MODULE

IN

Life and Works of Rizal

Glory Jean B. Eiman

Richard H. Pimentel

Kendatu L. Tago

Author

2021

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PREFACE

To the reader,

We would like to welcome you to the Rizal module, a guide to learning about the life and works of the
country’s premier national hero. With the advent of social media and the fast-paced dissemination of information
online, we know that by now, you have already met Rizal as the symbol that is always being shared on the Internet
especially in commemorative days such as the celebration of the Philippine Independence every 12 th of June, and
Rizal’s martyrdom every 30th of December. Even offline, Rizal’s image can be seen in monuments, t-shirts, money,
and various everyday items.

Despite the vast use of Rizal’s image in country however, the question still remains: Who is Rizal? This
central question further merits different auxiliary questions mainly: 1) Who is Rizal as a Hero? And 2) Who is Rizal
as a person? For students, a more personal question would be: Why do we still need to study a person who lived
more than 150 years ago? Are the ideas and works of Rizal still relevant today?

This module aims to answer these questions not only by looking at the life and works of Rizal but also in
understanding why Rizal still matters in today’s age. The book also hopes to regain student’s interest in the works
of Rizal by looking at how the state promotes Rizal, how the online world represents and reproduces the image and
the story of Rizal, Rizal’s context and finally, Rizal’s ideas that are still relevant in today’s society.

Activities are designed to capitalize on today’s technology, especially the Internet, to provide a timely learning
experience to the readers. We believe that this will enhance not only the learning process but also the appreciation
of young leaders of one of the foundations of the Filipino nation.

As Rizal stated in his letter to his sister, Trinidad on March 11, 1886, you are still young therefore “you should
strive to read, read and learn.” We are very much hoping that that you will have a wonderful time using this module.
To God be the glory!

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TABLE OF CONTENTS

Page
Preface v

CHAPTER I: Why Study Rizal 3

Lesson 1: Republic Act 1425 (Rizal Law) 5

Lesson 2: Concept of Hero 8

Lesson 3: Rizal as a Symbol 11

Lesson 4: Rizal and Nation-building 13

Summary 16
Reference 16

CHAPTER II: RIZAL Life 17

Lesson 5: 19th Century Philippines

Lesson 6: Memorias de un Estudiante de Manila 21

Lesson 7: Influences 24

Lesson8: Rizal, the Polymath 28

Summary 30
Reference 30

CHAPTER III: RIZAL Works 31

Lesson 9: Works of Rizal 31

Lesson 10: The Value of Science 35

Lesson 11: The Art of Rizal 37

Lesson 12: Organizations 40

Summary 44
Reference 44

CHAPTER IV: RIZAL Patriotism and Nationalism 45

Lesson 13: Rizal’s Tripartite View of History 45

Lesson 14: Rizal and Education 50

Lesson 15: The Role of the Youth 54

Lesson 16: The Role of Women in Nation-building 57

Lesson 17: Leadership 61

Lesson 18: Rizal and the Philippine Revolution of 1896 63

Lesson 19: Sacrifice and Martyrdom 67

Lesson 20: Rizal’s Concept of Being a “Filipino” and Filipino Nationalism 69

Summary 72
Reference 73
Appendices 74

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CHAPTER I Why Study RIZAL?

Chapter Description:
The Filipino nation is a project. Deemed “immortal”, yet it has to be nurtured, refined, and strengthened so it
may continue to exist. The responsibility lies in its members. Every Filipino must imbibe the complete essence of
belonging to one nation. Having a citizenship in title alone is just an entry point. One should imagine his/her role in
the society and be an active participant in the collective endeavor of building the nation. Studying the life, works,
and writings of Jose Rizal may be employed in this grand scheme.
This chapter will discuss the conceptual framework of the Rizal Course. It is divided into four lessons which
are expected to inculcate awareness and understanding into the minds of students about the relevance of studying
the life, works, and writings of Jose Rizal.

Chapter Outcomes:

At the end of the chapter, the students can:

1. Identify the qualities of a hero;
2. Discuss the provisions of the Rizal Law and why it was established; and

3. Relate the role of symbols and heroism in the process of nation building.

LESSON 1: Republic Act 1425 (Rizal Law)

Lesson Introduction:
Cemented in history as potent symbol of the nation, Rizal’s heroism was sponsored by the nation through
Republic Act 1425 (Rizal Law) of June 12, 1956, with the younger generations, the “Millennial,” receiving much
importance. This lesson analyzes the Rizal Law to stress the significance of Dr. Jose Rizal, a nation hero and
foremost exemplar of Filipino heroism, in fostering a sense of nationalism, especially to the fair hopes of the nation
– the youth.
Exploration: Role of the “Millennial”
In studying history, it is necessary to find the MEANING (significance) and FUNCTION (application) behind
an OBJECT (facts, details, descriptive information like names, places, dates, etc.) The Rizal Law is the Object
while all provisions explain its meaning. What then is the function of the Law? That is the youth, the fair hopes of
nation, enter the picture. Rizal envisioned the generation of Filipinos yet to come to be enlightened and educated.
Policy-makers made sure that the words of Rizal will be materialized through state-sponsored education of his life,
works, and writings. All the powers, hopes, and dreams of the State were given to the youth through the Rizal Law.
The youth, in turn, have the responsibility not just to accept trivial information on Jose Rizal’s legacies, but more
importantly to suffuse them down to every core. Indeed, the “Millennial” are active participants in the process of
nation-building. It is expected that they would generate new ideas that will affect the society in the future. This
activity aims to increase student’s awareness on their society and to see their potentials in affecting it.

Lesson Outcomes:
At the end of the lesson, the students can:
1. Discuss the democratic process that led to the promulgation of the Rizal Law;
2. Examine the goals of the Rizal Law; and
3. Interpret the role of the youth as implied in the Rizal Law.

Lesson Discussion:
The Birth of the Rizal Law
Amidst the destruction of building infrastructures, roads, and bridges brought by World War II, the people saw
the need to rebuild the Filipino identity which was equally affected by war. Nationalist policy-makers did not waste
any time and painstakingly redirected the nation to the essence of History as a foundation of national and pride.
Education became the primary weapon of reorientation while prioritizing the youth as the bearers of country’s future.
Much attention was apportioned to the ideals of freedom and nationalism of Filipino heroes. Jose Rizal was
an obvious platform from a start since his name dominates the pantheon of heroes. On April 3, 1956, Senate Bill
No. 438m( AN ACT TO MAKE NOLI ME TANGERE AND EL FILIBUSTERISMO COMPULSORY READING
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MATTER IN ALL PUBLIC AND PRIVATE COLLEGE AND UNIVERSITIES AND OTHER PURPOSES) was
submitted to the Senate Committee on Education. Senator Jose P. Laurel, the chairman of the Committee,
sponsored and presented the bill to the members of the Upper House on April 17, 1956. The main purpose of the
bill according to Senator Laurel was to disseminate the ideas and ideas of Jose Rizal through the reading of his
works, notably his novels Noli Me Tangereand El Filibusterimo. He stated that:
Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for in their
pages we see ourselves as in a mirror, our defects as well as our strength, our virtues as well as our vices. Only
then would we become conscious as a people, and so learn to prepare ourselves for painful sacrifices that
ultimately lead to self-reliance, self-respect and freedom (Laurel, Jr., 131).

Debates for the bill in aid of legislation ensued next, albeit not smooth sailing. Opponents, mostly rabid
Catholic senators, contented that the proposed bill was too controversial. Their arguments were as follows:
1. The bill was an attempt to discredit the Catholic religion.
2. Inimical to the tenets of the faith to which 170 lines in Noli Me Tangereand lines in El Filibusterismo were
offensive to the Church doctrine.
3. The bill might divide the nation.
4. Compulsion to read something against one’s faith impaired freedom of speech and religious freedom.
Heated exchange continued as part of the democratic process. Opposition to the bill Senator Francisco “Soc”
Rodrigo stood up and delivered his speech:

A vast majority of our people are at the same time Catholics and Filipino citizens. As such, they have two
great loves: their country and their faith. These two loves are no conflicting loved. They are harmonious affections,
like the love of a child for his father and for his mother. This is the basis of my stand. Let us not create a conflict
between nationalism and religion; the government and the church (Laurel, Jr., 132). Vehemently refuting the
arguments of opposition, Senator Claro M. Recto exclaimed that the novels have no intensions of discrediting the
Church. More so, he said that the bill only aims to contextualize Rizal’s heroism in the face of Spanish tyranny. H e
then uttered these words:

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

Meanwhile, a similar bill ( House Bill No. 5561) was filed by Congressman Jacobo Z. Gonzales in the House
of Representatives. As expected, the bill was welcomed by dissenting opinions. Different face but same stance, the
bill was attacked based on its constitutionality and religiosity. With this setback both in the Upper House and the
Lower House, it seemed hopeless for the bill to pass into law in the latter part of April 1956.

It was in this context that Senator Laurel proposed a substitute bill. The inclusion of all works and writings of Jose
Rizal, not just the two novels, was the main feature of this bill. He then stressed removal of the term “compulsion”
to appease the opposition. However, Senator Laurel asserted the importance of reading the original and
unexpurgated edition of Rizal’s novels because the true purpose of studying these will be defeated if not followed.
To add a more conciliating clause, the last amendment was proposed – the provisions regarding the “exemption” of
students from reading the two novels on certain conditions. With this, on May 12, 1956, Senate Bill No. 438 was
unanimously approved on second reading. The Lower House imitated the Senate and on May 14, 1956, the bill
was approved unanimously in the House of Representatives. The trial of the Rizal Law in Congress (Senate and
House of Representatives) is clearly a triumph of democracy. On one hand, the role of the opponents should not be
overlooked because their dissenting opinions broadened the scope of democratic processes. On the other hand,
the proponents had perfected their bill because of the criticism they received. On June 12, 1956, President Ramon
Magsaysay signed the bill to make it a law, thus giving to Republic Act 1425 also known as the Rizal Law. Below is
a copy of the law.

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REPUBLIC ACT NO. 1425
AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND
UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS
NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION
THEREOF, AND FOR OTHER PURPOSES

WHEREAS, today, more than any other period of our history, there is a need for a re-dedication to the ideals of
freedom and nationalism for which our heroes lived and died;
WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with
special fondness and devotion their lives and works that have shaped the national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are
a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and
decisive years in school, should be suffused;
WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all
schools are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of
citizenship; Now, therefore,

SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El
Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: Provided,
that in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or
their English translation shall be used as basic texts.

The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry
out the provisions of this Section, including the writing and printing of appropriate primers, readers and textbooks. The
Board shall, within sixty (60) days from the effectivity of this Act, promulgate rules and regulations, including those of a
disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall promulgate rules and
regulations providing for the exemption of students for reasons of religious belief stated in a sworn written statement,
from the requirement of the provision contained in the second part of the first paragraph of this section; but not from
taking the course provided for in the first part of said paragraph. Said rules and regulations shall take effect thirty (30)
days after their publication in the Official Gazette.

SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number
of copies of the original and unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s
other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their
translations in English as well as other writings of Rizal shall be included in the list of approved books for required
reading in all public or private schools, colleges and universities.

The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment
of the school, college or university.

SECTION 3. The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo,
as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be
printed in cheap, popular editions; and cause them to be distributed, free of charge, to persons desiring to read them,
through the Purok organizations and Barrio Councils throughout the country.

SECTION 4. Nothing in this Act shall be construed as amendment or repealing section nine hundred twenty-seven of
the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person
engaged in any public school.

SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not
otherwise appropriated in the National Treasury to carry out the purposes of this Act.

SECTION 6. This Act shall take effect upon its approval.

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ASSESSMENT:

In the spac es below, answer these questions in two to three sentences. (5points each)
1. Who sponsored the Rizal Bill in Congress? What are their arguments in support of the bill?

2. What are the arguments of the position of the bill?

3. What is the importance of having dissenting opinions in democratic legislation processes?

4. What are the amendments made in the original Rizal Bill in order to perfect it?

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STUDENT’S JOURNAL: (20points)
Reflect on the importance of law in a democratic society. As a law-abiding citizen, what can you do to uphold
the rule of law? What are the implications when the rule of law is eradicated?

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LESSON 2: Concept of Hero

Pre-Discussion:
People tend to misconstrue the title “hero” as an award given to dead people. Doing great things is likewise
misinterpreted as something only heroes, like Rizal, can achieve. Worse, as the popular Filipino adage “Mahirap
mag paka-bayani. Ang bayani ay binabaril sa Luneta” implies, people became individualistic, devoid of care for
others. Such views, unfortunately, hinder their sights on the various possibilities they can do for the country. This
lesson traces the concept of hero in the Filipino culture and history to assess whether its traditional sense is
confined only to the likes of Rizal, on one hand, or may be applied to normal people, like the “millennial,” on the
other hand.

Exploration: Youth Empowerment

Through the mandate of State vested upon the Rizal Law, the youth became empowered to generate nes ideas
that can change and improve the society. With this in mind, the youth can actually select their new stes of heroes.
These heroes may not necessarily be dead. Ordinary or common people may be chosen.

Lesson Outcomes:

At the end of the lesson, the students can:

1. Trace the Filipino concept oh hero/ bayani through times;

2. Analyze the criteria set by the nation in recognizing heroes; and

3. Assess the heroism of Rizal using the definitions and criteria oh heroes.

Lesson Discussion:

Concept of Hero in Filipino Culture and History

One may notice the limited approach in the definition of the word “hero” in tradition western dictionaries. Hero
is normally defined here as in illustrious man, often of divine descent, or with distinguished valor or enterprise in
danger, and fortitude in suffering, who is supposed to be exalted after death. Being an extraordinary person and
individuals is apparent. This may be seen in the synonym of hero in Microsoft word –“Superman.”

The Filipino concept of hero, on the other hand, is a much broader concept, albeit stripped of grandeur.
Known as Bayani, Bagani, Magani, or Wani in various Filipino ethno –linguistic groups, a hero in early Philippine
societies was just a normal warrior of the community. His simple tasks were based on daily needs of the village.
Pangangayaw or raiding into unallied territory is an example of this. According to William Henry Scott,
pangangayaw was done because of four reasons, namely: 1) to secure resources, ranging from the occasional use
goods or bounty to human slaves; 2) to avenge a personal affront or family honor; 3) to fulfill mourning
requirements to which the life of enemies must be sacrificed; and lastly 4) for personal prominence or a mercenary
reward. It is important to point out that a Bayani does not work alone; he or she always exerts efforts together with
his/her comrades in the community. Hence, the root word of Bayani isbayan (community/town/nation). When
pangangayaw is done, the group of Bayani returns home; thus, fulfilling what Zeus Salazar said about the bayanias
a person who leaves his/her town and then returns. The tattoo, used as the protection of kaluluwa (soul) of a
bayani, his kris/kampilan (weapon), his putong(head gear), and other garments colored red are his iconic physical
features.

It is noteworthy to mention, however, that the early Filipino heroes were neither savages nor blood-thirsty
killing machines. A bayani is more often than not a true kawani or lingcod bayan (community servant) who renders
his or her help to those in need in the community without counting the cost. His/Her ultimate goal is to maintain
peace and order. The concept of bayanihan(cooperation) and the word ipabayani (free labor offered to
by/someone) semantic essence of bayani.
The characteristics of early Filipino heroes are worth emulating. The Boxer Codex (1590), an ancient
document about the early Philippine societies, defines a Bayani as person with a high status and dignity. Pedro
Serrano Laktaw, in his dictionary, elaborates the personality of a Bayani: a person who fears no one (walangtakot)
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courageous (matapang), firm (matibay), bold (mapangahas), but quiet (tahimik), and calm (mahinahon). Qulaities
of the main characters of Philippines epics, like Lam Ang, LabawDonggon, Tuwaang, etc., on the other hand,
represent the actual Bayani. All these qualities are clearly represented in a living human. The concept of a Filipino

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Hero in early Philippine societies, therefore, is not a posthumous award given to dead people, but rather an
honorific role and title in the society.

Nevertheless, changes occurred when the Spaniards conquered the Philippines. Instead of living role models,
the Spaniards had introduced the image of obedience of saints and disciples whom the Filipinos had to imitate in
order to become good colonials. Vida Sancti, or the lives of [dead] saints became the foundation of good qualities
of life. Doctrina Cristiana or prayer and doctrine books became a textbook of faith.

