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Rizal module edited final

Education (Bohol Island State University)

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Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE
Region IX, Zamboanga Peninsula
R.T. Lim Blvd., Zamboanga City

LEARNING MODULE
Course Code: RIZAL
Course Title: The Life, Works, and Writings of Jose Rizal
Date Developed: Date Revised:
JANUARY 18, 2021
Document No: ZCSPC Issued by: ZCSPC – CAHSS
– LM2020
Prepared by:
ELEONOR G. BARING PRINCETHON P. ZAMBALES
LORENA C. BAWISAN JANET C. SOLIS
ROSELYN B. DELOS REYES
Reviewed by:

Recommending Approval:
JOCELYN P. REMOTO
Approved by:
CARLOS C. LOLO, Ph.D.
Vice President for Academic Affairs

ELIZABETH JANE P. SEBASTIAN, Ed. D. JOCELYN P. REMOTO

Dean, CTE Dean, CAHSS

ROMEL G. GUILLERMO CHRISTINE MARIE B. FERNANDEZ

Dean, CET Dean, SEM

JEOFFREY S. MOJANA REVELINO B. SANCHEZ

Dean, CME Dean, CTechEd

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VISION MISSION INSTITUTIONAL CORE VALUES

ZCSPC as the Provide effective and OUTCOMES Love of God and
leading provider of efficient services through Globally competitive Country;
globally advance technological graduates who can perform Social Responsibility;
competitive studies and researches for advanced technological Commitment/
human resources. the empowerment of the competencies in their field of Dedication to the
nation’s human resources. specialization. Service; and
Accountability

INTRODUCTION
Welcome to Zamboanga City State Polytechnic College, the premier higher
education institution in Zamboanga Peninsula, one of the Centers of
Development in Teacher Education Institutions in the country and an ISO
accredited institution as recognized by the Commission on Higher Education.
It is our pride and honor, that you choose ZCSPC as your school of choice.

With the current situation under a NEW NORMAL condition due to

COVID19 Pandemic, our school is now trying to find ways and means to
provide accessible and quality tertiary education. It is for this reason that that
administration has decided to offer flexible learning education using two
modalities: Blended and Distance Learning education. In as much as we limit
that actual and physical face-to-face mode of delivery, each college has
decided to come up with printed module to cater those students who cannot
avail online learning modalities.

This module has been prepared to guide you in your learning journey
with the use of the Guided and Self-directed learning activities prescribed to
finish your course. Each module includes reading materials that have been
chosen to help you understand the ideas and concepts introduced by the
module.

For this semester, your class in Rizal, The Life, Works, and
Writings of Jose Rizal covers the life and works of the country’s
national hero, Jose Rizal. Among the topics covered are Rizal’s
biography and his writings, particularly the novels Noli Me Tangere and
El Filibusterismo, some of his essays, and various correspondences.
Exercises and assessment of learning activities are provided to test
your comprehension and apply the concepts that you have learned
from this module. After accomplishing all modules, you are expected to
do following:
1. Discuss Jose Rizal’s life within the context of 19th century
Philippines
2. Analyze Rizal’s various works, particularly the novels Noli Me
Tangere and El Filibusterismo
3. Organize Rizal’s ideals into various themes
4. Demonstrate a critical reading of primary sources
5. Interpret the values that can be derived from studying Rizal’s
life and works

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STUDY GUIDE
This is a self-study module particularly designed to help you study with little or
no intervention from your teacher. Please follow very carefully the instructions
on how to use this module so you can fully benefit from it.
 The lessons on this module is logically organized. Every lesson is
connected to the next and necessary for a better understanding of the
next topic. Hence, please do not skip a page. Read every page of this
module and do every task that is asked of you.

 Read the Table of Contents so that you will have a good grasp of the
entire course. Having an overview of what you are about to study will
help you see the interrelationships of the concepts or knowledge that
you are about to learn.
 Every lesson or unit begins with the learning objectives. The objectives
are the target skills or knowledge that you must be able to gain or
perform after studying the entire lesson/unit.

 Take the post test, activity or practice exercise given at the end of the
lesson or unit. Do this only when you have thoroughly read the entire
lesson or unit. When answering every activity, test or exercise, please
answer them honestly without looking at the answer key. They answer
key is given to you for you to check your own progress and monitor
your own understanding of the lesson. The knowledge you will gain
depends on how much effort and honesty you put into your work.

 Please pay attention to the Study Schedule on page iv. This will guide
you and make sure that you don’t lag behind. Lagging behind will result
to cramming and eventually affects your understanding of the lesson.

 Know what it takes to pass the course. Please refer to the Evaluation
and Grading System on page v.

 If you encounter difficult words which are not found in the Glossary
page of this module, take some time to locate the meaning of these
words in a dictionary. You will fully understand your lesson if you exert
extra effort in understanding it. There is no room for laziness and
complacency. College students are expected to be independent
learners.
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 If there is anything in the lesson which you need clarifications on, do

not hesitate to contact your instructor or professor at the appropriate
time.

 You will be evaluated by your instructor or professor to check how

much knowledge and skills you have gained. The result of this
evaluation will form a big chunk of your grade. So please do well and
do not waste time.
• Lastly, you are the learner; hence, you do the module on your own.
Your family members and friends at home will support you but the
activities must be done by you. As ZCSPCeans you must always be
guided by our core values, Love of God and Country; Social
Responsibility; Commitment/Dedication to the Service; and
Accountability.

SUGGESTED STUDY SCHEDULE

Week Topic Activities

Module 1 Why Study Rizal?
Week 1 Class and Course Discuss Vision , Mission and Objective
February 15-19, Orientation of ZCSPC
2021 Discuss the course description and
objectives.
Discuss course policy and requirement
Lesson 1 Republic Act 1425 (Rizal Timeline organizer
Week 2 Law) Analyze the goals of Rizal law
February 22-26, Reflective journal
2021

Lesson 2 Concept of a Hero Distinguish differences between

Week 3 western and Filipino concept of a hero
March 01-05,
2021 Reflective Journal

Lesson 3 Rizal a a Symbol Distinguish between the historic Rizal

Week 4 and symbolic Rizal
March 08- 12, Create memes about Rizal
2021
Lesson 4 Rizal and Nation-Building Identify the role of History in the
Week 5 process of nation-building
March 15-19, Reflective journal on Rizals Role as a
2021 symbol in Nation-Building
Module 2 Rizals’ Life

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Lesson 5 19th Century Philippines

Week 6 Reflective journal on awareness of
March 22-26, various problem in a society
2021
Lesson 6 Memorias de Un
Week 7 Estudiante de Manila Reflective journal on the impression on
March 29-April Rizal’s childhood
02, 2021

Week Topic Activities

Lesson 7 Influences
Week 8 Reflective journal on the importance of
April 05- 09, influences in an individual’s life
2021
Lesson 8 Rizal , the Polymath
Week 9 Reflective journal on the importance of
April 12-16, not limiting ourselves and what can we
2021 learn as an individual
MID-TERM

MODULE 3 Rizal Works

Lesson 9 Work of Rizal
Week 10
April 19-23,
2021
Lesson 10 The Value of Science
Week 11
April 26-30,
2021
Lesson 11 The Art of Rizal
Week 12
May 03-07,
2021
Lesson 12 Organization
Week 13
May 10-14,
2021
MODULE 4 Rizal Patriotism and
Nationalism

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Lesson 13 Rizals Tripartite View of

Week 14 History
May 17-21,
2021
Lesson 13 Rizal and Education
Week 15
May 24-28,
2021
Lesson 13 The Role of the Youth
Week 16
May 31- June
04, 2021
Lesson 13 The Role of Women in
Week 17 Nation Building
June 07-11,
2021
Final Exam

EVALUATION

To pass the course, you must:

1. Read all course readings and answer the pre assessment
quizzes, self- assessment activities and reflection questions.
2. Answer the print-based discussion activities
3. Submit four assignments and two graded quizzes for mid-
term and finals
4. Submit the final project (Portfolio)
5. Do the mid-term and finals

Evaluative Assessment Activities

A. Quizzes and Examination

Instruction: The four graded quizzes are the questions

found every end of the topics and examinations
questionnaires will be sent to your messenger account.

