GEM 1 The Life and Works of Rizal PRMSU Module

GEM 1– LIFE AND WORKS OF RIZAL
This is a property of
PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY
NOT FOR SALE
GEM – Life and Works of Rizal
First Edition, 2021
Copyright. Republic Act 8293 Section 176 provides that “No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials included in this module are owned by their respective copyright holders. Every
effort has been exerted to reach and seek permission to use these materials from their respective
copyright owners. The University and authors do not claim ownership over them.
Learning Module Development Team
Assigned Chapter/Lesson Title Title

Chapter 1 Republic Act 1425 Dane Rochelle D. Nalicat
Mae Joyce R. Velarde
19th t Century in the Dane Rochelle D. Nalicat
Chapter 2 Philippines – Rizal’s Context Mae Joyce R. Velarde
Chapter3 Rizal’s Life: Family, Childhood Garry Navarro

and Early Education Dane Rochelle D. Nalicat
Chapter 4 Rizal’s Life: Higher Education Garry Navarro
and Life Abroad Dane Rochelle D. Nalicat
Chapter 5 Rizal’s Life: Exile, Trial and Melvin Limbag
Death Mae Joyce R. Velarde
Chapter 6 Annotation of Antonio Morga’s Melvin Limbag
Sucesos de las Islas Filipinas Mae Joyce R. Velarde
Chapter 7 Noli me Tangere and El Mae Joyce R. Velarde
Filibusterismo Dane Rochelle D. Nalicat
Chapter 8 The Philippines: A Century Mae Joyce R. Velarde
Hence Dane Rochelle D. Nalicat
Chapter 9 Jose Rizal and Philippine Vivian Ecunar
Nationalism – National Mae Joyce R. Velarde
Symbol Dane Rochelle D. Nalicat
Chapter 10 Jose Rizal and Philippine Vivian Ecunar
Nationalism – Bayani and Mae Joyce R. Velarde
Kabayanihan Dane Rochelle D. Nalicat
2
Course Overview
Introduction
As mandated by Republic Act 1425, this course covers the life and works of the country’s
national hero, Jose Rizal. Among the topics covered the socio-political situation of the Philippines
during his time and its implication to our present time. (CMO No. 20 s. 2013)
Course General Objectives

By the end of the course, the students will be able to:
1. Discuss Jose Rizal’s life within the context of 21st century Philippines;
2. Analyze Rizal’s literary works, particularly the novels Noli Me Tangere and El
Filibusterismo;
3. Organize Rizal’s ideas into various themes;
4. Appreciate the value of education and patriotism;
5. Interpret the values that can be derived from studying Rizal’s life and works;
6. Display an appreciation for education and love of country.
(CMO No. 20 s. 2013)
Course Details:
Course Code: GEM 1

Course Title: The Life and Works of Rizal
No. of Units: 3
Classification Lecture-based
Pre-requisite / Co-Requisite: None
Semester and Academic Year: 1st Semester 2021-2022
Schedule:
Name of Faculty:
Contact Details
Email:
Mobile Number:
Viber:
FB Account:
Consultation
Day: Not yet available
Time: Not yet available
3
Learning Management System

The University LMS will be used for asynchronous learning and assessment. The link and class code
for LMS will be provided at the start of class through the class’ official Facebook Group.
 Edmodo
 Google Classroom
 University LMS
Assessment with Rubrics

Students will be assessed in a regular basis thru quizzes, long/unit/chapter tests, individual/group
outputs using synchronous and/or asynchronous modalities or submission of SLM exercises. Rubrics
are also provided for evaluation of individual/group outputs.
Major examinations will be given as scheduled. The scope and coverage of the examination will be
based on the lessons/topics as plotted in the course syllabus.
0323
4
Module Overview
Introduction
This module provides a discussion on the historical context and contents of the Rizal Law and
examines the social, political, and economic conditions in the Philippines in the 19thcentury.
Studying the historical context of the Rizal Law allows us to better understand the contents, rationale,
and importance of the law. Similarly, studying the 19thcentury is helpful in studying the life, works
and ideas of Dr, Jose Rizal because this puts him in the appropriate context.
In this module, the authors have chosen historical sources and texts culled from certain historical
phases of our life as a people and as a nation – from Spanish colonial era and the contemporary
present.
5
Table of Contents
Page
Chapter 1: Republic Act 1425 (Rizal Law) 6
Chapter 2: 19th Century Philippines as Rizal’s Context 18
Chapter 3: Rizal’s Life: Family, Childhood and Early 36
Education
Chapter 4: Rizal’s Life: Higher Education and life Abroad 55
Chapter 5: Rizal’s Life: Exile, Trial and Death 93
Chapter 6: Rizal’s Annotation on Antonio Morga’s Succesos 111
de las Islas Filipinas
Chapter 7: Noli me Tangere 119

Chapter 8: El Filibusterismo 135
Chapter 9: The Philippines: A Century Hence 147
Chapter 10: Jose Rizal and Philippine Nationalism – Bayani and 160
Kabayanihan
6
The Life and Works of Rizal
Chapter 1
Republic Act 1425

7
Chapter 1
Republic Act 1425
Introduction
This module discusses the mandatory teaching of Jose Rizal’s life with the emphasis on his
landmark novels in inscribed legislation. Republic Act No. 1425, more popularly known as Rizal
Law, was passed 1956 leaving a colorful narrative of debate and contestation.
As an introduction to the life and works of Rizal. In this module 1 entitled “Introduction to
Rizal Law, you will study RA 1425 within its context, look into the major issues and debates
surrounding the bill and its passage into law and reflect on the impact and relevance of this legislation
across history and the present time.
In the course of the discussion, the process of how a bill becomes a law in the Philippines will
be tackled so you will have an idea regarding the country’s legislative process.
Specific Objectives
- Explain the history of the Rizal Law and its important provisions
- Critically assess the effectiveness of the Rizal Course
Sample:
At the end of the lesson, the students should be able to:
- Understand the policy, guidelines, and requirements of the course

- Appreciate the content of the course
- Explain the history of the Rizal Law and its important provisions
- Critically assess the effectiveness of Rizal Course
Duration
Chapter 1: Republic Act 1425 = 3 hours

(2 hours discussion; 1 hours
assessment)
8
Lesson 1: Background and Content of Republic

Act No. 1425, S.1956
The postwar period saw a Philippines rife with challenges and problems. With a country torn
and tired from the stresses of World War II, getting up on their feet was a paramount concern of the
people and the government.
As the Philippines grappled with various challenges, particularly the call for nation-building,
prominent individuals who championed nationalism came to action. They pursued government
measures to instill patriotism and love for country in the hearts and minds of the Filipinos. These
people drew inspiration from Philippine experience of the revolution for independence against Spain
and from the heroes of that important period in the country’s history.
One measure sought was the passage of the Republic Act No. 1425 or the Rizal Law, which
was primarily set to address “a need for re-dedication to the ideals of freedom and nationalism for
which our heroes lived and died.” The passage of the law was met with fierce opposition in both the
Senate and the House of Representatives.
I. FROM THE RIZAL BILL TO THE RIZAL LAW
On April 3, 1956, Senate Bill No.438 was filed by the Senate Committee on Education. On
April 17, 1956, then Senate Committee on Education Chair Jose P. Laurel sponsored the bill and
began delivering speeches for the proposed legislation. Soon after, the bill became controversial as
the powerful Catholic Church began to express opposition against its passage. As the influence of
the Church was felt with members of the Senate voicing their opposition to the bill, its main author,
Claro M. Recto, and his allies in the Senate entered into a fierce battle arguing for the passage of SB
438. Debates started on April 23, 1956.
The debates on the Rizal Bill also ensured in the House of Representatives. House Bill
No.5561, an identical version of SB 438, was filed by Representative Jacobo Z. Gonzales on April
19, 1956. The House Committee on Education approved the bill without amendments on May 2,
1956 and the debates commenced on May 9, 1956. A major point of the debates was whether the
compulsory reading of the texts Noli Me Tangere and El Filibusterismo appropriated in the bill was
constitutional. The call to read the unexpurgated version was also challenged.
As the country was soon engaged in the debate, it seems that an impasse was reached. To
move the procedure to the next step, Senator Jose P. Laurel proposed amendments to the bill on May
9, 1956. In particular, he removed the compulsory reading of Rizal’s novels and added that Rizal’s
other works must also be included in the subject. He, however, remained adamant in his stand that
the unexpurgated versions of the novels be read. On May 14, 1956, similar amendments were
adopted to the House version.
The amended version of the bills was also subjected to scrutiny but seemed more palatable
to the members of Congress. The passage, however, was almost hijacked by technicality since the
House of Representatives was about to adjourn in a few days and President Ramon Magsaysay did
not certify the bills as priority. The allies in the House skillfully avoided the insertion of any other
9
amendments to prevent the need to reprint new copies (which would take time). They also asked the
Bureau of Printing to use the same templates for the Senate version in printing the House version.
Tus, on May 17, 1956, the Senate and House versions were approved.
The approved versions were then transmitted to Malacañang and June 12, 1956, President
Magsaysay signed the bill into law which became Republic Act No. 1425. After the bill was enacted
into law, there were no recorded instances of students applying for exemption from reading the
novels, and there was no known procedure for such exemptions. In 1994, President Fidel V. Ramos
ordered the Department of Education, Culture and Sports to fully implement the law as there had
been reports that it has still not been fully implemented.
II. REPUBLIC ACT NO. 1425
AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE

SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND
WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND
EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION
THEREOF, AND FOR OTHER PURPOSES
WHEREAS, today, more than any other period of our history, there is a need for a re-
dedication to the ideals of freedom and nationalism for which our heroes lived and died;
WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose
Rizal, we remember with special fondness and devotion their lives and works that have shaped the
national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds
of the youth, especially during their formative and decisive years in school, should be suffused;
WHEREAS, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral character, personal discipline,
civic conscience and to teach the duties of citizenship; Now, therefore,
SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel
Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and
universities, public or private: Provided, that in the collegiate courses, the original or unexpurgated
editions of the Noli Me Tangere and El Filibusterismo or their English translation shall be used as
basic texts.
The Board of National Education is hereby authorized and directed to adopt forthwith
measures to implement and carry out the provisions of this Section, including the writing and printing
of appropriate primers, readers and textbooks. The Board shall, within sixty (60) days from the
effectivity of this Act, promulgate rules and regulations, including those of a disciplinary nature, to
carry out and enforce the provisions of this Act. The Board shall promulgate rules and regulations
providing for the exemption of students for reasons of religious belief stated in a sworn written
statement, from the requirement of the provision contained in the second part of the first paragraph
of this section; but not from taking the course provided for in the first part of said paragraph. Said
rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette.
10
SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their
libraries an adequate number of copies of the original and unexpurgated editions of the Noli Me
Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. The said
unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English
as well as other writings of Rizal shall be included in the list of approved books for required reading
in all public or private schools, colleges and universities.
The Board of National Education shall determine the adequacy of the number of books,
depending upon the enrollment of the school, college or university.
SECTION 3. The Board of National Education shall cause the translation of the Noli Me
Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the
principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause them to
be distributed, free of charge, to persons desiring to read them, through the Purok organizations and
Barrio Councils throughout the country.
SECTION 4. Nothing in this Act shall be construed as amendment or repealing section nine
hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines
by public school teachers and other person engaged in any public school.
SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be
appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the
purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
Approved: June 12, 1956
Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.
A. HIGHLIGHTS OF THE RIZAL LAW (R.A. NO. 1425)
One of the important legislations to boost Filipino nationalism is the Rizal Law of Republic Act No.
1425 which highlights the following:
1. The study of Rizal’s Life, Works and Writings can support and foster the cause of nationalism
for Filipinos especially the youths;
2. The inclusion of the works of Rizal in the College Curriculum particularly the study of his
novels – Noli Me Tangere and El Filibusterismo are necessary to have a better understanding
of 19th century Philippines.
3. The inclusion also of other works of Rizal such as his letters, paintings, travels can promote
the cause of nationalism;
4. Funding of the law in order to give supplemental copies of the novels to public libraries; and
5. The implementation of the law. Although this law is not declaring that Rizal is a national
hero, it can be a positive step towards enshrining him and other national heroes of the country.
B. ANALYSIS ON RIZAL LAW

Students often wonder why they have to study Rizal course. What is its relevance to their course
or their field of expertise? There are several answers to this questions:
1. The adoption and implementation of R.A. No. 1425 which clearly states that the study of Jose
Rizal’s Life Works and Writings must be taught in all public and private Schools, Colleges
and Universities;
11
2. The study of Rizal’s work particularly his two important novels Noli Me Tangere and El
Filibusterismo and other works (poems, diaries, essays) as well as their translations in
Filipino and English should be implemented and funded by the government as provided for
in the law;
3. The law also mandates the study of Rizal’s Life, works and writings in the secondary levels
specially the Noli Me Tangere on the 3rd year level and El Filibusterismo in 4th year level.
This forms part of the Filipino curriculum where the medium of instruction is Filipino;
4. The Rizal Course offers a wide range of thoughts on how Rizal and other heroes (Marcelo H.
Del Pilar, Andres Bonifacio and Apolinario Mabini and others) fought for freedom for the
sake of the country’s survival against the “evil imperialism” of foreign invaders.
C. RIZAL LAW AND THE K-12 LAW
The study of Rizal is still part of the K-12 Law and the new General Education Curriculum
in the sense that Rizal course is mandatory to college students with a view to develop their historical
thinking and national awareness. The study of Rizal may also give reflections on the events of the
past that formed part of Philippine History and to awaken the minds of the modern Filipinos who are
popularly called “millennials”.
References/Additional Resources/Readings
De Viana, A.V., Cabrera, F.C., Samala, E.P., De Vera, M.M., & Atutubo, J.C. (2018). Jose Rizal:
Social Reformer and Patriot. Rex Book Store, Inc.
Zaide, G.F. & Zaide, S.M. (2008). Jose Rizal: life, works and writings of a genius writer, scientist
and national hero. All-Nations Publishing Co., Inc.
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/
12
Activity Sheet
Name: __________________Course/Year/Section: ___________ Score: _________
ACTIVITY 1
A. IDENTIFICATION.
Direction: Read the statement and write the correct answer in the space provided.
________________1. Who is the Author of Rizal Law?
________________2. The date wherein Rizal Law was approved.
________________3. Rizal Law or Republic Act No.____________
________________4. Who was the President of the Philippines when the Rizal Law was passed?
________________6. Who is the Sponsor of the Rizal Bill?
________________7. Who were those on the higher hierarchy disagreed the compulsory reading of
the works and writings of Rizal?
________________8. Where should the Rizal Course be mandated?
________________9. Who is the Philippine National Hero?
________________10. The study of Rizal’s Life, Works and Writings can support and foster the
cause of nationalism for Filipinos especially the ________.
B. Essay.
Directions: According to what you have learned from the previous discussion, answer the
following question. Write your answer on the space provided below.
1. What is the importance of studying Rizal?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
13
2. What relevance does Rizal have in college education?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. Why Jose Rizal is considered foremost National Hero and not Andres Bonifacio nor Emilio
Aguinaldo?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Explain the significance of the passage of R.A. 1425 which is known as the Rizal law.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. If you are one of the senators, will you support or oppose the. Why or why not?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
6. Do you think the debates on the Rizal Law have some resonance up to the present? If yes,
in what way? If no, why?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
7. What is the effect of the liberalism and democracy to the political changes in the
Philippines during the Spanish time?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
14
Assessment
ASSESSMENT 1
Direction. This activity encompasses a comprehensive view of Republic Act 1425. Answer the
needed information in the diagram.
REPUBLIC ACT 1425
BRIEF HISTORY WHAT ARE THE DO YOU THINK

OF RA 1425 CONTROVERSI RA 1425 IS
ES ON THE EFFECTIVELIY
PASSAGE OF RA IMPLEMENTED?
1425? WHY OR WHY
NOT?
15
Assessment
ASSESSMENT 2
Direction. This activity encompasses a comprehensive view of Republic Act 1425. Answer the
needed information in the diagram.
Direction: Indicate the things you have learned in the lesson (knowledge); the things that you have
realized and appreciated (values) and the things that you discovered and wanted to do more (skills).
Things I have learned Things I have realized and Things I’ll do as an

(Knowledge) appreciated (Values) appreciation from this
lesson (Skills)
16
Direction: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide
when writing your essay and check it again before you submit your essay.
Traits 4 3 2 1
There is one There is one There is one The topic and
clear, well clear, well topic. Main ideas main ideas are
focused topic. focused topic. are somewhat not clear.
Focus and Main ideas are Main ideas are clear.
Details clear and are clear but are not
well supported well supported
by detailed and by detailed
accurate information.
information
The The introduction The introduction There is no clear
Introduction is states the main states the main introduction,
inviting states topic and provide topic. A structure or
the main topic, an overview of conclusion is conclusion.
Organization and provides the paper. A included.
an overview of conclusion is
the paper. included
Information is
relevant and
presented in a
logical order.
The conclusion
is strong.
All sentences Most sentences Most sentences Sentence’s
are well are well are well sound awkward,
Sentences, constructed constructed and construct, but are distractingly
Structure, and have have varied they have a repetitive, or are
Grammar, varied structure
structure and similar structure difficult to
Mechanics and and length. The
length. The and length. The understand. The
Spelling author makes author makes a author makes author makes
no errors in few errors in several errors in numerous errors
grammar, grammar, grammar, in grammar,
mechanics andmechanics, and mechanics, and mechanics and
spelling. spelling, but they spelling that spelling that
do not interfere interfere with interfere with
with understanding understanding
understanding.
https://www.scribd.com/document/370752095/Essay-Rubric
17
Feedback Form
Name of Student: ___________________________________________________
Program : ___________________________________________________
Year Level : ___________ Section: ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
Learning Module : Number: _________ Title : ______________________
How do you feel about the topic or concept presented?
□I completely get it. □ I’m struggling.
□I’ve almost got it. □ I’m lost.
In what particular portion of this learning packet, you feel that you are struggling or lost?
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________
Did you raise your concern to you instructor? □ Yes □ No
If Yes, what did he/she do to help you?
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________
If No, state your reason?
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________
To further improve this learning packet, what part do you think should be enhanced?
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________
How do you want it to be enhanced?

_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the subject teacher
(within the 1st week of the class).
18
The Life and Works of Rizal
Chapter 2
19th Century Philippines as Rizal’s

Context
19
Chapter 2
19th Century Philippines as Rizal’s Context
Introduction
The module 2 entitled “19 th

Century Philippines as Rizal’s Context” will help the students
to understand Rizal’s life within the larger context of the nineteenth century. It focused on the
economic, social, and political development in the century that shaped the world in which Rizal lived.
The Philippines, being part of the wider Spanish empire, underwent changes when the
Spanish Crown also had a dynastic shift in the eighteenth century. With this came the Bourbon
Reforms that brought new policies of economic reorientation for the colonies. With the development
of the cash crop economy and the opening of Manila and other cities to world trade, the economy
boomed in the nineteenth century.
This development in the economy also had a profound impact on the social and political
landscapes. The new economy resulted in changes in policies about education. And the nineteenth
century saw the ascendance of the Chinese Mestizos that would assert their relevance in society.
Specific Objectives
- Explain the circumstances of Jose Rizal in the context of the nineteenth century
- Understand Jose Rizal in the context of his times.
Duration
Chapter 2: 19th Century Philippines as Rizal’s Context = 3 hours

(2 hours discussion; 1 hour
assessment)
20
19th Century Philippines as Rizal’s Context

 Philippine era was the era of challenges and responses.
 It is the period of major changes that affect man and society.
 Age of enlightenment
I. ECONOMIC DEVELOPMENT
A. End of Galleon Trade
The Galleon trade (Kalakalang Galyon) is also known in New Spain as “La Nao de la China”
(The China Ship) because it carried largely Chinese goods, shipped from Manila.
When the Spaniards came to the Philippines, our ancestor were always trading with China, Japan,
Siam, India, Cambodia, Borneo and the Mollucas. The Spanish Government continued trade relations
with these countries, and Manila became the center of commerce in the East. The Spaniards closed
the ports of manila to all countries except Mexico. Thus, the Manila-Acapulco Trade, better known
as the “Galleon Trade” was born.
The Galleon Trade was a government monopoly. Only two galleons were used: One sailed
from Acapulco to Manila with some 500,000 pesos worth of goods, spending 120 days at sea; other
sailed from manila to Acapulco with some 250,000 pesos worth of goods spending 90 days at sea.
The Spanish trading ships which for two and a half centuries linked the Philippines with
Mexico across the Pacific Ocean lasted from 1565 to 1815.
B. Opening of Suez Canal
Opening of the Suez Canal in 1869 relatively became an easy passage between Spain and the
Philippines for Spanish trading. The Suez Canal connecting the Mediterranean and the Red seas is
inaugurated in an elaborate ceremony attended by French Empress Eugenie, wife of Napoleon III.
In 1854, Ferdinand de Lesseps, the former French consul to Cairo, secured an agreement with
the Ottoman governor of Egypt to build a canal 100 miles across the Isthmus of Suez. An
international team of engineers drew up a construction plan, and in 1856 the Suez Canal for 99 years
after completion of the work. Construction began in April 1859, and at first digging was done by
hand with picks and shovels wielded by forced laborers. Later, European workers with dredgers and
steam shovels arrived. Labor disputes and a cholera epidemic slowed construction, and the Suez
Canal was not completed until 1869-four years behind schedule. On November 17, 1869, the Suez
Canal was opened to a canal across the Isthmus of Panama. When it opened, the Suez Canal was
only 25 feet deep, 72 feet wide at the bottom, and 200 to 300 feet wide at the surface. Consequently,
fewer than 500 ships navigated it in its first full year of operation. Major improvements began in
1876, however, and the canal soon grew into the one of the world’s most heavily traveled shipping
lanes.
21
C. Opening of Ports to World Trade
The growing numbers of foreign merchants in Manila spurred the integration of the
Philippines into an international commercial system linking industrialized Europe and North
America with sources of raw materials and markets in the Americas and Asia. In principle, non-
Spanish Europeans were not allowed to reside in Manila or elsewhere in the islands, but in fact
British, American, French, and other foreign merchants circumvented this prohibition by flying the
flags of Asian states or conniving with local officials. In 1834 the crown abolished the Royal
Company of the Philippines and formally recognized free trade, opening the port of Manila to
unrestricted foreign commerce.
By 1856 there were thirteen foreign trading firms in Manila, of which seven were British and
two Americans; between 1855 and 1873 the Spanish opened new ports to foreign trade, including
Panay, Zamboanga in the western portion of Mindanao, Cebu on Cebu, and Legaspi in the Bicol area
of southern Luzon. The growing prominence of steam over sail navigation and the opening of the
Suez Canal in 1869 contributed to spectacular increases in the volume of trade.
D. The Rise of the Export Crop Economy
In 1851 exports and imports totaled some US$8.2 million; ten years later, they had risen to
US$18.9 million and by 1870 were US$53.3 million. Exports alone grew by US$20 million between
1861 and 1870. British and United States merchants dominated Philippine commerce, the former in
an especially favored position because of their bases in Singapore, Hong Kong, and the island
Borneo.
By the late nineteenth century, three crops-tobacco, abaca, and sugar-dominated Philippine
exports. The government monopoly on tobacco had been abolished in 1880, but Philippine cigars
maintained their high reputation, popular throughout Victorian parlors in Britain, the European
continent, and North America. Because of the growth of the worldwide shipping, Philippine abaca,
which was considered the best material for ropes and cordage, grew in importance and after 1850
alternated with sugar as the islands’ most important export. Americans dominated the abaca trade;
raw material was made into rope, first at plants in New England and then in the Philippines. Principal
regions for the growing of abaca were the Bicol areas of southeastern Luzon and the eastern portions
of the Visayan Islands.
Sugarcane had been produced and refined using crude methods at least as early as the
beginning of the eighteenth century. The opening of the port of Iloilo in Panay in 1855 and the
encouragement of the British vice consul in that town, Nicholas Loney (described by a modern writer
as “a one-man whirlwind of entrepreneurial and technical innovation”), led to the development of
the previously unsettled island of Negros as the center of the Philippine sugar industry, exporting its
product to Britain and Australia. Loney arranged liberal credit terms for the local landlords to invest
in the new crop, encouraged the migration of labor from the neighboring and overpopulated island
of Panay, and introduced stream-driven sugar refineries that replaced the traditional method of
producing low-grade sugar in loaves. The population of Negros tripled. Local “sugar-barons” --- the
22
owners of the sugar plantations—became a potent political and economic force by the end of the
nineteenth century.
E. The Rise of the Monopolies
On March 1, 1782, Spanish governor general Jose V. Basco established the tobacco
monopoly as his economic program. Thus, the tobacco production in the Philippines was under his
total control. The provinces of Cagayan Valley, Ilocos Provinces, Nueva Ecija, and Marinduque were
ordered to plant tobacco. Only the government was allowed to buy the tobaccos. These tobaccos
were then bought to Manila to be made into cigar or cigarettes.
Why did Basco created the Tobacco Monopoly?
Expenses incurred in running the colony were usually paid for by a yearly subsidy called real
situado sent from the Philippines’ sister colony, Mexico. This was, however, insufficient. The Royal
fiscal, Francisco Leandro de Vianna, was prompted to devise a plan to be able to a raise revenue on
its own.
II. SOCIAL DEVELOPMENT
A. The Education System
A key factor in the emergence of nationalism in the late nineteenth century was the cultural
development consequent on the rapid spread of education from about 1861.
One of the major influences on the educational development of the nineteenth century was the return
of the Jesuits. Expelled from the Philippines and the rest of the Spanish empire in 1768, they finally
returned in 1859 to take charge of the evangelization of Mindanao. Having escaped, because of their
expulsion, from the general decline that in the early part of the nineteenth century affected the
Philippine church and the system of education that depended on it, they returned with ideas and
methods new to the Philippine educational system. Asked by the Ayuntamiento to take over the
municipal primary school in 1859 that became Escuela Municipal, later renamed Ateneo Municipal
de Manila in 1865, now Ateneo de Manila University and opened it to the Filipino students as well
as the Spaniards for whom it had been founded. by 1865, Ateneo Municipal. had been transformed
into a secondary school that offered a level of instruction beyond the official requirements and more
approximated today's college than high school. Aside from Latin and Spanish, Greek, French, and
English were studied. Rizal studied at Ateneo Municipal when this school was located at Intramuros,
Manila.
At the same time, such a role was given to the natural sciences that Rizal has the Filosopo
Tasio (Rizal's father, Francisco) say, "The Philippines owes (the Jesuits) the beginnings of the
Natural Science, soul of the nineteenth century." Under the direction of the Jesuits too was the other
new educational institution, the Escuela Normal Superior de Maestros (Superior Normal School) for
female teachers. It was opened in 1865 to provide Spanish-speaking teachers for the projected new
primary school system. The Escuela- Normal represented a hope of progress in the mind of the many
23
Filipinos that just as it would be opposed by those for whom modern education for Filipinos pose a
danger to the continuance of Spanish rule.
 The Public School System in the 19th Century
Free access to modern public education by all Filipinos was made possible through the
enactment of the Education Decree of December 20, 1863 by Queen Isabella II. Primary instruction
was made free and the teaching of Spanish was compulsory. This was ten years before Japan had a
compulsory form of free modern public education and forty years before the American government
started an English-based public school system in the Philippines. The royal decree provided for a
complete educational system which would consist of primary, secondary and tertiary levels, finally
making officially available to Filipinos valuable training for leadership after three centuries of
colonization.
The Education Decree of 1863 provided for the establishment of at least two free primary
schools, one for boys and another for girls, in each town under the responsibility of the municipal
government. It also commended the creation of a free public normal school to train men as teachers,
supervised by the Jesuits. One of these schools was the Escuela Normal Elemental, which, in 1896
became the Escuela Normal Superior de Maestros de Manila (Manila Ordinary School for
Schoolmistresses). The Spanish government established a school for midwives in 1879, and Escuela
Normal Superior de Maestras (Superior Normal School) for female teachers in 1892. By the 1890s,
free public secondary schools were opening outside of Manila, including 10 normal schools for
women. The Philippines was ahead of some European countries in offering education for women.
In 1866, the total population of the Philippines was only 4,411,261. The total public school
was 841 for boys and'833 for girls. In 1892, the number of schools increased to 2,137, 1,087 of which
was for boys and 1050 for girls.
B. The Chinese and Chinese Mestizos in the Philippines
The sectors that greatly benefited from the changing economy were the Chinese and the
Chinese mestizos. Since pre-colonial times, the natives of the Philippines had had trade relations
with the Chinese. During the height of the Galleon Trade, it was also Chinese products that comprised
most the goods being traded. The influx of Chinese settlements in the Philippines made the Spaniards
suspicious of the Chinese. These feelings led to stringent state policies towards the sangley ranging
from higher taxes, the restriction of movement with the establishment of the Chinese enclave (the
Parian), to actual policies of expulsion.
The Chinese, however, proved to be "necessary outsiders" in Philippine colonial economy
and society. Although the Spaniards were wary of the Chinese, they realized the importance that the
latter played in sustaining the economy. From the goods loaded on the galleons to the development
of retail trade, the Chinese enlivened the economy. Eventually and gradually, they became integrated
into colonial society, giving rise to Intermarriages with indios that gave birth to Chinese mestizos.
The Chinese mestizos assumed an important role in the economy all throughout the Spanish colonial
period. They influenced the changing economy in the nineteenth century by purchasing land,
accumulating wealth and influence.
24
 Impact on Life in the Colony
The economic developments, as mentioned, precipitated social, political, and cultural

developments as well. For example, the new economy demanded a more literate population to
address the rising need for a more professionalized workforce to man the trading activities in Manila
and other centers. This demand compelled the issuance of the colonial government order in 1836 that
required all towns to set up primary schools to teach the population how to read and write. It
eventually led to the passage of an education decree in 1863 that mandated free primary education.
Eventually, the nineteenth century also gave birth to many schools that addressed the growing
demand for more professionals. Schools like Ateneo Municipal were established during this time.
The complex nature of the developing economy also allowed the government to intensify
bureaucratization and to streamline colonial governance.
As Manila became a trading center, it became a viable destination for people seeking better
opportunities or those wanting to escape the worsening conditions in the farmlands. The increased
rate of internal migration raised several concerns. One, people flocked the centers of trade like
Manila. Overcrowding implied issues in living quarters, sanitation and public health, and increase in
criminality. Two, the continuous movement of people made tax collection extra difficult. In order to
mitigate these concerns, one measure implemented was the 1849 decree of Governor-General
Narciso Claveria that urged the people in the colony to adopt surnames. With the catalogo de
apellidos drawn up, the colonial government assigned surnames to people and forbade changing
names at will. Together with more policies like the registration and possession of a cedula personal
bearing one's name and residence, the colonial government sought to have a better surveillance
mechanism. To help carry out policies better, the guardia civil was eventually established. As the
new economy afforded the colonial state new oppurtunities, it also prompted the state to be more
regulatory and to assert its authority.
 Renegotiating Social Stratification
The Philippine society felt the impact of the developing economy. As a result, social relations
underwent redefinitions and the changing dynamics brought about a renegotiation of social
stratification. With the growing relevance of the mestizo population, new lines were drawn with the
following social strata:
 Peninsular- Pure-blooded Spaniard born in the Iberian Peninsula (i.e., Spain)

