Module The Life and Works of Jose Rizal Edited

INFORMATICS COLLEGE MANILA
THE LIFE AND WORKS

OF JOSE RIZAL
Prepared by
Ledelyn M. Mejica
Course Title: The Life and Works of Jose
Rizal
Course Description
As mandated by Republic Act 1425, this course covers the life and works of the country’s
national hero, Jose Rizal. Among the topics covered are Rizal's biography and writing,
particularly the novels Noli Me Tangere and El Filibusterismo, some of his essays, and various
correspondences.
Learning Outcomes
At the end of the course, students should be able to:
1. Discuss Jose Rizal’s life within the context of 19th century Philippines
2. Analyze Rizal's various works, particularly the novels Noli me Tangere and El
Filibusterismo 3. Organize Rizal's ideas into various themes
4. Demonstrate a critical reading of primary sources
5. Interpret the values that can be derived from studying Rizal's life and work
6. Display an appreciation for education and love of country
Course Outline
PRELIMINARY
WEEK TOPIC
1-2 Introduction to the course: Republic Act 1425
3-6 The Philippines in the 19th century as Rizal's context
7-10 Rizal’s Life: Family, Childhood and Early Education
Rizal’s Life: Higher Education and Life Abroad

MIDTERM
WEEK TOPIC
11-12 Rizal’s Life: Exile, Trial, and Death
13-14 Noli Me Tangere
El Filibusterismo
FINAL
WEEK TOPIC
15-16 The Philippines: A Century Hence (other possible topics: Letter to the
Women of Malolos/The Indolence of the Filipinos)
17-18 Dr. Jose Rizal: A Fully-Functioning Person
Rizal's Legacy
*Course Outline based on the Commission on Higher Education’s The Life and Works of Jose Rizal
TABLE OF CONTENTS
Module 1: Introduction to the course: Republic Act 1425
Module 2: 19th century Philippines as Rizal's context
Lesson 1: Economic Development
Lesson 2: Socio & Cultural Development
Lesson 3: Political Development
Module 3: Rizal’s Life: Family, Childhood and Early Education
Lesson 1: Calamba and Rizal’s family
Lesson 2: Education, Early Childhood
Module 4: Rizal’s Life: Higher Education and Life Abroad
Lesson 1: As a student of Ateneo
Lesson 2: As a student of UST
Lesson 3: Life Abroad
Module 5: Rizal’s Life: Exile, Trial, and Death

Lesson 1: The trial of Rizal
Lesson 2: The Heroic Death
Module 6: Noli Me Tangere
Module 7: El Filibusterismo
Module 8: The Philippines: A Century Hence (other possible topics: Letter to the Women of
Malolos/The Indolence of the Filipinos)
Lesson 1: Letter to the Women of Malolos
Lesson 2: The Indolence of the Filipinos
Module 9: Dr. Jose Rizal: A Fully Functioning Person
Module 10: Rizal’s Legacy

MODULE 1
TOPIC: Introduction to the course
Republic Act 1425
LEARNING OUTCOME:
At the end of the lesson, the students should be able to:
- Explain the history of the Rizal Law and its important provisions
- Critically assess the effectiveness of the Rizal Course

THE RIZAL LAW
∙ 1956 Claro M. Recto filed a Bill called the Rizal Bill, recognizing the need
to instill heroism in Filipino youth.
∙ It shall be obligatory for college and university to study the Life and Works of
Dr. Jose Rizal.
∙ June 12, 1956; Republic Act. 1425 known as Rizal Law, came into effect
through the initiative of Sen. Jose P. Laurel
∙ Executed by the National Commission on Education thirty days after its

publication from the "Official Gazette."
∙ To promote nationalism as exemplified through the life of the Filipino hero: our
independence and Filipino values should be included in the minds of the Filipino
youth.
Republic Act No. 1425

House Bill No. 5561
Senate bill no. 438
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 imbued;
WHEREAS all educational institutions are under the supervision of, and subject to regulation by the
State, and all schools are urged 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 at this moment 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. Within sixty (60) days from the effectivity of this Act, the Board shall 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 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 of Rizal's other works and biography. The said unexpurgated editions of the Noli
Me Tangere and El Filibusterismo or their translations in English and 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 school, college, or university enrollment.
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 an amendment or repealing Section nine
hundred twenty-seven of the Administrative Code, prohibiting public school teachers' discussion of
religious doctrines and other persons engaged in any public school.
SECTION 5. At this moment, the sum of three hundred thousand pesos is authorized to be
appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the
purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
Approved: June 12, 1956
The Importance of the Jose Rizal Subject
The mandatory Rizal subject in the Philippines was the upshot of this bill which later became law in
1956. The bill involves mandating educational institutions to teach the hero's life, works, and
writings, especially the 'Noli Me Tangere' and 'El Filibusterismo.' However, the transition from being
a bill to become a republic act was not easy as the proposal was met with intense opposition,
particularly from the Catholic Church.
Largely because of the issue, the then-senator Claro M. Recto—the main proponent of the Rizal
Bill—was even dubbed as a communist and an anti-Catholic. Catholic schools threatened to stop
operation if the bill was passed, though Recto calmly countered the threat, stating that if that
happened, then the schools would be nationalized. Afterward, threatened to be punished in future
elections, Recto remained undeterred.
The bill was eventually passed, but with a clause that would allow exemptions to students who
think reading the Noli and Fili would ruin their faith. In other words, one can apply to the
Department of Education for exemption from reading Rizal’s novels—though not from taking the
Rizal subject. The bill was enacted on June 12, 1956.
(1956, June 12) 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. RA1425. Accessed from
Augusto V. De Viana, Helena Ma. F. Cabrera, Emelita P. Samala, Myrna M. De Vera, Janet C.
Atutubo (2018) “Jose Rizal: Social Reformer and Patriot A Study of His Life and Times.”
Further/s Reading: https://www.officialgazette.gov.ph/1956/06/12/republic-act-no
1425/?fbclid=IwAR1_AQXH03NnqR0Yzkj_25EikWMPKCxgOyIHp7yOcRazj6nofd1_Xc8zDAw
ACTIVITY:
Analyze the issues and interests that were upheld to push the Rizal Law. Are these issues still
valuable at present?
MODULE 2
TOPIC: The Philippines in the nineteenth century as Rizal's context
LEARNING OUTCOME:
- Appraise the link between the individual and society
- Analyze the various social, political, economic, and cultural changes that occurred
in the nineteenth century
- Understand Jose Rizal in the context of his times
LESSON 1: ECONOMIC DEVELOPMENT
Opening of Manila Ports to World Trade. The growing numbers of foreign merchants in Manila
spurred the integration of the Philippines into an international commercial system linking
industrialized Europe and North America with sources of raw materials and markets in the Americas
and Asia.
Non-Spanish Europeans were not allowed to reside in Manila or elsewhere in the islands. Still,
British, American, French, and other foreign merchants circumvented this prohibition by flying the
flags of Asian states or conniving with local officials.
∙ 1834, the crown abolished the Royal Company of the Philippines and formally recognized
free trade, opening the Port of Manila to unrestricted foreign commerce.
∙ 1856, there were thirteen foreign trading firms in Manila, of which seven were British and
two American; between 1855 and 1873, the Spanish opened new ports to foreign trade,
including Iloilo on Panay, Zamboanga in the western portion of Mindanao, Cebu on Cebu, and
Legaspi in the Bicol area of southern Luzon.
The Rise of the Export Crop Economy
∙ One thousand eight hundred fifty-one exports and imports totaled some US$8.2 million; ten
years later, they had risen to US$18.9 million and by 1870 were US$53.3 million between
1861 and 1870.
∙ By the nineteenth century, three crops-tobacco, abaca, and sugar-dominated Philippine

exports. ∙ The Government monopoly on tobacco had been abolished in 1880.
∙ Philippines abaca, which was considered the best material for ropes and cordage,
grew in importance and after 1850 alternated with sugar as the islands' most
important export.
∙ Sugarcane was produced and refined using crude methods at least as early as the
eighteenth century.
∙ The Population of Negros tripled. Local "sugar barons," the owners of the sugar
plantations, become a potential political and economic force by the end of the
nineteenth century.
The Rise of Monopolies
∙ March 1, 1782, Spanish governor-general Jose V. Basco established the tobacco monopoly
as his economic program. Thus, the tobacco production in the Philippines was under his
total control.
∙ The provinces of Cagayan Valley, Ilocos Provinces, Nueva Ecija, and Marinduque were
ordered to plant tobacco
Resources: Augusto V. De Viana, Helena Ma. F. Cabrera, Emelita P. Samala,

