RIZAL’S LIFE AND WORKS

Copyright 2020

By:
Dr. Mariam Fatima C. Sta. Ana
John Joseph G. Brocal
Dr. Teresita G. Carey
Quennie Mae H. Gawad
Roel P. Malubay
Dr. Norma L. Valerio

Cover design by:

Bea Mariae Rolaine C. Ramos

All rights reserved. No part of this module may be reproduced or transmitted

in any form or by any means, electronic or mechanical, including
photocopying, recording, mimeograph, or by any information or retrieval
system, without written permission by the copyright holder.
 INTRODUCTION
 through independent study, that
Welcome to One Cainta College (OCC),  offers flexibility;
 to attain professional growth under
Please read the following information thoroughly so the supervision of your instructor;
you can understand the course policies, expectations
 to help you achieve your educational goals;
and requirements relating to this learning mode  to help you discover much about yourself;
known as Remote Learning, primarily as a response
 to enable you to know how you should
to the COVID-19 pandemic.
 study best;
This Learning Guide introduces the course materials  to help you know when and where to
to guide and assist you to become an effective  study most effectively;
distance/remote learner and to successfully meet the  to help you understand how to make the
requirements of your course.  most efficient use of your time;
 to help you determine which subjects
One Cainta College uses a combination of blended  require additional attention;
and flexible learning format. We are delighted to be  to make you do your own schedule and
able to offer you the opportunity to earn a  be faithful to it and
bachelor’s degree using these course modules  to enable you to enjoy the reward of knowing
that it was your hard work and self-
 through remote learning; discipline that have contributed much to
your academic success.
OCC Program

When the novel corona virus hit the world, we had The experience created a whole new sense of solidarity
a very short time to shift gears from face-to-face class and commitment among the faculty to maintain the
interaction to remote learning. Our faculty members quality of education in our institution. The course
reached out to develop quality course modules for all modules are a collaborative effort of OCC
our course offerings. instructors/authors.
The Module Format
Each module follows the OCC format designed for
optimum learning at a distance. It is sequential and  The reading materials may come from books
easy to follow. The course modules contain primarily available at the OCCE-Library system and
the (a) the learning outcomes; (b) learning content, some recommended open resources at PHL
(c) activities, (d) materials; and (e) assessment. CHED Connect. Additional reading materials
are provided through e-books and accessible
 Each lesson starts with an overview of what online materials available for officially enrolled
 you will be learning.  students at OCC.
 The learning outcomes identify the most  Exercises are provided at the end of each lesson
important concepts that will be discussed in  for you to work on and submit to the instructor.
 the lesson.  The instructors have carefully selected the
 Following the learning outcomes, learning references, e-books and e-resources that are listed
contents are matched in the context of several  in the material list.
lessons relevant to the expected learning  The written assignments are found at the end
 outcomes. of each module.
 The course contents of each lesson are
presented as reading materials.

I
 Written Assignments

Written assignments are found at the end of each Examples of Types of Assignments
module. Your teacher will specify the organization
and expectations for satisfactory completion, Doing an assignment is a non-linear or sequential
timeframe, and grading. process. There are many ways and methods employed
matching with the learning outcomes.
 You are expected to complete the Always check the task instructions before doing your
requirement(s) within the given
timeframe that the teacher has set. assignment. Depending on the assignment, you may
 use one of the following forms of writing:

Essay. An essay is a piece of writing which
represents your ideas, emotions or arguments. It
 Critical analysis. A subjective evaluation or critique
of somebody’s work (a book, an essay, a movie, a
is based on a single subject matter, and often painting, etc. in order to increase the reader’s
gives the personal opinion of the writer.
understanding of it. A CA expresses your opinion or
evaluation of a text. Analysis means to break down
Report. Reports communicate information and study the parts.
which has been compiled as a result of research
and analysis of data and of issues. Reports focus 
on transmitting information with a clear  Reflective paper (Reflection). A form of personal
purpose, to a specific audience. Good reports are response to experiences, situations, events or new
documents that are accurate, objective and information.
complete.

Preparing your task

Before you start As you are writing…

1. Do your reading. Read the task in detail, 1. Introduction. Your first paragraph should
making sure you understand all the tasks introduce your key argument, add a bit of
involved or required. background information and the key issues of the
question, and then go on to explain how you
2. Check the deadline. There are many apps out plan to answer it. Note: Some people find it
there that can add a ‘countdown’ to your easier to write their introduction after they’ve
phone or tablet. Use these to keep your finished the rest of their assignment.
assignment deadline front of mind.
3. Plan your time. Break your time down into 2. Structure your argument. As you write the body
manageable chunks. You’ll find it’s much easier of your assignment, make sure that each point
to keep on top of your workload. you make has some supporting evidence.
4. Ask for help (if you need it). If there’s any doubt 3. Conclusion. Summarize your arguments or
in your mind about the question or the recapitulate the evidence, if need.
requirements of the assignment, ask your
teacher.

5. Plan your assignment structure. Basic structure

should contain your introduction points, your
key arguments and points, and your planned
conclusion.

II
After you finish…
1. Get a little distance. Step back and read your 3. Check and double-check your spelling. Run your
assignment objectively, making it easier to spot spell-checker. Spelling mistakes give a bad
mistakes and issues. impression.
2. Make sure you’ve answered the question. 4. Cite your sources. References must be properly
Reading through your first draft of your acknowledged.
assignment, check that all your points are
relevant to the original question.
Assessment and Examinations

Mid-term and final examinations shall be Specific criteria will be assigned by the teacher for
administered at a specified time. Short quizzes and each performance task to be evaluated.
assignments will be part of student assessment.

Grading Policy
The following Grading System shall be adopted Furthermore,
using numerical values and its equivalents: (a) A student whose course work is “Incomplete”
at the time the grade was submitted shall be
Grade Point given a grade of Incomplete (INC). If he fails
Percentage (%) to complete the course work within one (1)
Equivalent
1.00 98-100 year from the issuance of the grade of INC, the
1.25 95-97 grade lapses to No Credit (N).
1.50 92-94
(b) A student who voluntarily drops a course
1.75 89-91
that he/she registered for shall automatically
2.00 86-88
receive “W” after filing a Withdrawal Form
2.25 83-85 at any time up to the last day of the last week
2.5 80-82 of class prior to the final examination.
2.75 77-79
3.0 75-76 (c) A student who gets two or more “Incomplete”
4.0 70-74 (For removal exam) grades shall not be allowed to enroll again until
5.0 Below 70 (Failed) the “Incomplete” grades have been corrected.
Incomplete (Lack of
INC
requirement)
W Withdrawn
The Importance of Communicating with OCC

Keeping in touch with your college is very important Group Chat. Some instructors make available their
to ensure getting your Bachelor’s degree at the contact numbers. Office hours are Monday through
appointed time. We are here to assist and support Friday, 8 a.m. to 5 p.m.
you in every way possible. If you are having
problems or are unclear about policies or procedures, We encourage students who live in close
please let us know. You may contact OCC by geographical proximity to collaborate with other
telephone (98790410) or e-mail students for study sessions or group discussions based
[email protected] or contact directly on available platforms. PHL CHED Connect can be
your instructor through his/her email address or accessed at https://phlconnect.ched.gov.ph.
through your

III
 Last but not Least

We look forward to serving you. We hold in high The Administration, faculty and staff of One Cainta
regard your academic qualifications and intellectual College wish you all the best in your stay at the college
capabilities. We will do all we can to assist you as a and success in your future endeavors.
remote learner. We look forward with great
enthusiasm to working with you during the next few
years.

“One Student, One Scholarship, One Million Possibilities”

IV
 COURSE GUIDE
TEACHING LEARNING
METHODOL RESOURCES/
SCHEDU LEARNING LEARNING CONTENT/ OGY MATERIALS
LE/ OUTCOMES LESSONS ACTIVITIES (Links, E-books, Open ASSESSMENT
WEEK (PREFERRE resources)
D
DELIVERY)
SY ASS MO
NC YN DU
HR CH LA
ON RO R
OU NO
S US
MODULE 1: LIFE AND  OCC E-Library  Reflection
Week 1 WORKS OF JOSE RIZAL paper
 PH CHED  Individual
 Explain the reason Lesson 1 CONNECT – role playing
and goals of  Republic Act 1425: The https://ph/connect.che  Matching
mandating Rizal Law Rizal Law d type quiz
to the Philippine  On Being the National  SEAMEO Open  Rubrics for
education and society Hero Resources – Profile
as a whole,  Notes about His Birth, 1. oer.commons.or Analysis
 Explain the reasons of Profile, Family, Early Life g
choosing Rizal as the and Education 2. searmooc.seame
national hero of the (introduction) o.org
Philippines,
 Enumerate and  Republic Act 1425.
explain the struggles Official Gazette of
of the Filipinos during the Republic of the
Rizal’s time that Philippines.
triggered him to fight Available at:
for equality, https://www.officialg
 Identify significant azette.gov.ph/1956/0
information about Dr. 6/12/republic-act-no-
Jose Rizal, his family 1425/. Date of
and his childhood, Access: June 29,
and 2020.
 Compare and contrast
Rizal’s childhood
experiences to his /
her childhood
experiences.

Week 2

Lesson 2

 Notes about His Birth,  GMA Network.

Profile, Family, Early Life Ilustrado Episodes 1
and Education – 4 YouTube Playlist.
o Birth and Profile Available at:
o Family https://www.youtube.
o Early life com/playlist?list=PL
o Basic Education GRhcC_vtOrZrEm7
o High school in QYV1tan7G-
Ateneo XuL4waQ
o His first trip
abroad

V
 MODULE 2:  Jose, Regalado Trota.  Research
Week 3 LIFE AND WORKS OF The Truth about about facts
JOSE RIZAL Rizal’s ‘Poor’ Grades and trivia
in UST. Date of on
Lesson 2 Publishing: June 13, countries
 Compare and contrast  Student Life in the 2011. Available at: visited by
his academic life in University of Santo Tomas https://lifestyle.inquir Rizal
the Ateneo and UST,  First Trip Abroad er.net/3292/the-truth-  Rubrics for
 Explain the reasonso Stopovers in Asia and Africa about- essay
for taking Philosophy o Stopovers in Europe rizal%E2%80%99s- writing
then later on, shifted %E2%80%98poor%  Modified
to Medicine, E2%80%99-grades- alternate
 Compare and contrast in-ust/. Access Date: response
Rizal’s life in his / July 4, 2020. examinatio
her own struggles as  GMA Network. n
a student and Ilustrado Episodes 6
 enumerate the places – 14 YouTube
he went to and Playlist. Available at:
explain his significant https://www.youtube.
achievements in these com/playlist?list=PL
places. GRhcC_vtOrZrEm7
QYV1tan7G-
XuL4waQ
 https://www.youtube.
com/watch
v=ipVw772hCrM&li
st=PLR7XO54Pktt8_
jNjAVaunw1EqqcEA
Week 5  University Life in Madrid, dcow
Spain
 Life in Paris, France
 Life in Germany
 European Tour Continues

 Rizal’s Homecoming
 Rizal’s Second Trip
Abroad

MODULE 3:  https://prezi.com/p/-  Rubric for a

Week 6 RIZAL’S EXILE, TRIAL 46srt1aiq6n/jose- pictorial
AND rizal-life-exile-trial- timeline
EXECUTION and-death/  Rubric for
 Discuss the factors  http://thelostboylloyd. reflection
which led to Rizal’s  Writing and Reform com/journeying- paper
exile, trial and  Execution and Legacy through-jose-rizals-
execution life/
 Explain the impact of  SONA - Ang mga
Rizal’s execution on 'secret codes' ni Jose
events in our history Rizal 061411-
as a people https://www.youtub
e.com/watch?v=kGj
I-6NcYms

VI
Week 7 MODULE 4:  https://en.wikipedia.  Identify the
NOLI ME TANGERE org/wiki/Noli_Me_ different parts
T%C3%A1ngere_(n of the Novel
 Distinguish the  Introduction about the ovel)
cover
different characters in Novel  https://www.pengui
Rizal’s Noli Me  Publication History of the nrandomhouse.com/  Triad
Tangere, Novel books/291131/noli- assessment-
 Demonstrate  Objectives of Rizal for me-tangere-touch- meaning of
knowledge of the full writing the Noli Me me-not-by-jose- the Novel
story behind the Tangere rizal/978014303969  Rubric for
novel, 3/readers-guide/ essay
 State the theme of the
novel and
 Relate the current
Philippine situation to
the situations
mentioned in the
novel.

 https://www.litchart
s.com/lit/noli-me-
Week 8 tangere/summary
 Characters in the Novel  https://www.britann
 Summary of the Novel ica.com/topic/The-
Social-Cancer

Week 9 MIDTERM EXAMINATION

Week 10 MODULE 5:  Ariola, Mariano.  Rubric for
EL FILIBUSTERISMO (2018). The life and essay
 Describe each of the  Synopsis of the Novel works of Rizal.  Modified True
major characters in  Characters Manila: Unlimited or False quiz
the novel,  Summary of the Novel Books Library  A symbols
 Distinguish Services & game
Crisostomo Ibarra in Publishing, Inc.
Noli Me Tangere and  https.//bshmjoseriza
Simon In El l.weebly.com/jose-
Filibusterismo rizals-videos.htm
 Compare Rizal’s two  https://www.youtub
novels in theme, e.com/watch?v=tV
 Discuss the socio- Kim4
economic conditions SqPV8&feature=sha
of the Filipinos re
during the Spanish
colonial period,
 Discuss why Rizal
made the revolution
fail in El
Filibusterismo and
 Write a reflection
essay on the socio -
economic conditions
of the Filipinos in the
light of 21st century
conditions
worldwide.
VII
Week 11 MODULE 6  Bacarisas, A. (2013).  Rubrics for
 Identify the important RIZAL A PROPAGANDIST Rizal: A video
elements of the Propagandist. Sunstar acting
propagandistic  The Propaganda Philippines.  Modified
approach and the Movement, La Liga https://www.sunstar.c True or
militaristic approach Filipina, and Katipunan om.ph/article/322613 False quiz
that eventually led to  The Propaganda Movement  Salazar (2018) A  Rubric for
the Philippine  La Liga Filipina Legacy of the reflective
Revolution,  The Katipunan Propaganda: The essay
 Explain the  A Legacy of the Tripartite View of 
difference of the Propaganda: The Tripartite Philippine History
outcomes of the two View of Philippine History https://www.whenin
methods to show by Dr. Zeus A. Salazar manila.com/wp-
nationalism and  Tripartite Views of content/uploads/201
 Analyze the tripartite Philippine History 8/06/A-Legacy-of-
view of Philippine the-Propaganda-
History. The-Tripartite-
View-of-Phil-
History.pdf
 https://www.scribd.
com/document/3708
38018/Propaganda-
La-Liga-Katipunan

Week 12 MODULE 7  Ariola, Mariano M.  Rubric for

TO THE FILIPINO YOUTH 2018. The life and reflective
 Read the poem orally works of Rizal. essay
with appropriate  To the Filipino youth Manila: Unlimited  Quiz
phrasing, intonation (poem) Books Library  Interpretati
and feelings, Services & ve dance
 Paraphrase the poem Publishing, Inc.
by stanza,  Guerrero, Leon Ma.
 Write a reflective 1991. The First
essay on the message Filipino: A
of rizal to the filipino biography of Rizal.
youth in the light of Manila: National
21st century events Bookstore.
happening in the  http://www.univil.ac
philippines and .at>rzpoem
worldwide.

Week 13  Name salient points MODULE 8  Rizal Vs Morga:  Group

of Morga’s Succesos RIZAL’S ANNOTATION OF Jose Rizal's work
de Las Islas Filipinas. SUCCESSOS DE LAS Annotations to  Poem
 Compare/contrast ISLAS FILIPINAS Morga's Sucesos interpretati
Morga’s accounts and Delas Islas Filipinas on
Rizal’s annotation of  Salient Points of Morga’s https://www.youtub  Rubric on
the culture of ancient Succesos de las Islas e.com/watch?v=diG reflective
Filipinos and Filipinas wdsVP-NI essay
 Write a reflection  Culture of Ancient  https://www.youtub
essay on his/her Filipinos e.com/watch?v=zvr
learnings on the Pre-  Morgas’s Account ndXHUjtY
Hispanic culture of  Rizal’s Annotation  https://prezi.com/qa
the Filipinos. we8nczviaq/rizals-
annotation-of-
sucesos-de-las-islas-
filipinas/
Week 14  Name two political MODULE 9  https://www.gutenb  Triad
reforms rizal erg.org/files/35899/ work
petitioned the spanish THE PHILIPPINES A 35899-h/35899-  video
government to grant CENTURY HENCE h.htm analysis
the philippines,

VIII
  Cite at least two  The Philippines: A Century  https://www.slidesh
predictions of rizal Hence are.net/enelrahcOna
that will happen to llim/the-philippines-
the philippines within a-century-hence-
a hundred years, powerpoint-
 Paraphrase some presentation
excerpts from rizal’s  https://www.youtub
essay “the philippines e.com/watch?v=yQ
a century hence”, deN8SGRgg
 Explain at least two
socio-political ideas
of rizal as gleaned
from the essay and
 Write a reflection
essay on the kind of
man rizal was, as
seen in his essay.
Week 15  Manifest MODULE 10  http://kwentongebab  Expressing
understanding of the uhayrizal.blogspot.c ideas
social philosophy of TO THE YOUNG WOMEN om/2013/07/to- through
Rizal as gleaned in OF MALOLOS young-women-of- Venn
his letter,  To the young women of malolos-full- diagram
 Describe Rizal’s Malolos (a poem) copy.html  Quiz
concept of the ideal o Traits of The  Rizal, Jose. Letter  Videomaki
filipina, Women in To The Young ng
 Discuss Rizal’s idea Malolos Women of Malolos
of religiousness, o Traits of Typical  https://www.slidesh
 Explain Rizal’s idea 19th Century are.net/imsandra21/r
of the role of the Women izals-letter-to-the-
mother in building women-of-malolos
good citizens,Discuss
why a functional
family is the basic
unit of a progressive
nation.
Week 16
Week 17

Week 18 FINAL EXAMINATION

IX
TABLE OF CONTENTS

Introduction I
Course Guide V

Module 1: LIFE AND WORKS OF RIZAL 1-12

Lesson 1:  Republic Act 1425: The Rizal Law
 On Being the National Hero
 Notes about His Birth, Profile, Family, Early Life and Education
(introduction)
Lesson 2:  Notes about His Birth, Profile, Family, Early Life and Education
o Birth and Profile
o Family
o Early life
o Basic Education
o High school in Ateneo
o His first trip abroad
Module 2: LIFE AND WORKS OF RIZAL 13-25
Lesson 1:  Student Life in the University of Santo Tomas
 First Trip Abroad
 Stopovers in Asia and Africa
 Stopovers in Europe
Lesson 2:  University Life in Madrid, Spain
 Life in Paris, France
 Life in Germany
 European Tour Continues
Lesson 3:  Rizal’s Homecoming
 Rizal’s Second Trip Abroad
Module 3: RIZAL’S EXILE, TRIAL AND EXECUTION 26-30
Lesson 1:  Writing and Reform
 Execution and Legacy
Module 4 NOLI ME TANGERE 31-39
Lesson 1  Introduction about the Novel
 Publication History of the Novel
 Objectives of Rizal for writing the Noli Me Tangere
Lesson 2:  Characters in the Novel
 Summary of the Novel
Module 5 EL FILIBUSTERISMO 40-43
Lesson 1  Synopsis of the Novel
 Characters
 Summary of the Novel
Module 6 RIZAL A PROPAGANDIST 44-54
Lesson 1  The Propaganda Movement, La Liga Filipina, and Katipunan
 The Propaganda Movement
 La Liga Filipina
 The Katipunan
 A Legacy of the Propaganda: The Tripartite View of Philippine
History by Dr. Zeus A. Salazar
 Tripartite Views of Philippine History
Module 7 TO THE FILIPINO YOUTH 55-58
Lesson 1  To the Filipino youth (poem)
 Module 8 RIZAL’S ANNOTATION OF SUCCESSOS DE LAS ISLAS FILIPINAS 59-62
Lesson 1  Salient Points of Morga’s Succesos de las Islas Filipinas
 Culture of Ancient Filipinos
 Morgas’s Account
 Rizal’s Annotation
Module 9 THE PHILIPPINES A CENTURY HENCE 63-76
Lesson 1  The Philippines: A Century Hence
Module 10 TO THE YOUNG WOMEN OF MALOLOS 77-90
Lesson 1  To the young women of Malolos (a poem)
o Traits of The Women in Malolos
o Traits of Typical 19th Century Women
 MODULE # 1

LIFE AND WORKS OF RIZAL

INTRODUCTION

Almost 5 decades ago, the Republic Act 1425 (Rizal Law) was mandated by the

Philippine Congress to be taught in schools. After several discussions in the Congress

and Senate, it was enacted on June 12, 1956 and became effective on August 16 of

the same year. The law was created with the intention of inspiring the Filipino youth

of every generation to be incorruptible and to be role models among their contemporaries and of the

future.