 Insular- Pure-blooded Spaniard born in the Philippines
 Mestizo-Born of mixed parentage, a mestizo can be:
- Spanish mestizo — one parent is Spanish, the other is a native; or
- Chinese mestizo — one parent is Chinese, the other is a native
 Principalia- Wealthy pure-blooded native supposedly descended from the kadatoan
class
 Indio- Pure-blooded native of the Philippines
 Chino infiel--- Non-Catholic pure-blooded Chinese
As the Spaniards lost economic power in the nineteenth century, they asserted dominance by
virtue of their race. This issue brought complications with the rising principalia and mestizo
populations who realized their indispensable position in society as movers and facilitators of the
25
economy. The renegotiation continued throughout the century as the mestizos and principalia elite
eventually demanded social recognition that the pure-blooded Spaniards had consistently denied
them.
These wealthy mestizos and members of the principalia continued to amass economic and
cultural capital. They also availed themselves of the opportunity to obtain higher degrees of
education not only in the Philippines but also in Europe. These activities augmented their relevance
in society as it was from these ranks that articulations of nationalism would emerge.
C. The Rise of the Inquilinos (Hacienderos)
The rapidly growing population in the nineteenth century needed increased amounts of rice.
Thus, those who controlled large rice, sugar, and abaca-growing lands in the Central Luzon,
Batangas, parts of Bikol region, Negros, and Panay profited the mst. These included not only the
Filipino hacenderos of Pampanga, Batangas, and Western Visayas, and the friar orders owning the
large haciendas of Bulacan, Laguna, and Cavite, but also inquilinos of the friar haciendas. By this
time, many of these inquilinos were equivalently hacenderos in their own right, pass on from one
generation to the next the lands they rented from the flier hacienda and farming them by means of
their share-tenants or kasama. To the latter, they stood in a semi feudal relationship little different
from that which existed during Rizal's time in the Nineteenth-Century Context between owner¬
hacenderos and their tenants. The prosperity which the new export economy had brought to some
may be illustrated by the case of Rizal's Chinese ancestor Domingo Lam-co. When he had come to
the Biñan hacienda in mid eighteenth century, the average holding of an inquilino was 2.9 hectares;
after Rizal's father had moved to the hacienda, the Rizal family in the 1890's rented the hacienda
over 390 hectares. But on the friar haciendas, rising prosperity had also brought friction between
inquilinos and haciendas as lands grew in value and rents were raised. A combination of traditional
methods and modernizing efficiency led to disputes, ultimately over who should 'reap the larger part
of the fruits of the economic boom. Eventually, this would lead to a questioning of the friar's rights
to the haciendas. But it is a gross misnomer to speak of the Revolution as an "agrarian revolt" in the
modern sense. For it would not be the “kasama” who would challenge friar ownership, but the
prosperous inquilinos. And their motive would be as much political as economic — to weaken the
friars' influence in the Philippine political life.
III. POLITICAL DEVELOPMENT
The Spaniards ruled the Filipinos in the 19th century. The Filipinos became the Spaniard's
slave. The Spaniards claimed their taxes and Filipinos worked under the power of the
Spaniards.There was an appointment of officials with inferior qualifications, without. dedication of
duty and moral strength to resist corruption for material advancement. Through this power and
authority, the Spaniards possessed, they collected and wasted the money of the Filipinos.There were
too complicated functions to the unions of the church and the state.Through the power that the
Spaniards possessed, they had the right to appoint the different positions. The appointment of
positions is obtained by the highest bidder which is the Governor-general of the country. The term
of office which is the length of time a person (usually a politician) serves in a particular office which
26
is dependent on the desire of the King of Spain. The Spanish officials traveled to various places and
the needs of the Philippines were ignored. They did not put too much attention to the needs of the
other people. There were inadequate administrative supervisions, they were unable to face and" solve
the problems regarding the Philippines. There were also overlapping of powers and privileges of
officials which made them competitive. Personal interest is over the welfare of the State.
They were corrupt during the 19th century and the Alcaldias/Alcalde is considered as the most
corrupt over the other corrupts. The Alcaldias/Alcalde includes the administrators, judges and
military commandants. They usually have P25/mo. Liberal allowances and privileges to take a
certain percentage of money from the total amount of taxes. There were also monopoly trades or
business practices known as indulto para comerciar.
A. Rise and Gradual Spread of Liberalism and Democracy
The principal ideas of liberalism- liberty and equality- were first realized successfully in the
American Revolution and then achieved in part in the French Revolution. This political and social
philosophy challenged conservatism in the European continent. -Liberalism demanded
representative government as opposed to autocratic monarchy, equality before the law as opposed to
legally separate classes. The idea of liberty also meant to specific individual freedoms: freedom of
the press; freedom of speech, freedom of assembly; and freedom from arbitrary arrest.
Democracy became a way of life in many European countries, like Britain, Belgium, and
Switzerland. Democracy was gradually established thru the following means: promulgation of laws
that advance democracy; undertaking of reforms thru legislation; abolition of slavery; adoption of a
liberal constitution; providing the citizens the opportunity to propose laws; adoption of manhood
suffrage; and granting of political, economic and social rights to the people.
B. Impact of the Bourbon Reforms
The Bourbon Reforms (Castilian: Reformas Borbonicas) were a set of economic and political
legislation promulgated by the Spanish Crown under various kings of the House of Bourbon, mainly
in the 18th century. The strengthening of the crown's power with clear lines of authority to officials
contrasted to the complex system of government that evolved under the Habsburg monarchs. In
particular, the crown pursued state supremacy over the Catholic Church, resulting in the suppression
of the Society of Jesus in 1767 as well as an attempt to abolish ecclesiastical privilege (fuero
eclesiastico).
The reforms resulted in significant restructuring of the administrative structure and personnel.
The reforms were intended to stimulate manufacturing and technology to modernize Spain. In
Spanish America, the reforms were designed to make the administration more efficient and to
promote its economic, commercial and fiscal development. The crown did so, hoping that it would
have a positive effect on the economy of Spain. Furthermore, the Bourbon Reforms were intended
to limit the power of Creoles and re-establish Spanish supremacy over the colonies such as the
Philippines.
The reforms achieved mixed results administratively but succeeded in alienating the local elites of
the Americas (who called themselves Criollos) and eventually led to the demise of all overseas
dominions of the Spanish crown.
27
C. Cadiz Constitution of 1812
A Spanish constitution adopted by the constituent Cortes in Cadiz on Mar. 18, 1812, and
made public on Mar. 19, 1812, during the Spanish Revolution of 1808-14. The constitution declared
that "sovereignty resides in the nation, which retains the exclusive right to establish its own
fundamental laws" (art. 3). Spain was proclaimed a hereditary monarchy (art. 14), with legislative
power vested in the Cortes and the monarch (art. 15) and executive power represented by the monarch
(art. 16). The constitution proclaimed individual freedom and the inviolability of domicile (arts. 286
and 307) but declared Catholicism the official religion of Spain and prohibited the practice of any
other religion (art. 12). The constitution proclaimed the equality of Spaniards of the mother country
and those of the Spanish colonies (art. 18) and established a national militia in the provinces (art.
362). On his return to Spain, King Ferdinand VII revoked the constitution on May 4, 1814. Restored
at the outbreak of the Spanish Revolution of 1820-1823 (it was proclaimed by Riego y Nuñez on Jan.
1, 1820, and Ferdinand VII swore to uphold it on Mar. 9, 1820), it was again abolished on Oct, 1,
1823, by Ferdinand VII. On Aug. 12, 1836, the constitution went into effect for a third time in
response to the demands of the masses and remained in force until the adoption of a new constitution
on June 18, 1837.
De Viana, A.V., Cabrera, F.C., Samala, E.P., De Vera, M.M., & Atutubo, J.C. (2018). Jose Rizal:
Social Reformer and Patriot. Rex Book Store, Inc.
Zaide, G.F. & Zaide, S.M. (2008). Jose Rizal: life, works and writings of a genius writer, scientist
and national hero. All-Nations Publishing Co., Inc.
https://www.britannica.com/place/Philippines/The-19th-century
https://www.studocu.com/ph/document/la-verdad-christian-college/bachelor-of-science-in-
accountancy-i/19th-century-philippines-as-rizals-context/11636319
https://pdfcoffee.com/the-philippines-in-the-19th-century-as-rizals-context-pdf-free.html
28
Activity Sheet
ACTIVITY 1
Direction: Complete the table below about the 19th Century Social Stratification in te Philippines.
Refer to the given example.
Status Race Description

Example:
1. Peninsulares Spaniard -Highest Social class
Mother + - Could be Governor- General-
Spaniard father and was -had a right to own slaves and large
born in Spain encomiendas
29
Activity Sheet
ACTIVITY 2
A. Economic Development
Direction: How do you evaluate the economic development during Rizal’s time? Give your
reason. Write your answer in the space provided.
Please check:
________Excellent:
Reason:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________
________Very Satisfactory:
Reason:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________
________Satisfactory:
Reason:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________
________Poor:
Reason:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_____________________________________________________
30
Assessment
ASSESSMENT 1
Direction. Compare and Contrast the context of the Philippines between the two-time periods.
Student be able to give major differences between the 19 th Century Philippines and the Present
Philippines. Also list down major similarities
19th Century Present

Philippines Philippines
Similarities
31
Assessment
ASSESSMENT 2
Name: __________________ Course/Year/Section: ___________ Score: _________
I. IDENTIFICATION.
________________1. Growth of the export economy benefited the upper and middle class.
________________2. The people that belong in this class include the Spaniards, Peninsulares and
the friars.
________________3. Artificial sea-level waterway located in Egypt and connects Mediterranean
Sea to Red Sea.
________________4. Pure-blooded Spaniard born in the Philippines.
________________5. Pure-blooded native of the Philippines.
________________6. It is a worldview founded on ideas of freedom and equality.
________________7. Governor-General decreed that all Filipinos should take a surname as a step
to improve census data and tax collection.
________________8. What countries occupied the Philippines in the 19th century?
________________9. The supreme head of the Spanish administration of the Philippines was
the___________.
________________10. Who is the considered as the most corrupt over the other corrupts in the time
of 19th century?
________________11. Demanded representative government as opposed to autocratic monarchy,
equality before the law as opposed to legally separate classes.
________________12. Non-Catholic pure-blooded Chinese.
________________13. Set of economic and political legislation promulgated by the Spanish Crown
under various kings of the House of Bourbon.
________________14. The Political Constitution of the Spanish Monarchy.
________________15. Wealthy pure-blooded native supposedly descended from the kadatoan class.
32
Assessment
ASSESSMENT 3
Direction: Indicate the things you have learned in the lesson (knowledge); the things that you have
realized and appreciated (values) and the things that you discovered and wanted to do more (skills).

lesson (Skills)
33
Direction: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide
when writing your essay and check it again before you submit your essay.
Traits 4 3 2 1
There is one There is one There is one The topic and main
clear, well clear, well topic. Main ideas are not clear.
focused topic. focused topic. ideas are
Focus and Main ideas Main ideas are somewhat
Details are clear and clear but are not clear.
are well well supported
supported by by detailed
detailed and information.
accurate
information
The The The There is no clear
Introduction introduction introduction introduction,
is inviting states the main states the main structure, or
states the topic and topic. A conclusion.
Organization main topic provide an conclusion is
and provides overview of the included.
an overview paper. A
of the paper. conclusion is
Information included
is relevant
and presented
in a logical
order. The
conclusion is
strong.
All sentences Most sentences Most sentences Sentence’s sound
are well are well are well awkward, are
Sentences, constructed constructed and construct, but distractingly
Structure, and have have varied they have a repetitive, or are
Grammar, varied structure and similar difficult to
Mechanics structure and length. The structure and understand. The
and Spelling length. The author makes a length. The author makes
author makes few errors in author makes numerous errors in
no errors in grammar, several errors grammar,
grammar, mechanics, and in grammar, mechanics and
mechanics spelling, but mechanics, and spelling that
and spelling. they do not spelling that interfere with
interfere with interfere with understanding
understanding. understanding
34
Learner’s Feedback Form
Name of Student: ___________________________________________________

Program : ___________________________________________________
Year Level : ___________ Section : ___________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
_______________________________________________________________________________
_____________________________________________________________________
__________________________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________
35
Life and Works of Rizal
Chapter 3
Rizal’s Life:
Family, Childhood,
And Early Education
36
Chapter 3
Rizal’s Life: Family, Childhood and Early Education
Introduction
Dr. Jose P. Rizal is a rare genius who was shaped by his parents and professors. Endowed
by God with a wide range of abilities, he genuinely ranked among the world's geniuses and rose to
become the nation's greatest hero.
This section provides a brief overview of Rizal's life and early schooling.
Specific Objectives
1. Analyze Rizal’s family, childhood and early education.
2. Evaluate the people and events and their influence on Rizal’s early life.
3. Explain the principle of assimilation advocated by the Propaganda Movement
4. Appraise Rizal’s relationship with other propagandists
5. Analyze Rizal’s growth as a propagandists and disavowal of assimilation.
Duration
Chapter 3: Rizal’s life: Family, childhood, and Early = 3 hours

Education (2 hours discussion; 1 hour
assessment)
37
Lesson 1: Rizal-Mercado Family

DR. JOSE PROTACIO MERCADO RIZAL Y ALONZO REALONDA
Image Source: https://en.wikipedia.org/wiki/Jos%C3%A9_Rizal
 Doctor- completed his medical course in Spain and was conferred the degree of Licentiate in
Medicine by the Universidad Central de Madrid
 Jose- was chosen by his mother who was a devotee of the Christian saint San Jose (St. Joseph)
 Protacio- from Gervacio P. which come from a Christian calendar
 Mercado- adopted in 1731 by Domigo Lamco (the paternal great-great Grandfather of Jose
Rizal) which the Spanish term mercado means ‘market’ in English
 Rizal- from the word ‘Ricial’ in Spanish means a field where wheat, cut while still Green,
sprouts again
 Y- and
 Alonzo- old surname of his mother
 Realonda- it was used by Doña Teodora from the surname of her godmother based on the
culture by that time
Date of birth: June 19, 1861, moonlit of Wednesday between eleven and midnight, born in the
lakeshore town of Calamba, Laguna.
Baptism: June 22, 1861- in the Catholic Church.
 Father Rufino Collantes- a Batangueño, the parish priest who baptized Rizal
 Father Pedro Casanas- Rizal’s godfather, native of Calamba and close friend of the Rizal
family
 Lieutenant-General Jose Lemery- the governor general of the Philippines when Rizal was
born.
38
Image Source:https://tagacalamba.wixsite.com/calamba/single-post/2015/12/13/the-rizal-
familys-origin
The Rizal’s is considered one of the biggest families during their time. Domingo Lam-co, the
family's paternal ascendant was a full-blooded Chinese who came to the Philippines from Amoy,
China in the closing years of the 17th century and married a Chinese half-breed by the name of Ines
de la Rosa. Researchers revealed that the Mercado-Rizal family had also traces of Japanese, Spanish,
Malay and Even Negrito blood aside from Chinese. Jose Rizal came from a 13-member family
consisting of his parents, Francisco Mercado II and Teodora Alonso Realonda, and nine sisters and
one brother.
PARENTS
Francisco Mercado (1818-1898)
 Father of Jose Rizal who was the youngest of 13 offspring of Juan and
Cirila Mercado. Studied in San Jose College, Manila; and died in Manila.
 Born in Biñan, Laguna on May 11, 1818
 Studied Latin and Philosophy at the College of San Jose in Manila
 Became a tenant-farmer of the Dominican-owned hacienda
 A hardy and independent-minded man, who talked less and worked
more, and was strong in body and valiant in spirit
 Died in Manila on January 5, 1898 at the age of 80
 Rizal affectionately called him “a model of fathers”
Image Source:
http://12935964.weebly.com/fam
ily.html
39
Teodora Alonso (1827-1911)
 Mother of Jose Rizal who was the second child of Lorenzo Alonso
and Brijida de Quintos.
 She studied at the Colegio de Santa Rosa. She was a business-minded
woman, courteous, religious, hard-working and well-read. She was born
in Santa Cruz, Manila on November 14, 1827 and died in 1911 in
Manila.
Figure 3
Image Source:
https://kahimyang.com/kauswagan/arti
cles/1530/today-in-philippine-history-
june-28-1848-francisco-mercado-and-
teodora-alonso-got-married
RIZAL’S SIBLINGS
SATURNINA RIZAL (1850-1913)

Saturnina Rizal Mercado de Hidalgo, or simply Saturnina Hidalgo, was the eldest
sister of Philippine national hero José Rizal. She was married to Manuel T.
Hidalgo, a native and one of the richest persons in Tanauan, Batangas. She was
known as Neneng.
PACIANO RIZAL (1851-1930)

Only brother of Jose Rizal and the second child. Studied at San Jose College in
Manila; became a farmer and later a general of the Philippine Revolution.
 Immortalized him in Rizal’s first novel Noli Me Tangere as the wise
Pilosopo Tasio
 Rizal regarded him as the “most noble of Filipinos”
 became a combat general in the Philippine Revolution
 died on April 13, 1930, an old bachelor aged 79
 dad two children by his mistress (Severina Decena)—a boy and a girl
40
NARCISA RIZAL (1852-1939)

‘Sisa’ was the third child in the family, a teacher and musician. Like Saturnina,
Narcisa helped in financing Rizal’s studies in Europe, even pawning her jewelry
and peddling her clothes if needed. It is said she could recite from memory almost
all of the poems of the national hero.
OLYMPIA RIZAL (1855-1887)

The fourth child. Married Silvestre Ubaldo; a telegraph operator from Manila died
in 1887 from childbirth.
LUCIA RIZAL (1857-1919)

Was married to Mariano Herbosa of Calamba. When her husband died in the
cholera epidemic in 1889, he was denied a Christian burial because he was the
brother-in-law of Dr. Jose Rizal. She sent her two sons, Estanislao and Teodisio
to be educated in the school Jose Rizal established in Dapital during his exile
MARIA RIZAL (1859-1945)

The sixth child in the family. It was to her whom Jose talked about wanting to
marry Josephine Bracken when most of the Rizal family was apparently not
amenable to the idea. Jose had also brought up to Maria his plan of establishing
a Filipino colony in North British Borneo. Wife of Daniel Faustino Cruz.
JOSÉ RIZAL (1861- 1939

A Filipino nationalist and polymath during the tail end of the Spanish colonial
period of the Philippines. He is tagged as the national hero of the Filipino
people. The second son and the seventh child. He was executed by the
Spaniards on December 30, 1896.
CONCEPCION RIZAL (1862-1865)

Also called ‘Concha’ by her siblings, was the eight child of the Rizal family. She died at the age
of three. Of his sisters, it is said that Pepe loved most the little Concha who was a year younger
than him. When Concha died of sickness in 1865, Jose mournfully wept at losing her. He later
41
wrote in his memoir, “When I was four years old, I lost my little sister Concha, and then for the
first time I shed tears caused by love and grief.”
JOSEFA RIZAL (1865-1945)

Also called Panggoy, was the ninth child in the family who died a spinster. In
Jose Rizal's letter to his sister, Jose praised her for nearly mastering the English
language. Jose also wrote about the 20 pesos he sent, the 10 pesos of the amount
was supposed for a lottery ticket. This indicates that Jose did not stop ‘investing’
in lottery tickets despite winning 6, 200 pesos in September the previous year.
After Jose’s death, the epileptic Josefa joined the Katipunan.
TRINIDAD RIZAL (1868-195)
Also called ‘Trining’, was the tenth child and the custodian of Rizal’s last and
greatest poem, "Mi Ultimo Adios."
SOLEDAD RIZAL (1870-1929)

Youngest of Jose Rizal's sisters, was educated as a teacher. His letters scolded
her for marrying without the blessing of their parents. Wife of Pantaleon
Quintero.
Image Source of Rizal’s Siblings: http://12935964.weebly.com/family.html

42
Lesson 2: Early Childhood
Jose Rizal, like many Filipino boys, had many beautiful memories of childhood. His was a
happy home, filled with parental affection, impregnated with family joys, and sanctified by prayers.
In the midst of peaceful, refined, God-loving family, he spent the early years of his childhood. The
beauties of Calamba impressed him as a growing child and deeply influenced his mind and character.
The happiest period of his life was truly his childhood days in his natal town.
Calamba, “Cradle of a Genius.” The town of Calamba is situated on a verdant plain by the
rippling Laguna de Bay. A few kilometers to the south looms the legendary Mt. Makiling, and beyond
this mountain lies the coffee producing Batangas. North of the town spreads the Laguna de Bay, “a
lake of poems and songs”, with many sailboats gliding by the somnolent Talim Island and numerous
birds flying in the azure skies. Beyond the lake, to the far distance in the north, is Antipolo, the
famous mountain shrine of the miraculous Lady of Peace and Good Voyage.
Calamba, with its fertile fields of rice and sugarcane, its evermore green meadows of
innumerable fruit trees and bananas, its singing birds abounding in lake, river, and fields, its starry
nights ‘filled with the poetry of sadness,” it’s lovely sunrises over lake and mountains, and its
charming panoramic views, is a fit place to nurture a growing child. So it came to pass that it became
the “cradle of a genius”.
Rizal loved Calamba with all his heart and soul. In 1876, when he was 15 years old and was
a student in Ateneo, he remembered his beloved town. Accordingly, he wrote a poem Un Recuerdo
A Mi Pueblo (In Memory of My Town).
Earliest Childhood Memories
The first memory of Rizal, in his infancy, was his happy

days in the family garden when he was three years old. Because he
was a frail, sickly, and undersized child, he was given the tenderest
care by his parents. His father built a little nipa cottage in the garden
for him to play in the daytime. A kind old woman was employed as
an AYA (maid) to look after his comfort. At times, he was left alone
to muse on the beauties of nature or to play by himself. In his
boyhood memoirs, he narrated how he at the age of three, watched
from his garden cottage the culilan, the maya, the culae, the maria-
capra, the martin, the pipit, and other birds, listening “with wonder
and joy” to their twilight songs.
Image Source:
https://spcrizalc2011.wordpress.co
m/2011/07/03/rizals-childhood-
days/
Another childhood memory was the daily Angelus Prayer. By nightfall, Rizal related, his
mother gathered all the children at the house to pray the Angelus. With nostalgic feeling, he also
remembered the happy moonlit nights at the azotea after the nightly rosary. The aya related to the
43
Rizal children (including Jose) many stories about the fairies; tales of buried treasure and trees
blooming with diamonds, and other fabulous stories. The imaginary tales told by the aya aroused in
Rizal an enduring interest in legends and folklore. Sometimes when he did not like to take his supper,
the aya would threaten him that the asuang, the nuno, the tigbalang, or a terrible bearded and turbaned
Bombay would come to take him away if he would not eat his supper.
Another memory of his infancy was the nocturnal walk-in town, especially when there was a
moon. The aya took him for a walk in the moonlight by the river, where the trees cast grotesque
shadows on the bank. Recounting this childhood experience, Rizal wrote: “Thus my heart fed on
somber and melancholy thoughts so that even while still a child, I already wandered on wings of
fantasy in the high regions of the unknown.
First Sorrow
The Rizal children were bound together by ties of love and companionship. They were well-
bred, for their parents taught them to love one another, to behave properly in the presence of elders,
to be truthful and religious, and to help one another. They affectionately called their father Tatay and
their mother Nanay.
Of his sisters, Jose loved most the little Concha (Concepcion). He was one year older than
Concha. He played with her, and from her he learned the sweetness of brotherly love. Unfortunately,
Concha died of sickness in 1865 when she was only three years old. Jose, who was very fond of her,
cried bitterly to lose her. “When I was four years old,” he said, “I lost my little sister Concha, and
then for the first time I wept tears of love and grief….” The death of little Concha bought him his
first sorrow.
Influence On Hero’s Boyhood
 Gregorio – Was a lover of books. He instilled into the mind of his precocious nephew a great
love for books. He taught him to work hard, to think for himself, and to observe life keenly.
 Jose – Who had been educated at Calcutta, India, was the youngest brother of Doña Teodora.
He encouraged his nephew to paint, sketch, and sculpture.
 Manuel – Was a big, strong, and husky man. He looked after the physical training of his sickly
and weak nephew. He encouraged young Rizal to learn swimming, fencing, wrestling and other
sports, so that in later years of Rizal’s frail body acquired agility, endurance, and strength.
44
Lesson 3: Early Education
Rizal had his early education in Calamba and Biñan. It was a typical schooling that a son of
an ilustrado family received during his time, characterized by the four R’s- reading, writing,
arithmetic, and religion. Instruction was rigid and strict. Knowledge was forced into the minds of the
pupils by means of the tedious memory method aided by the teacher’s whip. Despite the defects of
the Spanish system of elementary education, Rizal was able to acquire the necessary instruction
preparatory for college work in Manila. It may be said that Rizal, who was born a physical weakling,
rose to become an intellectual giant not because of, but rather in spite of, the outmoded and backward
system of instruction obtaining in the Philippines during the last decades of Spanish regime.
THE HERO’S FIRST TEACHER
The first teacher of Rizal was his mother, who was a remarkable
woman of good character and fine culture. On her lap, he learned at the age
of three the alphabet and the prayers. "My mother," wrote Rizal in his student
memoirs, "taught me how to read and to say haltingly the humble prayers
which I raised fervently to God. “As tutor, Doña Teodora was patient,
conscientious, and understanding. It was she who first discovered that her
Image Source: son had a talent for poetry.
https://alambaninyo.w
ordpress.com/2015/03/
25/do-you-know-16/
Accordingly, she encouraged him to write poems. To lighten the monotony of memorizing
the ABC’s and to stimulate her son’s imagination, she related many stories. As Jose grew older, his
parents employed private tutors to give him lessons at home. The first was Maestro Celestino and
the second, Maestro Lucas Padua. Later, an old man named Leon Monroy, a former classmate of
Rizal’s father, became the boy’s tutor. This old teacher lived at the Rizal home and instructed Jose
in Spanish and Latin. Unfortunately, he did not live long. He died five months later. After a Monroy’s
death, the hero’s parents decided to send their gifted son to a private school in Biñan
“The Moth Story”

One night "Doña" Teodora was reading the story of "The Moth and the Flame" in a book,
El Amigo de los Ninos (The Friend of the Children). Young Jose was not listening to his mother
for he was attracted by two moths flying around the flame of the coconut oil lamp. The young
moth, disobeying its mother's advice, flew too near the flame and got killed. It felt dead into the hot
oil of the lamp. Rizal was deeply attracted by the death of the brave little moth that he did not
notice when his mother ended the reading of the story. All his attention was on the light of the oil
lamp and on the dead little moth. The light that caused the little moth's death appeared to him
"more beautiful" than ever. He justified the tragic fate of the little moth. Rizal believed that "it is
worthy for a man to sacrifice his life for a noble cause."
45
Calamba Biñan
Image Source:https://xiaochua.net/2013/06/19/xiao-time-19-june-2013-ang-makulay-at-makasaysayang-
kabataan-ni-jose-rizal/
Jose Goes to Biñan
One Sunday afternoon in June 1869, Jose, after kissing the hands of his parents and a tearful
parting from his sister, left Calamba for Biñan. He was accompanied by Paciano, who acted as his
second father. The two brothers rode in a carromata, reaching their destination after one and one-half
hours’ drive. They proceeded to their aunt’s house, where Jose was to lodge. It was almost night
when they arrived, and the moon was about to rise. That same night, Jose, with his cousin named
Leandro, went sightseeing in the town. Instead of enjoying the sights, Jose became depressed because
of homesickness. "In the moonlight," he recounted, "I remembered my hometown, my idolized
mother, and my solicitous sisters. Ah, how sweet to me was Calamba, my own town, in spite of the
fact that was not as wealthy as Biñan."
First Day in Biñan School
The next morning (Monday) Paciano brought his younger brother to the school of Maestro
Justiniano Aquino Cruz. The school was in the house of the teacher, which was a small nipa hut
about 30 meters from the home of Jose’s aunt. Paciano knew the teacher quite well because he had
been a pupil under him before. He introduced Jose to the teacher, after which he departed to return
to Calamba. Immediately, Jose was assigned his seat in the class.
The teacher asked him:

 "Do you know Spanish?"
 "A little, sir," replied the Calamba lad.
 "Do you know Latin?"
 "A little, sir."
The boys in the class, especially Pedro, the teacher’s son laughed at Jose’s answers.
The teacher sharply stopped all noises and begun the lessons of the day.
Jose described his teacher in Biñan as follows: "He was tall, thin, long-necked, with sharp nose and
a body slightly bent forward, and he used to wear a sinamay shirt, woven by the skilled hands of the
women of Batangas. He knew by the heart the grammars by Nebrija and Gainza. Add to this severity
that in my judgement was exaggerated and you have a picture, perhaps vague, that I have made of
him, but I remember only this. "First School Brawl in the afternoon of his first day in school, when
46
the teacher was having his siesta, Jose met the bully, Pedro. He was angry at this bully for making
fun of him during his conversation with the teacher in the morning. Jose challenged Pedro to a fight.
The latter readily accepted, thinking that he could easily beat the Calamba boy who was smaller and
younger. The two boys wrestled furiously in the classroom, much to the glee of their classmates.
Jose, having learned the art of wrestling from his athletic Tio Manuel, defeated the bigger boy. For
this feat, he became popular among his classmates. After the class in the afternoon, a classmate
named Andres Salandanan challenged him to an arm-wrestling match. They went to a sidewalk of a
house and wrestled with their arms. Jose, having the weaker arm, lost and nearly cracked his head
on the sidewalk.
In succeeding days he had other fights with the boys of Biñan. He was not quarrelsome by nature,
but he never ran away from a fight.
Best Student in School
In academic studies, Jose beat all Biñan boys. He surpassed them all in Spanish, Latin, and
other subjects. Some of his older classmates were jealous of his intellectual superiority. They
wickedly squealed to the teacher whenever Jose had a fight outside the school, and even told lies to
discredit him before the teacher’s eyes. Consequently, the teacher had to punish Jose.
Early Schooling in Biñan
Jose had a very vivid imagination and a very keen sense of observation. At the age of seven
he traveled with his father for the first time to Manila and thence to Antipolo to fulfill the promise
of a pilgrimage made by his mother at the time of his birth. They embarked in a casco; a very
ponderous vessel commonly used in the Philippines. It was the first trip on the lake that Jose could
recollect. As darkness fell, he spent the hours by the katig, admiring the grandeur of the water and
the stillness of the night, although he was seized with a superstitious fear when he saw a water snake
entwine itself around the bamboo beams of the katig. With what joy did he see the sun at the daybreak
as its luminous rays shone upon the glistening surface of the wide lake, producing a brilliant effect!
With what joy did he talk to his father, for he had not uttered a word during the night!
When they proceeded to Antipolo, he experienced the sweetest emotions upon seeing the gay
banks of the Pasig and the towns of Cainta and Taytay. In Antipolo he prayed, kneeling before the
image of the Virgin of Peace and Good Voyage, of whom he would later sing in elegant verses. Then
he saw Manila, the great metropolis, with its Chinese sores and European bazaars. And visited his
elder sister, Saturnina, in Santa Ana, who was a boarding student in the Concordia College.
When he was nine years old, his father sent him to Biñan to continue studying Latin, because
his first teacher had died. His brother Paciano took him to Biñan one Sunday, and Jose bade his
parents and sisters good-bye with tears in his eyes. Oh, how it saddened him to leave for the first
time and live far from his home and his family! But he felt ashamed to cry and had to conceal his
tears and sentiments. "O Shame," he explained, "how many beautiful and pathetic scenes the world
would witness without thee!"
They arrived at Biñan in the evening. His brother took him to the house of his aunt where he
47
was to stay and left him after introducing him to the teacher. At night, in company with his aunt’s
grandson named Leandro, Jose took a walk around the town in the light of the moon. To him the
town looked extensive and rich but sad and ugly. His teacher in Biñan was a severe disciplinarian.
His name was Justiniano Aquino Cruz. "He was a tall man, lean and long-necked, with a sharp nose
and a body slightly bent forward. He used to wear a sinamay shirt woven by the deft hands of
Batangas women. He knew by memory the grammars of Nebrija and Gainza. To this add a severity
which, in my judgement I have made of him, which is all I remember. “The boy Jose distinguished
himself in class and succeeded in surpassing many of his older classmates. Some of these were so
wicked that, even without reason, they accused him before the teacher, for which, in spite of his
progress, he received many whippings and strokes from the ferule. Rare was the day when he was
not stretched on the bench for a whipping or punished with five or six blows on the open palm. Jose’s
reaction to all these punishments was one of intense resentment in order to learn and thus carry out
his father’s will.
Jose spent his leisure hours with Justiniano’s father-in-law, a master painter. From him he
took his first two sons, two nephews, and a grandson. His way life was methodical and well regulated.
He heard mass at four if there was one that early or studied his lesson at that hour and went to mass
afterwards. Returning home, he might look in the orchard for a mambolo fruit to eat, then he took
his breakfast, consisting generally of a plate of rice and two dried sardines. After that he would go
to class, from which he was dismissed at ten, then home again. He ate with his aunt and then began
at ten, then home again. He ate with his aunt and then began to study. At half past two he returned to
class and left at five. He might play for a short time with some cousins before returning home. He
studied his lessons, drew for a while, and then prayed and if there was a moon, his friends would
invite him to play in the street in company with other boys.
Whenever he remembered his town, he thought with tears in his eyes of his beloved father,
his idolized mother, and his solicitous sisters. Ah, how sweet was his town even though not so opulent
as Biñan! He grew sad and thoughtful. While he was studying in Biñan, he returned to his hometown
now and then. How long the road seemed to him in going and how short in coming! When from afar
he descried the roof of his house, secret joy filled his breast. How he looked for pretexts to remain
longer at home! A day more seemed to him a day spent in heaven, and how he wept, though silently
and secretly, when he saw the calesa that was flower that him Biñan! Then everything looked sad; a
flower that he touched, a stone that attracted his attention he gathered, fearful that he might not see
it again upon his return. It was a sad but delicate and quite pain that possessed him.
MARTYRDOM OF GOM-BUR-ZA
On the night of January 20, 1872, about 200 Filipino soldiers and workmen of the Cavite
arsenal under the leadership of Lamandrid, Filipino sergeant, rose in violent mutiny because of the
abolition of their usual privileges, including exemption from tribute to polo (forced labor) by the
reactionary Governor Rafael de Izquierdo. Unfortunately, this Cavite Mutiny was suppressed two
days later by troop reinforcements from Manila. The Spanish authorities, in order to liquidate Fathers
Mariano Gomez, Jose Burgos, and Jacinto Zamora, leaders of secular movement to Filipinize the
Philippine parishes, and their supporters (Jose Ma. Basa, Attorneys Joaquin Pardo de Tavera and
Antonio Ma. Regidor, etc.) magnified the failed mutiny into a “revolt” for Philippine Independence.
48
Accordingly, Gom-Bur-Za despite the archbishop’s plea for clemency because of their innocence,
were executed at sunrise, February 17, 1872, by order of Gov Gen. Izquierdo. Their martyrdom was
deeply mourned by Rizal family and many other patriotic families in the Philippines. Panciano,
enraged by the execution of Burgos, his beloved friend, teacher, and housemate, quit his studies at
the College of San Jose and returned to Calamba, where he told the heroic story of Burgos to his
younger brother, Jose, who was then nearly eleven years old.
INJUSTICE TO HERO’S MOTHER
Some days after my return to Calamba, my parents decided that I should remain, and that
later I should go to Manila. I wanted to study with a teacher of the town, even though I could learn
no more than multiplication, so I entered the village school. At this time, an uncle of mine, Don José
Alberto, returned from Europe. He found that, during his absence, his wife had left his home and
abandoned her children. The poor man anxiously sought his wife, and, at my mother's earnest request,
he took her back. They went to live in Biñan. Only a few days later the ungrateful woman plotted
with a Guardia Civil officer who was a friend of ours. She accused her husband of poisoning her and
charged that my mother was an accomplice. On this charge, the alcalde sent my mother to prison. I
do not like to tell of the deep grief which we all, nine sisters and brothers, felt.
“Our mother's arrest, we knew, was unjust. The men who arrested her pretended to be friends and
had often been our guests. Ever since then, child though I was, I have distrusted friendship. We
learned later that our mother, away from us all and along in years, was ill.”
From the first, the alcalde believed the accusation. He was unfair in every way and treated my mother
rudely, even brutally. Finally, he persuaded her to confess to what they wished by promising to set
her free and to let her see her children. What mother could resist that? What mother would not
sacrifice life itself for her children? They terrified and deceived my mother, as they would have any
other mother. They threatened to condemn her if she did not say what they wished. She submitted to
the will of her enemies and lost her spirit. The case became involved until the same alcalde asked
pardon for her. But this was only when the matter was before the Supreme Court. He asked for the
pardon because he was sorry for what he had done. Such was his meanness that I felt afraid of him.
Attorneys Francisco de Marcaida and Manuel Masigan, Manila's leading lawyers, defended my
mother and they finally succeeded in having her acquitted. They proved her innocence to the judges,
her accusers, and her hosts of enemies. But after how much delay.
After two and a half years. Meanwhile my father decided to send me to Manila with my
brother Paciano. I was to take the entrance examinations for the secondary course in the Ateneo
Municipal. I arrived in Manila on June 10th, 1872.I found out for the first-time what examinations
were like. My examinations were in Christian doctrine, arithmetic and reading, in San Juan de Letran
College. They gave me a passing mark and I returned to my home. A few days later came the
celebration of the town festival, after which I went to Manila. But even then, I felt that unhappiness
was in store for me.
Conclusion
49
The childhood of Jose Rizal can be characterized by his desire to learn, even frequenting the
church nearby his home to watch and observe people but not to be religiously inclined. Jose Rizal
was not a physically blessed or strong child however, he had a strong will guided and taught by his
mother, his first teacher. He learned almost without the use of books. His mother was the one who
laid the foundation of his great knowledge achieved in such a short time. His brilliance was also the
character of the young Jose Rizal.
 De Viana, A.V., Cabrera, F.C., Samala, E.P., De Vera, M.M., & Atutubo, J.C. (2018)
Jose Rizal: Social Reformer and Patriot. Rex Book Store, Inc.
 Zaide, G.F. & Zaide, S.M. (2008). Jose Rizal: life, works and writings of a genius writer,
scientist, and national hero. All-Nations Publishing Co., Inc.
 https://angbuhaynijprizal.wordpress.com/rizals-childhood/
 https://spcrizalc2011.wordpress.com/2011/07/03/rizals-childhood-days/
 https://www.slideshare.net/jaipob12/dr-jose-rizal-early-childhood-memories-and-early-
education-in-calamba
 https://www.slideshare.net/kazekage15/rizal-chapter-3-early-education-in-csalamba-and-
bian
 https://gallery.joaneve.com/wp-content/uploads/trade-secrets-ljvrof/timeline-of-rizal's...
 https://www.joserizal.com/childhood-jose-rizal
 https://graduateway.com/rizals-early-life-and-education
 https://angbuhaynijprizal.wordpress.com/rizals-childhood/
 https://spcrizalc2011.wordpress.com/2011/07/03/rizals-childhood-days/
50
Activity Sheet
ACTIVITY 1
Name: ______________________Course/Year/Section: ___________ Score: _________
Directions: Write a three-paragraph essay regarding injustices and prejudice that occurred
during Rizal's time and are still occurring now. List some strategies for breaking our country's
poisonous and bad "culture." Use the rubric below to assist you.
Essay Rubrics:
Indicators High Proficiency Proficiency Acceptable Needs
5 4 2 Improvement
1
Writing meets all Writing meets most Writing meets Writing meets
Content- assignment content assignment content minimum assignment some/few
Specific requirements. requirements. content requirements assignment
content
requirements.
Writing is clear and Writing is generally Writing is adequate Writing may
Purpose & appropriate for the clear and appropriate in terms of clarity be unclear
Support purpose of the for the purpose of the and appropriateness and/or
assignment. assignment—with for the purpose of the inappropriate
All evidence and some exceptions. assignment. for the
examples are purpose of the
effective, specific assignment
and relevant.
Ideas are coherently Organization of ideas Organization of ideas Organization
Structure & and logically is generally coherent meets the minimum of ideas does
Development organized with well- and logical requirement for not meet the
developed In addition, most being coherent and minimum
paragraphs and paragraphs are well‐ logical. Some requirement
effective transitions. developed and use paragraphs may be for coherent
effective transitions. well‐developed and and logical.
use effective Paragraphs
transitions while lack
others do not. development
and/or fail to
employ
transitions
effectively.
All sentences are Most sentences are Minimally acceptable Some/few
Language & well‐written with well written with number of errors in sentences are
Mechanics varied sentence varied sentence grammar, well‐written
structure and structure and punctuation and/or with little
virtually free of virtually free of spelling. variance in
errors in grammar, errors in grammar, structure
51
punctuation and punctuation and and/or

spelling. spelling. numerous
errors in
grammar,
punctuation
and/or
spelling.
Maintains Tone, diction, and Tone, diction, and Lacks some
Target appropriate tone, vocabulary are vocabulary are important
Audience/ diction and mostly appropriate adequate for various qualities for
Point of vocabulary for for various modes of modes of writing. having the
View/ various modes of writing. appropriate
Originality writing. tone, diction,
and
vocabulary
for various
modes of
writing—but
does meet
others.
52
Assessment
Assessment 1
Instruction: Give your comprehensive explanations towards the following statements and questions.
By reading the Modules, device answers through interpreting what is needed in every number. Each
question will be graded based on these five (5) points rubrics.
1) How did his family influence Jose Rizal?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________
2) How did Jose Rizal develop his early education life?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________
3) Why should we study the early childhood of Rizal?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________
4) How do you describe Rizal's early education and his family?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________
5) How does Rizal value education?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________________________________
53
Rubrics:
Level Description
Well written and very organized.
Excellent grammar mechanics.
5 - Outstanding Clear and concise statements.
Excellent effort and presentation with detail.
Demonstrates a thorough understanding of the topic.
Writes fairly clear.
Good grammar mechanics.
4 - Good
Good presentation and organization.
Sufficient effort and detail.
Minimal effort.
Minimal grammar mechanics.
3 - Fair
Fair presentation.
Few supporting details
Somewhat unclear.
Shows little effort.
2 - Poor Poor grammar mechanics.
Confusing and choppy, incomplete sentences.
No organization of thoughts.
Very poor grammar mechanics.
Very unclear.
1 - Very Poor
Does not address topic.
Limited attempt.
54
Assessment
ASSESSMENT 2
Name: __________________ Course/Year/Section: ___________ Score: _________
II. IDENTIFICATION.
________________1. What is the complete legal name of Dr. Jose Rizal?
________________2. Who is being referred by Rizal as the "model of all fathers?"
________________3. Considered as Rizal's first teacher?
________________4. Rizal started his formal schooling in?
________________6. Rizal’s teacher in a private school in Biñan.
________________7. He is Rizal’s godfather, native of Calamba and close friend of the Rizal family.
________________8. Who was the older brother of Dr. Jose Rizal?
________________9. Who is the governor general of the Philippines when Rizal was born?
________________10. Rizal was the _____ of the eleven children born of the marriage of Francisco
and Teodora.
________________11. Who was the youngest sister of Rizal?
________________12. He was considered the brilliant Atenean of his time and pride of the Jesuits.
________________13. The school registrar of Ateneo who refused to admit Rizal because was sickly
andundersized his age.
________________14. When was the birth date of Rizal?
________________15. Who was the sister of Rizal called ‘Trining’, was the tenth child and the
custodian of Rizal’s last and greatest poem, "Mi Ultimo Adios”.

55
Assignment
No Assignment for this Chapter

56

Name of Student: ___________________________________________________
Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
Learning Module : Number: _________ Title: ______________________

_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________
57
Chapter 4
Rizal’s Life: Higher Education

and Life Abroad
58
Chapter 4
Rizal’s Life: Higher Education and Life Abroad
Introduction
This chapter analyzes and evaluates Jose Rizal's life, including his pursuit for higher
education as well as his hardships and obstacles throughout his time abroad. He was not only active
intellectually, but he also spent a lot of time on self-improvement through self-education. In his
leisure time, he studied sculpting, painting, and languages, as well as keeping up with the newest
discoveries in philosophy and science. It will also look at Rizal's efforts as the head of the propaganda
movement that helped to alert the Filipino people to the atrocities of the Spanish conquerors, a
steadfast struggle for political and social liberties.
This module introduces students to a thoughtful examination of parts of Rizal's life, a genius
with numerous abilities and, most importantly, excellent characteristics and values worthy of
imitation.
Specific Objectives
a. Analyze and evaluate the important events in the life Rizal abroad.
b. Reflect on the importance of Higher Education to the life of Jose Rizal.
c. Explain the principles of assimilation advocated by the propaganda
movement.
d. Appraise Rizal’s relationship with other propagandists.
Duration
Chapter 4: Rizal’s life: Higher Education and Life = 3 hours
Abroad (2 hours discussion; 1 hour
assessment)
59
Lesson 1: Higher Education

Now, let us discuss important ideas and information regarding Rizal’s life: Higher
Education and Life Abroad.
SCHOLASTIC TRIUMPHS AT ATENEO DE MANILA(1872-1877)
Jose was sent to Manila four months after the martyrdom of Gom-Bur-Za and with Dona
Teodora still in prison. He studied in the Ateneo Municipal - a college under the supervision of the
Spanish Jesuits. Ateneo Municipal, a bitter rival of the Dominican- owned College of San Juan de
Letran formerly the Escuela Pia (Charity School)- for poor boys in Manila established in 1817, In
1859- name was changed to Ateneo Municipal by the Jesuits and later became the Ateneo de Manila.
Rizal Enters Ateneo
 June 10, 1872- Jose, accompanied by Paciano, went to Manila to take the entrance
examinations on Christian Doctrine, arithmetic, and reading at the College of San Juan de
Letran, and passed them.
 His father was the first one who wishedhim to study at Letran but he changed his mind and
decided to send Jose at Ateneo instead.
 Ateneo Municipal- a college under the supervision of the Spanish Jesuits
 Escuela Pia (Charity School)- formerly name of Ateneo, a school for poor boys in Manila
which was established by the city government in 1817
 Escuela Pia Ateneo MunicipalAteneo de Manila
 June 10, 1872 - Rizal accompanied by Paciano went to Manila
 Father Magin Ferrando - was the college registrar, refused to admit Rizal in Ateneo for
two reasons:
(1) he was late for registration
(2) he was sickly and undersized for his age
 Manuel Xerez Burgos - nephew of Father Burgos. Because of his intercession, Rizal was
reluctantly admitted at the Ateneo.
 Jose was the first of his family to adopt the surname “Rizal”. He registered under this name
at Ateneo because their family name “Mercado” had come under the suspicion of the
Spanish authorities.
 Rizal was first boarded in a house outside Intramuros, on Caraballo Street. This was owned
by a spinster named Titay who owed the Rizal family the amount of 300 pesos
Jesuits System of Education
 Jesuits trained the character of the student by rigid discipline, humanities, and religious
instruction. They heard Mass early in the morning before the beginning of daily class. Classes
were opened and closed with prayers it trained the character of the student by rigid discipline
and religious instructions
60
 Students were divided into two groups:

 Roman Empire- consisting of internos (boarders); red banner
 Carthaginian Empire - composed of the externos (non-boarders); blue
banner
- Each empire had its rank. Students fought for positions, with 3 mistakes, opponents position
could lose his position.
 Emperor- the best student in each “empire”
 Tribune- the second best
 Decurion- the third best
 Centurion-the fourth best
 Stand-bearer- the fifth best
The Ateneo students in Rizal’s time wore a uniform which consisted of “hemp-fabric trousers” and
“striped cotton coat” The coat material was called rayadillo
Rizal’s First Year in Ateneo (1872-1873)
Rizal ‘s first professor in Ateneo was Fr. Jose Bech. Rizal was placed at the bottom of the
class since he was a newcomer and knows little Spanish. He was an externo (Carthaginians),
occupying the end of the line. But at the end of the month, he becomes emperor´ of his Empire. He
was the brightest pupil in the whole class, and he was awarded a prize, a religious prize. Rizal took
private lessons in Santa Isabel College during noon recesses to improve his Spanish language paying
three pesos for those extra lessons. He placed second at the end of the year, although all his grades
were still marked Excellent´
Summer Vacation (1873)
Rizal didn’t ‘t enjoy his summer because his mother was in prison, so Neneng (Saturnina)
brought him to Tanawan. But without telling his father, he went to Santa Cruz to visit her mother in
prison. He told her of his brilliant grades. After summer, he returned to Manila and now boarded
inside Intramuros at No. 6 Magallanes Street. Dona Pepay, who had a widowed daughter and 4 sons,
was his landlady. PROPHECY OF MOTHER’S RELEASE Dona Teodora told her son of her dream
the previous night. Rizal, interpreting the dream, told her that she would be released from prison in
3 months ‘time. It became true. Dona Teodora likened his son to the youthful Joseph in the Bible in
his ability to interpret dreams. Teenage Interest in Reading. The first favorite novel of Rizal was The
Count of Monte Cristo by Alexander Dumas. His boyish imagination was stirred by the sufferings
of Edmond Dante’s (the hero) in prison, his spectacular escape from the dungeon of Chateau de If,
his finding a buried treasure in the rocky island of Monte Cristo, and his dramatic revenge on his
enemies who had wronged him. Rizal also read non-fiction. He persuaded his father to buy a costly
set of Cesar Cantu ‘s historical work entitled Universal History. He also read Travels in the
Philippines by Dr. Feodor Jagor, a German scientist-traveler who visited Phil in 1859-60. He was
impressed by: Jagor ‘s keen observations of the defects of Spanish colonization; and his prophecy
that someday Spain would lose the Philippines and that America would come to succeed her as
colonizer.
61
Third Year in Ateneo (1875-76)
June 16, 1875- He became an interno in Ateneo. Fr. Francisco de Paula Sanchez, one of his
professors, inspired him to study harder and write poetry. Rizal ‘s best professor in Ateneo. Rizal
described him as model of uprightness, earnestness, and love for the advancement of his pupils. He
returned to Calamba with 5 medals and excellent ratings.
Fourth Year in Ateneo
March 23, 1877- Rizal, 16 years old, received from his Alma Mater, Ateneo Municipal, the
degree of Bachelor of Arts, with highest honors. Rizal was the highest in all subjects and won five
medals at the end of the school term. He excelled in all his subjects and was the most brilliant
Atenean, he was truly “the pride of the Jesuits”.
Extra-Curricular Activities in Ateneo
He was an active member, later secretary, of Marian Congregation - a religious society. He

was accepted because of his academic brilliance and devotion to Our Lady of Immaculate
Conception, the college patroness. He is also a member of the Academy of Spanish Literature and
the Academy of Natural Sciences. He studied painting under Agustin Saez, a famous painter, and
sculpture under Romualdo de Jesus. He continued his physical training under hi sports minded Tio
Manuel.
Rizal’s studies continued to fare well. As a matter-of-fact, he excelled in all subjects. The most
brilliant Atenean of his time, he was truly “the pride of the Jesuits”
Sculptural Works in Ateneo
He carved an image of The Virgin Mary on a piece of batikuling (Philippine hardwood) with
his pocketknife. The Jesuits fathers were amazed. Father Lleonart requested him to carve for him an
image of the Sacred Heart of Jesus. He intended to take the image with him in Spain but forgot to do
so. So, the Ateneo boarders placed it on the door of their dormitory. It plays a significant part in Rizal
‘s last hours at Fort Santiago.
Anecdotes On Rizal, The Atenean
 Felix M. Roxas- one of Rizal’s contemporaries in the Ateneo, related an incident of Rizal’s
schooldays in Ateneo which reveals hero’s resignation to pain and forgiveness. “Neither
bitterness nor rancor towards the guilty party”
 Manuel Xerez Burgos- This anecdotes illustrates Rizal’s predilection to help the helpless
at the risk of his own life.
62
Poems Written in Ateneo
 It was Doña Teodora who was first discovered the poetic genius of her son, and it was also
she who first encouraged him to write poems. However it was Father Sanchez who inspired
Rizal to make full use of his God-given gift in poetry
 Mi Primera Inspiracion (My First Inspiration), 1874- the first poem Rizal probably wrote
during his days in Ateneo which was dedicated to his mother on her birthday; Rizal wrote it
before he was 14 years old
A. In 1875, inspired by Father Sanchez, Rizal wrote more poems, as such:
1. Felicitacion (Felicitationi)
2. El Remarque: Himno a la Flota de Magallanes (The Departure: Hymn to Magellan’s Fleet)
3. Y Es Espanol; Elcano, el Primero en dar la Vuelta al Mundo (And He is Spanish: Elcano, the First
to
Circumnavigate the World)
4. El Combate: Urbiztondo, Terror de Jolo (The Battle: Urbiztondo, Terror of Jolo)
B. In 1876, Rizal wrote poems on various topics-religion, education, childhood memories and
war. They were as follows:
1. Un Recuerdo a Mi Pueblo (In Memory of My Town)- a tender poem in honor of Calamba, the
hero’s natal town
2. Alianza Intima Entre la Religion y la Buena Educacion (Intimate Alliance between Religion and
Good Education)- Rizal showed the importance of religion in education
3. Por la Educacion Recibe Lustre la Patria (Through Education the Country Receives Light)- Rizal
believed in the significant role which education plays in the progress and welfare of a nation
4. El Cautiverio y el Triunfo: Batalla de Lucena y Prision de Boabdil (The Captivity and the Triumph:
Battle of Lucena and the Imprisonment of Boabdil)- this martial poem describes the defeat and
capture of Boabdil, last Moorish sultan of Granada
5. La Entrada Triunfal de los Reyes Catolices en Granada (The Triumphal Entry of the Catholic
Monarchs into Granada)- this poem relates the victorious entry of King Ferdinand and Queen Isabel
into Granada, last Moorish stronghold in Spain
A year later, in 1877, Rizal wrote more poems. It was his last years in Ateneo. Among the poems
written that year were:
1. El Heroismo de Colon (The Heroism of Columbus)- this poem praises Columbus, the discoverer
of America
2. Colon y Juan II (Columbus and John II)- this poem relates how King Kohn II of Portugal missed
fame and riches by his failure to finance the projected expedition of Columbus to the New World
3. Gran Consuelo en la Mayor Desdicha (Great Solace in Great Misfortune)- this is a legend in verse
of the tragic life of Columbus
4. Un Dialogo Aluviso a la Despedida de los Colegiales (A Farewell Dialogue of the Students)- this
was the last poem written by Rizal in Ateneo; it is a poignant poem of farewell to his classmate.
63
 Al Niño Jesus (To the Child Jesus)- this poem was written in 1875 when Rizal was 14 years old;
it was a brief ode
 A La Virgen Maria (To the Virgin Mary)- another religious poem which doesn’t have exact
date when it was written
 San Eustacio, Martir (St. Eustace, the Martyr)- a drama based on the prose story of St. Eustace
which he wrote in poetic verses during the summer vacation of 1876 and finished it on June 2,
1876
Mother’s Opposition to Higher Education
Both Don Francisco and Paciano wanted Jose to pursue higher learning in the university. But
Dona Teodora who is a woman of education and culture objects to Rizal desire for university
education. She knew what happened to the Gom-Bur-ZA and told her husband “Don’t send him to
Manila again, he knows enough. If he gets to know more the Spaniards will cut off his head”.
THE UNIVERSITY OF STO. TOMAS (1877- 1882)
“Don’t send him to Manila again; he knows enough. If he gets to know more, the Spaniards will cut
off his head.”- Doña Teodora, vigorously opposed the idea that Rizal pursue higher learning in the
university
 In April, 1877, Rizal, who was then nearly 16 years old, matriculated in the University of
Santo Tomas, taking Philosophy and Letters. After finishing the first year of a course in
Philosophy and Letters (1877-1878), Rizal transferred to the medical course.
 He enrolled in this course for Two reasons
1. His father liked it
2. He was still “Uncertain as to what career to follow.
 Father Pablo Ramon-Rector of Ateneo, who had been good to him during his student days
in that college, asking for advice on the choice of a career.
-Unfortunately, the Father Rector was in the Mindanao and during those days it took several
months foe a letter to travel between Manila and Mindanao.
 First year term (1877-79) in the UST, he studied Cosmology, Metaphysics, Theodicy, and
History of Philosophy.
 (1878-1879) Rizal took up medicine, enrolling simultaneously in the preparatory medical
course and the regular first year medical course
 He studied Medicine Because:
1. he wanted to be a physician so that he might cure his mother’s failing eyesight
2. the Father Pablo Ramon, Rector of Ateneo, whom he consulted for a choice of
career, finally answered his letter, recommending medicine.
64
 During Rizal’s first school term in the University of Santo Tomas (1877-1878), Rizal also
studied in Ateneo. He took the vocational course leading to the title of perito agrimensor
(expert surveyor)
 Rizal excelled in all subjects in the surveying course in Ateneo, obtaining gold medals in
agriculture and topography
 November 25, 1881- the title was issued to Rizal for passing the final examination in the
surveying course
Literary Works (1879)
 Liceo Artistico-Literario (Artistic-Literary Lyceum) of Manila- a society of literary men

and artists, held a literary contest in the year 1879
 A La Juventud Filipina (To the Filipino Youth) - Rizal, who was then 18 years old,
submitted this poem
o is an inspiring poem of flawless form. Rizal beseeched the Filipino youth to rise from
lethargy, to let genius fly swifter than the wind and descend with art and science to
break the chains that have long bound the spirit of the people
o this winning poem of Rizal is a classic in Philippine literature for two reasons:
(1) it was the great poem in Spanish written by a Filipino, whose merit was
recognized by Spanish literary authorities
(2) it expressed for the first time the nationalistic concept that the Filipinos,
and not the foreigners, were the “fair hope of the Fatherland”
o The Board of Judges, composed of Spaniards, was impressed by Rizal’s poem and
gave it the first prize which consisted of a silver pen, feather-shaped and decorated
with a gold ribbon
 El Consejo de los Dioses (The Councils of the Gods)- an allegorical drama written by Rizal
which he entered in the literary contest of Artistic-Literary Lyceum in 1880 to commemorate
the fourth centennial of the death of Cervantes
o was a literary masterpiece based on the Greek classics
 The prize was awarded to Rizal, a gold ring on which was engraved the bust of Cervantes
 D.N. del Puzo - a Spanish writer, who won the second prize
 Junto al Pasig (Beside the Pasig)- a zarzuela which was staged by the Ateneans on
December 8, 1880, on the occasion of the annual celebration of the Feats Day of the
Immaculate Conception, Patroness of the Ateneo
- Rizal wrote it as President of the Academy of Spanish Literature in Ateneo
 A Filipinas- a sonnet written by Rizal for the album of the Society of Sculptors; in this sonnet,
he urged all Filipino artists to glorify the Philippines
 Abd-el-Azis y Mahoma- Rizal composed a poem in 1879 which was declaimed by an
Atenean, Manuel Fernandez, on the night of December 8, 1879, in honor of the Ateneo’s
Patroness
 Al M.R.P. Pablo Ramon- Rizal composed a poem in 1881, as an expression of affection to
Father Pablo Ramon, the Ateneo rector, who had been so kind and helpful to hi
65
Champion Of Filipino Students
 There were frequent student brawls between the Filipinos and the Spaniards
 1880: Rizal founded COMPAÑERISMO (COMRADESHIP), a secret society of Filipino
UST students. The members were called “Companions of Jehu”.
 He was the chief of the society.
 His cousin from Batangas, Galicano Apacible was the secretary.
 In one of the skirmishes, Rizal was wounded on the head. His friends brought him to Casa
Tomasina where Leonor Rivera took care of him
Unhappy Days At The UST
Rizal found the atmosphere at the University of Santo Tomas suffocating to his sensitive spirit. He
was unhappy at this Dominican institution of higher learning because
(1) the Dominican professors were hostile to him
(2) the Filipino students were racially discriminated against by the Spaniards
(3) the method of instruction was obsolete and repressive
In Rizal’s novel, El Filibusterismo, he described how the Filipino students were humiliated
and insulted by their Dominican professors and how backward the method of instruction was,
especially in the teaching of the natural sciences.
66
Lesson 2: Life Abroad

Decision To Study Abroad
Rizal decided to study in Spain after finishing the fourth year of his medical course.
The people who approved :
o His older brother Paciano
o His sisters Saturnina (Neneng) and Lucia
o Uncle Antonio Rivera
o The Valenzuela family
o Some friends
The people who did not know his decision:
o Rizal’s parents
o Leonor Rivera
IN SUNNY SPAIN (1882-1885)
After finishing the 4th year of the medical course in the University of Santo Tomas, Rizal
decided to complete his studies in Spain.
Aside from completing his studies in Spain, Rizal has his “secret mission”—was to observe
keenly the life and culture, languages and customs, industries and commerce, and government
and laws of the European nations in order to prepare himself in the mighty task of liberating
his oppressed people from Spanish tyranny.
This Rizalian secret mission was likewise disclosed by Paciano in his letter to his younger
brother dated Manila, May 20, 1892.
Rizal’s departure for Spain was kept secret to avoid detection by the Spanish authorities
and the friars.
 Jose Mercado - Rizal used this name; a cousin from Biñan

 May 3, 1882 - Rizal departed on board the Spanish streamer Salvadora bound for Singapore
SINGAPORE
 Donato Lecha - the ship captain from Asturias, Spain befriended Rizal
-Rizal described him as an affable man, “much more refined than his other
countrymen and colleagues that I have met.”
 Rizal played chess with his fellow passengers who were much older than he
 May 8, 1882 - while the steamer was approaching Singapore, Rizal saw a beautiful island,
fascinated by its scenic beauty, he remembered “Talim Island with the Susong Dalaga”
 May 9, 1882 - the Salvadora docked at Singapore
 Hotel de la Paz- Rizal registered here and spent two days on a sightseeing soiree of the city,
which was a colony of England.
67
FROM SINGAPORE TO COLOMBO
 In Singapore, Rizal transferred to another ship Djemnah, a French steamer, which left
Singapore for Europe on May 11, 1882.
 May 17, 1882- Djemnah reached Point Galle, a seacoast town in southern Ceylon (now Sri
Lanka)
 Rizal wrote on his travel diary: “The general appearance of Point Galle is picturesque but
lonely and quiet and at the same time sad”
 Colombo- capital of Ceylon
-Rizal was enamoured by Colombo because of its scenic beauty and elegant buildings
“Colombo is more beautiful, smart and elegant than Singapore, Point Galle and
Manila”
 For the first time, Rizal sighted the barren coast of Africa, which he called an “inhospitable
land but famous”
 Aden- city hotter than Manila
-Rizal was amused to see the camels, for the first time
 City of Suez- the Red Sea terminal of the Suez Canal
-Rizal was impressed in the beautiful moonlight which reminded him of Calamba and
his family
 Suez Canal- canal which built by Ferdinand de Lesseps (French diplomat-engineer) which
was inaugurated on November 17, 1869
 Port Said- the Mediterranean terminal of the Suez Canal
NAPLES AND MARSEILLES
 June 11, 1882- Rizal reached Naples

Rizal was pleased on this Italian city because of its business activity, its lively
people, and its panoramic beauty
 Night of June 12, 1882- the steamer docked at the French harbor of Marseilles
 Rizal visited the famous Chateau d’If, where Dantes, hero of the Count of Monte Cristo, was
imprisoned
 Rizal stayed two and a half days in Marseilles
BARCELONA
 Afternoon of May 15, 1882- Rizal left Marseilles by train for the last lap of his trip to Spain
 Rizal crossed the Pyrenees and stopped for a day at the frontier town of Port Bou
 June 16, 1882- Rizal finally reached his destination—Barcelona
 Rizal’s first impression of Barcelona, the greatest city of Cataluña and Spain’s second
largest city, was unfavorable
 Las Ramblas- the most famous street in Barcelona
 AMOR PATRIO (LOVE OF COUNTRY)- nationalistic essay, Rizal’s first article written
on Spain’s soil.
68
 under his pen-name Laong Laan, appeared in print in Diariong Tagalog on August 20,
1882
 it was published in two texts—Spanish and Tagalog—the Spanish text was the one
originally written by Rizal in Barcelona, the tagalog text was a Tagalog translation
made by M.H. del Pilar
Image Source: https://www.flickr.com/photos/nccaofficial/18253771710/sizes/l/
 Basilio Teodoro Moran- a friend of Rizal in Manila and the publisher of Diariong Tagalog
where Rizal sent this article
 Diariong Tagalog- the first Manila bilingual newspaper (Spanish and Tagalog)
 Los Viajes (Travels)- Rizal’s second article for Diariong Tagalog
 Revista de Madrid (Review of Madrid)- Rizal’s third article written in Madrid on
November 29, 1882 but returned to him because the Diariong Tagalog had ceased
publication for lack of funds
 Rizal received sad news about the cholera that was ravaging Manila and the provinces
according to Paciano’s letter, dated September 15, 1882
 Another sad news from the Philippines was the chatty letter of Chengoy recounting the
unhappiness of Leonor Rivera
 In one of his letters (dated May 26, 1882), Paciano advised his younger brother to finish the
medical course in Madrid
 Rizal left Barcelona in the fall of 1882 and established himself in Madrid, the capital of
Spain
LIFE IN MADRID
 November 3, 1882- Rizal enrolled in the Universidad Central de Madrid (Central