Myrna M. De Vera, Janet C. Atutubo (2018) “Jose Rizal: Social Reformer and
Patriot A Study of His Life and Times.”
Life and Works of Dr. Jose P. Rizal, by Gregorio F. Zaide & Sonia M. Zaide (1994)
LESSON 2: SOCIAL & CULTURAL DEVELOPMENT
One of the major influences on the educational development of the nineteenth century was the
return of the Jesuits. Expelled from the Philippines and the rest of the Spanish empire in 1768, they
finally returned in 1859 to take charge of the evangelization of Mindanao.
Other Schools opened in the 19th Century
∙ April 28, 1811, The Universidad de Santo Tomas was founded in Manila initially s the
Colegio de Nestea Seńoradel Santisimo Rosario and later renamed as Colegio de Santo
Tomas.
∙ November 20, 1645, Pope Innocent X elevated it to University King Charles III of Spain
bestowed the title "Royal Patronage" on 1785, and Pope Leo XIII "Pontifical" on 1902.
∙ The University of San Carlos claims to trace its roots to the Colegio de San Ildefonso,
founded by the Spanish Jesuits fathers Antonio Seen, Pedro Chirino, and Antonio Pereira
in 1595.
∙ 1640, the Universidad de San Felipe de Austria was established in Manila.
∙ The Jesuit also founded the Colegio de San Jose (1601). It took over the school's
management that became the Escuela Municipal (1859, later renamed Ateneo Municipal de
Manila in 1865, now the Ateneo de Manila University).
∙ 1871, several schools of Medicine and Pharmacy were opened.
Public School System in the 19th Century
∙ Primary instruction was made free, and the teaching of Spanish was compulsory.
∙ The Royal decree provided for a complete educational system which would consist of
primary schools, secondary and tertiary levels, finally making officially available to
Filipinos valuable training for leadership after three centuries of colonization.
∙ The Education Decree of 1863 provided for the establishment of at least two free
primary schools, one for boys and another for girls, in each town under the
responsibility of the municipal government
∙ The Philippines was ahead of some European countries in offering education for women

The Chinese Mestizos in the Philippines
The rise of the mestizos implies social change during the Spanish period, a condition that has
been ignored or implicitly denied by many who have written about the Philippines.
The renewal of Chinese immigration to the Philippines resulted in the diversion of mestizo energies
away from commerce. The mestizos lost their chance to become a native middle class, which the
Chinese took over.
The Chinese mestizos in the Philippines possessed a unique combination of cultural characteristics.
Lovers of ostentation, ardent devotees of Spanish Catholicism, seemed almost more Spanish than
the Spanish, more Catholic than the Catholics.
LESSON 3: POLITICAL DEVELOPMENT
The Filipinos became the Spaniard's slaves. The Spaniards claimed their taxes, and Filipinos
worked under the power of the Spaniards.
Through the power that the Spaniards possessed, they had the right to appoint different positions.
The appointment of positions is obtained by the highest bidder, who is the Governor-general of the
country.
The Spanish officials traveled to various places, and the needs of the Philippines were ignored.
They did not pay too much attention to the needs of the other people.
They were corrupt during the 19th century, and the Alcaldias/Alcalde is considered the most corrupt
over the other corrupts.
Rise and Gradual Spread of Liberalism and Democracy
The ideas of liberalism – Liberty and equity were first realized successfully in the American
Revolution and then achieved in the French Revolution. This political and social philosophy
challenged conservatism in opposition to autocratic monarchy, equality before the law, and a legally
separate class.
The idea of Liberty also meant specific individual freedoms: freedom of the press; freedom of
speech, freedom of assembly; and freedom from arbitrary arrest.
Democracy became a way of life in many European Countries.

ACTIVITY 1
List down the changes that occurred in the Philippines into three columns labeled as "Political
Aspect," "Economic Aspect," and "Sociocultural" aspect."
POLITICAL ASPECT ECONOMIC ASPECT SOCIO CULTURAL ASPECT
ACTIVITY 2
Describe the nineteenth-century Philippines as Rizal context in his times
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MODULE 3
TOPIC: Rizal’s Life: Family, Childhood and Early Education
LEARNING OUTCOME:
- Analyze Rizal’s Family, childhood, and early education
- Evaluate the people and events and their influence on Rizals early life
LESSON 1: CALAMBA AND RIZAL’S FAMILY
The "Cradle of a Genius." Calamba is named after a big native jar surrounded by a big
hacienda belongs to the Dominican friars.
Jose was the 7th child and the second son in a family of eleven children
The Philippines during Rizal's birth was governed by Jose Lemery, in which the town in Batangas
was named after him.
∙ Rafael Palma said Rizal inherited from his Father a sense of dignity and
respect. ∙ The Rizal family was considered one of the richest families in
Calamba.
∙ He described his mother, Dona Teodora as a woman of more than ordinary

culture. Refined well mannered, educated, and religious.
∙ He described his Father in his memoirs and affectionally called him as a model of
Fathers. Hardworking and a man of few words.
∙ One of the few families to own a horse-drawn carriage, the first to have a
home library of almost 1,000 volumes of books, and the first to send their
children to Manila for studies.
-
Saturnina (1850-1913), married to Manuel Hidalgo of Tanauan, Batangas.
- Paciano (1851-1930), the hero's only brother, became an agriculturist

and had a college education in Manila. A second father to his younger brother.
-
Narcissa (1852-1939), married to Antonio Lopez, a teacher Morong, Rizal.
- Olympia (1855-1887), married to Silvestre Ubaldo, a telegraph

operator in Manila.
-
Lucia (1857-1919), married to Mariano Herbosa of Calamba, Laguna.
- Maria (1859-1945), married to Daniel Faustino Cruz of Biñan, Laguna.
- Concepcion (1862-1865) died at the age of 3
- Josefa (1865-1946), head of the women chapter of the Katipunan, died

unmarried;
- Trinidad (1868-1951), a member of the Katipunan, was unmarried.
- Soledad (1870-1929), married to Pantaleon Quientero of Calamba.

LESSON 2: THE NAME RIZAL
∙ The original surname of the Rizal family was "Mercado." The surname was
adopted by Domingo Lam-co, the paternal Chinese ancestor. In Spanish,
Mercado means "market."
∙ 1849, Governor Claveria issued a decree that all Filipino families choose and
adopt new surnames from a list of Spanish family names.
∙ The term "Rizal" originated from the word "Racial," which signifies
"greenfield." A surname suited for the family because Don Francisco was a
farmer.
∙ The complete name of Rizal was Jose Protacio Rizal Mercado y Alonzo Realonda.
 The hero was born on June 19, 1861, and was baptized on the 22 nd of the same month.
The name Jose was given by her mother, who was a devotee of St. Joseph.
 In an instance, during the hero's christening ceremony, Father Rufino Collantes

mentioned, " Take good care of this child, for someday he will become a great man."
THE RIZAL’S FAMILY HOME
∙ House which Rizal was born was made of solid and massive earthquake-proof
structure with sliding wide window shutters with capiz shells.
∙ Walls of lime and store bounded the first floor.

∙ The second floor was real hardwood except for the roof, red tile in Manila's
imposing buildings.
∙ Dona Teodora used to tell stories to her children before going to bed.
∙ She narrated the story of the young moth. Which foresee that Dr. Rizal
was destined to die as a martyr for a lofty ideal
∙ He was amazed by the "Story of the Month," written in the book "El Amigos de
Los Niños," which depicted the death of the young moth due to his curiosity in
flying near to fire despite the stern warning from the mother moth.

Life, Works, and writing of Dr. Jose Protacio Rizal Module by Julius O. Espiritu
LESSON 3: EDUCATION
Early Childhood
1. First teachers hired by his Father:
- Maestro Celestino
- Maestro Lucas Padua
- Leon Monroy
2. His mother, Dońa Teodora
- Reader used: El Amigo de Los Nińos (The Children's Friend)
- Prominent lesson learned as a young boy was from "The story of the moth."
- Rizal learned the alphabet from his mother, and her mother was a strict but patient
teacher. Rizal regarded him as his first teacher.
- He learned and memorized catholic prayers and was encouraged to write poems.
Influences from Other Members of His Family

 Paciano, Rizal's older brother, instilled in his mind what is justice and the love of freedom.
 From his sisters, he learned to treat the women appropriately, courteously, and kindly.
∙ Uncle Gregorio taught him the value of hard work, thinking for himself, and observing his
surroundings keenly. He was a book lover who intensified Rizal's voracious reading of
books.
∙ Uncle Jose Alberto encouraged him to sketch, paint and make sculptures.
∙ Uncle Manuel encouraged him to pursue his physical development. He taught the young boy
swimming, fencing, wrestling, horse riding, and other sports.
∙ His Yaya nanny told stories of dwarves, ghosts, and evil spirits, of the beautiful Mariang
Makiling, and other tales on the beautiful surroundings of his hometown, Calamba. Stories
that awakened the imagination and creativity of the young boy.
∙ Don Francisco sent his son to Binan to continue his studies of Latin under Maestro
Justiniano Aquino Cruz.
∙ He excelled in all subjects, especially Latin and Spanish languages.
Jose had an organized routine in Binan, almost Spartan in simplicity which contributed to his
future development. His being away from the family at a young age made him independent. It
strengthened his body and soul.
Resources: Augusto V. De Viana, Helena Ma. F. Cabrera, Emelita P. Samala, Myrna M. De