The law is still in effect today. Dr. Jose Rizal’s novels, Noli

Me Tangere and El Filibusterismo are taught in high schools while his

life and works is a required course in all colleges and universities

across the nation. In this module, we shall tackle the passage of the

law and some information about Rizal’s family and childhood.

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

1. explain the reason and goals of mandating Rizal Law to the Philippine education

and society as a whole,

2. explain the reasons of choosing Rizal as the national hero of the Philippines,

3. enumerate and explain the struggles of the Filipinos during Rizal’s time that triggered him to

fight for equality,

4. identify significant information about Dr. Jose Rizal, his family and his childhood, and

5. compare and contrast Rizal’s childhood experiences to his / her childhood experiences.

1
 LEARNING CONTENT

Republic Act 1425: The Rizal Law

The study of the Life and Works of Dr. Jose Rizal has been mandated by this law

ever since it took effect on August 16, 1956. It was sponsored by then, Sen. Jose P.

Laurel, Sr. as Chairman of the Senate Committee on Education. The law lays down several details on

how this subject will be taught:

Section 1 Courses of the life and works of Dr. Jose Rizal, particularly his two novels, Noli Me
Tangere and El Filibusterismo shall be included into the curricula among public and
private schools, colleges and universities.
Section 2 Libraries must have sufficient copies of original and untouched versions of Noli Me
Tangere and El Filibusterismo, as well as Rizal’s biography and works. The number of
copies will be determined by the Board of National Education (now, Department of
Education).
Section 3 The manuscript of Rizal’s work will be translated in English, Tagalog and other major
Philippine dialects.

In 1996, the Department of Education Order #2 reiterated the aims and purposes of the inclusion of

the Rizal Course in the curricula:

1. Reinforcement of principles of freedom and a sense of nationalism through remembering his death

and sacrifices;

2. Honor the heroes, particularly Dr. Jose Rizal, especially that his two novels raised awareness of

nationalism and patriotism of the country and paved the way for Filipinos to fight for their

freedom;

3. Develop among students the value of character development, self-discipline, civic consciousness

and educate them on the duties of a Filipino citizen.

2
On Being the National Hero

Given this law and its purposes, why did Dr. Jose Rizal become the Philippines’ National Hero?

Dr. Otley Bayer, an anthropologist and technical member of the Philippine Commission, laid down four

important criteria in choosing the national hero. The table below shows the criteria and the credits of

Dr. Jose Rizal as the best choice for the National Hero:

Criteria Credits
Filipino He is the first Filipino to unite and awaken his countrymen to
peacefully stand for independence.*
Peace-Loving Person Peacemaker by his selfless love for his native land by
fighting through his pen works.
High Ideals and Love for Country In 1882 – 1896, he was a prominent figure in the propaganda
campaigns.
Martyrdom for the Country Willingly died in Bagumbayan (now, Luneta) for the country

*Originally, Dr. Jose Rizal did not intend the Philippines to be a separate country from Spain.

He just wanted the Philippines, being a Spanish colony, to enjoy equal rights, opportunities and

treatment just like what Spaniards have.

It was during Rizal’s time that the peak of Spanish severe abuse and maladministration in the

Philippines reached its peak. This triggered Dr. Jose Rizal to protest and express his sentiments for the

love of his fellow Filipinos. In his book about Rizal, Michael C. Pangilinan discussed the following

terrible conditions of the Philippines and its people:

Conditions Big Idea

Unpredictable Colonial Frequent change of governor-generals (highest government position
Administration in the Philippines) hampered the development of the Philippines.
Corruption Unlike the governor-generals in the previous centuries, their 19 th
century counterparts were highly-corrupt and receiving bribes that
aroused Filipino hatred on Spain.
No Filipino Representative to The abolishment of representatives of all Spanish overseas colonies,
Spanish Courts including the Philippines in the Spanish Cortes, curtailed
opportunities of the Filipinos to voice their sentiments and expose
anomalies of the Spanish friars and officials.

3
Conditions Big Idea
Denial of Human Rights Spain’s 1812 Constitution granted human rights to its citizens
including freedom of the press, expression and association, but
Spanish authorities deprived the Filipinos of these rights.
Law Inequality The Filipinos were treated as exploited subjects not as equals. They
experienced verbal and physical abuse from their Spanish masters.
Justice Maladministration The justice system in the Philippines during that time was certainly
biased and slow. Spanish court officials were ignorant and
incompetent, not to mention unjust for the brown-skinned Filipinos.
Even Rizal and his family experienced injustices several times.
Racial Discrimination Spanish or a mestizo were more privileged, regardless of their
credentials in terms of power and employment opportunities over
brown-skinned Filipino achievers.
Frailocracy & Secularization The Spanish friars abusively enjoyed their privileges and power as
of Filipino Priests they ruled over all affairs with the civil government as façade. Their
great political influence caused mostly our national heroes to be
called traitors and enemies of God.
Forced Labor & Excessive Polo y Servicio was served by Filipino males (16 to 60 years old) to
Taxes build infrastructure for 40 days a year. Those who could afford to pay
the “falla” were exempted. The promised daily allowance of 50
centavos was either not given in full or not given at all. This also
hampered Filipinos to work on their farms and shops since many of
them were assigned to far places.
Seizing Lands into Haciendas Spanish friars and some officials became the richest landlords. They
forcefully claimed farm fields from Filipinos turning them from
owner to tenants.
Abuses of Civil Guards, These abuses include maltreating innocent people, looting properties
Church Officials and Other and valuable items and raping women. Jose Rizal and his mother
Political Leaders were victims of these incidents.

No wonder, Dr. Jose Rizal became a catalyst or starter of change in the Philippines back then.

He did not just witnessed these things, he experienced many of these first hand.

With these thoughts, ideas and Rizal’s heroic death and martyrdom that the lawmakers decided

to pass the Rizal law with the hope that the Filipino, especially the youth would imbibe the following

traits: (1) incorruptibility, (2) confidence, (3) direction, (4) courage and determination, (5) high sense

of relationship, nationalism and patriotism. As his popular saying goes: “Ang Kabataan ang Pag-asa ng

Bayan” [The Youth is the Hope of the Motherland].

4
Being the Philippine National Hero, Dr. Jose Rizal has been given honor to in several ways until now:

1. His birth and death are annually commemorated. His death is a national holiday in the Philippines

(December 30) while his birth is a holiday in his home province, Laguna (June 19).

2. He has the most number of monuments in towns, barrios and schools. In fact, there are also plaques

and historical markers in his honor overseas especially those he visited: Singapore, Spain, Hong

Kong, Japan, USA, France, Germany, Italy, Switzerland, and the Czech Republic among others.

This is a fitting tribute for his selfless contributions for our freedom.

3. He is a household name and his pictures are in postage stamps and Philippine money.

4. Several streets, boulevards, educational institutions and a province are named after him. Note that

Cainta is the gateway of the Rizal Province.

5. Speakers quote from Rizal’s literary works and wandering thoughts in their speeches.

Notes about His Birth, Profile, Family, Early Life and Education

Birth & Profile

 Dr. Jose Protacio Rizal Mercado y Alonso Realonda was born on the late evening of June 19, 1861

in their home in Calamba, Laguna. Protacio is his second name, not his middle name.

 He was named after two saints: St. Joseph, the earthly foster father of Jesus Christ and Protacio, a

patron saint whose feast day is on June 19.

 The nickname Pepe was named after the suffix title given to St. Joseph, Pater Putativus (meaning

commonly accepted father) referring to being Jesus’ foster father. This title is abbreviated as P.P.

which in Spanish is pronounced as ‘peh peh’ hence, Pepe.

 He is a well-rounded artist, writer, and polymath.

 He is a polyglot - speaks 22 languages namely: Spanish, French, Latin, Greek, German, Portuguese,

Italian, English, Dutch, Japanese, Arabic, Swedish, Russian, Chinese, Greek, Hebrew and Sanskrit;

and the local languages Tagalog, Chavacano, Visayan, Ilocano and Subanun. The extent of fluency

5
 in every language is not documented though, except for literary works written in Spanish and some

letters written in German.

 He is also a farmer and naturalist. He discovered the following species, hence the scientific names

are named after him: Draco rizali, a small lizard; Apogania rizali, a beetle; and the Rhacophorus

rizali, a frog.

 He is into sports: martial arts, chess, fencing and pistol shooting.

 He became an eye doctor to treat his mother.

 His favorite breakfast is dried fish (tuyo) and hot chocolate and mais con hielo for snacks.

Family

 His father, Francsico Mercado is of Chinese descent who hails from Binan, Laguna. He graduated

with a Latin and Philosophy degree in Colegio de San Jose in Manila. He worked as a farmer-tenant

at a Dominican priest’s hacienda in Calamba.

 His mother, Teodora Alonso Realonda, is a direct descendant of Lakandula of Manila. She

graduated in Colegio de Santa Rosa in Manila and was fluent in Spanish and knowledgeable in

literature and entrepreneurship.

 He was 7th of the 11 siblings: Saturnina, Paciano (his only brother), Narcisa, Olimpia, Lucia, Maria,

Jose, Concepcion, J osefa, Tr inidad and Soledad.

 Their original surname, Mercado, was adopted by his paternal great-great grandfather, Domingo

Lamco, who happened to be a full-blooded Chinese).

 It was the alcalde-mayor (municipal mayor) who gave them the surname Rizal which means grains.

The family still preferred to use the Mercado surname but this was used by Dr. Jose Rizal to study

in Manila and abroad to refrain from the prying eyes of Spanish friars and officials.

 The Rizal family is a well-off family, belonging to the Ilustrado clan in the Spanish Philippines.

 They have a two-storey house, filled with children’s noises in the morning and a dulcet of family

prayers at twilight.

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 His family is devoted for a regular pilgrimage in the Antipolo Cathedral.

Early Life

 He prays the Angelus with his family and at 5 years old, he can read the Spanish family Bible

haltingly.

 His sisters teased him for having a big head but his favorite uncle Don Jose Alberto Alonso

encouraged him that a big head means a brilliant mind.

 His first sorrow was the death of his younger sister Concepcion (3 years old).

 He loves full moon night walks with his dog.

 He has a nanny, Aquilina, who he called as Tiya Lina (Auntie or Tita Lina).

 He loves ghost and whimsical tales but he is also afraid of these mythical creatures – aswang

(viscera suckers), nuno sa punso (dwarfs), higante (giants) and the like.

 He is also scared of Indian merchants popularly called Bumbay. (Note that today, Bumbay is

already considered a discriminatory remark to the Indian settlers in the Philippines.)

 His mother and nanny would scare him by telling him that these creatures or a Bumbay would get

him if he would not finish his meal.

 He loves to explore plants and trees around his home.

Basic Education

 His mother is his first teacher. This was also the time that his mother shared the Story of the Moth

that later on would reflect on his destiny.

 His mother also discovered his skill in poetry writing so she mentored him to write poems.

 He received his childhood education in Calamba via private home tutors and later on, his parents

sent him to a private school in Binan under Maestro Justiniano Aquino Cruz with four subjects:

Reading, Writing, Arithmetic and Religion.

 Dr. Jose Rizal was also bullied for his petite body frame but he won in wrestling against his bully.

Thanks to his uncle’s training.

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 His fascination in painting started in Binan through Maestro Justiniano’s father-in-law.

 He finished school in Binan with flying colors. He topped the class despite he is younger than

many of his classmates.

High School in the Ateneo

 He pursued his secondary school in the Ateneo Municipal de Manila (now, Ateneo de Manila

University) in 1872. The Ateneo was still located in Intramuros, Manila back then.

 During Rizal’s time, Ateneo was considered as a colegio (it was equivalent to a high school now,

although the word “colegio” today translates to “college”).

 He was refused to be accepted at first because he was already late for enrollment and his petite body

frame that looks sickly was a concern by the registrar, Father Magin Fernando.

 Later on, with the plea of Perez Burgos, Father Jose Burgos’ nephew, he got in.

 Father Jose Bech became his first Ateneo professor in who assigned him to the Carthiginian Empire

group which was up against the Roman Empire group (Think about Hogwarts Houses from Harry

Potter, Gryffindor versus Slytherin).

 He was taking extra Spanish classes in Colegio de Sta. Isabel.

 Their ranks and empires advanced to the top, based on their daily classroom performance. Rizal

was at the top of the ranks in just a month.

 He pursued a degree in Land Surveying and Assessment. High Schools back then have specific

courses, similar to the Senior High School tracks we have now.

 He won several competitions in the Ateneo including poem-writing contest and melodrama, Junto

al Pasig. He was only 11 years old back then.

 He also wrote a poem reminiscing his life in Calamba, entitled “Un Recuerdo A Mi Pueblo” [A

Tribute of My Hometown].

 He excelled in philosophy, physics, chemistry and natural history while harnessing his other

interests like painting, wax and clay modeling, and drawing to name a few.

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 He graduated with a mark of Sobresaliente (equivalent of flat 1.00). But contrary to popular belief,

Rizal was not the only excellent student in his batch. He was one of the eight sobresaliente

graduates.

His First Trip Abroad

To continue his studies in Medicine, he decided to go to Spain (transferred to Universidad

Central de Madrid). He kept this as a secret from his parents, Leonor Rivera and the Spanish

authorities. Only 3 of his siblings (Paciano, Saturnina and Lucia), along with few relatives and intimate

friends knew it. His parents and Leonor Rivera knew it after they received a letter. Here are some notes

about his first trip:

READINGS

Printed Materials:

 Pangilinan, Michael C. Dr. Jose P. Rizal: Life, Works and Writings. Mind

Shapers Co., Inc., Intramuros, Manila, Philippines.

 Wani-Obias, Rhodalyn, Aaron Abel Mallari & Janet Reguindin – Estrella. The Life and Works of

Jose Rizal. C&E Publishing, Quezon City, Philippines. 2018.

Online Materials:

 GMA Network. Ilustrado Episodes 1 – 4 YouTube Playlist. Available at: https://

www.youtube.com/playlist?list=PLGRhcC_vtOrZrEm7QYV1tan7G-XuL4waQ

 Republic Act 1425. Official Gazette of the Republic of the Philippines. Available at: https://

www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425/. Date of Access: June 29, 2020.

 Rizal’s Education. Filipinas Heritage Library. Available at: https://www.filipinaslibrary.org.ph/

articles/rizals-education/#:~:text=Rizal%20eventually%20earned%20a%20land%20surveyor%

E2%80%99s%20and%20assessor%E2%80%99s,at%20the%20UST%20Faculty%20of%

20Medicine%20and%20Surgery. Date of Access: June 29, 2020.

9
 ACTIVITY

1. That’s Me: List down on a paper or Shoot a Flipgrid video explaining your

similarities with Dr. Jose Rizal using the information above.

2. Reflections: What do you think is the most important goal or purpose of studying

Rizal Course? How can knowledge of Rizal’s life be applied in this pandemic? Write down your

thoughts on paper or shoot a Flipgrid video.

3. Greetings from a Polyglot: Play pretend to be a polyglot. Practice the expressions: Good Morning

and Thank You in 3 international languages and 2 Philippine languages or dialects. Write them

down on paper or shoot a Flipgrid video.

ASSIGNMENT

Match the items in Column A with the descriptions in Column B.

1. Jose P. Laurel, Sr. A. He is the sponsor of the Rizal Law.

2. Justiniano Aquino Cruz B. Noli Me Tangere and El Filibusterismo must be
taught in schools.
3. Jose Bech C. She is Rizal’s first teacher.
4. Rizal Law Section 1 D. This refers to a multilingual person.
5. Rizal Law Section 2 E. He is Rizal’s only brother.
6. Rizal Law Section 3 F. He is Dr. Rizal’s first Ateneo professor.
7. Frailocracy G. Noli Me Tangere and El Filibusterismo must be
translated in major Philippine dialects.
8. Concepcion Mercado H. He is Dr. Jose Rizal’s school teacher in Binan.
9. Teodora Alonso I. Spanish friars are the most powerful overseers of
their local towns.
10. Polyglot J. It is the hometown of Dr. Jose Rizal’s dad.
11. Francisco Mercado K. It is the highest mark in an academic institution
during Rizal’s time.
12. Paciano Rizal L. It is the hometown of Dr. Jose Rizal.
13. Calamba, Laguna M. He is Rizal’s dad.
14. Binan, Laguna N. Noli Me Tangere and El Filibusterismo must have
adequate untouched copies in the libraries.
15. Sobresaliente O. Rizal’s sister who died at an early age; his first
sorrow

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Rubrics

https://www.rcampus.com/rubricshowc.cfm?code=Z55A45&sp=yes&

11
 ASSESSMENT

Match the items in Column A with the descriptions in Column B.