The Americans, on the other hand, propagated a secular view on heroes. Hero-worshipping of American
soldiers who died during the Philippine-American War (then dubbed as Philippine Insurrection) like Gen. Henry w.
Lawton, Col. John M. Stotsenburg, and Col. Harry Egbert, was promoted through monuments and annual
commemoration rituals to justify the need for American tutelage in the Philippines. Filipinos heroes were also
venerated during this period. Jose Rizal, who was executed by the Spaniards, became the leading national hero.
Mabini, Luna, and Del Pilar also became household names. The problem to the new approach was that it coincides
with the thrust of Americans to instill to the minds of Filipinos the American culture. This was done through the
study of American heroes and past presidents like George Washington, Abraham Lincoln, and Benjamin Franklin.
A modern-day concept of the indigenous Bayani still exists today. The Filipino Workers (OFW) is considered
BagongBayani(new heroes). Their work abroad is said to be a continuation of the culture of pangangayaw. The
word namayani, meaning to prevail or triumph, has become well-known. The concept of the Filipino Bayani is
indeed embedded in the blueprint of Filipino well-being.

Criteria for Recognizing Heroes

A hero is a social construct. Since that is the nature of the process, recognizing heroes is always subjective. To
bridge the gap, the National Historical Commission of the Philippines (NHCP) released some of criteria for
recognizing heroes, through their Project Saysay. The criteria are listed below:
1. the extent of a person’s sacrifice for the welfare of the country ( Teodoro A. Agoncillo 1965);
2. the motive and methods employed in the attainment of the ideal (welfare of the country) ( Teodoro A.
Agoncillo);
3. the moral character of the person concerned (Teodoro A. Agoncillo 1965);
4. the influence of the person concerned on his/her age and or the succeeding age (Teodoro A, Agoncilli
1965);
5. those who have a concept of nation and thereafter aspire and struggle for the nation’s freedom (Onofre D.
Corpuz 1993);
6. those who define and contribute to a system of life of freedom and order for a nation (Onofre D. Corpuz
1993);
7. those who contribute to the quality of life and destiny of a nation (Onofre D. Corpuz 1993);
8. a part of the people’s expression (Alfredo Lagmay 1995);
9. person who thinks in the future, especially the future generations (Alfredo Lagmay 1995); and
10. the choice of a hero involves not only the recounting of an episode or events in history, but of the entire
process that made this particular person a hero ( Alfredo Lagmay 1995);

Rizal as a Filipino Hero

Jose Rizal as a Filipino hero is state-sponsored through the Republic Act 1425 (Rizal Law). His heroism,
however, is not a post-World War II phenomenon. Two years after Rizal’s death, the first commemoration was held
on December 30, 1898 when the then President of the First Philippine Republic, Emilio Aguinaldo, declared in
Malolos, Bulacan, a day of National Mourning. Various provinces like Tayabas and Batangas were reported to
observe the solemn commemoration in front of Rizal’s portrait. But this was not the start of the long years of
veneration. It is documented that during the meetings of the Katipunan, a portrait of Rizal was hanging in the room
where members were made to believe that Rizal was an honorary member of the secret society.
The Americans, realizing the possibilities of a Rizal cult in their colonial agenda, seized the opportunity and
made Rizal the “national” hero of the Philippines. Among the choice they had, three criteria were used in the
selection: 1) a hero who is not violent and militant, and if possible, preferred peaceful means like education; 2) a
hero who had no qualms on American imperialism; and 3) a hero who is already dead. It is obvious here that Del

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Pilar, Mabini, Bonifacio, and Aguinaldo were not qualified as heroes. It is a no-brainer that the Americans would
pick Rizal ahead of others. In 1901, William H. Taft, President of the Second Philippine Commission, had appointed
Rizal to embody the brand of nationalism propagated by the American colonial government.

However, there was no actual law during the American Regime that explicitly declared Rizal the official hero of
the country. Three steps, instead, were made by the American colonial government to promote his herorism,
namely: 1) the creation of Rizal Province; 2) the erection of Rizal Monument; and 3) the declaration of Rizal Day on
December 30 as a public holiday. Since then, Rizal’s image as a hero of the Philippines has become a viable
enterprise for stamp, chart, post card makers, and other printed materials. This was heightened when in 1956 , the
Rizal Law was conceived, since books, textbooks, and modules were necessary for educational purposes.
In 1995, amidst the preparation of the nation for the upcoming centennial celebration of Philippine Revolution
and Philippine Independence Day, the National Heroes Committee created by President Fidel V. Ramos released a
list of recommended national heroes. These were as follows:
1. Jose Rizal 6. Sultan Dipatuan Kudarat
2. Andres Bonifacio 7. Juan Luna
3. Emilio Aguinaldo 8. Melchora Aquino
4. ApolinarioMabini 9. Gabriela Silang
5. Marcelo H. Del Pilar

The aforementioned list is not yet approved. The website of the National Commission on the Culture and Arts
states that “this might trigger a flood of requests for proclamations” and might “trigger bitter debates involving
historical controversies about the heroes.” Various laws honoring/ commemorating Filipino historical figures were
instead passed into law.

Today, there are four major national celebrations with Rizal as an important subject: June 12 (Independence
Day), June 19 (Birth Anniversary), last week of August (National Heroes Week), and December 30 (Rizal Day).

ASSESSMENT:
In the blank space below, answer the following question in two to three sentences. (5points each)
1. What are the differences of the Western concept of Hero and Filipino concept of Bayani?

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

3. What are the steps done by the colonial and post-colonial Philippines in promoting the heroism of Rizal?

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STUDENT’S JOURNAL: (20points)

Reflect on the Filipino concept of a hero. Now that the nature of the concept of “hero” has been clarified as not
to be posthumous award, how can a student like you become a bayani in your own way?

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LESSON 3: Rizal as a Symbol
Pre-Discussion:
The readers of Rizal are said to be more powerful than Rizal himself. He lived and died in the past, but
readers make him exist. Readers can actually manipulate his image depending on a specific agenda. The
proliferation of ideas had indeed generated a “kanya-kanyang Rizal.” This lesson will focus on the symbolic Rizal
which in reality is the kind of Rizal we see in our daily lives. It is expected in the end that the “Millennial” would
generate their own version of a symbolic Rizal.

Exploration: Finding a Rizal Meme

We may not notice it, but ever since we were born, Rizal has already been with us. In fact, it is normal that we
first encounter Rizal not in schools but instead in other venues outside the academic life. This is Rizal as a social
construct, the hero. Various realities were generated by people who live in different fields, spaces, and time; with
different dispositions, emotions, viewpoint, and biases. This activity aims to expose the “millennial” to the many
Rizals invented by people.

Lesson Outcomes:
At the end of the lesson, the students can:
1. Differentiate the historical Rizal from the symbolic Rizal;

2. Analyze photos of Rizal as signs and symbols; and

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

Lesson Discussion:
When Jose Rizal was set to face his execution, he left a dying wish to his family. According to him, he should
be buried in the earth, preferably in Paang Bundok (now North Cemetery) with a stone and a cross on top. His
name, date of birth, and death must also be indicated. If possible, he requested for a fence that would mark his
grave. He then stressed that no anniversary celebration must be
conducted. Nothing has been achieved in his last will. He preferred to be buried in Paang Bundok but he
was buried first in Paco Cemetery and later transferred beneath his monument in Luneta on December 30,
1912. He requested a
stone marker; instead, the nation granted him a grand stone monument. It is true that his final resting place is
surrounded by a fence, but such fence is not a grave, but in a big park which became a tourist spot for travelers
and meeting place for lovers. Most of all, the whole nation commemorates his death every year with full military
honors.
This is not first instance the icon of Rizal was subjected to manipulation of other people. Oftentimes during the
meetings of Katipunan, his portrait was hung on the walls of the meeting room so that members would see his face
clearly. This was because Andres Bonifacio made Rizal the honorary president of the secret society. Debates may
trigger controversies with regard to the true intention of the supremo; but one thing is for sure, Rizal was
considered a symbol by many Filipinos.
So it was evident then that “two Rizals” appeared in the course of our history. The first one is the Historic Rizal who
lived and died in the 19th century Philippines. He is the Rizal born and raised in Calamba, Laguna, who studied at
the Ateneo Municipal in Manila, travelled and studied abroad, published Noli Me Tangereand El Filibusterismo,
founded the La Liga Filipina and the Martyr of Bagumbayan in 1896. He was the true person, the actual Rizal we
can read in History books.
The Symbolic Rizal is the “second” Rizal. He is the kind of Rizal we have today. He is the Rizal in Luneta, the
Rizal in the one peso coin, the Rizal in postage stamps, the Rizal as Tagalog Christ, the Rizal as an icon of Rock,
the Rizal in t-shirts, and the list goes on. This kind of Rizal has indeed become a text open to many meanings.

Rizal as Text, Signs, and Symbols

To further elaborate, a text is anything that can be read, interpreted, and analyze. The key concept here is
reading. Reading is making sense of the world and our lives; we read spaces, places, our historical circumstances,
and a plethora of images unleashed by the media, literature, and art. Text has no intrinsic value or meaning apart
from readers. The message it contains is an effect of the reader’s interpretation rather than a product of its author.
14
There are two types of text. The first one is sign. It is a kind of text which represents a fixed reality and posits
itself as a means of portraying the reality. As in the words of Umberto Eco, a sign is a “closed” text which implies
that the freedom to create meaning is being monopolized. For Roland Barthes, a sign is a readerly text, which can
be understood as a kind of text whose meaning is predetermined; the reader is merely a site to receive information.
Examples of signs are the Peso sign and slippery when wet road sign.

On the other hand, a text can be a symbol which conveys meaning not only about itself but about cultural
processes and relationships; meaning, therefore that is not constant but constituted through a human agency. In
the words of Umberto Eco, a symbol is an “open” text which implies that any interpretation may be valid. For
Roland Barthers, a symbol is a writely text, meaning that the reader is in a position of control and takes an active
role in the construction of meaning. The reader is turned into a writer. Examples of symbols are the photos below:
To apply this concept to the study of the Rizal course, the following photos are Rizal as signs, whose meaning
is predetermined.

ASSESSMENT:

In the space below, answer the following question in two to three sentences. (5points each)
1. What is the difference between the historic Rizal and symbolic Rizal?

2. What is a text? a sign? a symbol?

3. What instances in the past show that Rizal’s image was manipulated by people?

STUDENT’S JOURNAL (20points)

Reflect on the concept of text. It can be deduced using the definition of text that it is impossible to establish a
single meaning since all things viewed as text are open to many interpretations. Applying this in the study of History,
the past may be considered a text, especially when it has been put into writing. It is really impossible to come up
with a single historic fact?

15
LESSON 4: Rizal and Nation-building

Pre-Discussion:

Rizal had envisioned in the past a future generation of enlightened and educated Filipinos; a time when
Filipinos would read his writings not as a heretic but as a person with the same national sentiment as he had once.
Today, Rizal is not just read out of appreciation but also as a primary weapon to dictate the identity of the Filipinos,
which in turn has a correlation to building the nation. This lesson aims to point out the role of Jose Rizal in today’s
process of nation-building.

Exploration: Choral Recitation

Rizal wrote a poem containing his farewell message before his execution. He put it inside a small cooking
stove and gave it to his sister Trinidad. “There is something inside it,” he said in English to prevent any suspicion
from the authority. This masterpiece is now known as “Mi Ultimo Adios” or “Last Farewell”. After his death, Trinidad
went to Andres Bonifacio and turned over the last message to him. Brilliant as he was, the Supremo translated the
poem in Tagalog so that every Filipino can understand it. From the original 14 stanza of Rizal, Bonifacio
transformed the poem into his own work of art by adding stanzas and by using words close to the Filipino’s heart.
Moreover, the meaning of sacrifice for the sake of the nation has been highlighted. This translation is now entitled
“Ang Huling Pahimakas ni Dr. Jose Rizal.” The second and third stanzas of Bonifacio’s 28 translations are given
below:

Masayang saiyo’y aking idudulot ang lanta kong

buhay na lubhang malungkot; maging maringal man
at labis ang alindog sa kagalingan mo ay akin ding
handog

Sa pakikidigma at pamimiyapis Ang

alay ng iba’y ang buhay nakipkip,
Walang agam-agam, maluwag sa
dibdib Matamis sa puso at di ika-
hahapis

Lesson Outcomes:

At the end of the lesson, the students can:

1. Identify the role of History in the process of nation-building;

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

Lesson Discussion:

Philippine History is a repository of the nation’s collective memory. It should not be seen as a mere subject
waiting to be memorized by students. It should be taken from the heart. Like breathing out nad breathing in,
studying History should be second nature to all Filipinos. This is the reason why History is translated in Filipino as
Kasaysayan. Its root word is Saysay (essence). The narrative of the past must be seen as vital to their existence.
Likewise, studying the life, works, and writing of Rizal must be well entrenched in every Filipino’s soul. Lesson
about his life, like his education, lovers, past time, etc. are all useless if not applied in real life. The same idea can
be seen in the logic behind the annual commemoration of Rizal Day. How many among the youth today imbibe the
essence of Rizal Day? Rizal Day is not just a non- working public holiday to serve as an opportunity to stroll around
malls, swim in beaches, and watch movies on Netflix. It is an opportunity for everyone to fulfill what Gemino Abad
referred to as the crucial infinitives in life “to read, to think, to write”. Just like what Rizal did in the past, everyone is
enjoined to participate in political and social processes of building the nation, not necessarily great things right

16
away but in small yet impactful ways. Especially the youth, they are expected to be “Rizal-like” in terms of deep
nationalism.

ASSESSMENT:

In the spaces below, answer the following questions in two to three sentences. (5points each)
1. How many History contribute to the process of nation-building?

2. How can the study of life, works, and writings of Jose Rizal contribute to the process of nation-building?

3. What are the crucial infinitives in life according to Gemino Abad?

17
STUDENT’S JOURNAL: (20points)

Reflect on Rizal’s role as a symbol of nation-building. As a student, how can you become a herald of
nationalism?

18
SUMMARY:

We discussed in this chapter the conceptual framework of the Rizal Course. It is divided into four lessons
which are expected to inculcate awareness and understanding into the minds of students about the relevance of
studying the life, works, and writings of Jose Rizal.

Lesson One focused on the Republic Act 1425 (Rizal Law) of June 12, 1956. This lesson analyzes the Law to
stress the significance of Dr. Jose Rizal as a hero and foremost exemplar of Filipino heroism in fostering a sense of
nationalism, especially to the fair hopes of the nation—the youth. Lesson Two elaborates the concept of a “hero”
that some tend to misconstrue as an award given to dead people. Doing great things is likewise misinterpreted as
something only heroes, like Rizal, can achieve. Through the mandate of state vested upon the Rizal Law, the youth
became empowered to generate new ideas that can change and improve the society. Lesson Three focuses on
Rizal as a “symbol” which in reality is the kind of Rizal we see in our daily lives. It is expected in the end that the
“Millennial” would generate their own version of a symbolic Rizal. Lastly, in Lesson Four we discussed “Rizal and
nation-building” that aims to point out the role of jose Rizal in today’s process of nation-building.

REFERENCES:

Crudo, Eugene Raymond P., Guiwa, Herald Ian C. Pawilen, Reidan M. (2019). The Life, works, and writings of
Jose Rizal.—Quezon City: Rex Book Store.
De Guzman, Domingo., Laksamana, Francisco., De Guzman, Maria O. (1995). Noli Me Tangere ni Dr. Jose
Rizal.—Manila: National Book Store.
De Viana, Augusto V., Cabrera, Helena Ma. F., Samal, Emelita P., De Vera, Myrna M., Atutubo, Janet C., (2018).
Jose Rizal: social reformer and patriot: a study of his life and times.—Manila, Philippines: Rex Book Store.
Fadul, Jose A. (2016). A Work for course in Rizal.—Quezon City: C&E Publishing, Inc.
Purino, Anacoreta P. (2014). Rizal the greatest Filipino hero.—Quezon City: Rex Book Store, Inc.
Pasigui, Ronnie Espergal., Cabalu, Danilo Hipolito (2014). Jose Rizal: the man and the hero: chronicles, legacies,
and controversies.—2nd ed.—Quezon City: C&E Publishing.
Zaide, Gregorio F., Zaide, Sonia M. (2014). Jose Rizal: Life, works and writings of a genius, writer, scientist and
national hero.—Mandaluyong: Avril Publishing, Inc.
Zaide, Gregorio F., Zaide, Sonia M. (1999). Jose Rizal: Life, works and writings of a genius, writer, scientist and
national hero.—Quezon City: All Nations Publishing, Inc.

19
CHAPTER II: Rizal Life

Chapter Description:
This chapter introduces students to Rizal’s life specially his context. In studying the context of a certain
individual or historic event, one must take into consideration the time, place, and the people or the overarching
ideas present during the time in question. Rizal lived in the late 19th century, a time when various reforms were
being implemented in the country. The situation of the Philippines, however, was not as inclusive and the gap
between the rich and the poor created a tense atmosphere that eventually created nationalistic activities and
organizations like the propaganda movement in Spain and the revolutionary movement (KKK) in the Philippines. It
is important for student’s to know the events during Rizal’s time, the places that he visited, as well as the people
and ideas that he encountered to further understand the formation of Rizal’s personality and consciousness.