Vera, Janet C. Atutubo (2018) “Jose Rizal: Social
Reformer and Patriot A Study of His Life and Times.”
ACTIVITY
Choose a word that will describe our national hero family background and elucidate your answer.
Your content must lens the type of Family, behavior, tradition, norms, and the like that he has.
MODULE 4
TOPIC: Rizal’s Life: Higher Education and Life Abroad
LEARNING OUTCOME:
- Explain the Principle of assimilation advocated by the Propaganda Movement
- Appraise Rizal’s relationship with other propagandists
- Analyze Rizal's growth as a Propagandist and disavowal of Assimilation
LESSON 1: AS A STUDENT OF ATENEO
Ateneo during that time had acquired prestige as an excellent college for boys because of its splendid
educators.
 Initially, the registrar refused to accept Rizal because he was late for registration and he was
sickly and undersized for his age.
∙ Jose Rizal entered Ateneo Municipal as an eleven-year-old
∙ He entered the institution of Ateneo De Manila and used the surname Rizal.
∙ His first professor in Ateneo was Father Jose Bech.
∙ His close friendship with Fr. Francisco de Paula Sanchez, S.J inspired the young students
∙
Rizal experienced a class ranking system; emperor as the highest or the best students, the
second-best in the tribune, the third is called decurion, the fourth-best is known as the
centurion fifth-best standard-bearer. Students fought for positions.
He had excellent achievements and graduated highest in his class.
∙ He was awarded a saint's picture as his prize when he reached the rank of Emperor for
a short span of one month.
∙ "My First Inspiration."; Rizal wrote this poem in Ateneo as an expression of good
wishes on his mother's birthday.
∙ He was a member of the Academy of Spanish Literature
∙ One day he curved the image of the Virgin Mary on a piece of Philippine hardwood
batiking with a pocket-knife.
∙ He carved the image of the Sacred Heart
∙ Fr. Jose Villaclara, S.J. encouraged him to pay attention also to the sciences and philosophy.
In 1877-1878, he returned to Ateneo while studying at the University of Santo. Tomas took up a
course on land surveying which was offered then as a vocational course.
∙ He completed the surveyor's course and was awarded the title Perito
agrimensor. ∙ He passed the final examination for the course.
∙ He could not practice the surveyor's profession since he was still underage when he passed the
course.
∙ He was issued his certificate on November 25, 1881, at the age of 20.
FIRST LOVE
∙ For the first time, the girl who captured his heart was the fourteen-year-
old Segunda Katigbak from Batangas, a boarder at La Concordia College.
∙ She was the sister of Mariano Katigbak, Rizal's friend, and also she was a close
friend of Olympia, Rizal's sister. But Segunda was engaged to be married to
Manuel Luz of Lipa.
∙ Pepe fell in love with her, as he described “she was rather short, with eyes that
were eloquent and ardent at times and languid at others, rosy-cheeked, with an
enchanting and provocative smile that revealed very beautiful teeth, and the air
of a sylph; her entire selfdiffused a mysterious charm.”
ACADEMIC PERFORMANCE ATENEO DE MANILA TAKING UP BASELAYER Y ARTES
First Year in Ateneo 1872-1873

Arithmetic I Sobresaliente Latin I Sobresaliente Spanish I
Sobresaliente Greek I Sobresaliente
Second Year in Ateneo 1873-1874

Latin II Sobresaliente Spanish II Sobresaliente Greek II Sobresaliente
Universal Geography Sobresaliente
Third Year in Ateneo 1874-1875

Latin III Sobresaliente Spanish III Sobresaliente Greek III
Sobresaliente Universal III Sobresaliente History of Spain and the
Philippines Sobresaliente Arithmetic and Algebra Sobresaliente
Fourth Year in Ateneo 1875-1876

Rhetoric and Poetry Sobresaliente French I Sobresaliente Geometry
and Trigonometry Sobresaliente
Fifth Year in Ateneo 1876-1877
Philisophy I Sobresalienten Mineralogy and Chemistry Sobresaliente
Philisophy II Sobresaliente Physic I Sobresaliente Botany & Zoology
Sobresaliente
LESSON 2: STUDENT AT UST
∙ Rizal Enrolled in the University of Sto. Tomas, taking his first course in Philosophy
in April 1877. It was located at the site of Intramuros. He chose this course for
two reasons;
- His Father liked it
- He was still uncertain as to what career to pursue
∙ He sought the guidance of Fr. Pablo Ramon, Rector of Ateneo, as to what

course he will take with who recommended him to take up a course in Medicine.
∙ In 1878, he decided to shift to Medicine, and the decision was prompted to

cure his mother's failing eyesight.
∙ Subsequently, he returned to Ateneo to take up surveying and later received the

title of "Perito Agrimensor."
∙ During his Sophomore year, while living in the boarding house owned by Dona
Concha Leyva, he fell in love with Leonor Valenzuela, described by Pepe as a
tall girl with regal bearing. Her pet name was Orang.
∙ In 1879, he lived in Casa Tomasina during his junior year, owned by his uncle,
Antonio Rivera, who has a pretty daughter named Leonor. La Concordia, Rizal,
described her as a frail, pretty girl tender as a budding flower with kindly,
dreamy eyes. Rizal called her "Tamis"
∙ Academic climate at the University of Sto. Tomas was quite different from
Ateneo. ∙ Most Dominican professors seemed hostile to him.
The Spaniards racially discriminated against Filipino students.
∙ Methods of instruction were traditional and, in some cases, repressive.
∙ In El Filibusterismo, Rizal described how some Dominican professors insulted

Filipino students and mockingly called them Indios. The University of Sto.
Tomas, the oldest university in the Philippines and even older than Harvard
University.
∙ During his stay in U.S.T., Rizal became a victim of Spanish officer's brutality. As
he recollected in his letter addressed to Blumentritt, he recalled the story that
he was brutally slashed with the sword of the Guardia Civil when he failed to
pay respect to the latter. He reported the incident to the Governor-General, but
nothing had happened.
∙ He left U.S.T. for the following reasons;
- The Dominican professors were hostile to him.
- The Filipino students were racially discriminated against by the

Spaniards. - The method of instruction was obsolete and repressive.
ACADEMIC PERFORMANCE AT THE PONTIFICAL UNIVERSITY OD STO. TOMAS
Records of Rizal in UST

The course of Theology and Law 1877-1879
Cosmology Sobresaliente Metaphysics Sobresaliente Theodicy
Sobresaliente History of Philosophy Sobresaliente
The course of Medicine 1878-1879

Advanced Physics Aprovechado (very good) Advanced Chemistry Sobresaliente
Advanced National History Aprovechado
First Year of Medicine
General Anatomy and Histology Bueno (good) Descriptive Anatomy
Bueno
Exercises of Osteology and Dissection Bueno
Second Year of Medicine 1879-1880

General Anatomy and Histology II Bueno
Descriptive Anatomy Bueno
Exercises of Dissection Bueno
Physiology, Private and Public Hygiene Bueno
Third Year of Medicine 1880-1881

General Pathology Aprovado (passed) Therapeutics, Medical Matters, and
Sobresaliente Arts Prescribing
Surgical Anatomy Operations Bueno

ACTIVITY 1: ESSAY
Answer the following questions
1. What do you think was the greatest achievement of Jose Rizal as a Tomasian?
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2. Why did Jose Rizal study Medicine at UST?
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ACTIVITY 2: VENN DIAGRAM