16. Jose P. Laurel, Sr. P. He is the sponsor of the Rizal Law.

17. Justiniano Aquino Cruz Q. Noli Me Tangere and El Filibusterismo must be

18. Jose Bech R. She is Rizal’s first teacher.

19. Rizal Law Section 1 S. This refers to a multilingual person.
20. Rizal Law Section 2 T. He is Rizal’s only brother.
21. Rizal Law Section 3 U. He is Dr. Rizal’s first Ateneo professor.
22. Frailocracy V. Noli Me Tangere and El Filibusterismo must be

23. Concepcion Mercado W. He is Dr. Jose Rizal’s school teacher in Binan.

24. Teodora Alonso X. Spanish friars are the most powerful overseers of

25. Polyglot Y. It is the hometown of Dr. Jose Rizal’s dad.

26. Francisco Mercado Z. It is the highest mark in an academic institution

27. Paciano Rizal AA. It is the hometown of Dr. Jose Rizal.

28. Calamba, Laguna BB. He is Rizal’s dad.
29. Binan, Laguna CC. Noli Me Tangere and El Filibusterismo must

30. Sobresaliente DD. Rizal’s sister who died at an early age; his first

REFERENCES

 Pangilinan, Michael C. Dr. Jose P. Rizal: Life, Works and Writings. Mind

Shapers Co., Inc., Intramuros, Manila, Philippines.

 Wani-Obias, Rhodalyn, Aaron Abel Mallari & Janet Reguindin – Estrella. The

Life and Works of Jose Rizal. C&E Publishing, Quezon City, Philippines. 2018.

12
 MODULE # 2

LIFE AND WORKS OF RIZAL

INTRODUCTION

This course covers his life in the University of Santo Tomas and his studies and trips

outside the Philippines. It will also tackle the struggles and triumphs of our national

hero in and out of the country. This will present several people, places and events that

Rizal visited, encountered and experienced while outside the Philippines.

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

1. compare and contrast his academic life in the Ateneo and UST,

2. explain the reasons for taking Philosophy then later on, shifted to Medicine,

3. compare and contrast Rizal’s life in his / her own struggles as a student and

4. enumerate the places he went to and explain his significant achievements in these places.

LEARNING CONTENT
His Student Life in the University of Santo Tomas

When Dr. Jose Rizal had completed his degree in Bachelor of

Arts in the Ateneo Municipal (now the Ateneo de Manila

University), he enrolled in the University of Santo Tomas (UST), then, was

the most prestigious university in the Philippines. He was not yet fully

decided which course to take so he enlisted for Philosophy and Letters for two

reasons:

1. His father wanted for him to take that course.

2. He was not able to seek Fr. Ramon Pablo’s advice whom he considered as his mentor in the

13
 Ateneo.

Rizal was able to earn Sobresaliente (Excellent) grades in Cosmology & Metaphysics,

Theodicy, and History of Philosophy. This is equivalent to 1.00 here in One Cainta College.

After a year, he shifted to Medicine as he finally received an advice from his mentor, Fr. Ramon

Pablo and to cure his mother from her failing eyesight. But his academic performance dwindled in the

medical field. Though he received few Sobresaliente (Excellent) grades, he also received more grades

ranging from Aprovechado (Very Good), Bueno (Good) to Aprovado (Passed) – equivalent to 1.50,

2.00 and 3.00 respectively here in OCC. This is not expected from the usual “bright” boy who finished

from the Ateneo with flying colors.

There are clashing theories and ideas that exist today about such decline in Rizal’s performance.

While some Rizal book authors attributed to the prejudice and discrimination existed in UST to brown-

skinned students, UST archivist, Fr. Fidel Villaroel, OP, defended the university from such claims and

presented a fairer view.

Some Authors Say… UST’s Fr. Fidel Says…

 Hostile Dominican priests  Rizal was an above average student but not an
excellent student in Medicine and none of his
classmates was excellent either.
 Rizal was more excellent in arts as proven by his
 Racial discrimination against Filipinos Sobresaliente grades in his first year in Philosophy
& Letters, proving that UST was just and fair in
giving grades.
 Obsolete and repressive teaching  He got even lower grades in Madrid where he
continued studying Medicine.
methodologies [no laboratory experiments
 There was no recorded complaint from Rizal on
to subjects that needed such] his grades in UST as compared to his academic
record in Madrid.
 He was not discriminated against – in fact, he was
 Dissatisfied with the system of UST one of the few favored students to take both Pre-
Med and first year Medicine Proper on the same
year.
 He was one of the only seven students who
 Distractions typical of a teen-ager survived the 4th year of Medicine [out of the 24
students, many barred students are of Spanish
descent] so the accusation of discrimination is
barely present.
 Medicine was not his forte; arts was.
 He landed second place in 4th year.

14
 Rizal was involved in brawls—in and Spanish brutality. He got troubled as well in a few brawls

– one of which he was treated by his sweetheart that time, Leonor Rivera. He was also struck using a

sword by a lieutenant of the Guardia Civil when Rizal failed to recognize him and pay respect by

bowing. He was not seriously injured but the wound took 2 weeks to heal. He tried to file complaints to

Governor-General Pardo de Tavera but to no avail.

Whatever the reasons are, Rizal’s perseverance to finish his studies whether he was sold out to

the course or not, whether he was discriminated against or not in UST, he remained steadfast to pursue

a great goal. He was not perfect and distracted but he strived for excellence.

His First Trip Abroad

To continue his studies in Medicine, he decided to go to Spain (transferred to Universidad

Central de Madrid). He kept this as a secret from his parents, Leonor Rivera and the Spanish

authorities. Only 3 of his siblings (Paciano, Saturnina and Lucia), along with few relatives and intimate

friends knew it. His parents and Leonor Rivera knew it after they received a letter. Here are some notes

about his first trip:

 He used Jose Mercado as his name on the travel documents.

 He rode on a steamboat named, Salvadora.

Stopovers in Asia and Africa

 Singapore

 It was his first stopover and he described it like the Talim Island with the Susong Dalaga

(mountain).

 He visited the Botanical Garden, the famous Buddhist Temple and met Sir Thomas Stanford

Raffles, the founder of Singapore.

 Sri Lanka (formerly Ceylon)

 He transferred to the French vessel, Djemnah to voyage.

 Point Galle (Punta de Gallo), a seacoast town, was picturesque and quiet.

15
  Colombo, its capital, was a beautiful, smart and elegant city.

 Somalia (Africa)

 He reached Cape of Guardafui and described Africa as famous but inhospitable land.

 Yemen

 He saw camels in Aden for the first time.

 From Aden, he traveled through Suez Canal to Port Said terminal for 5 days.

 Egypt

 He went ashore for sightseeing and was fascinated by the multicultural place with people

speaking different languages – Arabic, Egyptian, Italian, Greek, French and Spanish.

Stopovers in Europe

 Italy

 He reached Napoli (Naples City) and visited Mt. Vesuvius and the Castle of St. Elmo, along

with other historic sites.

 He was impressed by its panoramic views, active people and booming businesses.

 France

 He went to Marseilles and visited Chateau d’ef where the Count of Monte Cristo’s hero

Dante was jailed.

 He reached the Pyrenees and stopped at Port Bou where he saw the indifference of French

officers in the place as compared to the more welcoming in Marseilles.

 Spain

 His final stopover was in Barcelona via train from Port Bou, France.

 He boarded with Tomas Cabangis.

 Rizal’s first impression of Barcelona is negative but drastically changed upon seeing more

beautiful places and liberal thinking people.

16
  Rizal was welcomed by his Ateneo classmates in Plaza de Catalina.

 While in Barcelona, he received 2 bad news: cholera outbreak and loneliness of Leonor

Rivera.

His University Life in Madrid, Spain

Upon his Kuya Paciano’s advice, he moved to Madrid and enrolled in Universidad Central de

Madrid to finish his medical course. Though he did not have any failing marks, he struggled to be

excellent in his subjects. He received several fair and good grades, although he received a Sobresaliente

in Normal Histology.

Nonetheless, he obtained a degree in Licentiate in Medicine but failed to be conferred the

degree of Doctor of Medicine because of financial crisis and his failure to present a thesis. This means

that he is still a doctor - he can practice as a full-fledge that he was a physician but he could not teach in

a medical school (hence, the difference between Licentiate and Doctorate). He did not pursue anyway

because there was no opportunity for him to teach in the friar-owned universities because of

discrimination. He just needed the license to treat his mother. Here are other highlights of his stay in

Madrid:

 He also experienced hunger and financial crisis at some point of his life. He attended his classes

in the University with an empty stomach.

 To earn money, he participated in a Greek language contest and won a gold medal.

 His money was spared that night because he was invited as a guest speaker to honor St. John the

Baptist and Felix Resurreccion Hidalgo, a painter.

 He also joined a protest rally in support of Dr. Miguel Moryta, a Spanish professor in the

university that was expelled due to his liberal ideas.

 On his birthday in 1885, he received his Licentiate in Philosophy and Letters in the same

university with a final grade of Sobresaliente.

 This granted him the right to teach humanities in any Spanish university.

17
 A week after, he was also invited to speak during the victory party of Juan Luna (Spoliarium)

and Felix Hidalgo (Christian Virgins Exposed to the Populace) 1 st and 2nd place won in the

National Exposition of Fine Arts.

His Life in Paris, France

To gain more experience in ophthalmology, he decided to move to Paris. He stayed in

Barcelona with his friend Maximo Viola (who lent him later on 300 pesos for printing Noli Me

Tangere) for a week and met Eusebio Corominas, editor of La Publisidad newspaper. Here are some

notable highlights of his stay in Paris:

 He worked as an assistant to Dr. Louis de Wecket, a well-known eye doctor.

 He stayed in Luna’s studio to pose as a model for paintings: Egyptian priest in “The Death of

Cleopatra” and Sikatuna in “The Blood Compact”.

His Life in Germany

To further widen his knowledge in ophthalmology, he moved to Germany. Here are some

notable events and people he met:

Heidelberg

 Dr. Otto Becker – ophthalmologist in the University Eye Hospital where Rizal worked and

attended lectures of him and Prof. Wilhelm Keuhne.

 He also visited the famous Heidelberg Castle and Nekar River.

 He wrote his first letter in German to Prof. Ferdinand Blumentritt, an Austrian ethnologist who

is an enthusiast of Philippine languages, along with a book “Aritmetica” by Rufino Baltazar

Hernandez, which is written in Spanish and Tagalog.

 Prof. Blumentritt reciprocated this by sending him two books and this started their friendship.

 He also engaged in activities: chess and saber duel, and beer drinking.

Wilhelmsfeld

 In between his stay in Heidelberg, he spent his summer vacation in this place.
18
 Dr. Karl Ullmer – a Protestant pastor who befriended Rizal.

Leizpig

 Rizal attended lectures in the University of Leizpig for subjects in history and psychology

through Prof. Friedrich Razel and Dr. Hans Meyer with whom he became friends.

 He translated Scheller’s William Tell and Hans Christian Andersen’s fairy tales in Tagalog.

Dresden

 Rizal met Dr. Adolf B. Meyer, the Director of the Anthropological and Ethnological Museum.

 He also attended a mass.

Berlin

 Rizal went to Berlin for the following reasons:

 widen his knowledge in ophthalmology,

 enhance his studies of sciences and languages,

 reflect on the political and economic situation of Germany,

 broaden his network through German scholars and scientists, and

 publish Noli Me Tangere.

 He met several notable people: Dr. Feodor Jagor (German scientist-traveler and author of

Travels in the Philippines), father and son, Drs. Rudolf and Hans Virchow, Dr. W, Joest, and

Dr. Karl Ernest Schweigger, whom he worked for as an apprentice in ophthalmology.

 He took private French lessons from Prof. Madame Lucie Cerdale.

 He sketched his observations in the lives of the people he saw.

 He lived in frugal life and experienced financial crisis again in the winter of 1886 as his brother

was still raising funds for his allowance.

 He got physically weak and feared for getting tuberculosis.

19
 His 1,000 peso allowance was finally given to him through Juan Luna from Paris.

 He paid Maximo Viola for the printing of Noli Me Tangere with 300 pesos.

His European Tour Continues

Czech Republic

 He and Viola met Prof. Ferdinand Blumentritt who introduced them to his family.

 He also met other notable Europeans like Dr. Carlos Czepelan and Robert Klutschak.

 He was also toured by Dr. Willholm in their visit to Prague.

Rizal and Viola continued the tour in these places:

 Austria: Brunn City, Vienna, Lintz and Salzburg

 Munich, Germany

 Switzerland: Basel, Bern, Lausenne and Geneva (He received the sad news of Igorot mockery in

Madrid Exposition).

After 15 days in Geneva, Rizal and Viola parted ways. Viola went back to Barcelona while

Rizal decided to go home to the Philippines. But he got an Italian tour in Turin, Milan, Venice,

Florence and Rome. He also got the chance to visit the Vatican City.

When his family and friends in the Philippines knew that he was coming home, they warned

him because of the fury of the friars and Spanish officials because of Noli Me Tangere but he still

pushed through because:

1. He wanted to operate on his mother’s eyes.

2. He wanted to serve the oppressed Filipino people.

3. He surveyed the effects of Noli Me Tangere and his other writings to the filipinos and

Spaniards.

4. He would like to see Leonor Rivera.

20
 From Rome, he traveled to Marseilles by train. By steamboat, Djemnah, he boarded in Saigon,

Vietnam. Then rode another steamboat, Haiphong to Manila.

His Homecoming

 He was warmly welcomed by his family.

 He was able to treat his mother’s eye but failed to perform surgery because the cataract was not

yet ripe.

 He opened the clinic with a reasonable professional fee but pro bono for the poor and needy.

 He was earning 900 pesos a month.

 He failed to see Leonor Rivera because parents of both parties prevented them.

 Governor General Emilio Terrero, a liberal minded person, favored Rizal that he even sent him

a Spanish lieutenant, Don Jose Taviel de Andrade to be his bodyguard.

 His Jesuit professors acknowledged the truths of Noli Me Tangere but scared of their former

student’s life.

 This brought him to leave Calamba, Laguna again to escape from danger.

His Second Trip Abroad

 He had a stopover in Amoy (now Xiamen, China).

 He went to Hong Kong and Macau as well.

 While in Hong Kong, he was spied on by Jose Sainz de Varonda.

 Rizal went to Yokohama and Tokyo in Japan where he met Juan Perez de Caballero and his

beloved Seiko Usui (O-Sei-San).

 After Japan, he went to several places in the US and Canada. There he was amazed by the

freedom and progress the American people enjoyed but sadly, only by the white Americans

because of the ongoing racial issues with the Afro-Americans.

 He was able to see the Statue of Liberty in New York before heading to London, UK.

21
 In the United Kingdom, he stayed with the Beckett Family, Gertrude fell in love with him.

 In London, he visited museums and played cricket (sport) and boxing. However, he received

several bad news from the Philippines:

 persecution of Filipinos who signed the petition to the Queen Regent of Spain to expel the

friars in the Philippines,

 attacks on Rizal in the Spanish Cortes and newspapers,

 persecution of Rizal and other Calambeno farmers with their petition for agrarian reform,

 exile of his brother-in-law, Manuel T. Hidalgo, to Bohol without due process,

 Lauriano Viado’s imprisonment in Bilibid after copies of Noli Me Tangere were found in

his house.

He transferred from one place to another, going back and forth to different European cities

(London, Paris and Biarritz, Brussels and Ghent (in Belgium), Barcelona and Madrid) to widen his

knowledge and network of Filipino and foreign friends. At the same time, he was bombarded with

more bad news from the Philippines. But with the second trip in Europe, two of the notable

achievements he received were:

1. receiving honorary president of Association La Solidaridad, which published the newspaper La

Solidaridad every 2 weeks,

2. writing his second novel, El Filibusterismo, which was printed in Ghent, Belgium.

His two novels, Noli Me Tangere and El Filibusterismo, as well as his propagandist movement, will

be discussed in the next lessons.

22
 READINGS

Printed Materials:

 Ariola, Mariano M. The life and works of Rizal. Unlimited Books Library

Services and Publishing Inc., Intramuros, Manila, Philippines. 2018.

 Balotol, Ruben Jr. O., Errol C. Fernandez and Dean Ruffel R. Flandez. The life and works of Jose

Rizal. Mutya Publishing House, Malabon City, Philippines. 2018.

Online Materials:

 Rizal at the University of Santo Tomas 1877 – 1882. The Life and Works of Rizal. Available at:

https://thelifeandworksofrizal.blogspot.com/2016/06/rizal-at-university-of-santo-tomas-1877.html.

Access Date: July 4, 2020.

 Jose, Regalado Trota. The Truth about Rizal’s ‘Poor’ Grades in UST. Date of Publishing: June 13,

2011. Available at: https://lifestyle.inquirer.net/3292/the-truth-about-rizal%E2%80%99s-%E2%

80%98poor%E2%80%99-grades-in-ust/. Access Date: July 4, 2020.

 GMA Network. Ilustrado Episodes 6 – 14 YouTube Playlist. Available at: https://

www.youtube.com/playlist?list=PLGRhcC_vtOrZrEm7QYV1tan7G-XuL4waQ

ACTIVITY

Research 10 facts and trivia about 3 of the many countries that Rizal visited. Write

on paper or discuss it via Flipgrid video.

a. Hint: You may use a printed material like Atlas or encyclopedia for those with no

Internet connection.

b. Hint: Geography Now YouTube Channel, look for the countries he visited for those who have

Internet connection.

https://www.youtube.com/watch v=ipVw772hCrM&list=PLR7XO54Pktt8_jNjAVaunw1EqqcEAdcow

23
 ASSIGNMENT

Create an essay (paper) or a video blog (Flipgrid) about Achieving Academic

Excellence: Are Grades Just Numbers or Are Grades Everything?

ASSESSMENT

Modified Alternate Response: Write True if the statement is correct. Otherwise,

change the underlined words to make it true.

Rizal, in his first year in UST, took Philosophy and Letters as his university
course.
UST is a friar-owned institution and the most prestigious that time.
Rizal took medicine to treat his mother’s heart problem.
Rizal got higher grades in UST than in the Ateneo.
Rizal continued his medical studies in Barcelona, Spain.
A Licentiate degree in Medicine during Rizal’s time allowed him to practice as
a physician.
Prof. Ferdinand Blumentritt loaned him money to print Noli Me Tangere.
Jose Rizal was able to visit Rome, Italy.
24
 Rizal was in Geneva, Switzerland when he received the bad news of
mockery of Igorot natives in Madrid Exposition.
During his homecoming, Rizal failed to see Leonor Rivera.
Rizal earned the right to teach mathematics after receiving his Licentiate in
Philosophy and Letters in Universidad Central de Madrid.
He was impressed with US freedom and progress but sad because this was
enjoyed only by white Americans.
He was in Munich, Germany when he started to be an apprentice at the
University Eye Hospital.
Rizal used Jose Alonso as his name for travel documents.
Rizal was attacked in the Spanish Cortes and newspapers.