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B. Reflection Journal

GRADING SYSTEM
NO. CRITERIA PERCENTAGE
(%)
1 Submission of Portfolio 50
2 Learning Outcome Validation 20
3 Summative Assessment 30
TOTAL 100%

TABLE OF CONTENTS
Introduction …………………………………………………………………. ii
Study Guide …………………………………………………………………. iii
Study Schedule …………………………………………………………….. iv
Evaluation and Grading System ………………………………………… v
Table of Content …………………………………………………………… vi
Module 1: Why Study Rizal? …………………………………………….. 1

Lesson 1: Republic Act 1425 (Rizal Law)………………………………... 1

Lesson 2: Concept of Hero ………………………………………. 10
Lesson 3: Rizal as a Symbol ……………………………………..... 18
Lesson 4: Rizal and Nation-Building ………………………………… 24
Module 2: Rizal Life 29
Lesson 5: 19th Century Philippines ………………………………............. 29
Lesson 6: Memorias de un Estudiante de Manila …………………….. 33
Lesson 7: Influences………………………... 36
Lesson 8: Rizal, the Polymath …………………………………… 41
Module 3: Rizal Patriotissm and Nationalism
Lesson 9: Works of Rizal
Lesson 10: The Value of Science
Lesson 11: The Art of Rizal
Lesson 12: Organizations
Module 4: Rizal Patriotism and Nationalism
Lesson 13: Rizal’s Tripartite View of History
Lesson 14: Rizal and Education……………………….............................
Lesson 15: The Role of the Youth………………………..........
Lesson 16: The Role of Women in Nation-building……………………

References ………………………..........................................................
Key Terms ………………………...........................................................

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MODULE 1
WHY STUDY RIZAL?

LESSON I
Republic Act 1425 {Rizal Law}

LEARNING OUTCOMES
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At the end of the lesson, the students will be able to:

 Trace the democratic process that led to the promulgation of the

Rizal Law.

 Analyze the goals of Rizal Law and;

 Relate the role of the youth as implied in the Rizal law,

INTRODUCTION

Patriotism and Nationalism are very important values that each citizen of
any country should possess. Every Filipino citizens has a role in the society
and be an active participant in nation building. The mandatory teaching of
Jose Rizal’s life will inculcate this two values in the hearts and mind of every
youth. As a youth, in their own little way can greatly contribute to the well-
being of his own country.

The RIZAL Bill became Republic Act No.1425, known as the “Rizal Law”.
The full name of the law is “An Act to Include in the Curricula of All Public and
Private Schools, Colleges and Universities Courses on the Life, Works and
Writings of Jose Rizal. Particularly His novels Noli Me Tangere and El
Filibusterismo. Authorizing the printing and distribution. Senator Claro Recto
was the main proponent of Rizal Bill who was dubbed as communist and anti-
Catholic. June 12, 1956, the date the Rizal Bill was enacted and 1995 in this
year, CHED MEMORANDUM NO.3 was issued enforcing strict compliance to
Memorandum Order No.247. Former Philippine President Fidel V. Ramos
who directed the Secretary of Education to fully implement the R.A 1425.

What I need to know (Adopted from the Book, The Life, Woks, and Writings of Jose
Rizal by Crudo, et al.)

The Birth of the Rizal Law

Amidst the destruction of building infrastructures, roads, and

bridges brought by World War II, the people saw the need to rebuild the
Filipino identity which was equally affected by the war. Nationalist policy-

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makers did not waste any time and painstakingly redirected the nation to the
essence of History as a foundation of national hope and pride. Education
became the primary weapon of reorientation while prioritizing the youth as the
bearers of country’s future.

Much attention was apportioned to the ideals of freedom and nationalism

of Filipino heroes. Jose Rizal was an obvious platform from a start since his
name dominates the pantheon heroes. On April 3, 1956, Senate Bill No. 438
{AN ACT TO MAKE NOLI ME TANGERE AND EL FILIBUSTERISMO
COMPULSORY READING MATTER IN ALL PUBLIC AND PRIVATE
COLLEGES AND UNIVERSITIES AND FOR OTHER PURPOSES} was
submitted to the Senate Committee on Education. Senator Jose P. Laurel, the
Chairman of the Committee, sponsored and presented the bill to the
members of the Upper House on April 17, 1956. The main purpose of the bill
according to Senator Laurel was to disseminate the ideas and ideals of Jose
Rizal through the reading of his works, notably his novels Noli Me Tangere
and El FIlibusterismo. He stated that:

Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They

must be taken to heart, for in their pages we see ourselves as in a mirror, our
defects as well as our strength, our virtues as well as our vices. Only then
would we become conscious as a people, and so learn to prepare ourselves
for painful sacrifices that ultimately lead to self-reliance, self-respect and
freedom {Laurel, Jr., 131}.

Debates for the bill in aid of legislation ensued next, albeit not smooth
sailing. Opponents, mostly rabid Catholics senators, contended that the
proposed bill was too controversial. Their arguments were as follows.

1. The bill was an attempt to discredit the Catholic Region.

2. Inimical to the tenets of the faith to which 170 lines in Noli Me Tangere and 50
lines in El Filibusterismo were offensive to the Church doctrine.

3. The bill might divide the nation.

4. Compulsion to read something against one’s faith impaired freedom of

speech and religious freedom.

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Heated exchange continued as part of the democratic process.

Opposition to the bill Senator Francisco “Soc” Rodrigo stood up and delivered
his speech:

A vast majority of our people are at the same time Catholics and Filipino
citizens. As such, they have two great loves: their country and their faith.
These two loves are no conflicting loved. They are harmonious affections, like
the love of a child for his father and for his mother. This is the basis of my
stand. Let us not create a conflict between nationalism and religion; the
government and the church and the church {Laurel, Jr.,132}.

Vehemently refuting the arguments of opposition, Senator Claro M.

Recto exclaimed that the novel has no intentions of discrediting the Church.
More so, he said that the bills only aim to contextualize Rizal’s heroism in the
face of the Spanish tyranny. He then uttered these words:

Rizal did not pretend to teach religion or theology when he wrote those books.
He aimed at inculcating, civic consciousness in the Filipinos, national dignity,
personal pride, and patriotism… but while he criticized and ridiculed the
unworthy behavior of certain ministers of the church, he made exceptions in
favor of the worthy ones, like the Dominican Friar, Padre Fernandez, and the
virtuous native priest, Padre Florentino, and the Jesuits in general {Laurel, Jr.,
132-133}.

Meanwhile, in a similar bill {House Bill No. 5561} was filed by

Congressman Jacobo Z. Gonzales in the House of Representatives. As
expected, the bill was welcomed by dissenting opinions. Different face but
same stance, the bill was attacked base on its constitutionality and religiosity.
With this setback both in the Upper House and the Lower House, it seemed
hopeless for the pill to pass into law in the latter part of April 1956.

It was in this context that Senator Laurel proposed a substitute bill. The
inclusion of all works and writings of Jose Rizal, not just the two novels, was
the main feature of this bill. He then stressed the removal of the term
“compulsion” to appease the opposition. However, Senator Laurel asserted
the importance of reading the original and unexpurgated edition of Rizal’s
novels because the true purpose of studying these will be defeated if not
followed. To add more conciliating clause, the last amendment was
proposed--- the provisions regarding the “exemption” of students’ form
reading the two novels on certain conditions. With this on May 12, 1956,

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Senate Bill No. 438 was unanimously approved on second reading. The
Lower House imitated the Senate and on May 14, 1956, the bill was approved
unanimously in the House of Representatives.