Compare the Life of Dr. Jose Rizal as a student of Ateneo and a student of UST through
the Venn diagram.
DR. JOSE RIZAL’S FIRST TRIP TO EUROPE
LEFT FOR SPAIN
∙ The departure for Spain was kept utmost secrecy even to his parents and
other sisters, who were not informed about it until his ship has lifted its anchor.
∙ On May 1, 1882, he left Calamba by chromatic and reached Manila after ten
hours of travel.
∙ The travel passport was issued in the name of "Jose Mercado" was ready.
∙ His brother Paciano who gave him some money, and Saturnina, who also gave
him a diamond ring, were the ones who accompanied him to the Port.
∙ Tears welled from his eyes and as the S.S. “Salvadora” sailed further away from
Manila. He befriended its’ captain, Donato Lecha, a native of Asturias, Spain,
whom he describe in his diary as “an affable man much more refined than his
other countrymen and colleagues that I have met.”
SINGAPORE
∙ He took the paper and a pencil and made some sketches. His fellow
passengers were foreign travelers and Spanish traders, students, and
laborers returning to Spain.
∙ He was fascinated by the beautiful island city of Singapore and associated it with
the “Talim Island with the Susong Dalaga.”
∙ Rizal was so impressed by its progress, its clean and beautiful scenery.
∙ Rizal boarded the Djemnah, a French ship bigger and better than the Salvadora
sailing to Europe.
∙ Most of the passengers were French-speaking nationals, and the streamer made
stop Point de Galle, Colombo, which he described "as a picturesque but lonely
and quiet at the same time sad." He also scribbled in his diary that Colombo is
more beautiful, smart, and elegant than Singapore and Manila.
∙ From Colombo, Ceylon, Djemnah crosses the Suez Canal at which Rizal saw
the barren coast of Africa, which he called an "inhospitable land but famous."
∙ June 12, 1882, the ship docked at the French harbor Marseilles where he
disembarked. He stayed two and a half days in Marseilles where he visited the
famous Chateau d'If, the setting of the famous novel "The Count of Monte
Cristo" of Alexander Dumas, at which its' hero Dantes was imprisoned.
∙ He took the train for Barcelona, arriving there on June 16, 1882.
BARCELONA
∙ Barcelona is the city of Cataluňa, Spain's second-largest city. His impression of

the city was quite where freedom and liberalism were enjoyed.
∙ He met some of his schoolmates at Ateneo, who gave him a warm welcome.
∙ In Barcelona, he wrote a nationalistic article, "Love of Country" (Amor Patria),
urging his compatriots to love their fatherland. It was his first literary piece
(prose) written in a foreign land.
∙ He also wrote "Travels" (Los Viajes) and Review of Madrid (Revisa de Madrid), all
were written for the Diariong Tagalog of Manila. He used his pen name Laong
Laan in writing these articles.
MADRID
∙ In September 1882, Rizal transferred to the Spanish capital city of Madrid to

continue his medical studies. He enrolled in two courses in Medicine and
Philosophy and Letters in the famous Universidad Central de Madrid.
∙ He also took up lessons in painting and sculpture at the Academy of Fine Arts of
San Fernando. He attended French, German, and English classes under a
private instructor and practiced fencing and shooting at the Hall of Arms of
Sanz y Carbonell.
∙ Rizal also met with other Filipino students who formed the Spanish-Filipino
Circle. He declaimed a poem entitled "Me Piden Versos" (They Ask me for
Verses; his first poem written in foreign soil), which he wrote at the request of
the members of Circulo Hispano-Filipino. Charles E. Derbyshire wrote the
translation to English.
∙ Filipinos met and gathered at Don Pablo Ortega y Rey, former Mayor of Manila,
during Governor Carlos Ma. De La Torre's regime. He fell in love with Don
Pablo's daughter, Consuelo Ortega y Perez, to whom he dedicated a poem
entitled "A la Seňorita C.O. y P."
∙ In 1883, Rizal visited Paris for the first time, which he affectionately described
as the "Costliest Capital in Europe."
∙ Rizal joined Masonry, exposing him to liberal ideas and cultural influences,
postulating the maximum individual freedom of action.
∙ He joined the Masonry for two inferential reasons:
- The abuse committed by friars against the Filipino people.
- The possible help the Masons could extend as a protective shield to use
in his fight against evil forces of tyranny. Became a Master Mason in
Lodge Solidaridad on November 15, 1890.
ACADEMIC PERFORMANCE AT UNIVERSIDAD

CENTRAL DE MADRID
Fifth Year 1882-1883 (Medicine)

Medical Clinic I Bueno Surgical Clinic I Bueno Obstetrical Clinic Aprovado Legal
Medicine Sobresaliente
Sixth Year 1883-1884

Medical Clinic II Bueno Surgical Clinic II Aprovechado
Licentiate in Medicine with the rating fair

History of Medical Science Aprovado Surgical Analysis Bueno Normal Histology
Sobresaliente Doctor of Medicine (not awarded)
Philosophy and Letters 1882-1883

Universal History I Aprovechado General Literature I Sobresaliente
1883-1884
Universal History II Sobresaliente Greek and Latin Literature Sobresaliente Greek I
Sobresaliente
1884-1885
Spanish Language Sobresaliente Arabic Language Sobresaliente
PARIS TO BERLIN, 1885-1887
∙ Rizal went to Paris and Germany to specialize in ophthalmology, serving as an

assistant to some known scientists, ophthalmologists, and famous oculists of
Europe and also contributed his travels and observations of European life.
∙ He visited Berlin, the capital of the newly unified Germany.
∙ He befriended several top German scientists such as Dr. Feodor Jagor, Dr.
Adolph B. Meyer, Dr. Hans Meyer, and Dr. Rudolf Virchow.
∙ He decided to go to Paris to acquire more knowledge in ophthalmology.
∙ He visited his friend Maximo Viola, a medical student and a rich family of San
Miguel, Bulacan.
HEIDELBURG
∙ February 3, 1886, he arrived in Heidelberg, a historic city in Germany famous

for its old university and romantic surroundings.
∙ He lived in a boarding house with German law students.
∙ He was a good chess player, so they recommended that he be a member of the

Chess Players Club.
∙ He worked and studied under Dr. Otto Becker, a great German authority
on ophthalmology and strolling along the cool banks of the Neckar River.
TO THE FLOWERS OF HEIDELBERG
Go to my country, go, O foreign flowers,
sown by the traveler along the road,
and under that blue heaven
that watches over my loved ones,
recount the devotion
the pilgrim nurses for his native sod!

Go and say that when dawn
opened your chalices for the first time
besides the icy Neckar,
you saw him silent beside you,
thinking of her constant vernal clime.
Say that when dawn
which steals your aroma
was whispering playful love songs to your young
sweet petals, he, too, murmured
melodies of love in his native tongue;

that in the morning when the sun first
traces the topmost peak of
Koenigssthul in gold and with a mild
warmth raises
to life again the valley, the meadow,
the forest, he hails that sun, still in its
dawning, that in his country in full
zenith blazes.
And tell of that day
when he collected you along the way
among the ruins of a feudal castle,
on the banks of the Neckar or in a forest

nook. Recount the words he said
as, with great care,
between the pages of a worn-out
book, he pressed the flexible petals
that he took.
Carry, carry, O flowers,
my love to my loved ones,
peace to my country and its

productive loam, faith to its men
and virtue to its women, health to
the gracious beings
that dwell within the sacred paternal home.
When you reach that shore,
deposit the kiss I gave you
on the wings of the wind above
that with the wind it may rove
and I may kiss all that I worship, honor, and love!

But O you will arrive there, flowers,
and you will keep perhaps your vivid hues;
but far from your native heroic earth
to which you owe your life and worth,
your fragrances you will lose!
For fragrance is a spirit that never can forsake
and never forgets the sky that saw its birth.

∙ Dr. Rizal wrote the poem, "To the Flowers of Heidelberg," which showed how
Rizal misses his hometown, Calamba, and invites Heidelberg's flowers to his
mother country.
∙ Rizal also lived with a Lutheran minister, Pastor Karl Ullmer, who became a good
friend and admirer; his stay with the Ullmers improved his German Language.
FIRST LETTER TO BLUMENTRITT
∙ Ferdinand Blumentritt, Director of Ateneo of Leitmeritz, Austria, was an

Austrian ethnologist interested in learning the languages in the Philippines.
∙ Rizal sent the book to Dr. Blumentritt, which he mentions entitled Arithmetica
(Arithmetic) and was published in two languages – Spanish and Tagalog-by the
University of Santo Tomas Press in 1868.
∙ By then, Rizal and Ferdinand Blumentritt became friends.

ACTIVITY
Evaluate the main reason why Dr. Jose Rizal has a drive to went to almost all cities
in European geography
MODULE 5
TOPIC: Rizal's Life: Exile, Trial, and Death
LEARNING OUTCOME:
- Analyze the factors that led to Rizal’s execution
- Analyze the effects of Rizal’s execution on Spanish colonial rule and the Philippine Revolution
LESSON 1: THE TRIAL AND EXECUTION OF DR. RIZAL
THE TRIAL OF RIZAL
∙ On November 3, 1896, Rizal arrived in Manila. He was secretly but heavily

guarded transferred to Fort Santiago, where he was imprisoned until his
execution day, 57 days later.
∙ Rizal was not allowed to see his family and friends for several weeks.
∙ His brother Paciano, and some Filipino patriots, were violently tortured to gather
evidence that they could use against him.
∙ November 20, 1896, Rizal was subjected to an investigation that lasted for five
days.
∙ Judge Advocate Colonel Francisco informed Rizal of the charges against him.
∙ The documentary pieces of evidence against Rizal were as follows:
-
The October 16, 1888 letter of Antonio Luna to Ponce implied that Rizal
had something to do with the Filipino reform movement in Spain.
-
August 20, 1890, a letter of Rizal to his family in Calamba mentioned that
deportations have a positive effect because Filipinos will be encouraged
to hate the Spaniard's cruel ways.
-
The January 7, 1889 letter of Marcelo H. Del Pilar to Deodato Arellano
showing Rizal's connection with the Propaganda Movement in
Madrid.
The poem Kundiman, written on September 12, 1891, by Rizal, mentioned