REFERENCES

 Ariola, Mariano M. The Life and Works of Rizal. Unlimited Books Library

Services and Publishing Inc., Intramuros, Manila, Philippines. 2018.

 Balotol, Ruben Jr. O., Errol C. Fernandez and Dean Ruffel R. Flandez. The life

and works of Jose Rizal. Mutya Publishing House, Malabon City, Philippines. 2018.

25
 MODULE # 3

RIZAL’S EXILE, TRIAL AND

EXECUTION

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

1. discuss the factors which led to Rizal’s exile, trial and execution and

2. explain the impact of Rizal’s execution on events in our history as a people.

LEARNING CONTENT

Martyrs are rare stars in the vast firmament of humanity. Every instance of

martyrdom is distinct in magnitude and direction. Indeed, martyrs are the meteors

of history; they flash across the sky and light the world and in to the process,

consume themselves. They are the persons who are put to death or made to suffer greatly because of

their beliefs or because of their religion. Other elements of martyrdom are usefulness of life and

dedication to a high purpose.

Rizal’s death was an emotional event in our history as it produced, a “martyr” and resulted in

some form of social change or transformation in our lives as a people. Rizal was put to death for

“subversion” by the dominant political forces. He presented a sector of society which had begun to

trouble, and therefore constituted a real threat to the existing social order. (https://

bshmjoserizal.weebly.com)

Writing and Reform

While in Europe, José Rizal became part of the Propaganda Movement, connecting with other

Filipinos who wanted reform. He also wrote his first novel, Noli Me Tangere (Touch Me Not/The

Social Cancer), a work that detailed the dark aspects of Spain's colonial rule in the Philippines, with

particular focus on the role of Catholic friars. The book was banned in the Philippines, though copies

26
were smuggled in. Because of this novel, Rizal's return to the Philippines in 1887 was cut short when

he was targeted by police

Rizal returned to Europe and continued to write, releasing his follow-up novel, El

Filibusterismo (The Reign of Greed) in 1891. He also published articles in La Solidaridad, a paper

aligned with the Propaganda Movement. The reforms Rizal advocated for did not include

independence—he called for equal treatment of Filipinos,

limiting the power of Spanish friars and representation for

the Philippines in the Spanish Cortes (Spain's parliament).

Execution and Legacy

In 1895, Rizal asked for permission to travel to

Cuba as an army doctor. His request was approved, but in

August 1896, Katipunan, a nationalist Filipino society founded by Andres Bonifacio, revolted.

Though he had no ties to the group and disapproved of its violent methods, Rizal was arrested shortly

thereafter.

The Execution of Dr .Jose Rizal

Despite all valid pleadings, the military court, vindictive as it was unanimous, voted for the

sentence of death. Polavieja affirmed the decision of the court martial and ordered Jose Rizal to be

shot at 7:00 in the morning of December 30, 1896 at Bagumbayan field.

Rizal was heavily guarded and was accompanied by the Jesuits as he walked from Fort

Santiago to Bagumbayan. He wore a black woolen suit and a derby hat and his arms were tied behind

him. During the walk, he recalled his youth and his student days at the Ateneo. And in Bagumbayan

itself, the Spanish troops held back the crowd while the artillery group stood on alert to prevent any

attempt to rescue Rizal.

His brother Paciano who might want to join the Revolution forces was said to have

discouraged groups who might want to save Rizal since they would not be able to match Spanish

firepower. The captain in charge of the execution instructed Rizal where to position himself, to turn

his back against the squad and to face the sea.

27
 However, Rizal requested to face the firing squad,

as such position was only taken by traitors and he

was not one of them.

The captain could not do anything for he was only

following orders. Hence, failing to have his request

granted, he asked to be shot at the back instead of

the head so that he may, at the end , turn his head and body sidewise and fall with his face upward.

The captain agreed; he also asked if he would like to kneel but Rizal refused nor did he agree

to be blindfolded. A Jesuit priest now came running and asked Rizal to kiss the crucifix that he held.

READINGS

Books:

 Banaag. Lee Mark T., and Melencio, G. Rizalismo Liberalismo at Nasyonalismo

Mula sa Pag-aaral ng Kursong Rizal.

 Francisco, V. & Francisco, M. F. (2018) Rizal: A modular approach based on the new CHED

curriculum. Manila: Mindshapers Co. Inc.

 Francisco, Virlyn. (2015) Jose P.Rizal: a college textbook on Jose Rizal’s life and writings.

Manila: Mindshapers Co. Inc.

Online Resources:

 https://bshmjoserizal.weebly.com/our-hero-jose-rizal/chapter-nine-the-trial-and-execution-of-dr-

jose-rizal

 https://kahimyang.com/kauswagan/articles/796/today-in-philippine-history-december-6-1896-the-

trial-of-dr-jose-rizal-by-a-spanish-military-court-for-sedition-rebellion-and-conspiracy-began

 https://prezi.com/p/-46srt1aiq6n/jose-rizal-life-exile-trial-and-death/

 http://thelostboylloyd.com/journeying-through-jose-rizals-life/

 https://www.slideshare.net/bensaralikarim5/rizal-trial-and-execution

28
Videos Online:

 Mga monumento ni Rizal sa iba't ibang sulok ng mundo - https://www.youtube.com/watch?

v=VwYu9wYGC8I

 Rizal sa Dapitan 1997 https://www.youtube.com/watch?v=hrwSAXpXzAM

 SONA - Ang mga 'secret codes' ni Jose Rizal 061411- https://www.youtube.com/watch?v=kGjI-

6NcYms

ACTIVITY

Make a pictorial timeline of the life of Rizal and events before, during and after his

execution.

ASSIGNMENT

 Read Jose Rizal’s Letter to his Mother dated 15th of January 1896 while he was in

Dapitan- pp. 107-108 (Rizal: A Modular Approach Based on the New CHED

Curriculum by: Francisco, Virlyn and Francisco, Micah

 Watch the online links

 ttps://bshmjoserizal.weebly.com/jose-rizals-videos.html

 https://kahimyang.com/kauswagan/articles/796/today-in-philippine-history-december-6-

1896-the-trial-of-dr-jose-rizal-by-a-spanish-military-court-for-sedition-rebellion-and-

conspiracy-began

 https://www.slideshare.net/bensaralikarim5/rizal-trial-and-execution

 Xiao Time: Ang Pagkakatapon ni Dr. Jose Rizal Sa Dapitan || July 30, 2015 - https://

www.youtube.com/watch?v=McOWr6uLrcc

 Mga monumento ni Rizal sa iba't ibang sulok ng mundo - https://www.youtube.com/

watch?v=VwYu9wYGC8I

29
 ASSESSMENT

I. Recalling the time before Rizal faced the firing squad, name at least two virtues of

Rizal that were evident. Explain each in not more than three sentences.

II. Pretend you are the defense lawyer of Rizal in a court hearing.

 Write a defense of Rizal in not more than ten sentences, explaining his innocence of the

crime he is charged with, and therefore, does not deserve a death sentence.

REFERENCES

 Banaag. Lee Mark T., and Melencio, G. Rizalismo liberalismo at nasyonalismo

mula sa pag-aaral ng kursong Rizal.

 Francisco, V. & Francisco, M. F. (2018) Rizal: A modular approach based on the

new CHED curriculum. Manila: Mindshapers Co. Inc.

 Francisco, Virlyn. (2015) Jose P.Rizal: a college textbook on Jose Rizal’s life and writings.

Manila: Mindshapers Co. Inc.

 https://bshmjoserizal.weebly.com/our-hero-jose-rizal/chapter-nine-the-trial-and-execution-of-dr-

jose-rizal

 https://kahimyang.com/kauswagan/articles/796/today-in-philippine-history-december-6-1896-the-

trial-of-dr-jose-rizal-by-a-spanish-military-court-for-sedition-rebellion-and-conspiracy-began

 https://prezi.com/p/-46srt1aiq6n/jose-rizal-life-exile-trial-and-death/

 https://www.slideshare.net/bensaralikarim5/rizal-trial-and-execution

 http://thelostboylloyd.com/journeying-through-jose-rizals-life/

 https://www.youtube.com/watch?v=McOWr6uLrcc

 https://www.youtube.com/watch?v=VwYu9wYGC8I

 https://www.youtube.com/watch?v=hrwSAXpXzAM

 https://www.youtube.com/watch?v=kGjI-6NcYms

30
 MODULE # 4

NOLI ME TANGERE

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

1. distinguish the different characters in Rizal’s Noli Me Tangere,

2. demonstrate knowledge of the full story behind the novel,

3. state the theme of the novel and

4. relate the current Philippine situation to the situations mentioned in the novel.

LEARNING CONTENT

Noli Me Tángere, Latin for "Touch me not", is an 1887 novel by José

Rizal during the colonization of the Philippines by Spain to describe perceived

inequities of the Spanish Catholic friars and the ruling government.

Originally written in Spanish, the book is more commonly published and read in

the Philippines in either Tagalog or English. Together with its sequel, El Filibusterismo, the two

novels are widely considered the national epic of the Philippines and are adapted in many forms, such

as operas, musicals, plays, and other forms of art.

The first half of Noli me Tangere was written in Madrid, Spain from 1884-1885 while Dr. José

P. Rizal was studying for medicine.

While in Germany, Rizal wrote the second half of Noli me Tangere from time to time starting

February 21, 1887. After he had read the novel Uncle Tom's Cabin by Harriet Beecher Stowe, he had

an inspiration to write his own novel with the same topic–to expose Spanish colonial abuse in print.

Beecher Stowe's novel describes black slavery abuse done by white men. Rizal suggested to his

fellow Filipino friends in Europe, through writing, to have a meeting and plan for writing a novel

similar to that of Beecher Stowe's. (At this moment, Rizal planned not to write the novel himself, but

through collective efforts done by other Filipinos who shared ideals with him.)
31
 In 1884, Rizal and his friends, including the Paterno brothers–Pedro, Maximo, and Antonio,

Graciano López-Jaena, Evaristo Aguirre, Eduardo de Lete, Melecio Figueroa, Valentín Ventura and

Julio Llorento, decided to meet at the Paternos' house in Madrid. Each of them agreed to write a

unified novel. Suddenly, when the writing began, most of them wanted to change the topic from

Spanish abuse to something related to women. Rizal walked out of the hall and decided to write the

novel himself.

Publication History

The title of Noli Me Tangere is not Spanish, nor Tagalog, but Latin. Rizal, in his letter to his

friend and Czech scientist Ferdinand Blumentritt, admitted that he obtained the title from the Bible.

Rizal took the passage in John 20:17 where Jesus said to Mary Magdalene "don't touch me!" when she

recognizes him after his resurrection. The passage, when translated in Latin, is equivalent to Noli Me

Tangere.

At the time when the novel was ready for printing, he ran out of funds. He contacted his

friend, Maximo Viola, who agreed to lend him money for publishing. According to accounts, Rizal

was about to throw Noli manuscripts to the fireplace when he received Viola's telegram agreeing to

lending him money.

Viola gave him an amount equal to three hundred pesos as preliminary payment for the first

2,000 copies of Noli. In 1887, the first edition of Noli was published in Berlin, Germany. To express

his gratitude, Rizal gave the original manuscript plus the plume he used to Viola. Rizal also signed the

first print with dedication and Rizal gave it to Viola.

Objectives of Rizal for writing the Noli Me Tangere

In a letter to Ferdinand Blumentritt, Rizal described what he expected when the novel would

be in circulation. Finally, he pointed out his primary objective:

 to defend Filipino people from foreign accusations of foolishness and lack of knowledge;

 to show how the Filipino people lived during the Spanish colonial period and the cries and

woes of his countrymen against abusive officials;

 to discuss what religion and belief can really do to everyday lives and

32
  to expose the cruelties, graft, and corruption of the false government and honestly show the

wrongdoings of Filipinos that led to further failure.

Image 2 showing the book cover and the description by parts (photo taken from google images)

Characters:

Juan Crisostomo Ibarra- The main char acter in the novel, a gentleman who studied in

Europe, full of idealism and dreamed to contribute change in the society by the establishment of a

school. He is the son of Don Rafael Ibarra and the lover of Maria Clara. However, his good intention

failed because of Padre Damaso who did everything against his father and him. He was also a picture

of a son who wanted justice for his father who died because of injustice and abuse of others in their

power.

María Clara de los Santos- commonly referred to as María Clara, is Ibar r a' s fiancée and

the most beautiful and widely celebrated girl in San Diego. She and her cousin Isabel, was raised by

Kapitán Tiago de los Santos. In the latter parts of the novel, she was revealed to be an illegitimate

daughter of Father Dámaso, the former curate of the town, and Doña Pía Alba, Kapitán Tiago's wife,

who had died giving birth to María Clara.

33
 In the novel's end, a heartbroken yet resolved María Clara entered the Beaterio de Santa

Clara (a nunnery) after learning the truth of her parentage and mistakenly believing that her lover,

Crisóstomo, had been killed. In the epilogue, Rizal stated that it is unknown whether María Clara is still

living within the walls of the convent or is already dead.

Don Rafael Ibarra- The father of Cr isostomo, a per son who belonged to the upper class of

the society but had a heart for the poor. He was dignified and a person of principles. A former friend of

Padre Damaso and because of the prestige and recognition that Don Rafael experienced, Padre Damaso

envied him and plotted different things against Don Rafael. He was imprisoned because he helped a

child under the abuse of a Spaniard. Inside the prison, he died and Padre Damaso ordered that his

remains should be thrown in the river.

Elías is Ibarra's mysterious friend and ally. Elías made his first appearance as a pilot during a

picnic of Ibarra and María Clara and her friends. He was a rebel in the novel. He became friends with

Crisostomo when the latter saved him from the crocodile who attacked them. He symbolized the less

fortunate Filipinos who thought that uprising could be a means in ending their poverty and abuse in the

society.

Kapitán Tiago (Don Santiago de los Santos), known by his nickname Tiago and political

title Kapitán Tiago, is said to be the r ichest man in the r egion of Binondo and possessed real

properties in Pampanga and Laguna de Baý. He is also said to be a good Catholic, a friend of the

Spanish government and thus was considered a Spaniard by the colonial elite. Kapitán Tiago never

attended school, so he became the domestic helper of a Dominican friar who gave him an informal

education. He later married Pía Alba from Santa Cruz.

Padre Dámaso (Dámaso Verdolaga)- better known as Padre Dámaso, is

a Franciscan friar and the former parish curate of San Diego. He is notorious for speaking with harsh

words, highhandedness, and his cruelty during his ministry in the town. An enemy of Crisóstomo's

father, Don Rafael Ibarra, Dámaso is revealed to be María Clara's biological father. Later, he and María

Clara had bitter arguments on whether she would marry Alfonso Linares de Espadaña (whom he

preferred) or enter the nunnery (her desperate alternative). At the end of the novel, Padre Damaso is

again reassigned to a distant town and later found dead in his bed.

34
 Pilósopong Tasio - was enrolled in a philosophy course and was a talented student, but his

mother was a rich but superstitious matron. Like many Filipino Catholics under the sway of the friars,

she believed that too much learning condemned souls to hell. She then made Tasyo choose between

leaving college or becoming a priest. Since he was in love, he left college and married.

Tasyo lost his wife and mother within a year. Seeking consolation, and in order to free himself

from the cockpit and the dangers of idleness, he took up his studies once more. But he became so

addicted to his studies and the purchase of books that he entirely neglected his fortune and gradually

ruined himself. Persons of culture called him Don Anastacio, or Pilósopong Tasyo el Loco, while the

great crowd of the ignorant knew him as Tasio el Loco on account of his peculiar ideas and his

eccentric manner of dealing with others.

Seeking for reforms from the government, he expressed his ideals in paper written in a

cryptographic alphabet similar to hieroglyphs and Coptic figures, hoping "that the future generations

may be able to decipher it."

Doña Victorina de los Reyes de de Espadaña- commonly known as Doña Victorina, is an

ambitious Filipina who classifies herself as a Spaniard and mimics Spanish ladies by putting on

heavy make-up.[ The novel narrates Doña Victorina's younger days: she had lots of admirers, but she

spurned them all because none of them were Spaniards. Later on, she met and married Don Tiburcio de

Espadaña, an official of the customs bureau ten years her junior. However, their marriage is childless.

Her husband assumes the title of medical "doctor" even though he never attended medical

school; using fake documents and certificates, Tiburcio illegally practices medicine. Tiburcio's usage of

the title Dr. consequently makes Victorina assume the title Dra. (doctora, female doctor). Apparently,

she uses the whole name Doña Victorina de los Reyes de de Espadaña, with double de to emphasize

her marriage surname. She seems to feel that this awkward titling makes her more "sophisticated".

Sisa, Crispín, and Basilio represent a Filipino family persecuted by the Spanish authorities:

Narcisa, or Sisa, described as beautiful and young and is the deranged mother of Basilio and

Crispín. Although she loves her children very much, she cannot protect them from the beatings of her

husband, Pedro.

Crispín is Sisa's seven-year-old son. An altar boy, he was unjustly accused of stealing money

35
from the church. After failing to force Crispín to return the money he allegedly stole, Father Salví and

the head sacristan killed him. It is not directly stated that he was killed, but a dream of Basilio's

suggests that Crispín died during his encounter with Padre Salví and his minion.

Basilio is Sisa's 10-year-old son. An acolyte tasked to ring the church's bells for the Angelus, he

faced the dread of losing his younger brother and the descent of his mother into insanity. At the end of

the novel, a dying Elías requested Basilio to cremate him and Sisa in the woods in exchange for a chest

of gold located nearby. He later played a major role in El Filibusterismo.

Due to their tragic but endearing story, these characters are often parodied in modern Filipino popular

culture.

Salomé is Elías' sweetheart. She lived in a little house by the lake, and though Elías would like

to marry her, he tells her that it would do her or their children no good to be related to a fugitive like

himself. In the original publication of Noli Me Tángere, the chapter that explores the identity of Elías

and Salomé was omitted, classifying her as a totally non-existent character.