The trial of the Rizal Law in Congress {Senate and House of Representative} is
clearly a triumph if democracy. On one hand, the role of the opponents should not be
overlooked because their dissenting opinions broadened the scope of democratic
processes. On the other hand, the proponents had perfected their bill because of the
criticism they received, On June 12, 1956, President Ramon Magsaysay signed the
bill to make it a law, thus giving birth to Republic Act 1425 also known as the Rizal
Law. Below is a copy of the law: Crudo, et [Link] Life, Woks, and Writings of Jose Rizal .

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 rededication to the ideals of freedom and nationalism for which our
heroes lived and died;

WHEREAS, it is meet the in honoring them, particularly the national hero

and patriot, Jose Rizal, we remember with special fondness and devotion in
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 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 disciplines, civic conscience and to teach the duties
of citizenship; Now, therefore,

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Be it enacted by the Senate and House of Representatives of the

Philippines in Congress assembled:

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 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 beliefs stated un 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.

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
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 principal Philippine dialects; cause them to be
printed in cheap, popular editions; and cause them to be distributed, free of

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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

[Link]

let’s explore!
Activity 1. In a timeline form, trace the democratic process that led to the
promulgation of the Rizal Law.
April 3,1956-

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Bill No/RA and

proponent

Name of the
Bill

Purpose of the
Bill

May 12, 19561956

Bill No./RA and

proponent

Name of the
Bill

Purpose of the
Bill

June 12, 1956

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Bill Number/RA
and proponent

Name of the Bill

Purpose of the Bill

Activity 2: Answer the ff. questions

[Link] particular goals of Rizal Law did the catholic church opposed?
Enumerate the reasons why.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Research on House Bill 6753. What is the bill all about?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

3. What is the essence of RA no. 1425 in encouraging patriotism to you as a

filipino youth/citizen?

______________________________________________________________
______________________________________________________________
______________________________________________________________

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______________________________________________________________
______________________________________________________________

Whats on Your Mind?

As a Filipino youth, In your own reflection what do you think is the

significance of studying the life, works and writings of Rizal? Fill up the
table below.

What did I learn? How do I feel/think about it? What is my personal experience
on this?

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LESSON 2
Concept of Hero

LEARNING OUTCOMES

At the end of the lesson, the students will be able to:

 Identify the concept of a hero,

 Trace the Filipino concept of hero trough times.

 Analyze the criteria set by the nation in recognizing heroes,

 Assess the heroism of Rizal using the definitions and criteria of
heroes, and
 Describe the characteristics of the new generation hero

INTRODUCTION:
People tend to misinterpret the title “hero” as an award given to dead
people. Doing prominent things is likewise misinterpreted as something only
heroes like Rizal, can accomplish. Worse, as the popular Filipino saying,
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“Mahirap magpakabayani. Ang bayani ay binaril sa Luneta” implies, people

become individualistic, and lack of care for others. These views, unfortunately,
hinder their sights on the various opportunities they can contribute for the
country. This lesson traces the concept of hero in the Filipino culture and
history to assess whether its traditional sense is confined only to the likes of
Rizal.

What I need to know (Adopted from the Book, The Life, Woks, and Writings of Jose
Rizal by Crudo, et al.)

CONCEPT OF HERO IN FILIPINO AND HISTORY

One may notice the limited approach in the definition of the word
“hero” in traditional western dictionaries. Hero is normally defined here as an
illustrious man, often of divine descent, or with distinguished valor or
enterprise in danger, and fortitude in suffering, who is supposed to be exalted
after death. Being an extraordinary person and individualistic is apparent. This
may be seen in the synonym of hero in Microsoft word-----“Superman”.
The Filipino concept of hero, on the other hand, is a much broader
concept, albeit stripped of grandeur. Known as Bayani, Bagani, Magani or
Wani in various Filipino ethno-linguistic groups, a hero in early Philippine
societies was just a normal warrior of the community. His simple task was
based on daily needs of the village. Pangangayaw or riding into unallied
territory is an example of this. According to William Henry Scott,
pangangayaw was done because of four reasons, namely: 1. To secure
resources, ranging from occasional use of goods or bounty to human slaves;
2. To avenge a personal affront or family honor; 3. To fulfil mourning
requirement to which the life of enemies must be sacrificed; and lastly 4. For
personal prominence or mercenary reward. It is important to point out that a
Bayani does not work alone; he or she always exerts efforts together with
his/her comrades in the community. Hence, the root word of Bayani is Bayan
(community /town/nation). When pangangayaw is done, the group of Bayani
returns home; thus, fulfilling what Zeus Salazar said about the Bayani as
person who leaves his/her town and then returns. The tattoo, used as the

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protection of Kaluluwa (Soul) of a Bayani, his Kris/Kampilan (Weapon), his

putong (Headgear), and other garments colored red are his iconic physical
features.
It is noteworthy to mention however, that early Filipino heroes were
neither savages nor blood-thirsty killing machines. A Bayani is more often than
not a true Kawani or Lingkod-Bayan (community servant) who renders his or
her help to those in need in the community without counting the cost. His/her
ultimate goal is to maintain peace and order. The concept of Bayanihan
(Cooperation) and the word ipabayani (free labor offered to/by someone)
proves the semantic essense of Bayani.
The characteristics of early Filipino heroes are worth emulating. The
Boxer Codex (1950), an ancient document about early Philippine societies,
defines a Bayani as a person with a high status and dignity. Pedro Serrano
Laktaw, in his dictionary, elaborated the personality of a Bayani: a person who
fears no one (Walang-Takot), courageous (Matapang), firm (Matibay), bold
(Mapangahas), but quiet (Tahimik) and calm (Mahinahon). Qualities of the
main characters of Philippine epics, like Lam Ang, Labaw Donggon, Tuwaang,
etc., on the other hand, represent the actual Bayani. All these qualities are
clearly present in a living human. The concept of a Filipino Hero in early
Philippine societies, therefore is not a posthumous award given to dead
people but rather an honorific role and title in the society.
Nevertheless, changes occurred when the Spaniards conquered the
Philippines. Instead of living role models, the Spaniards had introduced the
image of obedience of saints and disciples whom the Filipinos had to imitate
in order to become good colonials. Vida Sancti, or the lives of [dead] saints
became the foundation of good qualities in life. Doctrina Christiana or prayer
and doctrine books became a textbook of faith.
The Americans on the other hand, propagated a secular view on
heroes. Hero-worshipping of American soldiers who died during the
Philippine-American War (then dubbed the Philippine Insurrection) like Gen.
Henry W. Lawton, Col. John M. Stotsenburg, and Col. Harry Egbert, was
promoted through monuments and annual commemoration rituals to justify
the need for American tutelage in the Philippines. Filipino heroes were also
venerated during this period. Jose Rizal, who was executed by the Spaniard,

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became the leading national hero. Mabini, Luna and Del Pilar also became
household names. The problem to the new approach was that it coincides
with the thrust of the Americans to instill to the minds of Filipinos the American
culture. This was done through the study of American heroes and past
presidents like George Washington and Benjamin Franklin.
A modern-day concept of the indigenous Bayani still exists today. The
Overseas Filipino Workers (OFW) are considered the Bagong Bayani (New
Heroes). Their work abroad is said to be a continuation of the culture of
pangagayaw. The word Namayani, meaning to prevail of triumph, has
become well known. The concept of the Filipino Bayani is indeed embedded
in the blueprint of Filipino well-being.