Chapter Outcomes:

At the end of the chapter, the students can:

1. appreciate how Rizal’s context influence the development of his consciousness;
2. relate how the different events in the 19th century as well as the different ideas he encountered during his
travels were translated to his work; and

3. assess the important of one’s context in the formation of one’s character.

LESSON 5:19th Century Philippines

Pre-Discussion:

The late 18th and the early 19th century marked the beginning of the Industrial Revolution led by the British.
True the development of steam engines and the integration of machinery in production, Britain experienced rapid
development and urbanization. While other countries were quick to emulate British industrialization, Spain lagged
behind its neighbors mainly because of its engagements with the Napoleonic and Carlist Wars and the internal
power struggle between liberal and conservative factions in Spain during the early 19 th century. These changes in
Spain eventually affected its relations towards its colonies and the Philippines experienced liberal policies and
reform for the first time. This lesson explores the political and economic situation of the Philippines during the 19th
century to further contextualize the life and times of Dr. Jose Rizal.

Exploration: Mapping Rizal’s Travels

Rizal dedicated most of his life’s works to the Philippines. However, his life can also be characterized by his
travels to different parts of the world. He travelled as a student and these travels were important since he was
exposed to different cultures and political contexts. It was also through his sojourns that he realized how low other
peoples’ awareness was of the Filipino identity, prompting him to propose for a creation of a Philippine Studies
course in the Philippines. Even scholars such as ResilMojares in his book, Waiting for MariangMakilingobserved
that Rizal became a Filipino outside the Philippines because of the body of work that he produced about the
country during his time abroad. This activity aims to make students appreciate Rizal’s journey outside the country
and the highlights of his sojourn to different countries.

Lesson Outcomes:

At the end of the lesson, the students can:

1. discuss important changes in Spain and in the Philippines;
2. enumerate the policies that enable Filipino’s to organize and us for reforms;and

3. relate how the conditions of the 19th century Philippines and Europe affected the formation of Rizal’s
consciousness.

20
Lesson Discussion:
Economic and Political Situation of the Philippines
Some historians refer to the 19th century as a long century in Philippine history because of the numerous
changes that happened during his period. In terms of political and economic changes, the brief occupation of

Manila by British force in 1762-1764 and the rapid development of economies in Europe made Spanish
administrator in the colony rethink their policies so as not get to left behind by their neighbors and to prevent
another incident such as the British occupation from happening again in the near future.

Some of the more notable reforms were the abolition of the Galleon trade and the opening of the Philippines
to world trade in 1830. This enable not only the increase in economic activities in the country and the entry of firms
from other European states, but also the entry of foreign ideas mostly through the form of books and other printed
media during that time. In the case of Rizal, he was able to read various European literatures such as Alexander
Dumas’ The Count of Monte Cristo andthe Three Musketeers. Andres Bonifacio, the leader of the Kataas-taasan,
Kagalang-galangan Katipunanan ng mga Anak ng Bayan (kkk), was also able to read literatures on the French
revolution that later on influenced some of the works of both individuals.
The end of Spain’s wars with the Dutch and the British, as well as the nullification of the slave raiding activities
of the Moro, also led to the development of agricultural lands and the discovery of new frontiers in the Philippines.
This eventually created a change in the social and economic class in the country with principalias and mestizos
benefitting from these changes, thus the consequent emergence of local elites. In Laguna, Jose Rizal’s family as
considered to be one of the local elites in the province since they were leasing large blocks of lands from friar
estates in Calamba.
These developments however did not help in bridging the gap between the local elites and the poor and
marginalized sector in the country. This gap led to different revolts such as the Basi Revolts in Ilocos Sur and
Ilocos Norte during the early 19th century. These revolts showed the growing gap between the rich and the poor
because they were directly not only against the Spanish authorities but also to the babaknangsor elites in the two
province. The implementation of the Cadiz Constitution 1812 also provide a brief legal justification for the quest for
equality since it was stated in the document that all citizens of Spain, including those in the colonies were, equal
under the law.
In Southern Tagalog areas, brigandage and tulisanes increased their robbing, kidnapping, and pillaging
activities, prompting the colonial government to create the Guardia Civil in 1868. Some movements such as the
Cofradia De San Jose in Tabayas, Quezon, on the other hand, had more religious overtones that challenged the
dominance of the Catholic Church and the discrimination between the religious order and secular priest.

Education and the Rise of the Ilustrados

But through all these reforms, perhaps the most notable was the increase of educated Filipino as the colonial
government, under directives from Spain, also started to reform educational institution in the Philippines. Filipino
and Chinese –Mestizo elite families who were able to capitalize on the opening of the Philippine markets to the
world sent their children to school to take professional course not only in the Philippines but also in Europe.
Travelling to Europe during that time was also made easier with the opening of the Suez Canal in 1859. With their
education and exposure outside the country, these individual, who later on were referred to as illustrados,
eventually formed the core of a new emerging movement that asked the colonial government for much needed
reforms in the Philippines.
This new movement, called the reform and propaganda movement, was different from earlier revolts because
it had a more nationalistic and racial dimension fuelled by the suffering and discrimination experienced by Filipinos
under the Spaniard. This was also supplemented by the liberal policies applied by liberal administrations of Spain
in the Philippines such as the Cadiz Constitution in 1812. This movement also drew inspiration from the earlier
efforts of the native secular priests such as Padre Jose Burgos who fought for equal rights among the clergy in the
1860’s. The secular priest’s move, along with the students’ involvement from different higher institutions in the
country during that time, to gain equal rights, however, was interpreted by the Spanish administrators and friars as
an attempt to overthrow the government leading to massive breakdowns made against student along the some
local elites in the country in 1872. Burgos, along with father Jacinto Zamora and Mariano Gomez, were executed
on February 17, 1872.

21
Rizal was born in 1861 admist all of these political and economic reforms and turmoils. He belonged to a local
elite family who was fortunate enough to capitalize on the existing conditions at the time. He sent to school in the
Philippine; and despite the hardships that his family had to go through during the latter part of the century, he was
able to study in Europe. Rizal actively participated in the propaganda movement while he was studying in Europe.
Later on, he move back to the Philippines in 1892 establishing La Liga Filipina. Rizal’s involvement in the revolution

is still a controversial issue among historians today, with some arguing that Rizal was not in favor of the revolution;
while others see Rizal being one of the main influences of the KKK.
Two thing are for sure, however. First is that Rizal also thought about revolution as means of emancipating the
Philippines from Spain based on his letters to fellow propagandist and friends such as Jose Alejandrino , Antonio
Luna, Marcelo H. Del Pilar, and Ferdinand Blumentritt. Second is that the founders of Katipunan, like Andres
Bonifacio and Deodato Arellano, were members of Rizal’s La Liga Filipina

ASSESSMENT:

In the space below, answer the following question in two to three sentences. (5points each)
1. What were the most important economic changes in the Philippines during the 19th century?

2. How did these economic changes affect the live of Filipinos during that time?

3. The Spaniard also provided educational reforms especially in higher education in the country. Universities in
the Philippines such as the Ateneo and the University of SantoTomas were requiringproviding secular courses to
Filipinos. How did education help in shaping the nationalistic consciousness of Filipinos during that time?

4. Based on your personality assessment, how were these events in the 19th century crucial to the formation of
Rizal’s love for his country?

22
STUDENT’S JOURNAL: (20points)

Reflect on the importance of a person’s context in his/her awareness of the various problems in society. What
are the different problems in your community today? How do these problems affect your daily life? How can these
problems be addressed by an ordinary student or a citizen?

23
LESSON 6: Memories de un Estudiante de Manila

Pre-Discussion:

Rizal, under the pen name P. Jacinto, Wrote his own memoirs of his experiences as student from Binan to
Manila 1872. This is a valuable document because it is Rizal’s on recollection and is a primary source regarding his
childhood days. Reading thru the document provides insight Rizal’s sentiments towards love and family, as well as
to the importance of education.

Exploration: Producing an Autobiography

Biographies are literary works that highlights the life of certain individuals. These works, especially
autobiographies and memoirs, are crucial documents or sources in writing history especially in important events
like reform and revolution. Biographies, however, can also be used as political tools because some facts may be
omitted or added in the process of writing. In this sense, writing a biography or memoir can be both empowering
and incriminating. This activity teaches student to appreciate critical thinking in evaluating facts found in
biographies. This also encourages students to reflect on why some aspects of one person’s life are omitted while
others are highlighted.

Lesson Outcomes:

At the end of the lesson, the students can:

1. explore important aspects of Rizal’s childhood from his Memorias de un Estudiante de Manila;

2. identify relevant individuals and institutions instrumental to his education; and

3. appreciate Rizal’s view on childhood, family, love and education;

Lesson Discussion:

Rizal wrote his memoirs from 1872-1881, composed of 8 chapters spanning his childhood to his days as a
student in manila. A full translation of the document was made by the Jose Rizal National Centennial Commission
and is available in various sources including books and online websites .Chapter 1 of the document highlights
Rizal’s childhood in Calamba providing a personal description of the place including their house and their lifestyle.
Another notable event in the first in the first chapter is the death of Concha, (Rizal’s sister) for whom Rizal shed his
first tears.
Chapter 2 documents Rizal’s first time away from home when he was sent to study in Binan, Laguna, as well
as his daily routines as a student. This chapter is full of Rizal’s longing for his family and his hometown. Chapter 3
is Rizal’s memories of the events that transpired between the years 1871 particularly his mother’s case. This event
really devastated Rizal since his mother was taken away and imprisoned, leaving them without guidance.
In Chapter 4 and 5, Rizal recounts his time as a student in Manila especially at the Ateneo de Municipal. In here,
he states the different rules implemented by Ateneo to ensure the competiveness of its students, as well as the
different books that he read, which influenced his own writing. An example is Alexanre Dumas’ The Count of Monte
Cristo that became influential to his writing of El Filibusterismo.
Chapter 6 is dedicated to SegundaKatigbak, Rizal’s first love. Rizal, however, members this period of his life with
bitterness. They were both young and Segunda was already engaged to someone else when they met. There were
no significant events in Chapter 7.
My mother began to read to me the fable of the young and the old moths, translating it to me piece by piece in
Tagalog. At the first verses, my attention redoubled in such a way that I looked towards the light and fixed my
attention on the moths that fluttered around it. The story could not have been more opportune. My mother
emphasized and commented a great deal on the warnings of the old moth and directed them to me as if to tell me
that these applied to me. I listened to her and what a rare phenomenon the light seemed to me more beautiful each
time, the flame brighter, and I even envied instinctively the fate of those insects that played so cheerfully in its
magical exhalation. Those that have succumbed were drowned in the oil; they didn’t frighten me. My mother
continue her reading, I listened anxiously, and the flame of the insects interested me intensely. The light agitated its
golden tongue on one side, a singed moth in one of its movements fell into the oil, clapped its wings for some time

24
and died. That assumed for me that the flame and the moths were moving far away, very far, and that mother’s
voice acquired a strange, sepulchral timbre. My mother finished the fable. I was not listening; all my attention, all
my mind, and all my thoughts were concentrated on the fate of that moth, young, dead, full of illusions. “You see?”
my mother said to me taking me to bed. “Don’t imitate the young moth and don’t be disobedient; you’ll get burned
like it.” I don’t know if I replied, promised something, or cried. The only thing I remember is that it took to me a long
time before I could sleep. That story had revealed to me things unknown to me until then. To me, moths ceased to
be insignificant insects; moths talked and knew how to warn and advice as well as my mother did. The light
seemed to be more beautiful, dazzling, and attractive. I understand why moths fluttered around lights. Advice and
warnings resounded feebly in my ears. What preoccupied me most was the death of the imprudent, but at the
bottom of my heart, I didn’t blame it. My mother’s solicitude didn’t have all the success that she hoped it would. No;
many years have elapsed; the child has become a man; has plowed the most famous foreign rivers, and meditated
besides their copious streams. The steamship has taken him across the seas and all the oceans; he has climbed
the region of perpetual snow on mountains very much higher than the Makiling of his province. From experience he
has received bitter lessons, oh, infinitely more than the sweet lesson that his mother gave him, and nevertheless
the man preserves the heart of a child and he believes that light is the most beautiful thing there is in creation and
that is worthy for a man to sacrifice his life for it.

ASSESSMENT:

Memoirs of a student in Manila Quiz Bee

Carthaginian Empire vs. Roman Empire

Following the format used by the Ateneo de Manila University during the 19th century, divide the class into
two empires. Allow each group to create 20 questions based on Rizal’s personal accounts of his life as a child and
as a student in Manila in his memorias. Question may range from the biggest to the smallest details of Rizal’s life
(ex. Give an example of a tree found in the Rizal family backyard). Each group will ask questions to the other group.
If there are questions with similar answer to those of the other group’s questions, then these questions are nullified
and each group is required to create new questions.
The group with the highest score wins this clash of empires; while the group member who is able to answer the
most number of questions will automatically be declared as the emperor. This activity requires thorough reading of
the Rizal National Centennial Commission’s translation of Memorias de unEstudiante de Manila.

25
STUDENT’S JOURNAL: (20points)

Reflect on why Rizal highlighted the story of the moth in the last chapter of his Memorias. What was the
message intended by Rizal through this story? Is the moral of the story still applicable for today’s generation? What
does the light symbolize?

26
LESSON 7: Influences
Pre-Discussion:
It is important to note that Rizal would have never grown up to be who he was without the people whom he
met throughout his life. This lesson introduces students to the different individuals who were crucial to the formation
of Rizal’s ideas and his character starting with his family, the Propaganda Movement, Academic organizations in
Europe, as well as the people of Calamba.

Exploration: Philippine Studies

Today, Rizal’s vision of having a Philippine Studies courses has already been made a reality through the
efforts of three leading universities in the country. In both the University of the Philippines-Diliman (UP Diliman) and
De La Salle University (DLSU), graduate degrees in Master of Arts (MA) and Doctor of Philosophy (PhD),
Philippine Studies and academic journals on Philippine and Asian studies have already been established. Ateneo
de Manila University also has its own Philippine Studies Journal.
For the activity, the class may organize a fieldtrip to the Asian Center in UP Diliman, or students may explore
the website of the Asian Center and DLSU’s website to get a glimpse of the description of the degrees, as well as
the curriculum of MA and PhD Philippine Studies.

The class may also explore various articles produced by the Philippine Studies Journal of Ateneo de Manila to see
the topics being discussed in this journal. This can be done by dividing the class into two to four groups.
Report your experience in class.

If you were able to go to the Asian Center in UP Diliman or explore the university website of UP and DLSU
(This is available to the public and prospective students ma view the subjects in the MA and PhD programs of the
college), you may answer the following questions.

1. What were your initial impressions of the place? How do you think would Rizal react to the Asian Center if he
were alive today?
2. What subjects offered by the MA and PhD programs in UP Diliman do think you are helpful in achieving Rizal’s
goal knowing the Philippines and the identify of the Filipinos?
For students who explored the Philippine Studies Journal of Ateneo, list at least 5 articles that were published
in the journal. In your report, discuss the abstract of each article and assess how these articles contribute to
knowledge regarding the Philippines, especially its history and identity. Philippine Studies Journal articles are
available online. Also, try to identify the works of notable social scientists who were able to publish in the Philippine
Studies Journal like William Henry Scott, FloroQuibuyen, etc.

Lesson Outcomes:
At the end of the lesson, the students can:
1. identify individuals relevant to the formation of Rizal’s consciousness as a student in the Philippines and in
Europe;
2. define the different disciplines and idea encountered by Rizal through his exposure to different academic circles
in Europe; and
3. assess how these ideas influenced his writings and his stance regarding the emancipation of the Philippines.

27
Lesson Discussion:
Rizal’s Family

Donya Teodora can be considered as Rizal’s first teacher. In Memorias de un Estudiante de Manila,Rizal look
up to her as the one who influenced his love for learning as shown by their nightly reading in their house in
Calamba. In Letters to the Women of Malolos, Rizal even recognized the importance of mothers in inculcating this
value to their children along with the love for country as they are the first teacher of their children, at least in the
traditional family setting. Next to DonyaTeodora is his brother Paciano, whom recognized as the noble of all
Filipinos in one of his letters to Blumentritt. Paciano was responsible for relaing the message of
secularizationespecially the ideas for reform from Padre Jose Burgos, one of the martyrs who were executed in
Bagong Bayan in 1972 after being accused of playing a part in the Cavite Mutiny.