Summary

Noli Me Tangere revolves around Crisostomo Ibarra who, after a seven-year stay in Europe to

study, comes home to his town of San Diego, brimming with the desire to contribute to the

development of the townspeople. More specifically, as a reformist, he aims to make education

accessible to more people. His idealism, however, cannot bear fruit because of insidious forces bent on

destroying him. Ibarra learns that his father, Don Rafael, had been embroiled in a conflict with Padre

Damaso, who eventually causes his humiliation and death. It is not only political power that the friar

wields; he has also used power to seduce the mother of Maria Clara, Ibarra' s sweetheart. Ibarra has

another enemy in the person of Padre Salvi, who lusts after Maria Clara. It is also Padre Salvi who

almost causes Ibarra ' s death at the groundbreaking ceremonies for the school. Things come to a head

when Ibarra is implicated in a failed uprising instigated by Padre Salvi. The young man is imprisoned

but is eventually rescued by Elias, whose life Ibarra has saved in the past. As the novel ends,

the thoroughly disillusioned Ibarra sees a bleak future.

36
 READINGS

 Banaag. Lee Mark T., and Melencio, G. Rizalismo Liberalismo at Nasyonalismo

Mula sa Pag-aaral ng Kursong Rizal.

 Francisco, V. & Francisco, M. F. (2018) Rizal: A modular approach based on the

new CHED curriculum. Manila: Mindshapers Co. Inc.

 Francisco, Virlyn. (2015) Jose P.Rizal: a college textbook on Jose Rizal’s life and writings.

Manila: Mindshapers Co. Inc.

Online Resources:

 https://prezi.com/p/-46srt1aiq6n/jose-rizal-life-exile-trial-and-death/

 http://thelostboylloyd.com/journeying-through-jose-rizals-life/

 https://bshmjoserizal.weebly.com/our-hero-jose-rizal/chapter-nine-the-trial-and-execution-of-dr-

jose-rizal

 https://kahimyang.com/kauswagan/articles/796/today-in-philippine-history-december-6-1896-the-

trial-of-dr-jose-rizal-by-a-spanish-military-court-for-sedition-rebellion-and-conspiracy-began

 https://www.slideshare.net/bensaralikarim5/rizal-trial-and-execution

Videos Online:

 Mga monumento ni Rizal sa iba't ibang sulok ng mundo - https://www.youtube.com/watch?

v=VwYu9wYGC8I

 Rizal sa Dapitan 1997 https://www.youtube.com/watch?v=hrwSAXpXzAM

 SONA - Ang mga 'secret codes' ni Jose Rizal 061411- https://www.youtube.com/watch?v=kGjI-

6NcYms

 Xiao Time: Ang Pagkakatapon ni Dr. Jose Rizal Sa Dapitan || July 30, 2015 - https://

www.youtube.com/watch?v=McOWr6uLrcc

37
 ACTIVITY

Illustrate a character in Noli Me Tangere that gave a strong impact on you while

reading the novel with a drawing or caricature.

ASSIGNMENT

 Watch a video clip on Nolie Me Tangere. How does the treatment of the story on

video differ from the narrative novel?

 Watch the online links

 Ilustrado at GMA Network Channel

 https://www.youtube.com/watch?v=GODkr80OsPo

 https://www.youtube.com/watch?v=7YGs1x_1VX4

ASSESSMENT

 Identify the different parts of the book cover

 Triad Assessment.

 Directions: With two classmates, brainstorm on the meaning of the title of the

novel which , in English, is “ Touch Me Not”. You can do a bit of research on

this. Submit your answers with your three names on your paper.

 Individual Assessment.

 Directions: Answer the following question in an essay of three paragraphs, with an

Introduction, Body and Conclusion.

 Question: Along with the pursuit of Truth and Justice, Rizal’s greatest advocacy is

Education. In your opinion, is Education still the road toward an enlightened and progressive

citizenry or nation in the 21st century?

38
 REFERENCES

 Banaag. Lee Mark T., and Melencio, G. Rizalismo Liberalismo at Nasyonalismo

Mula sa Pag-aaral ng Kursong Rizal.

 Francisco, V. & Francisco, M. F. (2018) Rizal: A modular approach based on the

new CHED curriculum. Manila: Mindshapers Co. Inc.

 Francisco, Virlyn. (2015) Jose P.Rizal: a college textbook on Jose Rizal’s life and writings.

Manila: Mindshapers Co. Inc.

 https://bshmjoserizal.weebly.com/our-hero-jose-rizal/chapter-nine-the-trial-and-execution-of-dr-

jose-rizal

 https://kahimyang.com/kauswagan/articles/796/today-in-philippine-history-december-6-1896-the-

trial-of-dr-jose-rizal-by-a-spanish-military-court-for-sedition-rebellion-and-conspiracy-began

 https://prezi.com/p/-46srt1aiq6n/jose-rizal-life-exile-trial-and-death/

 https://www.slideshare.net/bensaralikarim5/rizal-trial-and-execution

 http://thelostboylloyd.com/journeying-through-jose-rizals-life/

 https://www.youtube.com/watch?v=McOWr6uLrcc

 https://www.youtube.com/watch?v=VwYu9wYGC8I

 https://www.youtube.com/watch?v=hrwSAXpXzAM

 https://www.youtube.com/watch?v=kGjI-6NcYms

39
 MODULE # 5

EL FILIBUSTERISMO

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

1. describe each of the major characters in the novel,

2. distinguish Crisostomo Ibarra in Noli Me Tangere and Simoun

in El Filibusterismo,

3. compare Rizal’s two novels in theme,

4. discuss the socio- economic conditions of the Filipinos during the Spanish colonial period,

5. discuss why Rizal made the revolution fail in El Filibusterismo and

6. write a reflection essay on the socio - economic conditions of the Filipinos in the light of 21st

century conditions worldwide.

LEARNING CONTENT

El Filibusterismo Slideshare.net smmlasason elfilibusterismo

google.com.characters elfilibusterismo

SYNOPSIS:

The novel focuses on the return of the main character of Noli Me Tangere, Crisostomo Ibarra,

disguised as Simoun, a wealthy jeweler. Disillusioned by the abuses of the Spanish officials, Ibarra

casts aside his beliefs in reforms in government through peaceful means, and sets out to start a violent

revolution.

Basilio, the young boy in Noli Me Tangere , whose younger brother Crispin , died because of

an unjust accusation by the friars , and thus drove her mother insane , was hired as a houseboy by

Capitan Tiago and in return, was sent to informal education. He is now a skilled young man and is a

medical student.
40
 Basilio is at first reluctant to join in on Simoun’s idea but ends being a part of the plan , out of

gratitude to Crisostomo Ibarra whom he recognzes, despite his disguise , as the man who helped him

bury his mother ten years ago and who also left him some gold.

Simoun started planning uprisings and stashed away guns and ammunitions in the shop of his

friend, Garrido. Simoun tells Basilio that his plan was to conceal an explosive which contains

nitroglycerin inside a pomegranate- styled kerosene lamp that Simoun will give to the newly-weds

( Juanito Pelaez and Paulita Gomez, the ex- girlfriend of Basilio’s friend, Isagani) as a gift during the

wdding reception which was to take place at the home of Capitan Tiago whose place was now filled

with explosives planted by Simoun.

According to Simoun, the lamp would stay lighted for only twenty minutes before it flickers; if

someone attempts to turn the wick, it will explode and kill everyone- important members of civil

society and the church hierarchy inside the house. Simon takes his leave early and leaves a note and

signs it with his real name Crisostomo Ibarra. This shocks the people because they know that he is

dead. A priest, who knows Ibarra before the ending of Noli Me Tangere, confirms that it was indeed

Ibarra who signed the note.

Outside the house, Basilio was about to walk away because he knew that the lamp would

explode anytime but before he could do so, he met the heart-broken Isagani who said he came to

congratulate the newly-weds. Basilio feared for the safety of his friend and told him the plan of

Simoun. Isagani, fearing for the safety of Paulita , ran to the house , found the lamp and threw it out the

window, into the river, outside the residence. Since the guards were chasing Isagani, he himself

jumped into the river , as well. There was an uprising planned by Simoun during the time of the

reception. The band got caught and confessed that Simoun led them, so the guards pursued Simoun.

Simoun, now wounded and weak, was found by a priest, walking along the shore. The noble

priest, Father Florentino, tended to Simoun while the latter explained that he was Crisostomo Ibarra

and that he was sad and angry due to the failure of the revolution. And he was questioning God why he

was the one suffering and not the ones who have forsaken the people of the Philippines. The priest

explained that punishments would come in due time. Ibarra died as he weakly held the hand of Father

41
Florentino who blessed him, then the noble Father threw away Simouns’s remaining jewels , in the

hope that they may be used for good by anyone who found them.

READINGS

 Ariola, M. (2018). The life and works of Rizal. Manila: Unlimited Books Library

Services & Publishing, Inc.

 El Filibusterismo, the film

 https://www.sunstar.com.ph/article/322613.

ACTIVITY

A symbols Game.

1. List the major characters of El Filibusterismo. Represent each with a

symbol. Provide one sentence explanation of the symbol you have

chosen. Example: Father Florentino : Dove. He is a man of peace.

2. Invite three classmates to share symbols with you.

3. Appoint a classmate to list all the symbols and explanations. Share them with the rest of your

classmates and with your teacher.

ASSIGNMENT

Writing: Write the ‘’ Synopsis of El Filibusterism’’

I. Explaining Simoun the main Character

II. Synopsis of the Beginning Chapter of El Filibusterism

III. Synopsis of the Middle Chapter of El Filibusterismo

IV. Synopsis of the Ending Chapter of El Filibusterismo.

Any ref about

42
 ASSESSMENT
I. True or False: Directions: Write True, if the statement is true. If the statement is

False, underline the word that makes it false.

1. El Filibusterismo is a prequel of Noli Me Tangere.

2. Simoun is Crisostomo Ibarra in disguise.

3. In El Filibusterismo, Basilio is a student of Ophthalmology.

4. Dona Victorina is the mother of Paulita Gomez.

5. Juli is the girlfriend of Basilio.

6. juli committed sucide because Padre Damaso nearly raped her.

7. Simoun amassed great wealth in the form of stocks.

8. Capitan Tiago adopted Basilio.

9. Tandang Selo is the father of Juli.

10. The Governor- General was the head of the Spanish government in the Philippines during

colonial times.

II. Reflection Essay. Directions: Write a reflection essay on any one of the following topics:e

A. Why Rizal made the revolution fail in the novel El Filibusterismo.

B. The socio- economic conditions of the present-day Filipinos in the light of 21st century

conditions and events worlwide.

N.B.

Examine the class rubric on the reflective essay before you write your essay.

REFERENCES

 Ariola, Mariano. (2018). The life and works of Rizal. Manila: Unlimited Books

Library Services & Publishing, Inc.

 https.//bshmjoserizal.weebly.com/jose- rizals-videos.html

 https://www.youtube.com/watch?v=tVKim4 SqPV8&feature=share

43
 MODULE # 6

RIZAL : A PROPAGANDIST

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

1. identify the important elements of the propagandistic approach and the militaristic

approach that eventually led to the Philippine Revolution,

2. explain the difference of the outcomes of the two methods to show nationalism and

3. analyze the tripartite view of Philippine History.

LEARNING CONTENT

RIZAL AS A PROPAGANDIST

The Propaganda Movement, La Liga Filipina, and Katipunan

Because of the advent of contemporary films focusing on some specific Filipino

heroes, many now wonder about Rizal’s relation to or collaboration with other Filipino patriots in his

time. Through the various Filipino patriotic organizations and societies, Jose Rizal either joined or

formed himself, he engaged in active collaborations with other Filipino patriots and heroes.

The Propaganda Movement

The Propaganda Movement was a patriotic socio-political organization founded in 1872 by

Filipinos who had settled in Europe. Its members were mainly the Filipino liberals exiled in 1872 and

the Filipino students studying in Europe’s universities at the time. Also considered a cultural and

literary organization, the Propaganda had a principal publication, the ‘La Solidaridad’.

The Propaganda primarily aimed to bring to Spain’s attention the real needs of its colony,

the Philippines. Among other things, the Propagandists specifically advocated the following:

(1) the recognition of the Philippines as a province of Spain and its (Philippines) representation in

the Spanish parliament (Cortes Generales);

(2) the secularization of the Philippine parishes and clergy;

44
 (3) the equality between the Spanish and the Filipino, especially in entering government service;

(4) the establishment of government-funded schools not run by the friars;

(5) the abolition of the ‘polo’ (forced labor) and ‘vandala’ (forced sale of local products to the

government); and

(6) the recognition of human rights and freedom, especially the freedoms of speech and

association.

Renowned members of the Propaganda Movement

were Marcelo H. del Pilar, Graciano Lopez

Jaena (publisher of La Solidaridad), Jose Rizal,

and Mariano Ponce. Rizal’s numerous brave essays

which promoted patriotism were published by the

organization through its organ, La Solidaridad. The La Solidaridad's first editor was Graciano Lopez

Jaena.

La Liga Filipina

Jose Rizal established this civic association in the house of Doroteo Ongjunco at Ilaya

Street, Tondo, Manila on July 3, 1892. Though it was Jose Ma. Basa who conceived of the

establishment of ‘La Liga Filipina’ (The Philippine League), his friend and namesake Jose Rizal was

the one who wrote its constitution in Hong Kong and actually founded it upon his return in the

Philippines in 1892.

Considered an indirect upshot and subsidiary of the Propaganda, the La Liga aimed to directly

involve the patriotic Filipinos, especially those based in the country, in the reform movement.

Intending to uplift the life of the Filipinos, the society would promote mutual aids through projects

like establishing cooperatives to provide supports like legal assistance, scholarship grants, and

economic loans. The La Liga, among others, aimed to:

(1) unite the whole archipelago into one strong and united organization;

(2) have mutual protection in every need and want;

(3) serve as a defense against all violence and injustices;

45
 (4) encourage education, agriculture, and commerce and

(5) study the application of reforms.

The meeting in the house of Doroteo Ongjunco was attended by at least 20 Filipinos,

including Andres Bonifacio and Apolinario Mabini. Rizal explained the aims of the ‘La Liga

Filipina’ and officers were afterward elected, having Ambrosio Salvador as the president

and Deodato Arellano as secretary.

Three days after the meeting though, Rizal was arrested, imprisoned, and later deported to

Dapitan. The society thus became inactive but was immediately reorganized through the active efforts

of Andres Bonifacio and Domingo Franco. The revived organization expressed its support for the

Propaganda Movement and its cause and vowed to raise funds for its operations.

However, disagreements on how reform should be attained soon emerged as some members

wanted armed revolution whereas others wanted to preserve La Liga’s principle of a peaceful reform.

The La Liga was thus dissolved before long and its membership split into two groups: (1) the ‘Cuerpo

de Compromisarios’ which comprised the conservatives who aimed to continue supporting the La

Solidaridad, and (2) the ‘Katipunan’ which consisted of the radicals led by Bonifacio. The ‘Cuerpo’

ultimately died out while the Katipunan attracted many Filipinos. Historically therefore, Rizal’s La

Liga gave birth to Bonifacio’s Katipunan.

The Katipunan

Officially named ‘Kataas-taasan,

Kagalang-galang Katipunan ng mga Anak

ng Bayan’’(Highest and Most Honorable

Society of the Children of the Nation)

or KKK, the Katipunan was a revolutionary

society formed by patriotic Filipinos in Manila in 1892. The word ‘katipunan’comes from the

Tagalog root word ‘tipon’ which means “to gather together”. The term ‘katipunan’ thus means

‘association’ or ‘society’.

46
 Initiated by former La Liga members like Andres Bonifacio, Teodoro Plata, and Ladislao

Diwa, the or ganization mainly aimed to gain independence fr om Spain thr ough r evolt. Some

consider July 7, 1892—when Jose Rizal was in the Fort Santiago prison and was to be exiled to

Dapitan—to be the exact date of Katipunan’s foundation. At first, the Katipunan was a secret society,

discreetly recruiting members and preparing for an uprising, until its discovery by the Spanish

government in 1896 which forced the Katipuneros to launch the Philippine revolution.

Andres Bonifacio decided

to establish the Katipunan,

sensing that associations like

the La Liga Filipina would only

be suppressed by the Spanish

authorities. Assisted by Plata,

Diwa, and other

compatriots Valentin Diaz and Deodato Arellano, Bonifacio thus officially founded the

Katipunan along Azcarraga Street (now Claro M. Recto Avenue) near Elcano St. in Tondo, Manila.

Considerably influenced by Jose Rizal’s nationalistic ideals, they named him (Rizal) “honorary

president” even without his knowledge. The Katipuneros moreover used the term ‘Rizal’ as one of

their passwords.

In a Katipunan meeting on May 2, 1896 at a little river called Bitukang Manok near Pasig, the

leaders had agreed that carrying out a revolt had to be sanctioned first by Rizal. The Katipunero

doctor Pio Valenzuela was thus sent to Dapitan. Rizal however, politely refused to approve the

uprising, believing that premature flow of Filipino blood should be prevented. Holding that a

revolution would be unsuccessful without arms and monetary support from wealthy Filipinos, Rizal

nonetheless recommended that if the Katipunan were to start a revolution, it had to ask for the support

of rich and educated Filipinos.

While Rizal was inside a ship docked in Manila Bay, the Katipunan started the Philippine

Revolution on August 26, 1896. The power ful people whose animosity Rizal had pr ovoked took

the opportunity to implicate him. After a trial in a kangaroo court, he was convicted of rebellion and

47
sentenced to death by firing squad at Bagumbayan Field (now Luneta).

After Rizal’s execution, his martyrdom all the more inspired the Katipunan in launching

continuous attacks, with the members shouting the battle cries, “Mabuhay ang

Katagalugan! Mabuhay si Dr. José Rizal! (Long Live Katagalugan [that is, the Philippines]! Long

Live Dr. Jose Rizal!).

Initially a society for men only, Katipunan later formed a section for women. Rizal’s

sisters Josefa and Trinidad, and his nieces Angelica Lopez and Delfina Herbosa Natividad became

members of this section. Rizal’s common-law wife Josephine Bracken and brother Paciano also

joined the Katipunan after Jose’s martyrdom.

Historians found that there were other organizations that time

As a prominent figure among Filipinos in his time, Rizal also became either the founder or

leader of some other Filipino organizations like the Kidlat Club, a temporary social club which

brought together Filipinos witnessing the Paris exposition in 1889. He also or ganized the ‘Indios

Bravos’, an association which envisioned Filipinos being recognized for their admirable skills in many

fields. Rizal also formed the mysterious Redencion de los Malayos (Redemption of the Malays) which

aimed to propagate useful knowledge.