University of Madrid) in two courses—Medicine and Philosophy and Letters
 Academy of Fine Arts of San Fernando- Rizal studied painting and sculpture. Rizal’s
only extravagance was investing a few pesetas for a lottery ticket in every draw of the Madrid
Lottery. Rizal spent his leisure time reading and writing at his boarding house, attending the
reunions of Filipino students at the house of the Paterno brothers (Antonio, Maximo and
Pedro) and practicing fencing and shooting at the gymnasium.
 Antigua Café de Levante-during the summer twilights, this is where Rizal sipped coffee and
fraternized with the students from Cuba, Mexico, Argentina, et.
69
 On Saturday evenings, Rizal visited the home of Don Pablo Ortiga y Rey who lived with
his son (Rafael) and daughter (Consuelo).
 Circulo Hispano-Filipino (Hispano-Philippine Circle)- a society of Spaniards and
Filipinos which Rizal joined shortly after his arrival in Madrid in 1882.
 ME PIDEN VERSOS (THEY ASK ME FOR VERSES)- upon the request of the members
of this society, Rizal’s wrote this poem which he personally declaimed during the New Year’s
Eve reception of the Madrid Filipinos held in the evening of December 31, 1882
-in this sad poem, Rizal poured out the cry of his agonizing heart
 Rizal economized on his living expenses, and with the money he saved, he purchased books
from a second-hand book store owned by a certain Señor Roses
 Beecher Stowe’s Uncle Tom’s Cabin and Eugene Sue’s The Wandering Jew- these two
books aroused Rizal’s sympathy for the oppressed and unfortunate people
FIRST VISIT TO PARIS (1883)
During his first summer vacation in Madrid, Rizal went to Paris, gay capital of France. The
prices of food, drinks, theatre, tickets, laundry, hotel accommodations, and transportation were too
high for Rizal’s slender purse so that he commented in a letter to his family: “Paris is the costliest
capital in Europe.”
 June 17 to August 20, 1883- Rizal sojourn in Paris

 Hotel de Paris- located on 37 Rue de Maubange wherein Rizal billeted but later, he moved
to a cheaper hotel on 124 Rue de Rennes in the Latin Quarter
 Laennec Hospital- where Rizal observed Dr. Nicaise treating his patients
 Lariboisiere Hospital- where Rizal observed the examination of different diseases of
women
 Rizal was impressed by the way the Spanish Mason openly and freely criticized the
government policies and lambasted the friars, which could not be done in Philippines
 March 1883- Rizal joined the Masonic lodge called Acacia in Madrid
 Rizal’s reason for becoming a mason was to secure Freemansory’s aid in his fight
against the friars in the Philippines
 Lodge Solidaridad (Madrid) – Rizal transferred where he became a Master Mason on
November 15, 1890
 February 15, 1892- Rizal was awarded the diploma as Master Mason by Le Grand Orient
de France in Paris
 Science, Virtue and Labor- Rizal’s only Masonic writing; a lecture which he delivered in
1889 at Lodge Solidaridad, Madrid
After Rizal’s departure for Spain, things turned from bad to worse in Calamba:
(1) harvests of rice and sugarcane failed on account of drought and locusts
(2) the manager of the Dominican-owned hacienda increased the rentals of the lands
(3) a dreadful pest killed most of the turkeys. Due to hard times in Calamba, the monthly
allowances of Rizal in Madrid were late in arrival and there were times when they never
arrived.
70
 June 24, 1884- a touching incident in Rizal’s life in Madrid wherein he was broke and was
unable to take breakfast. Rizal attended his class at the university, participated in the contest
in Greek language and won the gold medal.
 Evening of June 25, 1884- a banquet was sponsored by the Filipino community to celebrate
the double victory of the Filipino artist in the National Exposition of Fine Arts in Madrid—
Luna’s Spoliarium winning the first prize and Hidalgo’s Christian Virgins Exposed to the
Populace (Virgenes Cristianas Expuestas al Populacho), second prize, November 20, 21, and
22, 1884- the serene city of Madrid exploded in bloody riots by the students of the Central
University.
These student demonstrations were caused by the address of Dr. Miguel Morayta, professor
of history, at the opening ceremonies of the academic year on November 20, in which he proclaimed
“the freedom of science and the teacher”. The Rector, who also took the side of the students, was
forced to resign and was replaced by Doctor Creus, “a very unpopular man, disliked by everybody”.
November 26, 1884- Rizal wrote the recounting tumultuous riots to his family, June 21, 1884- Rizal
completed his medical course in Spain; he was conferred the degree of Licentiate in Medicine by the
Universidad Central de Madrid. The next academic year (1884-1885), Rizal studied and passed all
subjects leading to the degree of Doctor of Medicine but he did not present the thesis required for
graduation nor paid the corresponding fees, he was not awarded his Doctor’s diploma, June 19, 1885-
on his 24th birthday, Rizal was awarded the degree of Licentiate in Philosophy and Letters by the
Universidad Central de Madrid with the rating of “Excellent”: (Sobresaliente). November 26, 1884-
a letter to Rizal’s family written in Madrid wherein he said “My doctorate is not of very much value
to me... because although it is useful to a university professor, yet, I believe they (Dominican friars—
Z) will never appoint me as such in the College of Santo Tomas. I say the same thing of philosophy
and letters which may serve also for a professorship, but I doubt if the Dominican fathers will grant
it to me.”
PARIS TO BERLIN (1885-1887)
 Rizal went to Paris and Germany in order to specialize in ophthalmology—Rizal chose this
branch of medicine because he wanted to cure his mother’s eye ailment.
IN PARIS (1885-1886)
 Maximo Viola- a medical student and a member of a rich family of San Miguel, Bulacan,
Rizal’s friend.
 Señor Eusebio Corominas- editor of the newspaper La Publicidad and made a crayon sketch
of Don Miguel Morayta, owner of La Publicidad and a stasman. Rizal gave Editor Corominas
an article on the Carolines Question, then a controversial issue, for publication, November
1885, Rizal was living in Paris where he sojourned for about four months.
 Dr. Louis de Weckert (1852-1906)- leading French ophthalmologist wherein Rizal worked
as an assistant from November 1885 to February 1886.
 Paz Pardo de Tavera- was a pretty girl, who was engaged to Juan Luna.
71
At the studio of Luna, Rizal spent many happy hours. Rizal helped Luna by posing as model
in several paintings. In Luna’s canvas “The Death of Cleopatra,“ Rizal posed as an Egyptian priest.
In another of Luna’s great paintings, “The Blood Compact,” he posed as Sikatuna, with Trinidad
Pardo de Tavera taking the role of Legazpi.
 November 27, 1878- Rizal told Enrique Lete that he “learned the solfeggio, the piano, and
the voice culture in one month and a half”, By sheer determination and constant practice,
Rizal came to play the flute fairly well. He was a flutist in various impromptu reunions of
Filipinos in Paris.
 Alin Mang Lahi (Any Race)-a patriotic song written by Rizal which asserts that any race
aspires for freedom.
 La Deportacion (Deportation)- a sad danza which Rizal composed in Dapitan during his
exile
IN HISTORIC HEIDELBERG
 February 1, 1886- Rizal reluctantly left Paris from Germany

 February 3, 1886- Rizal arrived in Heidelberg, a historic city in Germany famous for its
old university and romantic surroundings
 Chess Player’s Club- a club wherein the students made Rizal as a member because of
being a good chess player
 DR. OTTO BECKER- distinguished German ophthalmologist where Rizal worked—
University Eye Hospital.
 April 22, 1886- Rizal wrote a fine poem “A Las Flores de Heidelberg” (To the Flowers of
Heidelberg)
 In the spring of 1886, Rizal was fascinated by the blooming flowers along the cool banks of
the Neckar River. Among them was his favorite flower—the light blue “forget-me-not”
 Wilhelmsfeld- a mountainous village near Heidelberg where Rizal spent a three-month
summer vacation
 DR. KARL ULLMER- a kind Protestant pastor where Rizal stayed, who became his good
friend and admirer
 June 25, 1886- Rizal ended his sojourn at Pastor Ullmer’s home
 May 29, 1887- Rizal wrote from Munich (Muchen) to Friedrich (Fritz), son of Pastor
Ullmer.
 July 31, 1886- Rizal wrote his first letter in German (which he had improved after his stay
with the Ullmers) to Professor Blumentritt, Director of the Ateneo of Leitmeritz, Austria
 ARITMETICA (ARITHMETIC)-Rizal sent this book he mentioned and was published in
two languages—
- Spanish and Tagalog—by the University of Santo Tomas Press in 1868. the author
was Rufino Baltazar Hernandez, a native of Santa Cruz, Laguna
 August 6, 1886- the famous University of Heidelberg held its fifth centenary celebration
72
IN LEIPZIG AND DRESDEN
 August 9, 1886- Rizal left Heidelberg

 August 14, 1886- boarded by a train. Rizal arrived in Leipzig
 PROFESSOR FRIEDRICH RATZEL- a famous German historian, Rizal befriend with
him
 DR. HANS MEYER- German anthropologist, a friend of Rizal
 In Leipzig, Rizal translated Schiller’s William Tell from German into Tagalog so that
Filipino might know the story of that champion of Swiss independence.
 Rizal also translated into Tagalog for his nephews and niece Hans Andersen’s Fairy Tales
 Rizal found out that the cost of living in Leipzig was cheapest in Europe so that he stayed
two months and a half.
 Because of his knowledge of German, Spanish, and other European languages, Rizal worked
as proof- reader in a publisher’s firm.
October 29, 1886- Rizal left Leipzig for Dresden where he met Dr. Adolph B. Meyer, Director of
the Anthropological and Ethnological Museum.
 Rizal heard Mass in a Catholic church; evidently, this Mass impressed him very much, for
he wrote on his diary: “Truly I have never in my life heard a Mass whose music had greater
sublimity and intonation.”
 Morning of November 1, 1886- Rizal left Dresden by train reaching Berlin in the evening.
BERLIN
 Rizal was enchanted by Berlin because of its scientific atmosphere and the absence of race
prejudice
 Rizal met for the first time Dr. Feodor Jagor, celebrated German scientist-traveler and
author of Travels in the Philippines, a book which Rizal read and admired during his student
days in Manila
 Dr. Rudolf Virchow- introduced to Rizal by Dr. Jagor; famous German anthropologist
 Dr. Hans Virchow- son of Dr. Rudolf Virchow, professor of Descriptive Anatomy
 Dr. W. Joest- noted German geographer
 Dr. Ernest Schweigger (1830-1905)- famous German ophthalmologist where Rizal worked
 Rizal became a member of the Anthropological Society, the Ethnological Society, and the
Geographical Society of Berlin, upon the recommendation of Dr. Jagor and Dr. Meyer
 TAGALISCHE VERKUNST (TAGALOG METRICAL ART)- Rizal wrote this
scholarly paper in German which he read before the society in April 1887
-this paper was published by the society in the same year, and elicited favorable
comments from all scientific quarters.
 Rizal lived in Berlin, famous capital of unified Germany for five reasons:
(1) to gain further knowledge of ophthalmology
(2) to further his studies of sciences and languages
(3) to observe the economic and political conditions of the German nation
(4) to associate with famous German scientists and scholars
73
(5) to publish his novel, Noli Me Tangere
 Madame Lucie Cerdole-Rizal’s professor of French in order to master the idiomatic

intricacies of the French language
 Unter den Linden- the most popular boulevard of Berlin wherein Rizal enjoyed
promenading, sipping beer in the city’s inns and talking with the friendly Berliners
 March 11, 1886- one of Rizal’s important letters written while he was in Germany that
addressed to his sister, Trinidad
-in this letter, Rizal expressed his high regard and admiration for German womanhood
-The German woman, said Rizal to his sister, is serious, diligent, educated, and
friendly. She is not gossipy, frivolous and quarrelsome
• Aside from the German women, Rizal admired the German customs which he observed well
GERMAN WOMEN AND THEIR CUSTOMS
Rizal wrote a letter addressed to his sister, Trinidad. He said that German woman is serious,
diligent, educated, and friendly. She is not gossipy, frivolous, and quarrelsome. Aside from women,
Rizal admired the German customs. The Christmas custom of the German delighted him most of his
yuletide custom he wrote on Christmas eve. Another interesting German custom observed by Rizal
is self-introduction to strangers in a social gathering.
NOLI ME TANGERE PUBLISHED IN BERLIN (1887)
Image Source: https://www.amazon.com/Noli-Tangere-Facsimile-Jose-Rizal/dp/B001GS2TG8
The bleak winter of 1886 in Berlin was Rizal’s darkest winter because no money arrived from
Calamba and he was flat broke. The diamond ring which his sister, Saturnina, gave him was in the
pawnshop. It was memorable in the life of Rizal for two reasons
(1) It was a painful episode for he was hungry, sick and despondent in a strange city
74
(2) It brought him great joy after enduring so much sufferings, because his first novel, Noli
Me Tangere came off the press in March, 1887.
 Harriet Beecher Stowe’s Uncle Tom’s Cabin- inspired Dr. Rizal to prepare a novel that would
depict the miseries of his people under the lash of Spanish tyrants
 January 2, 1884- in a reunion of Filipinos in the Paterno residence in Madrid, Rizal proposed
the writings of a novel about the Philippines by a group of Filipinos
 Toward the end of 1884, Rizal began writing the novel in Madrid and finished about one-half
of it.
 When Rizal went to Paris, in 1885, after completing his studies in the Central University of
Madrid, he continued writing the novel, finishing one half of the second half
 Rizal finished the last fourth of the novel in Germany. He wrote the last few chapters of the
Noli in Wilhelmsfeld in April-June, 1886.
 In Berlin during the winter days of February, 1886, Rizal made the final revisions on the
manuscript of the Noli.
 MAXIMO VIOLA- Rizal’s friend from Bulacan, arrived in Berlin at the height of Rizal
despondency and loaned him the needed funds to publish the novel; savior of Noli
 After the Christmas season, Rizal put the finishing touches on his novel. To save printing
expenses, he deleted certain passages in his manuscript, including a whole chapter—“Elias
and Salome”
 February 21, 1887- the Noli was finally finished and ready for printing
 Berliner Buchdruckrei-Action-Gesselschaft- a printing shop which charged the lowest
rate, that is, 300 pesos for 2,0O0 copies of the novel.
 March 21, 1887- the Noli Me Tangere came off the press, March 29, 1887 Rizal, in token of
his appreciation and gratitude, gave Viola the galley proofs of the Noli carefully rolled around
the pen that he used in writing it and a complimentary copy, with the following inscription:
“To my dear friend, Maximo Viola, the first to read and appreciate my work—Jose Rizal”.
The title
 Noli Me Tangere is a Latin phrase which means “Touch Me Not”. It is not originally
conceived by Rizal, for he admitted taking it from the Bible. Rizal, writing to Felix
Hidalgo in French on March 5, 1887, said:
“Noli Me Tangere, words taken from the Gospel of St. Luke, signify “do not
touch me” but Rizal made a mistake, it should be the Gospel of St. John
 Rizal dedicated his Noli Me Tangere to the Philippines—“To My Fatherland”
75
Image Source: https://www.slideshare.net/vaughnmargaux/slide-summaryvaughn
 The cover of Noli Me Tangere was designed by Rizal. It is a ketch of explicit symbols.
A woman’s head atop a Maria Clara bodice represents the nation and the women,
victims of the social cancer. One of the causes of the cancer is symbolized in the
friar’s feet, outsized in relation to the woman’s head. The other aggravating causes of
oppression and discrimination are shown in the guard’s helmet and the iron chains,
the teacher’s whip and the alferez’s scourge. A slight cluster of bamboo stands at the
backdrop; these are the people, forever in the background of their own country’s
history. There are a cross, a maze, flowers and thorny plants, a flame; these are
indicative of the religious policy, the misdirected ardor, the people strangled as a
result of these all.
 The novel Noli Me Tangere contains 63 chapters and an epilogue.
 Dr. Antonio Ma. Regidor- Filipino patriot and lawyer who had been exiled due to
his complicity in the Cavite Mutiny of 1872, read avidly the Noli and was very much
impressed by its author.
RIZAL’S GRAND TOUR OF EUROPE WITH VIOLA (1887)
After the publication of Noli, Rizal planned to visit the important places in Europe. Dr.
Maximo viola agreed to be his traveling companion. Rizal received Pacianos remmiitance of P1000
which forward by Juan Luna from Paris and immediately paid his debt to Viola which he loaned so
that Noli could be printed.
 May 11, 1887- Rizal and Viola left Berlin by train. Spring was anideal season for travel.
 Dresden- one of the best cities in Germany. They visited Dr. Adolph B. Meyer, who was
overjoyed to see them.
 Prometheus Bound-painting wherein Rizal was deeply impressed
76
 Teschen (now Decin, Czechoslovakia) - next stopover after leaving Dresedn.

LEITMERITZ
 At 1:30pm of May 13, 1887- the train, with Rizal and Viola on board, arrived at the railroad
station of Leitmeritz, Bohemia
-for the first time, the two great scholars—Rizal and Blumentritt—met in person
 Professor Blumentritt- a kind-hearted, old Austrian professor
 May 13 to May 16, 1887- Rizal and Viola stayed in Leitmeritz
 Burgomaster- town mayor
 Tourist’s Club of Leitmeritz-which Blumentritt was the secretary; Rizal spoke
extemporaneously in fluent Germany to the officers and members
 Dr. Carlos Czepelak- renowned scientist of Europe
 Professor Robert Klutschak- an eminent naturalist
 May 16, 1887 at 9:45 AM- Rizal and Viola left Leitmeritz by train
PRAGUE
Rizal and Viola visited the historic city of Prague. They carried letters of recommendation
from blumentritt to Dr. Wilkom, professor of natural history in the University of Prague. According
to Viola, “nothing of importance happened” in this city. Rizal and Viola visited the “Tomb of
Copernicus”.
VIENNA
 May 20, 1887- Rizal and Viola arrived in the beautiful city of Vienna, capital of Austria-
Hungary
 Vienna was truly the “Queen of Danube” because of its beautiful buildings, religious
images, haunting waltzes and majestic charm.
 Norfenfals- is one of the greatest Austrian novelists was favorably impressed by Rizal, and
years later he spoke highly of Rizal, “whose genius he so much admired.”
 Rizal and Viola stayed at Hotel Metropole. In Vienna, Rizal received his lost diamond
stickpin
DANUBIAN VOYAGE TO LINTZ
 May 24, 1887- Rizal and Viola left Vienna on a river boat to see the beautiful sights of the
Danube River
 Rizal particularly noticed that the passengers on the river boat were using paper napkins
during the meals, which was a novelty to him. Viola, commented that the paper napkins were
“more hygienic and economical than cloth napkins”
FROM LINTZ TO RHEINFALL

77
 Munich- where Rizal and Viola sojourned for a short time to savor the famous Munich
beer, reputed to be the best in Germany
 Nuremberg- one of the oldest cities of Germany
 The Cathedral of Ulm- the largest and tallest cathedral in all Germany
 From Ulm, they went to Stuttgart, Baden and then Rheinfall (Cascade of the Rhine). At
Rheinfall, they saw the waterfall, “the most beautiful waterfall of Europe”
CROSSING THE FRONTIER TO SWITZERLAND
 June 2 to 3, 1887- stayed at Schaffhausen, Switzerland
GENEVA
 This Swiss city is one of the most beautiful cities in Europe, visited by world tourists every
year
 June 19, 1887- Rizal treated Viola to a blow-out. It was his 26th birthday
 Rizal and Viola spent fifteen delightful days in Geneva
 June 23, 1887- Viola and Rizal parted ways—Viola returned to Barcelona while Rizal
continued the tour to Italy.
Exposition of the Philippines in Madrid, Spain- Rizal was outraged by this degradation of his
fellow countrymen the Igorot’s of Northern Luzon
RIZAL IN ITALY
 June 27, 1887- Rizal reached Rome, the “Eternal City” and also called the “City of the
Caesars”
 Rizal was thrilled by the sights and memories of the Eternal City. Describing to Blumentritt,
the “grandeur that was Rome”, he wrote on June 27, 1887.
 June 29, 1887- the Feast Day of St. Peter and St. Paul, Rizal visited for the first time the
Vatican, the “City of the Popes” and the capital of Christendom
 Every night, after sightseeing the whole day, Rizal returned to his hotel, very tired. “I am
tired as a dog,” he wrote to Blumentritt, “but I will sleep as a God”
 After a week of wonderful sojourn in Rome, Rizal prepared to return to the Philippines. He
had already written to his father that he was coming home
FIRST HOMECOMING (1887-1888)
 Because of the publication of the Noli Me Tangere and the uproar it caused among the
friars, Rizal was warned by Paciano (his brother), Silvestre Ubaldo (his brother-in-law),
Chengoy (Jose M. Cecilio) and other friends not to return home.
 Rizal was determined to return to the Philippines for the following reasons:
(1) to operate on his mother’s eyes
(2) to serve his people who had long been oppressed by Spanish tyrants
78
(3) to find out for himself how Noli and his other writings were affecting Filipinos
and Spaniards in the Philippines and
(4) to inquire why Leonor Rivera remained silent
 July 29, 1887- Rizal wrote to his father, announcing his homecoming. “on the 15th of July,
I shall embark for our country, so that from the 15th to the 30th of August, we shall see each
other”
AT HIS HOMETOWN
August 8, 1887, he reached Calamba. He opened a medical clinic and restored his mother’s
vision. Such “miraculous” news spread throughout the community like wildfire, thus, his clinic was
flocked by people aspiring for a better eyesight. Newly arrived from Germany, he began to be known
as “Doctor Ullman” (from the word Aleman) and soon he acquired a lucrative medical practice. He
earned $900 from his services as physician. Rizal opened a gymnasium for young folks, where he
introduced European sports to discourage his town mates from idleness and gambling. He also took
part in Calamba’s civic affairs and on his spare time made paintings of the towns landscapes and
translated the German poems of Von Wildenrath into Tagalog. His happy days at Calamba was
marred with the death of his older sister, Olympia, and to see Leonor Rivera. His family begged him
not to see her at her hometown in Camiling because of increasing concerns about his safety. Also,
Leonor’s mother objected to their relationship.
THE CONTROVERSY OVER THE NOLI

Copies of the Noli Me Tangere had arrived at the Philippines weeks before Rizal’s return to the
Philippines. Some of copies of his book fell into the hands of the Spaniards especially the friars.
They found the novel “heretical, impious, and scandalous in the religious order and anti-patriotic,
subversive of public order, injurious to the government of Spain and its function in the Philippine
Islands in the political order”. The controversy over the novel had reached the office of Governor
General Emilio Terrero. He requested Rizal to come to Malacańang Palace. Rizal met Governor
General Emilio Terrero who informed him of the charges against him. As a defense, Rizal told
Terrero that Noli only expose reality. Not having read the book yet and out of curiosity, the governor
general asked for a copy of the controversial novel, which he later confessed that he enjoyed reading.
He saw no problem on the book, yet to protect Rizal’s life which was then in danger, he assigned
Jose Taviel de Andrade, a young Spanish lieutenant, as Rizal’s personal bodyguard. The friars asked
Governor General
Terrero to deport him, but the latter refused because there was no valid charge against Rizal
in court. While still in Calamba, Rizal was seen as a troublemaker. There are groundless tales
circulated by his enemies that he was “a German spy, an agent of Bismarck, a Protestant, a
Mason, a witch, a soul beyond salvation, etc.” Realizing that his family’s and friend’s safety
were risked; and that his fight against the Spaniards have better chance of winning if he’d stay abroad,
Rizal, six months after, finally decided to sail back to Europe. His plan was to return to Europe via
Hong Kong, Macao, Japan and the United States TOPIC 6- TRAVELS IN ASIA (HONG KONG,
MACAU AND JAPAN) AND THE U.S. FIRST TRIP TO HONG KONG AND MACAU • On
February 3, 1888, with a heavy heart, Rizal left Manila for Hong Kong. His powerful enemies refused
to give him peace and quiet. Anonymous letters with threats on his life were sent to his parents’
79
house in Calamba. On February 8, 1888- Rizal arrived in Hong Kong and he was welcomed by
Filipino residents. •Jose Sainz de Varranda, Terrero’s former secretary, followed Rizal in the said
British colony, and was believed to be commissioned by the Spanish authorities to spy on the hero.
While in Hong Kong, Rizal engaged in cultural activities. Among the experiences while he observed
were:
a) The Chinese way of celebrating their New Year, which included making noise and
exploding firecrackers to drive away evil spirits.
b) Chinese lauriat parties, where they served many different types of dishes.
c) Chinese theatres which used symbolisms and noisy music to entertain an equally noise
audience.
d) He also managed to visit different churches and cemeteries that were owned by
Catholics, Protestants, and Muslims.
 On February 18-21, 1888, Rizal also visited Macau, a Portuguese colony near Hong Kong.
He was invited to stay at the residence of Don Juan Francisco Lecaros, who was a former
Filipino delegate to the Spanish Cortes. For two days, Rizal enjoyed being a tourist and
visited different cultural places which included churches, botanical gardens, theaters, and the
Macao Casino.
 February 22, 1888- Rizal left Hong Kong, his destination was Japan.
IN JAPAN
 February 28, 1888- Rizal arrived in Yokohama, the next day he went to Tokyo and stayed at
Tokyo Hotel for six days. Shortly after his arrival, Juan Perez Caballero-secretary of the
Spanish Legation, visited Rizal at his hotel who latter invited him to live at the Spanish
Legation. Rizal being an intelligent man, realized that the Spanish diplomatic authorities
were instructed from Manila to keep track of his activities. Since it was economical to stay
at the legation and he believed that he had nothing to hide, he accepted it.
 March 7, 1888- Rizal checked out of Tokyo Hotel and lived at the Spanish Legation
 Rizal was impressed by the scenic Japan and had keenly observed the life, customs, and
culture of the people. The things which favourably impressed Rizal in Japan were the beauty
of the country; the cleanliness, politeness, and industry of the Japanese people; the
picturesque dress and simple charm of the Japanese women; there were very few thieves in
Japan; beggars were rarely seen in the city, streets, unlike in Manila and other cities.
 April 13, 1888, Rizal left Japan and boarded the Belgic, bound for the United States.
RIZAL’S VISIT TO THE UNITED STATES (April- May 1888)
 April 28, 1888, Rizal arrived in San Francisco, California. The ship was held under quarantine
by the American health authorities, reasoning that there was a cholera epidemic in the Far
East where their ship come from. Rizal and other first-class passenger of the ship were
released from quarantine and allowed to land after seven days.
80
 On May 4, 1888, Rizal arrived in San Francisco and registered at the Palace Hotel and stayed
for two days. May 6, 1888, he was in Oakland, he boarded the train for his grand
transcontinental trip to the American continent. He was able to see places such as Sacramento,
Reno, (Nevada), Colorado, Nebraska, Chicago, Albany and on May 13 he reached New York.
He stayed in this city for three days, he visited the scenic and historic places. RIZAL’S
IMPRESSIONS OF AMERICA
Good impressions
a) the material progress of the country as shown in the great cities, huge farms, flourishing
industries, and busy factories.
b) the drive and energy of the American People
c) the natural beauty of the land d) the high standard of living.
e) the opportunities for better life offered to poor immigrants.
Bad impression the lack of racial equality: “America is the land par excellence of freedom but only
for the whites “May 16, 1888- Rizal left New York for Liverpool, England.
REFORMIST WORKS IN EUROPE (1889-1981) IN LONDON
 May 25, 1888, to mid-March 1889- Rizal decided to stay in London because he could improve
his English, study and do an annotation of Antonio Morga’s Sucecos de las Islas Filipinas
and perceived it was a place for him to carry on the reforms he wanted for the Philippines.
ANNOTATING MORGA’S BOOK
 May 1888-March 1889- He spent ten months (10) in the reading room of the British Museum
deeply immersed in his historical studies in London. This was the greatest achievement of
Rizal in London, the annotating of Morga’s book, Sucesos de las Islas Filipinas (Historical
Events of the Philippine Islands), which was published in Mexico, 1609.
RIZAL AND THE LA SOLIDARIDAD
December 31, 1888- inauguration of Asociacion La Solidaridad (Solidaridad Association), a patriotic

society. They crusade for reforms in the Philippine Government. By unanimous vote of all members,
Rizal was chosen honorary president. This was a recognition of his leadership among all Filipino
patriots in Europe. February 15, 1889Graciano Lopez Jaena founded the patriotic newspaper called
La Solidaridad in Barcelona. A fortnightly periodical which served as the organ of the Propaganda
Movement. Its aims were as follows: to work peacefully for political and social reforms; to portray
the deplorable conditions of the Philippines so that Spain may remedy them; to oppose the evil forces
of reaction and medievalism; to advocate liberal ideas and progress; to champion the legitimate
aspirations of the Filipino people to life, democracy, and happiness. During his stay in London, Rizal
also made used of his time in writing essays and articles for La Solidaridad. He also wrote La Vision
del Fray Rodriguez
 (The Vision of Fray Rodriguez)-pamphlet which published in Barcelona under his nom-de-
plume Dimas Alang to defense his novel. In London, Rizal received both good news and bad
news from news. The good news that Rev. Vicente Garcia was defending his Noli from the
81
attacks of the friars. On the other hand, the bad news was that the Filipino signatories of the
“Petition of 1888” and the tenants of the Calamba agrarian trouble were facing persecution;
that his brothers-in-law Manuel T. HIdalgo and Mariano Herbosa, were exiled to Bohol and
was denied Christian burial, respectively; and his friend, Laureno Viadoa, a UST medical
student, was imprisoned for possessing some copies of his Noli.
IN PARIS
It was mid-March 1899, Rizal decided to move to Paris. He noticed that Parisian life was
different from the life he experienced in London. It was a city bursting with merriment, exciting
events, and unending social gathering. The cost of living was also very high. Rizal never lost his
focus although life in Paris was gay, he continued to spend long hours at the National library in Paris.
There, he went on reviewing and rewriting his historical annotations on De Morga’s Sucesos de las
Islas Filipinas. It was published in January 1890. He also wrote a satirical booklet entitled Por
Telefono, in answer to Fr. Salvation Fort, a Spanish friar who hurled attacks on the Noli Me Tangere
and caused its banning. He continued his study on various languages especially the French language,
which he was able to perfect during his 10 months stay at the French capital city. He organized a
social club called Kidlat Club, a social club which brought together young Filipinos residing in Paris.
Soon, the members of the said club founded a new Filipino society - the Indios Bravos, an
organization which envisioned Filipinos being recognized by Spain for being excellent in various
fields of knowledge. In between his more serious activities, Rizal also had leisurely activities like
socializing with friends in their homes. Among those he frequently visited were the homes of the
Pardo de Taveras, the Venturas, the Lunas, the Bousteads and others. Although Rizal lived a frugal
life, he prepared a sumptuous Christmas dinner for some of his friends. Shortly after New Year, he
visited London for the last time in Brussels.
BRUSSELS
January 28, 1890, left Paris for Brussels. He left the extravagant and gay social life in Paris
and stayed in a boarding house owned by the Jacoby sisters in Brussels. From 1889- 1890, Rizal
continued contributing for La Solidaridad under the pseudonyms Dimas Alang and Laong Laan.
Among the 10 articles he had contributed below were some of the most famous and important
articles:
a) The Philippines Within a Century-article written by Rizal which he expressed his
views on the Spanish colonization in the Philippines.
b) The Indolence of the Filipinos- It is an able defence of the alleged indolence of
the Filipinos.
c) the Sobre la Nueva Ortografia de la Lengua Tagala (The New Orthography of the
Tagalog Language) In this article, he laid down the rules of the new Tagalog
orthography From Calamba, Rizal received letters saying that the agrarian trouble in
the province was getting worse, and as such, he decided to go home.
But instead of going home, a letter from Paciano told him that they already lost the case
against the Dominicans, and they needed a lawyer who would defend their family and the families
in Calamba from Madrid. Rizal wrote a letter to Ponce, he announced that he was leaving Brussels
82
and decided to go to Madrid because this case must be presented to the Supreme Court, and he needs
to pay close attention to the developments of the case.
MISFORTUNES IN MADRID (1890-1891)
 August 1890, Rizal arrived in Madrid. Upon arrival in Madrid. Rizal immediately sought help
of the Filipino colony, The Asociacion Hispano-Filipina, and the liberal Spanish newspaper
in securing justice for the oppressed Calamba tenants. Nothing came out of this; several
newspapers were sympathetic to the plight of the Calamba tenants, but this did not translate
to any form of action. By this time, Francisco Rizal and other tenants were already forcibly
evicted from Calamba by Governor General Valeriano Weyler. Their houses were burned,
and more people were exiled regardless of their gender.
 August 1890, Rizal attended a social reunion of the Filipinos in Madrid. After drinking so
many glasses the guests became more talkative. One of them, Antonio Luna became drunk.
Rizal challenged Antonio Luna, it was about the latter’s frustration with his unsuccessful
“love affair” with Nellie Boustead, and so gave negative remarks on the lady which Rizal did
not tolerate. The Filipinos tried to pacify them, pointing out that such a duel would damage
their cause in Spain. Fortunately, Luna, realized his mistakes he apologized, and Rizal
immediately accepted his apology and became good friends again.
 Rizal challenged Wenceslao Retana in a duel. Retana had insulted Rizal and his family by
writing in La Epoca, an anti-Filipino newspaper, that the Rizal family in Calamba was ejected
from their lands because they did not pay their rents. Rizal was, by nature neither hot-
tempered but when the honor of his people, family, women, or friends was besmirched, he
never hesitated to fight even if he were risking his own life. Retana at once published a
retraction and an apology, he knew that Rizal was superior in both pistol and sword.
 December 1890, Rizal received a letter from Leonor Rivera announcing her coming marriage
to Henry Kipping, an Englishman (the choice of her mother). This was a big blow for him
and his heart broke.
 Another marked event in Madrid was the Marcelo H. del Pilar-Jose Rizal rivalry for
leadership in the Asociacion Hispano Filipino. A fraction emerged from the Filipinos in
Madrid, the Rizalistas and Pilaristas. The group decided that the leader must be elected by
two-thirds vote. Rizal won the election; he was offered the appointment, but he did not want
to see the Filipinos in Madrid divided so he thought it best to leave the city.
 Rizal took a vacation in the resort city of Biarritz on the fabulous French Riviera. He was a
guest of the rich Boustead family at its winter residence—Villa Eliada. The one-month
vacation in this city worked wonders for Rizal. This is where he was able to finish his second
novel El Filibusterismo.
 March 30, 1891, Rizal bade farewell to the hospitable and friendly Bousteads and proceeded
to Paris by Train. He stayed at the home of his friend Valentin Ventura.
83
RETIREMENT FROM THE PROPAGANDA MOVEMENT
 April 1891, Rizal was back to Brussels where he became busy revising and polishing the
manuscript of El Filibusterismo.
 Rizal retired from the Propaganda Movement. He notified the Propaganda authorities in Manila
to cancel his monthly allowance and devote the money to some better cause, such as the
education of a young Filipino student in Europe. He desired to publish his second novel, to
practice his medical profession, and later when he became financially independent, he expected
to make a more vigorous campaign for his country’s redemption.
 Simultaneously with his retirement from the Propaganda Movement, Rizal ceased writing
articles for La Solidaridad. Many of his friends in Spain urged him to continue writing because
his articles always attracted considerable attention in European countries.
 M.H. Del Pilar himself realized the need for Rizal’s collaboration in both the Propaganda
Movement and in the La Solidaridad newspaper because the enthusiasm for the reform crusade
was declining. He wrote to Rizal begging for forgiveness for any resentment and requesting him
to resume writing for the La Solidaridad.
 Rizal replied to Del Pilar’s letter, he wrote denying any resentment and explaining why he
stopped writing. Below are reasons why Rizal stopped writing for La Solidaridad:
a) Rizal need to work on his book
b) He wanted other Filipinos to work also;
c) Rizal considered it very important to the party that there be unity in the work;
d) Marcelo H. Del Pilar is already at the top and Rizal also have his own ideas it is better to leave
del Pilar alone to direct the policy.
THE PRINTING OF THE EL FILIBUSTERISMO
 July 5, 1891- Rizal left Brussels for Ghent, a famous university