As a Student in Binan and Manila

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

Rizal in Europe: German Scholarship

During his time in Europe,Rizal also benefited from the development of orientalist studies in Germany. His
involvement in German scholarship can be traced to his connections with Ferdinand Blumentritt, an Austrian
scholar who published books about Philippine ethnological topics. ResilMojares, in his article Rizal Reading
Pigaffeta from his book Waiting for Mariangmakiling: Essays in Philippine Cultural History, enumerated the different
scholars whom Rizal met through the help of Ferdinand Blumentritt:
1. Hendrik kern – professor of Sanskrit at the University of Leiden;
2. A.B Meyer- director of the University of Berlin who also published articles about the Philippines;

3. Wilhelm Joest – professor at the University of Berlin who also published

articles about the Philippines;
4. FedorJagor – a naturalist who travelled to Southeast Asia; and
5. Rudolf Virchow- president of the Berlin Society for Anthropology, Ethnology, and Prehistory.

Aside from these individuals, Rizal was also able to associate himself with academic organizations in Germany
such as the Geographical Society in Berlin and the Anthropological Society founded by Rudolf Virchow and Adolf
Bastian in the 1880’s. Through his association With German scholars, he was able to immerse himself in the
potential of the social sciences especially the discipline of history in studying the Filipino past, culture, and identity.
On April13,1887, he wrote Blumentritt and mentioned his (Rizal’s) objective of establishing a Philippine studies
studies subject or course as a way for Filipinos to know themselves.

With the necessary methodological, conceptual, and theoretical tools, Rizal pursued his personal researches about
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the Philippine past. During his second sojourn to Europe, he read various archival materials about the Philippines
especially at the British Museum. He read the accounts of Spanish missionary reports, travel books to the
Philippines and South Asia, and Chinese records from 13th to 14th century. Some of the notable works he produced
in the social sciences were his annotations of Sucesos de Las Islas Filipinas by Antonio de Morga, The Indolence
of the Filipinos, and his planned organization conferences about the Philippines with History as a central theme.

Through his conceptualization of the association Internationale de Philippinestesand his planned conference,
Rizal divided Philippine history into three periods, namely: precolonial Philippines, the loss of Philippine Autonomy
from 1521 to 1808, and finally from 1808 to Cavite mutiny in 1872. Historians today refer to this type of
periodization as the Tripartite View of the Philippine history.

During the formation of the revolutionary movement under Andres Bonifacio, the Katipuneros also
incorporated the tripartite view in the KKK’s initiation process, giving it a more revolutionary and localize character
by calling the pre-colonial period as Liwanag, the Spanish colonial period as Dilim, and the period of liberation from
Spain as Muling Liwanag. Prospective members of the Katipunan had to memorize this before they were accepted
in the group.

Rizal’s Scholarship, the propaganda Movement, and the Suffering of the Filifinos

Rizal’s being a doctor also greatly influence his writing and analysis of the situation of the Philippines. It was
evident in his discussions about the Philippines in his essay The Indolence of the Filipinos where he frequently
referred to the country as a body that could experience sickness and decay, but could also be healed. In El
FilibustirismoChapter 7 with the title, Simoun and Basilio, Simoun debated whether he would simply do his part as
a professional on engage actively in treating the social ills infecting the country.
Of course, the propaganda movement in Spain also influenced Rizal especially with the establish of La
Solidaridad in 1889. Rizal actively participated in asking for reforms and in writing articles for the soil. However ,
most of his Ilustrado contemporaries were not as interested as he was writing about the Philppines; and this greatly
frustrated Rizal who wanted his fellow Filipinos to devote more effort and time towards researching about the
country. Because of internal politics and the incident in Calamba from 1887, Rizal eventually dissociated himself
with the reform movement and took on a more radical stance regarding the emancipation of the country.
The led us to perhaps one of the greatest influences in Rizal’s life—the suffering of Filipinos people under
Spain. Rizal had always been emphatic about the situation of his countrymen and it grew exponentially when the
people of his town, including his family, were unjustly persecuted. This can be shown with Rizal’s break –up with
the proganda movement—more than the internal politics within the group,his main motivation why he no longer
saw himself pushing for reforms was the sufferings experienced by the tenants of Calamba and his family.

ASSESSMENT:

1. Create a Curriculum Vitae (CV) of Rizal based on the discussion. You may
also use other sources in creating Rizal’s CV.

2. Austin Craig was one of the first to write about Rizal’s biography. One of his most notable works about Rizal
was the Rizal family tree. Using Craig’s work, recreate Rizal’s family tree and identify notable individuals today who
are related to Rizal.

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STUDENT’S JOURNAL: (20 points)

Reflect on the importance of influencers in an individual’s life. Who are the most influential people in our life?
How did they affect your outlook about different aspects of your personal, academic, and even social life? Can a
person live without the influence of others?

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Lesson 8: Rizal, the Polymath
Pre-Discussion:

Rizal, in all aspects, was a true scholar. He enjoyed learning from different fields, whether from the arts or the
sciences. He never limited his capacity to learn; he emphasize the importance of education for the Filipino. This
lesson aims to highlight Rizal’s education, as well as other fields that he explored as a scholar.

Exploration: Trying a Different Skill (Classroom Skills and Talent Show)

Organize a “Skills and Talent Show” activity for the class. You may invite other teachers and students from
other sections to act as judges. The talent show must have the theme: A showcase of talents for the betterment of
the Philippines. The class ma determine the criteria for judging but they must include relevance of the talents and
skills to be shown in nation building. How can these talents and skills help for the betterment of the nation? (e.g.,
how can music be used as a tool for nation building? Participants may sing nationalistic songs.)

Lesson Outcomes:

At the end of the lesson, the students can:

1. identify different disciplines and interests of Jose Rizal;
2. explore a new skill or a new field of study; and
3. relate how learning new skills and exploring new fields can be beneficial for the welfare of the community and
the country.

Lesson Discussion:
Rizal’s Interest, Skill, and Talents

Rizal studied to become a doctor specializing in ophthalmology. However, he never let his profession limit
what he could do as an individual. Aside from being a doctor, he was also known among his peers as a prolific
writer and he would always be remembered because of his two novels, Noli Me Tangere andFilibusterismo. He
was also trained in the social sciences during his time in Germany in 1889.
Some scholars attribute Rizal’s versatility to his being a genius, however, is still a debatable term, with others
measuring it quantitatively through the level of Intelligence Quotient or IQ; while others measure it quantitatively
through an individual’s contributions to society. Regardless of how we measure ingenuity, it is clear that Rizal was
a remarkable individual based on his credentials and his contributions to society.
First, Rizal graduated with high honor when he was studying in Ateneo. He also consistentlu had high grades
when he was attending school in different universities in the Philippines and abroad. He was also a dedicated
scholar who used his spare time studying other languages and subject, as well as other art, such as poetry,
sculpture, painting, and martial arts specifically fencing. It was said that Rizal was ine of the best practitioners of
fencing among ilustradosduring their time in Europe.
Also, while we honor Rizal as the doctor and the writer, most of his scientific works were done during his exile
in Dapitan from 1892-1896, when he conducted numerous scientific works that involved collecting and sending
different animal specimens to Blumentritt. He also conducted business ventures, improved the water system in
Dapitan using his background in land surveying, established a school where his spare time, he created various art
works, and conducted various ethnographic, linguistic, and geographic studies in Mindanao. When he won a lottery
on September 21,1892, he used the money to buy 16 hectares of land in Talisay, Dapitan where he also practiced
his farming skills.
He did all of these activities while serving also as an ophthalmologist that eventually led to the romance
between Rizal and Josehine Bracken, who one day brought her blind father, Mr. George Tufer, to Rizal for a
medical consultation.
In retrospect, 1892-1896 can be considered as one of the golden of Dapitan because of the help of Dr. Jose
Rizal. He engaged in different community projects that boosted the economy and quality of life in the area. He
remained true to his vow to educate the Filipinos by establishing a school in Dapitan. Whether he was a genius or
not by today’s standards, Rizal embodies his vision of a true scholar and citizen in the service of his country. Rizal
was a model of consistency when he said that the ilustrados in Europe must go back and serve in the Philippines.

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In fact, he himself came back in 1892 despite the dangers he faced in the Philippines, even when he enjoyed a
relatively comfortable and safe life as an ophthalmologist in Hongkong in 1891. He made sure that even in exile, he
used all of his abilities and talents to serve his countrymen.

ASSESSMENT:

In the spaces below, answer the following question in two three sentences. (5points each)

1. Enumerate at least five skills shown by Rizal during his time in Dapitan. How were these skills instrumental in
improving life in the area?

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

3. In your personal opinion, can we consider Rizal as a genius? What are our parameters in considering him as a
genius?

STUDENT’S JOURNAL: (20 points)

Reflect on the importance of not limiting yourself and what you can learn as an individual. How can you try and
explore different skills despite having a hectic schedule as a student? What skill or field would you like to explore if
given the chance, time, and resources? How can you help your community by acquiring this skills and expertise?

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SUMMARY:

In this chapter we discuss the life of Rizal that includes the 19th century Philippines, a time when various
reforms were being implemented in the country. This lesson explores the political and economic situation of the
Philippines during the 19th century to further contextualize the life and times of Dr. Jose Rizal. Then we get to know
Rizal in his written memoirs from 1872-1881, composed of 8 chapters spanning his childhood to his days as a
student in manila. Influences to Rizal’s life also discussed in this chapter that introduces students to the different
individuals who were crucial to the formation of Rizal’s ideas and his character starting with his family, the
Propaganda Movement, Academic organizations in Europe, as well as the people of Calamba. Lastly, we got to
know also the highlights in Rizal’s education, as well as other fields that he explored as a scholar.

REFERENCES:

Crudo, Eugene Raymond P., Guiwa, Herald Ian C. Pawilen, Reidan M. (2019). The Life, works, and writings of
Jose Rizal.—Quezon City: Rex Book Store.
De Guzman, Domingo., Laksamana, Francisco., De Guzman, Maria O. (1995). Noli Me Tangere ni Dr. Jose
Rizal.—Manila: National Book Store.
De Viana, Augusto V., Cabrera, Helena Ma. F., Samal, Emelita P., De Vera, Myrna M., Atutubo, Janet C., (2018).
Jose Rizal: social reformer and patriot: a study of his life and times.—Manila, Philippines: Rex Book Store.
Fadul, Jose A. (2016). A Work for course in Rizal.—Quezon City: C&E Publishing, Inc.
Purino, Anacoreta P. (2014). Rizal the greatest Filipino hero.—Quezon City: Rex Book Store, Inc.
Pasigui, Ronnie Espergal., Cabalu, Danilo Hipolito (2014). Jose Rizal: the man and the hero: chronicles, legacies,
and controversies.—2nd ed.—Quezon City: C&E Publishing.
Zaide, Gregorio F., Zaide, Sonia M. (2014). Jose Rizal: Life, works and writings of a genius, writer, scientist and
national hero.—Mandaluyong: Avril Publishing, Inc.
Zaide, Gregorio F., Zaide, Sonia M. (1999). Jose Rizal: Life, works and writings of a genius, writer, scientist and
national hero.—Quezon City: All Nations Publishing, Inc.

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CHAPTER III: RIZAL Works

Chapter Description:

In this chapter, we are going to explore Rizal’s different fields of interest, from his well-known writings, views
on science and his scientific undertakings, artistic and creative pursuits, and eventually to the creation of an
organization. Every great man and women capable of expressing his/her thoughts is endowed with a vision to
purport his/her ideas unto another. This was how Rizal transformed his deep knowledge on the things surrounding
him. In dealing with his writings, he came up with numerous essays, poems, letters, and novels to substantiate the
different facets of his time. When it came to complex sciences, a topic which unwelcomes back then Spanish
colonial Philippines, Rizal went to discover its advantages and made full use of them in dealing with the indolent
situation of the country. Along with his rational knowledge was also his pursuit for the creative. The creative
faculties of his brain determined the importance of not only the rational but also the visual. To create art is to inform
others without explaining too much. His artistic pursuit gave way to express his deepest thoughts along with his
poetry. The culmination of all his efforts was best displayed in his facilitating the possibility of Filipinos working
together. As he worked on uniting all the people in the archipelago, Rizal dealt with centuries of divisive thinking or
regionalism and political bickering by other less attenutated individuals. He nonetheless came victorious in
providing the inspiration for a national organization.

Chapter outcomes:

At the end of the chapter, the students can:

1. enumerate the different works, interests, and organizations of Dr. Jose Rizal;
2. discuss how Rizal valued the arts and the sciences in his works; and

3. analyze the different disciplines he ventured in and how it shaped his mind for the birth

LESSON 9: Works of Rizal

Lesson Outcomes:
At the end of the lesson, the students can:
1. discuss selected works of Rizal;
2. enumerate the significance of each his work in their own context; and
3. relate the significance of Rizal’ works to one’ life.

Pre-Discussion:

In this lesson, we take a closer look at how Rizal used his talent for writing in reaching a great number of
people. From his life as a young student up to his final days in Intramuros, Rizal always had his pen beside him.
This lesson aims to position the student with regard to Rizal’s selected works in their specific context, along
with the important concepts found in each one.

Exploration: Tracing Rizal’s Writing

Rizal’s original writing were written in Spanish. What we have now are translation of his original works. These
translation come in many versions by different Rizal scholar.
Now let us discover Rizal’s writing. Browse through the different versions and ease out what seems to be
digestible for you consumption. Take extra time into to learn about the context of each writing and the place where
he wrote it. What could be the reason behind each work? Why would you deem it important? Does it still hold any
relevance today after a century has passed?
Lesson Outcomes:

At the end of the lesson, the studentscan:

1. discuss selected works of Rizal;

2. enumerate the significance of each his work in their own context; and

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3. relate the significance of Rizal’ works to one’ life.
Lesson Discussion:

A man of letters, Rizal is known best for his writing. His novels were the reason for sparking a revolution. He
was also a man who wrote a lot to his friend’s family, colleagues, fellow reforms, and many more. Aside from all the
prose he became known for, he also produced fine poems expressing the deepest desire of his hearts that no
essay, letter, or novel could materialize.

The Noli Me Tangere, a Latin phrase for “touch me not”, came out in 1887, published in Berlin, Germany. It
was his first attempt to talk about his people while revealing the social ills andcomplications a fellow Filipino like
himself would have to live with during the Spanish rule. Eventually, this became a massive hit, it became his
masterpiece. With the lens of a doctor, he tried to expose the ills of society and looked for proper remedy. As a
mere novelist and physician, he applied his knowledge of prescription b means of exposing the evils in society.
Rizal intended to bring enlightenment to his readers. Those readers in turn became doctors themselves to the
malady as each held knowledge vital to its cure or detriment.

In his second novel, the El Filibusterismo, a Spanish term for “The Subversion”, came out in 1887, published
in Ghent, Belgium. Continuing where he left off with a new cast of characters, Rizal explored the Philippines in a
much grander scale. Both these two context while drawing inspiration from real life contemporaries.
In one of his poems, Mi Ultimo Adios (My Last Farewell In English) he bid adieu to his beloved country. Well
hidden in the lamp given to Trinidad on the eve of his martyrdom, Rizal spoke in English so as to cleverly tell his
dear sister as to the contents inside. Later this letter was translated by the SupremoBonofacio in Tagalog as
Pahimakasni Dr. Jose Rizal, that further sparked the cause to revolt, stirring the emotion of the people.

Regardless of a number of his influential works, some of his writings also employed greater skinn as a scholar
of various discipline. As a student of history, Rizal annotated the known book of Atonio’s de Morga’sSucesos de las
Islas Filipinas. His method of annotation was by hand which made him spend a lot of time in the British Museum
where one of the extant copies was located.

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ASSESSMENT:

In the space below, answer the following questions in two to three sentence. (5points each)
1. What were the most important writing by Rizal? What did he state in those easy or poems?

2. Rizal dealt with a lot of critics because he was writing from a perspective of a Filipino. How did his writing stir
the population? What did he provide that others before him did?

3. Based on your personality assessment, are the writing of Rizal still relevant today as they were during his time?

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STUDENT’S JOURNAL: (20points)

Reflect on the importance of Rizal’s, writing when it comes to being a Filipino. If you were a Filipino searching
for our Identify, would this be a good place to start? Why? What are the key ideas Rizal intended for his readers to
learn about their country? Are the problems then already addressed today? If you were to write about your life,
what details would you write about? To whom would you dedicated it?