Read https://myinfobasket.com/the-propaganda-movement-la-liga-filipina-and-katipunan/

48
A Legacy of the Propaganda: The Tripartite View of Philippine History by Dr. Zeus A. Salazar

The broad division of most national histories in the Third World into: precolonial, colonial, and

post-colonial has its equivalent in Philippine histor iogr aphy and histor ical consciousness. The

Filipino view, however, was worked out even before the Spaniards were driven out of the country. It

was, in fact, a major weapon in the ideological armory of the Filipino struggle against the Spanish

colonial regime. Elaborated during the Propaganda Movement, it became the historical worldview of

the Revolution which was the final struggle to bring about the period of freedom from colonial

bondage. Imbibed by Filipinos of today as part of the revolutionary heritage, it still dominates ordinary

Filipino thinking about Philippine history and history as such.

By inextricably attaching our people's history to the colonial phenomenon, it in fact still

nourishes what has been called "colonial mentality" down to the very depths of the popular (and, to an

extent, even professional) historical consciousness. During the Propaganda Movement and the

Revolution, however, this tripartite view of our national history had a positive effect on the burgeoning

national psyche. Its power as an idée-force came from its being a highly emotive reaction against the

Spanish bipartite view of Philippine history which had supplanted an earlier Filipino historical

consciousness. The Indigenous and the Spanish Views We had, at the arrival of the Spaniards, an

indigenous sense of history, but we scarcely regard it for the past as history.

49
 Tripartite Views of Philippine History

One sees that Rizal's conception of the tripartite historical ideology of the Propaganda

Movement was the most extreme. In contrast to Jaena and del Pilar, Rizal saw the problem more

holistically, from the perspective of the entire cultural development of the Filipino people and not

simply from that of the actual possession of political power by any social group, foreign or local. Thus,

for him, it was not just "frailocracy" or "monastic supremacy" which was at cause: the entire Spanish

regime from its very inception was at the root of the social cancer which had declared itself by the late

nineteenth century. With Jaena and del Pilar, Rizal quite naturally believes in the innate capacity of the

Filipino for progress; but, to him, it was the colonial system as such –– the very existence of Spanish

domination –– which was the cause of the disease that afflicted Filipinas. Monkish predominance, as it

were, was in this case just a symptom of the cancer that gnawed at the vital parts of the nation. For this

reason, the third period is likewise conceived in medical terms as recovery which released the creative

forces of the patient, giving Filipinas new life, new strength: a future. The kind of therapy used

mattered very little. Rizal was willing to try even the most benign remedies, for which in Noli he would

even implore passers-by in front of the temple, as in biblical times. But his diagnosis –– as well as the

analyses of both del Pilar and Jaena –– pointed clinically to swift surgery as the appropriate therapy.

Conclusion

For del Pilar, the Filipinos were being hampered from progressing by the monastic orders,

although it had indeed become the duty of the Spanish motherland to lead daughter Filipinas on the

road to enlightenment. For Lopez Jaena, whatever progress Filipinas had attained was due to the

Filipinos themselves, and to foreigners and despite the monks. Finally, for Rizal, Filipinas in fact

experienced decline under Spanish rule. For all, the second period of Philippine history was thus

intolerable and, because it was a product of tyranny, would have to be superseded by a third one of

freedom and creative endeavor.

This tripartite historical view worked out by the Propaganda, particularly in Rizal's version of it,

became part of the ideology of the Katipunan and, consequently, of the Revolution. In the rites of entry

into the Katipunan, the new member had to know the correct answer to the three questions derived from

the tripartite view -- i.e., concerning the condition of Filipinas before the Spaniards came, her condition

50
since then, and her condition after liberation from Spanish rule. The answers were to be found in detail

in Bonifacio's Ang Dapat Mabatid ng mga Tagalog (What the Tagalogs Should Know). "Of old, prior

to the arrival of the Spaniard," according to Bonifacio, "these Islands were governed by our own

compatriots who were then living in the greatest abundance and prosperity." Furthermore, they

maintained good relations with the neighboring countries like Japan, trading with them in "commodities

of all sorts." Wealth and good customs were then "a common patrimony" and everyone knew how to

read and write in the ancient Filipino script. Then came the Spaniards and "with the pretense of peace…

deceived (us) by their offers to guide us on the paths of wisdom and increased prosperity." This

Plaridelian social contract was then broken by the Spaniards, rewarding Filipinos in "munificence…

with treachery," blinding the Filipinos instead of guiding them "on the path of knowledge." Then

mixing the Plaridelian blood compact with Rizal's thesis of Filipino decadence under Spanish rule,

Bonifacio adds that the Spaniards "have endeavored to make us abandon our good customs," initiating

the people in "a false belief" and dragging its honor "into the mire." It was therefore necessary, as

Reason dictated, that

… we must rely upon ourselves alone and never entrust our life to anyone else… (and) be united in

sentiment and purpose, so that we may acquire the strength necessary to crush the evil that is affecting

our people;

… consecrate all our strength to the good cause, with unshakeable and absolute faith in its success, and

in the ultimate prosperity, so anxiously desired by us, of the land of our birth.

This was the third epoch which was to see the freedom of Filipinas after the elimination of

Spanish rule by force of arms. Later Mabini would add to this external revolution the internal one of

perfecting the Filipino, of taking him back to the old virtues of the race. In part, Jacinto had earlier

already begun to do just this through his Mga Aral ng Katipunan ng mga Anak ng Bayan (Teachings of

the Katipunan) which, when put to pr actice by the Katipuner os, would " br ing to our people, one

in blood and brotherhood, happiness without end… to make up for the lives sacrificed, the labors

undergone, the sufferings endured to obtain it."

To this day, our historical consciousness as a people is drenched in the tripartite view of the

Propaganda and the Revolution. Our continuing vices, including Rizal's pet peeve in Europe --

51
gambling, we still tend to attribute to some moral decadence brought about by Spanish colonialism (or

even by the more recent American imperialism). We are still sensitive to slurs on our states of

civilization before the coming of Spaniards, although the average Filipino still knows relatively little

about our "falsified and calumniated" past. Our professional historians have likewise not ceased to

work within the tripartite frame. At least one makes it a point of honor to reject the Spanish colonial

period until the Cavity Mutiny as "lost history" (an avatar of Rizal's decadence thesis.

READINGS

 Ariola M.M (2018) The Life and Works of Rizal

 Bacarisas, A. (2013). Rizal: A Propagandist. Sunstar Philippines. https://

www.sunstar.com.ph/article/322613

 Francisco, Francisco (2018) Rizal A Modular Approach

 Liclican (2014) The Propaganda Movement & The Katipunan

 NJPMsmash (2018) Propaganda, La Liga, Katipunan

 Salazar (2018) A Legacy of the Propaganda: The Tripartite View of Philippine History https://

www.wheninmanila.com/wp-content/uploads/2018/06/A-Legacy-of-the-Propaganda-The-

Tripartite-View-of-Phil-History.pdf

 https://www.slideshare.net/praejames245/the-propaganda-movement-and-the-katipunan

 https://www.scribd.com/document/370838018/Propaganda-La-Liga-Katipunan#download

ACTIVITY

Video Acting (minimum of 2 minutes, max. 3 minutes) (doble kara) the Difference

of La Liga Filipinas & KKK.

ASSIGNMENT

Make an illustration of your own version of La Solidaridad featuring our society

today. Draw it on a 1/4 illustration board.

52
 ASSESSMENT

QUIZ

I. DIRECTIONS:

Write TRUE if the statement is true. If the statement is FALSE, underline the

word that makes it wrong. (2 points each)

______________1. The word 'katipunan' comes from the Tagalog root word 'tipon' which means "to
gather together"

______________2. Andres Bonifacio was not a member of La Liga Filipina.

______________3. In 1895, Jose Rizal returned to the Philippines and proposed the establishment of
a civic organization called "La Liga Filipina"

______________4. La Solidaridad is the Propaganda Movement's newspaper that helped achieve La

Liga Filipina's goals.

______________5. On July 6, 1892, only three days after La Liga Filipina's establishment, Jose
Rizal was secretly arrested.

______________6. The La Solidaridad's first editor was Graciano Lopez Jaena.

______________7. La Liga Filipina aimed to fight with violence and injustice.

______________8. Emilio Jacinto wrote “Ang Dapat Mabatid Ng Mga Tagalog”.

______________9. Bonifacio founded the "Kataastaasang Kapitapitagan Katipunan ng mga Anak ng

Bayan" (KKK) on July 7, 1892 in a house on Azcaraga street (now Claro M. Recto).

______________10. The meeting in the house of Doroteo Ongjunco was attended by at least 27
Filipinos, including Andres Bonifacio and Apolinario Mabini.

II. Essay

DIRECTIONS: Explain in an essay of three paragraphs (with introduction, a body and a

conclusion) which of the three (tripartite) views on Philippine History you agree most with: Del

Pilar’s, Jaena’s or Rizal’s.

53
 REFERENCES

 A Legacy of the Propaganda: The Tripartite View of Philippine History by Dr.

Zeus A. Salazar https://www.wheninmanila.com/wp-content/uploads/2018/06/A-

Legacy-of-the-Propaganda-The-Tripartite-View-of-Phil-History.pdf

 Bacarisas, A. (2013). Rizal: A Propagandist. Sunstar Philippines. https://www.sunstar.com.ph/

article/322613

 Blanca, S. (2015, March 11). Propaganda movement. https://www.slideshare.net/dharkangel18/

propaganda-movement-45731500

 EL PRESIDENTE FULL MOVIE https://www.youtube.com/watch?v=e9jUe4qc8w0

 Jensenismo, & Basket.com, M. (2020, February 22). The Propaganda Movement, La Liga

Filipina, and Katipunan. https://myinfobasket.com/the-propaganda-movement-la-liga-filipina-and-

katipunan/

 KKK https://www.youtube.com/watch?v=cyM2TIHuLkE

 LA LIGA FILIPINAS https://www.youtube.com/watch?v=roULkhV7JBc

 NJP. (n.d.). Propaganda, La Liga, Katipunan. https://www.scribd.com/document/370838018/

Propaganda-La-Liga-Katipunan

 Propaganda Movement https://www.youtube.com/watch?v=r1Ib1vmXZRk

 Propaganda Movement (Period of Enlightenment) https://www.youtube.com/watch?

v=8IGD0iOp3-Q

 The La Liga Filipina and Its Constitution. (n.d.). https://ourhappyschool.com/philippine-studies/la-

liga-filipina-and-its-constitution

 Toinks, C. (2017, May 15). Rizal's Second Sojourn in Paris and the Universal Exposition of 1889.

https://www.slideshare.net/euniuy/rizals-second-sojourn-in-paris-and-the-universal-exposition-of-

1889-75981623

 (72), J., & (61), M. (n.d.). Newly discovered facts & views of Andres Bonifacio and the

Katipunan: Part - Introduction. https://steemit.com/filipino/@juvyjabian/newly-discovered-facts-

and-views-of-andres-bonifacio-and-the-katipunan-part-introduction

54
 MODULE # 6

TO THE FILIPINO YOUTH

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

1. read the poem orally with appropriate phrasing, intonation and feelings,

2. paraphrase the poem by stanza,

3. write a reflective essay on the message of Rizal to the Filipino youth in the light

of 21st century events happening in the Philippines and worldwide.

Ice Breaker:

On ¼ sheet of paper, write a phrase expressing how the youth can show love for country and write

another phrase expressing how the youth can serve the country.

Examples:

Love for Country: Singing the National Anthem with fervor and respect

Service for the country: Maintaining a clean and green environment

55
 LEARNING CONTENT

TO THE FILIPINO YOUTH

Unfold, oh timid flower! You of heavenly harmony,

Lift up your radiant brow, On a calm unperturbed night,
This day, Youth of my native strand! Philomel's match in melody,
Your abounding talents show That in varied symphony
Resplendently and grand, Dissipate man's sorrow's blight;
Fair hope of my Motherland!
You at th' impulse of your mind
Soar high, oh genius great, The hard rock animate
And with noble thoughts fill their mind; And your mind with great pow'r consigned
The honor's glorious seat, Transformed into immortal state
May their virgin mind fly and find The pure mem'ry of genius great;
More rapidly than the wind.
And you, who with magic brush
Descend with the pleasing light On canvas plain capture
Of the arts and sciences to the plain, The varied charm of Phoebus,
Oh Youth, and break forthright Loved by the divine Apelles,
The links of the heavy chain And the mantle of Nature;
That your poetic genius enchain.
Run ! For genius' sacred flame
See that in the ardent zone, Awaits the artist's crowning
The Spaniard, where shadows stand, Spreading far and wide the fame
Doth offer a shining crown, Throughout the sphere proclaiming
With wise and merciful hand With trumpet the mortal's name
To the son of this Indian land. Oh, joyful, joyful day,
You, who heavenward rise The Almighty blessed be
On wings of your rich fantasy, Who, with loving eagerness
Seek in the Olympian skies Sends you luck and happiness.
The tenderest poesy,
More sweet than divine honey;

56
 ACTIVITY

I. Group Work

1. With two classmates, read orally to one another the poem. Observe correct

phrasing, diction, intonation and feelings. Take 3 stanzas each.

OR

2. Read the poem silently.

II. Individual Activity

1. Before reading, number the stanzas.

2. Answer each of the following questions. Write only the stanza number on your paper.

a) In which stanza does Rizal tell the youth to let go of timidity?

b) In which stanza does Rizal tell the youth to soar high and unleash their geniuses?

c) In which stanza does Rizal tell the youth to write poetry?

d) In which stanza does Rizal tell the youth to compose music?

e) In which stanza does Rizal tell the youth to carve or to transform the rock?

f) In which stanza does Rizal tell the youth to paint?

g) In which stanza does Rizal tell the youth to spread their genius far and wide, reminiscent of

what he himself did when he was a young man, remember?

57
 ASSIGNMENT

A. Choose 1 only.

1. Set to music a stanza or two of Rizal’s “To the Filipino Youth”.

2. Illustrate in a drawing the youth as the hope of the motherland.

B.

1. Research on Rizal’s Annotation of Antonio Morga’s Sucessos de Las Islas Filipinas.

2. Why did Rizal annotate Morga’s book?

ASSESSMENT

Answer each of the following questions in not more than three sentences each.

1. In the essay we have studied entitled “The Philippines A Century Hence”, Rizal

called the early Filipinos as pusillanimous, meaning cowardly or timid. During our

time (2020), are the Filipinos still timid or cowardly? Yes or no? Explain your answer.

2. Why is lack of self-confidence the problem of most young Filipinos, as admitted by many?

3. How can this problem of most youth be addressed?

Optional:

Those of you who love to dance, do a video-taped number with 3 or 4 classmates, expressing the

youth as the hope of the motherland.

Submit your video.

REFERENCE

 Ariola, Mariano M. 2018. The life and works of Rizal. Manila: Unlimited Books

Library Services & Publishing, Inc.

 Guerrero, Leon Ma. 1991. The First Filipino: A biography of Rizal. Manila:

National Bookstore.

 http://www.univil.ac.at>rzpoem
58
 MODULE # 7

RIZAL’S ANNOTATION OF SUCCESSOS

DE LAS ISLAS FILIPINAS

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

1. name salient points of Morga’s Succesos de Las Islas Filipinas.

2. compare/contrast Morga’s accounts and Rizal’s annotation of the culture of

ancient Filipinos and

3. write a reflection essay on his/her learnings on the Pre-Hispanic culture of the Filipinos.

LEARNING CONTENT

Salient Points of Morga’s Succesos de las Islas Filipinas

1. Civilization of Pre-Spanish Filipinos was well-advanced.

2. Morga shows ancient Filipinos had an army and navy with artillery and

other implements of warfare. They prized most the Kris and the Kampilan.

3. Their coats of mail and helmets, of which there are specimens in various European museums,

attest to their great advancement in this industry.

4. The artillery for the new stone fort in Manila was cast by hand by the ancient Filipinos.

5. Filipinos knew how to cast cannons even before the coming of the

Spaniards.

6. Ships were built in the island – an evidence of native culture.

7. The Philippines exported silk to Japan.

8. Filipinos had minstrels who memorized songs, telling their genealogies

and of the deeds ascribed to their deities. (Source: Philstar.com Pedrosa,

59
 Carmen. “From A Distance”. The Philippine Star, October 28, 2018)

Rizal’s annotation centers on Morga’s Chapter 8 which gives an account of Filipino culture.

Here’s a matrix showing a comparison of some of Morga’s accounts of the culture of ancient Filipinos

and Rizal’s annotation:

60
 Culture of Ancient Filipinos

Morgas’s Account Rizal’s Annotation

1. Their daily fare was rice, pork, venison, beef 1. Just like other nations, Spaniards treat food
and fish, which they know is best when it started unfamiliar to them with disgust. For example,
to rot or stink. the English are horrified with the Spaniards
eating snails. Raw beef is repugnant to the
Spaniard and cannot understand how raw beef
can be eaten. Chinese who eat shark cannot
stand Roquefort cheese. What Morga referred to
was “bagoong” – a salted and fermented fish or
shrimp paste used as a sauce in Filipino cuisine,
and those who have eaten and tasted it know
that it is not rotten.
2. They had no King or Queen. They just had a 2. What is the use of having a King or Queen, if
Principal leader. they did not live in the same place of those they
ruled.
3. Both men and women dyed their hair and 3. That’s correct.
washed their hair with gogo.
4. The men wore bahaque. 4. The correct word is bahag
5. Filipinos tattooed their bodies. 5. That’s correct.
6. Filipinos believe in the after life. 6. Filipinos believed in the existence of hell.
The people of Panay believed in the Elysian
Fields or an Olympus.
7. Filipinos believed in superstitions and sorcerers. 7. They believed in witches.
8. The devil appeared to them in various forms. 8. More accurately, this was the anito or tutelary
spirits.
9. They prayed to the idols. They offered 9. According to Father Chirino, it was the
ceremonies for the sick. babaylan who cured the sick.
10. Men and women were both covetous or loved 10. That is true anywhere.
sex.
11. Violence of the tribes was notable. 11. Any tribe will seek the violent way.
12. They venerated the crocodiles. 12. In the same way that some indigenous
people worshipped the lions.
13. Natives sold artifacts. 13. That’s true.
14. Natives harvested rice. 14. They also harvested cotton.
15. There is an abundance of gold in the island. 15. The natives abandoned the mines when the
But the natives did not mine when the Spaniards Spanish conquerors came.
came.
16. The bride gave a dowry to the groom’s family. 16. Quite the opposite. It was the groom who
gave the dowry to the woman’s parents.
61
 ACTIVITY

I. Research on Morga’s Successos de las Islas Pilipinas, Chapter 8 , and add 3

more entries to the matrix on Morga’s accounts on the culture of the ancient

Filipinos and the corresponding annotations of Rizal.

ASSESSMENT

I. 1. Make a picture gallery ( at least 5 pictures) of the culture ( customs and

traditions ) of the ancient Filipinos.

