CRT LEARNING MODULE

Course Code GE109

Course Title LIFE AND WORKS OF RIZAL
Units 3
Module Title Concept of a Hero

College for Research & Technology of Cabanatuan

HOW TO USE THIS DIGITIZED LEARNING MODULE

Welcome to the module in Life and Works of Rizal. This

module contains training materials and activities for you to
complete this module.

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 The Unit of Competency “Life and Works of Rizal ”
covers the knowledge, skills and attitudes required as part of the
competencies.

You are required to go through a series of learning activities

in order to complete each learning outcome of the module. Each
of the learning outcomes is provided with Modules. Follow these
activities on your own and answer the self-check at the end of
each learning outcome. You may remove a blank answer sheet at
the end of each module (or get the answer sheets from the online
facilitator) to write the answers for each self-check. If you have
questions, don’t hesitate to ask your facilitator for assistance.

This will be the source of Information for you to acquire

knowledge and skill in this particular trade independently and at
your own pace, with minimum supervision of help from your
instructor.

 Work through all the information and complete the activities

in each section. Read Modules and complete self-check.
Suggested references are included to supplement the
materials provided in this module.
 Most probably your facilitator will be your supervisor or
manager. Your online facilitator will support and correct you.
 Your facilitator will tell you about the important things you
need consider when you are completing activities and it is
important that you listen and take notes.

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  You will be given plenty of opportunity to ask questions and
practice on the job. Make sure you practice new skills during
regular work shifts. This way you will improve both your
speed and memory and also your confidence.
 Talk to more experienced classmates and ask for their
guidance. You may join the forum sessions for question and
answer at the Facebook (FB) GroupWhen you are ready, ask
your facilitator to watch you online via Zoom or Google Meet
to perform the activities outlined in this module. In the
absence of internet, you may record yourself using mobile
phones to be sent later at the school for checking.
 Ask your facilitator work through the activities: ask for
written feedback on your progress. Your facilitator keeps
feedback/pre-assessment reports for this reason. When you
have successfully completed each element, ask the facilitator
to mark on the reports that you are ready for assessment.
IMPORTANT NOTES:

1. Use this module with care. Do not write anything on this

module. Do not put unnecessary marks on any part of the
material.
2. Damaged, or lost modules will be charged at your expense.
3. Upon finishing this module, kindly return with your quizzes,
activity outputs in long plastic envelope (clear) with Name,
Grade and Track.

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4. Read and comprehend the directions for every lessons,
exercises and other activities.
5. Observe honesty in answering the tests and exercises.
6. Try to finish a given activity before proceeding to the next.
7. Allot 3-5 hours per week per subject to read lessons, answer
the exercises and do assignments and output.

The Life and Works of Rizal

Contents of this Learning Module

No. Module Title Topic Code

2  Life and Lesson 2: Module 2.1
Works of Concept of A
Rizal Hero
Module 2.2
Lesson 3 :
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 Childhood
Years in
Calamba

MODULE CONTENT

MODULE TITLE : THE LIFE AND WORKS OF RIZAL

MODULE DESCRIPTOR: The LIFE AND WORKS OF RIZAL aims

to provide students with an appreciation of Rizals’ life story and
how he conquer every problem that he encountered. Through this
subject, students will broaden and acquire the necessary key
information.
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Number of Hours:

54 hours

Chapter Outcomes:

At the end of the chapter, you should be able to:

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.

MODULE 2.1

Concept of a Hero

Learning Objective: After reading this MODULE, you should be able to:

1. Trace the Filipino concept of 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 of
heroes.

Lesson Introduction:

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 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 magpakabayani, ang bayani ay binabaril sa luneta” implies,
people become 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 “millennials,” on the other hand.

Concept of Hero in Filipino Culture and History

One may notice the limited approach in the definition of the word
“hero” in traditional western dictionaries. Hero is normally defined here as
an illustrious man, often of divine descent, or with distinguished valor or
enterprise in danger, and fortitude in suffering, who is supposed to be
exalted after death. Being an extraordinary person and individualistic is
apparent. This may be seen in the synonym of hero in Microsoft word-
“Superman.”
The Filipino concept of hero, on the other hand, is a much boarder
concept, albeit stripped of grandeur. Known as Bayani, Bagani, Magani, or
Wani in various Filipino ethno- linguistic groups, a hero in early Philippine
societies was just a normal warrior of the community. His simple task were

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based on daily needs of the village. Pangangayaw or raiding into unallied is
an example of this. According to William Henry Scott, pangangayaw was
done because of four seasons, 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 fulfil 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 exert efforts
together with his/her comrades in the community. Hence, the root word of
bayani is bayan (community/town/nation). When pangangayaw is done,
the group of bayani returns home; thus, fulfilling what Zeus Salazar said
about the bayani as 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 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) proves the 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 a person with a high status and dignity.
Pedro Serrano Lactaw, in his dictionary, elaborates the personality of a
bayani: a person who fears no one (walang takot), courageous