city in Belgium because the cost of printing in Ghent was cheaper than
in Brussels. F. Meyer-Van Loo Press-a printing shop that give Rizal
the lowest quotation for the publication of his novel.
 August 6, 1891-the printing of his book had to be suspended
because Rizal could no longer give the necessary funds to the printer.
Valentin Ventura- the savior of the Fili, when he learned of Rizal’s
predicament, he sent him the necessary funds.
 September 18, 1891- El Filibusterismo came off the press.
Rizal gratefully donated the original manuscript and an autographed
printed copy to Valentin Ventura
BACK IN HONGKONG
 On October 18, 1891, after the Fili’ was published, Rizal left Europe. Aboard the S.S Melbourne,
he sailed to Hongkong where he lived for seven months. His reasons for venturing to Hongkong
were the following:
a) To leave his rivalry with del Pilar
84
b) To facilitate a Propaganda Movement in Hongkong; and

c) To be proximate to his family in the Philippines on November 20, 1891, Rizal arrived in
Hongkong and was cordially welcomed by the Filipino residents in the city, particularly, his
friend Jose Ma. Basa.
 December 1, 1891- Rizal wrote his parents asking their permission to return home. Rizal had a
continued correspondence with his family in Calamba and had been aware of the unsettled
agrarian problem. On the same date, his brother-in-law, Manuel T. Hidalgo, sent him a letter
relating the sad news of the “deportation of twenty-five persons from Calamba, including father,
Neneng, Sisa, Lucia, Paciano and the rest of us.”
FAMILY REUNION IN HONG KONG
 The Christmas of 1891 in Hong Kong was one of the happiest Yuletide celebrations in Rizal’s
life, he had a happy family reunion. While in Hongkong, Rizal practiced his medical career.
With the help of his friend, Dr Lorenzo P. Marquez, they built a large clientele and opened a
medical clinic where he was recognized as an excellent eye surgeon. He was equally supported
and aided both morally and financially by his family and friends with his chosen career. Another
marked event during Rizal’s stay in Hongkong was his plan to move the landless Filipino to
Borneo and transform the said wilderness into a “New Calamba” through the so-called Borneo
Colonization Project. In April 1802, he visited Borneo and negotiated with the British
authorities who are willing to provide 100,000 acres of land for the Filipinos. Many Filipino
patriots found this project amusing, thus, promoted the said project. However, there were a
number who objected it, one of which was Rizal’s brother-in-law, Hidalgo. Twice did Rizal
wrote a letter addressed to Governor General Eulogio Despujol informing his Borneo
colonization project, with whom he received no response. Instead, Despujol commanded the
Spanish consul general in Hongkong to notify Rizal that such project was very unpatriotic, and
by immigrating Filipinos to Borneo, the Philippines will surely be lacking laborers.
Despite the many oppositions from friends and relatives, he decided to return to Manila on the
following reasons:
a) To discuss with Governor General Despujol his Borneo colonization project.
b) To form the La Liga Filipina in the Philippines; and
c) To prove that Eduardo de Lete’s allegations on him and his family in Calamba were
wrong.
Before his departure, he wrote three more letters- the first addressed to his parents and friends;
the second one, to Filipinos; and the last Governor General Eulogio Despujol. Instead of having the
protection he desired, Rizal and his sister, Lucia fell into the Spanish trap - a case was secretly filed
against Rizal, and Despujol ordered his secretary, Luis de la Torre, to verify whether the patriot had
neutralized himself as German citizen or not. And so, the siblings sailed across the China Sea without
prior knowledge of what awaits then in the Philippines.
85
RIZAL’S GREAT LOVES
1) First Love: Segunda Katigbak- First love never dies they say—unless your first love is
already engaged to be married when you meet. Then you have to let it go really fast. Such
was the case of Jose Rizal and Segunda Katigbak, a Batangueña, whom Rizal met when he
was only a 16-year-old boy.They met when the young hero visited his grandmother with his
friend, Mariano Katigbak, Segunda’s brother. The Katigbaks were close to Rizal’s
grandmother, and coincidentally, Segunda was at the grandma’s house when Rizal and
Mariano arrived. It was attraction at first sight. Segunda was also a close friend of Rizal’s
sister, Olympia, whom he visited every week at the La Concordia College. The two became
very close. However, Segunda was already engaged to be married to a man who lived in her
town, and Rizal had to stop pursuing her.
2) Second Love: Leonor Valenzuela (1878) Leonor “Orang” Valenzuela, Rizal’s second object
of affection, is literally the girl-next-door. They met when Rizal was a sophomore medical
student at the University of Santo Tomas, during which time he also lived at Doña Concha
Leyva’s boarding house in Intramuros, Manila. Orang, who was then 14 years old, was his
neighbour. During the courtship, Rizal was said to have sent Leonor private and secret love
letters, which he wrote using invisible ink made with water and salt—he was adept in
chemistry, too. To read the letters, Orang had to heat the letter over a candle or a lamp. Rizal
also frequented the Valenzuelas’ home, which was a hang out place of the students in the
area. There are, however, documents that may serve as proof that Rizal’s efforts were not
effective. Some accounts say he was courting Leonor Valenzuela and his second Cousin
Leonor Rivera at the same time—thus the need for invisible letters. (Still, we need to
appreciate the effort that went with it.) Rivera apparently knew of this and gave way to
Rivera’s attraction for Rizal. When Rizal left for Spain in 1882, it was said that he did say
goodbye to Orang but kept in touch with the help of Rizal’s close friend, Jose “Chenggoy”
Cecilio.
3) Third Love: Leonor Rivera, Age 15, 1890 Jose Rizal was never the preferred choice of
Leonor Rivera’s mother, who confiscated all the correspondences between Leonor and Rizal
till itfrittered down to zero. Rizal was 18 going on 21 and was devoted to Leonor. But he was
just then opening his eyes to Europe’s Enlightenment, where the women were pleasing, and
the men were gallant. Rizal really was in love with Leonor Rivera. He even invented a coded
alphabet so that they could write sweet nothings to each other. But soon, Leonor faded in
memory. Why? Because in Europe, Rizal conveniently romanced other girls and forgot he
was engaged to her. Eventually the Leonor Rivera-Rizal engagement did not survive the long-
distance romance. In the end, it turned into an idealized one (reflected as Maria Clara in
Rizal’s novel, Noli me Tangere), a painful love match doomed to fail from the very start.
Yes, count this one as real love. As an engaged couple, they showed real affection for each
other while it lasted.
86
4) Fourth Love: Consuelo Ortiga Y Reyes, (1884) In Madrid, Rizal courted Consuelo Ortiga,
age 18, the daughter of Señor Pablo Ortiga y Rey, who was once mayor of Manila and who
owned the apartment where the Circulo Hispano Filipino met regularly. Rizal, age 23, was
then acquiring and developing his charming ways with women. He treated them with special
consideration and with gallant courteousness. All the young Filipino expatriates courted
Consuelo, and she in turn encouraged everyone including José Rizal, Eduardo Lete, the
Paterno brothers (Pedro, Antonino, Maximiano), Julio Llorente, Evangelista, Evaristo
Esguerra, Fernando Canon and others. Rizal gave Consuelo gifts: sinamay cloth, embroidered
piña handkerchiefs, chinelas (slippers) all ordered through his sisters in Calamba (see his
letters). Consuelo accepted all the swains’ regalos but played Eduardo Lete against Rizal. She
finally rejected Rizal’s attention in favor of Eduardo’s, a Filipino Spanish mestizo from Leyte
who, a year later, dumped her. Two-timing Consuelo didn't really catch Rizal's true fancy
except that he impulsively joined the crowd.
5.) The Samurai’s Daughter (1888) Rizal had fallen in love not only with the view of
Japan but more to its women, particularly with the 23year old Seiko Usui. Rizal
affectionately called her OSei-San. Rizal was attracted by her regal loveliness and c
harm. Rizal saw in her the qualities of his ideal womanhood—beauty, charm, modesty
and I ntelligence. Rizal was almost tempted to settle in Japan with O-SeiSan.
Although, she was very dear to him, his love for his country and fellow Filipinos was
greater. Sacrificing his personal happiness, Rizal had to carry on his libertarian mission
in Europe, leaving behind the lovely O-Sei-San. “O Sei San, sayonara, sayonara! …. No
woman like you has ever loved me. … Like the flower of the chodji that falls from the
stem whole and fresh without stripping leaves or withering... you have not lost your
purity nor have the delicate petals of your innocence faded--sayonara, sayonara.” Rizal.
6.) Sixth Love: Gertrude Beckett, Age 19, (1886) In May 1888 Rizal visited London for a short
time, boarding the house of the Beckett family: Mr. & Mrs. Beckett, their two sons, and their
four daughters. The eldest daughter was named Gertrude.She was a buxom young lady with
blue eyes and brown hair. She fell in love with Rizal and gave him all of her attention during
the family picnics and gatherings. When Rizal stayed indoors during rainy days painting and
sculpting, she helped him mix his colors and prepare his clay. Rizal enjoyed her company.
Eventually their flirtatious friendship drifted towards a blossoming romance. He
affectionately called her "Gettie," and in return she called him "Pettie."Rizal withdrew before
his relationship with Gettie could become more serious, realizing that he had a greater
mission to fulfill and that to accomplish it he could
not yield to the option of marrying her. He suppressed the yearnings of his heart and
decided to leave so that the lady may forget him. Before he did, however, he finished a few
sculptural works, one of which was a carving of the heads of the Beckett sisters. `
7.) Seventh Love: Suzanne Jacoby (1890) On January 28, 1890, Rizal left for Brussels,
Belgium. He stayed for a considerable time, paying for room and board. His landladies
had a pretty niece named Petite Suzanne Jacoby. She was taken by Rizal's charm and
gallantry and provided him good company. Rizal could have flirted with the lady,
considering that his beloved Leonor was far away, and he was a lonely man in a strange
and foreign land, but he realized he could not deceive her. Suzanne fell in love with
87
Rizal and wept when he left for Madrid in July 1890. She wrote to him in French:
"Where are you now? Do you think of me occasionally? I am reminded of our tender
conversations, reading your letter, although it is cold and indifferent. Here in your letter, I have
something which makes up for your absence. How pleased I would be to follow you, to travel
with you who are always in my thoughts. You wish me all kinds of luck but forget that in the
absence of a beloved one a tender heart cannot feel happy. A thousand things serve to distract
your mind, my friend; but in my case, I am sad, lonely, always alone with my thoughts --
nothing, absolutely nothing relieves my sorrow. Are you coming back? That's what I want
and desire most ardently -- you cannot refuse me. I do not despair, and I limit myself to
murmuring against time which runs so fast when it carries us toward a separation but goes so
slowly when it's bringing us together again. I feel very unhappy thinking that perhaps I might
never see you again. Goodbye! You know with one word you can make me very happy.
Aren't you going to write to me?"
8.) Eight Love: Nellie Boustead (1891) In 1891, Rizal took a vacation in Biarritz to find
reprieve from his troubles in Madrid. He was a guest of the Boustead family in their winter
residence, Villa Eliada. Mr. and Mrs. Boustead had two beautiful daughters, Adelina, and
Nellie. After having lamented his frustrated romance with Leonor Rivera on account of the
lady's engagement to another man, Rizal came to develop considerable affection for Nellie,
the prettier and younger daughter of Mr. Eduardo Boustead. He found her to be intelligent,
morally upright, and full of life. Rizal wrote to his closest friends about his intention to marry
her. Rizal's friends were delighted to hear that he had found a suitable girl whom he at last
wished to settle down with. Even Antonio Luna, who had previously loved Nellie,
encouraged Rizal to court her and ask for her hand in marriage. With all the encouragement
from the friends he held dear, Rizal wooed Nellie (also called Nelly) who, in turn, returned
his affections. Rizal's marriage proposal failed for two reasons: first, Nellie demanded that
he give up his Catholic faith and convert to Protestantism, which was her religion. Rizal did
not like this idea. Second, Nelly's mother did not approve of Rizal, as she had no desire to
entrust her daughter to a man who was wanting in wealth and persecuted in his own country.
Despite the circumstances, Rizal and Nellie parted as good friends.
Conclusion:
This Chapter covered the important stages of Rizal’s life. His first taste of education in the
town of Biñan in laguna. The narrative also showed how Rizal’s ideas and works were influence by
his education in Manila and later in Europe. His active participation in the Propaganda Movement
made him one of the most Known reformists. Rizal’s writings alleged involvement in the Philippine
Revolution of 1896 were used by the Spanish colonial government to justify his public execution on
December 30, 1896
88
 Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hong Kong: Oxford
University Pres the Quezon City: Malaya Books, 1969: or Filipino translation
by Nilo S. Ocampo. Riza Makabayan at Martir. Quezon City: University of
the Philippines Press, 2007.
 Rizal, Jose. "Memoirs of a Student in Manila," Appendix Section of Gregorio Zaide's

Jose Rizal: Life, Works and Writings
 Schumacher, John. The Propaganda Movement, 1880-1885 The Creation of a Filipino

Consciousness, The Making of a Revolution. Quezon City: Ateneo de Manila
University Press, 1997.
 https://joserizalproject.weebly.com/jose-rizalrsquos-educational-background.html
 https://thelifeandworksofrizal.blogspot.com/2016/06/rizal-at-university-of-santo-
 https://www.youtube.com/watch?v=ik0QXcWz2oE
https://pdfcoffee.com/topic-4-rizals-life-higher-education-and-life-abroad-pdf-free.html
89
Activity Sheet
ACTIVITY 1
A. IDENTIFICATION
__________________1. Where Rizal sipped coffee and fraternized with the students from Cuba,
Mexico, Argentina, etc?
__________________2. When Rizal enrolled in the Universidad Central de Madrid?
__________________3. When Rizal was awarded the diploma as Master Mason by Le Grand Orient
de France in Paris?
__________________4. Where hospital Rizal observed the examination of different diseases of
women?
__________________5. What was the name of the ship that Rizal rode in from Singapore to
Colombo?
B. ENUMERATION
Direction: Enumerate what is asked in the items below.
Rizal wrote poems inspired by Father Sanchez in 1875, Give the 4 poem:
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
Give the 4 poem in 1877. It was his last year in ateneo:

1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
The 2 reasons why Rizal enrolled two courses:
1. ____________________________________________________
2. ____________________________________________________
90
Activity Sheet
ACTIVITY 2
Direction: Fill the necessary information needed to complete Rizal’s Information Sheet. Write
your answers in the space provided.
Full Name: First University in Manila and course:

________________________________________ ________________________________
____________________________
Mother: Second University in Manila and
________________________________________ course:
________________________________
____________________________
Father: Date when he left the Philippines for
________________________________________ Spain:
________________________________
____________________________
Siblings:
1. ____________________________ Writings under Propaganda Movement:
2. ____________________________ 1. ________________________
3. ____________________________ 2. ________________________
4. ____________________________ 3. ________________________
5. ____________________________
6. ____________________________
7. ____________________________
8. ____________________________
9. ____________________________
10. ____________________________
11. ____________________________
Date of his Second Arrival in Europe:
First Teacher: ________________________________
________________________________________ ____________________________
Person who influenced him with his love for Date of his second return to the
nature: Philippines:
________________________________________ ________________________________
____________________________
Person who influenced him with education: Reason for going back to the
________________________________________ Philippines for good:
________________________________________ ________________________________
________________________________
__________________________
Place of his Early Education: Date of Second arrival in the
________________________________________ Philippines:____________________
________________________________
91
Assessment
Assessment 1
Instruction: Explain in your own words the following questions. Your score will be base in rubrics.
1. Who were the important persons that influenced Rizal in his intellectual pursuits?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Was Rizal already a perfect student when it comes to his studies? Explain your answer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. Why did Rizal’s mother oppose his desire to study for a higher education?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. Identify the accomplishments of Rizal in Spain. How was he able to accomplish it? Explain
your answer.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. What are the places that he visited in Asia? What were his impressions about these cities and
what did he learned about their culture?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
6. Compare the experiences of Rizal as a student in Ateneo, UST, and Madrid

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
92
7. How does Rizal value education?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
8. What is the most important work of Rizal during his life abroad?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
9. How did Jose Rizal describe the feeling of love of the country?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
10. How do you value your education?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
93
Rubrics:
Level Description
4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.
Very unclear.
1 - Very Poor
Limited attempt.
94
Assignment

95
Name of Student: ___________________________________________________

Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________

_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________________________
96
Chapter 5
Rizal’s Life: Exile, Trial and Death

97
Chapter 5
Rizal’s Life: Trial, Exile and Death
Introduction
This chapter addresses the events that occurred during Rizal's last days. After being
summoned at Malacaang, Rizal was banished to Dapitan. During his four years in exile in Dapitan,
he demonstrated practical nationalism and urged the locals to do the same. Rizal attempted to keep
his hands busy in order to alleviate the boredom of life in exile.
Rizal spent four years in the tiny village of Dapitan running various errands. He practiced as
a physician, continued his scientific studies, continued his artistic and literary works, expanded his
knowledge of languages, established a school for boys, actively pushed for community development
projects, invented a wooden machine for making bricks, and became involved in farming and
commerce.
Governor Blanco made the following observations in a letter to Manuel Azcarraga of the
Ministers of War and Overseas Territories in Madrid: “His conduct during the four years he stayed
in Dapitan as a deportee proved that he was an exemplary character worthy of pardon. He was
not involved in the conspiracy or in any of the secret societies that have been formed.”
Rizal's exile ends on July 31, 1896. He stepped aboard the ship Espana. Many people sobbed
as the boat sailed away, with strange music playing in the background, Chopin's somber Funeral
March. Rizal must have felt it strongly as its mournful tune hung in the air, for it resembled a requiem
to him, given his impending death.
Specific Objectives
At the end of the lesson, students should be able to:
1. Analyze the factors that led to Rizal’s execution.
2. Analyze the effects of Rizal’s execution on Spanish Colonial rule and the Philippine
Revolution.
Duration
Chapter 7: Noli Me Tangere and El FIlibusterismo = 3 hours

assessment)
98
Lesson 1: Exile in Dapitan
Second Homecoming and The Liga Filipina
Rizal’s bold return to Manila in June 1892 was his second homecoming. Rizal firmly believed
that the fight for Filipino liberties had assumed a new phase: it must be fought in the Philippines not
in Spain. “The battlefield is in the Philippines,” he told countrymen in Europe, “There is where we
should meet. There we will help one another, there together we will suffer or triumph perhaps.”
On June 26, 1892, Sunday at 12:00 noon, Rizal and his widowed sister Lucia (wife of late
Mariano Herbosa) arrived in Manila In the afternoon, at 4:00 o’clock, he went to Malacañang Palace
to seek audience with the Spanish governor general, General Eulogio Despujol, Conde de Caspe.
June 27, 1892- at 6:00pm, Rizal boarded a train in Tutuban Station and visited his friends in Malolos
(Bulacan), San Fernando (Pampanga), Tarlac (Tarlac), and Bacolor (Pampanga). Rizal returned by
train to Manila on the next day, June 28, at 5 o’clock in the afternoon.
Foundling Of the Liga Filipina
On July 3, 1892, evening of Sunday, following his morning interview with Governor General
Despujol, Rizal attended a meeting with patriots at the home of the Chinese-Filipino mestizo,
Doroteo Ongjunco, on Ylaya Street, Tondo, Manila. Rizal explained the objectives of the Liga
Filipina, a civic league of Filipinos, which he desired to establish and its role in the socio-economic
life of the people.
The officers of the new league were elected, as follows:

 Ambrosio Salvador (President);
 Deodato Arellano (Secretary);
 Bonifacio Arevalo (Treasurer); and
 Agustin de la Rosa (Fiscal).
“Unus Instar Omnium (One Like All) is the motto of the Liga Filipina”
The governing body of the league was the Supreme Council which had jurisdiction over the
whole country. It was composed of a president, a secretary, a treasurer, and a fiscal. There was a
Provincial Council in every province and a Popular Council in every town.
The duties of the Liga members are as follows:

(1) obey the orders of the Supreme Council
(2) to help in recruiting new members
(3) to keep in strictest secrecy the decisions of the Liga authorities
(4) to have symbolic name which he cannot change until he becomes president of his council
(5) to report to the fiscal anything that he may hear which affect the Liga
(6) to behave well as befits a good Filipino
(7) to help fellow members in all ways.
99
Exile in Dapitan
Rizal arrived in Dapitan on board the steamer Cebu on July 17, 1892. Dapitan (Now a city in
Zamboanga del Norte) was a remote town in Mindanao which serves as a politico-military outpost
of the Spaniards in the Philippines. It was headed by Captain Ricardo Carnicero, who became a friend
of Rizal during his exile. He gave Rizal the permission to explore the place and require him to report
once a week in his office.
The quite place of Dapitan became Rizal’s home from 1892-1896. Here he practiced
medicine, pursued scientific studies and continued his artistic pursuits in sculpture, painting,
sketching and writing poetry. He established a school for boys and promoted community
development projects. He also found time to study the Malayan Language and other Philippine
Languages. h manage himself in farming and commerce and even invented a wooden machine for
making bricks.
On September 21, 1892, Rizal won the second prize in lottery together with Ricardo
Carnicero and another Spaniard. his share amounted 6, 200 pesos. A portion of Rizal’s winnings was
used in purchasing land approximately one kilometer way from Dapitan in a place known as Talisay.
He built his house on the seashore of Talisay as well as a school and hospital within the area.
In his letter to Bluementritt (December 19, 1893) Rizal described his daily activities in
Dapitan:
“I am going to tell you how we live here. I have a square house, another hexagonal, and
another octagonal - all made of bamboo, wood and nipa. In the square one my mother, my sister
Trinidad, a nephew, and I live. In the octagonal my boys live - some boys whom I teach arithmetic,
Spanish, and English - and now and then a patient who has been operated on. In the hexagonal are
my chickens. From my house I hear the murmur of a crystalline rivulet that comes from the high
rocks. I see the beach, the sea where I have two small crafts - two canoes or barotos, as they call
them here. I have many fruit trees - mangoes, lanzone, guayabanos, baluno, nanka, etc. I have
rabbits, dogs, cats, etc. I get up early - at 5:00. I visit my fields, I feed the chickens, I wake up my
folks, and start them moving. At 7:30 we take breakfast - tea pastry, cheese, sweets, etc. Afterwards
I treat my poor patients who come to my land. I dress and go to the town in my baroto, I treat the
people there and I return at 12:00 and take lunch. Afterwards I teach the boys until 4:00 and I spend
the afternoon farming. I spend the evening reading and studying.”
Relative to Rizal’s project to improve and beautify Dapitan, he made a big relief map of
Mindanao in the plaza and used it to teach geography. With this map, which still exists today, he
discussed to the town people the position of Dapitan in relation to other places of Mindanao. Assisted
by his pupils, Rizal also constructed a water system to supply the town with water for drinking and
irrigation. he also helped the people in putting up lampposts at every corner of the town.
Having heard of Rizal’s fame as an ophthalmologist, George Taufer who was suffering from
an eye ailment traveled from Hong Kong to Dapitan. He was accompanied by his adopted daughter,
Josephine Bracken, who eventually fall in love with Rizal. They lived as husband and wife in Rizal’s
octagon house after being denied the sacrament of marriage by Father Obach, the parish priest of
Dapitan, due to Rizal’s refusal to retract his statements against the Church and to accept other
conditions.
100
On the eve of June 21, 1896, Dr. Pio Valenzuela visited Rizal in Dapitan and informed him
about the founding of Katipunan and the planned revolution. Rizal objected to it, citing the
importance of a well-planned movement with sufficient arms.
Meanwhile, Rizal had been sending letters to Governor General Ramon Blanco. Twice he
sent letters, one in 1894 and another in 1895. He asked or a review of his case. he said that if his
request would not be granted, he would volunteer to serve as a surgeon under the Spanish army
fighting in the Cuban revolution.
On July 30, 1896, Rizal’s request to go to Cuba was approved. The next day he left for Manila
on board the steamer Espana. And on September 3, 1896, he boarded the steamer Isla de Panay which
would bring him to Barcelona. Upon arriving at the fort, however Governor-General Despujol told
him that there was an order to hip him back to Manila. on November 3, 1896, Rizal arrived in Manila
and was immediately brought to Fort Santiago.
101
Lesson 2: Trial of Jose Rizal
Andres Binifacio and his dauntless Katipuneros, on August 26, 1896, raised the cry of
rebellion in the hills of Balintawak (popularly known as “Cry of Balintawak”), a few miles in north
of Manila. In August 30, they assaulted San Juan, near the city of Manila, but they were repelled
with massive losses. In the aftermath of the Battle of San Juan, Governor General Blanco declared
a state of war in the eight provinces for their insurgency against Spain-Manila (as a provice),
Bulacan, Cavite, Batangas, Laguna, Pampanga, Nueva Vizcaya, and Tarlac. Jose feared that the
turbulent insurrection would only beget much suffering and horrifying decimation of human lives
and property. He was also frighten of the likelihood of Spanish reprisal against all Filipino patriots.
Amidst the chaos created by the uprising, Jose received from Governor General Blanco two
letters which exculpated him from the raging insurrection. In his last trip abroad, Jose troubled by
the violent attempt of the Katipuneros to end the rule of the Spanish government, left for Spain on
September 3, 1896. He, however, was transferred to another steamer which he thought would take
him from Spain to Cuba to carry out his humanitarian offer which is to serve as military physician.
Unexpectedly, he was apprehended and unlawfully detained as a prisoner in a Spanish steamer
before reaching Barcelona. He was informed that he would be shipped back to Manila on board
the transport ship Colon. Upon arriving in Manila, on November 3, 1896, the heavily guarded Jose
was transferred from the Colon to Fort Santiago.
A Severe five-day preliminary investigation began on November 20, 1896. Jose appeared
before the Judge Advocate, Colonel Francisco Olive who detailed the charges against him. Two
types of evidence, documentary and testimonial, were presented against Jose Rizal. Palma (1949)
in his translated work, Pride of Malay Race, made available the documentary evidence which
consisted of fifteen exhibits, as follows:
1. A letter of Antonio Luna to Mariano Ponce, dated Madrid, October 16, 1888,
showing Rizal's connection with the Filipino reform campaign in Spain.
2. A letter of Rizal to his family, dated Madrid, August 20, 1890, stating that the
deportations are good for they will encourage the people to hate tyranny.
3. A letter from Marcelo H. Del Pilar to Deodato Arellano, dated Madrid, January 7, I
889, implicating Rizal in the Propaganda campaign in Spain.
4. A poem entitled Kundiman, allegedly written by Rizal in Manila on September
1891.
102
This poem is as follows:
KUNDIMAN
In the Orient beautiful
Where the sun is born In
a land of beauty Full of
enchantments But bound
in chains.
Where the despot reigns, The
land clearest to me. Ah! That
is my country, She is slave
oppressed
Groaning in the tyrant's grips;
Lucky shall he be
Who can give her liberty!
5. A letter of Carlos Oliver to an unidentified person, dated Barcelona, September 18,