CRITERIA FOR RECOGNIZING HEROES

A Hero is a social construct. Since that is the nature of the process,

recognizing heroes is always subjective. To bridge the gap, the National
Historical Commission of the Philippines (NHCP) released some of the criteria
for recognizing heroes, through their Project Saysay. The Criteria are listed
below:
1. The extent of a person’s sacrifice for the welfare of the country
(Teodoro A. Agoncillo, 1965);
2. The motive and methods employed in the attainment of the ideal
(Welfare of the country) (Teodoro A. Agoncillo, 1965);
3. The moral character of the person concerned (Teodoro A. Agoncillo,
1965);
4. The influence of the person concerned on his/her age and or the
succeeding age (Teodoro A. Agoncillo, 1965);
5. Those who have a concept of nation and thereafter aspire and struggle
for the nation’s freedom (Onofre D. Corpuz, 1993);
6. Those who define and contribute to a system of life of freedom and
order for a nation (Onofre D. Corpuz, 1993);
7. Those who contribute to the quality of life and destiny of a nation
(Onofre D. Corpuz, 1993);
8. A part of the people’s expression (Alfredo Lagmay 1995);

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9. A person who thinks of the future, especially the future generaions

(Alfredo Lagmay 1995) and
10. The choice of 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 (Alfredo Lagmay 1995).

RIZAL AS A FILIPINO HERO

Jose Rizal as a Filipino hero is state- sponsored through the Republic
ACT 1425 (Rizal Law). His heroism, however. It is not a post -World War II
period. Two years after Rizal’s death, the first commemoration was held on
December 30, 1898, when the President of the First Philippine Republic,
Emilio Aguinaldo, declared in Malolos, Bulacan, a day of National Mourning.
Various provinces like. Tayabas and Batangas were reported to observe the
solemn commemoration in front of Rizal’s portrait. It is documented that
during the meetings of the Katipunan, a portrait of Rizal was hanging in the
room where members were made to believe that Rizal was honorary member
of the secret society.
The Americans, realizing the possibilities of a Rizal cult in their colonial
agenda, seized the opportunity and made Rizal the ‘national’ hero of the
Philippines. Among the choices they had three criteria were used in the
selection: 1. A hero who is not violent and militant, and if who had no qualms
on American imperialism, and 3. A hero who is already dead. In 19 01, William
H. Taft, President of the Second Philippine Commission, had appointed Rizal
to embody the brand of nationalism propagated by the American colonial
government.
However, there was no actual law during the American Regime that
explicitly declared Rizal the official hero of the country. Three steps, instead
were made by the American colonial government to promote his heroism
namely: [Link] creation of Rizal province 2. the erection of Rizal monument
and 3. The declaration of Rizal Day on every December 3 0 as a public
holiday. Since then, Rizal’s image as a hero of the Philippines has become a
viable enterprise for stamp, chart, post-card makers, and other printed

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materials. This was heightened when in 1956, the Rizal was conceived, since
books, textbooks, and modules were necessary for educational purposes.
In 1995, amidst the preparation of the nation for the upcoming centennial
celebration of Philippine Revolution and Philippine Independence Day, the
National Heroes Committee created by President Fidel V. Ramos released a
list of recommended national heroes. These were as follows:
1. Jose Rizal 6. Sultan Dipatuan Kudrat
2. Andres Bonifacio 7. Juan Luna
3. Emilio Aguinaldo 8. Melchora Aquino
4. Apolinario Mabini 9. Gabriela Silang
5. Marcelo H. del Pilar

The aforementioned list us not yet approved. The website of the National
Commission on the Culture and Arts that “this might trigger a flood of request
for proclamations” and might “trigger bitter debates involving historical
controversies about the heroes”. Various laws honoring/commemorating
Filipino historical figures were instead passed into law. Today there are four
major national celebrations with Rizal as an important subject: June 12
(Independence Day), June 19 (Birth Anniversary), last week of August
(National Heroes Week) and December 30 (Rizal Day).

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1 Crudo, Raymond P. et al. (2019). The Life, Works, and Writings of Jose Rizal. REX Book Store:
Manila.

ANALYSIS:

1. Identify the differences of the western concept of hero and

Filipino concept Bayani?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Give the criteria in recognizing heroes. Explain their meaning.

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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3. In promoting the heroism of Rizal, give the steps done by the

colonial and post-colonial in the Philippines.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

REFLECTIVE JOURNAL:

Base on the given criteria for recognizing heroes, write a

reflection paper on “How can a student like you become a Bayani
in your own way?”.

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LESSON 3
RIZAL AS A SYMBOL

LESSON 3
RIZAL AS A SYMBOL

LEARNING OUTCOMES
At the end of the lesson, the students will be able to:

 Differentiate the historical Rizal from the symbolic Rizal;

 Analyze the photos of Rizal as signs and symbols; and

 Assess the significance of symbols in strengthening national
solidarity and sense of community.

INTRODUCTION:
The description of Rizal depends on how the readers look at him from
their own perspectives Since, there are many readers about Rizal, hence, we
have what is known as “kanya-kanyang Rizal”. The central theme of this
present lesson is how one sees Rizal in our daily lives. Thus, the new
generation (Millennial) would have their own picture and description.

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What I need to know (Adopted from the Book, The Life, Woks, and
Writings of Jose Rizal by Crudo, et al.)

When Jose Rizal was set to face his execution, he left a dying
wish to his family. According to him, he should be buried in the earth,
preferably in ,Paang Bundok (now North Cemetery) with a stone and a
cross on top. His name, date of birth, and death must also be indicated.
If possible, he requested for a fence that would mark his grave. He
then stressed that no anniversary celebration must be conducted.

Nothing has been achieved in his last will. He preferred to be buried

Paang Bundok but he was buried in Paco Cemetery and later transferred
beneath his monument in Luneta on December 30, 1912. He requested a
stone marker; instead, the nation granted him a grand stone monument. It is
true that his final resting place is surrounded by a fence, but such fence is not
in a grave, but in a big park which became a tourist spot for travelers and
meeting place for lovers. Most of all, the whole nation commemorates his
death every year with full military honors.
This is not the first instance the icon of Rizal was subjected to
manipulation of other people. Oftentimes during the meetings of Katipunan,
his portrait was hung on the walls of the meeting room so that the members
would see his face clearly. This was because Andres Bonifacio made Rizal the
honorary president of the secret society. Debates may trigger with regard to
the true intention of the Supremo; but one thing is for sure, Rizal was
considered a symbol by many Filipinos.
So, it is evident that “two Rizals” appeared in our course of history. The
first one is the historic Rizal who lived and died in the 19 th century Philippines.
He is the Rizal born and raised in Calamba, Laguna, who studied at Ateneo
Municipal in Manila, travelled and studied abroad, published Noli me Tangere
and El Filibusterismo, founded the La Liga Filipina and Martyrdom of
Bagumbayan in 1896. He was a true person, the actual Rizal we can read in
history books.
The symbolic Rizal is the “second” Rizal. He is the kind of Rizal we have
today. He is the Rizal in Luneta, the Rizal in one peso coin, the Rizal in

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postage stamps, the Rizal as Tagalog Christ, the Rizal as an icon of Rock, the
Rizal in t-shirts, and the list goes on. This kind of Rizal has indeed become a
text open to many meanings.