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LESSON 10: The Value of Science

Pre-Discussion:

Science was instrumental in the developing changes in 19th century. Rizal was also a part of that century
when various methods to enlightening took shape not only in the societal arena but also in industrial concerns.
In this lesson, we take a further look into the state of science in the Philippines back in Rizal’s time and how
he viewed its contribution to the nation he envisioned.

Exploration:

Discover your own local surroundings. Find out what endemic species are found in your location. It can either
be a plant or an animal. Explore their characteristics and classify their species.

Lesson Outcomes:

At the end of the lesson, the students can:

1. enumerate the discoveries made by Rizal in Dapitan;
2. provide alternative ways on looking at how his mind works; and
3. synthesize his scientific approach to framing a nation.

Lesson Discussion:

Science was not at the forefront of the Spanish colonial Philippines in the 19th century. It was merely
introduced as a required subject to be taken to fulfill the much needed courses to attain a degree. The
Elfilibusterismo described a student enrolled in a class of physics to be “reciting lessons from memory”, which was
as usual predicament back then. Students were to mimic, like parrots, the lessons laid out by their professors from
the religious orders. When students showed a sign of distaste for the subject, the atmosphere transformed into “a
sermon about lessons on humility, submissive, and respect for the religious.” That was the context by which
science was suppressed in the 19th century. But in one of his essas, the Religiosity of the Filipinos, Rizal asserted
that science is helpful in understanding the creator.
As a propagandist writing in the La Solidaridad, Rizal would invoke the importance of science in laying out
reforms and in improving then state of the country. In the Indolence of the Filipinos, Rizal argued the important use
of physical sciences to understand current social reality. In The Philippines a Century Hence, he compared science
with history.
“History does not record in its annals any lasting domination b a group of people…the existence of a foreign
body within another endowed with strength and activity is contrary to all natural and ethical laws. Science teacher
us that it is either assimilated, destroys the organism, is eliminated or becomes encysted”.
An ardent admirer of the physical sciences, Rizal had to prove his knowledge about the subject when he was
in exile inDapitan. The solitude and tranquility of the place provided him with resplendent natural surroundings and
he believed that any scientist pursuit would be within his grasp. In his four—year exile, he fostered fascination for
conchology or the study or collection of shells, estimated to be around 346 shells from 203 species. Rizal became
a Familiar name for at least three species named after him: Draco rizali (lizard), Apagonia, (beetle), and
Rhacophorusrizali (frog). Furthermore, he delved into archaeological, geological, geographical and
anthropological studies based on his correspondences with his fellow scientist.
Rizal was also in touch with his scientific side and never relinquished his thirst for knowledge.

The species named after him clearly displayed his contributions to botany and zoology. His inquiries into the
local environment provided detailed accounts of his different contributions to society. A man of his caliber, born in
the East, educated in the West, and still was able to focus and look on the greater side of man makes you take a
second look on his scientific pursuits

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ASSESSMENT:

In the spaces below,answer the following questions in two to three sentences: (5points each)
1. How was science valued during Rizal’s time? How did they view it?

2. How did Rizal relate science to the propaganda movement? Can you specify which essays were used in giving
importance to science?

3. Identify the different discoveries made by Rizal during his exile Dapitan.

STUDENT’S JOURNAL: (20points each)

Reflect on why the study of the science was integral into understanding how nation are ruled. Why are the
most advanced in the science in the found in the most developed countries? How is it related to nation building?
What are their contributions to the economy?

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LESSON 11: The Art of Rizal

Pre-Discussion:

Most of the works of Rizal are glossed over by historians. But when they look at his humanity, creativity, and
expression, they would be surprise, for he was also an artist!
In this lesson, we deal with the side of Rizal being a creator of his design, literally. As he was managing to
travel abroad, correspond with distant family and friends, or mark a special occasion for a person or event, his
creative hands could not help but accentuate his thoughts. Finally, closer look into different types of his art works is
discussed in this lesson.

Exploration

Reminisce about your travels and find out if you took photos of them. What was unforgettable in those places?
Why do the sick in your memory? Did you learn from those places with regard their history, or heritage? How did
you relate with the people who lived there?

Lesson Outcomes:

At the end of the lesson, the students can:

1. identify the artistic works of Rizal and how he made use of them;
2. establish the connection of his art works with other fields of endeavor; and

3. synthesize Rizal’s passion for the arts complementing his love for reason.

Lesson Discussion:

Rizal utilized his knowledge of the arts and its power of evoking what words cannot describe. This talent of
Rizal provided an added fuel in sending out his message and connecting to the people close him as if they were
just near. The understanding that Rizal also knew of the arts another look at his creativity.
Rizal was a fan of the visual arts. His pen being famous for writing so many lines, people tend to forget about
its other use for conjuring up an image. He had the talent for it even at a young age. He was said to have been
given clay and moments later he fashioned in into a tiny sculpture. He was given creative freedom by his parents at
a very young age. If Rizal were to be given another chance in life, he would have chosen to be an artist. But, alas,
was not to be. Instead, he used this skill in providing joy to the people around him.
By sharing his talent in crafting something out of nothing, Rizal provided his circle with the benefit of being
complete. As he was narrating his travels abroad, he also attached a sketch of a view from his steamer or
apartment. In most cases, he would send some of his friends some letters with an attachment along with these on
special occasions. When he felt gloomy or wanted to report to his correspondence about the state of his health, he
would often take a self-portrait about himself and would narrate the state he was in. There were cases also of
giving tokens of appreciation in the form of a small portrait bust in exchange for the hosts’ hospitality and warmth.
At times, his skills would be used to carve out toys for the games he invented as well. One of the most famous
would be his artistic cover of his first novel, Noli Me Tangere. It was a teaser of sorts to the uninitiated contents of
his book, giving glimpses of details about characters and elements in various chapters. He also gave time to be
playful and came up with his version of a comic strip for his nephews in the Monkey and the Turtle. Yet even those
dear to his heart need not worry, for he was truly inspired by them and drew their portraits as a souvenir. The
variety and extent of Rizal’s artistic practice was indeed diverse!

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ASSESSMENT:

In the space below, answer the following questions in two to three sentence. (5points each)
1. Why did Rizal have to share his talents?

2. What kind of art practice did Rizal get involved in?

3. What significant piece of Rizal’s work do you closely associate with him? Why?

41
STUDENT’S JOURNAL: (20points)

Reflect on your personal belongings. Which do you value the Most? What does it look like? Does its value
depend on its outward appearance? Is there a sentimental value attached to it? Why was such treated or invented
in the first place? How was it made? Will you ever be able to live without it?

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LESSON 12: Organizations

Pre-Discussion:

If one plans to change something impossible, he must be in the company of a few, for in this few, he gathers
the strength of the many. Trusted and like-minded individuals such as Rizal were constantly looking for people who
would be willing to accompany him in his greater goal. In his studies abroad, he became open to establish various
organizations who would be a larger voice in hearing out the faint cry of the people. This lesson deals with the
different organizations Rizal became involved in.

Exploration

Name the different organizations famous in your own or City. What have the done to gain this prominence?
How were they able to recruit members? Do the have corporate social responsibility to the people in your town or
city? What kind of services do they provide? Are they open to other members not from your town or city? Why or
why not?

Lesson Outcomes:

At the end of the lesson, the students can:

1. categorize the different organizations that Rizal had formed;
2. discuss the reason for establishing each organizations; and

3. classifyeach organization’s specific contribution.

Lesson Discussion:

Upon his arrival in Europe, Rizal linked up with his fellow Filipinos. They established a number of
organizations to strengthen their identity as a simple collective group of Filipinos embarking on the Paris Exposition
of 1899. They adopted the name of Kidlat Club, whose members included Antonio Luna, BaldomeroRoxas,
Fernando Canon, Juan Luna, etc. Eventually, the name became temporal, fashioned out of a whim. However, they
spotted the native American Indians and were inspired by them. From being Kidlat Club, they became the Los
Indios Bravos. Adopting the derogatory term the Spaniards called their fellow Filipinos, the members classified
themselves into a greater goal of unifying their fellow Filipino students in Europe.
Eventually, this group of student and young professionals became entrenched in providing a voice to air their
issue and suggestions to the government. The Asosacion La Solidaridad materialized. This organization later
published the newsletter entitled La Solidaridad where the lengthiest and groundbreaking articles of Rizal were
published, the 5- part Indolence of the Filipino and Philippines, A Century Hence.
“Man works for an objects. Remove the object and you reduce him to inaction. The most active man in the
world will fold his arms from the instant he understands that it is madness to bestir himself, that this work will be
cause of his trouble, that for him it will be the cause of vexations at home and of the pirate’s greed abroad.”
Indolence of the Filipinos ( Part III).
“Deprive a man, then, of his dignity, and you not only deprive him of his moral strength but you also make him
unless even for those who wish to make us of him. Every creature has its stimulus, its mainspring: man’s is his self-
esteem. Take it away from him and he is a corpse, and he who seeks activity in a corpse will encounter only
worms.”Indolence of the Filipinos (PART IV).
“No one ceases to be a man, no one forfeits his rights to civilization merely by being more or less uncultured,
and since the Filipino is regarded as a fit citizen when he is asked to pay taxes or shed his blood to defend the
fatherland why must this fitness be denied him when the question arises of granting him so right? Moreover, how is
he to be held responsible for his ignorance, when it is acknowledge by all, friends and enemies that his zeal for
learning is so great that even before the coming of the Spaniards every one could read write…”Philippines, A
Century Hence (PART III).
“ 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

43
wages and existing at its expense, it has seen not only that she does not nourish it to make it grow but that she
poisons it to stunt its growth and at the slightest protest she flies into a rage!” Philippines, A Century Hence (Part II)
“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 questions… Furthermore, this is contrary to her traditions.” Philippines, A century Hence (Part IV)
When he returned to Manila, Rizal tried to establish the first national organization uniting the archipelago.
Never before had there been a gathering where different mestizos and indios were unified under one country, the
Filipinas. On the 3rd of July, 1892, Rizal established his national organization at the Ongjunco Residence, in Tondo,
Manila. It was to be known as the La Liga Filipina. It was an attended by a number of Filipinos from different fields
and social strata like Domingo Franco, Pedro Serrano Laktaw, Ambrosio Salvador, ApolinarioMabini, Andres
Bonifacio, and several others.
The La Liga Filipina had its own constitution written by Rizal. Its aims were the following:
1. unity of the whole archipelago into one compact and homogenous body;
2. mutual protection in very want and necessity;
3. defense against all violence and injustice;
4. encouragement of education, agriculture, and commerce; and
5. analysis and application of reforms.

Eventually, the La Liga Filipinawas the last organization Rizal formed and was directly involved in because a
few days after, Governor General Despujol arranged for Rizal’s arrest and eventual exile to the southern part of
Mindanao, Dapitan. Despite his failure to materialize any long standing organization, Rizal’s followers were able to
establish for themselves without his help. The formation of the Katipunan by supremo Andres Bonifacio who
benefited from Rizal’s vision made use of the latter’s influential mien, as references alluding to the Dapitan exile
was present throughout their secret organization.

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ASSESSMENT:

In the spaces below, answer the following questions in two to three sentences. (5points each)
1. How was Rizal able to establish different organizations in such a short period of time?

2. What organizations did he form?

3. Among the organizations mentioned, what was the most significant? Why?

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STUDENT’S JOURNAL: (20points)

Reflect how you can put up your own organization. Do you have what it takes to envision a greater goal? Do
you have the greater good of the people at heart? How your vision is any different in Rizal’s time and today’s
generation?

46
SUMMARY:

In this chapter we discussed and explore Rizal’s different fields of interest, from his well-known writings,
views on science and his scientific undertakings, artistic and creative pursuits, and eventually to the creation of an
organization. It includes lessons on tracing Rizal’s selected writing and its important concepts found in each one. In
this chapter also, we take further a look into the state of science in the Philippines back in Rizal’s time and how he
viewed its contribution to the nation he envisioned. Aside from that, we discover also his different types of art works
for he was also an artist. Lastly, we tackled also lesson in the different organizations Rizal became involved in.

REFERENCES:

Crudo, Eugene Raymond P., Guiwa, Herald Ian C. Pawilen, Reidan M. (2019). The Life, works, and writings of
Jose Rizal.—Quezon City: Rex Book Store.
De Guzman, Domingo., Laksamana, Francisco., De Guzman, Maria O. (1995). Noli Me Tangere ni Dr. Jose
Rizal.—Manila: National Book Store.
De Viana, Augusto V., Cabrera, Helena Ma. F., Samal, Emelita P., De Vera, Myrna M., Atutubo, Janet C., (2018).
Jose Rizal: social reformer and patriot: a study of his life and times.—Manila, Philippines: Rex Book Store.
Fadul, Jose A. (2016). A Work for course in Rizal.—Quezon City: C&E Publishing, Inc.
Purino, Anacoreta P. (2014). Rizal the greatest Filipino hero.—Quezon City: Rex Book Store, Inc.
Pasigui, Ronnie Espergal., Cabalu, Danilo Hipolito (2014). Jose Rizal: the man and the hero: chronicles, legacies,
and controversies.—2nd ed.—Quezon City: C&E Publishing.
Zaide, Gregorio F., Zaide, Sonia M. (2014). Jose Rizal: Life, works and writings of a genius, writer, scientist and
national hero.—Mandaluyong: Avril Publishing, Inc.
Zaide, Gregorio F., Zaide, Sonia M. (1999). Jose Rizal: Life, works and writings of a genius, writer, scientist and
national hero.—Quezon City: All Nations Publishing, Inc.

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Chapter IV: Rizal Patriotism and Nationalism
Chapter Description:

Rizal was a central figure who laid the foundation for the creation of the Filipino Nation. Through his writing, he
emphasized the need for an educated and active citizenry that included everyone especially the youth and the
women. An active citizenry is crucial to the identification and healing of different social ills that hamper the progress
of the nation. This chapter explores the core ideas of Rizal especially those relating to progress, education,
leadership, and the nation. It is through these ideas that Rizal remains relevant to the country and to its people
today.

Chapter Outcomes:
At the end of the chapter, students can:

1. display greater appreciation to education, women, leadership, and national progress;

2. discuss the different ideas that Rizal wanted to emphasized in his works; and
3. apply Rizal’s ideas as students and citizen of the Philippines.

LESSON 13: Rizal’s Threefold View of History

Pre-Discussion:

Rizal, in his annotation to Antonio de Morga’sSucesos de lasislas Filipinas, said that “to foretell the destiny of
a nation, it is necessary to open a book that tells of her past.” Uttered in his time, Rizal hoped influence the nation’s
future through the use of the narratives of the past. Such threefold approach became the foundation of his
nationalist project when he returned to Europe.
This lesson tackles Jose Rizal’s vision of Philippine History and aims to remind the youth about the
significance of history in our lives.

Exploration: Corroborating Historical Sources

When Rizal embarked on his mission to give his countrymen a written history, he sought the book of Morga
and used it as his primary source. Primary sources are sources that have direct relations to the past events or to
the subject being discussed. Examples of this are diaries, artifacts, personal testimonies of witnesses, etc. This is
in contrast with secondary sources, which are the narratives written by historians/writers. Example of these are
books, textbooks, textbooks, journal articles, etc. Historical sources are the bread and butter of historians. Without
them, historians’ attempt to reconstruct the past is impossible. Rizal also applied historical methods in the entire
process, namely, internal and external criticism. External criticism refers to the assessment of physical appearance
and composition of a certain document. Internal criticism means analyzing the motives and content of a specific
document. All these were
employed by Rizal in his annotation toSucesos de lasislas Filipinas.
Lesson Outcomes:
At the end of the lesson, the students can:

1. compare and contrast the concepts of the Bipartite View of History;

2. analyze Rizal’s perspective on Philippine History; and
3. use History to address current issues.