1891, describe Rizal as the man to free the Philippines from Spanish oppression.
6. A Masonic document, dated Manila, February, 9, 1892, honoring Rizal for his patriotic
services.
7. A letter signed Dimasalang (Rizal's pseudonym) to Ter:.luz (Juan Zulueta's
pseudonym), dated Hong Kong, May 24, 1892, stating that he was preparing a safe
refuge for Filipinos who may be persecuted by the Spanish authorities.
8. A letter to Dimasalang to an unidentified committee, dated Hong Kong, June 1, 1892,
soliciting the aid of the committee in the, "patriotic work."
9. An anonymous and undated letter to the Editor of the Hong Kong Telegraph, censuring
the banishment of Rizal to Dapitan.
10. A letter of Ildefonso Laurel to Rizal, dated Manila, September 3, 1892, saying that the
Filipino people look up to him (Rizal) as their savior.
11. A letter of Ildefonso Laurel to Rizal, dated Manila 17, 1893, informing an unidentified
correspondent of the arrest and banishment of Doroteo Cortes and Ambrasio Salvador.
103
12. A letter of Marcelo Del Pilar to Don Juan A Tenluz (Juan Zulueta), dated Madrid, June
l, 1893 recommending to establishment of a special organization, independent of
Masonry, to help the cause of the Filipino people.
13. Transcript of a speech of Pingkian (Emilio Jacinto), in a reunion of the Katipunan on
July 23, 1893, in which the following cry was uttered "Long Live the Philippines! Long
Live Liberty! Long Live Doctor Rizal! Unity!"
14. Transcript of a speech of Tik-Tik (Jose Turiano Santiago) in the same Katipunan
reunion, where in the katipuneros shouted: "Long live the eminent Doctor Rizal! Death
to the oppressor nation!''
15. A poem by Laong Laan (Rizal), entitled A Talisay, in which the author makes the
Dapitan schoolboys sing that they know how to fight for their rights.
The oral testimonies of the following persons: Martin Constantino. Aguedo de! Rosario, Jose
Reyes, Moises Salvador, Jose Dizon, Domingo Franco, Deodato Arellano. Ambrosio Salvador,
Pedro Serrano Laktaw, Dr. Pio Valenzuela, Antonio Salazar, Francisco Quison, and Timoteo Paez
were forwarded as testimonial evidence against Jose.
On November 26, 1896, Judge Advocate, Colonel Francisco Olive forwarded the records of
the case to Governor General Ramon Blanco, who designated Captain Rafael Dominguez as
special Judge Advocate to initiate proceeding against Jose. Captain Dominguez submitted a
summary of the action to Governor General Ramon Blanco who thereupon, send it to the Judge
Advocate General, Don Nicolas De la Pena.
After studying the papers, Pena submitted the following recommendations: (1) the accused
be immediately brought to trial; (2) he should be kept in prison; (3) an order of attachment be
issued against his property to the amount of one million pesos as indemnity; and (4) he should be
defended in the court by an army officer, not by a civilian lawyer (Zaide and Zaide, 2014).
With his counsel by his side, charges were read to Jose in his prison cell on December 1 L
1896. He was accused, Medina (1998) disclosed, of being "the principal organizer and the living
soul of the Filipino insurrection, the founder of societies, periodicals and books dedicated to
fomenting and propagating ideas of rebellion." Jose was not against the jurisdiction of the court,
but asserted that he was not guilty of revolution. He acknowledged that he authored the
Constitution of the Liga Filipina and empliasized that it was simply a civic alliance. He reiterated
that he had no political involvement si11 his exile to Dapitan. Or: December 13, 1896, Captain
Dominguez transmitted Jose's case to the new Governor General of the Philippines, General
Camilo G. de Polavieja who replaced General Ramon Blanco.
104
During the time Jose was in prison cell at Fort Santiago, he penned a manifesto seriously
asking the Filipino people to cease the needless anct tumultuous war. He encouraged them to attain
freedom through education and habit of working hard and steadily. Palma (1964) promulgated this
manifesto as follows:
My Countrymen:
On my return from Spain, I learned that my name had been used as a war cry among some who
were in arms. The news painfully surprised me, but believing it was all over, r kept silent over what
r considered irremediable. Now I hear rumors that the disturbances continue, and lest any person
should still go on using my name in bad or good faith, to remedy this abuse and to undeceive the
unwary, I hasten to address you these lines so that the truth may be known.
From the beginning, when I had news of what was being planned, I opposed it, fought it, and
demonstrated its absolute impossibility. This is the truth, and witnesses to my word are still living.
I was convinced that the idea was highly absurd and, what was worse, would bring great suffering.
I did more. When later, in spite of my counsels, the movement broke out, I spontai1eo11sly offered
not only my services, but my life, and even my name so that they might use them in the manner
they saw fit to suppress the rebellion, for, convinced of the evils that would befall them, I considered
myself fortunate if, at any sacrifice, I could prevent such useless misfortunes. This is equally of
record.
My countrymen: I have given proofs, more than. Anybody else, of desiring liberties for our country
and I still desire them. But I place as a premise the education of the people so that by means of
education and of labor they might have a personality of their own and make themselves worthy of
liberties. In my writings I have recommended redemption. I have also written (and my words have
been updated) that reforms, to be fruitful, have to come from above, that those that come from below
are irregular and unstable. Imbued with these ideals, I cannot but condemn and I do condemn this
absurd, savage uprising
Planned behind my back, which dishonors us, the Fiiipinos, and discredits those who may advocate
our cause. I abhor its criminal methods and disclaim all participation therein, pitying from the
bottom of my heart the unwary who have allowed themselves to be deceived. Return then to your
homes, and may God forgive those who have acted in bad faith.
The trial of Rizal was an eloquent proof of Spanish injustice and misrule. More than a farce, it was
patently a mistrial. Rizal, a civilian, was tried by a military court composed of alien military officers.
His case was prejudged; he was considered guilty before the actual trial. The military court met not
to give him justice, but to accuse and condemn him. lt accepted all charges and testimonies against
him, and ignored all arguments and proofs in his favor. Moreover, Rizal was not given the night
(which any accused is entitled to have in a real court of justice) to face the witnesses against him in
open court.
105
The trial of Jose commenced in the Cuartel de Espana, a military building, on December 26,
1896, at eight o'clock in the morning. Present in the trial were seven members of the military court:
Lt. Col. Jose Togores Arjona (President), Capt. Ricardo Munoz Arias, Capt. Manuel Reguerra,
Capt. Santiago Izquierdo Osorio, Capt. Braulio Rodriguez Nunez, Capt. Manuel Diaz Escribano,
and Capt. Fermin Perez Rodriguez. Also in the military court were Lt. Don LuisTaviel de Andrade
(Jose's defense counsel) Capt. Rafael Dominguez (Judge Advocate) Lt. Enrique de Alconcer
(Prosecuting Attorney) and observers which included Josephine Bracken, a sister of Jose,
newspapermen, and other Spaniards.
Judge Advocate Capt. Rafael Dominguez began the trial and explained the case leveled
against Jose. Jose was charged of three crimes: rebellion, sedition, and illegal association. Lt.
Enrique de Alconcer, prosecuting lawyer, advanced a gingerly harangue, detailing accusations
against Jose. He mercilessly made an effort topersuade the members of the military court to punish
the accused with death sentence. Lt. Don Luis Taviel de Andrade, defense counsel of Jose tried
hard to come up with a convincing defense. He brought an end to his defense by reminding the
judges to be fair and avoid vindictiveness in their judgment. After Lt. Don Luis Taviel de
Andrade's defense, the court queried Jose if there is anything he wanted to say. Jose confidently
read a supplement to his defense. De Viana, Augusto V. et al (2011) put forward Jose's
supplementary defense as follows:
1. He could not be guilty of rebellion, for he advised Dr. Pio Valenzuela in Dapitan not to
rise in revolution.
2. He did not correspond with the radical, revolutionary elements.
3. The revolutionists used his name without his knowledge. If he were guilty, he could have
escaped in Singapore.
4. If he had a hand in the revolution, he could have escaped in a Moro vinta and would not
have built a home, a hospital, and bought lands in Dapitan.
If he were the chief of the revolution. Why has not he consulted by the revolutionists?
1. It was true he wrote the by-laws of the Liga Filipina, on this a civic association- not a evolutionary
society.
2. The Liga Filipina did not live long, for after the first meeting he was banished to Dapitan and it
died out.
3. If the Liga was reorganized nine months later, he did not know about it.
4. The Liga did not serve the purpose of the revolutionists, othenvise they would not have supplanted
it with the Katipunan.
5. If it were true that there were some bitter comments in Rizal's letters, it was because they were
written in 1890 when his family was being persecuted, being dispossessed of houses, warehouses,
lands, etc. and his brother and all his brother-in-law were deported.
6. His life in Dapitan had been exemplary as the politico-military commanders and missionary
priests could arrest.
106
It was not true that the revolution was inspired by his one speech at the house of Dorotea
Ongjunco, as alleged by witnesses whom he would like to confront. His friends knew his opposition
to armed rebellion. Why did the Katipunan send an emissary to Dapitan who was unknown to him?
Because those who knew him were aware that he would never sanction any violent movement.
The biased military court was apathetic to Jose's appeal. After a brief deliberation, the
members of the military court agreed to convict Jose and sentenced him to death. On December
26, 1896, the unjust military court decision was given to Governor General Camilo G. de Polavieja
who asked the judgment of judge advocate General Nicolas de la Pena who confirmed the death
verdict. On December 28, 1896, Governor General Camilo G. de Polavieja signed the court-
martial's decision to execute Jose Rizal. Medina (1998) presented this decree as follows:
Manila, December 28, 1896
Conformably to the foregoing opm10n. I approve the sentence dictated by the Court Martial
in the present case, by virtue of which the death penalty is imposed on the accused Jose Rizal
Mercado, which shall be executed by shooting him at 7:00 o'clock in the morning of the 30th of this
month in the field of Bagumbayan. For compliance and the rest may correspond, let this be returned
to the Judge Advocate, Captain Don Rafael Dominguez, and Camilo G. de Polavieja.
107
Lesson 3: Death of Jose Rizal

After learning the unjust decision of the court martial, Jose spent the next twenty fours
of his remaining life seeing and speaking to his friends, family and Josephine Bracken whom
he tied the knot with canonically on December 30, 1896 officiated by Fr. Balaguer. After the
reading of the death penalty, Jose opted to spent quiet moments in the prison chapel. He turned
into writing when he was left alone in his cell. He penned a letter to his brother Paciano,
another one to his best friend Dr. Ferdinand Blumentritt, and another letter addressed to his
father and mother. It was also assumed that he signed a docunent abjuring Masonry (which
some scholars doubted).
It is commonly believed that on December 29, 1896, Jose composed his last poem, Mi
Ultimo Adios (My Last Farewell). He was able to thrust it inside an alcoh0I cooking stove
which he gave to his sister Trinidad to whom, he divulged 'There is something in it.' Jose's
last poem, composed without a title and unsigned was translated in English by Charles E.
Derbyshire, which runs below:
My Last Farewell
Farewell, dear Fatherland, clime of the sun caress' d Pearl of the Orient seas, our Eden lost!
Gladly now I go to give thee this faded life's best, And were it brighter, fresher or more blest
Still would I give it thee, nor count the cost.
On the field of battle, mid the frenzy of light, Others have given their lives, without doubt or
heed; The place matters not - cypress or laurel or lily white, Scaffold or open plain, combat
or martyrdom's plight,
'Tis ever the same to serve our home and country's need.
I die just when I see the down break, Through the gloom of riight, to herald the day; And if
color is lacking my blood thou shalt take,
Pour'd out at need for thy dear sake, To dye with its crimson the walking ray.
My dreams, when life first opened to me.

My dreams, when the hopes of youth beat high, Were to see thy lov'd face, O gem of the
orient sea From gloom and grief, from care and sorrow free; No blush on thy brow, no tear
in thine eye.
Dream of my life, my living and burning desire, All hail! cries the soul that is now to take
flight; All hail! And sweet it is for thee to expire,
To die for thy sake, that thou mayst aspire, And sleep in thy bosom eternity's long night.
If over my grave someday thou seest grow, In the grassy sod, a humble flower,
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb below The touch of thy tenderness, thy
breath's warm power.
Let the moon beam over me soft and serene, Let the dawn shed over me its radiant flashes
Let the wind with the sad lament over me keen; And if on my cross a bird should be seen,
108
Let it trill its hymn of peace of my ashes.
Let the sun draw the vapors up to the sky, And heavenward in purity bear my tardy protest;
Let some kind soul o'er my untimely fate sigh, And in the still evening a prayer be lifted on
high, From thee O my country, that in God I may rest.
Pray for all those that hapless have died.

For all who have suffered the unmeasur'd pain; For our mothers that bitterly their woes have
cried, For widow and orphans, for captives by torture tried; And then for thyself that
redemption thou mayst gain.
And when the dark night wraps the graveyard around, With only the dead in their vigil to
see;
Break not my repose or the mystery profound, And perchance thou mayst bear a sad hymn
resound,
'Tis I, O my country, raising a song unto thee.
When even my grave is remembered no more, Unmark' d by never a cross or a stone;

Let the plow sweep through it, the spade‚’ tum it o'er That my ashes may carpet thy earthly
floor,
Before into nothingness at last they are blown.
Then, will oblivion bring to me no care; As over thy vales and plains I sweep:
Throbbing and cleansed in thy space and air, With color and light, with song and lament I
fare, Ever repeating and faith that I keep.
My Fatherland ador'd that my sadness to my sorrow lends, Beloved Filipinas, hear now my
last good-bye!
I give thee all; parents and kindred and friends; For I go where no slave before the oppressor
bends,
Where faith can never kill, and God reigns e'er on high!
Farewell to you all, from my soul torn away, Friends of my childhood in the home
dispossessed!
Give thanks that I rest from the wearisome day!

Farewell to thee; too, sweet friend that lightened my way; Beloved creatures all, farewell! In
death there is rest!
On December 30, 1896, approximately at six thirty in the morning. Jose's walk
towards his death commenced signaled by a trumpet sound at Fort Santiago. The death march
was delineated by Zaide and Zaide (2014) as follows:
The advance guard of four soldiers with bayoneted rifles moved. A few meters behind,
Rizal walked calmly, with his defense counsel (Lt Luis Taviel de Andrade) on one side and
two Jesuit priests (Fathers March and Vilaclara) on the other. More wellarmed soldiers
marched behind him.
109
Rizal was dressed elegantly in a black suit, black derby hat, black shoes, white shirt
and a black tie. His arms were tied behind from elbow to elbow, but the rope was quite loose
to give his arms freedom of movement.
To the muffled sounds of the drums, the cavalcade somnolently marched slowly.
There was a handful of spectators lining the street from Fort Santiago to the Plaza de! Palacio
in front of the Manila Cathedral. Everybody seemed to be out at Bagumbayan where a vast
crowd gathered to see how a martyr dies.
As Jose calmly made his way to Bagumbayan, he remarked about the beauty and
serenity of the morning, uttered a few observations about Corregidor, the mountains or Cavite
and the Ateneo College. Upon reaching the place of execution, Jose noticed the very large
number of prying persons and soldiers waiting for them. After final blessings were bestowed
on him he said his adieu to Fr. March, Fr. Villaclara and Lt. Taviel de Andrade. Jose's request
that he be shot facing the firing squad was denied because there was an order to shoot him in
the back. The normal pulse of Jose, felt by Dr. Felipe Ruiz Castillo, a Spanish military doctor,
proved that he did not fear death. Above the beating of the drums that filled the air was the
cold- blooded command "Fuego" (Fire) which ended Jose's life. He fell to the ground three
minutes past seven o'clock in the morning and was declared dead.
Expectedly, the passing away of Jose Rizal's was greeted with joy by his enemies. On
the contrary, those who love, respected and supported him were brokenhearted and painfully
inflamed. For them, he died a hero and martyr to Philippine freedom.
 Zaide, Gregorio and Zaide, Sonia M.: Jose Rizal: Life, Works and Writings of a
Genius, Writer, Scientist, and National Hero Second Edition. All –
Nations Publishing Co., Inc. Quezon City. 1999.
 Purino, Anacoreta P.: Rizal, the Greatest Filipino Hero. Rex Book Store, Manila,
Philippines. 2008
 José Rizal (1997). Prophecies of Jose Rizal about the Philippines: From the Pen of the
Visionary National Hero, Phenomenal Revelations and Coded Messages about
Events Past, Present and Future: Destiny of the Philippines …. Rex Bookstore,
Inc.
 Valdez, Maria Stella S. (2007). Doctor Jose Rizal and the Writing of His Story. Rex
Bookstore, Inc.
 Rizal, José. 1996. Noli me tangere, trans. Ma. Soledad Lacson-Locsin. Makati:
Bookmark.
 Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness

and problems of language in Noli me tangere and El filibusterismo, pp. 1–
37. Quezon City: Ateneo de Manila University Press.
110
Activity Sheet
ACTIVITY 1
Direction: In the space provided below list down three (3) important things that Rizal did
during his stay in Dapitan and its importance to the residents.
Importance:
Importance:
Importance:
111
Activity Sheet
ACTIVITY 2
A. Identify the factors that led to Jose Rizal’s execution using this graph below.
Factors that led to Jose Rizal’s execution

112
Activity Sheet
ACTIVITY 2
B. (ESSAY)
The execution of Jose Rizal proved to be a good decision for the Spanish colonial
government. Justify the statement.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
113
Assessment
Assessment 1
Direction:
 Prepare a graphic organizer for activity on La Liga Filipina.
 Reflection paper about the film. In your reflection paper, used the following
questions as your guide:
1. Describe the life of Jose Rizal as represented in the film.
2. Based on your reading and class discussion, what can you say about the
film’s representation of Jose Rizal?
3. What is the main question that the film seeks to answer?
Note:
 Movies to watch: Jose Rizal GMA Films directed by Marilou Diaz-Abaya
Rizal sa Dapitan directed by Tiko y Aguiluz
 Clip to read: http://nhcp.gov.ph/museums/rizal-shrine-dapitan/
https://www.youtube.com/watch?v=McOWr6uLrcc&app=desktop
Each question will be graded based on this five (5) point rubric.
Level Description
4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.
Very unclear.
1 - Very Poor
Limited attempt.
114
Assignment

115
Learner’Feedback Form
Name of Student: ________________________________________________________

Program : ________________________________________________________
Year Level : ___________ Section: ______________________________
Faculty : ________________________________________________________
Schedule : ________________________________________________________
Learning Module : Number: _________ Title : ___________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
NOTE: This is an essential part of course module. This must be submitted to the subject
teacher (within the 1st week of the class).
116
Chapter 6
Rizal’s Annotation on Antonio Morga’s

Succesos de las Islas Filipinas
117
Chapter 6
Rizal’s Annotation on Antonio Morga’s
Succesos de las Islas Filipinas
Introduction
This module provides relevant historic information and foundational knowledge about the
events that happened inside and outside the Philippines in the pre-colonial period. This also
emphasizes politics, economic possessions, culture, and traditions of Filipino before. To put
it simply, this will help you understand the situation of the country in the pre-colonial times
and describe the occurrences and systems the country practice before the colonizers arrived.
Moreover, this lesson also gives deeper realization to one of the profound annotations to
Sucesos de las Islas Filipinas - a work done by Dr. Jose P. Rizal.
Antonio Morga discussed the state of the Philippines in the advent of Spaniards. His book
focused primarily on the following categories: geography, society, faith, and economy during
the pre-colonial era. For geography, location, climate, and plant species are among the things
that are discussed in the book and these particular categories are mentioned.
Specific Objectives
1. At the end of the lesson, students should be able to:
2. Analyze Rizal’s ideas on how to rewrite Philippine History
3. Compare and Contrast Rizal and Morga’s different views about Filipinos and
Philippine Culture.
Duration
Chapter 6: Rizal’s Annotation on Antonio Morga’s = 3 hours

Succesos de las Islas Filipinas (2 hours discussion; 1 hour
assessment)
118
Lesson 1: Sucesos De Las Islas Filipinas

Dr. Antonio de Morga
Dr. Antonio de Morga (1559-1636) was an
energetic, gifted and versatile bureaucrat who served
under three kings in the audiencias of the Philippines,
Mexico, and Quito. Pious and sensual, petty and gifted
with vision, his career represents some of the strengths
and weaknesses of that incipient professional
bureaucracy that bore the main responsibility for
governing the empire. His career ended in disgrace in
1636 during a turbulent visita general. Dr. Morga as
President of the royal audiencia of Quito was convicted
of a whole series of infractions ranging from his
weaknesses for the ladies to illegal mercantile interests
to smuggling Chinese silks disguised as his personal
library. Whatever may have been his personal
shortcomings, Dr. Morga was a vigorous and able administrator.
Image Source: https://filipinohistory.tripod.com/sucesos-de-las-islas-filipinas.html
Sucesos de las Islas Filipinas

Considered the most valuable text on Philippine history written by a Spaniard, Antonio
de Morga’s Sucesos de las Islas Filipinas (“Events of the Philippine Islands”) is lauded for its
truthful, straightforward, and fair account of the early colonial period from the perspective of
a Spanish colonist. A lawyer, lieutenant of the Governor-General of the Philippines (second
only to the Governor-General), and judge of the Audiencia (highest tribunal justice) in Manila,
Morga the historian achieved a comprehensive and balanced report and was even critical of
his fellow colonists at times, the missionaries in particular. The present book is one of only
25 copies of the 1609 original printed in Mexico.
Sucesos de las Islas Filipinas is composed of eight chapters: the first is on Magellan’s
and Legazpi’s seminal expeditions, the second to seventh is a chronological report on the
government administration under several Governor-Generals, and the final eighth provides a
general “account of the Philippines Islands, the natives there, their antiquity, customs, and
government, both in the time of their paganism and after their conquest by the Spaniards; and
other particulars.” The book is based on Morga’s personal experience and documentary
research in the many years that he lived in the Philippines. For instance, Morga interviewed
survivors of Legazpi’s expedition in Manila.
In his words, Morga’s main purpose for writing the book is to commemorate the
“achievements of our fellow Spaniards in these days, in their discovery, conquest and
conversion of the Philippine Islands and the varied adventures they have had at the same time
in the great heathen kingdoms surrounding these islands.”
119
Lesson 2: Rizal’s Annotation to Antonio

Morga’s Sucesos De Las Islas Filipinas
If the book (Sucesos de las Islas Filipinas) succeeds to awaken your conciousness of our
past, already effaced from your memory, and to rectify what has been falsified and
slandered, then I have not worked in vain, and with this as a basis, however small it may
be, we shall be able to study the future.
-- Dr. Jose Rizal
Europe, 1889
When Rizal published his annotation of Antonio de Morga's Sucesos in 1890, he had
already travelled in parts of Spain, France, Germany, Czechoslovakia, Austria, Switzerland,
Italy, China, Hong Kong, Japan, the United States and England. He could converse in
Spanish, French, German, Italian, Japanese and English. He was only 29-years-old!
In his travels he familiarized himself with each country's history, customs, ways of
life and language. He held the common-sense belief that learning a people's language "will
open ... the treasures of a country, that is, the knowledge, the learning" and "its own way of
thinking." Although he was interested in the social and scientific progress he witnessed
abroad and understood the factors that lead to such advancement, he was even more
fascinated by the collage of cultural symbols that become embraced by a people as their own
national identity. A consummate student of ancient and modern history, Rizal was convinced
that the enduring and unifying strength of all great societies lies in their collective sense of
tradition -- a tradition that is carried forth and becomes that people's cultural history.
By publishing his annotated version of de Morga's Sucesos de las Islas Filipinas

(Events of the Philippine Islands, originally published in 1609), Rizal's intent was not only
to provide the Filipino people their early history, a pre-Spanish history, but to present to them
their own authentic culture and identity. Aware of most of the books written about the
Philippines, he selected the Sucesos because he "considered it necessary to invoke the
testimony of an illustrous Spaniard who governed the destinies of the Philippines in the
beginning of her new era and witnessed the last moments of our ancient nationality." His
annotations included clarifications and amplifications of details, refutations of statements
where necessary, and confirmations when checked against other sources.
Rizal offered the annotated Sucesos to the Filipinos with the wise counsel that "to
foretell the destiny of a nation, it is necessary to open the books that tell of her past."
 Blumentrit, Ferdinand. Prologue to Jose Rizal, Annotated Copy of Antonio de Morga's
Sucesos de las slas Filipinas (Manila: National Centennial Commission, 1962)
 Jose Rizal: Life,works and writings of a genius,Writer,Scientist and national Hero ; Second
Edition by Gregorio F.Zaide,Ph.D. and SoniaM.Zaide,Ph.D.
 Blumentrit, Ferdinand. Prologue to Jose Rizal, Annotated Copy of Antonio de Morga's
Sucesos de las slas Filipinas (Manila: National Centennial Commission, 1962)
 https://www.univie.ac.at/Voelkerkunde/apsis/aufi/rizal/hall03.htm
 https://www.slideshare.net/anandawisely/dr-antonio-de-morgas-sucesos-de-las-islas-filipinas
120
Activity Sheet
ACTIVITY 1
Direction: Read the Annotation of Dr. Jose Rizal to Morga’s Sucesos de las Islas Filipinas
and answer the questions that follows in 5-10 sentences;
1. What is the worst thing that Antonio wrote about the Philippines and why is it the worst?
2. Do you agree with the annotations of Dr. Jose Rizal? Why? Explain.
Reference for Reading: https://pdfcoffee.com/rizals-annotation-of-morgas-sucesos-de-las-
islas-filipinaspdf-pdf-free.html
Level Description
4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.
Very unclear.
1 - Very Poor
Limited attempt.
121
Activity Sheet
ACTIVITY 2
A. Paint a brief backdrop of the local political atmosphere when the Sucesos de las Islas
Filipinas of Antonio Morga was published. (Additional instructions will be provided
by the Instructor)
122
Activity Sheet
ACTIVITY 3
B. Expound on the significance of rewriting history.
Significance of rewriting history
1. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
3. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
5. ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
123
Activity Sheet
ACTIVITY 3
C. (ESSAY)
In relation to the current setting, draft your own annotation on Antonio Morga’s
work.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
124
Assessment
Assessment 1
Comparison Test
Directions: Read each statement below carefully. Place a text MORGA on the line if you
think a statement is the account of Antonio de Morga. Place RIZAL on the line if you think
the statement is from Jose Rizal.
__________1. In Tagalog, a house is called “pamamahay”. He said that it is impossible that

bahandin has been printed for bahayin, because it is an obsolete derivative.
__________2. He said that a house with the parents and children in room together is
called “bahandin”.
__________3. There were no priest or a man of religion to attend to religious matters

except old men, sorcerers and wizards, People believed in omens and superstitions which the
devil inspired them to do, so that they could tell whether the sick person would live or die.
__________4. These priests, “Catalona / Babaylan” are well-dressed rich people that
were not honoured because they are considered as loafers. Case of Francisco Amandao as
proof where he offered half of his body to the Anitos and later on the other half was
paralyzed. “public testimony of heathenism”.
__________5. A Filipino woman helps his husband and is not seen as a burden when
they get married. To a man, marrying means getting introduced to a lifestyle that a
bachelor is not accustomed with, especially in terms economy, or financially.
__________6. The groom contributes a dowry that he had received from his parents,
while the bride does not bring anything until she inherits some from her parents.
__________7. Namamahay slaves still exist but they are now called „kasama‟, they are
now partners or laborers of a capitalist or farmer.
__________8. Namamahay are those who help build their master‟s house, and serve
frequently as helpers when there are guests, and serve their master when the master
requires them to, without compensation.
__________9. Taking a bathe without regard to whether this might be injurious to their health.
__________10. Indios are very careful not to take a bathe during siesta, after luncheon, first
two days of catarrh, and etc.: hygienic custom
125
Assignment

126
Name of Student: ___________________________________________________

Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
127
Chapter 7
Noli me Tangere and El Filibusterismo

(Summary, Comparison and Character
Analysis)
128
Chapter 7
Noli me Tangere and El Filibusterismo
(Synopsis, Comparison and Character
Analysis)
Introduction
As a result of their long period of colonial control and the numerous humiliations
and bigotry they faced from their colonial master, the Spaniards fostered in the Filipinos a
sense of inferiority and a lack of ethnic pride and dignity.
Therefore, Rizal dedicated his God-given abilities and even gave his life for the
salvation of his people. His entire political life, both in thought and action, was devoted to
applying morality to politics, with the underlying view that "violence fosters violence" and
that there is no good that can come from it. He was motivated to assist a young people in
developing their own identity as a future nation.
Rizal thought that his life and death had a purpose, and that God wanted him to act the
way he did. In his two timeless works, Noli Me Tangere (Social Cancer) and El Filibusterismo
(The Reign of Greed), he clearly and heroically fought to free his countrymen from ignorance
and exploitation.
Source: Zulueta, Francisco M. (2008), Rizal: Life, Works and Ideals
Specific Objectives
4. Appraise important characters in the novel and what they represent
5. Examine present Philippine situation through the examples mentioned in Noli me
Tangere
6. Compare and contrast the characters, plot and theme of Noli and the El Fili.
7. Value the role of the youth in the development and future of society.
Duration
Chapter 7: Noli Me Tangere and El FIlibusterismo = 3 hours

assessment)
129
Lesson 1: Noli Me Tangere

Introduction
Jose Rizal’s first novel, Noli Me Tangere, is considered one of the most important
written outputs by the national hero at the height of his intellectual endeavors in Europe. In
this novel, Rizal mustered his academic acumens as he tapped his knowledge of various fields
and wove a narrative that aimed to represent, if not expose, the realities of the nineteenth
century colonial life in the Philippines. Many appreciate the Noli for its narrative that takes
the readers, through the eyes of its characters, on a journey of love and deception, struggles
and triumphs; and in process, presents pressing questions about power and social inequalities.
The Publication of the Noli
As a sojourner in Europe, Rizal participated in the movement of the ilustrados to