RIZAL AS TEXT, SIGNS, AND SYMBOLS

To further elaborate, a text is anything that can be read, interpreted and
analyzed. The key concept here is reading. Reading is making sense of the
world and our lives; we read spaces, places, our historical circumstances, and
a plethora of images unleashed by the media, literature and art. Text has no
intrinsic value apart from readers. The message it contains in the
virtual/potential state is actualized by the reader. Its meaning is an effect of
the reader’s interpretation rather than a product of its author.
There are two types of text. The first one is sign. It is a kind of text which
represents a fixed reality and posits itself as a means of portraying said
reality. As in the words of Umberto Eco, a sign is a “closed” text which implies
that freedom to create meaning is being monopolized. For Roland Barthes, a
sign is a readerly text, which can be understood as a kind of text whose
meaning is pre-determined; the reader is merely a site to receive information.
Examples of sign are the Peso sign and slippery when wet road sign.
On the other hand, a text can be a symbol which conveys meaning not
only about itself but about cultural processes and relationships; meaning,
therefore that it is not constant but constituted through human agency. In the
words of Umberto Eco, a symbol is an open text which implies that any
interpretation may be valid. For Roland Barthes, a symbol is a writerly text,
meaning the reader is in a position of control and takes active role in the
construction of meaning
The reader is turned into a writer. Examples of symbols are the photos
below:
To apply this concept to the study of the Rizal course, the following photos
are Rizal as signs, whose meaning is predetermine.

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The following photos are Rizal as

Symbols, suggesting that the
meaning is open to many
Possible meaning.

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1 Crudo, Raymond P. et al. (2019). The Life, Works, and Writings of Jose Rizal. REX Book Store:
Manila.

ANALYSIS:

Based from the activity answer the following questions:

1. What is the difference between the historic Rizal and symbolic Rizal?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. In your own way, draw a symbol that describe Rizal.

______________________________________________________________
______________________________________________________________

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______________________________________________________________
______________________________________________________________
______________________________________________________________

3. Write a poem as a significance of the symbols in strengthening national

solidarity and sense of community.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

REFLECTIVE JOURNAL:

Create a Memes’ about Rizal

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LESSON 4
RIZAL And NATION-BUILDING

LEARNING OUTCOMES
At the end of the lesson, the students will be able to:

 Identify the role of History in the process of nation-building;

 Realize the function of studying the life, works, and writing of Jose
Rizal to the process of nation-building; and
 Offer practical ideas to contribute to the process of nation building.

INTRODUCTION:
Rizal had envisioned and enlightened the future generation of
educated Filipino, a time when Philippines would read his writings not as a
free thinker but as a person with the same national sentiment as he had once.
Today, Rizal’s work and writings are worthy and not just to read but of

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appreciation, but also a primary weapon to establish the identity of the

Filipinos, which in turns has direct correlation to building the nation.

What I need to know (Adopted from the Book, The Life, Woks, and Writings of
Jose Rizal by Crudo, et al.)

Rizal wrote a poem containing his farewell message before his execution.
He put it inside a small cooking stove and give to his sister Trinidad.” There is
something inside it”, he said it in English to prevent any suspicion from the
authority. This masterpiece is now known as “Mi Ultimo Adios “or “Last
Farewell”. After his death, Trinidad went to Andres Bonifacio and turn over the
last message to him. Brilliant as he was, the Supremo translated the poem
into Tagalog so that every Filipino can understand it. From the original 14
stanzas of Rizal, Bonifacio transformed the poem into his own works of art by
adding stanzas and using words close to the Filipino’s heart.
Philippine History is a repository of the nation’s collective memory. It
should not be seen as a mere subject waiting to be memorized by the
students. It should be taken from the heart. Like breathing out and breathing
in, studying History should be second nature to all Filipinos. This is the reason
why is translated in Filipino as KASAYSAYAN. Its root word in Saysay {the
essence}.
Likewise studying the life, works, and writing of Rizal must be well
entrenched to every Filipino’s soul. Experience about his life, his education,
lovers, past time, etc. are all useless if not applied in real life. The same idea
can be seen in the logic behind the annual commemoration of Rizal Day. How
many among the youth today imbibe the essence of Rizal Day? Rizal Day is
not just a non-working public holiday to serve as an opportunity to stroll
around mall swim in beaches and watch movies. It is an opportunity to
everyone to fulfill what GEMINO ABAD referred to as the crucial infinitives in
life “to read, to think and to write”. Just like what Rizal did in the past,
everyone is enjoined to participate in political and social processes of building
the nation, not necessarily great things wright away but in a small yet impact
ways. Especially the youth, they are expected to be” Rizal-like” in terms of
deep nationalism.

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1 Crudo, Raymond P. et al. (2019). The Life, Works, and Writings of Jose Rizal. REX Book Store:
Manila.

ANALYSIS:

[Link] can History contribute to the process of nation-building?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

[Link] can the study of life, works, and writings of Jose Rizal
contribute to the process of nation-building?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

[Link] are the crucial infinitives in life according to Gemino Abad?

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______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

REFLECTIVE JOURNAL:

Reflect on Rizal’s role as a symbol; of nation-building. As as student,

how can you become herald of nationalism?

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RUBRICS:

Cox, J. (2020, FEBRUARY 19). ThoughtCo. Retrieved from [Link]

2081367:[Link]

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MODULE 2: RIZAL LIFE

LESSON 5
TH
19 CENTURY PHILIPPINES

LEARNING OUTCOMES
At the end of the lesson, the students will be able to:

 Discuss the impact in Philippines to the changes in Spain during 19th

Century.

 Enumerate and explain the policies that enabled Filipinos to

organize and ask for reforms and;
 Explain the conditions of the 19th century Philippines and Europe
affected the formation of Rizal’s consciousness.

INTRODUCTION

During the later part of the 18 th century and the early part of the 19 th,
Britain experienced what is known as the industrial Revolution. It was the

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period of rapid growth and development of industries, not only in Great Britain
but also in most part of Europe. It also led to the liberalization of policies and
the movement for liberty and democracy in Europe. However, Spain was not
able to stride with these developments because of its internal political
conflicts. These circumstances eventually affected its relation to its colonies
and as a result the Philippines experienced liberal policies and reform for the
first time. This lesson dwells on the political and economic situation of the
Philippines during the 19th century to further contextualize the life and times of
Dr. Jose Rizal.

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ABSTRACTION:

Economic and Political Situation of the Philippines

Some historians refer the 19th century as a long century in the Philippine
history because of the numerous changers that happened during this period.
In terms of political and economic changes, the brief occupation of Manila by
British forces in 1762-1764 and the rapid development of economies in
Europe made Spanish administrators in the colony rethink their policies so as
not to get left behind by their neighbour’s to prevent another incident such as
the British occupation form happening again in the near future.

Some of the more notable reforms were the abolition of the Galleon trade and
the opening of the Philippines to world trade in 1830. This enabled not only
the increase in economic activities in the country and the entry to firms from
other European states, but also the entry of foreign ideas mostly through the
form of books and other printed media during that time. In the case of Rizal,
he was able to read various European literatures such as Alexander Dumas’
The Count of Monte Cristo and the Three Musketeers. Andres Bonifacio the
leader of the Kataas-taasan, Kagalang-galangang Katipunan ng mga Anak ng
Bayan {KKK}, was able to read literatures on the French revolution that later
influenced some of the works of both individuals.

The end of Spain’s wars with the Dutch and the British, as well as the
nullification of the slave raiding activities of the Moro, also led to the
development of agricultural lands and the discovery of new frontiers in the
Philippines. This eventually created a change in the social and economic
class in the country with the principalias and mestizos benefitting form these
changes, thus the consequent emergence of local elites. In Laguna, Jose
Rizal’s family was considered to be one of the local elites in the province
since they were leasing large blocks of lands form friar estates in Calamba.

These developments however did not help in bridging the gap between the
local elites and the poor and marginalized sectors in the country. This gap led
to different revolts such as the Basi Revolts in Ilocos Sur and Ilocos Norte
during the early 19th century. These revolts showed the growing gap between
the rich and the poor because they were directed not only against the Spanish
authorities but also to the babaknangs or elites in the two provinces. The
implementation of the Cadiz Constitution in 1892 also provided a brief legal
justification for the quest for equality since it was stated in the document that
all citizens of Spain, including those in the colonies, were equal under the law.