2. Label each picture.

II. Essay Writing.

Write a three- paragraph essay , complete with Introduction, Body and Conclusion ,

proving Rizal’s claim that the Filipinos had an advanced culture before the Spaniards colonized the

Philippines. Before you write, review the rubrics on essay writing.

REFERENCE

 Ariola, Mariano M. 2018. The life and works of Rizal. Manila: Unlimited Books

Library Services & Publishing, Inc.

 Guerrero, Leon Ma. 1991. The First Filipino: A biography of Rizal. Manila: National Bookstore.

62
 MODULE # 9

THE PHILIPPINES A CENTURY HENCE

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

1. name two political reforms Rizal petitioned the Spanish government to grant the

Philippines,

2. cite at least two predictions of Rizal that will happen to the Philippines within a

hundred years,

3. paraphrase some excerpts from Rizal’s essay “The Philippines A Century Hence”,

4. explain at least two socio-political ideas of Rizal as gleaned from the essay and

5. write a reflection essay on the kind of man Rizal was, as seen in his essay.

LEARNING CONTENT
The Philippines A Century Hence

What will become of the Philippines within a

century? Will they continue to be a Spanish colony?

Had this question been asked three centuries ago, when at

Legazpi's death the Filipinos began to be gradually undeceived and,

finding the yoke heavy, tried in vain to shake it off without any doubt

whatsoever reply would been easy. To a spirit enthusiastic over the

liberty of the country, to those unconquerable Kagayanes who

nourished within themselves the spirit of Magalats, to the descendants

of the heroic Gat Pulintang and Gat Salakab of the Province of Batangas, independence was

assured; it was merely a question of getting together and making determination. But for him, who,
63
disillusioned by sad experience, saw everywhere discord and disorder, apathy and brutalization,

discouragement and disunion In the upper, only one answer presented itself, and it was: extend his

hands to the chains, bow his neck beneath accept the future the resignation of an invalid who watches

the leaves fall and foresees a long winter amid whose snows he discerns the outlines of his grave. At

the time discord justified pessimism -- but three centuries passed, the meek had become accustomed to

the yoke, and each new generation, begotten in chains, was constantly better adapted, to the new order

of things.

Now then, are the Philippines in the same condition they were three centuries ago?

For the liberal Spaniards the ethical condition of the people remains the same; that is, the native

Filipinos have not advanced; for the friars and their followers, the people have been redeemed from

savagery, that is, they have progressed; for many Filipinos ethics, spirit and customs have decayed, as

decay all the good qualities of a people that fall into slavery; that is, they have retrograded.

Laying aside these considerations, so as not to get away from our subject let us draw the brief

parallel between the political situation then and the situation then, at present, in order to see if what was

not possible at that time can be so now, or vice versa.

Let us pass over the loyalty the Filipinos may feel for Spain; let us suppose for a moment, along

with Spanish writers, that there exist only motives for hatred and jealousy between the two races; let us

admit the assertions flaunted by many that three centuries of domination have not awakened in the

sensitive heart of the native a single spark of affection or gratitude; and we may see whether or not the

Spanish cause has gained ground in the Islands.

Formerly, the Spanish authority was upheld among the natives by a handful of soldiers, three to

five hundred at most, many of whom were engaged in trade and were scattered about not only in the

Islands but also among the neighboring nations, occupied in long Wars against the Mohammedans in

the south, against the British and Dutch, and ceaselessly harassed by Japanese, Chinese, or some tribes

in the interior. Then communication with Mexico and Spain was slow, rare and difficult; frequent and

violent the disturbances among the ruling powers in the Islands, the treasury nearly always empty, and

the life of the colonists dependent upon one frail ship that handled the Chinese trade. Then the seas in

64
those regions were infested with pirates, all enemies of the Spanish name, which was defended by an

impoverished fleet, generally manned by rude adventurers, when not by foreigners and enemies, which

were checked and an expedition of Gomez Perez Dasmariñas, which was checked and frustrated by the

mutiny of the Chinese rowers, who killed him and thwarted all his plans and schemes. Yet inspite of so

many adverse circumstances the Spanish authority had been upheld for more than three centuries and,

though it has been curtailed, still continues to rule the destinies of the Philippine group.

On the other hand, the present situation seems to be gilded and rosy — as we might say, a

beautiful morning compared to the vexed and stormy night of the past. The material forces at the

disposal of the Spanish sovereign have now been trebled; the fleet relatively improved: there is more

organization in both civil and military affairs; communication with the sovereign country is swifter and

surer; she has no enemies abroad; her possession is assured and the country dominated seems to have

less spirit, less aspiration for independence, a world that is to it almost incomprehensible. Everything

then, at first glance, presages another three centuries, at least, of peaceful domination and tranquil

suzerainty.

But above the material considerations are arising others, invisible, of an ethical nature, far more

powerful and transcendental.

Orientals and the Malays, in particular, are a sensitive people: delicacy of sentiment is

predominant with them. Even now, inspite of contact with the Occidental nations, who have ideas

different from his, we see the Malayan Filipino sacrifice everything -- liberty, ease, welfare, name for

the sake of an aspiration or a conceit sometimes scientific, or of some other nature but at the least word

which wounds his self-love he forgets all his sacrifices, the labor expended, to treasure in his memory

and never forget the slight he thinks he has received.

So the Philippine people have 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 the Spanish, sometimes also

compelled by superiority of arms of which they were ignorant and which timid spirits invested with a

mysterious character, or sometimes because the invading foreigner took advantage of internecine feuds

65
to step in as the peacemaker in discord and thus after to dominate both parties and subject them to his

authority.

The priests of that epoch, wishing to establish their domination over the people, got in touch

with it and made common cause with it against the oppressive encomenderos. Naturally, the people saw

in them learning and some prestige and placed its confidence in them, followed their advice, and

listened to them in the darkest hours. If they wrote, they did so in defense of the rights of the native and

made his cry reach even to the distant steps of the Throne. And not a few priests, both secular and

regular, undertook dangerous journeys, as representatives of the country, and this, along with the strict

and public residencia then required Of the governing powers, from the captain-general to the most

insignificant official, rather consoled and pacified the wounded spirits, satisfying, even though it were

only form, all the malcontents.

All this has passed away. The derisive laughter penetrates like mortal poison into the heart of

the native who pays and suffers and it becomes more offensive the more immunity it enjoys. A

common sore the general affront offered to a whole race, has wiped away the old feuds among different

provinces. The people no longer have confidence in its former protectors, now its exploiters and

executioners. The masks have fallen. It has been that the love and piety of the past have come to

resemble the devotion of a nurse, who, unable to live elsewhere, desires the eternal infancy, eternal

weakness, for the child in order to go on drawing her wages and existing at its expense, it has seen not

only the she does not nourish it to make it grow but poisons it to stunt its growth and at slightest protest

she flies into rage! The ancient show of justice, the holy residencia has disappeared; confusion of ideas

begins to prevail; the regard shown for a governor-general, lie??? La Torre, becomes a crime in the

government of his successor, sufficient to cause the citizen to lose his liberty and his home; if he obeys

the order of one official, in the recent of admitting corpses into the church, it is enough to have the

obedient subjects later harassed and persecuted in every possible way; obligations and taxes increase

without thereby increasing rights, privileges and liberties or assuring the few in existence; a regime of

continual terror and uncertainty disturbs the minds, a regime worse than a period of disorder for the

fears that the imagination conjures up are generally greater than the reality; the country is poor; the

financial crisis through which it is passing is acute, and every one points out with the finger the persons
66
who are causing the trouble, yet no one dares lay hands upon them!

If this state of affairs should continue, what will be come of the Philippines within a century?

The batteries are gradually becoming charged and if the prudence of the government does not

provide an outlet for the currents that are accumulating, some day the spark will be generated. This is

not the place to speak of what outcome such a deplorable conflict might have, for it depends upon

chance, upon the weapons and upon a thousand circumstances which man cannot foresee. But even

though all the advantages should be on the government's side and therefore the probability of success, it

would be a Pyrrhic victory, and not government ought to desire such.

It those who guide the destinies of the Philippines remain obstinate, and of introducing reforms

try to make the condition of the country retrograde, to push their severity and repression to extremes

against the classes that suffer and think they are going to force the latter to venture and put into play the

wretchedness of an unquiet life, filled with privation and bitterness, against the hope of securing

something indefinite. What would be lost in the struggle? Almost nothing: the life of the numerous

discontented classes has no such great attraction that it should be preferred to a glorious death. It may

indeed be a suicidal attempt—but then, what? Would not a bloody chasm yawn between victors and

vanquished and might not the latter with time and experience become equal in strength, since they are

superior in numbers to their dominators? Who disputes this? All the petty insurrections that have

occurred in the Philippines were the work of a few fanatics or discontented soldiers, who had to deceive

and humbug the people or avail themselves of their powers over their subordinates to gain their ends.

So they all failed. No insurrection had a popular character or was based on a need of the whole race or

fought for human rights or justice, so left no ineffaceable impressions, but rather when they saw that

they had been duped the people bound up their wounds and applauded the overthrow of the disturbers

of their peace! But what if the movement springs from the people themselves and based its causes upon

their woes?

If the Philippines must remain under the control of Spain, they will necessarily have to be

transformed in a political sense, for the course of their history and the needs of their inhabitants so

required. We also said that this transformation will be violent and fatal if it proceeds from the ranks of

67
the people, but peaceful and fruitful if it emanates from the upper classes.

'Some governors have realized this truth, and impelled by their patriotism' have en trying to

introduce needed reforms in order to forestall events. But notwithstanding all that have been ordered up

to the present time, they have produced scanty results, for the government, as well as for the country.

Even those promised only a happy issue have at times caused injury, for the simple reason that they

have been based upon unstable grounds.

We said and once more we repeat, and all will ever assert, that reforms, which have a palliative

character, are not only, ineffectual but even prejudicial when the government is confronted with evils

that be cured radically. And were we not convinced of the honesty and rectitude of some governors, we

would be tempted to say that all the partial reforms are only plasters and salves of a physician, who, not

knowing how to cure the cancer, and not daring to root it out, tries in this way to alleviate the patient's

sufferings or to temporize with the cowardice of the timid and ignorant.

All the reforms of our liberal ministers were, have been, are, and will be good —when carried

out.

In this manner, so long as the Philippines have no liberty of the press, have no voice in the

Cortes to make known to the government and to the nation whether or not their decrees have been duly

obeyed, whether or not these benefit the country, all the able efforts of the colonial ministers will meet

the fate of the dishes in Barataria Island.

The minister, then, who wants his reforms to be reforms, must begin by declaring the press in

the Philippines free and by instituting Filipino delegates to the cortes.

The free press in the Philippines, because their complaints rarely ever reach the Peninsula, very

rarely, and if they do they are so secret, so mysterious that no newspaper dares to publish them, or if it

does reproduce them, it does so tardily and badly.

A government that rules a country from a great distance is the one that has the most need for a

free press more so even than the government of the home country, if it wishes to rule rightly and fitly.

The government that governs in a country may even dispense with the press (if it can), because it is on

68
the ground, because it has eyes and ears, and because it directly observes what it rules and administers.

But the government that governs from afar absolutely requires that the truth and the facts reach its

knowledge by every possible channel so that it may weigh and estimate them better, and this need

increases when a country like the Philippines is concerned, where the inhabitants speak and complain in

a language unknown to the authorities. To govern in any other way may also be called governing, but it

is to govern badly• It amounts to pronouncing judgment after hearing only one of the parties; it is

steering a ship without reckoning its conditions, the state of the sea, the reefs and shoals, the direction

of the winds and currents. It is managing a house by endeavoring merely to give it polish and a fine

appearance without watching the money chest, without looking after the servants and the members of

the family.

We must conclude, as a deduction from all we have said, that if their population be not

assimilated to the Spanish nation, if the dominators do not enter into the spirit of their inhabitants, if

equitable laws and free and liberal reforms do not make each forget that they belong to different races,

or if both peoples be not amalgamated to constitute one mass, socially and politically, homogeneous,

that is, not harassed by opposing tendencies and antagonistic ideas and interests some day the

Philippines will fatally and infallibly declare themselves independent. To this law of destiny can be

opposed neither Spanish patriotism, nor the love of all Filipinos for Spain, not the doubtful future of

dismemberment and intestine strife in the Islands themselves. Necessity is the most powerful divinity

the world knows, and necessity is the resultant of physical forces set in operation by ethical forces.

If the Philippines secure their independence after heroic and stubborn conflicts, they can rest

assured that neither England or Germany, nor France, and still less Holland will dare to take up what

Spain has been unable to hold. Within a few years Africa will completely absorb the attention of the

Europeans, and there is no sensible nation which, in order to secure a group of poor and hostile islands,

will neglect the immense territory offered by the Dark Continent, untouched, undeveloped and almost

undefended. England has enough colonies in the Orient and is not going to sacrifice her Indian Empire

for the poor Philippine Islands; if she had entertained such an intention she would not have restored

Manila in 1763, but would have kept some point in the Philippines whence she might gradually expand.

69
 For the same reasons, Germany will not care to run any risk, and because a scattering of her

forces and a war in distant countries will endanger her existence on the continent. Thus we see her

attitude, as much in the Pacific as in Africa, is confined to conquering easy territory that belongs to

nobody. Germany avoids any reign complications.

France has enough to do and see more of a future in Tongking and China, besides the fact that

the French spirit does not shine in zeal for colonization. France loves glory, but the glory and laurels

that grow on the battlefields of Europe. The echo from battlefields of the Far East hardly satisfies her

craving for renown, for it reaches her quite faintly. She has also other obligations, both internally and

on the continent.

Holland is sensible and will be content to keep the Moluccas and Java. Sumatra offers her a

greater future than the Philippines whose seas and coasts have a sinister omen for Dutch expeditions.

Holland proceeds with great caution in Sumatra and Borneo, from fear of losing everything.

China will consider herself fortunate if she succeeds in keeping herself intact and is not

dismembered or partitioned among the European powers that they are colonizing the continent of Asia.

The same is true with Japan. On the north side she has Russia, who envies and watches her, on

the south England, with whom she is in accord even to her official language. She is, moreover, under

such diplomatic pressure from Europe that she can not think of outside affairs until she is freed from it,

which will not be an easy matter. True, it is that she has an excess of population, but Korea attracts her

more than the Philippines and is also easier to seize.

Perhaps the great American Republic, whose interests lie in the Pacific and who has no hand in

the spoliation of Africa, may dream some day of foreign possession. This is not impossible, for the

example is contagious; covetousness and ambition are among the strongest vices, and Harrison

manifested something of this sort in the Samoan question. But the Panama Canal is not opened nor the

territory of the States congested with inhabitants, and in case she should openly attempt it the European

powers would not allow her to proceed, for they know very well that the appetite is sharpened by the

first bites. North America would be quite a troublesome rival, if she should once get into the business.

Furthermore, this is contrary to her traditions.

70
 Very likely the Philippines will defend with inexpressible valor the liberty secured at the price

of so much blood and sacrifice. With the new men that will spring from their soil and with the

recollection of their past, they will perhaps strife to enter freely upon the wide road of progress, and all

will labor together to strengthen their fatherland, both internally and externally, with the same

enthusiasm, with which a youth falls again to tilling the land of his ancestors who long wasted and

abandoned through the neglect of those who have withheld it from him. Then the mines will be made to

give up their gold for relieving distress, iron for weapons, copper, lead, and coal. Perhaps the country

will revive the maritime and mercantile life for which he islanders are fitted by their nature, ability and

instincts, and once more free like the bird that leaves its cage, like the flower that unfolds to the air, will

recover the pristine virtues that are gradually dying out and will again become addicted to peace—

cheerful, happy, joyous, hospitable and daring.

These and any other things may come to pass within something like a hundred years, but the

most logical prognostication, the prophecy based on the best probabilities, may err through remote and

insignificant causes: An octopus that seized Mark Anthony's ship altered the face of the world; a cross

on Calvary and a just man nailed thereon changed the ethics of half the human race' and yet before

Christ, how many just men wrongly perished and how many crosses were raised on that hill! The death

of the just sanctified his work and made his teaching unanswerable. A sunken road at the battle of

Waterloo buried all the glories of two brilliant decades, the whole napoleonic world, and freed Europe.

Upon what chance accidents will the destiny of the Philippines depend?

Nevertheless, it is not well to trust to accident, for there is sometimes an imperceptible and

incomprehensible logic in the workings of history. Fortunately, peoples as well as governments are

subjects to it.

71
 READINGS

 Guerrero, Leon Ma. (1963). The First Filipino: A biography of Rizal. Manila:

National Heroes Commission.

 Schumacher, John. (1991).“Rizal In the Context of the 19th Century Philippines”

in The Making of A Nation: Essays on nineteenth-century Filipino nationalism. Quezon City;

Ateneo de Manila University Press.

ACTIVITY

Triad. Directions:

Share predictions (at least 3) with two classmates about what will happen to the

Philippines after the COVID-19 Pandemic.

OR

Share predictions (at least 3) with two classmates about what will happen to the world after the

COVID-19 Pandemic.

ASSIGNMENT

1. Submit your predictions on your chosen topic. Choose one and put it in the form

of a drawing or a video.

2. Read Rizal’s “Letter To The Young Women of Malolos”

Answer the following questions:

a. Why did Rizal praise the young women of Malolos?

b. How did the women of Malolos differ from the typical Filipina of the 19th century?

c. Why were young girls in the 19th century generally not sent to school?

d. What, according to Rizal, are the duties of mothers to their children?

e. Do you agree with the view of Rizal on the role of mothers? Explain your answer.

f. According to Rizal, what qualities of a woman should a man look for in his future wife?

g. According to Rizal, what qualities of a man should a woman look for in her future husband?

h. What qualities do you wish your lifetime partner will have? Explain.

i. Why is a functional family the basic unit of a great nation?

72
 ASSESSMENT
I. Multiple Choice:

Directions: Write the letter of the correct answer.

