using
this link:

https://www.youtube.com/watch?
v=rAq_OjZI-6k
 PART IV. ASSESSMENT

Exercise 4. Reflective Essay

Direction: Read the questions carefully and confine your responses
to an analysis of the questions as written.

Question: Among all the influences mentioned in

the text and during your class discussion,
resources you have read, and the documentary
you’ve watched. Who do you believe greatly influenced Rizal’s life?

Organize your supporting points and make a persuasive argument.

Suggested total points: (30points)
10 pts- The answer of who
20 pts- Supporting points and persuasive argument

You can use the suggested rubric on the separate of this module or can use it as your guide
in answering the reflective essay.

Criteria Exemplary Proficient Needs Unacceptable Total

4 3 Improvement 1 Grade
2
Thesis & main points 1.Informative 1.Disjointed intro, 1.Intro vague or gaps
intro, grabs may be missing key in connection
attention, general info 2.Thesis-no
to specific thesis 1.Informative intro, 2.Thesis weak argument
2.Clear, concise general to specific argument/weak 3.Introduction is
arguable thesis, 2.Wordy//awkward verb based on
strong verb arguable thesis with 3.Thesis may be generalizations
3.Clearly illicit strong verb hidden and it is up without analyzing the
 precise and 3.Intelligent ideas,
to the reader to
inventive ideas lacking originality question
discover
on topic

Quote 1.quotes provide

Selection/Integration meaningful
evidence to 1.some quotes
support 1.most quotes merely restate
assertions provide meaningful assertions 1.no quotes or
2.Quotes are evidence 2.Quote choice examples or
directly related 2.most quotes needs improvement inappropriate ones
argument related to argument 3.comments restate 2.Most quotes do not
3.strong 3.meaningful AQC assertions/some show connection to
assertions per per paragraph missing argument
paragraph 4.Most quotes 4.Insufficient 3.missing comments
4.well prefaced prefaced development of 4.Poor or no
passages 5.most comments ideas discussion of quotes
5.all reflective reflective 5.more transitional used.
comments Transitional elements needed or no transitional
Strong, elements some inappropriate
appropriate ones
transitional
elements
 1.Body
1.Insufficient body
paragraphs
paragraph
clearly organized
1.Most body development to
around separate
paragraphs support thesis
ideas
organized around 2.Weak topic
2.Strong topic
separate ideas. sentences 1.Body paragraphs
sentences
2.Most topic 3.Conclusion not summarize rather
3.Summative
sentence strong persuasive, may than analyze
conclusion,
3.Conclusion specific contain trite 2.Paragraphs do not
specific to
to general expressions (i.e. “In support thesis
general
needs to offer insight conclusion” or “In Conclusion missing
offers insight into
into argument summary”) 3.Limited vocabulary
argument
Organization &Style 4.Some complex 4.Vocab may be 4.Incorrect/ineffective
4.Sophisticated,
vocabulary simplistic sentence structure
precise language
5.Sentence 5.Sentence length 5.Run-ons/ fragments
engages reader
length/structure structure may be 6.Mostly passive
5.Uses language
enhances flow. choppy verbs
to expresses
6.Lively active verbs 6.May include 7.Weak adjectives
complex ideas
7.Many strong colloquial
6.Varied
adjectives expressions
sentence
7.Some passive
length /structure
verbs
7.Lively active
verbs

1.Demonstrates
critical thinking
1.Possesses limited
that is clear, 1.Well- developed 1.Undeveloped
knowledge of
logical, deep, with more than ideas, does not form
subject, little
broad, and adequate detail and conclusions or exhibit
substance, and
relevant to the may show depth in critical thinking.
weaknesses in
topic. thinking and 2.Rambling
development.
2.Uses research. generalizations that
Development: Incite & 2.Analysis is
imagination to 2.Makes connections are loosely, if not at
Originality general and lacks
make clear without higher level all, connected to the
originality.
connections with of thinking topic
3.Represents slight
ideas 3.Understands topic, 3.Paraphrases ideas
misunderstanding
3.Takes risks in but offers slight instead of using any
of the topic and
writing to underdeveloped form of analytical
individual
effective prove ideas thoughts
interpretation
thesis.
 1.Displays many
errors that 1.Displays glaring
compromise errors that seriously
Displays overall
understanding of compromise
accuracy in which Displays few errors
writing understanding of
errors do not that do not
2.Uneven entire piece.
Format/Mechanics compromise compromise
development in 2.Inconsistent, if not
understanding of understanding of
which grammar any, control over the
writing. writing.
hinders the elements of writing
understanding of 3.Rambling
the topic

