BUKIDNON STATE UNIVERSITY

COLLEGE OF ARTS AND SCIENCES

GENERAL EDUCATION DEPARTMENT

An instructional
Material in
GE 109 THE
Life and
works of
rizal
Authors:
Jan Daniel p. ching
Roldan m. bonghanoy
Ebbeth joy h. bercero
 PREFACE
This instructional material is specifically designed for students pf Bukidnon
State University who are currently in the safety of their homes due to the COVID-
19 Pandemic. Based on the GE 109 Recalibrated Syllabus the topics and activities
of this IM has been carefully selected so as not to congest students with activities
during the pandemic period and yet still offer a comprehensive discussion of Jose
Rizal’s life and expose students to some of his works.

This material follows the INTO, THROUGH and BEYOND framework. The IN-
TO Phase follows a stage where tasks are introduced and contextualized as a se-
ries of introductory activities. The THROUGH Phase is where the students are
going to accomplish the main tasks with the course outcomes targeted in the ma-
terial. The BEYOND Phase is where the students will apply the skills and im-
portant lessons learned in the context of their respective lives. This instructional
material students are expected to learn from the different perspectives in which
the life of Rizal is taught and at the same time make Rizal as a figure who is relat-
able and inspirational than someone who is a highly learned historical figure, de-
tached from our day to day lives.

It is also hoped that will also aide learners to become more patriotic, nationalistic,
responsible citizens of the state capable of responding to the needs of the society
in a manner that benefits all.
Pearl

ABOUT THE AUTHORS

Mr. Jan Daniel Ching is a faculty of the General Education Department of Bukid-
non State University. He finished his bachelor’s degree in Secondary Education
Major in Social Studies in the same institution. He completed his Masters degree in
History in Mindanao State University-Iligan Institute of Technology (MSU-IIT).

Mr. Roldan M. Bonghanoy is a graduate of Bukidnon State University with the de-
gree Bachelor in Secondary Education major in Social Studies. He is currently a fac-
ulty of the General Education Courses Department of the College of Arts and Sci-
ences.

Ms. Ebbeth Joy H. Bercero is a graduate of Central Mindanao University, with a

degree in Bachelor of Arts in Psychology. She is currently a faculty of the General
Education Courses Department of Bukidnon State University and currently pursu-
ing her master’s degree in Guidance and Counseling.
 TABLE OF CONTENTS

PART I. THE BIRTH AND LIFE OF A NATIONAL HERO

Why Rizal?
The Young Jose in Calamba to Biṅan, Laguna
From Ateneo Municipal to UST
Europe to the United States
First Homecoming to the Philippines
Second Homecoming and the Death of Rizal
The Issue on Rizal’s Retraction

PART II. THE WRITTEN WORKS OF RIZAL

The Noli Me Tangere and El Filibusterismo
The Indolence of the Filipinos
Letter to the Young Women of Malolos

PART III. JOSE RIZAL THE MAN OF PROJECT

Rizal in Dapitan
Rizal’s Achievements in Dapitan
 PART I: THE BIRTH AND LIFE OF A
NATIONAL HERO

WELCOME STATEMENT
Welcome to the first part of this instructional material , you will be introduced to certain topics,
discussions, and activities that will give you an opportunity to get to know out Na- tional Hero.
If you have questions, feel free to contact your instructor so that he/she can guide you on how to
go about with this material. Keep Safe and God Bless.

COURSE OUTCOME
 Recognize the value of differing narratives and interpretation of Rizal’s life
and work.

SPECIFIC LEARNING OUTCOMES

 Create personal reflection/analysis on the social realities of the past presented in
Rizal’s works and how these relate to the current period.

THE TOPICS IN THIS MATERIAL

 Why Rizal?
 The Young Jose in Calamba to Biṅan, Laguna
 From Ateneo Municipal to UST
 Europe to the United States
 First Homecoming to the Philippines
 Second Homecoming and the Death of Jose Rizal
 The Issue on Rizal’s Retraction

I. WHY RIZAL?
INTO
This is one of the questions that baffles anyone enrolled in this subject. Why Rizal? Why not Bonifacio? Why
Rizal? When we have Lapu-Lapu?. This part of the material will offer you a glimpse on why Rizal is made
the foremost National Hero but before that, let’s answer the following questions:
 What do you think are the qualities and characteristics of a person for him/her to be considered a
Hero?


 Based on the qualities and characteristics you mentioned above, who among the people you know
fits into you definition of a Hero? Why do you consider him/her a hero?

 If you were to elect another historical figure as our National Hero, who would it be and why?
 These are the Reasons why Jose Rizal is considered the
Foremost National Hero and Why we take on his life and
works as part of curriculum:

• BECAUSE OF THE HISTORICAL VALUE OF

RIZAL’S LIFE.
• BECAUSE IT IS LEGAL /MANDATED BY
LAW (REPUBLIC ACT 1425).
• TO INCULCATE NATIONALISM AND PATRIOTISM

RIZAL’S HISTORICAL VALUE

 NOT BASED ON THE WOMEN HE DATED.
 BUT HIS HISTORICAL VALUE RESTS ON HIS WRITINGS AND SIGNIFICANT CONTRIBU-
TION IN SOCIETAL DEVELOPMENT
 NOLI ME TANGERE (1887) AND EL FILIBUSTERISMO (1891) HAD A HUGE IMPACT IN THE
LIVES OF THE FILIPINOS.
 HE WAS ONE OF THE FOREMOST INITIATORS OF NATIONAL CONSCIOUSNESS

BRIEF HISTORY OF RA 1425/ THE RIZAL LAW OF 1956

 SENATOR CLARO M. RECTO AUTHORED SENATE
BILL 438/ RIZAL BILL OF 1956
 THE BILL PROPOSES THE COMPULSORY TEACHING
OF RIZAL’S LIFE AND THE UNEXPURGATED FORM
OF HIS NOVELS.
 IT WAS ALSO TO PROVIDE A CONSTANT SOURCE OF
PATRIOTISM FOR THE YOUTH.
 THE BILL MAKES THE RIZAL COURSE A REQUIRED
SUBJECT IN ALL TERTIARY (PUBLIC/PRIVATE) EDU-
CATIONAL INSTITUTIONS.
 THE SAID BILL WAS CONSIDERED AN ATTACK TO
THE CATHOLIC CHURCH.
 WHY IS RIZAL THE FOREMOST NATIONAL HERO?

• HIS WRITINGS
• HIS PERSON
• PUBLIC HONOR (BEFORE AND AFTER DEATH)

HIS WRITINGS
RIZAL’S WRITINGS, ESPECIALLY THE NOLI ME
TANGERE AND EL FILIBUSTERISMO MADE HIM THE
FOREMOST HERO OF HIS COMPATRIOTS AS IT WAS
UNIVERSAL ANALYSIS OF WHAT WAS REALLY GOING ON
IN THE PHILIPPINES.
HIS PERSON
ACCORDING TO DR. SIXTO OROSA, RIZAL’S QUALITIES
ARE THE FOLLOWING:
• AS A CHILD HE WAS OBEDIENT, COURTEOUS,
SUPERI- OR YET HUMBLE, AND KIND.
• AS A STUDENT, HE WAS SERIOUS, STUDIOUS,
INTELLI- GENT, METHODICAL, AND KNEW HOW TO
BUDGET HIS TIME.
• AS A CITIZEN, HE HAD A CONSUMING PURPOSE
AND PASSION TO SERVE HIS COUNTRY.
• AS A MAN, HE WAS COURAGEOUS, WELL DISCIPLINED AND SELF-SACRIFICING.
• AS A LEARNED MAN, HE WAS HUMBLE.