In Southern Tagalog areas, brigandage and tulisanes increase their robbing,

kidnapping, and pillaging activities, prompting the colonial government to
create the Guardia Civil in 1868. Some movements such as the Cofradia de
San Jose in Tayabas, Quezon, on the other hand, had more religious
overtones that challenged the dominance of the Catholic Church and the
discrimination between the religious orders and secular priests.

Education and the Rise if the Ilustrados

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But through all these reforms, perhaps the most notable was the increase
of educated Filipinos as the colonial government, under directives from Spain,
also started to reform educational institution in the Philippines. Filipino and
Chinese-Mestizo elite families who were able to capitalize on the opening of
the Philippine markets to the world sent their children to school to take
professional courses not only in the Philippines but also in Europe. Travelling
to Europe during that time was also made easier with the opening of the Suez
Canal in 1859. With their education and exposure outside the country, these
individuals, who later on were referred to as ilustrados, eventually formed the
core of a new emerging movement that asked the colonial government for
much needed reforms in the Philippines.

This new movement, called the reform and propaganda movement, was
different form earlier revolts because it had more nationalistic and racial
dimension fuelled by the sufferings and discriminations experienced by
Filipinos under the Spaniards. This was also supplemented by the liberal
policies applied by the liberal administrations of Spain in the Philippines such
as the Cadiz Constitution in 1812. This movement also drew inspiration from
earlier efforts of the native secular priests such as Padre Jose Burgos who
fought for equal rights among the clergy in the 1860’s. The secular priests’
move, along with the students’ involvement from different higher institutions in
the country during that time, to gain equal rights, however, was interpreted by
the Spanish administrators and friars as an attempt to overthrow the
government leading to massive breakdowns made against students along
with some local elites in the country in 1872. Burgos, along with fathers
Jacinto Zamora and Mariano Gomez, were executed on February 17, 1872.

Rizal was born in 1861 amidst all of these political and economic reforms
and turmoil. He belonged to a local elite family who was fortunate enough to
capitalize on the existing conditions at the time. He was sent to school in the
Philippines; and despite the hardships that his family had to go through during
the latter part of the century, he was able to study in Europe. Rizal actively
participated in the propaganda movement while he was studying In Europe.
Later on, he moved back to the Philippines in 1892 establishing the La Liga
Filipina. Rizal’s involvement in the revolution is still a controversial issue
among historians today, with some arguing that Rizal was not in favor of the
revolution; while others see Rizal being one of the main influences of the
KKK.

Two things are for sure, however. First is that Rizal also thought about
revolution as a means of emancipating the Philippines from Spain based on
his letters to fellow propagandists and friends such as Jose Alejandrino,
Antonio Luna, Marcelo H. Del Pilar, and Ferdinand Blumentritt. Second is that
the founders of Katipunan, like Andres Bonifacio and Deadato Arellano, were
members of Rizal’s La Liga Filipina.

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ANALYSIS

In the spaces below, answer the following questions in three or more

sentences.

1. Based on your point of view, what is the most notable changes in the
Philippines during the 19th century?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. How did these changes affect the lives of the Filipinos during 19 th century?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

Application:
1. Upon reading and contextualizing the given information on the condition of the
Philippines during the 19th century, how were these events vital for the
development of Rizal’s love for his country?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Explain the policies that enabled Filipinos to organize and ask for reform?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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APPLICATION

How does a person’s contextual awareness of various problem in a society

affect his daily life?

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LESSON 6
MEMORIAS DE UN ESTUDIANTE DE MANILA

LEARNING OUTCOMES
At the end of the lesson, the students will be able to:

 Discuss the important aspects of Rizal’s childhood from his

Memorias dr in Estudiante de Manila;
 Explain relevant individuals and institution instrumental to his
education; and
 Reflect Rizal’s view on childhood, family, love, and education.

INTRODUCTION:

The lesson centers on the life of Rizal as a student from Binan to the Manila in
1872, He wrote these memoirs under the pen name P. Jacinto. The memoirs is his
own recollection about his childhood life hence, it is a very important document, it
contains his thoughts and experience on love and family, and the importance of
education.

ABSTRACTION:

Rizal wrote his memoirs from 1872 to 1881, composed of 8 chapters spanning
his childhood to his days as a student in Manila. A full translation of the document
was made by the Jose Rizal National Centennial Commission and is available in
various sources including books and online websites. Chapter 1 of the document
highlights Rizal’s childhood in Calamba providing a personal description of the
place including their house and their lifestyle. Another notable event in the first
chapter is the death of Concha, {Rizal’s sister} for whom Rizal shed his first tears

Chapter 2 document Rizal’s first time away from home when he was sent to
study in Binan, Laguna, as well as his daily routines as a student. This chapter is
full of Rizal’s longing for his family and his hometown. Chapter 3 is Rizal’s
memories of the events that transpired between the years 1871 and 1872
particularly his mother’s case. This event really devastated Rizal since his mother
was taken away and imprisoned, leaving them without guidance.

In Chapters 4 and 5, Rizal recounts his time as a student in Manila especially at

the Ateneo de Municipal. In here, he states the different rules implemented by
Ateneo to ensure competitiveness of its students, as well as the different books
that he read, which influenced his own writing. An example is Alexanre Dumas’
The Count of Monte Cristo that became influential to his writing of El
Filibusterismo.

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Chapter 6 is dedicated to Segunda Katigbak, Rizal’s first love. Rizal, however,

remembers this period of his life with bitterness. They were both young and
Segunda was already engaged to someone else when they met. There were no
significant events in Chapter 7.

In the final chapter, Rizal recalls the fable of the lamp. This story is very
important since it captures Rizal’s symbolic representation of the light. From the
translation of the Rizal National Centennial Commission:

My mother began to read me the fable of the young and the old moths,
translating it to me piece by piece in Tagalog. At the first verses, attention
redoubled in such as way that I looked towards the light and fixed my attention on
the moths that fluttered around it. The story could not have been more opportune.
My mother emphasized and commented a great deal of warning of the old moth
and directed them to me as if to tell me that these applied to me. I listened to her
and what a rare phenomenon the light seemed to me more beautiful each time,
the flame brighter and I even envied instinctively the fate of those insects that
played so cheerfully in its magical exhalation. Those that have succumbed were
drowned in the oil; they didn’t frighten me. My mother continued her reading, I
listened anxiously, and the fate of the two insects interested me intensely. The
light agitated its golden tongue on one side, a signed moth in one of its
movements fell into the oil, clapped its wings for some time and died. That
assumed for me that the flame and the moths were moving far away, very far, and
that my mother’s voice acquired a strange sepulchral timbre. My mother finished
the fable. I was not listening; all my attention, all my mind, and all my thoughts
were concentrated on the fate of that moth, young, dead, full of illusions. “You
see?” my mother said to me taking me to bed. “Don’t imitate the young moth and
don’t be disobedient; you’ll get burned like it.” I don’t know if I replied, promised
something, or cried. The only thing I remember is that it took me a long time
before I could sleep. That story had revealed to me things unknown to me until
then. To me, moth ceased to be insignificant insects; moths talked and knew how
to warn and advise as well as my mother did. The light seemed to be more
beautiful, dazzling, attractive. I understand why moths fluttered around lights.
Advise and warnings resounded feebly in my ears. What preoccupied me most
was the death of the imprudent, but at the bottom of my heart, I didn’t blame it. My
mother’s solicitude didn’t have all the success that she hoped it would. No; many
years have elapsed; the child has become a man; has plowed the most foreign
rivers, and meditated besides their copious streams. The steamship has taken him
across the seas and all the oceans; he has climbed the region of perpetual snow
on mountains very much higher than the Makiling of his province. From
experience he has received bitter sweet lessons, oh, infinitely more than the sweet
lesson that his mother gave him, and nevertheless the man preserves the heart of
a child and he believes that light is the most beautiful thing there is in creation and
that is worthy for a man to sacrifice his life for it.