Lesson 2. Rizal’s Childhood (Week 4 Day 1)

Part II. Lesson Proper

It is Jose Rizal’s hometown in Calamba witness

his entire childhood. Interestingly it was
emanated from a legend about the two Spanish
soldiers asking a woman who is selling a
clayware of the name of the town they are in
and since the woman does not understand
them she just replied “Kalan Banga” because
she thought they are asking of what she is
carrying while the two soldiers thinking that
Kalan Banga was the name of the town they
called it “Kalanbanga” which later become
CALAMBA
https://preview.tinyurl.com/yb4g2tyh

izal’s biography was all about his childhood in Calamba, a Hacienda owned by the
Dominicans in which his father is
renting. He described it as a
picturesque town nestling on a verdant
plain covered with irrigated rice fields
and sugar-lands. You may be
wondering what would be Jose Rizal’s
childhood look like or how dreary it
could be since everyone knows he is a
genius. Many of us might think he is
just inside his home and studying in
their library with his mom teaching him

Sketch of the house where Rizal was born

https://kahimyang.com/kauswagan/articles/1706/
early-childhood-of-dr-jose-p-rizal
all day or maybe thinking that Rizal can speak fluent Spanish and Tagalog even before he
walks. Do you believe that he had the best childhood experience? He used to live in a bigger
house and have his lavish lifestyle because he came from a well-affluent family. That is how
we might picture a young Pepe in his childhood. Interestingly in this lesson, we would learn
more about how young Pepe suffers and struggle with his family and how he overcomes his
weaknesses and insecurities at an early age.

PART III. ACTIVITIES

Direction. This activity is called PICTURE CONNECT. I want you to come up with a short
essay description of RIZALS CHILDHOOD using all the images below. Note that the images
were not arranged in order. It is up to you how you connect the pictures to construct your
descriptive-essay.

Did you have a hard time connecting all the pictures? Why don’t we start
learning more about him? Probably we can use the following pictures in
understanding Jose Rizal’s childhood.

The childhood of a young Pepe can be described as the yearning of an innocent little boy to
learn by asking questions to his siblings, his own Aya, and his parents. Observing things
while keenly watching people at the nearby church. There are biographical accounts saying
that because of his big head he had a hard time playing with his siblings which causes him to
get bullied often. Unfortunately, the young Pepe’s body looks frail and undersize his age that
is why he was given the most tender care by his parents. At the age of three, he learned his
letters. He sketches what he sees like the birds flying, running a horse, and a chasing dog.
He also molds what he sketches using clay and wax and that is the beginning of him liking
the study of nature.

You are required to read Rizal’s childhood using the mandatory readings and another
suggested reading using this link.

Lesson 2. Suggested Reading Material No.1

Childhood of Jose Rizal. (n.d.). Joserizal.Com. Retrieved July 15, 2020, from
https://www.joserizal.com/childhood-jose-rizal/

Lesson 2. Suggested Reading Material No.2

Craig, A. (2019). Lineage, Life and Labors of José Rizal, Philippine Patriot. Good
Press.
https://books.google.com.ph/books?
id=YLnCDwAAQBAJ&printsec=frontcover&dq=Rizal+early+education&hl=en&sa=X&ved=2ahUKEwj6N
fnoOvqAhWIA4gKHb6kDr4Q6AEwAXoECAYQAg#v=onepage&q=Rizal%20early%20education&f=false

Part IV. Assessment

Part 1. Items 1-5. Multiple Choice
1. In 1865, the young Rizal experienced his first sorrow when one of his sister died.
Who is this sister?
a. Lucia c. Soledad
b. Saturnina d. Concepcion
2. Which of the following statements DO not describe Philippines during Rizal’s time?
a. The system of government was called frailocracy.
b. The Philippines was represented in the Spanish Cortes.
c. The big plantations were owned by religious organizations.
d. The justice system served the interest of the Spanish colonial government.
3. The execution of these native and Spanish priests—who advocated a racial
equality within the Catholic church by the Spaniards in 1872 awakened Rizal’s
nationalistic sentiment early in life. They were the following except:
a. Fr. Vicente Garcia
b. Fr. Jose Burgos
c. Fr. Mariano Gomez
d. Fr. Jacinto Zamora
4. Which among the stories told by Dona Teodora that left a deep impression on
Rizals mind about “Death of Martyr”?
a. The ill-fated moth c. Story of the moth
b. Children bed time stories d. The faith
5. Who among his uncles taught Rizal to love readings books?
 a. Tio Manuel c. Tio Jose
b. Tio Gregorio d. Tio Mariano

Part 2: Items 6-10. Short Essay

After learning Rizal’s childhood memories. Do you believe Rizal had a wonderful time
in his childhood and does his childhood life experiences and the way he was raised by
his parents and other family members shapes his personality? List down evidences
that you learned from the lesson and write a short essay to support your answer.