Lesson Discussion:
Bipartite vs. Tripartite View of History

Jose Rizal’s personal experience of unequal treatment conferred to fellow folks in Calamba regarding land
dispute in 1887 served as his last straw of faith to the colonial regime. He had already reached the point of
conclusion that the Philippines had no future if it remained a colony of Spain. Thus, their transformation of
consciousness had come to full circle to the unset of his second sojourn to Europe (1888-1892). Rizal now had a

48
clear mission to- imagine a separate Filipino nation. To do this, Rizal sought historical scholarship to destroy the
evils of Spanish colonialism.
Rizal, however, was not the first of his kind. There were effort to combat colonialism using history by other
Filipinos before him. Fr. Jose Burgos, the leading icon of the secularization movement and whose works greatly
influenced Rizal, championed this through inaccurate in most of his historical account. Isabelo de los Reyes, s
notable Filipino journalist, had written volumes of newspaper article on Philippines history; albeit relegated to
limited value only by his contemporaries. The infamous Pedro Paterno, the architect of the Truce of Biak- na –
Batoin 1898, also devoted his life while in Madrid, Spain, venturing on historical writing but his works were merely
showing the sameness of the Spanish and Filipino culture prior to colonization. Nevertheless, all these proved the
growing interest of Filipinos to defend themselves through past narratives.
Such Filipino approach alarmed the Spaniards and propelled them to revive the old colonial myth natives, a
belief on the indolence of Filipinos as the root cause of society stagnation in the Philippines. This was backed up by
another colonial ideology of “ingrate” Filipinos who entertained the prospect of expelling the friars and the
possibility of a separate Filipino nation in the 19th century. The fundamental thesis was to blame the natives for
their barbarism and stupidity, which in turn resulted to general backwardness. Guardians of the empire were mostly
friars and apologists, like Barrantes, Retana, and Quioquiap, who relentlessly criticized Filipinos for their ingratitude
to Mother Spain.
The perspective utilized by the Spaniards is known today in Philippines History / Historiography as the Bipartite
View of History. It refers to the biased vision of colonialist to their colony to justify the perpetuation of colonial status
quo. It can be easily understood by this twofold framework: DARKNESS—LIGHT (DILIM--LIWANAG). Darkness
here is metaphorically pertaining to backwardness, while light means civilization, it advances the idea that the
Philippines had no civilization (Kadiliman) before the advent of Spanish colonialism. But when the Spaniards
conquered the archipelago, civilization ( Liwanag) came afterwards.
The opposing concept of the view explained earlier is the Tripartite View of History. It refers to the idea of the
colonial subjects against their colonizers to deny the nobility of colonialism. The threefold framework is LIGHT—
DARKNESS—LIGHT (LIWANAG—DILIM—MULING LIWANAG). The approach centers on how 300 years of
Spanish rule in the Philippines ruined the advanced civilization of early Filipinos and the possibility of returning to
their glorious years when colonialism is eliminated.
The Tripartite View of history preoccupied the minds of many Filipino Ilustrados who studied in Europe in the
19th century. Propagating it, however, was not the end-game as it appeared only to be throwing stones at each
other. Telling the Spaniards that they ruined the Philippines was insufficient because it would only be branded as
accusations and black propaganda. What the Filipinos needed that time were solid evidence that rival the more
dominant views expressed by colonial sentinels.
Rizal’s contribution to historical writing arrived in the nick of time. His massive research and accurate
historical method laid foundation of Philippine historiography. He did this through mastering the technique he
learned from Europe, and applied this in his 1890 edition Antonio de Morga’sSucesos de lasislas Filipinas.

Rizal’s Annotation to Antonio de Morga’sSucesos de las Islas Filipinas

Rizal has been contemplating on a well-written history of the Philippines when he finished his first novel in
1887. But he was too reluctant at first because of his lack of resources. Instead, he implored his friend
FerdenandBlumentrittto write the history of the Philippines due to his apparent expertise on the subject matter, to
which the latter refused. Realizing that his plea did not stand a chance, Rizal decided to do it by himself, in his own
way. Instead of writing an entire book dedicated to the country’s history, he rather resorted to annotating a
previously published Philippine history book –the book entitled Sucesos de las Islas Filipinas written by Antonio de
Morga.
Antonio de Morga was a Seville-born statesman who joined the Spanish government in 1580. In 1593, he was
appointed Lieutenant-Governor of Spain’s colony in the Philippines, the second in command next to the Governor-
General. In 1598, he assumed the position of Oidor, or judge in the Audiencia. In 1600, he led the Spanish troops
against Dutch invaders led by Oliver van Noort; but he lost in this battle. This defeat paved the way for his relief in
position and transfer to Mexico, where the published his books Sucesos de las Islas Filipinas in 1609.
Rizal, after getting permission from friends and authorities, devoted his time and laboriously conducted his
intensive research at the British Museum in London for four months, (September to December of 1889), where he

49
found the original manuscript of Sucesos. As technology was not yet advanced during his time, he patiently hand
copied the entire book. He also dared to read other chronicles about the Philippines (those written by Pigafetta,
Chirino, Colin, Gaspar de San Agustin, Combes, etc) and compared can be found in the footnotes of his edition.
Important questions beg for answers. First, among the history books written and published, why did Rizal
chose the work of Morga? The answer lies in the background and personality of the author: 1) Morga saw the
transition of periods from early Philippine societies to colonial Philippines; hence, he was an eyewitness, so his
accounts were more reliable compared to other narratives; and 2) Morga was not a member of religious
congregations (Jesuits, Domonicians, Franciscans, etc.) so his accounts were secular in nature. It is not to say that
religious accounts were not credible; it was just the chronicles of friars might not be considered history in its
modern concept.
The second question is, what are the contributions of Rizal’s annotation to Morga’sSucesos? The historian
FloroQuibyen provides the answers:
1. Rizal’s scholarship was based on German historiography which utilizes modern historical method;

2. Rizal’s research into the past was intended as a basis for critiquing colonialism as well as for defining
(or constructing) a Filipino identify;
3. Rizal made a stronger claim for viewing national identify within Asian-Pacific perspective; and
4. Rizal’s work had impact on nationalist movement, particularly to Bonifacio’sKatipunan.

Rizal, overall, just wanted to use the words of early Spaniards to refute the thesis of colonial apologists of his
time. In his introduction, he said that:
If the book succeeds to awaken your consciousness of the past, already effaced from your memory, and to
rectify what has been falsified and slandered, then I have not worked in vain, and with this as a basis, however
small it may be, we shall be able to study the future.

Jose Rizal
Europe (1189)

Below are excerpts from Rizal’s 1890 edition of Antonio de Morga’sSucesos de las Islas Filipinas:
Throughout these islands are certain places where there is an abundance of rich gold deposits and other
mineral products which are collected by the natives through washing or placer-mining. However after the Spaniards
had settled in the island, the natives became more lax in mining gold, contenting themselves with what they already
had in the form of jewelry and ancient ingots of gold, inherited from their forebears, which were abundant in
themselves. In fact poor and indigent was indeed one who did not possess gold-chains, bracelets and earrings
[260].
Rizal’s Annotation:
The Indios on seeing the wealth aroused the capacity of the ecomenderos and soldiers, abandoned the work
in the mines, and priest-historians relate that, in order to save them from vexations, they recommended to them
such procedures.

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ASSESSMENT:

In the spaces below, answer the following questions in two to three sentences. (5points each)
1. What is the difference between the Bipartite View of History and Tripartite View of History?

2. Who is Antonio de Morga? Why did Rizal chose his works over other accounts about the Philippines?

3. What are the contributions of Rizal’s annotation to Antonio de Morga’sSucesos de las Islas Filipinas?

51
STUDENT’S JOURNAL: (20points)

Reflect on the use of history to address current issues. How do you think the narratives of the past can help us
in understanding the issues of the country? For instance, what are the pros and cons of the continued Martial Law
in Mindanao under the Duterte’s Administration? Does history repeat itself? Is it the same with the Martial Law
under the Marcos Regime?

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LESSON 14: Rizal and Education
Pre-Discussion:

Despite the numerous works written by Rizal, he consistently emphasized the importance of education in his
works. While historians are torn between Rizal’s stance on revolution and reform, historians do agree that the
education of the Filipino people was his top priority from the moment he participated in the Propaganda movement
in Spain, his short stay in Dapitan, until his last days in Fort Santiago.
This lesson aims to encourage students to follow Rizal’s footsteps and prioritize education as a key to
becoming a productive citizen in the Philippines.

Exploration: Debate
Divide the class into two groups. Assign who will be affirmative side and the negative side.

The topic for debate is: Should students and professionals engage in different social issues in addition to their
studies as stated by Simoun? Or should they just focus on their studies and in their work?
Rules of the debate:
1. The teacher may invite the teachers and students to act as judge. They may also device the criteria to
determine who will win the debate.
2. Each group is given three round to deliver speeches. Five minutes will be allotted for each of the first two round
while three minutes will be allotted to the last round. Three minutes will be given after each round so that team
members may discuss their rebuttals and fact that will be added to their speech.
3. In the first round, the representative of the affirmative side will state his/ her constructive speech first.
4. In the second round, the negative side will be the first to present its rebuttals.
5. In the last round, the affirmative side will present its final rebuttals as well as its final points.
6. Student must base their argument on fact so all members must help in researching about the topics. Ad
hominem arguments are strongly discourage to promote a healthy discussion.
Lesson Outcomes:

At the end of the lesson, students can:

1. identify the different works of Rizal that showed his perception on the importance of education in the century;
2. create their own career plans for the future; and
3. discuss how their chosen careers may help in the improvement of life in the Philippines.

Lesson Discussion:
Education in Rizal’s Works
Educating the Filipino is a common theme is most of Rizal’s political writings. InNoli Me Tangere, the main
character Crisostomo Ibarra wanted to build a school for his countrymen. As the story continued to the second
novel, El Filibusterismo, Crisostomo Ibarra, who was seeking for revenge through his new identity Simoun, now
had a more pro-active view on education, starting that simple was not enough. In chapter 7, Simoun was
unmasked by Basilio and they had a debate regarding the youth’s role in easing the sufferings of the country. For
Basilio, being a physician who cured physical illness was already enough. Simoun, however, emphasized the
importance of curing not only the physical illness but also the social illness experience by the country. Rizal,
through Simoun, wanted students and professionalswgo are active in their chosen fields to be also involved in
conversations regarding the status of the nation and in trying to address these society issues. Rizal basically
wanted an educated and active citizenry.
When he returned in 1892 to establish the La Liga Filipina, one of the objectives of the organization was
encourage instruction (teaching), agriculture, and commerce. Even in the marginalized status of women, Rizal
viewed education as aprimary tools for their empowerment in a male-dominated colonial society. When Rizal was
in Dapitan, he dedicated his time to the community for the education of the children b building a school in the area
and acting as their teacher. He also continuously emphasized his sisters the value of educating oneself by reading
and grabbing every opportunity to learn. As an uncle, he also tried to inculcate these values to his nephews and
nieces by translating. Hans Christian Andersen’s tales from German to cultivate their interest in reading.

53
Education as Revolution
Rizal also viewed education as a means to an end. In Memorias de unEstudiante de Manila, he used the fire
to symbolize education. It was illuminating but the path towards it was dangerous and may eventually result to
death. Looking back at Rizal’s time, this representation of education was understandable since during the 1860’s
and the 1870’s. Most Filipinos demanding for reforms were educated elites as well as native secular priest such as
Padre Jose Burgos. The repressive colonial regime tagged students as destabilizers and there was a massive
crackdown among intellectuals as well as their families especially after the Cavite Mutiny 1872.
Tagging intellectuals as destabilizers continued through the 1880’s especially during the height of propaganda
movement in Europe. With Rizal as a central figure of the propaganda, he eventually became the main target of the
colonial regime and was executed on December 31, 1896. In his Memorias, however, Rizal emphasized that
though the road to enlightenment was harsh, every step of the way was worth everything.
In El Filibusterismo, Rizal continued this symbolism of education as fire. Simoun’s planned revolution was
supposed to be ignited by an explosion of a custom- built lamp bomb. The inventor of the bomb was a former
teacher. It was Isagani, a youth, who prevented the explosion and Simoun eventually failed in the end. Florentino,
in his last conversation with Simoun, stated that a revolution must be made for greater cause.

Rizal and Education

Finally, Rizal viewed education as something revolutionary, not in subversive and violent sense, but in freeing
the mind from the darkness and bonds of ignorance. A free mind however must be aware of the different issues of
his or her society. He or she must be actively engaged in trying to change society for the better.

54
ASSESSMENT:

In the spaces below, answer the following questions in two to three sentences. (5points each)
1. How did Rizal view the role of an educated individual in society?

2. Aside from the works mentioned in the discussion, what other works of Rizal mentioned or showed the
importance of education?

3. From the 1860’s intellectuals were tagged as destabilizers by the colonial government. In your opinion, why
were the intellectuals, such as Padre Jose Burgos and the ilustrados, became the favorite target of repressive
regimes?

55
STUDENT’S JOURNAL: (20points)

Try to create your own career path. How do you see yourself five to ten years from now? How can you help
the country through your course and the career path that you have chosen?

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LESSON 15: The Role of the Youth

Pre-Discussion:

A famous saying goes, “Every generation believes it is greater than the one before it.” The generation of Rizal
was not exempted from this as well. People in Rizal’s generation believed that they had the means and resources
to travel, study abroad, and meet different people. Little did they know that their generation would become
instrumental in the reforms and revolution at the end of the 19thcentury. They were old enough to have seen or
indirectly learn about the martyrdom of the three priests, Father Mariano Gomez, Jose Burgos, and Jacinto Zamora.
The role of the youth in finding out their place in society is undeniably instrumental in the formation of a nation as
they grapple with their identities in the midst of numerous distractions they face.
This lesson looks into the youthful stage of Rizal and follows the development of how he devised the ideal
image of the hope of the motherland.

Exploration: Connecting World Changers with the Youth

The most rebellious and creative years are during youth. Yet a majority of world history is closely associated
with the contribution of the youth because of their dedication to a cause. From our own Philippine history, try to
think and identify the names of individuals who became noted for their contributions to society even while they were
still in their earl 20’s.

Lesson Outcomes:

At the end of the lesson, the students can:

1. compare the various types of youth Rizal had to deal with;
2. identify the qualities of youth; and

3. relate how the youth is instrumental in nation building.

Lesson Discussion:

In Europe, where they pursued greater studies, Rizal and his compatriots indulged in learning and a little
pleasure from time to time. The primary reason for being there was to learn what Europe had to offer. From the
various fields of arts, sciences, medicine, engineering, and law, they never forgot to indulge in different pleasures
such as women, operas, parties, and expositions. The conviviality of youth, where parent’s hopes rested upon,
were tested when it came to their rather conceived independence. Yet, not all of them became busy with the fancy;
instead, a few kept their eyes on the goal. Rizal became one such beacon amidst the darkness. He occupied
himself with his writings, studies, and even to a point of organization building. He thirsted for learning and his
hunger to align himself with like-minded individuals made him to stay focused on the goal. It was during time that
he met his fellow reformers and even some of his fellow scholars in various universities.
In the last chapter of second novel, EL Filibusterismo, Rizal has a message to specific group of people who
held the key to the nation’s future. It was from the lips of an old hermit of a priest, Padre Florentino, that Rizal
evoked his longing for a generation that would open its minds to the realities of society. Padre Florentino cried out
with the following lines:

“Where are the youth who will consecrate their golden hours, their illusions, and enthusiasm
For the welfare of their country? Where are they who would generously shed their blood to wash away
somuch shame, so much crime, so much abomination? Pure and spotless the victim has to be for the holocaust
to be acceptable!... Where are you, youth, who will incarnate in yourselves the vigor of life that has fled from our
veins, the purity of ideas that have been soiled in our minds and the fire of enthusiasm that has been
extinguished in our hearts?... We wait for you, O youth! Come, for we await you!

57
The call from beyond the grave maybe a bit eerie; nonetheless, this call resonated throughout the past century.
Rizal, immortalized in his novels, spoke to a generation of Filipinos to carry on the task of fulfilling their duty of
improving the nation from their forebears. His standards of the youth as being pure and noble were for something
worthy of the country.
Each moment the youth dreams, it must be for the good of the nation. They fulfill their duties to their parent’s
by performing well in school and this is reflective not only of the grades received but also of the critical thinking they
do. Doing their obligation as learners moment by moment reflect their obedience to duties.
Every minute of their waking hour must be deliberate, aiming for something greater than them. They must not
look at themselves with a sense of entitlement, but rather with deep regarding for others. As they look upon the
state of their community, society, and nation, they see themselves as either a contributor to endless mayhem or a
world changer much like what Rizal envisioned them to be.
For more than three centuries, Spain dominated the Philippines, producing subject in their likeness. Rizal
wanted to break free from that mindset. As Filipinos living in a democratic and sovereign nation now, the youth
experiences and enjoys what Rizal did not. They are now benefitting from the struggle of their forebears and each
must continue to deliver advancements for the nation.

ASSESSMENT:

In the space below, answer the following questions in two to three sentences. (5points each)
1. How did Rizal view his fellow compatriots upon his arrival in Spain? How did he immediately manage his time
and schedule?

2. Describe Rizal’s vision of the youth throughout his career. Has his vision already come true with today’s youth?

3. How is the youth connected to nation building? Is it a burden or a civic duty?

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STUDENT’S JOURNAL: (20points)

Reflect on your current circumstance. Compare your technological advantage over Rizal in his time. Identify
how he was able to look for knowledge. How did he manage to go about living a full life without a smart phone or
the Internet? Will such full life be possible today without those advances? How will you use them to your advantage?
If you have an advocacy, what would it be? Will it change the world? If you encounter difficulty, how will you remind
yourself to keep on going? Or will you give up, despite knowing that Rizal did not?