utilize propaganda to campaign from reforms in the Philippines. Utilizing their intellectual
prowess, the ilustrados released various written outputs from news bits, to feature articles,
and commentaries. They also produced creative outputs from satirical pieces to world-class
paintings. Within this artistic and literary collection, Rizal’s exemplary mastery of words are
clearly evident in one of his most celebrated works, his first novel, Noli Me tangere.
The idea of publishing a book was not alien to Rizal. In a meeting of the illustrados in 1884,
he proposed to write a book project to be done collaboratively with his fellow
writers.Unfortunately, the project did not materialize. He eventually decided to write a novel
on his own. He started ti work on the project in 1884 and completed in 1887.
Many of his biographers cite several works that influenced Rizal in the writing of the Noli.
One of these is Juan Luna’s painting, Spolarium, which depicted the sufferings faced by the
humanity in the face of inequalities. Another is Uncle Tom’s Cabin, a novel by harriet Beecher
Stowe that dealt with slavery in America.
Rizal finished the first half of the novel in Spain, supposedly the other half in France, then
completed the draft in 1886. The novel was published the following year in Germany. Lack
of funds delayed the book’s publication until a fellow ilustado, maximo Viola, insisted on
lending him 300 pesos for the printing of the first 2,000 copies. By 1887, Rizal was already
sending out copies of the Noli to his friends and the book began to take flight.
Motivations behind Writing Noli
The title, Noli Me Tangere, had Biblical reference to the Gospel of John in which Jesus
appeared to Mary Magdalene and uttered this words: “Touch me not, for I am not yet ascended
to my Father.” The choice of the title according to Rizal was fitting because he intended to
write about themes that were taboo in the Philippines for centuries; things that people dared
not touch.
According to his biographers, Rizal planned to write his novel in French, considered to be the
language of the intellectuals in Europe at that time. He, however, shifted to Spanish because
he intended to reach out to his countrymen in the Philippines. Rizal explained: “I must wake
from its slumber the spirit of my country… I must first propose to my countrymen an example
with which they can struggle against their bad qualities, and afterwards, when they have
130
reformed, many writers would rise up to present my country to proud Europe” (Schumacher,
1991, p. 93).
In the initial pages of the Noli, the dedication articulated Rizal’s purpose for writing the
novel:
To The Filipinos
In the Noli Me Tangere, I started to sketch the present state of our Fatherland: the effect which
my attempt produced made me realize, before proceeding to develop before your eyes other
pictures to follow, the necessity of first giving an understanding of the past in order the better
to judge the present and measure the path traversed during the tree centuries.
Born and reared in ignorance of our past like almost all of you: without voice nor authority to
speak of what we have not seen nor studied I deemed it necessary to invoke the testimony of
an illustrious Spaniard who controlled the destinies of the Philippines at the beginning of its
new era and personally witnessed the last days of our ancient nationality. It is, therefore, the
shadow of your ancestors’ civilization which the author now shall call before you. I transmit
to you faithfully his words without changing them nor mutilating them, adapting, only in so
far as possible, to modern orthography and introducing greater clearness in the rather
defective punctuations of the original, to facilitate its reading. The office, the nationality, and
the virtues of Morga, together with the date and testimonies of his contemporaries, Spaniards
for the most part, commend the work to your serious consideration.
If the book succeeds in awakening in you, the consciousness of our past blotted from memory,
and in rectifying what has been falsified and calumniated then I shall not have labored in vain,
and with this basis, slight though it be, we can all devote ourselves to the study of the future.
The project of writing the Noli, as stated, was geared towards exposing the ills of Philippine
colonial society under Spain. Thus, though the passages within Noli, readers also glimpse of
how Rizal saw his country.
The Plot
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," a typical
Filipino cacique, the predominant character fostered by the friar regime.
Ibarra resolves to forego all quarrelsand to work for the betterment of hispeople. 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 corner-stone 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
131
loses control 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 seriously ill, only to be saved by medicines sent secretly by Ibarra and
clandestinely administered by a girlfriend.
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 °ccurs he isarrested as the instigator of
it and thrown into prison in Manila.
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 fromher by false representations coat in exchange for two
others written by her mother just before her birth, which prove that Padre Damaso is her real
father. These letters 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 incriminate the young man. She tells him that she will marry the young
Spaniard, sacrificing herself thus to save her mother's name and captain 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 has 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 disappeared some time before in the convent, where he was a
sacristan. Basilio, who is ignorant of Elias’s identity, helps him to build a funeral pyre, on
which his corpse and the madwoman’s are to be burned. Before Elias died, he instructed
Basilio to find the treasure of Ibarra buried in the cemetery and use it to get an education. He
reminded Basilio to never lose hope and if one day, freedom and progress would come to his
country, not to forget those who labored in the night.
Upon learning of the reported death of Ibarra in the chase on the Lake, Maria Clara becomes
disconsolate 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 trouble 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.
132
Within the general contour of the narrative, Rizal wove a complex story and subplots. Reading
through the novel, different characters and their corresponding stories unfolded as told
through the voice of an unseen narrator. Truly, the pages of the Noli reflected the lives of
people living in the complicated world of colonial Philippines.
133
Lesson 2: El Filibusterismo
EL Filibusterismo is the second and last novel by Dr. Jose Rizal (1861-1896). It was
his sequel to the Noli Me Tangere known by its alternative English title The Reign of Greed.
It is a novel about revolution that failed which was orchestrated by Simoun. He described the
government in a very cynical way by lambasting the friars and the Spanish officials for their
greed, corruption, exploitation and injustice to satisfy their evil desires and to seek their own
interest. Noli and Fili illustrated the actual conditions in the Philippines during the time of
Rizal which became instrumental in awakening the spirit of Filipino nationalism.
The Writing and Printing of Fili
Rizal started writing El FIlibusterismo in October 1887 in Calamba during his first
homecoming. The novel was thus written against the background of threats and oppressions
he and his family suffered because of the Noli and the so called Calamba agrarian trouble.
He continued working on it making some revisions in London in 1888. Rizal then went on to
write the novel in Paris and then in Brussels where distractions were less, and the cost of
living was cheaper. Being able to focus on finishing the book, Rizal had finally completed it
by March 29, 1891 in Biarritz.
Jose Alejandrino, Rizal’s roommate in Belgium related that he was the one who looked for a
printing press for El Filibusterismo. He delivered proofs and revisions of F. Meyer Van Loo
in Ghent. For his assistance, Rizal gave him the El Fili „s corrected proofs and the pen used
in doing the corrections. Unluckily, these historical souvenirs were either lost or destroyed
during the revolution (Ocampo,2012. P. 111) (For Rizal’s collaboration and relation with Jose
Alejandrino, read Appendix O of “Rizal’s Relations with other Filipino Patriots and Heroes.”)
Alejandrino, who later became a general in the Philippine revolution, might have possibly
been the first person to read the novel aside from the author. However, the honor of being
called “the savior of the “Fili” had gone to Valentin Ventura, Rizal’s friend who partially
financed the novel’s publication. (Ventura’s steal of the title, one may argue, in another classic
elucidation of the expression” That‟s what money can do”)
Initially, Rizal financed El Fili‟s printing by pawning his properties. In a letter to Jose Basa
dated July 9,1891, he related: For the past three months I have not received a single centavo,
so I have pawned all that I have in order to publish this book. I will continue publishing it as
long as I can, and when there is nothing pawnable I will stop” (El Filibusterismo” n.d.) 1.
Compare and contrast the characters, plot and theme of the Noli and the El Fili 2. Value the
role of the youth in the development and future of society.
Rizal’s next letter to Basa carried the sad news that the printing had to be suspended for lack
of funds, and it was at this point where Valentin Ventura came into the picture. Having known
Rizal’s predicament, Ventura offered him financial help in hindsight, we can assume that
Ventura was bothered by his conscience, hence his generous monetary assistance for Rizal‟s
novel. Remember that Ventura was one of the Filipinos who promised to co- author Rizal’s
proposed first book but ended up contributing nothing.
But even with Ventura’s help, Rizal found it necessary to fundamentally shorten the novel,
erasing 47 whole pages from the 279page manuscript to save expenses (Ocampo, 2012.p111.)
Thus, the printed El Fili, which came off the press by the middle of September 1891, turned
out comprising only 38 chapters compared with the 64 of the Noli contrary to his original plan
to made a longer sequel.
For Ventura’s salvific act, Rizal gave him the novel’s original manuscript, a pen and an
autographed printed copy in 1925, the Philippine government bought the El Fili manuscript
134
from Ventura fo a large sum of 10,000 pesos G. Zaide. (G. Zaide & S. Zaide, 194) It is now
being kept in the National Library.
Filibustero and Gomburza
The Filibusterismo in the novel’s title is derived from the simple term filibuster. Rizal defined
the word (filibustero) to his friend Ferdinand Blumentritt who encountered but did not fully
comprehend the word in the Noli. Rizal, thus explained in a letter (“El Filibusterismo” 2011).
The word filibuster is little known in the Philippines, I heard it for the first time in 1872 when
the tragic executions (of Gomburza) took place. I still remember the panic that this word
created. Our father forbade us to utter it, as well as the words Cavite, Burgos (one of the
executed priests) etc. The Manila newspaper and the Spaniards apply this word to one whom
they want to make a revolutionary suspect. the Filipinos belonging to the educated class fear
the reach of the word. It means a dangerous patriot who will soon be hanged or well a
presumptuous man”
The word filibustero thus, contextually means subversive, dissident, revolutionary, seditious,
insurrectionary and treasonous. Fittingly Rizal dedicated the book to the memory of the
Gomburza, the three Filipino, patriotic priest who were accused of being filibuster and thus,
executed. In his dedication, Rizal fearlessly declared his conviction that the Spanish officials‟
treatment of the priest‟ case was unjust as [their] complicity in the Cavite Mutiny is not clearly
proved.
The dedication partly reads “To the memory of the priest, Don Mariano Gomez (85 years old).
Don Jose Burgos (30 years old) and Don Jacinto Zamora (35 years old). Executed in the
Bagumbayan Field on the 28th of February 1872, I have the right to dedicate my work to you
as victims of the evil which I undertake to combat. “(“El Filibusterismo,” n.d.)
Rizal however made mistakes in indicating the ages of the priest and the date of their
execution. During their martyrdom on the 17th (not 28th) of February, 1872. Gomez was then
73 (not 85) Burgos was 35 (not 30) and Zamora was 37 (not 35). Like many other students
today (especially men), Rizal was perhaps not that good in memorizing historical details like
dates and ages.
The foreword of the Fili was nonetheless addressed “To the Filipino People and Government.
“The original manuscript also included a “warning “and an “inscription” on the title page
written by the author’s friend, Ferdinand Blumentritt.
Themes of Fili
Indeed, a continuation of the Noli, the El Filibusterismo exposes the real picture of Filipino
society at the hands of the Spanish authorities. Socio- political issues mentioned in the Noli
are also dealt with in its sequel: abuses and hypocrisy of the members of the Spanish Catholic
clergy, superstitions disguising as religious faith, the need for reform in educational system,
the exploitation and corruption of government officials, and the pretenses of some social –
climbing Filipinos and Spaniards.
What makes El Fili essentially different from its prequel is that it offers various means of
attaining social reform and somewhat hinted what the author believed was ideal. Some
dialogues and incidents seem to suggest the apparent improbability of any radical socio-
political change. The main character’s persistence to push through with the rebellion, on the
other hand, seems to suggest that independence is attainable through revolution. However, the
closing chapters rather insinuate that freedom must be attained without bloodshed as the story
ends with the failure of Simoun’s planned uprising.
135
The novel’s ending some scholars explain, however, should not be interpreted as Rizal’s
categorical stand against revolution. At best, Rizal can be said to be against unprepared and
disorganized rebellion of uneducated people, which could have a slim chance of victory. It is
important to note that Rizal once commented that an upright, patriotic and selfless individual
like Noli’s Elias would be a viable revolutionary leader. In fact, Rizal was said to have
confessed that he seriously regretted having killed Elias instead of Ibarra. These seem to prove
that Rizal, though practically promoting the attainment of reforms peacefully, also advocated
the idea of armed revolution under some conditions. Intelligent as he was, what Rizal would
never subscribe to is the “useless spilling of blood “but not the uprising itself.
136
Lesson 3: Comparison of Noli and El Fili
Rizal wrote the El Filibusterismo about four years after the Noli. The experiences he had in
those four years spelled a lot of differences in the way he treated his two novels.
In depicting the social conditions in the country both novels employ satire and
caricatures. El Fili however is more serious as there is less humor and more bitterness in the
treatment of situations.
In the Noli, the author reveals the cruelty and exploitation suffered by the natives at
the hands of the colonizers. In El Fili, Rizal depicts a society at the brink of rebellion as the
native’s minds have been awakened and revolutionary forces have been found formed.
Generally, El Fili presents a gloomier depiction of the country under the Spanish
regime. More radical and revolutionary, the novel has less idealism and romance than the
Noli. The El Fili manifest Rizal’s more mature and less hopeful attitude toward the
sociopolitical situation in the country. The grimmer outlook and more tragic mood can be
attributed to the persecutions and sufferings the author and his family experienced from the
Spanish friars and officials in the years he was writing the novel.
Notwithstanding the sufferings caused by the Spaniards to the Rizal family, the Fili
its author claimed, is not a matter or revenge. Jose wrote to Blumentritt: “I have not written
in it [ Fili] any idea of vengeance against my enemies, but only for the good of those who
suffer for the rights of Tagalogs.
Some of Rizal’s friends like Blumentritt and Graciano Lopez Jaena, expressed that
Fili was superior o Noli. Rizal himself apparently once believed in the superiority of the Fili.
When its printing had to be stopped for lack of funds, he wrote to Basa: “It is a pity because
it seems to me that this second part [the Fili] is more important than the [Noli]” (“The El
Filibusterismo,”2013)
After the Fili was published, nonetheless, Rizal appeared to have a change of heart.
In his October 13, 1891 letter to Marcelo Del Pilar, he said: I appreciate what you say about
my work, and I value your opinion highly that considered my Filibusterismo inferior to the
Noli I, too frankly, without irony or words with a double meaning share your opinion. For
me, the Filibuserismo as a novel is inferior to the Noli. You are the first one to tell me the
truth and I agree with you. This flatters me as it proves that I still know how to judge myself
(“Rizal and Other Reformers,” n.d)
As regards his friends who told him that Fili was better, Rizal explained in the same
letter “Blumentritt, all those in Paris and Barcelona, for their benevolence towards me say
the Fili is superior, I attribute it only to their benevolence”
https://www.studocu.com/ph/document/polytechnic-university-of-the-philippines/buhay-mga-gawain-at-sinulat-ni-
rizal/rizal-module-6-el-fili/14000247/download/rizal-module-6-el-fili.pdf
137
 Jose Rizal: Life,works and writings of a genius,Writer,Scientist and national Hero ;

Second Edition by Gregorio F.Zaide,Ph.D. and SoniaM.Zaide,Ph.D.
 https://www.studocu.com/ph/document/polytechnic-university-of-the
philippines/buhay-mga-gawain-at-sinulat-ni-rizal/rizal-module-6-el-
fili/14000247/download/rizal-module-6-el-fili.pdf
 https://www.studocu.com/ph/document/polytechnic-university-of-the-
philippines/buhay-mga-gawain-at-sinulat-ni-rizal/rizal-module-6-el-fili/14000247
138
Activity Sheet
ACTIVITY 1
Directions: Complete the chart below by recording details that Rizal uses to convey each
character’s personality. You might record a description of the character’s appearance,
thoughts or actions. Then state the character traits revealed by the identified characters. Lastly,
list and explain who the persons you see today depicts the same persona and character.
Character in the Fictional Character Traits Character in Today’s

Novel Noli Me Tangere/ El Observed Reality
Filibusterismo
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
139
Activity Sheet
ACTIVITY 2
A. Per observation on the character development in Noli Me Tangere, who represents

best the Philippine nation? Rationalize your answer.
Character: _______________________________________
Reason:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
140
Activity Sheet
ACTIVITY 3
B. Should the novel El Filibusterismo be treated as a book of prophecies? Why or Why

Not?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
C. Which among the events turned out to be happening in the current settings of the
Philippines?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
141
Activity Sheet
ACTIVITY 4
D. Examine the two novels using a venn diagram.
NOLI ME TANGERE EL FILIBUSTERISMO

SIMILARITIES
SIMILARITIES
142
Activity Sheet
ACTIVITY 5
E. In your own opinion, what remains true in Jose Rizal’s regards on the youth?
Establish reliability.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
143
Assessment
Assessment 1
A. Directions: Read each statement carefully. Supply the blank with the correct answer.
1. Jose Rizal began writing El Filibusterismo in _______, 1887 while he was in

2. _______________.
3. The El Fili original cover title has an inscription of ____________, which is not found
in the English translations
4. There are about ____ chapters in the novel.
5. Rizal wrote El Filibusterismo in dedication to the three martyred priests or called
____________, expressing conviction that their treatment and deaths at the hands
of the Spanish authorities was unjust.
6. The El Filibusterismo also knew as______________________.
7. He is the main character in El Filibusterismo _______________.
8. The antagonist of the novel El Filibusterismo ________________.
9. The character name ______ symbolized of the youth whose love for the country is
great to the point of being branded as idealistic.
10. This action _____ took the life of the main character in the novel.
B. Directions: Read each statement carefully. Write your answer (3-5 sentences) in the space
provided. Your answer will be graded according to the rubrics below.
1. Compare the characters, plot and theme of Noli Me Tangere and El

Filibusterismo.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________
2. Evaluate the role of the youth in the development and future of the society.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
144
Level Description


4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.

Very unclear.
1 - Very Poor
Limited attempt.
145
Assignment

146
Name of Student: ___________________________________________________

Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
147

Chapter 8
The Philippines: A Century Hence
148
Chapter 8
The Philippines: A Century Hence
Introduction
“History does not record I its annals any lasting domination by one people over another,
of different races of diverse usages and customs, of opposite and divergent ideas. One of
the two had to yield and succumb.” - Jose Rizal
Jose Rizal’s Filipinas Dentro De Cien Años or the The Philippines a Century Hence was
serialized on September 30, October 31, December 15, 1889 and February 15, 1890 in the fortnightly
review La Solidaridad of Madrid. The essay talked about the glorious past of the Philippines, recounted
the deterioration of the economy and exposed the causes of the natives’ sufferings under the cruel
Spanish Rule. Part of the purpose in writing the essay was to awaken the minds and the hearts of the
Filipinos concerning the oppression of the Spaniards and encouraging them to fight for their right.
This Chapter shows the situation of the Philippines during Spanish Regime and arguments
based on evidences of what may happen to the country after a hundred year.
Specific Objectives
1. Assess Rizal’s writings
2. Appraise the value of understanding the past.
3. Frame arguments based on evidence
Duration
Chapter 8: The Philippines: A Century Hence = 3 hours
(2.5 hours discussion;
.5-hour assessment)
149
Lesson 1: The Philippines: A Century Hence

Chapter I
Following our usual custom of facing squarely the most difficult and delicate
questions relating to the Philippines, without weighting the consequences that our frankness
may bring upon us, we shall in the present article treat of their future.
Causes of the miseries suffered by the Filipino people:
1. Spain’s implementation of her military policies – because of such laws, the Philippine
population decreased dramatically. Poverty became more rampant than ever, and
farmlands were left to wither. The family as a unit of society was neglected, and
overall, every aspect of the life of the Filipino was retarded.
2. Deterioration and disappearance of Filipino indigenous culture – when Spain came
with the sword and the cross, it began the gradual destruction of the native Philippine
culture. Because of this, the Filipinos started losing confidence in their past and their
heritage, became doubtful of their present lifestyle, and eventually lost hope in the
future and the preservation of their race.
3. Passivity and submissiveness to the Spanish colonizers – one of the most powerful
forces that influenced a culture of silence among the natives were the Spanish friars.
Because of the use of force, the Filipinos learned to submit themselves to the will of
the foreigners.
The question then arises as to what had awakened the hearts and opened the minds of the
Filipino people with regards to their plight. Eventually, the natives realized that such
oppression in their society by foreign colonizers must no longer be tolerated.
Will the Philippine Islands continue to be a Spanish colony, and if so, what kind of colony?
Will they become a province of Spain, with or without autonomy? And to reach this stage,
what sacrifices will have to be made? Will they be separated from the mother country to live
independently, to fall into the hands of other nations, or to ally themselves with neighboring
powers?
One question Rizal raises in this essay is whether or not Spain can indeed prevent the
progress of the Philippines:
1. Keeping the people uneducated and ignorant had failed. National consciousness had
still awakened, and great Filipino minds still emerged from the rubble.
2. Keeping the people impoverished also came to no avail. On the contrary, living a life
of eternal destitution had allowed the Filipinos to act on the desire for a change in their
way of life. They began to explore other horizons through which they could move
towards progress.
3. Exterminating the people as an alternative to hindering progress did not work either.
The Filipino race was able to survive amidst wars and famine, and became even more
numerous after such catastrophes. To wipe out the nation altogether would require the
sacrifice of thousands of Spanish soldiers, and this is something.
Spain, therefore, had no means to stop the progress of the country. What she needs to do
is to change her colonial policies so that they are in keeping with the needs of the Philippine
society and to the rising nationalism of the people.
150
Chapter II
A. For those who have strong spirit over the liberty of the country, independence was
assured.
B. But for those who are discouraged and disillusioned by sad experiences shall be a
Prison of the colony forever
What will become of the Philippines within a Century? Will they continue to be a Spanish
Colony?
A. For the Liberal Spaniards: The ethical condition of the people remained the same
B. For the Friars and their followers: They have progressed
C. For many Filipino ethics: They have retrograded
The Spanish were able to take hold of the Philippines for three centuries because the
Filipinos remained faithful during three centuries, giving up their liberty and their
independence, sometimes dazzled by the hope of the Paradise Promised, sometimes cajoled
by the friendship offered them by a noble and generous people like Spanish
Filipinos see them as protectors but sooner they realize that they are exploiters and
executers. Enlightment is spreading and the persecution it suffers quickens it.
If this state of affair continues, what will become in the Philippines within a century?
People start to awaken and if the government doesn’t change its acts, a revolution will
occur. What do people like?
1. A Filipino representative for the Cortes and an authorized to cry out against all kinds
of abuses.
2. To practice their human rights.
Possible Outcomes
1. The Philippines will remain under Spanish colonization, but with more law and
greater liberty
2. They will declare themselves independent.
The following situations explains that Rizal just wanted liberty from Spaniards not total
separation. In his essay we see his urge to put freedom in our land through peaceful
negotiations with the Spanish Government in Spain.
Chapter III
If the Philippine will remain under the control of Spain, transformation will eventually
happen and will affect the people. In this case, some governors have been trying to introduce
needed reforms. But it produced scanty result for the government as well as to the country.
With this, our country is most likely reminded to Sancho Panza in Barataria Island where he
took his seat on appointed table covered with fruits and variety of food but when Pedro Rezio
interposed Sancho was as hungry as ever. That he should not eat except according to the usage
and custom of another island.
Sancho Panza = Philippines
Dishes = Reforms
Pedro Rezio= many people interested in not having the food touched.
The result is the long suffering of Sancho (Philippines) misses his liberty and ends up
rebelling. In this manner as long as the Philippines have no liberty of press, all the efforts of
the colonial ministers will meet the fate like the dishes in Barataria Island.
151
The minister who wants his reforms be reforms must begin by declaring the press in the
Philippines free and by instituting Filipino delegates. A government that governs in a country
may even dispense with the press, because it is on the ground, it has eyes and ears, and directly
observes what is rules and administers.
But a government that governs a far requires that the truth and facts reach its knowledge
by every possible channel that it may weigh and estimate them better, and this need increases
when a country like Philippines is concerned. What risk does the government see in them?
One of the three things either that they will prove unruly, become political trimmers, or act
properly.
Supposing that we should yield to the most absurd pessimism and admit the insult. Great
for the Philippines but still greater for Spain. Certainly, the Spanish people does not spare its
blood where patriotism is concern but would not a struggle of principles in parliament be
preferable to the exchange of lands.
Because the Spanish parliament especially abounds in oratorical paladin’s invisible in
debate. So, we see no serious reason why Philippines may not have representatives. We know
that the lack of enlightenment, the indolence, the egotism may convert reform into a harmful
instrument.
When the laws and the acts of officials are kept under surveillance the word justice may
cease to be a colonial jest. The things that make the English most respected in their
possessions is their strict and speedy justice so that the inhabitants repose entire confidence
in the judges. Justice is the foremost virtue of the civilized races.
We could add other minor reforms touching commerce, agriculture, security of individual
and of property education and others.
To recapitulate: The Philippines will remain Spanish if they enter upon the life of law and
civilization, if the rights of their inhabitants are respected, if the other rights due them are
granted, if the liberal policy of the government is carried out without false interpretation.
Otherwise, if an attempt is made to see in the islands a love to be exploited, a resource to
satisfy ambitious, however great may be the loyalty of Filipinos and it will be impossible to
hinder the operations of the laws of history. Close indeed are the bonds that unite us to Spain.
Two peoples do not live for three centuries in continual contract, sharing a same lot, holding
their same belief, worshipping the same GOD but that ties are formed between them stronger
than those engendered by affection.
We, who today are struggling by the legal and peaceful means of debate so understand it
without going beyond the pale of the law, but if violence first silences us we have to
misfortune to fall then we do not know what course will be taken that will rush in to occupy
the places that we leave vacant. In contemplating such an unfortunate eventually, we must
turn away in horror, and so instead of closing our eyes we will face what the future may bring.
Chapter IV
“History does not record in its annals any lasting domination exercised by
one people over the another, of different races, of diverse usages and
customs, of opposite and divergent ideals. One of the two has to yield and
succumb.”
“The existence of a foreign body within another endowed with strength
and activity is contrary to all natural and ethical laws. Science teaches
us that it either assimilated, destroys the organism, is eliminated or
becomes encysted.”
152
Now, applying these considerations to the Philippines, we must conclude, as a

deduction from all we have said, that:
1. if their population will not assimilate to the Spanish nation
2. if the dominators do not enter into the spirit of their inhabitants
3. if equitable laws and free liberal reforms do not make each forget that they belong
to different races
4. If both peoples be not amalgamated to constitute one mass, socially and politically,
homogeneous, that is, not harassed by opposing tendencies and antagonistic ideas and
interests someday the Philippines will fatally and infallibly declare themselves
independent.
Eventually, the natives realized that such oppression in their society by foreign
colonizers mist no longer be tolerated.
 Keeping the people uneducated and ignorant had failed. National consciousness
had still awakened, and great Filipino minds still emerged from the rubble.
Eventually, the natives realized that such oppression in their society by foreign
colonizers must no longer be tolerated.
 Keeping the people impoverished also came to no avail. On the contrary, living a
life of eternal destitution had allowed the Filipinos to act on the desire for a change
in their way of life. They began to explore other horizons through which they could
move towards progress.
 Exterminating the people as an alternative to hindering progress did not work
either. The Filipino race was able to survive amidst wars and famine, and became
even more numerous after such catastrophes. To wipe out the nation altogether
would require the sacrifice of thousands of Spanish soldiers, and this is something
Spain would not allow.
“We have said and statistics prove that it is impossible to

exterminate the Filipino people”
The Philippines is in danger in falling into other hands again. Who are the possible
colonizers?
 England
 Germany
 France
 Holland
 Japan
 US
“Spain, must we someday tell Filipinas that thou hast no ear for
her woes and that of she wishes to be saved, she must redeem”
What can you say about Rizal’s prediction?

What Rizal had envisioned in his essay came true. In 1898, the Americans wrestled
with Spain to win the Philippines, and eventually took over the country. Theirs was a reign of
democracy and liberty. Five decades after Rizal’s death, the Philippines gained her long-
awaited independence. This was in fulfillment of what he had written in his essay:
153
“History does not record in its annals any lasting domination by one people over
another, of different races, of diverse usages and customs, of opposite and divergent ideas.
One of the two had to yield and succumb.”
 Rizal, Jose. "The Philippines a century hence”
 Zulueta, Franisco. Rizal: Life, Works and Ideals. Echanis press, Inc. 760 Boni Ave.,
Mandaluyong City, 2004
philippines/buhay-mga-gawain-at-sinulat-ni-rizal/rizal-module-7-century-
hence/14000261/download/rizal-module-7-century-hence.pdf
philippines/buhay-mga-gawain-at-sinulat-ni-rizal/rizal-module-7-century-
hence/14000261
154
Activity Sheet
ACTIVITY 1
Name: _______________________ Course/Year/Section: ___________ Score: _________
Direction: Give one (2) prediction of Dr. Jose Rizal in his work Philippines: A Century
Hence that you think really happened and what did the Philippines did during that said
event.
Prediction/ Event:
__________________________________________________________________________
Philippines Action:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Prediction/ Event:
__________________________________________________________________________
Philippines Action:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
155
Activity Sheet
ACTIVITY 2
A. Rizal have written poems, essays, articles, letters, annotations, novels among others.
In which manner do you think he was most passionate and effective in conveying his
thoughts?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
156
Activity Sheet
ACTIVITY 3
B. Rizal’s literary works can be used as a primary resource of history articles. Prove the
statement otherwise.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
157
Assessment
Assessment 1
Name: _______________________ Course/Year/Section: ___________ Score: _________
A. Directions: Give the main idea of The Philippines: A Century Hence give your own
opinion about this. Use the table below for answering.
Main Idea Your opinion
The Philippines: A
Century Hence
B. Directions: Read the questions carefully. Your answer must be 3-5 sentences.
1. Discuss some of Rizal’s prophecies regarding the future of the Philippines which have
actually been fulfilled.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Do you believe that the writings of Rizal were able to awaken the Filipino patriotism? In
what other ways can the Filipino youth of today show their patriotism?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
158
Each question will be graded based on these five (5) points rubrics.
Level Description


4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.
Very unclear.
1 - Very Poor
Limited attempt.
159
Assignment

160
Name of Student: ___________________________________________________

Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
161
Chapter 9
Jose Rizal And Philippine Nationalism

– National Symbol
162
Chapter 9
Jose Rizal and Philippine Nationalism –
National Symbol
Introduction
“I have observed that the prosperity or misery or each people is in direct proportion to its
liberties or its prejudices and, accordingly, to the sacrifices or the selfishness of its
forefathers.”
-Juan Crisostomo Ibarra
According to National Commission for Culture and the Arts (NCCA), official national
symbols of the Philippines represent the country’s traditions and ideals and convey the
principles of Philippine sovereignty and national solidarity. With this, a country has their own
national symbols to identify themselves from others and to unite its citizens through
nationalism.
Specific Objectives
1. Interpret views and opinions about Bayani and Kabayanihan in the context of Philippine
history and society.
2. Assess the concepts of bayani and kabayanihan in the context of Philippine history.
3. Examine the values highlighted by the various representations of Rizal as a national symbol
4. Advocate values Rizal’s life encapsulates
Duration
Chapter 9: Jose Rizal And Philippine = 3 hours
Nationalism – National Symbol (2.5 hours discussion;
.5-hour assessment)
163
Lesson Proper
National Flag
The Philippines national flag, as defined by the National Historical Commission of
the Philippines, is made of silk, had a white equilateral triangle at the left containing a
sunburst of eight rays at the center, a five-pointed star at each angle of the triangle, an upper
stripe of blue and a lower stripe of red. The sun stands for liberty; the sunburst of eight rays
for the first eight provinces to take up arms against Spain; and the three stars for the three
island groups of the Philippines – Luzon, Visayas and Mindanao. The white triangle signifies
Filipino hope for equality; the upper blue stripe stands for peace, truth and justice; while the
lower red stripe stands for patriotism and valor.
You don’t throw away an old Philippine flag. Section 14 of Republic Act 8491 (Flag
and Heraldic Code of the Philippines) states that a flag worn out through wear and tear, shall
not be thrown away. It shall be solemnly burned to avoid misuse or desecration. The flag
shall be replaced immediately when it begins to show signs of wear and tear. That is why the
CCP was doing the right thing when it burned 100 worn-out out flags recently.
National Anthem
For more than a year, the national anthem, Lupang Hinirang remained without words.
Our national anthem was just music when it was first played by Banda San Francisco de
Malabon on the occasion of the declaration of Philippine Independence on June 12, 1898.
The words of Jose Palma’s ―Filipinas, Letra Para La Marcha Nacional‖ published on
September 3, 1899 was used as lyrics for the national anthem. In 1943, the Institute of
National Language was ordered by the late President Jose P. Laurel to translate the original
Spanish text into Filipino and English. But a more spontaneous and apt translation was
produced by a committee formed by the Department of Education thirteen years later. This
was entitled ―Lupang Hinirang.‖
Pledge of Allegiance to the Flag Patriotic Oath of the Philippines
Ako ay Pilipino Iniibig ko ang Pilipinas, aking lupang

Buong katapatang nanunumpa sinilangan,
Sa watawat ng Pilipinas Tahanan ng aking lahi, kinukupkop ako at
At sa bansang kanyang sinasagisag tinutulungang
Maging malakas, masipag at marangal
Na may dangal, katarungan at kalayaan
Dahil mahal ko ang Pilipinas,
Na pinakikilos ng sambayanang
Diringgin ko ang payo ng aking magulang,
Maka-Diyos
Susundin ko ang tuntunin ng paaralan,
Maka-tao
Tutuparin ko ang mga tungkulin ng isang
Makakalikasan at
mamamayang makabayan,
Makabansa.
Naglilingkod, nag-aaral at nagdarasal nang
buong katapatan.
Iaalay ko ang aking buhay, pangarap,
pagsisikap Sa bansang Pilipinas.
National Flower: Sampaguita

The Philippine national flower is called ―sampaguita‖ which is generally known as
the Arabian Jasmine. Its white color symbolizes purity, simplicity, humility and strength.
Sampaguita or Arabian Jasmine (Jasminium sambac)- Philippine Sampaguita flower
164
is a white, star-shaped blossom which has a sweet fragrance. It opens at night and droops in
less than a day. The white flowers are often made into wreath and its extract made into
perfumes. Sampaguita is not a tree but a woody vine. The flower called was accepted as the
National Flower of Philippines in 1934 which also happens to be the National Flower of
Indonesia.
The national flower sampaguita symbolizes purity, simplicity, humility and strength.
Declared as the national flower by Gov. Gen. Frank Murphy through Proclamation No. 652
s. 1934, the sweet-smelling white flowers of sampaguita (the plant is a woody vine or shrub)
has long been celebrated in song, stories and legends. Originally from India, they are often
made into garlands and its essence made into perfumes. The tiny flowers display their purity
in the evening when the flower buds begin to open at dusk.
National Tree: Narra

The Philippine national tree is called ―narra‖ generally known as rosewood. It was
made official by Gov. Gen. Frank Murphy through Proclamation No. 652 s. 1934. In fact,
under the DENR Memorandum Order dated
February 5, 2013, cutting of Narra needs to be approved by the DENR Central Office,
particularly by the Office of the Undersecretary for field Operations.
Narra tree is a striking, large and strong shady tree. It is one of the most wanted wood
for furniture but because there are only a few trees left, cutting down a Narra tree is no longer
allowed. It is mostly found in Bicol, Mindanao and the Cagayan Valley forests. The Narra
trees grow all over the Philippine islands and are mostly found and grown in Bicol, Mindanao
and the Cagayan Valley forests.
A special permit is needed when cutting Narra, our national tree which is already
considered an endangered specie. It was declared by Gov. Gen. Frank Murphy as the national
tree through Proclamation No. 652 s. 1934. Narra and other premium hardwood trees require
a special permit under DENR (Department of Environment and Natural Resources) Adm.
Order No. 78, S. of 1987 and DENR Memo Circular No.22, S. of 1990. And under DENR
Memorandum Order dated February 5, 2013, the cutting of Narra needs to be approved by
the DENR Central Office, particularly by the Office of the Undersecretary for field
Operations.
National Bird: Philippine Eagle

The Philippine national bird is called ―Philippine eagle‖ scientifically known as
Pithecophaga jeffery. It was made official in 1978 by former President Ferdinand Marcos
through Proclamation No. 1732.
Philippine Eagle or also known as the monkey eating eagle stands over 3 feet (1m)
tall. It has a large, sharp, curved beak. It has feathers that seem to bristle on its head. It is a
giant forest raptor and is considered excellent hunters. It is considered one of the largest and
most powerful eagles in the world and one of the world's rarest and definitely one of the
world’s most seriously endangered vertebrate bird kind with only about 500 birds in the wild.
It lives in tropical rain forests and it lays only one or two eggs each year. There are only a
few of them now because of the disappearance of trees in our mountains.
The Philippine Eagle knows a thing or two about monogamy. Declared by Pres. Fidel
V. Ramos as the national bird through Proclamation No. 615 s. 1995, the Philippine eagle is
monogamous, with pairs mating for life. If one of the pair dies, however, the surviving eagle
will usually find another companion.
165
National Gem: Philippine Pearl
The Philippine national gem is called ―Philippine Pearl‖ as declared by Former

President Fidel V. Ramos through Proclamation No. 905 s. 1996. It is scientifically known as
Pinctada Maxima. In fact, world’s largest pearl was discovered by a Filipino diver in a giant
Tridacna (mollusk) under the Palawan Sea in 1934.
The world’s largest pearl was discovered by a Filipino diver in a giant Tridacna
(mollusk) under the Palawan Sea in 1934. Known as the ―Pearl of Lao-Tzu‖ and ―Pearl of
Allah,‖ the gem weighs 14 pounds and measures 9 1/2 inches long and 5 1/2 inches in
diameter. As of May 1984, it was valued at US$42 million. It is believed to be 600 years old
(Department of Tourism). Though it has now been trumped by another pearl in the Guiness
World Records, its size is still worthy of adoration. The Philippine pearl was declared as the
national gem by Pres. Fidel V. Ramos through Proclamation 905 s. 1996.
National Sport: Arnis