HIS PUBLIC HONOR

 BEFORE HIS DEATH, FERNANDO ACEVEDO REVERED
RIZAL AS THE MODEL OF THE FILIPINOS.
 TOMAS AREJOLA ON 1891 (MADRID) STATED THAT RI-
ZAL’S MORAL INFLUENCE WAS UNDISPUTABLE.
 FERDINAND BLUMENTRITT CONSIDERED RIZAL AS
THE GREATEST PRODUCT OF THE PHILIPPINES
WHOSE BRILLIANCE APPEARS ONLY EVERY OTHER
CENTURY.
 WHO MADE RIZAL THE NATIONAL
HERO?
 THERE IS NO LAW THAT AFFIRMS RIZAL AS
OUR NATIONAL HERO. THERE IS ONLY ONE
FOR THE STUDY OF HIS LIFE.

SO WHO MADE HIM THE NATION-

AL HERO?
 THE AMERICANS (THEY PROMOTED HIM)
 THE FILIPINO PEOPLE
 HIMSELF

AN OVERVIEW OF RIZAL’S LIFE

FATHER
 FRANCISCO MERCADO
 BORN ON MAY 11, 1818
 EDUCATED IN COLLEGIO DE SAN JOSE IN MANILA TAKING
PHILOSOPHY AND LATIN
 DIED ON JANUARY 5, 1898
 HE WAS DESCRIBED BY RIZAL AS QUIET BUT RESPONSIBLE

MOTHER
 TEODORA ALONSO-REALONDA
 BORN ON NOVEMBER 28, 1826.
 DIED ON AUGUST 16, 1911 IN MANILA.
 SHE STUDIED IN COLEGIO LA CONCORDIA
 SHE WAS A MATHEMATICIAN WHO TAUGHT RIZAL TO
PRAY, WRITE, AND SPEAK IN SPANISH AND LATIN
 JOSE RIZAL’S FAMILY

 DON FRANCISCO AND DONYA TEO-

DORA HAD 12 CHILDREN.
 THESE ARE THE FOLLOWING:
–SATURNINA
–PACIANO
–NARCISSA
–OLYMPIA
–LUCIA
–MARIA
–JOSE
–CONCEPCION
–JOSEFA
–TRINIDAD
–SOLEDAD

JOSE’S BIRTH AND BAPTISM

 JOSE WAS BORN ON JUNE 19, 1861 ON A WEDNESDAY IN CALAMBA

LAGUNA.
 HIS MOTHER HAD A DIFFICULT LABOR BECAUSE RIZAL HAD A BIG
HEAD.

 THE MOTHER HAD PRAYED TO THE “VIRGIN OF ANTIPOLO/OUR

LA- DY OF GOOD VOYAGE” FOR A SAFE DELIVERY.
 SHE VOWED THAT IF SHE WERE TO SURVIVE THE LABOR, SHE
WOULD BRING JOSE TO A PILGRIMAGE TO HER SHRINE.
 JOSE WAS NAMED AFTER ST. JOSEPH THE CARPENTER
 HE WAS BAPTIZED ON JUNE 22, 1861 BY FATHER RUFINO COLLANTES.

 FR. PEDRO CASAŇAS SERVED AS HIS GODFATHER

JOSE’S CHILDHOOD
• AT THE AGE OF 3 HE BEGAN TO PARTICIPATE IN RELIGIOUS PRACTICES OF THE FAMILY.

• AT THE AGE OF 4, HE EXPERIENCED HIS FIRST SORROW; THE DEATH OF CONCEPCION.

• AT THE AGE OF 5, HE BEGAN TO READ THE SPANISH BIBLE (HALTINGLY). JOINED PROCESSIONS, BEGAN TO
MAKE SKETCHES AND MOULDED CLAY TO MAKE SCULPTURES.

• HE WROTE A POEM “ A MOTHER’S BIRTHDAY” AT THE AGE OF 9 YEARS OLD, ALONG WITH “Mi PREMIERA
IN- SPIRACION”/ MY FIRST INSPIRATION
 JOSE IN ATENEO 1872-1877
RIZAL ENTERED IN ATENEO MUNICIPAL (FORMERLY
ESCUELA PIA NOW ATENEO DE MANILA) ON JUNE 10,
1872.

• ATENEO MUNICIPAL WAS ESTABLISHED AND RAN BY

THE JESUITS.

• HE WAS ADMITTED BECAUSE OF THE HELP OF FR.

MANUEL XERES-BURGOS.

• HE WAS DENIED REGISTRATION AT FIRST BY FR.

MAGIN FERRANDO FOR THE FOLLOWING REASONS:

–HE REGISTERED LATE

–HE WAS FRAIL, WEAK AND SICKLY WHICH CAUSED

HIM TO NOT PASS THE MEDICAL EXAMINATION.

• JOSE FOUND THE ATENEO CLASSROOM AS A GOOD

PLACE TO LEARN AS IT FOSTERED HIS POTENTIALS.

• STUDENTS WERE DIVIDED INTO TWO

EMPIRES; THE ROMAN EMPIRE (INTERNO) AND
THE CAR- THAGINIAN/GREEK EMPIRE
(EXTERNO).

• EACH OF THESE EMPIRES HAD OFFICIALS WHO

WERE THE TOP 5 MOST INTELLIGENT
STUDENTS:

–EMPEROR

–TRIBUNE

–DECURION

–CENTURION

–STANDARD BEARER
 RIZAL BECAME THE EMPEROR OF THE
CARTHAGINIAN EMPIRE AND NONE
OF HIS CLASSMATES TOOK THE RANK
FROM HIM.

HIS FIRST PROFESSOR WAS FR.

JOSE BECH

HE EVENTUALLY BECAME EMPEROR OF

THE ROMAN EMPIRE AS HE MOVED TO
HIS HIGHER YEARS.

RIZAL WAS THE FAVORITE STUDENT OF

ONE OF HIS TEACHERS; FR. FRANCISCO
DE PAULA SANCHEZ, HIS 4TH YEAR
PROFESSOR.

HE FINISHED HIS STUDIES ON 1877 WITH

SUBRESALIENTE (EXCELLENT) MARKS.

RIZAL’S INTERESTS

1874, RIZAL BECAME INTERESTED

IN READING LITERATURE BOOKS,
HE WAS FOND OF THE COUNT OF
MONTE CRISTO BY ALEXANDER
DUMAS.