that his beautiful country is bound in chains and an oppressed slave of
tyrants.
-
The September 18, 1891 letter of Carlos Oliver to an unknown individual
stated that Rizal would be the Philippines' savior from the Spaniards'
authoritarian rule.
-
The February 9, 1892, Masonic document which glorified Rizal for his
services to his beloved country
-
The May 24, 1892 letter signed Dimasalang (Rizal's penname) to Tenluz
(pen name of Juan Zulueta), which mentioned a refuge for Filipinos
oppressed by the Spaniards.
-
Dimasalang signed the June 1, 1892 letter to a group of people
requesting their help for "patriotic services."
-
An undated letter from an unidentified person to the Hong Kong
Telegraph complaining about Rizal's exile to Dapitan.
The September 3, 1892 letter of Ildefonso Laurel to Rizal stated that the
Filipinos considered Rizal their savior.
-
The September 17, 1892 letter of a certain Rizal to an unknown
correspondent informing him of the arrest and exile of two Filipinos,
Doroteo Cortes and Ambrosio Salvador.
A letter from Marcelo H. Del Pilar to Juan A. Tenlu of establishing an

independent Masonry will help the Filipino People cause.
-
Records of Pingkian's (Emilio Jacinto) in a gathering of the Katipunan which
uttered "Mabuhay ang Pilipinas, Mabuhay, and Kalayaan, Mabuhay si Dr.
Jose Rizal."
-
Records of Tik-tik's (Jose Turiano Santiago) in the same gathering of the
Katipunan, which uttered "Mabuhay Dr. Jose Rizal, Kamatayan para sa
mga tagapaniil ng bayan."
-
A poem was written by Laong Laan (Rizal's Pseudonym) A Talisay which
the authors show the schoolboys of Dapitan ways how they can fight for
their rights
∙ Captain Dominguez summarized the charges against Dr. Rizal and returned these
to Governor-General Blanco. Submitted them to the office of the Judge
Advocate General Don Nicolas de la Peña.
∙ The judge advocate general, after scrutinizing the documents, transmitted

the following recommendations:
-
Rizal, the accused, must be subjected to a trial at once.
-
He must stay in prison while awaiting trial.
-
An attachment order must be issued against his properties, for one million
pesos, as a form of indemnity to the Spanish government.
-
An army officer, not a civilian lawyer, must defend him in the trial
court. - Dr. Rizal chose Don Luis Taviel de Andrade, as his defender in court.
- Don Luis turned out to be the brother of Lt. Jose Taviel de Andrade, his former
"bodyguard" in Calamba in 1887.
∙ After choosing his counsel, Rizal was informed of the charges against him,
insurrection, and propagating the ideas of rebellion. He pleaded not guilty to
the charges against him.
∙ Dr. Rizal made it clear that:

-
He was not questioning the court's jurisdiction on his case.
-
His exile in Dapitan in 1892, he had not been involved in political
activities.
-
He did not admit the charges against him.
-
He did not admit the statements made against him by the witnesses.
∙ Rizal's trial was unfair and unjust for him. He was a civilian tried by a court-
martial created to accuse and condemn him rather than give him justice. This
military court also denied him his basic rights to face all witnesses against him
in an open court. He accepted all testimonies and documents against him and
ignored arguments and proofs that favored him.
∙ Governor-General Camilo G. de Polavieja, who replaced Governor-General Blanco,
received Rizal's case on December 13, 1896.
∙ Polavieja authorized the order to subject Dr. Rizal to trial by Court Martial on
December 26, 1896.
∙ December 26, 1896, at eight o'clock in the morning, the Court Martial trial of
Rizal started in the Cuartel de España, a military building inside
Intramuros.
∙ Rizal wearing a black suit, white vest, and black tie, sat on a bench between
the two soldiers.
∙ His arms were tied behind him. Maintained his composure and looked dignified.
∙ Present and seated behind a long table on an elevated platform were seven
military court members wearing full military uniforms. They were;
-
Lt. Col. Jose Togores Arjona (President),
-
Capt. Ricardo Munoz Arias
-
Capt. Manuel Guerra,
-
Capt. Santiago Izquierdo Osorio
-
Capt. Fernando Perez Rodriguez
-
Capt. Manuel Diaz Eseribano
-
Capt. Branlio Rodriguez Nunez.
∙ Present were Lt. Luis Taviel de Andrade (Rizal's defender) Capt. Rafael
Dominguez (Judge Advocate), Lt. Enrique de Alcocer (Prosecuting Attorney),
and spectators included Josephine Bracken, Rizal, newspaper journalists, and
others Spaniards.
∙ Rizal was accused of three crimes: rebellion, sedition, and illegal association.
∙ Lt. Alcocer was first to deliver his opening statement ending with the request to
the military court to sentence Rizal to death. Travel de followed him
Andrade's eloquent speech ended it with a noble but futile warning to the
members of the military court; "the judges cannot be vindictive; judges can only
be just."
∙ Rizal answered in the affirmative and read his supplementary defense, which
consisted of twelve statements:
-
He cannot be accused of rebellion because he was not in favor of a
revolution; this was his advice to Dr. Pio Valenzuela, the emissary of the
Katipuneros, who visited him in Dapitan.
-
He had no contact with the radical revolutionary groups.
-
The revolutionary elements used his name without his permission. And he
could escape in Singapore if he was guilty.
-
His very peaceful life in Dapitan, where he built a house, a hospital, and
bought lands, were proof of his non-involvement in revolutionary
activities.
-
He was not consulted by the revolutionists when they started them
uprising.
-
Although he wrote the by-laws of the La Liga Filipina, he could not be
accused of rebellion because this was just a civic organization.
-
The La Liga Filipina died out after his banishment to Dapitan.
-
He did not know about the reorganization of the La Liga Filipina nine
months after his banishment.
-
The revolutionist would not have supplanted La Liga Filipina with the
Katipunan if it did not serve the revolutionary aim.
-
When his family was persecuted during the 1890s, it caused him to write
some bitter comments against the Spaniards in some of his letters.
-
The priest and military commanders of Dapitan can prove his exemplary
life in Dapitan.
-
If he supported the revolution, why would the Katipunan send an unknown
emissary to him while he was in exile to Dapitan? He opposed the idea of
the revolution, and it is not true that his speech in the house of Doroteo
Ongjunco inspired the revolution.
∙ The military court voted unanimously for the death sentence of Dr. Jose P. Rizal.
After a short deliberation for they are discriminatory towards Rizal.
∙ On December 26, 1896, the said decision of the court was transmitted to
Governor-General Polavieja, who later consulted judge Advocate General
Nicolas de la Pena regarding their decision. The latter affirmed the death
sentence of Dr. Rizal.
∙ Governor-General Polavieja approved the decision of the Court Martial and

ordered the execution of Dr. Rizal on December 30, 1896, at Bagumbayan, now known as the
Luneta.

LESSON 2: A MARTYR AT BAGUMBAYAN
A HEROIC DEATH
∙ Judge Advocate Rafael Dominguez read the official notice of Dr. Jose Rizal's
death penalty and execution.
∙ This occurred in the early morning, six o'clock in the morning, of December 29,
1896.
∙ Rizal was transferred to the prison chapel, where he stayed until six-thirty in the
morning of the next day, December 30, 1896.
∙ Rizal requested that his former professors at the Ateneo de Manila assist him
during the last hours of his life.
∙ His Jesuit visitors were Fr. Miguel Saderra Mata (Rector of the Ateneo Municipal),
Fr. Luis Viza, who gave him the figurine of the "Sacred Heart of Jesus," which he curved. At
the same time, he was a student of Ateneo, Fr. Antonio Rosell, Fr. Federico Faura, who
foresaw his death when he wrote the Noli Me Tangere, Fr Villaclara, Fr. Vicente Balaguer, Fr.
Estanislao March.
∙ Other visitors included were: Lt. Luis Taviel de Andrade, his defender at the Court
Martial Santiago Mataix, correspondent of El Heraldo de Madrid, Dona Teodora,
his mother, Trinidad, his sister, Don Silvino Lopez Tuñon,
The Dean of the Manila Cathedral, Fiscal Gaspar Castano of the Royal Audiencia Juan del Fresno
(Chief of the Guard Detail), Eloy More (Adjutant of the Plaza), Josefa and Narcissa Rizal, his
sisters, and Josephine Bracken, whom he married canonically at about five o'clock in the morning
of December 30, 1896, the day of his death. Fr. Balaguer is the one who officiated the said
canonical marriage.
Rizal's last poem, which was untitled, was written between noon and three-thirty in the
afternoon of December 29, 1896. The title Mi Ultimo Adios was given by Fr. Mariano
Dacanay