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ANALYSIS
Read and analyse each question before writing your answer on the space
provided below after every question. .

1. While reading Rizal’s memoir at what point to his life could you consider
that is the most crucial and vital part into developing Rizal’s whole being?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. In your view point which of the institutions served important means to
Rizal’s education? Why?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. What could be your assumption about Rizal’s view point on his childhood
family, love and education?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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APPLICATION:

Write a paragraph about your overall impression on Rizal’s childhood and

education and explain which among his experiences inspired you the most?

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LESSON 7
INFLUENCES

LEARNING OUTCOMES
At the end of the lesson, the students will be able to:

 Identify the individuals relevant to the formation of Rizal’s

consciousness as a student in the Philippines and Europe;
 Elaborate the different disciplines and ideas encountered by Rizal
through his exposure to different academic circles in Europe; and
 Asses how these ideas influenced his writings and his stance
regarding the emancipation of the Philippines.

INTRODUCTION

The lesson is about the people who had influenced the life of Rizal.
They had significantly contributed to the development of his values, his ideas
and character starting from his family to his association with the propaganda
movement and some other important organizations in his travel and studies in
Europe.
ABSTRACTION:

RIZAL’S FAMILY

Donya Teodora can be considered as Rizal’s first teacher. In Memorias

de un Estudiante de Maila, Rizal looked up to her as the one who influenced
his love for learning as shown by their nightly readings in their house in
Calamba. In Letters to the Women of Malolos, Rizal even recognized the
importance of mothers in inculcating this value to their children along with the
love for country as they are the first teachers of their children, at least in the
traditional family setting. Next to Donya Teodora is his brother Paciano, whom
he recognized as the nobles of all Filipinos in one of his letters to Blumentritt.
Paciano was responsible for relating the message of secularization especially
the ideas for reform from Padre Jose Burgos, one of the martyrs executed
who were executed in Bagong Bayan in 1872 after being accused of playing a
part in the Cavite Mutiny.

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AS A STUDENT IN BINAN AND MANILA

Rizal was also home-schooled before he was transferred to a private

school in Binan, Laguna, which was under the supervision of Justiniano
Aquino Cruz. His love for painting was nurtured early on by an old painter
named Juancho in Binan. He stayed there for one and a half year.
From 1872-1877, Rizal studied in Ateneo de Manila under the
supervision of Jesuit priests Jesuit education was characterized by rigid
discipline and Rizal appreciated his time under Fr. Francisco de Paula
Sanchez who inspired him to study harder and write poetry. He was also able
to meet Fr. Jose Villaclara who encouraged Rizal to study philosophy and the
natural sciences. Rizal graduated with a degree of Bachelor of Arts. He also
completed a vocational course on surveying in the same school.
From 1877-1882, before his first trip to Europe to study ophthalmology,
Rizal enrolled at the University of Sto. Tomas to pursue his medical studies.
Before taking up medical studies, however, Rizal took up a course on
Philosophy and letters for a year.
In 1882, he was sent to Europe by his brother Paciano with the secret
mission to observe the life, culture, languages and customs, industries and
commerce, and governments and laws of different European countries. Rizal
enrolled at the Universidad Central de Madrid on November 8, 1882. While
studying medicine, he also studied French, German and English at the
Academy of Fine Arts of San Fernando, and fencing and shooting at the Hall
of Arms of Sanz y Carbonell.

RIZAL IN EUROPE: GERMAN SCHOLARSHIP

During his time in Europe, Rizal also benefited from the development of
orientalist studies in Germany. His involvement in German scholarship can be
traced to his connections with Ferdinand Blumentritt, an Austrian scholar who
published books about Philippine ethnological topics. Resil Mojares, in his
Rizal Reading Pigafetta from his book Waiting for Mariang Makiling: Essays in
Philippine Cultural History, enumerated the different scholars whom Rizal met
through the help of Ferdinand Blumentritt:

1. Hendrik-Kern – professor of Sanskrit at the University of Leiden;

2. A.B. Meyer – director of the Ethnographic Museum in Dresden;
3. Wilhelm – professor at the University of Berlin who also published
articles about the Philippines.
4. Fredor Jagor – a naturalist who travlled to Southeast Asia; and
5. Rudolf Virchow – president of the Berlin Society for Anthropology,
Ethnology and Prehistory.
Aside from these individuals, Rizal was also able to associate himself
with academic organizations in Germany such as the Geographical Society in
Berlin and the Anthropological Society founded by Rudolf Virchow and Adolf
Bastian in the 1880’s. Through his association with German scholars, he was
able to immerse himself in the potential of social sciences especially the
discipline of history in studying the Filipino past, culture, and identity. On April
13, 1887, he wrote Blumentritt and mention his objective of establishing a

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Philippine studies subject or course as a way for Filipinos to know

themselves.
With the necessary, methodological, conceptual, and theoretical tools,
Rizal pursued his personal researches about the Philippine past. During his
second sojourn to Europe, he read various archival materials about the
Philippines especially at he British Museum. He rad the accounts of Spanish
missionary reports, travel books to the Philippines and Southeast Asia, and
Chinese records from 13th to 14th century. Some of the notable works he
produced in the social sciences were his annotations of Sucesos de Las Islas
Filipinas by Antonia de Morga, The Indolence of the Filipinos, and his panned
organization Association Internationale des Philippininestes that aimed to
organize different conferences about the Philippines with History as a central
theme.
Through his conceptualization of the Association Internationale des
Philippininestes and his planned conference, Rizal divided Philiippine history
into three periods, namely; precolonial Philippines, the loss of Philippine
Autonomy from 1521 to 1808 and finally 1808 to the Cavite Mutiny in 1872.
Historians today refer to this type of periodization as the Tripartite View of
Philippine History.
During the formation of the revolutionary movement under Andres
Bonifacio, the Katipuneros also incorporated the tripartite view in KKK’s
initiation process, giving it a more revolutionary and localized character by
calling the pre-colonial period as Liwanag, the Spanish colonial period as
Dilim, and the period of liberation from Spain as Muling Linawag. Prospective
members of the Katipunan had to memorize this before they were accepted to
the group.

RIZAL’S SCHOLARSHIP, THE PROPAGANDA MOVEMENT, AND THE

SUFFERING FILIPINOS

Rizal’s being a doctor also greatly influenced his writing and analysis of
the situation of the Philippines. It was evident in his discussion about the
Philippines in his essay The Indolence of the Filipinos where he frequently
referred to the country as a body that could experience sickness and decay,
but could also be healed. In El Filibusterismo Chapter 7 with the title Simoun
and Basilio, Simoun debated whether he would simply do his part as a
professional or engage actively in treating ills infecting the country.
Of course, the Propaganda movement in Spain also influenced Rizal
especially with the establishment of La Solidaridad in 1889. Rizal actively
participated in asking for reforms and in writing articles for the Soli. However,
most of his ilustrado contemporaries were not as interested as he was in
writing about the Philippines; and this greatly frustrated Rizal who wanted his
fellow Filipinos to devote more effort and time towards researching about the
country. Because of internal politics and incident in Calamba from 1887 to
1888, Rizal eventually dissociated himself out of the reform movement and
took on a more radical stance regarding the emancipation of the country.
This led us to perhaps one of the greatest influences in Rizal’s life – the
suffering of Filipino people under Spain. Rizal had always been emphatic
about the situation of his countrymen and it grew exponentially when the
people of his town, including his family, were unjustly persecuted. This cam

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also be show with Rizal’s break-up with the propaganda movement – more
than the internal politics within the group, his main motivation why he no
longer saw himself pushing for reforms was the sufferings experienced by the
tenants of Calamba and his family.