Suggested Rubric for Short Essay

PART IV. SUMMARY

Dr. Jose Protacio Rizal Mercado y Alonso Realonda was the 7 th child of Don
Francisco and Dona Teodora Alonso Mercado. The great paternal grandfather of
Rizal was Domingo Lamco a native of Chinchew district of the province of Fukien
China, a pure-blooded Chinese of Christian sympathies. Some historians attempt to
establish that being aware of Rizal’s genealogy and despite of his prominent
Chinese blood he loves Indios to the point of calmly accepting his death for this
country. Rizal has a good relationship with his parents as well as his siblings. He
called his sisters Dona or Senora. Their family name originally was Mercado which
was adopted in 1731 which means merchant until Paciano changes his last name
to Rizal given by the Spanish provincial governor who was their family friend. The
reason for a sudden change of surname was Paciano’s direct association with Jose
Burgos of the Gomburza who was sentenced to death because of the Cavite
mutiny.

Jose Rizal’s childhood was spent through prayers, stories, sketches, reading
of books, poetry, and sports. He was lucky to have influenced at home from his
parents, siblings, Aya, and his uncles. He had a hard time overcoming his
weaknesses but because he wanted to become a better version of himself he
determined to learn new things and improve himself. Excel to things that he was
not good at. He was never afraid of discovering new things even if it requires him to
be alone and get away on his comfort zone. Calamba was his hometown and there
is only one place he went to out of Calamba and that is his pilgrimage with his
father Don Kikoy. In the next lesson, you will learn how a young Pepe triumphs
over his journey alone in another town which is Binan.
Lesson 3. Early Education in Calamba and Biñan (Week 4, Day 2)

Part II. Lesson Proper

It is a fact that every child receives his/her first education at home and it was usually taught
by their mother. Like any other Jose Rizal was no different his considered first informal
teacher was his own mother Dona Teodora who had taught him to read the Spanish
alphabet, pray Angelus, and was patient, conscientious, and understanding. She was first to
discover that her son had a talent for poetry. Accordingly, she encouraged him to write
poems. To lighten the monotony of memorizing the ABC’s and to stimulate Rizal’s
imagination, she related many stories with moral values. Later, private tutors taught young
Rizal Spanish and Latin, before he was sent to a private school in Binan. Rizal had three
tutors at home as follows:
1. Maestro Celestino- Rizal’s first private tutor
2. Maestro Lucas Padua- his second tutor
3. Leon Monroy- a former classmate of his father who instructed him Spanish
and Latin. However, he died after five months.

The Rizal family value education so much. His brother Paciano studied at Colegio de
San Jose of the Society of Jesus while his sisters were educated women as well having
studied at the Colegio de la Concordia (Colegio de la Inmaculada Concepcion), a
fashionable boarding school for girls in suburban Manila.

He spent his early education in Calamba and Biñan which was commonly done to the
sons of illustrado family during Rizal’s time, characterized by the four R’s- reading, writing,
arithmetic, and religion. The instruction was rigid and strict. Knowledge was enforced by
means of a tedious memory method aided by the teachers’ whip. There may be a defect in
the Spanish education system but he still acquires necessary instruction preparing him for
higher education.

June of 1869 when he was sent to Binan to study under Maestro Justiniano Aquino
Cruz, Pacianos former teacher. He was described by Rizal as a “thin, long-necked, with a
sharp nose and body slightly bent forward. He knew the grammars by Nebrija and Gainza.
Despite being a good student his teacher often whips him on a bench because he got caught
fighting over other students like his teacher’s son Pedro who challenged him to a fight.
Frequently he got bullied by the Biñan boys and he never ran away from any of this fight. His
memorable fight was with Andres Salandanan who challenged him to an arm-wrestling match
Jose, having the weaker arm, lost and nearly cracked his head on the sidewalk. But despite
all these challenges Rizal was able to get the respect of his classmates upon winning against
the bigger boys of Biñan. He also met the father-in-law of his teacher named Juancho who is
an old painter who freely gives him lessons in drawing and painting together with his
classmate Jose Guevara.
To know more about Rizal’s early education and help you in answering the activity please
read the mandatory reading provided in this module and you may consider the link below to
read more information about the topic.