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LESSON 16: The Role of Women in Nation-Building
Pre-Discussion:

The Letter to the Women of Malolos is a central document when talking about Rizal and his views regarding
the role of women in nation building. It was written in 1889 at the request of Marcelo H. Del Pilar to encourage the
women in Malolos in their attempt to establish a night school.

Exploring: Gender Inclusivity Project

Social media today is a very influential platform for information dissemination. For this project, you will create
our own social media project to promote gender rights. Rizal obviously did not write anything about LGBTQ rights,
but for the purpose of this activity, all genders must be represented since they are also a crucial part of nation
building. This projects may be in a form of a short video documentary or even memes that can be shared to raise
awareness.
For this activity, the class may work as a whole or in two groups. Your group may interview and LGBTQ rights
advocates for their documents or even ordinary women and LGBTQ members for them to appreciate the life and
challenges of being a woman in LGBTQ members in society. Of course, you must observe proper ethical
measures in conducting interviews. Written or oral consent must be given by respondents before they can be
filmed or recorded.
You may explore women’s rights, Violence against Women and their Children (VAWC), gender discrimination,
and other gender-related issues. Rex Bookstore offers books such as The Anti-Violence against Act of 2004 (RA
No. 9262) that may help our understanding of the legal dimensions of VAWC.
Post the project online and monitor the feedbacks of people who will share or react to your project. What were
the positive and negative feedback on the project? What does it say about the status of women and gender rights
in the Philippines? Present your findings in class.

Lesson Outcomes:

At the end of the lesson, the students can:

1. discuss the role of women in nation building to Rizal;
2. assess the status of women in the present society; and
3. formulate a project that shows the importance of gender inclusivity in society.

Lesson Discussion:
The Women of Malolos

Rizal was popular depicted a womanizer because of a long list of his ex-lovers. This depiction, however, fails
to give justice, for Rizal recognized the value of women especially in nation building. Rizal’s letter to the women of
Malolos as a work that showed his perception of the important role of women for emancipation of nation.
As a brief background, the women of Malolos who belonged to Chinese-Mestizo clans in Bulacannamel the
Tiongson’s, Tantocos, Reyeses, and Santoses, were actively involved in the quest for educational reform. They
wanted to study Spanish under TeodoroSandico and they personally gave their letter of request to then Governor
General ValerianoWeyler on December 12, 1888. Learning Spanish meant that the women might now participate
in social discourse since it was the language used in politics. Spanish friars during that time prohibited this attempt
to learn to maintain control over women. Native priest in the Philippines, however, had always been supportive of
the move to educate their fellow Filipinos, men and women, in Spanish. Yet, this was never realized since their
Spanish counterparts did not allow the natives, especially the women, to learn the language. This was thought to
aggravate the difficulties already faced by colonizers, adding to the problem of the colonial government’s lack of
teachers, funds, and school to accommodate Filipinos.
Despite all the hindrances met by the women from Malolos, they never wavered; and by 1889, they finally got
what they wanted, provided that they funded their own education and that the classes were to be done at day and
not at night. The school, however, was short-lived as Sandico was falsely accused of disseminating anti-
government ideas in his school in May, 1889.

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The propaganda movement commended the women’s brave attempt to educate themselves. Propagandist
like Graciano Lopez Jaena and Marcelo H. delPilar wrote articles about them in La Solidaridad. Marcelo H. de Pilar
was the one who requested Rizal to write a letter to the women of Malolos. Rizal obliged and on February 22, 1889,
he sent delPilar a letter written in Tagalog.

The Role of Women in Nation-building

The following are the major points raised by Rizal in the letter he wrote the young women of Malolos.
First, he commended the bravery of the young women especially in their quest to educate themselves emphasizing
the role of reason over blind obedience, and their continuous search for wisdom. Women’’s education is therefore
one of the first prerequisites in empowering women in society and making them active citizens in the formation of
the nation.
Second, in relation to education, he pointed out one of the most important roles of women, which was the
raising of a child. As the first teachers of their children , at least in the traditional family settings, Rizal wanted the
Filipino women to be the first to inculcate children with love for country and for learning. He used the Spartan
woman as example to illustrate this point.
Finally, Rizal stated the importance of high standards in finding a partner. Women must not settle for less and
they must find partners who were equally patriotic, noble, and manly.

Women in Other Letters of Rizal

Aside from the letter to the women of Malolos, Rizal also emphasized the importance of women in some of his
letters. Aside from his usual praise of how his mother taught them, he also continuously encouraged his sisters to
pursue their education. For example, in a letter sent to his sister Soledad Rizal Mercado on June 6, 1890, as
translated b A.P Purino in the book Rizal: The Greatest Filipino Hero, Rizal wrote:
I am pleased to know that you are dedicating yourself to teaching because I believe that in that profession,
you will be obliged to improve yourself more and more. Try to be a model of good virtue and good traits, in as
much as the one who teaches ought to be better than the persons who need to learn virtues.
Rizal also appreciated the strong women of Germany. In another letter addressed to his sister Trinidad on
March 11, 1886, as translated by Gregorio Zaide, the German woman according to Rizal:
…is serious, diligent, educated, and friendly. She is not gossipy, frivolous, and quarrelsome like the Spanish
woman. She is not particular. About the beautiful dresses and expensive jewelry, though she could dress nicely like
any other woman in the world.
…Now that you (Trinidad) are still young you should strive to read, read, and learn. You must not allow
yourself to be conquered by indolence because it costs so little to cast it off.
Rizal’s respect for women was cultivated through a strong women figure, DonyaTeodora, who guided his
childhood and through strong bonds with his sisters. Despite growing up in a patriarchal or male-centric society that
dictated women as passive individuals limited to stay at home, Rizal knew that women must play a more crucial
role in building the nation and to him, it had to start with their proper education.

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ASSESSMENT:

In the space below, answer the following questions in two to three sentence. (5points each)
1. Why was learning the Spanish language an important skill during 19th century?

2. Why did Rizal encourage women to follow the example of Spartan women?

3. How did Rizal propose to empower women?

4. What do we mean by a patriarchal society?

5. What limited Rizal’s perspective on the role of women in society?

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STUDENT’S JOURNAL: (20points)

In one to two paragraphs, reflect on the status of women in the Philippines. What are the challenges faced by
women in the Philippines because of their gender? Are women’s rights properly observed in the Philippines?

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LESSON 17: Leadership

Pre-Discussion:

This lesson will familiarize students with Rizal’s views on being a good leader. Based on his life and writings,
we can determine what is needed to have a position worthy to be emulated.

Exploration: Leaders Then and Now

Find out the different qualities of our leaders today. How do they attract a large following? Do their convictions
always represent what they are doing? Do you agree with how society views them as our accepted leaders?
Compare them to Rizal’s context. Are they the type of leaders that Rizal envisioned? What has become of his
vision? Have the Philippines become a great nation already?

Lesson Outcomes:

At the end of the lesson, the students can:

1. identify the qualities of a leader according to Rizal;
2. explain the need for leadership roles in the face of challenges; and
3. relate the character of Rizal’s leadership in today’s society.

Lesson Discussion:

Movements are fueled by one’s desire for change and Rizal became leaders of a great movement. His
passion was enlightening the minds of his fellow Filipino’s. No matter how difficult it was, his mind was fixed on a
much greater goal that he braved the different oceans and overcame all advertise be they in Madrid or Manila.
To become a leader, one must train and become an expert. As Rizal grew older, so did his intellectual
capacity. He maintained this hunger for knowledge, devouring countless books on literature, history, sciences, and
poetry among others. One essay he published reflected another view on Philippine history. Contrary to the
accepted notion of Filipinos being wild and uncivilized, he found answers in books, correcting the flawed notion. His
love for books gave him an advantage over his peers. He even earned distinctions and medals when he was a
student, all because he willed himself and believed that what he was doing was not for his sake but for the
betterment of his country.
In every great leader are certain qualities. These qualities are of intelligence and foresight. Only then will his /
her quality develop into his / her character. But in order to hone and have that character, he / she must be
knowledgeable of the facts at hand. Rizal pursued different leads in his quest to find reliable evidence. The
substantial claims that early Filipinos were civilized were a big leap in understanding the cause of the malady of
society as what he did in The Indolence of the Filipinos. However, in another great work, he tried to extrapolate the
play of contradiction between the past and present while also giving an outline for the future. He suggested radical
ways of investigating the malady through the use of physical sciences, social determinism, and the unity to
opposites. With the aid of the physical sciences, he was predict the independence of the country. According to
social determinism, abuses and oppression bred the flame of revolt, and the eventual freedom and emancipation
was also at hand. On the unity of opposites, the organic spirit began to disintegrate leading to its eventual salvation.
Many became leaders for stepping to the challenge ahead and Rizal was no different. If it were not for the
events in 1872, the martyrdom of Fathers Gomez, Burgos and Zamora, for whom his second novel is dedicated,
Rizal would not have been inspired to learn more about the ills of the country and looked for ways to combat them.
As a physician b training, this did not stop him from looking into other disciplines to express his thoughts and
inspire others along the way.

ASSESSMENT:

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In the spaces below, answer the following questions in two to three sentences. (5points each)
1. How did Rizal transform to become a leader?

2. What was in his mind when he wrote his claims about the country?

STUDENT’S JOURNAL: (20points)

Reflect on your character traits. What has honed you to develop such a character? Whenever trials arise, are
you the first to volunteer? When the deadline is fast approaching, are you affected by this? In what way? Do you
plan every task you need to do? How do you approach your friends and family when you want something to be
done? What kind of leader do you envision yourself to be?

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LESSON 18: Rizal and the Philippine Revolution of 1896

Pre-Discussion:

We often hear Rizal’s classical opinion on Philippine Revolution that the “Filipinos were not yet ready for
armed resistance against Spain in1896”. Equally popular was the primacy Rizal gave to education. Likewise, Rizal
allegedly indulged in reforms only and rejected revolution for an independent Filipino nation. These views,
unfortunately, are perpetually passed on to future generations. Today, we tend to make false dichotomies between
the Ilustradoand Masses, vis-à-vis Reform vs. Revolution. We even make our heroes clash like chickens in a
cockpit arena when we compare Rizal’s pen and Bonifacio’sbolo.
This lesson analyzes the concepts of reform and revolution to see if Rizal’s views really contradicted the
aspiration of the Philippine Revolution of 1896.

Exploration: Rizal-Bonifacio Connection

Rizal and Bonifacio had more connections than differences. The Filipinos today, however, make them quarrel.
The point is, with a few heroes we have, why make them clash, dead as they are? They might have utilized
different methods, but the ultimate goal was the same—to establish a separate Filipino nation.

Lesson Outcomes:

At the end of the lesson, the students can:

1. compare the concept of reform and revolution;
2. analyze Rizal’s views the Philippine Revolution of 1896; and

3. apply the concept of revolutionary spirit in present-day issues.

Lesson Discussion:

Rizal’s Separatist Stance

Historian Renato Constantino, in his 1969 Rizal Day lecture, read his seminal article titled Veneration without
Understanding. His main thesis centered on the repudiation of Philippines’ national hero to the Revolution OF 1896
led by Andres Bonifacio and participated in by masses, as attested b Rizal’s December 15, 1896 manifesto to a
certain Filipino and Pio Valenzuela’s prison testimony. Constantino even accused Rizal as an American
Imperialisml; and a limited hero who only advanced the interest of his fellow Illustrados. Constantino went beyond
boundaries by prescribing the nation to replace Rizal in the pantheon of heroes with a “true” hero who embodies
the hopes and desire of the people.
The crirical tone Costantino popularized became etched in the minds of Filipinos for long period of time. It
actually became the standard critique on Rizal’s heroism until recent works appeared conciliating the role of Rizal
in the Philippine Revolution. Notable here was the work of FloroQuibuyen titled Anation Aborted: Rizal, American
Hegemony, and Philippine Nationalism. He vehemently accused Constantino and other writers who hastily and
anachronistically studied Rizal. For Quibuyen, what was needed was careful reading of Rizal’s correspondence,
novels, essays, foundation of La Liga Filipina, and how Katipuneros and the Filipino masses in the 19th century
perceived him.
With this, it is necessary to point out some of the factors that led to the radicalization of Joze Rizal. As early as
1887-1888, Rizal had already been entertaining the possibility of a separate Filipino Nation. In a letter to his friend
Ferdinand Blumentritt, he stated that:
The Filipinos had long wished for Hispanization and they were wrong in aspiring for it. It is Spain and not the
Philippines who ought to wish for the assimilation of the country.
(Rizal’s Letter to Blumentritt on February 21, 1887)
The Calamba Hacienda Case, which was personally led by Rizal during his brief detour in the Philippines in
1887 and the events that followed it greatly influenced his brewing separatist stance. The event of March 1, 1888,
now known as the Manifestation of 1888, or what Historian Austin Coates considered “the first public outcome of
the influence of Noli Me Tangere” was the first affect him. The incident involved the gobernadorcillos of Manila who
appealed to the civil governor for the expulsion of friars in the Philippines. The petition was junked and as a

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response, those twenty-eight people who spearheaded the standoff were imprisoned. Rizal, upon learning this,
wrote to his friend Blumentritt and rxpressed his emotions.
I believe that it is already late; the majority of Filipinos have already lost the hope they have pinned on Spain!
Now, we await our fate from God and from ourselves, but never any more from any Government!
(Rizal’s Letter to Blumentritt on June 23, 1888)
The continuation of arrests which spanned from late March to early April 1889 also contributed to the
transformation of Rizal’s consciousness. In this arrest, Matias, the brother of Rizal friend Jose Maria Basaa, was
involved as he allegedly supported anti-friar propaganda. What he heard this, he wrote a letter to his colleague
Mariano Ponce, and said that:
Though we must regret this [wave of arrests] as a private misfortune, we must applaud it as a general good… Let
them commit abuses, let there be arrests, exile, executions, good! Let Destiny be fulfilled! The day on which they
implicit martyrdom on our innocent families for our fault, farewell, Spanish Government!
(Rizal’s Letter to Mariano Ponce on April 18, 1889)
Lastly, of course, was when Rizal’s family was directly affected by Spanish persecution: 1) Manuel Hidalgo,
his brother-in-law, was deported to Bohol; 2) their house in Calamba was demolished; and 3) his parents and
sisters were exiled in different parts of the archipelago. The pain caused by this event enabled him to immortalized
and vindicate the people of Calamba in Chapter 10 of his second novel El Filibusterismo (Wealth and Misery). A
year had passed, but he could not forget the gruesome memory of Calamba evictions. All these made him realize
that the best solution to combat the Spanish tyranny was to return to the Philippines. In a letter to Mariano Ponce,
he said:
I am thinking of returning [to the Philippines] as soon as possible, and let God say what is to happen… If one
must die, let one die at least in his country, for his country, for his country and in the name of his country.
(Rizal’s Letter to Mariano Ponce on July
1890)

Rizal and the Philippine Revolution of 1896

It has been pointed out earlier that Rizal indeed aspired for a separate Filipino nation. His role in the Philippine
Revolution of 1896 can now be easily understood. One must realize that for Rizal, the ultimate goal was
independence and the clamor for it manifested in many ways. Reform was one method, as clearly seen in his
proposed constitution of La Liga Filipina in 1892. For him, however, reform was not the end of it all. One might
argue that Rizal was ambivalent, or in the words of Historian TeodoroAgoncillo, a “reluctant revolutionary.” He had
reservations since it might cost lives. What he had in mind was a clear method of achieving the goal of
independence. According to Rizal, Filipinos should know the enlightenment of people, the development of national
sentiment, and a revolutionary spirit through liberty and education. Rizal was consistent in all of his writings after
1890 that the revolution must come from the “inside” –meaning that the revolution should not change people; but
rather we needed change within ourselves and this must come first before staging a revolution. The Filipinos must
become disciplined and follow ethical standards. A learned man as he was, reading books of past revolutions in the
world, Rizal was hesitant to stage an armed revolution only to replays the old colonial masters with new sets of
tyrants. Padre Florentino, a character of El filibusterismo reflected the state of mind of Rizal when he said that ” the
slaves of today will be the tyrants of tomorrow. “ After all, Rizal adhered to the idea of Social Darwinism—that any
society will led to freedom and emancipation after a long process of evolution. So, to him, why not wait for it if the
goal could be achieved without bloodshed? The treasure chest beneath the sea floor explained it all.
We shall now return to the two main evidence of constantino’s attack on Rizal—Pio Valenzuela’s prison
testimony in 1896 and the repudiation for revolution in Rizal’s December 15, 1898 manifesto to certain Filipinos.
The first was the opinion of Rizal about the Katipunan and the possible revolution. Pio Valenzuela’s was the one
assigned to visit Rizal in Dapitan to tell him about the existence of a secret society, which was the long preparing
for a revolution since 1892. The classical reply of Rizal according to Valenzuela was that Rizal was not in favor of
armed resistance. “ No, no, no, a thousand times, no,” Rizal allegedly uttered. But Valenzuela had a change of
heart because in his 1914 memoir, he modified his statement by telling the Rizal had actually supported the
revolution only If his standards were met: 1) support from wealthy Filipinos; 2) induce Antonio Luna, an educated
person in terms of western military strategy in the movement; and lastly 3) neutralize the unsympathetic to the
cause of the secret society. Valenzuela also emphasized that Rizal advised him and the Katipunan to continue the