ANALYSIS:

1. In your point of view who was the most remarkable individual who
influenced Rizal.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Of all the fields and disciplines (A doctor, a writer, a philosopher etc.) Rizal
became associated or exposed, which do you think will Rizal excel with
the most?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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APPLICATION:

Reflect on the importance of influencers in an individual’s life. Who are the

most influential people in your life? How did they affect your outlook about different
aspects of your personal, academic, and even social life? Can a person live without
the influence of others?

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LESSON 8
RIZAL, THE POLYMATH

LEARNING OUTCOMES
At the end of the lesson, the students will be able to:

 Identify different disciplines and interests of Jose Rizal;

 Explore a new skill or a new field of study; and
 Explain how learning new skills and exploring new fields can be
beneficial for the welfare of the community and the country.

INTRODUCTION

Rizal was a prolific scholar. He excelled in many fields and discipline. He

emphasized the importance, not only to acquire education but to explore the
many fields of learning. This lesson explores Rizal’s side as a generalist.

ABSTRACTION

Rizal studied to become a doctor specializing in ophthalmology. However,

he never let his profession limit what he could do as an individual. Aside from
being a doctor, he was also known among his peers as a prolific writer and he
would always be remembered because of his two novels, Noli Me Tangere
and El FIlibusterismo. He was also trained in the social sciences during his
time in Germany om 1889.

Some scholars attribute Rizal’s versatility to his being a genius. The term
genius, however, is still a debatable term, with others measuring it quantitively
through level of Intelligence Quotient or IQ; while others measure it
quantitatively through individual’s contributions to society. Regardless of how
we measure ingenuity, it is clear that Rizal was a remarkable individual based
on his credentials and his contributions to society.

First, Rizal graduated with high honors when he was studying in Ateneo.
He also consistently had high grades when he was attending school in
different universities in Philippines and abroad. He was also a dedicated
scholar who used his spare time studying other languages and subjects, as
well as other arts, such as poetry, sculpture, painting, and martial arts
specifically fencing. It was said that Rizal was one of the best practitioners of
fencing among ilustrados during their time in Europe.
Also, while we honor Rizal as the doctor and the writer, most of his
scientific works were done during his exile in Dapitan from 1892-1896, when

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he conducted numerous scientific works that involved collecting and sending

different animal specimens to Blumentritt. He also conducted business
ventures, improved the water system in Dapitan using his background in land
surveying, established a school where he taught arithmetic, writing,
geography, and history to young boys in Dapitan. In his spare time, he created
various art works, and conducted various ethnographic, linguistic and
geographical studies in Mindanao. When he won a lottery in September 21,
1892, he used the money to buy 16 hectares of land in Talisay, Dapitan where
he also practiced his farming skills.

He did all of these activities while serving also as an ophthalmologist that

eventually led to the romance between Rizal and Josephine Bracken, who
one day brought her blind father, Mr. George Taufer, to Rizal for a medical
consultation.

In retrospect, 1892-1896 can be considered as one of the golden ages of

Dapitan because of the help of Dr. Jose Rizal. He engaged in different
community projects that boosted the economy and quality of life in the area.
He also remained true to his vow to educate the Filipinos by establishing a
school in Dapitan. Whether he was a genius or not by today’s standards, Rizal
embodied his vision of a true scholar and citizen in the service of his country.
Rizal was a model of consistency when he said that the ilustrados in Europe
must go back and serve in the Philippines. In fact, he himself came back in
1892 despite the dangers he faced in the Philippines, even when he enjoyed
a relatively comfortable and safe life as an ophthalmologist in Hong Kong in
1891. He made sure that even in exile, he used all of his abilities and talents
to serve his countrymen.

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ANALYSIS:

1. Would you consider Rizal as a genius? What are your basis in considering
him as a genius?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Among the many skills shown by Rizal, what do you think was the most
important in terms of contribution to the nation?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Application:
1. What skill or field would you like to explore given a chance, time and
resources?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How can you help your community by acquiring this skill and expertise?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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Reflection:

1. Reflect on the importance of not limiting yourself and what can you learn
as an individual?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. How can you try to explore different skills despite having a hectic
schedule as a student?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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REFERENCES

Agoncillo, T. History of the Filipino People. Quezon City: Malaya Publishing,

1965.
Anderson, B. Under Three Flags: Anarchism and the Anti-colonial
Imagination. Quezon City: Anvil Publishing, 2006.
Bantug, A.L. Lolo Jose: An Intimate Portrait of Jose Rizal. Quezon City:
Asuncion Lopez Bantug and Intramuros Administration, 2008.
Constantino, R. The Philippines: A Past Revisited. Quezon City: Asuncion
Lopez Bantug and Intramuros Administration, 2008.
Corpuz, O.D. The Roots of the Filipino Nation. Quezon City: AKLAHI
Foundation, 1989.
Cortes, R.M. The Filipino Saga: History as Social Change. Quezon City: Tala
Publishing, 1975
Craig, A. Lineage, Life, and Labors of Jose Rizal, Philippine Patriot: A study of
the growth of free ideas in the Trans-Pacific American Territory.
Manila: Philippine Education. Co., 1913
Donoso, I. Boxer Codex: A Modern Spanish Transcription and English
Translation of 16th Century Exploration Accounts of East and
Southeast Asia and the Pacific. Garcia, M.L., Quirino, C., Garcia, M.
Quezon City: V, 2016.
Fast, J. and J. Richardson. Roots of dependency: Political and economic
revolution in 19th century Philippines. Quezon City: Foundation for
Nationalist Studies, 2016.
Guerrero, L.M. The First Filipino: A Biography of Jose Rizal. Manila: Vertex
Press, 1963.
Purino, A. Rizal the Greatest Filipino Hero. Quezon City: Rex Publishing, Inc.,
2008.
Quibuyen, F. A Nation Aborted: Rizal, American Hegemony, and Philippine
Nationalism.
Rizal, J. Noli Me Tangere. Translated by Lacson-Locsin, M.S Makati City: The
Bookmark, Inc., 1887.
Rizal, J. Letter to the Women of Malolos. Tagalog-English Special Edition,
1889.

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Rizal, J. El Filibusterismo {Lacson-Locsin, M.S. trans.}. Makati City: St.

Faustina Press, 1891.,
Scott, W.H. Class Structure in the Unhispanized Philippines. Philippine
Studies, vol. 27. No. 2, 1979.
Sztompka, P. The Sociology of Social Change. Oxford: Blackwell Publishing.
1994.
Zaide, G. Jose Rizal: Life, Works, and Writings. Manila: C.F. Villanueva
Bookstore, 1981.

ATTRIBUTIONS

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18
[Link]
aguna;_2017-02-16}.jpg#filelinks
~MVI~ {41} [CC BY 2.0 {[Link]
User:Alhorin [CC BY-SA 3.0 {[Link]
Eugene Alvin Villar {seav} [CC BY-SA 3.0
{[Link]
58
I.R Arenas [Public domain]

The Victory of Death over Life and Science over Death. Statuettes made by
Rizal for Dr. Blumentritt and exhibited in the Dresden Museum of Modern Art
Project Gutenberg

Manuscript of “Noli me Tnagere” Bought by the Philippine Government for

$25,000, Project Gutenberg
A sketch of himself by Rizal, in the training class, Project Gutenberg
Rizal’s parting view of Manila. A pencil sketch by himself. Project Gutenberg

[Link]

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