Lesson 3. Reading Material No.1

Valdez. (2008). Dr. Jose P. Rizal and the Writings of His Story. Rex Bookstore.
https://books.google.com.ph/books?
id=ixcoCv2o2NoC&pg=PA50&dq=Jose+Rizals+childhood&hl=en&sa=X&ved=2ahUKEwig3eWdmevqAhXHfXA
KHQxPBoEQ6AEwAHoECAMQAg#v=onepage&q=Jose%20Rizals%20childhood&f=false

Lesson 3. Online Reference #1

Early Education in Calamba and Binan. (2016, Aug 05). Retrieved from:
https://graduateway.com/early-education-in-calamba-and-binan/

Lesson 3. Online Reference #2. A clip from Buhay ng isang Bayani, Jose Rizal’s Early
Education. Uploaded from Ggdaries YouTube channel: https://www.youtube.com/watch?
v=QFoye13Lrbc

Part III. Activities/Exercise

Create your own Venn Diagram just like what you see below. Compare and Contrast
educational system during Rizal’s time and in the modern Educational system. How does it
differ? Focusing but not limited to the following category:
1. Mode of Instruction
2. Educational System
3. Recognition
Part IV. Assessment
To support your answer using Venn Diagram, write a short biographical essay that
compare the modern student’s early childhood education with Rizal’s own. Which do you
think is a better educational practice over the other? Appraise the impact of Rizal’s early
education in his life? See the rubric guide below.

Compare and Contrast Venn Diagram iRubric

https://www.rcampus.com/rubricshowc.cfm?code=Q8C6W5&sp=yes&
Part V. Summary

Jose Rizal’s name was carefully thought by his parents, Dona Teodora in
particular. The meaning of Rizal complete name as follows:
Doctor- his title as he completed Licentiate in Medicine after he finished it in
Universidad Central de Madrid specializing in Ophthalmology.
Jose- was chose by his mother being a devotee of the Christian saint San
Jose (St.Joseph)
Protacio- from Gervacio P. which comes from Christian calendar which was
celebrated every 19th of June which was his date of birth.
Mercado- adopted in 1731 by his great paternal Grandfather Domingo
Lamco which means market in Spanish.
Rizal- it was used by Rizal when he started to study in Ateneo. The word
Ricial in Spanish means “a field where wheat, cut while still green will sprout again”
it was given to them by a family friend.
Alonso- an old surname of his mother
Y- and
Realonda- from Dona Teodora’s Godmother surname which is culturally
based during that time.

Just like his parents, Rizal value education so much that is why despite his
difficulty in learning Spanish and Latin he never gives up until he masters it to the
point that he enrolled special class just to learn Spanish in advance. He overcomes
his fear of being away from his family because he knows that he needs it in order to
learn more and it happened at an early age. His considered second father his only
brother Paciano taught him how to think of others more than himself. He introduced
Gomburza to him that his innocent mind thought how bigoted the friars are
sentencing the martyr priests without a proper trial. Maybe without the story of
GOMBURZA instilled in Rizal’s young and innocent mind probably Rizal would die
as a Jesuit priest and not an ophthalmologist and there will be no NOLI ME
TANGERE and EL FIBUSTERISMO written in the Philippine history.
 References
Module 3

Lesson 1.
Readings:

 Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hong Kong: Oxford
University Press, Malaya Books, 1969
 Ocampo, Nilo. Rizal: Makabayan at Martir. Quezon City: University of the
Philippines Press, 2007.
 Zaide, Gregorio F. (2004). Second Edition. José Rizal: Life, Works and Writings
of a Genius, Writer, Scientist and National hero. Metro Manila, Philippines:
National Book Store.
 De Jesus et.al, “Rizal the Icon”. Module 3-4. Rizal’s Birth, Family, Childhood
and Early Education, pp.25-38.
 Valdez. (2008). Dr. Jose P. Rizal and the Writings of His Story. Rex Bookstore.
https://books.google.com.ph/books?id=ixcoCv2o2NoC&lpg=PA54&ots=6-
iHvrNwe6&dq=domingo%20lamco%20was%20a%20native
%20of&pg=PA55#v=onepage&q=domingo%20lamco%20was%20a%20native%20of&f=false