ACTIVITY: CHECK YOUR UNDERSTANDING
Discuss the Life of Dr. Jose Rizal
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MODULE 6
TOPIC: Noli Me Tangere
LEARNING OUTCOME:
- Appraise important characters in the novel and what they represent
- Examine the present Philippine situation through the examples mentioned in the Noli
LESSON 1: NOLI ME TANGERE 1887
Early hours of dawn, he finished the novel on February 21, 1887, the Noli Me Tangere, his first
novel.
∙ Upon reading Harriet Beecher Stowe's Uncle Tom's Cabin, which portrays the
brutalities of American slave-owners and the pathetic conditions of the
unfortunate Negro slaves, he was inspired to write a novel depicting the abuse
and tyranny of the Spaniards towards the Indios.
∙ In a reunion of Filipinos at the Paterno residence in Madrid on January 2, 1884,

Rizal proposed writing a novel about the Philippines by a group of Filipinos,
which Pedro approved, Maximino, Antonio, (Paterno) Graciano Lopez Jaena,
Evaristo Aguirre, Eduardo de Lete, Julio Lorente, Valentin Ventura, and Valentin
Diaz, who were present during that meeting.
∙ But his plan didn't materialize because all of his companions didn't write anything,
which is supposed to cover many aspects of the Filipino culture. His companions
only want to write about women who waste their time gambling and flirting
with Spanish women. Rizal was still determined to finish this novel and wrote it
alone.
WRITING OF THE "NOLI ME TANGERE"
At the end of 1884, Rizal began writing the novel in Madrid and finished about one-half.
∙ He had finished one-half of the second half while sojourning in Paris and
finishing the final fourth in his travel to Germany.
∙ In one of his letters to his friend Fernando Canon, Rizal did not believe that the
Noli Me Tangere would ever be published in Berlin because of the misery,
hunger, and poverty he's experiencing.
∙ A telegram from Barcelona was sent by Dr. Maximo Viola informing Rizal of his
coming visit to Berlin. Viola, a scion of a rich family of San Miguel, Bulacan,
lends him the money to publish the novel. The man who saved the "Noli."
Indeed, Viola was a Godsend.
The first edition of the Noli was printed in Berlin in 1887. In the final manuscript, Dr. Rizal deleted
the chapter "Si Elias at Salome" to save printing expenses.
∙ Noli Me Tangere went out from Berliner-Buchdruckrei-Action-Gesselschaft, a

printing press that charged the printing of Noli for 300 pesos for 2,000 copies
paid by the money Viola lent to Rizal.
∙ The title Noli Me Tangere is a Latin phrase that means "Touch Me Not."
∙ In a letter to Felix R. Hidalgo, the title of Noli was taken from the Bible in the
book of St. Luke, although Rizal mistakably told him that it was getting from the
book of St. John.
∙ Rizal gave the galley proofs, a complimentary copy of Noli me Tangere and a pen
he used in writing it to Maximo Viola as a token of appreciation at which he
scribbled the following note: “To my dear friend, Maximo Viola, the first to read
and appreciate my work – Jose Rizal.”
∙ During his stay in Berlin, Dr. Rizal was suspected as a French spy because of his
fluency in speaking the French Language, and he made frequent visits to the villages
and little towns in the rural areas.
∙ Rizal presented himself to the German authority stating that he was a Filipino
Ethnologist and Physician and needed to travel around German villages to
observe its culture.
∙ Rizal also impressed the German authority by speaking the German

Language fluently.
∙ Dedication of Noli Me Tangere runs as follows:

- Recorded in the history of human sufferings is cancer so malignant a character and awakens in
it the sharpest pains.
- Desiring thy welfare which is our own, and seeking the best treatments.
- I will do with thee what the ancients with their sick exposing them who came to invoke the
Divinity might offer them a remedy.
- The novel Noli Me Tangere contains 63 chapters and an epilogue. ∙ The following
are the important characters of Noli me Tangere
- Crisostomo Ibarra – a young and rich Filipino and son of Don Rafael Ibarra. - Don Rafael
Ibarra - a friend of Capitan Tiago.
- Father Damaso – Franciscan Friar of San Diego Calamba. - Maria Clara – daughter of
Capitan Tiago but a real daughter of Padre Damaso. - Father Salvi – Franciscan priest of San
Diego.
- Tasio – The lunatic.
- Elias – the rebel.
- Dona Victorina - a superior Filipino that looked down on the natives. - Dona
Consolacion – the vulgar mistress of the alferez.
- Basilio – boy weeping over his mother’s body.

∙ The Noli Me Tangere is a true story of the Philippine conditions during the last
decades of Spanish rule.
∙ The places, the characters, and situations existed. Characters -Ibarra, Maria
Clara, Elias, Tasio, Capitan Tiago, Padre Damaso, Padre Salvi, etc.
∙ Maria Clara was Leonor Rivera, became unfaithful and married to an Englishmen.
∙ Ibarra and Elias represented Rizal himself; Tasio the Sage was his elder brother,
Paciano.
∙ Rizalists identified padre Salvi as Padre Antonio Piernavieja, the hated

Augustinian friar in Cavite who our patriots killed during the Revolution.
- Capitan Tiago was Capitan Hilario Sunico of San Nicolas
- Dona Victorina was Dona Agustina Medel. The two brothers Basilio and Crispin were the
Crisostomo brothers of Hagonoy.
- Padre Damaso was typical of a domineering friar during the days of Rizal,
who was arrogant, disdainful, and anti-Filipino.
- Copies of the Noli were sent to Blumentritt, Regidor, Hidalgo, Mariano Ponce, Graciano
Lopez Jaena and others.
- More copies were created and sent to Barcelona, Madrid, and Hong Kong to
be smuggled into the Philippines. "First of all," wrote Blumentritt, "accept my
cordial congratulations for your beautiful novel."
- The Germans say it has been written with the heart's blood, and so the heart also speaks.
Resources: Augusto V. De Viana, Helena Ma. F. Cabrera, Emelita P. Samala, Myrna M. De

Vera, Janet C. Atutubo (2018) “Jose Rizal: Social Reformer and Patriot A Study of His Life
and Times.”
ACTIVITY:
Answer the following questions:
A. What is Freedom?
b. How is the lack of freedom portrayed in the novel?
c. How is the situation in the novel different from the present time? d. What is the
role of the youth in the development of the future and society?
MODULE 6
TOPIC: El Filibusterismo
LEARNING OUTCOME:
- Compare and contrast the characters, plot, and theme of the Noli and the El Fili
- Values the role of the youth in the development and future of society
THE SECOND NOVEL EI FILIBUSTERISMO
∙ Frustrated with his romance with Nellie Boustead and Leonor Rivera, Rizal found
consolation in writing his second novel.
∙ He has started writing the second novel as early as October 1887 while he
was still in Calamba, and then he continued writing when he was in London.
∙ More chapters were written when he was in Paris, Madrid, and Biarritz.
∙ Paciano advised Jose not to return to the Philippines. He told me to come back to
the East, preferably in Hong Kong, because it is near enough for parents and
relatives.
∙ In a letter to his friend Basa, he expressed his profound desire to practice

ophthalmology in Hong Kong to earn a living. Jose Ma. Basa assured him that
he could practice Medicine in Hong Kong.
∙ The manuscript was completed on March 29, 1891.
∙ He left Brussels for Ghent for two reasons;

- The cost of printing in Ghent was cheaper than in Brussels - To
escape from the enticing attraction of Petite Suzanne.
∙ He looked for a printing press that would give him the lowest quotation in
publishing the El Filibusterismo.
∙ Jose Rizal pawned his jewelry and gave all his money from the sales of the Noli Me Tangere.
He also expected the patriotic Filipinos to help him with the publishing expenses. He had
received money for the copies of Morga's Sucesos, which was sold in Manila.
∙ F Meyer-Van Loo Press was willing to print El Filibusterismo on an installment
basis.
∙ Valentin Ventura, his friend in Paris, sent Jose Rizal the needed amount to
complete the publication of the EI Filibusterismo, thus earning the title as the
savior of El Filibusterismo.
∙ On September 18, 1891, the second novel came off the press. The second novel
is said to be a continuation of Noli Me Tangere. It started thirteen years after
the soldiers believed that they shot Crisostomo Ibarra dead in a river chase.
∙ Rizal dedicated hi second novel to the martyrdom of Gom-Bur-Za (Mariano