AT THE AGE OF 15 YEARS OLD HE

WROTE IN MEMORY OF MY TOWN
(UN RECUERDO AMI PUEBLO) AS A
RECOLLECTION OF HIS CHILD-
HOOD IN CALAMBA.
 JOSE IN UNIBERSIDAD DE SANTO TOMAS

RIZAL ENROLLED PHILOSOPHY AND

LETTERS IN UNIBERSIDAD DE SAN-
TO TOMAS FROM 1877-1878.
HE ALSO TOOK UP SURVEYING IN
ATENEO MUNICIPAL

HE WAS UNHAPPY IN UST FOR THE

FOLLOWING REASONS:

–THE HOSTILITY OF THE DOMIN-

ICAN PROFESSORS

–RACIAL DISCRIMINATION
AGAINST THE INDIOS

–OBSOLETE AND REPRESSIVE IN-

STRUCTION

SOME OF RIZAL’S ACHIEVE-

MENTS IN UST
1879, TO THE FILIPINO YOUTH (SA
AKING MGA KABATA); FOR THE AR-
TISTIC LYCEUM IN MANILA; FIRST
PRIZE

1880, THE COUNCIL OF THE GODS;

GOLD MEDAL AWARD
RIZAL WAS INVOLVED IN MOB FIGHTS
IN THE SCHOOL (NOT AN ACHEIVE-
MENT) .
 JOSE IN UNIBERSIDAD DE SANTO TOMAS

RIZAL ENROLLED PHILOSOPHY AND

LETTERS IN UNIBERSIDAD DE SAN-
TO TOMAS FROM 1877-1878.
HE ALSO TOOK UP SURVEYING IN
ATENEO MUNICIPAL

HE WAS UNHAPPY IN UST FOR THE

FOLLOWING REASONS:

–THE HOSTILITY OF THE DOMIN-

ICAN PROFESSORS

–RACIAL DISCRIMINATION
AGAINST THE INDIOS

–OBSOLETE AND REPRESSIVE IN-

STRUCTION

SOME OF RIZAL’S ACHIEVEMENTS IN UST

1879, TO THE FILIPINO YOUTH (SA

AKING MGA KABATA); FOR THE AR-
TISTIC LYCEUM IN MANILA; FIRST
PRIZE
1880, THE COUNCIL OF THE GODS;
GOLD MEDAL AWARD
RIZAL WAS INVOLVED IN MOB FIGHTS
IN THE SCHOOL (NOT AN ACHEIVE-
MENT) .
 RIZAL IN EUROPE
JOSE DECIDED TO LEAVE FOR EUROPE
FOR THE FOLLOWING REASONS:

–PURSUE/FINISH HIS MEDICAL

STUDIES
–FULFILL HIS SECRET MISSION
(ALLEVIATE THE SUFFERINGS OF HIS
COUNTRYMEN).

RIZAL TOOK UP MEDICINE IN UNIBER-

SIDAD CENTRAL DE MADRID.
HE ALSO TOOK UP COURSES IN PHI-
LOSOPHY AND LETTERS, PAINTING,
SCULPTURE, FRENCH AND GERMAN
LANGUAGES.

HE RECEIVED HIS LICENTIATE IN PHI-

LOSOPHY AND LETTERS ON 1885.

HE WAS GIVEN HIS LICENSE FOR MEDICINE

BUT WAS NOT GIVEN HIS DIPLOMA FOR THE
FOLLOWING REASONS:

–HE WAS UNABLE TO PAY HIS TUITION

–HE WAS UNABLE TO SUBMIT HIS THESIS

• HIS PROFESSOR, PROF. MIGUEL

MORAYTA WAS ABLE TO CONVINCE RIZAL
TO JOIN THE ACACIA LODGE, A MASONIC
ORGANI- ZATION

• HIS PURPOSE OF JOINING THE

MASONRY WAS FOR FINANCIAL SUPPORT.
 JOSE’S ACTIVITIES IN EUROPE
HE APPRENTICED HIMSLF TO DR. LUIS DE
WECKERT, A FRENCH OPTHALMOLOGIST.
HE WENT TO GERMANY AND WORKED FOR
DR. SCHULTZER AND DR. GALEZOWSKI,
BOTH WERE GERMAN OPTHALMOLOGISTS.
HE ALSO STARTED WITH HIS SECRET MIS-
SION BY SPENDING TIME IN MUSEUMS AND
LIBRARIES AND OBSERVING THE LIFE OF
LIBERAL COUNTRIES.
RIZAL WAS SURPRISED THAT EUROPEAN
COUNTRIES WERE NOT UNDER A FRAILOC-
RACY UNLIKE THE PHILIPPINES.

ONE OF WHIS ACHIEVEMENTS WAS THE AN-

NOTATION OF ANTONIO DE MORGA’S SUC-
CESOS DE LAS ISLAS FILIPINAS;
WHICH PROVED THE INDIOS HAD A CUL-
TURE BEFORE THE ARRIVAL OF THE SPAN-
IARDS.

HE BECAME AN ACTIVE MEMBER OF THE

PROPAGANDA MOVEMENTS SUCH AS THE
LA SOLIDARIDAD.
HE STARTED WRITING HIS FRIST NOVEL IN
MADRID, AFTER THREE YEARS HE PUB-
LISHED THE NOLI ME TANGERE IN BERLIN
GERMANY ON MARCH 21, 1887.
HE DID HAVE MONEY TO PUBLISH THE
NOVEL AND ALMOST THREW THE MANU-
SCRIPT INTO THE FIRE PLACE, BUT HIS
FRIEND MAXIMO VIOLA ALLOWED HIM TO
BORROW THE NEEDED AMOUNT TO PUB-
LISH THE NOVEL.
 HE ALSO HAD ACQUAINTANCES WITH
FERDINAND BLUMENTRITT AN AUSTRI-
AN SCHOLAR WHO BECAME HIS BEST-
FRIEND AND FATHER-LIKE FIGURE IN
EUROPE.
THEY FIRST MET ON MAY 13, 1887 IN LEI-
MERITZ, BOHEMIA.
RIZAL WROTE HIS FIRST ARTICLE FOR
LA SOLIDARIDAD ENTITLED; LOS AGRI-
CULTORES FILIPINOS; PUBLISHED ON
MARCH 25, 1889
RIZAL USED LAONG-LAAN AND DIS-
MASALANG AS HIS PEN NAMES.

RIZAL’S FIRST HOMECOMING

THE PUBLICATION OF THE NOLI CAUSED AN UP-
ROAR IN THE PHILIPPINES, FRIENDS FROM HOME
TOLD HIM NOT TO RETURN HOME.

RIZAL DECIDED TO RETURN TO THE PHILIP-

PINES FOR THE FOLLOWING REASONS:

–PERFORM THE OPERATION ON HIS MOTHERS

EYES

–RENDER SERVICE TO HIS OPPRESSED COUN-

TRYMEN.

–SEE THE EFFECTS OF THE NOLI IN THE PHILIP-

PINES

–KNOW WHY LEONOR RIVERA REMAINED SI-

LENT.

LT. JOSE TAVIEL DE ANDRADE WAS DESIGNATED AS RIZAL’S GUARD TO ENSURE

THAT RIZAL WILL BE SAFE DURIGN HIS STAY IN THE COUNTRY.