67
revolution; and what when found out, that should kill before the Spaniards kill them. When asked if there was
disagreement among the high ranks of the Katipunan regarding the opinion of Rizal, Valenzuela pointed out that
there was no divide and members all agreed to Rizal; there for the clash between Rizal and Bonifacio, like what the
present—day critics of Rizal created, was non—existent in the 19th century Philippines.
Though one may argue the invalidity of the 1914 statement of Valenzuela because it was said long after his
encounter with Rizal in Dapitan, one cannot deny the fact that his first statement about the rejection of Rizal to
Katipunan may also be not credible. Pio Valenzuela was under duress that time and his motive of cleaning the
name of Rizal was made in the context of Rizal’s impending trial and execution. Nevertheless, whatever the true
statement was, the Filipinos, especially uneducated Filipinos, had another picture of Rizal in their minds. We will
discuss this in the next part.
In regard to the open condemnation of Rizal to Philippine Revolution, according to historian Leon Ma.
Guerrero, the statement of Rizal was never believed by the Judge Advocate General, thus he refused to approve
and issue it to people. Rizal’s true purpose was to clear his name because he was then fighting of his life. Like a
lawyer who was set to face trial, Rizal was attacking the credibility of his prosecutors when he offered his manifesto.
Therefore, it was normal then to deviate himself from the revolution which in the first place, the condition was
beyond his knowledge. Below is the complaint of the Judge Advocate General on the manifesto of Rizal, as a
quoted by Geurrero:
[Rizal] limits himself to condemning the present rebellious movement as premature and because he considers
its success impossible at this time, but suggesting between the lines the independence dreamed of can be
achieved by means less dishonorable than those used at present by the rebels when the [level of] culture of the
people could serve as a most valuable factor in the struggle and as the guarantee of its success. For Rizal it is a
question of opportunity, not of principles or objectives. His Manifesto can be condensed in to the words: ‘Faced
with the proofs of defeat, lay down your arms, my countrymen; I shall lead you to the Promised Land on later day’.
[ 426-427]

Rizal and the Revolutionist

The other side of Rizal’s contribution to the Philippines Revolution should not be overlooked. Remember that
most Filipinos had not read Rizal, for all his works written in Spanish. Masses had in fact generated a different
meaning of Rizal’s persona based on the information they gathered or heard. According to historian Reynaldo C.
Ileto, the fact that Rizal was seen in a very “un-ilustrado” way made the person more important to the revolution
participated by religious Filipinos. Rizal was considered the Tagalog Christ, the epitome of Filipino sacrifice and his
death by firings squad was a re-enactment of the passion and death of Christ. His words in his “Mi Ultimo Adios”,
translated in Tagalog by Andres Bonifacio, became the rallying cry, a battle chant invoked during the actual battles
for the Filipinos who believed in resurrection and salvation.

ASSESSMENT:
In the spaces below, answer the following questions in two to three sentences. (5points each)
1. What factors led to the radicalization of Rizal?

2. What were the main arguments of Renato Constantino when he criticized Rizal? What were the arguments
of Floro Quibuyen to counter the narratives of Constantino?

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3. How did the Filipino Revolutionist perceive the cult of Rizal? Why was he considered the Tagalog Christ?

STUDENT’S JOURNAL: (20points)

Reflect on the concept of reform and revolution. Rizal proved in his writings that education in a revolutionary
act. How can a student like you revolutionize the society?

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LESSON 19: Sacrifice and Martyrdom

Pre-Discussion:
As life was snuffed out of him, great did he become. Rizal is known to have given his life for his beloved
muse, the Philippines. In all his undertakings, he knew his ultimate goal was to lift up his motherland at the risk of
his own life. Understanding what he went through at various stages in his life opens a different avenue of Rizal
being a man first, then a martyr.
Exploration: Various Forms of Sacrifice
Research on various forms of sacrifice. How do other cultures view it? What does it mean to be sacrifice? If
so, how is that possible? What is brought to mind when you use the term sacrifice?

Lesson Outcomes:
At the end of the lesson, the students can:
1. Describe the sacrifices of Rizal to achieve his goal;
2. Illustrate the link between his martyrdom and the revolutions; and
3. Synthesize the meaning of sacrifice then and now.

Lesson Discussion:
There are a lot sacrifices made by Rizal in his lifetime. Paciano, his older brother, arranged for him to study
abroad. The young Rizal has already reached his limit in the schools domestically and thebrewing censorship and
inequality did not provide him with an environment conducive for learning. His first sacrifice was separation from his
family so he could pursue his scholastic career abroad. Imagine the whirlwind of emotions he had to go through in
order to unlock a better world! Rizal had to adapt quickly and transform into an adult for he was now alone with no
brother or mother to lead him.
His pursuit of his love for arts was overshadowed by his medical degree. As a young man, he took up
classes on the Bellas artes (Fine Arts) in Escuela de San Fernando, but did not pursue it for the main reason that
upon his arrival in Spain, he continued his degree in Medicine. While undergoing medical school, he became
deeply immersed with the scientific method of problem solving. In order to treat a patient, one must find the cause
first. As he began to see the truth, he slowly knew that there was always a solution to every dilemma; so he
transformed his mindset and focused on the ills of the country.
On the morning of that fateful day, December 30, 1896, Rizal was made to walk from his cell in Fort
Santiago all the way to Bagumbayan. The medical doctor checked his pulse and was surprised by the evidence of
his calmness. Upon his final moments, Rizal remained firm that his death would also be part of the fight to liberate
his dear Philippines. As he offered his life that day, Rizal became enshrined into the martyrs of heroes who fell
victim to the harsh Spanish colonial government who was afraid of what Rizal could do to the colonizers.
Upon hearing news of his death, the Katipuneros in their respective stronghold continued their struggle for
emancipation knowing full well of the sacrifice brought forth by one of their inspiring figures. Though he may not be
there to lead them, Rizal brought to light the shared angst and provided a new hope for his fellow Filipinos.

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ASSESSMENT:
In the spaces below, answer the following questions in two to three sentences. (5points each)
1. What types of sacrifices did Rizal make in his lifetime?

2. How did he take his final sacrifice? To whom was it dedicated?

3. In terms of his martyrdom, to whom did he make the most impact?

STUDENT’S JOURNAL: (20points)

Reflect the times when you dealt with difficulties. As student, what sacrifices have you made to attain
your goal? Have you considered the sacrifices made by your parents or guardians?

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LESSON 20: Rizal’s Concepts of Being a “Filipino” and Filipino Nationalism

Pre-Discussion:
Rizal’s greatest achievement was by giving the natives of the Philippines their identity. He was the first man
who actually branded the Filipinos as “Indio” thus making him the “First Filipino” according to historian Leon Ma.
Guerrero. Aside from this, he wanted to provide the Filipinos confidence in the past, faith in the present, and hope
in the future.
This lesson aims to discuss Rizal’s concept of Filipino nationalism and identity to instill the capacity of anyone
to the dictate his/her own self.
Exploration
The concept of nationalism is arbitrary. It depends on who is talking and what culture is involved. For instance,
the Americans have positive nationalism which is based on their grand narratives of the past victories in wars. The
Philippines, on the other hand, is negative with its foundation deriving strength from a long colonial experience.
This activity exposes students to various forms of nationalism across the world.

Lesson Outcomes:
At the end of the lesson, the students can:
1. Identify Rizal’s concept of the Filipino nation and nationalism;
2. Analyze the writings which contain his idea of nation and nationalism; and
3. Offer new approach in the process of nation-building.

Lesson Discussion:
Rizal’s encounter with Morga’s Sucesos at the British Museum and his insensitive research there sparked
his long interest to combat colonial ideologies of lazy natives and ingrate Filipinos through the appeal of history.
Two essays were published in La Solidaridad due to this—“Filipinos Dentro de Cien Anos” and (1889-1890) and
“Sobre la Indolencia de los Filipinos” (1890). These works contained his ideas on national sentiment or nationalism.
But before we delve into his idea on national sentiment, his concept of a nation is necessary to be established.
Rizal’s basic principle of a nation is the Vox populi, vox dei (the voice of the people in the voice of God). It means
that the ruler, whenever he/she exerts power over the subjects, that ruler has political obligations to uplift the well-
being of his/her subjects. The ruler, however, can in any way repress the subject. In such case, the subjects must
perfect themselves despite perverted inclinations (like the tendencies toward indolence). It is therefore one’s
obligation to overcome struggles. Thus, when people aspire to harness their potentials by opposing injustice and
promoting common good, they are actually fulfilling God’s will. For Rizal, a community, a nation, therefore, is a
moral community founded on ethical principles of justice and the common good.
What was the Rizal’s notion of nation sentiment? Based on Rizal’s Filipinas dentro de cien Anos and Sobre
la Indolencia de los Filipinos, “national” means “collective”, as opposed to “individual”. It refers to the “common
good” as against personal interest. In Filipinas dentro de cien Anos, he spoke of another concept—“the spirit or
soul of the people” (el espiritu nacional). This can be interpreted as “the sense of solidarity” created by the
realization of a common misfortune and a common abasement.” Thus, national sentiment for Rizal was about
equipping the collective people with awareness of evils of the colonials system, while resisting evil and promoting
the common good. Unfortunately, in Sobre la Indolencia de los Filipinos, Rizal said that “a man in the Philippines is
only and individual, he is not a member of a nation.” What the Filipinos needed to combat this was liberty and
education. These methods give “soul” necessary for a nation. A nation with “soul”, on the other hand, will
encourage solidarity, sense of dignity, and concern for justice, hence, not vulnerable for tyrannical rule. All these
traits were obviously absent in Simoun. No wonder Rizal killed him in his second novel. What the country needed
was not a person like him who ran by personal interest, but rather an Elias, who positioned the collective good of
the nation above anything. The culmination of his ideas on national sentiment was set to apply in his Liga Filipina,
but sadly this organization was cut short when he was deported to Dapitan.
His concept of a Filipino was connected to what has been discussed earlier. For Rizal/s being a Filipino by
blood was not enough. A person who has love for the country, concern for the common good, and realizes the
collective sufferings of Filipinos—that is to say a “Filipino by heart”—can be considered a Filipino. Rizal’s Austrian

72
friend Ferdinand Blumentritt, whom he loved so much, was a “Filipino” for him. Thus, being a Filipino has to be
proven, it is not something that one has when born; but rather it is a project.

ASSESSMENT:

In the spaces below, answer the following questions in two to three sentences.
1. What is Rizal’s definition of the Latin dictum Vox populi, vox dei? How is it connected to his concept of a
nation?

2. What was Rizal’s notion of nation sentiment?

3. What does being a Filipino mean for Rizal?

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STUDENT’S JOURNAL: (20points)
Reflect on Rizal’s concept of “Filipino”. For him, being a Filipino has to be proven. How can you prove that
you are a Filipino not just by blood, but in thoughts, in words, and in actions?

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SUMMARY:
Jose Protacio Rizal Mercado y Alonso Realonda (June 19, 1861-December 30, 1896), was a Filipino
nationalist, writer and revolutionary. He is widely considered the greatest national hero of the Philippines. He was
the author of Noli Me Tangere, El Filibusterismo and a number of poems and essay. Jose Rizal also had Spanish
and Japanese ancestors. Jose was born in Calamba, Laguna. He first studied under Justiniano Aquino Cruz in
Biñan. As to his father’s request, he took the entrance examination in Colegio de San Juan de Letran and studied
there for almost three months. He then enrolled at the Ateneo Municipal de Manila and graduated as outstanding
student.
In 1882, he was sent to Europe by his brother Paciano with the secret mission to observe the life, culture,
languages and customs, industries and commerce, and governments and laws of different European countries. He
first stopped in Barcelona, in there he wrote essays for Diariong Tagalog. He arrived in Paris on November 1885
and worked as an assistant to Dr. Louis de Weckert. He composed songs: “ALin Mang Lahi” and “La Deportation”.
On February 1886, he arrived in Heidelberg, an old university town. Wherein, he made his final revisions on the
novel “Noli Me Tangere” on March 29, 1887, the novel was finally printed.
In Geneva, Switzerland, Maximo Viola and Jose Rizal parted ways. Viola returned to Spain. Rizal, continued
to Rome, Italy. After boarding Djemnah to Saigon, Vietnam and finally, Manila. Jose Rizal returned to Calamba and
established a clinic and his first patient was his mother. While still in Calamba, Rizal was seen as a troublemaker
and rabble-rouser. His family was worried for his safety and convinced to leave Calamba. Just before leaving
Calamba, he composed a poem entitled “Himno al Trabajo” “Hymn to Labor”.
In his second trip to Europe, he travelled through Asia; in Hong Kong and Japan. On the way to the United
States, he wrote “Storm OverContact
the Information: (064) 200–7336;
Southern Sea”. This +639985461009; Email: [email protected]
is said to be similar to Rizal’s Noli Me Tangere. After
Official Website: www.sksu.edu.ph
travelling to the U.S., he reached Liverpool, England but immediately after his arrival, he left for London. His
activities in Brussels include writing “El Filibusterismo”, his second novel. And wrote articles for the “La Solidaridad”.
The case of Rizal was elevated to the Supreme Court in Madrid. Rizal wanted to pay attention to the case.
The Calamba residents were forced to leave town, their houses were burned, and more people were exiled,
including the entire Rizal Family. Paciano, advised Jose not to return to the Philippines but he compromised that
Jose can return to the East, near enough for his parents and relatives to visit him but he cannot be disturbed by the
Spaniards. In his return to the Philippines, he wanted to face Gov. Gen. Eulogio Despujol on the fate of his North
Borneo project since the governor general remained silent on Jose Rizal’s petition. Together with his sister Lucia,
Rizal left Hong Kong and returned to Manila.
In his years of exile in Dapitan, North Zamboanga, he had a house, clinic, and school constructed on his
land bought. And helped in the livelihood of the people and even wrote poems while he was in Dapitan. In the final
chapter of his life, in Manila, he was imprisoned in Fort Santiago. He was tried on the charges of rebellion, sedition,
and illegal association. He was found guilty and was sentenced to death through a firing squad on December 30,
1896.
REFERENCES:

Crudo, Eugene Raymond P., Guiwa, Herald Ian C. Pawilen, Reidan M. (2019). The Life, works, and writings of
Jose Rizal.—Quezon City: Rex Book Store.
De Guzman, Domingo., Laksamana, Francisco., De Guzman, Maria O. (1995). Noli Me Tangere ni Dr. Jose
Rizal.—Manila: National Book Store.
De Viana, Augusto V., Cabrera, Helena Ma. F., Samal, Emelita P., De Vera, Myrna M., Atutubo, Janet C., (2018).
Jose Rizal: social reformer and patriot: a study of his life and times.—Manila, Philippines: Rex Book Store.
Fadul, Jose A. (2016). A Work for course in Rizal.—Quezon City: C&E Publishing, Inc.
Purino, Anacoreta P. (2014). Rizal the greatest Filipino hero.—Quezon City: Rex Book Store, Inc.
Pasigui, Ronnie Espergal., Cabalu, Danilo Hipolito (2014). Jose Rizal: the man and the hero: chronicles, legacies,
and controversies.—2nd ed.—Quezon City: C&E Publishing.
Zaide, Gregorio F., Zaide, Sonia M. (2014). Jose Rizal: Life, works and writings of a genius, writer, scientist and
national hero.—Mandaluyong: Avril Publishing, Inc.
Zaide, Gregorio F., Zaide, Sonia M. (1999). Jose Rizal: Life, works and writings of a genius, writer, scientist and
national hero.—Quezon City: All Nations Publishing, Inc.

Contact Information: (064) 200–7336; +639985461009; Email: [email protected]

Official Website: www.sksu.edu.ph
Contact Information: (064) 200–7336; +639985461009; Email: [email protected]
Official Website: www.sksu.edu.ph