Gomez, Jose Burgos, Jacinto Zamora). Hut committed an error in this dedication
when he stated that the martyrdom of the Gom-Bur-Za happened on February
28, 1872, and not February 18, 1872. He also committed to stating the age of
the three martyrs Filipino priests.
∙ There were congratulations from many friends, and others called it perfect.
Graciano Lopez Jaena found the EI Filibusterismo superior to the Noli Me
Tangere in style and ideas. But the political leadership in the Philippines saw
him as an enemy of the State.
∙ The following are the leading characters of El Filibusterismo
Dona Victorina – a superior Filipino that looked down on the natives. Paulita Gomez – her
beautiful niece who grew up and acted in a Spanish manner. Ben Zayn – a Spanish
journalist who wrote not good articles about the Filipinos. Padre Sibyla – Vice-Rector of the
UST.
Padre Camorra – the Spanish priest of Tiani.
Don Custodio – a Spanish-Filipino, was holding a high position in the government. Padre
Salvi – the Spanish priest of San Diego.
Padre Irene – a kind friar and a friend of the Filipinos.
Padre Florentino – a retired patriotic Filipino priest.
Isagani – a nephew of Padre Florentino and boyfriend of Paulita. Basilio – a

medical student that Capitan Tiago financed. Simeon – a rich and powerful
jeweler.
Quiroga – a wealthy Chinese merchant.
Maria Clara – daughter of Capitan Tiago.
Cabesang Tales – fought against the friars.
Juli – the daughter of Cabesang Tales, the girlfriend of Basilio. Macaraig – a rich
student to have a school that teaches Spanish.
Tandang Selo – the Father of Cabesang Tales.
Sandoval – the Spaniard who supported the cause of the Filipino students. Prepay –
the pretty dancer and mistress of Don Custodio.
Padre Fernandez – a good Dominican & friend of Isagani.

ACTIVITY: VENN DIAGRAM

Compare and contrast the characters, plot, and theme of Noli Me Tangere and El
Filibusterismo.
MODULE 8
TOPIC: The Philippines: A Century Hence
LEARNING OUTCOME:
- Assess Rizal’s writing
- Appraise the value of understanding the past - Frame arguments based

on evidence
LESSON 1: Letter to the Women of Malolos
To the Women of Malolos” was originally written in Tagalog. Rizal penned this writing when he
was in London in response to the request of Marcelo H. Del Pilar. The salient points contained in
this letter are as follows:
1. The rejection of the spiritual authority of the friars – not all of the priests in the country at
that time embodied the true spirit of Christ and His Church. Most of them were corrupted by
worldly desires and used sophisticated methods to effect change and force discipline.
2. The defense of the private judgment
3. Qualities Filipino mothers need to possess – as evidenced by this portion of his letter,
Rizal is greatly concerned about the welfare of the Filipino children and the homes they
grow up in.
4. Duties and responsibilities of Filipino mothers to their children
5. Duties and responsibilities of a wife to her husband – Filipino women are known to be
submissive, tender, and loving. Rizal states in this portion of his letter how Filipino women
ought to be wives to preserve the identity of the race.
6. Counsel to young women on their choice of a lifetime partner
RIZAL’S MESSAGE TO FILIPINO WOMEN
Jose Rizal was greatly impressed by the fighting spirit that the young women of Malolos had shown.
In his letter, he expresses great joy and satisfaction over the battle they had fought. In this portion
of Rizal's letter, it is obvious that his ultimate desire was for women to be offered the same
opportunities as those received by men in terms of education. During those days, young girls were
not sent to school because of the universal notion that they would soon only be taken as wives and
stay at home with the children. Rizal, however, emphasizes freedom of thought and the right to
education, which must be granted to both boys and girls alike.
THE RESPONSIBILITIES OF FILIPINO MOTHERS TO THEIR CHILDREN
Rizal stipulates several important points in this portion of his letter to the young women of Malolos.
However, the central idea here is that whatever a mother shows to her children is what the
children will also become. If the mother is always kissing the hand of the friars in submission, then
her children will grow up to be sycophants and mindless fools who do nothing but do as they are
told, even if the very nature of the task would violate their rights as individuals.
QUALITIES MOTHERS HAVE TO POSSESS

Rizal enumerates the qualities Filipino mothers have to possess:
1. Be a noble wife.
2. Rear her children in the service of the State – here, Rizal gives reference to the women of
Sparta who embody this quality
3. Set standards of behavior for men around her.
RIZAL’S ADVICE TO UNMARRIED MEN AND WOMEN
Jose Rizal points out to unmarried women that appearances and looks should not easily take
them because they can be deceiving. Instead, they should take heed of men's firmness of
character and lofty ideals. Rizal further adds that there are three things that a young woman
must look for in a man she intends to be her husband:
1. A noble and honored name
2. A manly heart
3. A high spirit incapable of being satisfied with engendering slaves.
Retrieved from https://thelifeandworksofrizal.blogspot.com/2011/08/to-

young-women-of-malolos- summary-and.html Further/s Reading: Augusto V. De
Viana, Helena Ma. F. Cabrera, Emelita P. Samala, Myrna M. De Vera, Janet C. Atutubo
(2018) “Jose Rizal: Social Reformer and Patriot A Study of His Life and Times.”
ACTIVITY 1: Answer the question.
What is the implication of this concept for the Female population of a Country?
ACTIVITY 2: ESSAY
Discuss the historical background of the Letter of Jose Rizal to the Women of Malolos?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
LESSON 2: The Indolence of the Filipinos
Dr. Sancianco, in his work Progreso de Filipinas, based on the reports given by Spanish
authorities, said that laziness does not exist in the Philippines.
The Indolence of the Filipinos is a study of the causes why the people did not, as was said, work
hard during the Spanish regime. Rizal pointed out that long before the coming of the Spaniards,
the Filipinos were industrious and hardworking. The Spanish reign brought about a decline in
economic activities because of certain causes:
First, the establishment of the Galleon Trade cut off all previous associations of the
Philippines with other countries in Asia and the Middle East. As a result, business was only
conducted with Spain through Mexico. Because of this, the small businesses and handicraft
industries that flourished during the pre-Spanish period gradually disappeared.
Second, Spain also extinguished the natives’ love of work because of the implementation of
forced labor. Because of the wars between Spain and other countries in Europe and the
Muslims in Mindanao, the Filipinos were compelled to work in shipyards, roads, and other public
works, abandoning agriculture, industry, and commerce.
Third, Spain did not protect the people against foreign invaders and pirates. With no arms to
defend themselves, the natives were killed, their houses burned, and their lands destroyed. As a
result of this, the Filipinos were forced to become nomads, lost interest in cultivating their lands or
rebuilding the industries that were shut down, and simply became submissive to the mercy of God.
Fourth, there was a corrupt system of education if it was to be considered an education. What was
being taught in the schools were repetitive prayers and other things that the students could not use
to lead the country to progress. There was no Agriculture, Industry, etc., which the Philippines
badly needed during those times.
Fifth, the Spanish rulers were a bad example to despise manual labor. The officials reported to
work at noon and left early, all the while doing nothing in line with their duties. The women were
seen constantly followed by servants who dressed them and fanned them – personal things they
ought to have done for themselves.
Sixth, gambling was established and widely propagated during those times. Almost every day,
there were cockfights, and during feast days, the government officials and friars were the first to
engage in all sorts of bets and gambles.
Seventh, there was a corrupt system of religion. The friars taught the naïve Filipinos that it was
easier for a poor man to enter heaven, and so they preferred not to work and remain poor so that
they could easily enter heaven after they died.
Lastly, the taxes were extremely high, so much that a huge portion of what they earned went to
the government or the friars. When the object of their labor was removed and they were exploited,
they were reduced to inaction.
Rizal admitted that the Filipinos did not work hard because they were wise enough to adjust to the
warm, tropical climate. "An hour's work under that burning sun, amid pernicious influences
springing from nature inactivity, is equal to a day's labor in a temperate climate.”
Resources: https://thelifeandworksofrizal.blogspot.com/search?
q=INDOLENCE+OF+THE+FILIPINO+PEOPLE Augusto V. De Viana, Helena
Ma. F. Cabrera, Emelita P. Samala, Myrna M. De Vera, Janet C. Atutubo
(2018) “Jose Rizal: Social Reformer and Patriot A Study of His Life and
Times.”
ACTIVITY 1: ESSAY
Write an essay about a reasonable prediction on how the Philippines is now in terms of
national unity.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
ACTIVITY 2: Create a table of descriptions.