ON FEBRUARY 1888, RIZAL WAS FORCED TO LEAVE FOR JAPAN.

 SECOND HOMECOMING
AFTER THE PUBLICATION OF HIS SEC-
OND NOVEL, EL FILIBUSTERISMO IN
GHENT, BELGIUM ON SEPTEMBER 22,
1891; RIZAL DECIDED TO RETURN TO
THE PHILIPPINES, HE ARRIVED ON
JUNE 26, 1892.
JUST LIKE WITH THE NOLI RIZAL HAD
NO FUNDS TO PUBLISH HIS SECOND
NOVEL, VALENTIN VENTURA ALLOWED
HIM TO BORROW THE NEEDED SUM FOR
THE PUBLICATION.
ON JULY 3, 1892 HE ESTABLISHED THE
LA LIGA FILIPINA, WITH THE MOTTO
“ONE LIKE ALL”.

HE WAS ARRESTED AFTERWARDS AS

THE AUTHORITIES WERE SUSPICIOUS
OF THE NATURE OF THE LIGA.

HE WAS THEN DEPORTED TO DAPITAN

WHERE HE WAS LIVED A QUIET LIFE.

LAST TRIP ABROAD AND EXECUTION

RIZAL WAS GIVEN THE CHANCE TO REDEEM
HIS FREEDOM BY SERVING AS A MILITARY
DOCTOR FOR THE SPANISH FORCES IN CU-
BA.
HE LEFT DAPITAN AND ON SEPT. 3, 1896 HE
BOARDED ISLA DE PANAY FROM MANILA
FOR BARCELONA.
TWO MONTHS LATER, HE WAS NOT AL-
LOWED TO DISEMBARK AS THE KKK START-
ED THEIR REVOLUTION AND RIZAL’S NAME
WAS IMPLICATED.
HE WAS DEPORTED BACK ON NOVEMBER 3,
1896 AND WAS BROUGHT FOR FORT SANTIA-
GO AND FACED A MILITARY COURT TRIAL.
BEYOND
SPILL IT OUT!

Activity 1: Who is Jose Rizal for you?

What comes to your mind when you hear the name, “Jose Rizal”? Do you consider him as the country’s hero? Why or
why not? Spill it out!

Activity 2: His Life to Mine

Choose at least three (3) important events in the life of Rizal that greatly influenced him and write a short biographical
essay comparing your life experiences to Rizal’s own.
Take into consideration that you will be graded according to the following:
Criteria Excellent (20- Fair Needs Improvement Score
16 pts) (10-15 pts) (9-below)

The essay was ar- The essay was ar- The essay did not have
ranged in an orga- ranged however, transitions and lacked any
nized sequence. there are some order.
parts that did not
Organization follow the se-
quence.

The theme of the The theme of the The theme of the essay
essay was explicitly essay was present, was ambiguous
Clarity expressed. but vague.

Very good explana- There is little ex- The topic lacked an expla-
tion of the topic. planation of the nation. It only had one
topic. Insight was helpful insight.
Content present but not
very profound.
Activity 3: Info-graphic
Create an info-graphic showing the timeline of Rizal from life to death. Choose events you
think are important and illustrate it in your info-graphic. Take into consideration that you will be
graded according to the following:

Criteria 15 10 5 Score

Content

All accurate facts Some accurate

Very few facts are dis-
are displayed in facts are displayed
played in the infographic.
the infographic. in the infographic.

Graphics and The theme of the

The theme of the
Visuals infographic was
explicitly ex-
infographic was
The theme of the info-
graphic was ambiguous
present, but vague.
pressed.

DRAW YOUR INFOGRAPHICS BELOW

 Did Rizal Retract?

Jose Rizal is identified as a hero of revolution for his writings that center
on ending colonialism and liberating Filipino minds to contribute to creating
the Filipino nation. The great volume of Rizal’s lifework was commited to this
end, particularly the more influential ones, Noli Me Tangere and El Filibus-
terismo. His essays vilify not the Catholic religion, but the friars, the main
agents of injustice in the Philippine society.
It is understandble, therefore, that any piece of writing from Rizal that
recants everything he wrote against the friars and the Catholic church in the
Philippines could heavy damage to his image as prominent Filipino revolution-
ary. Such document purportedly exists, allegedly signed by Rizal a few hours
before his execution. This document, referred to as “The Retraction,” declares
Rizal’s belief in the Catholic faith, and retracts everything he wrote against the
church.
Primary Source: Rizal’s Retraction
Source: Translated from the document found by Fr. Manuel Garcia, C.M
on May 18, 1935
I declare myself a catholic and in this Religion in which I was born and
educated I wish to live and die.
I retract with all my heart whatever in my words, writings, publications
and conduct has been
contrary to my character as son of the Catholic Church. I believe and I
confess whatever she teaches and I submit to whatever she demands. I
abominate Masonry, as the enemy which is of Prelate may, as the Superior
Ecclesiastical Authority, make public this pontaneous manifestation of mine
in order to repair the scandal which my acts may have caused and so God and
people may pardon me.
Manila 29 of December of 1896
Jose Rizal
There are four iterations of the texts of this retraction: the first was pub-
lished in La Voz Española and Dario de Manila on the day of the execution, 30
December 1896. The second text appeared in Barcelona, Spain, 1897, from an
 COME AND LEARN!

Rizal was only five feet and three inch-

es tall but had a waistline of 25-26
inches. He also had a big head. His
hats were 6 1/2 inches across and the
interior measures eight inches from
front to back

https://pia.gov.ph/features/

Rizal made humorous comics in Ger-

many entitled “The Baptism of Two
Brothers.” He made the comic strip to
entertain the children of his landlord.
He used cuss in that comic strip.

https://pia.gov.ph/features/

Rizal established a school while in

Dapitan with 21 pupils who were nev-
er asked to pay but was required by
Rizal to work for the community.

https://pia.gov.ph/features/articles/1003610

As a polyglot, Rizal had the habit of

switching from one language to anoth-
er. His biographers faced difficulty in
translating his works because of his
habit of switching languages. He was

https://pia.gov.ph/features/
articles/1003610
Instruction: Compare and contrast regarding Rizal retraction with the testimony of Balaguer and Cuerpo de
Vigilancia. (20 pints)

BALAGUER VIGILANCIA

SIMILARITIES
beyond

Instruction: Respond to the following question using your own word in an essay format. (60points)

1. How did Rizal alleged retraction affects your worldview to him as the national hero?
2. What are the ideas you get from Balaguer and Cuerpo de Vigilancia testomony?
3. Describe in your own understanding and make your value judgement regarding the retraction of Rizal
base on your reading.

Rubric

CATEGORY 15
Introduction Entire essay is focused
on the assigned topic
and does not stray to
unrelated topics
10 5
Most of the essay is fo- Most of the essay is not
cused on the assigned focused on the assigned
topic but some areas of topic.
the essay depart from
the assigned topic.

Organization The essay is clear and
easily read. At no time is
the reader wondering
what the writer is trying
to say.
Some aspects of the No essay was turned in.
essay are not clear, and
the reader is left wonder-
ing what the writer is
trying to say.