Arnis is to the Philippines like Japan’s Karate and Korea’s Taekwondo. It’s both a
martial art and a sport whose origins are still largely unconfirmed because of lack of
documentation. It’s known by two other names: Kali and Eskrima, and makes use of both
bladed weapons, batons/sticks, and bare hands. It became a national symbol in 2009 when
then-Pres. Gloria Macapagal-Arroyo signed Republic Act 9850 into law.
The official adoption of arnis as the national martial art and sport shall be promulgated
by inscribing the symbol of arnis in the official seal of the Philippine Sports Commission and
by making it as the first competition to be played by participating teams on the first day in
the annual Palarong Pambansa. The Philippine Sports Commission is the lead agency to
implement the provisions of this Act.
What follows here is the list of our country’s unofficial national symbols
Dr. Jose Rizal: National Hero

Long recognized in the country’s history books as our National Hero, Dr. Jose
Protacio Rizal Mercado y Alonzo Realonda’s status as our national hero has not been the
subject of debate for the common Juan. Scholars, however, still argue about who should be
given the title: Jose Rizal, Andres Bonifacio, Emilio Aguinaldo, Apolinario Mabini,
Marcelo H. del Pilar, Sultan Dipatuan Kudarat, Juan Luna, Melchora Aquino, and Gabriela
Silang were listed down by former President Fidel V. Ramos as those worthy of being given
the title of National Hero. This list has not been acted on since being submitted by the
National Heroes Committee on November 22, 1995.
Anahaw: National Leaf

Often referred to as the National Leaf, the anahaw or round-leaf fountain palm is not
part of the country’s national symbols. Normally seen in the countryside as a roofing material,
anahaw leaves are seen as decorative pieces/plants in the metro.
The Filipino word "Anahaw" (ana-how) are nice-looking, tropical palm known for its
round fan-shaped leaves. Its leaf has some uses like: to fan yourself during hot days. The
Tagalogs of Quezon Province even use it to wrap their brown and delicious tikoy. Anahaw
leaves are also a widespread symbol in the Philippines that is often used in awards and medals
to represent high achievement, strength, and loyalty. The Anahaw leaf features a large, round
outline and is glossy green in color. It spreads out grandly from the center of the shaft and
166
opens to a full crest divided shallowly at the ends and is known to be one of the most beautiful
plant in the Philippines.
Mango (Mangifera indica): National fruit

A common sight in Philippine wet and dry markets, the mango has long been seen as
the National fruit. As popular as it is for making desserts, there is no law that proclaims it as
a national symbol.
Philippine Mango is a bizarre tropical fruit prevalently known to be yellow in color
which achieves its addictive taste through its scrupulous harvest procedures. Philippine
Mango is recognized worldwide for its best qualities, which cannot be beaten by any kind of
mangoes around the globe. It is a wonder fruit of versatile ways to enjoy its taste. Green
mango can be served as a salad constituent, while golden yellow mango has diversities of
ways to relish its uniqueness. It can be served as plain, processed, dried or frozen, this
delicious fruit is world known for its sweetest character. Philippine mango is an ideal dessert
served in many ways and has been known as the ―Fruit of the Gods‖.
Carabao: National Animal

If common men have dogs as their best friend, then the carabao or Philippine water
buffalo is the Filipino farmer’s best friend. They’re beasts of burden, able to do almost
everything that needs to be done on the rice fields, including carry the farmer and his goods.
But, without any laws to recognized them, they’ll remain an unofficial symbol of the
country.
The carabao or kalabaw in Filipino is a tamed type of water buffalo (Bubalus bubalis or
sometimes bubalus carabanesis) in the Philippines. Being the farm animal of choice for
pulling the plow and cart used to tow farm produce to the market, carabaos are warmly
associated with farmers. Its life span is 18 to 20 years and the female carabao can deliver one
calf each year.
Bahay Kubo: National House

The humble bahay kubo or nipa hut is still seen in some parts of the country,
particularly in the provinces. While it has long been a symbol of Filipino homes, it has not
been recognized as a national symbol.
Bahay kubo is a shelter made out of bamboo and palm leaves. It is a good place to
take rest and eat typical food in the farm because of its material which allows good
ventilation. The roof of the first Philippine houses, nipa huts, or bahay kubo, were high
inclined and typically open gabled to allow for ventilation. The steeply sloping pitch also
protected from the wind and rain in the typhoon season. The roof also provides wide
extension roof space to provide shade from the hot sun.
Bangus: National Fish

Bony, yet prized for its belly fat, which almost everyone fights for on the dinner table.
The bangus or milkfish has long been seen as the country’s national fish, yet without a law,
it’s status will never be official.
Deboned milkfish, or "boneless bangus," has become popular in stores and markets
because milkfish is known for being bonier than other food fish in the Philippines. Bangus is
a popular table fare among Filipinos. To the biologist, it is a naturally strong fish since it is
capable in adapting and thrives even in the limited, unusual environment of the fishpond.
This feature is not frequently found in most other fish class.
167
Lechon or Roasted Pig: National Dish

The lechon is a very popular and famous food among Filipinos. Lechon (litson in
tagalong) is roasted whole pig cooked over burning charcoals. It is a dish that is almost a
fixed part and menu centerpiece of any Filipino celebration which is usually prepared for
fiestas, family celebrations (like parties and marriages) and also a favorite dish during
Christmas. Lechon is the Spanish name for pig, in the Philippines it means a spit-roasted pig.
Lechon is prepared by filling the inside of the animal pig with herbs and vegetables. The pigs
are slowly hand roasted on top of charcoal for hours till their skin turns into reddish brown
and the inside flesh becomes tender. Philippine Lechon is often served with a thick liver sauce
cooked with vinegar, sugar and herbs.
Philippine National Costume for Men

Barong Tagalog is an untucked or loose shirt of delicate fabric showing Chinese, airy tropical
appearance Indo-Malayan and elongated effect of Hindu influences and the decorative captivity of
European men's clothing. The barong appears to have preserved its fundamental look since it was
first worn. Almost unnoticeably, through the years, the barong's round neck, straight long sleeves
and mid-thigh hemline were resourcefully customized with collar, cuffs and side slits.
Philippine National Costume for Women

Baro't Saya is a collarless blouse and skirt which means baro at saya (blouse and
skirt). From the original, half-naked style, the bare upper torso was slowly covered with a
short-sleeved, collarless blouse called "baro". The whole look has developed into a many-
layered collection of the kimona or inner shirt, the baro outershirt with its typically delicate
materials, fine embroidery and wide sleeves.
Bakya: National Footwear

This footwear is made from local light wood like santol and laniti. It is cut to the
desired foot size before being shaven until smooth. The side of the bakya is thick enough to
be carved with floral, geometric or landscape designs. Afterwards, the bakya could then be
painted or varnished. Uppers of plastic or rubber will then be fixed firmly using clavitos or
tiny nails and the bakya is now ready to wear. The word bakya may also be used in the
Philippines to indicate something that is of "low class", "unsophisticated" or "cheap".
Kalesa: National Vehicle

Philippine kalesa is a horse-driven carriage that looks like an inclined cart, was
introduced during the 18th century. The kalesa has two round wheels on each side and two
rows of seats that can accommodate four persons. The driver sits on a block of wood located
at the front of the cart near the horse. This was one of the methods of transportation introduced
in the Philippines in the 18th century by the Spaniards that only nobles and high ranked
Spanish officials could afford. The Ilustrados, who are the rich Filipinos who had their own
businesses, used the kalesa not only for traveling but as a way of transporting their goods as
well. They are hardly ever used in the streets nowadays except in tourist spots and some rural
areas.
Other things have been cited over time as a national symbol, yet have never been
recognized. The battle has raged on between which should be recognized as the National
Dance: Tinikling or Cariñosa. A still-to-be-settled debate has also raged online between those
who love sinigang (sour soup) and those who love adobo as to which should be recognized
as the national dish.
168
Find and allocate distinct time comprehending the key information and ideas from these
texts.
 Republic Act No. 8491- An act prescribing the code of the national flag, anthem,
motto, coat-of-arms and other heraldic items and devices of the Philippines.
o https://www.officialgazette.gov.ph/1998/02/12/republic-act-no-8491/
 Selection and Proclamation of National Heroes and Laws Honoring Filipino
Historical Figures
o https://ncca.gov.ph/about-culture-and-arts/culture-profile/selection-and-
proclamation-of-national-heroes-and-laws-honoring-filipino-historical-
figures/
 Republic Act No. 9850 An Act Declaring Arnis As The National Martial Art And
Sport Of The Philippines
o https://www.officialgazette.gov.ph/2009/12/11/republic-act-no-9850/

philippines/buhay-mga-gawain-at-sinulat-ni-rizal/rizal-module-9-philippine-
nationalism-national-symbol/14000278
Mandaluyong City, 2004 Can be accessed through:
http://www.archive.org/stream/philippinescentu00riza/philippinescentu0Oriza_djvu.
bt
 Nolasco, Ricardo Ma. D. Pinagmulan ng Salitang Bayani" sa Diliman Review, vol 45,
no. 2-3, 1997, pp. 14-18
 Joaquin, Nick, A question of heroes. Pasig: Anvil, 2005. (Chapters on Rizal,

Bonifacio, and Aguinaldo.)
 Lahiri, Smitha. "Writer, hero, |a myth, and spirit: The changing image of Jose Rizal."
Cornell University papers on Southeast Asia.
169
Activity Sheet
ACTIVITY 1
A. Directions: In a 100 words essay discuss Republic Act No. 8491:

https://www.officialgazette.gov.ph/1998/02/12/republic-act-no-8491/ and its
important provisions.
Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when
writing your essay and check it again before you submit your essay.
Traits 4 3 2 1
There is one There is one There is one The topic and
clear, well clear, well topic. Main ideas main ideas are
focused topic. focused topic. are somewhat not clear.
Focus and Main ideas are Main ideas are clear.
Details clear and are clear but are not
well supported well supported by
by detailed and detailed
accurate information.
information
The The introduction The introduction There is no clear
Introduction is states the main states the main introduction,
inviting states topic and provide topic. A structure or
the main topic, an overview of conclusion is conclusion.
Organization and provides an the paper. A included.
overview of the conclusion is
paper. included
Information is
relevant and
presented in a
logical order.
The conclusion
is strong.
All sentences Most sentences Most sentences Sentence’s
are well are well are well construct, sound awkward,
Sentences, constructed and constructed and but they have a are distractingly
Structure, have varied have varied similar structure repetitive, or are
Grammar, structure and structure and and length. The difficult to
Mechanics length. The length. The author author makes understand. The
and Spelling author makes no makes a few several errors in author makes
errors in errors in grammar, numerous errors
grammar, grammar, mechanics, and in grammar,
mechanics and mechanics, and spelling that mechanics and
spelling. spelling, but they interfere with spelling that
do not interfere understanding
170
with interfere with

understanding. understanding
B. Direction: Indicate the things you have learned in the lesson (knowledge); the things
that you have realized and appreciated (values) and the things that you discovered
and wanted to do more (skills).

lesson (Skills)
171
Activity Sheet
ACTIVITY 1
A. IDENTIFICATION
1. What is the title of the Philippine national anthem? __________________

2. Who translate the original Spanish text into Filipino and English? ____________
3. When was the original composition of the anthem first played? _______________
4. It is generally known as rosewood. __________
5. What proclamation No. require a special permit under DENR (Department of
Environment and Natural Resources) Adm. Order No. 78, S. of 1987 and DENR
Memo Circular No.22, S. of 1990. ____________________
6. It scientifically known as Pithecophaga jeffery. It was made official in 1978 by former
President Ferdinand Marcos through Proclamation No. 1732.
______________________
7. Who is our national hero has not been the subject of debate for the common
Juan?______________________________
8. It national fruit, as popular as it is for making desserts, there is no law that proclaims
it as a national symbol. _____________________
9. It was become popular in stores and markets because milkfish is known for being
bonier than other food fish in the Philippines. It is popular table fare among Filipinos.
__________________
10. This footwear is made from local light wood like santol and laniti. It is cut to the
desired foot size before being shaven until smooth. _____________________
11. It is an untucked or loose shirt of delicate fabric showing Chinese, airy tropical
appearance Indo-Malayan and elongated effect of Hindu influences and the decorative
captivity of European men's clothing. _________________
12. An act prescribing the code of the national flag, anthem, motto, coat-of-arms and other
heraldic items and devices of the Philippines. ________________
13. This was one of the methods of transportation introduced in the Philippines in the 18th
century by the Spaniards that only nobles and high ranked Spanish officials could
afford. ___________
14. It is a dish that is almost a fixed part and menu centerpiece of any Filipino celebration
which is usually prepared for fiestas, family celebrations (like parties and marriages)
and also a favorite dish during Christmas. _________________
15. It’s both a martial art and a sport whose origins are still largely unconfirmed because
of lack of documentation. _______________
172
B. ESSAY
Directions: Read the questions and explain well organized your answer. Use the
outline below to organize your answer.
What does the 3 colors of the flag mean? Explain.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
173
Assessment
Assessment 1
A. Matching Type
Directions: Match column A with the correct answer on column B. Write only the letter of answer
on the blank provided before each number
Column A Column B
_____1. The word Bayani is one of the words which came a. discipline
from the group of regions that is our ancestors
_____2. Who is this non-Filipino writer who have the passion b. sampaguita
in studying Philippine history for nearly 50 years and found
out Rizal is the most admirable Filipino?
_____3. He recited Rizal’s last poem in the U.S House of c. Rizal Day
Representative in 1902, in justifying the capacity of the
Filipinos for self – government
_____4. Who issued Executive Order No. 75 creating the d. patriotism
National Heroes Committee?
_____5. President Aguinaldo issued the First official e. Henry Cooper
proclamation making December 30 of that year…
_____6. This is considered as the Philippine’s national flower f. Ferdinand Marcos
_____7. This denotes proud devotion and loyalty to one’s g. Austronesian

nation.
_____8. To accept the truth whatever it is, and live according h. sincerity
to it.
_____9. The quality of being honest and having strong i. integrity
moral principles
_____10. This is the suppression of base desires j. Norman Owen
174
Assignment
No assignment for this Chapter

175
Name of Student: ___________________________________________________

Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
176
Chapter 10
Jose Rizal And Philippine Nationalism

– Bayani and Kabayanihan
177
Chapter 10
Jose Rizal and Philippine Nationalism – Bayani
and Kabayanihan
Introduction
“I have observed that the prosperity or misery or each people is in direct proportion to its liberties
or its prejudices and, accordingly, to the sacrifices or the selfishness of its forefathers.”
-Juan Crisostomo Ibarra
According to National Commission for Culture and the Arts (NCCA), official national
symbols of the Philippines represent the country’s traditions and ideals and convey the principles of
Philippine sovereignty and national solidarity. With this, a country has their own national symbols to
identify themselves from others and to unite its citizens through nationalism.
Specific Objectives
5. Interpret views and opinions about Bayani and Kabayanihan in the context of Philippine
history and society.
6. Assess the concepts of bayani and kabayanihan in the context of Philippine history.
7. Examine the values highlighted by the various representations of Rizal as a national symbol
8. Advocate values Rizal’s life encapsulates
Duration
Chapter 9: Jose Rizal And Philippine = 3 hours
Nationalism – Bayani and (2.5 hours discussion;
Kabayanihan .5-hour assessment)
– National Symbol
178
Lesson Proper
Bayani at Kabayanihan
The word “Bayani” or hero in Filipino is someone who saves somebody’s lives.
However, this word carries a deeper context wherein only those people who are willing to
suffer and sacrifice themselves for the good of the country are worthy enough to be called as
such. Being called a hero requires a greater act of bravery. Dr. Jose P. Rizal was a man of
intellectual power and artistic talent whom Filipino’s honor as their national hero
(Szczepanski, 2019).
Rizal is not only admired for possessing intellectual brilliance but also for taking a
stand and resisting the Spanish colonial government. While his death sparked a revolution to
overthrow the tyranny, Rizal will always be remembered for his compassion towards the
Filipino people and the country. Another remarkable hero that we all know is Andres
Bonifacio. The Kataas- taasang, Kagalang-galangang Katipunan ng mga Anak ng Bayan or
KKK played a huge role in the revolt of the Filipinos against the Spaniards. In the center of
that revolution was its founder, Supremo Andres Bonifacio. Furthermore, according to
Vallejo Jr., (2010), Filipinos also remember General Antonio Luna as a brilliant, brave soldier
and tactician of the second phase of the Revolution and the proverbial hothead but never as
the excellent scientist. He has no epitaph but perhaps his words before leaving exile in Europe
for Manila are apt: “I will fight and offer my life, my small knowledge and science for the
liberation of the Motherland.”
What does it take to be a hero? The heroism in real life does not require someone to
sacrifice his or her life to be called a bayani. The people that we set up as heroes are people
that generally go above and beyond in terms of the call of duty, they do things that are
extraordinary. The act of heroism is debatable to some people however, for any hero, it's
enough just knowing they helped someone else. That's what makes them a true hero.
Dr. Jose P. Rizal

José Protasio Rizal Mercado Y Alonso Realonda was born on June 19, 1861 to
Francisco Mercado and Teodora Alonzo in the town of Calamba in the province of Laguna.
He had nine sisters and one brother. At the early age of three, the future political leader had
already learned the English alphabet. And, by the age of five, he could already read and write
(Valdeavilla, 2018).
Rizal had been very vocal against the Spanish government, but in a peaceful and
progressive manner. For him, “the pen was mightier than the sword.” And through his
writings, he exposed the corruption and wrongdoings of government officials as well as the
Spanish friars. While in Barcelona, Rizal contributed essays, poems, allegories, and editorials
to the Spanish newspaper, La Solidaridad. Most of his writings, both in his essays and
editorials, centered on individual rights and freedom, specifically for the Filipino people. As
part of his reforms, he even called for the inclusion of the Philippines to become a province
of Spain. But, among his best works, two novels stood out from the rest – Noli Me Tángere
(Touch Me Not) and El Filibusterismo (The Reign of the Greed). In both novels, Rizal harshly
criticized the Spanish colonial rule in the country and exposed the ills of Philippine society at
the time. And because he wrote about the injustices and brutalities of the Spaniards in the
country, the authorities banned Filipinos from reading the controversial books. Yet they were
not able to ban it completely.
Days before his execution, Rizal bid farewell to his motherland and countrymen
through one of his final letters, entitled Mi último adiós or My Last Farewell. Dr. José Rizal
was executed on the morning of December 30, 1896, in what was then called Bagumbayan
179
(now referred to as Luneta). Upon hearing the command to shoot him, he faced the squad
and uttered in his final breath: “Consummatum est” (It is finished). According to historical
accounts, only one bullet ended the life of the Filipino martyr and hero.
The Americans decided for him being a national hero at their time in the country. It is
said that the Americans, Civil Governor William Howard Taft, chose Jose Rizal to be the
national hero as a strategy. Rizal didn't want bloody revolution in his time. So, they wanted
him to be a "good example" to the Filipinos so that the people will not revolt against the
Americans. Rizal became a National Hero because he passed the criteria by being a National
Hero during the American period.
Adding that, Rizal passed the Criteria for National Heroes:
 Heroes are those who have a concept of nation and thereafter aspire and struggle for
the nation’s freedom. In reality, however, a revolution has no end. Revolutions are
only the beginning. One cannot aspire to be free only to sink back into bondage.
 Heroes are those who define and contribute to a system or life of freedom and order
for a nation. Freedom without order will only lead to anarchy. Therefore, heroes are
those who make the nation’s constitution and laws. To the latter, constitutions are
only the beginning, for it is the people living under the constitution that truly
constitute a nation.
 Heroes are those who contribute to the quality of life and destiny of a nation. (As
defined by Dr. Onofre D. Corpuz)
Additional Criteria for Heroes:

 A hero is part of the people’s expression. But the process of a people’s
internalization of a hero’s life and works takes time, with the youth forming a part of
the internalization.
 A hero thinks of the future, especially the future generations.
 The choice of a hero involves not only the recounting of an episode or events in
history, but of the entire process that made this particular person a hero.
1. Progressive Education
According to Kennedy, (2019), Progressive education is a reaction to the traditional
style of teaching. It's a pedagogical movement that values experience over learning
facts at the expense of understanding what is being taught. When you examine the
teaching styles and curriculum of the 19th century, you understand why certain
educators decided that there had to be a better way.
Talisay: the first progressive school in Asia
Upon his arrival in Dapitan, Rizal lived in the house of the governor and military
commandant, Capt. Ricardo Carnicero, which was just across the town’s central plaza.
He later bought, with Carnicero and another Spaniard residing in Dipolog, a lottery
ticket. This was to prove fortuitous. Rizal’s lottery ticket won second prize—20,000
pesos— which was awarded on September 21, 1892, and promptly divided among
themselves by the three men. From his share of 6,200 pesos, Rizal gave 2,000 pesos
to his father and 200 pesos to pay his debt to his friend Basa in Hong Kong.
With what remained of his lottery earnings, Rizal was able to move to Talisay, a
coastal barrio off the Dapitan poblacion named after the talisay, a large deciduous tree
that is usually found along Philippine seashores. Rizal bought a 16-hectare piece of
land. But, as he noted in his February 8, 1893 letter to his brother-in-law Manuel
180
Hidalgo, there were no talisay trees in Talisay, so Rizal thought of naming his place
Balunò or Baunò, after the large trees that actually grew there. The first thing he did
was to clear the land “to sow rice and corn”. Then he built a house, a clinic and a
school for local boyswho he described as mostly “poor and intelligent.” On March 7,
1893, he wrote to Hidalgo saying:
“My house will be finished either tomorrow or after tomorrow. It is very pretty for its
price (40 pesos) and it turned out better than what I wanted. My lot cannot be better
and I am improving it every day... I’m sure that if you come, you will be pleased with
my property. I have plenty of land to accommodate at least five families with houses
and orchards.”
2. Social Entrepreneurship
In addition to being Dapitan’s unofficial or non-governmental public health
provider, Rizal engaged in what we now call “social entrepreneurship”, perhaps the
first Filipino, if not the first Asian, to do so. Social entrepreneurship is innovative
business activity aimed principally at benefiting and transforming the community in
which it is undertaken (with most of the profit reinvested back into the community).
Rizal formed Dapitan’s first farmers’ cooperative, the Sociedad de Agricultores
Dapitanos (SAD), where capital was to be provided by “socios industriales” (industrial
partners) and “socios accionistas” (shareholders). As stated in the Estatutos de la
Sociedad de Agricultores Dapitanos, 1 Enero 1895, the SAD aimed to
“improve/promote agricultural products, obtain better profits for them, provide capital
for the purchase of these goods, and help to the extent possible the harvesters and
laborers by means of a store (co-op) where articles of basic necessity are sold at
moderate prices”. Rizal also engaged in a joint-venture with a certain Carreon (a
Spanish businessman) for the construction and operation of a lime-burner (for making
building mortar), whereby Rizal would provide capital and Carreon would mobilize
and supervise labor whose wages were to be paid by Rizal; these advances would be
deducted from the sale proceeds of lime, the profit thereof to be equally divided
between Rizal and Carreon.
3. Community Development
In his four years in Dapitan, Rizal played multiple roles: doctor, social worker, farmer,
social entrepreneur, public works engineer, town planner, school founder, teacher and
scientist. He worked with the people as a civic volunteer, for he was unwaged and
without an official title. Whatever earnings he made from his social entrepreneurship
and from his wealthy patients went to the upkeep of his household, school and
hospital. He took to his tasks with vigor and vitality—mindful that they were all part
of his pledge to do everything he could for Dapitan. Rizal’s four years there are
unparalled in the history of the Philippines, if not Southeast Asia.
The model community that Rizal built in Talisay has since been made into a stale
museum of replicas of his house, school and clinic, sitting like fossilized relics on
manicured lawns for the benefit of the uncomprehending tourist. This shrine, which is
overseen by the National Historical Commission (formerly the National Historical
Institute) but managed by the local government, comprises 10 hectares of Rizal’s
original 16-hectare property in Talisay. The other six hectares were gifted by Rizal to
his pupil and valet Jose Acopiado in 1896, when he set off for Manila enroute to Cuba.
The Acopiado heirs now occupy some three hectares; the rest have been taken over by
squatters, among them a Rizalista cult. The beach is littered with the plastic detritus
of modern living.
Many of Rizal’s community projects must have been carried out through a system of
cooperative labor that we now call batarisan. We could likewise imagine that the
181
many recipients of Rizal’s services as a medical doctor, a secondary school teacher,

a community worker, and organizer/manager of his farm cooperative ‘paid’ or
reciprocated by lending their labor-time to his community projects. Thus, even with
minimal financial resources, the projects were realized by sheer community spirit.
4. Rizal Awakened the Mind and Perspective Of Filipinos Towards Nationalism
Rizal’s chief aim was to reform Philippine society, first by uncovering its ills and
second, by awakening the Filipino youth. His enemies were the oppressive colonial
government, but especially the corrupt elements among the friars, members of the
religious orders that exerted the greatest influence over the government and thereby
held complete sway over the lives of the Filipinos.
Rizal knew the best way to awaken the youth and lead them toward right action was
through education, but especially foreign education. For local education, being
controlled by the friars then kept the Filipinos in the dark, ignorant of their rights and
heritage- and meek in the face of oppression. This was partly why he left for Spain in
1882, to continue his studies there.
Of his vision for the Filipinos, Rizal wrote his comrade Mariano Ponce in 1888: “Let
this be our only motto: For the welfare of the Native Land. On the day when all
Filipinos should think like him [Del Pilar] and like us, on that day we shall have
fulfilled our arduous mission, which is the formation of the Filipino nation”. To Rizal
that nation was a nation free of injustice, oppression and corruption. May the Filipinos
of today finally begin fulfilling this timeless challenge of Rizal. (Reyno, 2012)

philippines/buhay-mga-gawain-at-sinulat-ni-rizal/rizal-module-9-philippine-
nationalism-national-symbol/14000278
Mandaluyong City, 2004
 Can be accessed through:
http://www.archive.org/stream/philippinescentu00riza/philippinescentu0Oriza_djvu.
bt
 Eugenio, Damiana. Philippine Folk Literature: The Epics. QC: UP Press, 2001
 Nolasco, Ricardo Ma. D. Pinagmulan ng Salitang Bayani" sa Diliman Review, vol 45,
no. 2-3, 1997, pp. 14-18
 Joaquin, Nick, A question of heroes. Pasig: Anvil, 2005. (Chapters on Rizal,
Bonifacio, and Aguinaldo.)
 Lahiri, Smitha. "Writer, hero, |a myth, and spirit: The changing image of Jose Rizal."
Cornell University papers on Southeast Asia.
182
Activity Sheet
ACTIVITY 1
ACTIVITY: MODERN HEROES
Direction: In our previous lesson we have discussed the different criteria of becoming a
Nationl Hero or simply--- a hero. As a member of society, what are the three (3) characteristics
that you have that makes you a good citizen and why? Use the space provided below.
1. I am __________________________.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. I am __________________________.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. I am __________________________.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
B. Direction: Indicate the things you have learned in the lesson (knowledge); the things that
you have realized and appreciated (values) and the things that you discovered and wanted to
do more (skills).

lesson (Skills)
183
Activity Sheet
ACTIVITY 2
A. Directions: Indicate the answer provided below.
Full Name of Jose Give The Rizal Passed Criteria For National Heroes
Rizal
184
B. Directions: Indicate the importance provided below and Explain well organized.
IMPORTANCE
Progressive Education
Social Entrepreneurship
Community Development
Rizal Awakened the Mind and

Perspective Of Filipinos Towards
Nationalism
185
Assessment
ASSESSMENT 1
Direction: Read each statements carefully. Write your answer in on a separate sheet of paper.
1. Present a photo exhibit of different Rizal monuments in the Philippines and abroad. Write a
short description about their background and interpretations on their imagery and
representations.
2. Make an extemporaneous speech about a particular value Rizal advocated.
3. Students choose a key issue (eg. Heroism and the notion of sacrifice; literature and national
consciousness; ethics and our concepts of leadership; ethnicity and national belonging0 to be
tackled in an integrating project assigned by the teacher (eg. Newspaper; an audio-visual
project; composition of lyrics with musical arrangement or a painting/ mural).
Each question will be graded based on these five (5) points rubrics.
Level Description
4 - Good
Minimal effort.
3 - Fair
Fair presentation.
Somewhat unclear.
Very unclear.
1 - Very Poor
Limited attempt.
186
Assignment
No assignment for this Chapter

187
Name of Student: ___________________________________________________

Program : ___________________________________________________
Faculty : ___________________________________________________
Schedule : ___________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

GEM 1 The Life and Works of Rizal PRMSU Module

Uploaded by

Copyright:

Available Formats

You might also like

GEM 1 The Life and Works of Rizal PRMSU Module

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

GEM 1 The Life and Works of Rizal PRMSU Module

Uploaded by

Copyright:

Available Formats

GEM 1– LIFE AND WORKS OF RIZAL

Learning Module Development Team

Assigned Chapter/Lesson Title Title

Chapter3 Rizal’s Life: Family, Childhood Garry Navarro

Course General Objectives

Course Code: GEM 1

Learning Management System

Assessment with Rubrics

Chapter 7: Noli me Tangere 119

The Life and Works of Rizal

Republic Act 1425

- Understand the policy, guidelines, and requirements of the course

Chapter 1: Republic Act 1425 = 3 hours

Lesson 1: Background and Content of Republic

I. FROM THE RIZAL BILL TO THE RIZAL LAW

II. REPUBLIC ACT NO. 1425

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

A. HIGHLIGHTS OF THE RIZAL LAW (R.A. NO. 1425)

B. ANALYSIS ON RIZAL LAW

C. RIZAL LAW AND THE K-12 LAW

Name: __________________Course/Year/Section: ___________ Score: _________

________________1. Who is the Author of Rizal Law?

________________2. The date wherein Rizal Law was approved.

________________3. Rizal Law or Republic Act No.____________

________________6. Who is the Sponsor of the Rizal Bill?

the works and writings of Rizal?

________________8. Where should the Rizal Course be mandated?

________________9. Who is the Philippine National Hero?

cause of nationalism for Filipinos especially the ________.

1. What is the importance of studying Rizal?

2. What relevance does Rizal have in college education?

Name: __________________Course/Year/Section: ___________ Score: _________

REPUBLIC ACT 1425

BRIEF HISTORY WHAT ARE THE DO YOU THINK

Name: __________________Course/Year/Section: ___________ Score: _________

Things I have learned Things I have realized and Things I’ll do as an

How do you want it to be enhanced?

The Life and Works of Rizal

19th Century Philippines as Rizal’s

The module 2 entitled “19 th

Chapter 2: 19th Century Philippines as Rizal’s Context = 3 hours

19th Century Philippines as Rizal’s Context

A. End of Galleon Trade

B. Opening of Suez Canal

C. Opening of Ports to World Trade

D. The Rise of the Export Crop Economy

E. The Rise of the Monopolies

Why did Basco created the Tobacco Monopoly?

II. SOCIAL DEVELOPMENT

A. The Education System

 The Public School System in the 19th Century

B. The Chinese and Chinese Mestizos in the Philippines

 Impact on Life in the Colony

The economic developments, as mentioned, precipitated social, political, and cultural

 Renegotiating Social Stratification

 Peninsular- Pure-blooded Spaniard born in the Iberian Peninsula (i.e., Spain)

C. The Rise of the Inquilinos (Hacienderos)

III. POLITICAL DEVELOPMENT

Name: ____________Course/Year/Section: _ Score: _____

____3. Rizal Law or Republic Act No.

Name: ____________Course/Year/Section: _ Score: _____

Name: ____________Course/Year/Section: _ Score: _____

Name: ____________Course/Year/Section: _ Score: _____

Name: ____________Course/Year/Section: _ Score: _____

Name: ____________Course/Year/Section: _ Score: _____

Name: ____________ Course/Year/Section: _ Score: _____

Name: ____________Course/Year/Section: _ Score: _____

Name: ________________Course/Year/Section: _ Score: _____

Name: ________________Course/Year/Section: _ Score: _____

Name: ____________ Course/Year/Section: _ Score: _____

Learning Module : Number: _ Title: ______________