Choose a specific aspect of Philippine society. Create a table of descriptions. In one column,
describe this during ancient times. In the next column, describe what happened to this aspect
during the Spanish period. In conclusion, analyze what happened to the Filipino native during the
Spanish period.
MODULE 9
TOPIC: Dr. Jose Rizal: A Fully Functioning Person
LEARNING OUTCOME:
- Define and Understanding the terms “fully functioning person” and “Healthy person”;
- Recognize the characteristics of a fully functioning person and a healthy personality,
Dr. Jose Rizal: A Fully Functioning Person
Present Realities:
Graft and corruption, disrespect for Peoples rights, the inefficiency of workers, lack of concern for
the environment, drug abuse, and different types of crimes, among others, are only a few
examples of existing problematic situations in the Philippines at present. These may also indicate
that many Filipinos are not fully functioning as human beings and are not acting or behaving as
they should. Negative biological, psychological, social, material, cultural, and geographical
influences have caused them to become persons with unhealthy personalities who have no qualms
about displaying anti-social acts. This is because a person with an unhealthy personality tends to
be self-centered; their main concern is their welfare.
Psychologists and social scientists believe that the development of social concern and service
orientations that result from an individual's full development is enhanced if they have a healthy and
normal personality supported by a positive self-concept and sound values, both of which are within
the realms of psychological and mental health.
ACTIVITY: RESEARCH
Follow the instructions and write your answers in the space provided. 1. Research
and define the terms “Fully functioning person and “healthy personality.”
_____________________________________________________________
_____________________________________________________________ 2. Enumerate and
explain the characteristics of a fully functioning person.
_____________________________________________________________
_____________________________________________________________ 3. Compare
a person with a healthy personality and a person with unhealthy personality.
_____________________________________________________________
_____________________________________________________________
Assessed from: Augusto V. De Viana, Helena Ma. F. Cabrera, Emelita P. Samala, Myrna
M. De Vera, Janet C. Atutubo (2018) “Jose Rizal: Social Reformer and Patriot A Study of
His Life and Times.”
MODULE 10:
Dr. Rizal’s Legacy

DR. RIZAL’S LEGACY
NATIONALISM
∙ The ideals of Rizal are eloquently demonstrated from his devotion to educating the
people on the fundamentals of democracy.
He believed that the Filipinos were not inferior as the Spaniards called "Indio," and only
awakening their aspirations and spirit was needed to bring forth development.
NATIONALISM IN EDUCATION
∙ Education can be a powerful weapon in propagating nationalism.
∙ A nationalist education would place great importance on the teaching of

Philippine history from the point of view of the Filipino people.
∙ This will develop an anti-colonial, anti-imperialist orientation.
∙ Educating for nationalism means educating for a national and social purpose.
MORAL VALUES
∙ Moral values can exist only in a free being and his voluntary human acts.
∙ Moral values are universal in the sense that what holds for an individual holds for
all in the same conditions and circumstances.
∙ Rizal, powerful energy and intellectual endowment man, valued loyalty, filial
devotion, benevolence, love, faithfulness, justice, harmony, and peace.
∙ Class struggle is not a requirement for human progress.
∙ Man has been guided by the principle of cooperation and not conflict.
∙ Class war is not the cause of social progress.
∙ The cause of this disease is the inability to exist, and the result of the disease is
war.
EDUCATION
∙ Without education and Liberty, the soil and the sun of humankind, no measure
can give the desired result. To his friend Blumentritt, he wrote: We shall devote
our strength to the education of the Filipino people, which is my supreme
aspiration.
∙ The supreme aspiration was a necessary condition in the quest for national
identity and progress.
∙ Without education, no reform is possible that is no tranquility and happiness
are possible.
∙ Our life is a useless life that is not consecrated to a great idea.
∙ It is a stone wasted in the fields without becoming a part of any edifice.
∙ The "great idea or the tower is the building of the Filipino nation, the
establishment of a Philippine republic.
∙ Filipino women are the ones who awaken and prepare the mind of the child for
every good and desirable idea love for honor, love for one's fellowmen, and
respect for God, to fortify their children's character against any difficulty and to
strengthen their hearts against any danger because life is full of sorrows and
perils.
GOVERNANCE
∙ The preservation of the State from internal and external danger is one of
the primary functions of the government.
∙ The citizens should be encouraged to participate in government undertakings and

productive activities through consultation through peaceful and lawful means.
∙ The people managing the affairs of government shall have brains and ability,
political maturity, and experience.
ON FAMILY
∙ The family is the basic and oldest social institution.
∙ It is important in shaping the character of the individual.
∙ Socializing is encountered by most individuals in effect, influenced them for

the rest of their lives.
∙ It also determines the child's social class, religious orientation, and Language used.
∙ Family acts as a social laboratory that prepares the individual's life for a bigger
society.
ON LIVELIHOOD
∙ The people’s livelihood determines the economic status of the family.
∙ Livelihood is regarded as one of the focal points of the government to

alleviate poverty.
∙ Livelihood programs are through equalization and land ownerships.

ON JUSTICE
∙ Justice is the constant of perpetual will to allot to every man his due.
∙ The ideal of justice illustrates the lady justice blindfolded and ready to smite with
her sword. Those who see inequity weigh down her scales can be presented to
the world.
∙ In society, no person shall be deprived of Life, Liberty, and property without

due process of law.
∙ A fair, speedy, and impartial investigation should be administered before a final

judgment is made.
EDUCATIONAL PHILOSOPHY OF DR. JOSE RIZAL
∙ The school is the foundation of society. The school is the book in which is read
the future of the people.
∙ Liberty is a goal of human progress, but it is a very dangerous thing in the

hands of ignorant people.
∙ A revolution may be a momentary triumph, but it will have no lasting effect if

the people are not ready for it.
∙ Progress begins with education, and it ends with more education.

REFERENCES:
Augusto V. De Viana, Helena Ma. F. Cabrera, Emelita P. Samala, Myrna M. De Vera, Janet C.
Atutubo (2018) “Jose Rizal: Social Reformer and Patriot a Study of His Life and Times.”
Gregorio F. Zaide & Sonia M. Zaide (1994) "Life and Works of Dr. Jose P.
Rizal" Life, Works, and writing of Dr. Jose Protacio Rizal Module by Julius O.
Espiritu
https://www.officialgazette.gov.ph/1956/06/12/republic-act-no
1425/?fbclid=IwAR1_AQXH03NnqR0Yzkj_25EikWMPKCxgOyIHp7yOcRazj6nofd1_Xc8zDAw
https://thelifeandworksofrizal.blogspot.com/2011/08/to-young-women-of-malolos
summary-and.html
https://thelifeandworksofrizal.blogspot.com/search?q=INDOLENCE+OF+THE+FILIPINO+PEOPL E

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INFORMATICS COLLEGE MANILA

THE LIFE AND WORKS

At the end of the course, students should be able to:

1-2 Introduction to the course: Republic Act 1425

3-6 The Philippines in the 19th century as Rizal's context

7-10 Rizal’s Life: Family, Childhood and Early Education

Rizal’s Life: Higher Education and Life Abroad

11-12 Rizal’s Life: Exile, Trial, and Death

13-14 Noli Me Tangere

17-18 Dr. Jose Rizal: A Fully-Functioning Person

Module 1: Introduction to the course: Republic Act 1425

Module 2: 19th century Philippines as Rizal's context

Lesson 1: Economic Development

Lesson 2: Socio & Cultural Development

Lesson 3: Political Development

Module 3: Rizal’s Life: Family, Childhood and Early Education

Lesson 1: Calamba and Rizal’s family

Lesson 2: Education, Early Childhood

Module 4: Rizal’s Life: Higher Education and Life Abroad

Lesson 1: As a student of Ateneo

Lesson 2: As a student of UST

Lesson 3: Life Abroad

Module 5: Rizal’s Life: Exile, Trial, and Death

Lesson 2: The Heroic Death

Module 6: Noli Me Tangere

Lesson 2: The Indolence of the Filipinos

Module 9: Dr. Jose Rizal: A Fully Functioning Person

Module 10: Rizal’s Legacy

TOPIC: Introduction to the course

Republic Act 1425

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

- Critically assess the effectiveness of the Rizal Course

∙ Executed by the National Commission on Education thirty days after its

Republic Act No. 1425

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

Approved: June 12, 1956

The Importance of the Jose Rizal Subject

TOPIC: The Philippines in the nineteenth century as Rizal's context

- Appraise the link between the individual and society

- Understand Jose Rizal in the context of his times

LESSON 1: ECONOMIC DEVELOPMENT

∙ By the nineteenth century, three crops-tobacco, abaca, and sugar-dominated Philippine

The Rise of Monopolies

Resources: Augusto V. De Viana, Helena Ma. F. Cabrera, Emelita P. Samala,

Other Schools opened in the 19th Century

∙ 1640, the Universidad de San Felipe de Austria was established in Manila.

∙ 1871, several schools of Medicine and Pharmacy were opened.

Public School System in the 19th Century

Resources: Augusto V. De Viana, Helena Ma. F. Cabrera, Emelita P. Samala,

The Chinese Mestizos in the Philippines

LESSON 3: POLITICAL DEVELOPMENT

Rise and Gradual Spread of Liberalism and Democracy

Democracy became a way of life in many European Countries.

Resources: Augusto V. De Viana, Helena Ma. F. Cabrera, Emelita P. Samala,

TOPIC: Rizal’s Life: Family, Childhood and Early Education

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

- Analyze Rizal’s Family, childhood, and early education

LESSON 1: CALAMBA AND RIZAL’S FAMILY

∙ He described his mother, Dona Teodora as a woman of more than ordinary