Development of Main Main ideas are clear, Main ideas are identifia- Main ideas are overly
Ideas specific, and well- ble, but may be some- broad or simplistic.
developed. what general.

Significance Writer fully explains the
importance of evidence &
effect to the point or the-
sis, leaving reader thor-
oughly persuaded.
Writer explains how evi- Writer does not connect
dence and effects con- evidence to the point or
nect to & prove the point theme, leaving reader
or thesis, leaving reader puzzled or unpersuaded.
persuaded
THROUGH

Write a reflection on how you will apply the virtues and values manifested by Rizal throughout his life
to your life.
 PART II: THE WRITTEN WORKS OF
JO-
SE RIZAL

WELCOME STATEMENT
Welcome to the second part of this instructional material. This specific section will introduce you to
some of Jose Rizal’s written works especially those written works which we may or may
not be very familiar with. It is expected that by the end of this material you will have cre- ated a
personal reflection or analysis of the social realities of the past as presented by Rizal and find out
whether these realities remain to be existing today.

COURSE OUTCOME
 Analyze the circumstances of Rizal’s life and the context of his various works,
particular- ly his novels Noli Me Tangere, El filibusterismo and his essay on Sobre la
indolencia de los filipinos, and other works

SPECIFIC LEARNING OUTCOMES

 Determine the social conditions of life in the Philippines during the Spanish Period.

 Create a personal reflection/analysis on the social realities of the past presented in Ri- zal’s
works and how these relate to the current period.

THE TOPICS IN THIS MATERIAL

 The Noli Me Tangere and El Filibusterismo
 The Indolence of the Filipinos
 To the Women of Malolos
INTO
THE NOLI ME TANGERE AND EL FILIBUSTERISMO
A Brief Summary of the Noli Me Tangere
Juan Crisostomo Ibarra is a young Filipino who, after studying for seven years in Europe, returns
to his native land to find that his father, a wealthy landowner, has died in prison as the result of a
quarrel with the parish curate, a Franciscan friar named Padre Damaso. Ibarra is engaged to a
beautiful and accomplished girl, Maria Clara, the supposed daughter and only child of the rich
Don Santiago de los Santos, commonly known as Capitan Tiago.

Ibarra resolves to forego all quarrels and to work for the betterment of his people. To show his
good intentions, he seeks to establish, at his own expense, a public school in his native town. He
meets with ostensible support from all, especially Padre Damaso’s successor, a young and
gloomy Franciscan named Padre Salvi, for whom Maria Clara confesses to an instinctive dread.

At the laying of the cornerstone for the new schoolhouse, a suspicious accident, apparently
aimed at Ibarra’s life, occurs, but the festivities proceed until the dinner, where Ibarra is grossly
and wantonly insulted over the memory of his father by Fray Damaso. The young man loses con-
trol of himself and is about to kill the friar, who is saved by the intervention of Maria Clara.

Ibarra is excommunicated, and Capitan Tiago, through his fear of the friars, is forced to break the
engagement and agree to the marriage of Maria Clara with a young and inoffensive Spaniard
provided by Padre Damaso. Obedient to her reputed father’s command and influenced by her
mysterious dread of Padre Salvi, Maria Clara consents to this arrangement, but becomes seri-
ously ill, only to be saved by medicines sent secretly by Ibarra and clandestinely administered by
a girl friend.

Ibarra succeeds in having the excommunication removed, but before he can explain matters, an
uprising against the Civil Guard is secretly brought about through agents of Padre Salvi, and the
leadership is ascribed to Ibarra to ruin him. He is warned by a mysterious friend, an outlaw called
Elias, whose life he had accidentally saved; but desiring first to see Maria Clara, he refuses to
make his escape, and when the outbreak page occurs, he is arrested as the instigator of it and
thrown into prison in Manila.
 A Brief Summary of the Noli Me Tangere cont…..
On the evening when Capitan Tiago gives a ball in his Manila house to celebrate his supposed
daughter’s engagement, Ibarra makes his escape from prison and succeeds in seeing Maria Clara
alone. He begins to reproach her because it is a letter written to her before he went to Europe
which forms the basis of the charge against him, but she clears herself of treachery to him. The
letter had been secured from her by false representations and in exchange for two others written
by her mother just before her birth, which prove that Padre Damaso is her real father. These let-
ters had been accidentally discovered in the convento by Padre Salvi, who made use of them to
intimidate the girl and get possession of Ibarra’s letter, from which he forged others to incrimi-
nate the young man. She tells him that she will marry the young Spaniard, sacrificing herself
thus to save her mother’s name and Capitan Tiago’s honor and to prevent a public scandal, but
that she will always remain true to him.

Ibarra’s escape had been effected by Elias, who conveys him in a banka up the Pasig to the Lake,
where they are so closely beset by the Civil Guard that Elias leaps into the water and draws the
pursuers away from the boat, in which Ibarra lies concealed. On Christmas Eve, at the tomb of
the Ibarras in a gloomy wood, Elias appears, wounded and dying, to find there a boy named
Basilio beside the corpse of his mother, a poor woman who had been driven to insanity by her
husband’s neglect and abuses on the part of the Civil Guard, her younger son having page disap-
peared some time before in the convento, where he was a sacristan. Basilio, who is ignorant of Eli-
as’s identity, helps him to build a funeral pyre, on which his corpse and the madwoman’s are to
be burned.

Upon learning of the reported death of Ibarra in the chase on the Lake, Maria Clara becomes dis-
consolate and begs her supposed godfather, Fray Damaso, to put her in a nunnery. Unconscious
of her knowledge of their true relationship, the friar breaks down and confesses that all the trou-
ble he has stirred up with the Ibarras has been to prevent her from marrying a native, which
would condemn her and her children to the oppressed and enslaved class. He finally yields to
her entreaties and she enters the nunnery of St. Clara, to which Padre Salvi is soon assigned in a
ministerial capacity.
Question to Ponder on
1. One of the institutions that seems to be a central factor in this novel is the church; why do
you think that the friars and the Catholic Church was heavily emphasized in this novel?
 A Brief Summary of the El Filibusterismo
The protagonist of El Filibusterismo is a jeweler named Simoun. He is the new identity of Crisostomo Ibar-
ra who, in the prequel Noli, escaped from pursuing soldiers. It is revealed that Crisostomo dug up his bur-
ied treasure and fled to Cuba, becoming richer and befriending Spanish officials.

After many years, the newly fashioned Simoun returns to the Philippines, where he is able to freely move
around. He is a powerful figure not only because of his wealth but also because he is a good friend and
adviser of the governor general.

Outwardly, Simoun is a friend of Spain; however, in secret, he is plotting a terrible revenge against the
Spanish authorities. His two obsessions are to rescue his paramour Maria Clara from the nunnery of San-
ta Clara and to foment a Philippine revolution against Spain.