1. Rizal’s essay “The Philippines A Century Hence” shows Rizal’s

a.socio-political views
b.educational views
c.religious views
d.psychological views
e.economic views

2. Described by Rizal as spirits enthusiastic over the liberty of the country

a.Ivatans
b.Kagayanes
c.Tibolis
d.Kankanays
e.Tirurays

3. Place of origin of Magalats

a.Cavite
b.Batangas
c.Laguna
d.Pampanga
e.Palawan

4. Lawmaking body of Spain

a.Cortes
b.Coates
c.Leyes
d.Residencia
e.Camino

73
5. A reform petitioned by Rizal from the Spanish government

a.Philippine representation in Spanish Royal Audiencia

b.Philippine representation in the Spanish Cortes
c.Philippine representation in the Spanish Residencia
d.Philippine representation in the Peninsular government
e.Philippine representation in the Spanish Council

6. Basic right petitioned most by Rizal

a.freedom of assembly
b.freedom of speech
c.freedom of the press
d.freedom of religion
e.freedom of life

7. Rizal said that the clamor for liberty will be violent if it comes from the

a.upper class
b.middle class
c.lower class
d.upper middle class
e.lower middle class

8. History tells us that uprisings are rooted in the suppression of

a.legal rights
b.civil rights
c.economic rights
d.human rights
e.social rights

9. According to Rizal, insurrections in the past failed because there was no known

a.leader
b.patron
c.supporter
d.strategist
e.financier

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 10. Rizal predicted that within a hundred years, the Philippines will be colonized by

a.Germany
b.Holland
c.America
d.France
e.Britain

11. The Americans actually came to the Philippines

a.a year after Rizal’s death

b.two years after Rizal’s death
c.three years after Rizal’s death
d.ten years after Rizal’s death
e.none of the above

II. Paraphrasing

Directions: In the context of the 19th century Philippines during the Spanish regime, paraphrase each of

the following excerpts from Rizal’s essay “The Philippines A Century Hence” in not more than three

sentences each:

1. The leaves fall and he foresees a long winter…and amid the snows, discern the outlines of

his grave…

2. If violence silences us, others will take up our cause.

3. The Spanish friars kept the Filipinos in holy ignorance.

III. Reflective Essay

Do a reflective essay on the kind of man Rizal was as gleaned from his essay The Philippines A

Century Hence.

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 Rubrics for Reflection Essay

REFERENCES

 Obias, R., Mallari, A. & Estrella, J. 2018. The life and works of Jose Rizal.

Quezon City: C&E Publishing House.

 Pangilinan, Michael C. Dr. Jose P. Rizal: life, works and writings. Manila: Mind

Shapers Co., Inc.

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 MODULE # 6

TO THE YOUNG WOMEN OF MALOLOS

LEARNING OUTCOMES
Upon completion of the lessons, the student will be able to:

1. manifest understanding of the social philosophy of Rizal as gleaned in his letter,

2. describe Rizal’s concept of the ideal filipina,

3. discuss Rizal’s idea of religiousness,

4. explain Rizal’s idea of the role of the mother in building good citizens,

5. discuss why a functional family is the basic unit of a progressive nation.

LEARNING CONTENT

TO THE YOUNG WOMEN OF MALOLOS

When I wrote Noli Me Tangere, I asked myself whether

bravery was a common thing in the young women of

our people. I brought back to my recollection and

reviewed those I had known since my infancy, but there were only few who seem to come up to my

ideal. There was, it is true, an abundance of girls with agreeable manners, beautiful ways, and modest

demeanor, but there was in all an admixturé of servitude and deference to the words or whims of their

so-called "spiritual fathers" (as if the spirit or soul had any father other than God), due to excessive

kindness, modesty, or perhaps ignorance. They seemed faced plants sown and reared in darkness,

having flowers without perfume and fruits without sap.

However, when the news of what happened at Malolos reached us, I saw my error, and

great was my rejoicing. After all, who is to blame me? I did not know Malolos nor its young women,
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except one called Emilia (Emilia Tiongson, whom Rizal met in 1887), and her I knew by name only.

Now that you have responded to our first appeal in the interest of the welfare of the people;

now that you have set an example to those who, like you, long to have their eyes opened and be

delivered from servitude, new hopes are awakened in us and we now even dare to face adversity,

because we have you for our allies and are confident of victory. No longer does the Filipina stand with

her head bowed nor does she spend her time on her knees, because she is quickened by hope in the

future; no longer will the mother contribute to keeping her daughter in darkness and bring her up in

contempt and moral annihilation. And no longer will the science of all sciences consist in blind

submission to any unjust order, or in extreme complacency, nor will a courteous smile be deemed the

only weapon against insult or humble tears the ineffable panacea for all tribulations. You know that the

will of God is different from that of the priest; that religiousness does not consist of long periods spent

on your knees, nor in endless prayers, big rosarios, and grimy scapularies [religious garment showing

devotion[, but in a spotless conduct, firm intention and upright judgment. You also know that prudence

does not consist in blindly obeying any whim of the little tin god, but in obeying only that which is

reasonable and just, because blind obedience is itself the cause and origin of those whims, and those

guilty of it are really to be blamed. The official or friar can no longer assert that they alone are

responsible for their unjust orders, because God gave each individual reason and will of his or her own

to distinguish the just from the unjust; all were born without shackles and free, and nobody has a right

to subjugate the will and the spirit of another your thoughts. And, why should you submit to another

your thoughts, seeing that thought is noble and free?

It is cowardice and erroneous to believe that saintliness consists in blind obedience and that

prudence and the habit of thinking are presumptuous.

Ignorance has ever been ignorance, and never prudence and honor. God, the primal source of

all wisdom, does not demand that man, created in his image and likeness, allow himself to be deceived

and hoodwinked, but wants us to use and let shine the light of reason with which He has so mercifully

endowed us. He may be compared to the father who gave each of his sones a torch to light their way in

the darkness bidding them keep its light bright and take care of it, and not put it out and trust to the

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light of the others, but to help and advise each other to find the right path. They would be madmen

were they to follow the light of another, only to come to a fall, and the father could upbraid them and

say to them: "Did I not give each of you his own torch," but he could not say so if the fall were due to

the light of the torch of him who fell, as the light might have been dim and the road very bad.

The deceiver is fond of using the saying that "It is presumptuous to rely on one's own

judgment," but, in my opinion, it is more presumptuous for a person to put his judgment above that of

the others and try to make it prevail over their. It is more presumptuous for a man to constitute himself

into an idol and pretend to be in communication of thought with God; and it is more than presumptuous

and even.

Youth is a flowerbed that is to bear rich fruit and must accumulate wealth for its descendants.

What offspring will be that of a woman whose kindness of character is expressed by mumbled prayers;

who knows nothing by heart but awits (hymns), novenas, and the alleged miracles; whose amusement

consists in playing panguingue [a card game] or in the frequent confession of the same sins? What sons

will she have but acolytes, priest's servants, or cockfighters? It is the mothers who are responsible for

the present servitude of our compatriots, owing to the unlimited trustfulness of their loving hearts to

their ardent desire to elevate their sons. Maturity is the fruit of infancy and the infant is formed on the

lap of its mother. The mother who can only teach her child how to kneel and kiss hands must not

expect sones with blood other than that of vile slaves. A tree that grows in the mud is unsubstantial and

good only for firewood. If her son should have a bold mind, his boldness will be deceitful and will be

like the bat that cannot show itself until the ringing of vespers. They say that prudence is sanctity. But,

what sanctity have they shown us? To pray and kneel a lot, kiss the hand of the priests, throw money

away on churches, and believe all the friar sees fit to tell us; gossip, callous rubbing of noses...

As to the mites and gifts of God, is there anything in the world that does not belong to God?

What would you say of a servant making his master a present of a cloth borrowed from that very

master? Who is so vain, so insane that he will give alms to god and believe that the miserable thing he

has given will serve to clothe the Creator of all things? Blessed be they who succor their fellow men,

aid the poor and feed the hungry; but cursed be they who turn a dead ear to supplications of the poor,

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who only give to him who has plenty and spend their money lavishly on silver altar hangings for the

thanksgiving, or in serenades and fireworks.

The money ground out of the poor is bequeathed to the to the master so that he can provide for

chains to subjugate, and hire thugs and executioners. Oh, what blindness, what lack of understanding.

Let us be reasonable and open our eyes, especially you women, because you are the first to

influence the consciousness of man. Remember that a good mother does not resemble the mother that

the friar had created; she must bring up her child to be the image of the true god, not of a blackmailing,

a grasping God, but of a god who is the father of us all, who is just; who does not suck the life-blood of

the poor like a vampire, nor scoffs at the agony of the sorely beset, nor makes a crooked path of the

path of justice. Awaken and prepare the will of our children towards all that is honorable, judged by

proper standards, to all that is sincere and firm of purpose, clear judgment, clear procedure, honesty in

act and deed, love for the fellowman and respect for God.; this is what you must teach your children.

And, seeing that life is full of thorns and thistles, you must fortify their minds against any stroke of

adversity and accustom them to danger. The people cannot expect honor nor prosperity so long as they

will educate their children in a wrong way, so long as the woman who guides the child in his steps is

slavish and ignorant. NO good water comes from a turbid, bitter spring; no savory fruit comes from

acrid seed.

The duties that woman has to perform in order to deliver the people from suffering are of no

little importance, but be they as they may, they will not be beyond the strength and stamina of the

Filipino people. The power and good judgment of the women Of the Philippines are well known, and it

is because of this that she has been hoodwinked, and tied, and rendered pusillanimous, and now her

enslavers rest ease, because so long as they can keep the Filipina mother a slave, so long will they be

able to make slaves of her children. The cause of the backwardness of Asia lies in the fact that there the

women are ignorant, are slaves; while Europe and American are powerful because there the women are

free and well-educated and endowed with lucid intellect and a strong will.

We know that you lack instructive books; we know that nothing is added to your intellect, day

by day, save that which is interned to dim its natural brightness; all this we know, hence our desire to

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bring you the light that illuminates your equals here in Europe. If that which I tell you does not

provoke your anger, and if you pay a little attention to it then, however dense the mist may be that

beclouds our people,. I will make the utmost efforts to have it dissipated by the bright rays of the sun,

which will give light, though they be dimmed. We shall not feel any fatigue if you help us: God, too,

will help to scatter the mist, because He is the God of truth: He will restore to its pristine condition the

fame of the Filipina in whom we now miss only a criterion of her own, because good qualities she has

enough and to spare. This is our dream; this is the desire we cherish in our hearts; to restore the honor

of won-wan, who is half of our heart, our companion in the joys and tribulations of life. If she is a

maiden, the young man should love her not only because of her beauty and her amiable character, but

also on account of her fortitude of mind and loftiness of purpose, which quicken and elevate the feeble

and timid and ward off all vain thoughts. Let the maiden be the pride Of her country and command

respect, because it is a common practice on the part of Spaniards and friars here who have returned

from the Islands to speak Of the Filipina as complaisant and ignorant, as if all should be thrown into

the same class because of the missteps of a few, and as if women of weak character did not exist in

other lands. As to purity what could the Filipina not hold up to others!

A people that respect women, like the Filipino people, must know the truth of the situation in

order to be able to do what is expected of it. It seems an established fact that when a young student

falls in love, he throws everything to the dogs—knowledge, honor, and money, as if a girl could not do

anything but sow misfortune. The bravest youth becomes a coward when he marries, and the born

coward becomes shameless, as if he had been waiting to get married in order to show his cowardice.

The son, in order to hide his pusillanimity, remembers his mother, swallows his wrath, suffers his ears

to be boxed obeys the most foolish order, and becomes an accomplice to his own dishonor. It should be

remembered that where nobody flees there is no pursuer; when there is no little fish, there cannot be a

big one. Why does the girl not require of her lover a noble and honored name, a manly heart offering

protection to her weakness, and a high spirit incapable of being satisfied with engendering slaves? Let

her discard all fear, let her behave nobly and not deliver her youth to the weak and faint-hearted. When

she is married, she must aid her husband, inspire him with courage, share his perils, refrain from

causing him worry and sweeten his moments of affection, always remembering that there is no grief

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that a brave heart cannot bear and there is no bitterer inheritance than that of infamy and slavery. Open

your children's eyes so that they may jealously guard their honor, love their fellowmen and their native

land, and do their duty. Always impress upon them they must prefer dying with honor to living in

dishonor. The women of Sparta should serve you as an example in this; I shall give some of their

characteristics.

When a mother handed the shield to her son as he was marching to battle, she said nothing to

him but this: "Return with it, or on it," which means, come back victorious or dead, because it was

customary with the routed warrior to throw away his shield, while the dead warrior was carried home

on his shield. A mother received word that her sone had been killed in battle and the army routed. She

did not say a word, but expressed her thankfulness 'that her son had been saved from disgrace.

However, when her son returned 'alive, the mother put on mourning. One of the mothers who went out

to meet the warriors returning from battle was told by one that her three sons had fallen. I do not ask

you that, said the mother, but whether we have been victorious or not. We have been victorious --—

answered the warrior. If that is so, then let us thank God, and she went to the temple.

I do not expect to be believed simply because it is I who am saying this; there are many people

who do not listen to reason, but will listen only to those who wear the cassock or have gray hair or no

teeth; but While it is true that the aged should be venerated, because of their travails and experience,

yet the life I have lived consecrated to the happiness of the people, adds some years, though not many

of my age. I do not pretend to be looked upon as an idol or fetish and to be believed and listened to

with the eyes closed, the head bowed, and the arms crossed over the breast; what I ask of all is to

reflect on what I tell him, think it over and shift it carefully through the sieve of reasons.

First of all, the tyranny of some is possible only through cowardice and negligence on the

part of others.

Second. What makes one contemptible is lack of dignity and abject fear of him who holds

one tin contempt.

Third. Ignorance is servitude, because as a man thinks, so he is; a man who does not think

for himself and allows himself to be guided by the thought of another is like the beast led by a halter.

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 Fourth. He who loves his independence must first aid his fellowman, because he who refuses

protection to others will find himself without it; the isolated rib in the buri is easily broken, but not

so the broom made of the ribs of the palm bound together.

Fifth. If the Filipina will not change her mode of being, let her rear no more children, let her

merely give birth to them. She must cease to be the mistress of the home; otherwise, she will

unconsciously betray husband, child, native land, and all.

Sixth. All men are born equal, naked, without bonds. God did not create man to be a slave;

nor did he endow him with intelligence to have him hoodwinked, or adorn him of reason to have him

deceived by others. It is not fatuous to refuse to worship one's equal, to cultivate one's intellect, and to

make use of reasons in all things. Fatuous is he who makes a god of him, who makes brutes of others,

and who strives to submit to his whims all that is reasonable and just.

Seventh. Consider well what kind of religion they are teaching you. See whether it is the will

of God or according to the teachings of Christ that the poor be succored and those who suffer

alleviated. Consider what they are preaching to you, the object of the sermon, what is behind the

masses, novenas, rosaries, scapularies, images, miracles, candles, belts, etc.; which they daily keep

before your minds; ears and eyes; jostling, shouting, and coaxing; investigate whence they came and

whiter they go and then compare that religion with the pure religion of Christ and see whither the

pretended observance of the life of Christ does not remind you of the fat milch cow or the fattened pig,

which is encouraged to grow fat nor through love of the animal, but for grossly mercenary motives.

Let us, therefore, reflect; let us consider our situation and see how we stand. May these poorly

written lines aid you in your good purpose and help you to pursue the plan you have initiated. "May

your profit be greater than the capital invested;" and I shall gladly accept the usual reward of all who

dare tell your people the truth. May your desire to educate yourself be crowned with success; may you,

in the garden of learning gather, not bitter, but choice fruit, looking well before you eat because on the

surface of the globe all is deceit, and the enemy shows weeds in your seedling plot.

All this is the ardent desire of your compatriot.

Jose Rizal

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 ACTIVITY

1. Share with a classmate the characteristics you love most in women.

2. Share also the characteristics you love most in mothers.

3. Express your ideas by means of a Venn diagram.

WOMAN MOTHER

CHARACTERISTIC

4. Juxtapose the typical 19th century Filipinas and the women of Malolos in traits.
Traits of Typical 19th Century Women Traits of The Women in Malolos
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

ASSIGNMENT

Read Rizal’s poem “Sa Aking Mga Kababata”

Answer each of the following questions:

1. What is Rizal’s message to the Filipino youth during the 19th century?

2. Can you relate to this message now that we are in the 21 st century? Explain.

3. What can you do to serve your country in your present capacity as student? Express this in

a three-paragraph essay with Introduction, Body and Conclusion.

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 ASSESSMENT

I. Multiple Choice. Directions: Circle the letter of the correct answer.

1. The unenlightened Filipina is likened by Rizal to a

a. plant sown in darkness

b. plant reared in darkness

c. flower without perfume

d. flower without sap

e. all of the above

2. Rizal rejoiced when the enlightened women of Malolos proved their

a. religiosity

b. industry

c. prudence

d. bravery

e. Modesty

3. The leader of the enlightened women of Malolos was

a. Emilia Tiongson

b. Emily Timbol

c. Emiliana Teotico

d. Emelita Tongco

e. Emerita Tizon

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4. The women of Malolos opened up a
a. clinic

b. pharmacy

c. school

d. laboratory

e. puericulture center

5. The women of Malolos wanted the Filipinas to learn

a. English

b. Spanish

c. Japanese

d. Chinese

e. Balinese

6. For Rizal, in what does religiousness consist?

a. endless prayer

b. big rosaries

c. grimy scapulars

d. good behavior

e. spotless conduct

7. For Rizal, saintliness consists in obeying the dictates of:

a. conscience

b. friars

c. governor-general

d. reason

e. guardia civil

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8. For Rizal, all the Spanish government and the Friars cared about was
a. land

b. money

c. taxes

d. trade

e. position

9. Rizal believed that mothers should open their children’s eyes so that they may
a. guard their homes

b. love their fellowmen

c. love their native land

d. do their duty

e. all of the above

10. Rizal believed that the early Filipinas lacked

a. books

b. schooling

c. learned elders to guide them

d. exposure to other cultures

e. all of the above

11. As narrated by Rizal, when a Spartan woman gave her son’s shield before a battle, she
admonished the son: “Return with it or on it.” This means
a. Die for your country

b. Be victorious in battle

c. Kill the enemies

d. Bring honor to your country

e. All of the above

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 12. Rizal believed that the tyranny of some is caused by
a. cowardice of the colonized

b. negligence of the colonized

c. ignorance of the colonized

d. fear of the colonized

e. all of the above

13. Rizal tells the women of Malolos: “May your profit be greater than the capital invested”.
He means
a. may more women be educated

b. may you double your investment

c. may your capital increase

d. may more schools be established

e. may you have more enrollees

14. For Rizal, a Filipino must always uphold his/her

a. freedom

b. dignity

c. self-worth

d. education

e. rights

II. Writing or Videomaking

The following is an excerpt from Rizal’s “Letter to the Women of Malolos”

“He who loves his independence must first aid his fellowman, because he who refuses protection to
others will find himself without it. The isolated rib in the buri is easily broken, but not the broom
made of the ribs of the palm bound together.”

A.Write a three-paragraph reflection of the above excerpt, complete with introduction, body and

conclusion, or

B.Express your reflection on this excerpt by means of a three-minute video.

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 REFERENCE

 Ariola, Mariano M. 2018. The life and works of Rizal. Manila: Unlimited Books

Library Services & Publishing, Inc.

 Rizal, Jose. Letter To The Young Women of Malolos.

 http://kwentongebabuhayrizal.blogspot.com/2013/07/to-young-women-of-malolos-full-copy.html

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