Additional Reference:
GMA News. (2012, March 14). Pluma: Si Rizal, ang dakilang manunulat. YouTube.
https://www.youtube.com/watch?v=rAq_OjZI-6k

Images use:
Don francisco mercado - Google zoeken. (n.d.). Don Francisco. https://www.google.com/search?
q=don+francisco+mercado&tbm=isch&ved=2ahUKEwisj4i1xsDqAhV3wIsBHYkkBH0Q2-
cCegQIABAA&oq=+don+francisco&gs_lcp=CgNpbWcQARgAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIAFCmngZ
Ypp4GYMSvBmgAcAB4AIAB8wSIAfMEkgEDNS0xmAEAoAEBqgELZ3dzLXdpei1pbWc&sclient=img&ei=akAHX6yyAveAr7wPicmQ6Ac&bi
h=694&biw=1517&safe=active#imgrc=Dhz89DPHaIWoqM

Gabon, L. (n.d.). Rizal’s Family | Jose rizal, Bible for kids, Rizal. Pinterest.
https://www.pinterest.ph/pin/7810999332822746/

Jose rizal - Google zoeken. (n.d.). Jose Rizal. https://www.google.com/search?

q=jose+rizal&safe=active&sxsrf=ALeKk01y_nuABCTFhpTUFndmUhCp7OHd4Q:1594314997962&tbm=isch&source=iu&ictx=1&fir=4-
4UIafmw_OS2M%252Cy-PVy0X0uq_gcM%252C%252Fm%252F01fp30&vet=1&usg=AI4_-kT6uu2kiC2ACzIRBo1-
fpg2vHEoqg&sa=X&ved=2ahUKEwi0-fOY1sDqAhVCE4gKHYjPAWEQ_B0wGnoECBUQAw&biw=1517&bih=694#imgrc=4-4UIafmw_OS2M

The Dream of Dr. Jose Rizal. (2016, March 5). Ivyechano.

https://ivyechano.wordpress.com/2016/03/05/the-dream-of-dr-jose-rizal/

Xiaotime!, I. (2013, June 19). XIAO TIME, 19 June 2013: ANG MAKULAY AT MAKASAYSAYANG
KABATAAN NI JOSE RIZAL. IT’S XIAOTIME! https://xiaochua.net/2013/06/19/xiao-time-19-june-2013-ang-
makulay-at-makasaysayang-kabataan-ni-jose-rizal/
Lesson 2.
Suggested Reading Material No.1
Childhood of Jose Rizal. (n.d.). Joserizal.Com. Retrieved July 15, 2020, from
https://www.joserizal.com/childhood-jose-rizal/

Suggested Reading Material No.2

Craig, A. (2019). Lineage, Life and Labors of José Rizal, Philippine Patriot. Good
Press.
https://books.google.com.ph/books?
id=YLnCDwAAQBAJ&printsec=frontcover&dq=Rizal+early+education&hl=en&sa=X&ved=2ahUKEwj6NfnoOvqAh
WIA4gKHb6kDr4Q6AEwAXoECAYQAg#v=onepage&q=Rizal%20early%20education&f=false

Images use:
Early Childhood of Dr. Jose P. Rizal. (n.d.). The Kahimyang Project.
https://kahimyang.com/kauswagan/articles/1706/early-childhood-of-dr-jose-p-rizal

Martinez-Masagca, S. A. (2016, September 18). 3 Interesting Historical Landmarks in

Calamba, Laguna. Journey Under Blue Skies.
https://journeyunderblueskies.wordpress.com/2016/09/18/3-interesting-historical-landmarks-in-calamba-laguna/

Lesson 3.
Reading Material No.1
Valdez. (2008). Dr. Jose P. Rizal and the Writings of His Story. Rex Bookstore.
https://books.google.com.ph/books?
id=ixcoCv2o2NoC&pg=PA50&dq=Jose+Rizals+childhood&hl=en&sa=X&ved=2ahUKEwig3eWdmevqAhXHfXA
KHQxPBoEQ6AEwAHoECAMQAg#v=onepage&q=Jose%20Rizals%20childhood&f=false

Online Reference #1
Early Education in Calamba and Binan. (2016, Aug 05). Retrieved from:
https://graduateway.com/early-education-in-calamba-and-binan/

Online Reference #2. A clip from Buhay ng isang Bayani, Jose Rizal’s Early Education.
Uploaded from Ggdaries YouTube channel: https://www.youtube.com/watch?v=QFoye13Lrbc