The story of El Filibusterismo begins on board a steamer ship sailing up the Pasig river from Manila to La-
guna de Bay. Among the passengers are Simoun; Doña Victorina, a pro-Spanish native woman who is
going to Laguna in search of her henpecked husband, Tiburcio de Espadaña, who has deserted
her; Paulita Gomez, her beautiful niece; Ben-Zayb (anagram of Ibañez), a Spanish journalist who writes
silly articles about the Filipinos; Padre Sibyla, vice-rector of the University of Santo Tomas; Padre Camor-
ra, the parish priest of the town of Tiani; Don Custodio, a pro-Spanish Filipino holding a position in the
government; Padre Salvi, thin Franciscan friar and former cura of San Diego; Padre Irene, a kind friar who
was a friend of the Filipino students; Padre Florentino, a retired scholarly and patriotic Filipino priest;
Isagani, a poet-nephew of Padre Florentino and a lover of Paulita; and Basilio, son of Sisa and promising
medical student, whose medical education is financed by his patron, Capitan Tiago.

A man of wealth and mystery, Simoun is a very close friend and confidante of the Spanish governor gen-
eral. Because of his great influence in Malacañang, he was called the “Brown Cardinal” or the “Black Emi-
nence”. By using his wealth and political influence, he encourages corruption in the government, pro-
motes the oppression of the masses, and hastens the moral degradation of the country so that the people
may become desperate and fight. He smuggles arms into the country with the help of a rich Chinese mer-
chant, Quiroga, who aspires to be Chinese consul of Manila. His first attempt to begin the armed uprising
did not materialize because at the last hour he hears the sad news that Maria Clara died in the nunnery. In
his agonizing moment of bereavement, he did not give the signal for the outbreak of hostilities.

After a long time of illness brought about by the bitter loss of Maria Clara, Simoun perfects his plan to
overthrow the government. On the occasion of the wedding of Paulita Gomez and Juanito Pelaez, he gives
a wedding gift to them a beautiful lamp. Only he and his confidential associates, Basilio (Sisa’s son who
joined his revolutionary cause), know that when the wick of his lamp burns lower the nitroglycerine, hid-
den in its secret compartment, will explode, destroying the house where the wedding feast is going to be
held killing all the guests, including the governor general, the friars, and the government officials. Simul-
taneously, all the government buildings in Manila will be blown by Simoun’s followers.
 A Brief Summary of the El Filibusterismo Cont…..
As the wedding feast begins, the poet Isagani, who has been rejected by Paulita because of his
liberal ideas, is standing outside the house, sorrowfully watching the merriment inside. Basilio,
his friend, warns him to go away because the lightened lamp will soon explode. Upon hearing
the horrible secret of the lamp, Isagani realizes that his beloved Paulita is in grave danger. To
save her life, he rushes into the house, seizes the lightened lamp, and hurls it into the river,
where it explodes.
The revolutionary plot is thus discovered. Simoun is cornered by the soldiers, but he escapes.
Mortally wounded, and carrying his treasure chest, he seeks refuge in the home of Padre Floren-
tino by the sea. The Spanish authorities, however, learns of his presence in the house of Padre
Florentino. Lieutenant Perez of the Guardia Civil informs the priest by letter that he will come at
eight o’clock that night to arrest Simoun.
Simoun eludes arrest by taking poison. As he is dying, he confesses to Padre Florentino, reveal-
ing his true identity, his dastardly plan to use his wealth to avenge himself, and his sinister aim
to destroy his friends and enemies.
The confession of the dying Simoun is long and painful. It is already night when Padre Florenti-
no, wiping the sweat from his wrinkled brow, rises and begins to meditate. He consoles the dy-
ing man saying: “God will forgive you Señor Simoun. He knows that we are fallible. He has seen
that you have suffered, and in ordaining that the chastisement for your faults should come as
death from the very ones you have instigated to crime, we can see His infinite mercy. He has
frustrated your plans one by one, the best conceived, first by the death of Maria Clara, then by a
lack of preparation, then in some mysterious way. Let us bow to His will and render Him
thanks!” Watching Simoun die peacefully with a clear conscience and at peace with God, Padre
Florentino falls upon his knees and prays for the dead jeweler. The priest then takes the treasure
chest and throws it into the sea.
Question to Ponder On
1. Why do you think that Crisostomo Ibarra chose to change his identity to Simoun? How
does change in identity describe Rizal’s ideas about reform in the Philippines?
THROUGH
Activity A. Noli Me Tangere and El Filibusterismo
Instructions: Complete the Table of Comparison below by providing the most important parts of the Noli
Me Tangere and El Filibusterismo. In the second column of the table write the social realities/issues/
problems that are reflected in the important parts you identified. 20 points.

TITLE OF THE NOVEL 5 MOST IMPORTANT SOCIAL REALITIES/ISSUES/

EVENTS/ PARTS AS PROBLEMS REPRESENTED BY
INDICATED IN THE THESE EVENTS OR PARTS
SUMMARY

NOLI ME TANGERE

EL FILIBUSTERISMO
Activity B. The Indolence of the Filipinos
Instructions: Read the summary of Jose Rizal’s Essay, the Indolence of the Filipinos . Once you’ve read
and understood it. List 5 reasons why Jose Rizal said that the Filipinos were no longer motivated to work
under Spaniards.
SUMMARY OF THE INDOLENCE OF THE FILIPINOS
The Indolence of the Filipinos is a study of the causes why the people did not, as was said, work hard
during the Spanish regime. Rizal pointed out that long before the coming of the Spaniards, the Filipinos
were industrious and hardworking. The Spanish reign brought about a decline in economic activities be-
cause of certain causes:

First, the establishment of the Galleon Trade cut off all previous associations of the Philippines with
other countries in Asia and the Middle East. As a result, business was only conducted with Spain through
Mexico. Because of this, the small businesses and handicraft industries that flourished during the pre-
Spanish period gradually disappeared. Second, Spain also extinguished the natives’ love of work because
of the implementation of forced labor. Because of the wars between Spain and other countries in Europe
as well as the Muslims in Mindanao, the Filipinos were compelled to work in shipyards, roads, and other
public works, abandoning agriculture, industry, and commerce.

Third, Spain did not protect the people against foreign invaders and pirates. With no arms to de-
fend themselves, the natives were killed, their houses burned, and their lands destroyed. As a result of
this, the Filipinos were forced to become nomads, lost interest in cultivating their lands or in rebuilding
the industries that were shut down, and simply became submissive to the mercy of God. Fourth, there
was a crooked system of education, if it was to be considered an education. What was being taught in the
schools were repetitive prayers and other things that could not be used by the students to lead the country
to progress. There were no courses in Agriculture, Industry, etc., which were badly needed by
the Philippines during those times. Fifth, the Spanish rulers were a bad example to despise manual la-
bor. The officials reported to work at noon and left early, all the while doing nothing in line with their
duties. The women were seen constantly followed by servants who dressed them and fanned them – per-
sonal things which they ought to have done for themselves.

Sixth, gambling was established and widely propagated during those times. Almost everyday
there were cockfights, and during feast days, the government officials and friars were the first to engange
in all sorts of bets and gambles.

Seventh, there was a crooked system of religion. The friars taught the naïve Filipinos that it was
easier for a poor man to enter heaven, and so they preferred not to work and remain poor so that they
could easily enter heaven after they died.

Lastly, the taxes were extremely high, so much so that a huge portion of what they earned went to
the government or to the friars. When the object of their labor was removed and they were exploited, they
were reduced to inaction.

Rizal admitted that the Filipinos did not work so hard because they were wise enough to adjust
themselves to the warm, tropical climate. “An hour’s work under that burning sun, in the midst of perni-
cious influences springing from nature in activity, is equal to a day’s labor in a temperate climate.”
5 FACTORS THAT CONTRIBUTED TO THE INDO- EXPLAINATION WHY SUCH FACTOR CAUSES IN-
Activity C. To the Young Women of Malolos
Instructions: Read the summary of Jose Rizal’s Letter to the Women of Malolos and answer the follow-up
questions. 20 points.
TO THE WOMEN OF MALOLOS
“To the Women of Malolos” was originally written in Tagalog. Rizal penned this writing when he was in
London, in response to the request of Marcelo H. del Pilar. The salient points contained in this letter are
as follows:

1. The rejection of the spiritual authority of the friars – not all of the priests in the country that time
embodied the true spirit of Christ and His Church. Most of them were corrupted by worldly desires
and used worldly methods to effect change and force discipline among the people.

2. The defense of private judgment

3. Qualities Filipino mothers need to possess – as evidenced by this portion of his letter, Rizal is greatly
concerned of the welfare of the Filipino children and the homes they grow up in.

4. Duties and responsibilities of Filipino mothers to their children

5. Duties and responsibilities of a wife to her husband – Filipino women are known to be submissive,
tender, and loving. Rizal states in this portion of his letter how Filipino women ought to be as
wives, in order to preserve the identity of the race.
6. Counsel to young women on their choice of a lifetime partner

RIZAL’S MESSAGE TO FILIPINO WOMEN

Jose Rizal was greatly impressed by the fighting spirit that the young women of Malolos had shown. In
his letter, he expresses great joy and satisfaction over the battle they had fought. In this portion of Rizal’s
letter, it is obvious that his ultimate desire was for women to be offered the same opportunities as those
received by men in terms of education. During those days young girls were not sent to school because of
the universal notion that they would soon only be taken as wives and stay at home with the children. Ri-
zal, however, emphasizes on freedom of thought and the right to education, which must be granted to
both boys and girls alike.
THE RESPONSIBILITIES OF FILIPINO MOTHERS TO THEIR CHILDREN
Rizal stipulates a number of important points in this portion of his letter to the young women of
Malolos. The central idea here, however, is that whatever a mother shows to her children is what the chil-
dren will become also. If the mother is always kissing the hand of the friars in submission, then her chil-
dren will grow up to be sycophants and mindless fools who do nothing but do as they are told, even if the
very nature of the task would violate their rights as individuals.
 TO THE WOMEN OF MALOLOS CONT…..
QUALITIES MOTHERS HAVE TO POSSESS
A. Rizal enumerates the qualities Filipino mothers have to possess:

B. Be a noble wife.

C. Rear her children in the service of the state – here Rizal gives reference to the women of Sparta who
embody this quality

D. Set standards of behavior for men around her.

RIZAL’S ADVICE TO UNMARRIED MEN AND WOMEN

Jose Rizal points out to unmarried women that they should not be easily taken by appearances and looks,
because these can be very deceiving. Instead, they should take heed of men’s firmness of character and
lofty ideas. Rizal further adds that there are three things that a young woman must look for a man she
intends to be her husband:

A. A noble and honored name

B. A manly heart

C. A high spirit incapable of being satisfied with engendering slaves.

D. Although there is nothing negative about working hard for the welfare of the family, there must al-
ways be balance in the way people go through life. Failure in the home cannot be compensated for
by any amount of wealth or fame.
Follow-up Questions

1. Why do you think that Jose Rizal wanted the women of Malolos and ultimately every woman in
the Philippines to possess the values and skills he stated in his essay?
2. Do you believe that women in the Philippines especially in the current times have been
empowered enough to become the women that Rizal described in his essay? Why or Why not?

3. Are there still issues that women in the Philippines experience today that is still true to the issues
con- fronting women in Rizal’s time? Explain your stand.

4. What must still be done so that women in the Philippines will live a much better quality of life?
BEYOND
Instructions: Write a reflection essay about the social issues in your community, explain in your own
standpoint why these issues continue to persist/exist and how can these issues be resolved. (30 points)
 PART III. JOSE RIZAL THE MAN OF
PROJECT

WELCOME STATEMENT
Welcome to the final part of this Instructional Material. In this section you will be learning about the
achievements of Jose Rizal in Dapitan. Despite being in exile, Jose Rizal managed to become a man of project
and contributed greatly in order to make Dapitan a better place to live in especially for the na- tive populace.
I hope that you will be able to complete this material with the necessary learnings that you need to not only
appreciate Jose Rizal but also the sacrifice and contributions of every national he- ro we have in our history.
May you develop into men and women of solutions and at the same time promoters of equity among all men.
Keep Safe and God Bless!

COURSE OUTCOME
 Recognize the value of differing narratives and interpretation of Rizal’s life and
work.

SPECIFIC LEARNING OUTCOMES

 Create an infographics on the achievements of Jose Rizal in Dapitan and the
qual- ities he possess which enabled him to become a Man of Project.

THE TOPICS IN THIS MATERIAL

 Rizal in Dapitan
 Rizal’s Achievements in Dapitan

INTO
JOSE RIZAL IN DAPITAN
• DAPITAN IS PLACE NEAR DIPOLOG CITY IN ZAMBOAN-
GA DEL NORTE IN MINDANAO

• THE NAME DAPIT IS SAID TO BE DERIVED FROM

THE WORD “DAPIT” IN BISAYA WHICH MEANS A
PLACE OR “(DAPIT’)” WHICH MEANS TO INVITE.

• IN RIZAL’S ACCOUNT AND RESEARCH A CERTAIN

LAGUBAYAN INVITED (DAPIT’) 800 FAMILIES TO
PLACE WHICH IS NOW KNOWN AS DAPITAN.

 ON JUNE 26 1892 RIZAL WAS ON HIS WAY

BACK HOME FROM ABROAD (SECOND
HOMECOMING)

 HE ESTABLISHED THE LA LIGA FILIPINA ON

JULY 3, 1892 IN THE HOUSE OF DOROTEO
ONGJUNCO IN TONDO MANILA

 JULY 6, 1892; RIZAL WAS ARRESTED AS THE

SPANISH AUTHORITIES CONSIDERED THE
LIGA AS A DANGEROUS ORGANIZATION

 JULY 17, 1892 RIZAL ARRIVED IN DAPITAN.

GOVERNOR GENERAL EULOGIO DESPUJOL
AND FR. PABLO PASTELLS WERE THE ONES
WHO DECIDED ON RIZAL’S PLACE OF
EXILE.
 RIZAL’S ACHIEVEMENTS IN DAPITAN

AS A DOCTOR
–RIZAL WAS FAMOUS PHYSICIAN AND OPHTHALOMOL-
OGIST AND OFFERED FREE MEDICAL SERVICES (IN GRA-
TIS) FOR THE POOR.
–RIZAL MANAGED TO SOLVE THE MALARIA EPIDEMIC
BY DRAINING THE SWAMPS IN DAPITAN THAT BECAME
HOME OF THE MOSQUITOS THAT CAUSED THE DIS- EASE.

AS AN INVENTOR
–RIZAL INVENTED A PROTOTYPE OF A CIGARETTE
LIGHTER CALLED SULPUKAN
–INVENTED A BRICK MAKING MACHINE THAT HE SAID
IS CAPABLE OF PRODUCING 6000 BRICKS

AS A SCIENTIST
–RIZAL WAS ABLE TO DISCOVER THREE UNIQUE SPE-
CIES IN DAPITAN (DRACO RIZALI, APOGONIA RIZALI,
AND RHACOPHORUS RIZALI)

–HE ALSO CONDUCTED STUDIES IN ANTHROPOLOGY, ETHNOGRAPHY, GEOGRA-

PHY, ARCHEOLOGY, AND GEOLOGY

AS A LINGUIST
–RIZAL WAS SAID TO HAVE THE CAPACITY TO SPEAK IN OVER 22 LANGUAGES
WHICH INCLUDED GREEK, LATIN, GERMAN, FRENCH, SPANISH, ENGLISH, ARABIC,
HEBREW, DUTCH, SWEDISH, PORTUGUESE, JAPANESE, CHINESE, RUSSIAN, SAN-
SKRIT, TAGALOG, ILOKANO, BISAYA, AND SUBAN-UN.
 RIZAL AS AN ENGINEER
–RIZAL DEVELOPED A WATER SYSTEM BASED ON AN
ARTESIAN WELL WHICH IS STILL USED IN DAPITAN UP
TO THIS DAY
–HE ALSO INTRODUCED A LIGHTING SYSTEM USING
CRUDE COCONUT OIL LAMPS

RIZAL AS A FARMER
–ON SEPTEMBER 21, 1892 RIZAL WON THE LOTTERY
WITH TWO OTHER PERSONS (FRANCISCO EQUILIOR
AND RICARDO CARNECIRO)
–THE LOTTERY TICKET NUMBER WAS 9736WHICH
WON 20,000 PESOS AND RIZAL’S SHARE WAS 6,200 PE-
SOS
–HE USED THE REST OF HIS MONEY TO BUY 16 HEC-
TARES OF LAND IN TALISAY WHERE HE PLANTED
MANGOES, GUAVAS, LANZONES, SANTOL, DURIAN,
CACAO, COFFEE, SUGARCANE, CORN AND COCO-
NUTS.

AS A BUSINESSMAN
–RIZAL CREATED A FARMERS COOPERATIVE SO
HE CAN LEND MONEY TO THE LOCAL FARMERS
TO HINDER CHINESE MONOPOLY
–HE ESTABLISHED A HEMP BUSINESS IN DAPI-
TAN (PRODUCTION OF ABACCA FIBERS)

RIZAL AS A TEACHER
–RIZAL TAUGHT THE YOUNG BOYS IN DAPITAN,
ESPECIALLY THE SONS OF THE LOCAL FARMERS
HE HELPS.
–HIS SERVICES WERE FOR FREE AND THE STU-
DENTS WERE ONLY MEANT TO HELP HIM IN THE
FARM
 RIZAL AS A WRITER
–WHILE IN DAPITAN RIZAL HAD THE CHANCE TO
WRITE ABOUT THINGS IN HIS LIFE THAT WAS NOT
PART OF HIS AIMS FOR REFORM.
–HE WROTE POEMS LIKE MI RETIRO (MY RETREAT)
UPON THE REQUEST OF HIS MOTHER
–HE ALSO WROTE JOSEPHINE, JOSEPHINE; HYMNO
AL TRABAJO (HYMN TO LABOR), HYMNO AL TALI-
SAY (HYMN TO THE TALISAY TREE) AND THE SONG
OF A TRAVELER WHICH WAS MEANT TO TALK
ABOUT HIS JOURNEY AS A MILITARY DOCTOR.
–HE ALSO STARTED WRITING THE THIRD INSTALL-
MENT OF HIS NOVEL WHICH WAS NEVER FINISHED;
THE POSSIBLE TITLE WAS “MAKAMISA”.

Question to Ponder On:

 What kind of societal projects does your community need in order to be a better place of liv-
ing not only for you but for everyone? Cite 5 community projects and explain why these are
needed.
THROUGH
Activity: Info graphics
Instructions: On the space below, draw a simple info graphics about the achievements of Rizal in Dapitan
and the qualities and characteristics that he possess which makes him a man of Project. Your output will
be rated using the rubric below.

MAKE YOUR INFOGRAPHICS BELOW

BEYOND
What do you think are the things you’ll do so that you will be a man/woman of Project like Jose
Rizal? Cite 5 Specific plans that you will pursue and how you’ll achieve each plan.
APPENDIX
REQUIRED READINGS ON THE
RETRACTION OF RIZAL
 References
Joaquin, Nick. (2005). Why was the Rizal hero a creole? In A question of heroes, 65-76.
Mandaluyong City: Anvil. http://withonespast.com/2010/10/12/why-was-the-rizal-hero-a-creole/

Lahiri, Smitha. (1999). Writer, hero, myth and spirit: The changing image of Jose Rizal. SEAP
Bulletin. Fall bulletin. Southeast Asia Program, Cornell University.
http://seasite.niu.edu/Tagalog/Modules/ Modules/PhilippineReligions/article_rizal.htm

Lamarque, Peter. (2006). The intentional fallacy In Literary theory and criticism, ed. Patricia Waugh, 177-
188. Oxford: Oxford University Press. https://books.google.com.ph/books?
id=7LXMA_7Ko9YC&pg=PA177&lpg=PA177&dq=The+intentional+fallacy.+In+Literary+theory+and+c
riticism+Peter+Lamarque&source=bl&ots=fdMaMGnHcY&sig=ACfU3U3Xcoo5pybrlmle3oRBN89wlwP
Ruw&hl=en&sa=X&ved=2ahUKEwjqibulnKbqAhXi-
GEKHbSqBAIQ6AEwBnoECAoQAQ#v=onepage&q=The%20intentional%20fallacy.%20In%20Literary%
20theory%20and%20criticism%20Peter%20Lamarque&f=false.

Rizal, José (1890). The Indolence of the Filipinos. http://www.gutenberg.org/ebooks/6885

Sichrovsky, Harry (1938). Annotations of Morga’s Sucessos de Las Islas de Filipinas. https://
www.univie.ac.at/Voelkerkunde/apsis/aufi/rizal/har-morg.html.

Websites:

https://www.tagaloglang.com/noli-me-tangere-english-summary/#:~:text=Juan%20Crisostomo%
20Ibarra%20is%20a, Franciscan%20friar%20named%20Padre%20Damaso.

https://www.tagaloglang.com/el-filibusterismo-english-summary/

http://thelifeandworksofrizal.blogspot.com/2011/08/to-young-women-of-malolos-summary-and.html

http://thelifeandworksofrizal.blogspot.com/2011/08/indolence-of-filipinos-summary-and.html