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(matapang), firm (matibay), bold (mapangahas), but quiet (tahimik) and
calm (mahinahon). Qualities of the main characters of the Philippine epics,
like Lam Ang, Labaw Donggon, Tuwaang, etc., on the other hand,
represent the actual bayani. All these qualities are clearly present in a living
human. The concept of a Filipino Hero in early Philippine societies,
therefore, is not a posthumous award given to dead people, but rather an
honorific role and tittle 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
[death] saints became the foundation of good qualities of life. Doctrina
Christiana or prayer and doctrine books become a textbook of faith.
The Americans, on the otherb hand, propagated a secular view on
heroes. Hero- worshiping of American soldiers who died during the
Philippine-American war (then dubbed as Philippine Insurrection) like
General Henry W. Lawton, Col. John M. Stotsenburg, and Col.Harry Egbert,
was promoted through monuments and annual commemoration rituals to
justify the need for American tutelage in the Philippines.
Filipino heroes were also venerated during this period. Jose Rizal,
who was executed by the 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 the Americans to
instill to the minds of Filipinos the American culture. This was done through
the study of the 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
Overseas Filipino Worker (OFW) are considered bagong bayani (new
heroes). Their work abroad is said to be a continuation of the culture of

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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 of Recognizing Heroes

A hero is a social construct. Since that is the nature of the process,
recognizing heroes is always subjective. To bridge the gap, the National
Historical Commission of the Philippines (NHCP) released some of the
criteria for recognizing heroes, through their Project Saysay. The criteria
are listed below:

1. The extent of a person’s sacrifice for the welfare of the country

(Teodoro A. Agoncillo 1965);
2. The motive and methods employed in the attainment of the ideal
(welfare of the country) (Teodoro A. Agoncillo 1965);
3. The moral character of the person concerned (Teodoro A. Agoncillo
1965);
4. The influence of the person concerned on his/her age and or the
succeeding age (Teodoro A. Agoncillo 1965);
5. Those who have a concept of nation and thereafter aspire and
struggles for the nations’s freedom (Onofre D. Corpuz 1993);
6. Those who defined 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 a people’s expression (Alfredo Lagmay 1995);
9. Person who thinks of the future, especially the future generations
(Alfredo Lagmay 1995); and

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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
were members were made to believe that Rizal was an honorary member
of the secret society.
The American realizing the possibilities of a Rizal cult in their colonial
agenda, seized the opportunity and made Rizal the “national” hero of the
Philippines. Among the choices they had, three criteria were used in the
selection:
1) a hero who is not violent and militant, and if 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 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.

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However, there was no actual law during the American Regime that
explicitly declared Rizal the official hero of the county. Three steps,
instead, were made by the American colonial government to promote his
heroism, namely:
1) the creation of Rizal Province;
2) the creation 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. Apolinario Mabini 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.

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 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).

Reference: Eugene Raymond P. Crudo, Herald Ian C. Guiwa, Reidan M. Pawilen. A Course
Module for the Life, Works, and Writings of Jose Rizal. Rex Book Store.

MODULE 2.2

Childhood years in Calamba

Calamba was a hacienda town, which belonged to the Dominican

Order, which also owned all the lands around it. It is a picturesque town
nestling on a verdant plain covered with irrigated rice fields and sugar-
lands.

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Earliest Childhood Memories

 The first memory of Rizal was happy days in the family garden when
he was 3 years old Second childhood memory of Rizal was the daily
Angelus Prayer.

 Third childhood memory was the nocturnal walk in the town, when
there was a moon.

The Hero’s First Sorrow

 In 1865, Concha (Concepcion) died of sickness at the age of three.

 Devoted Son of the Church

 At the age of three, he began to take part in the family prayers.

 When he was five years old, he was able to read haltingly the
Spanish family Bible.

 He loved to go to church, to pray, to take part in novenas, and to

join the religious processions.

 He was so seriously devout that the Hermanos and Hermanas

Terceras laughingly called him Manong Jose.

 The scholarly Father Leoncio Lopez, the town priest that he used to
visit and listen to his stimulating opinions on current events and
sound philosophy of life.

 Jose learned to write and read thru a private tutor Maestro Celestino
and the second Maestro Lucas Padua.

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  Leon Monroy a former classmates of Rizal’s Father became the boy’s
tutor

Pilgrimage to Antipolo

 On June 6, 1868, Jose and his father left Calamba to go on a

pilgrimage to Antipolo, in order to fulfill his mother’s vow, which was
made when Jose was born.

 After praying at the shrine of the Virgin of Antipolo, Jose and his
father went to Manila.

 They visited Saturina, who was then a boarding student at La

Concordia College in Santa Ana.

Artistic Talent

 Since early childhood, Rizal revealed his God

given talent for art.

 At the age of five, he began to make sketches

with his pencil and to mould in clay and wax
objects, which attracted his fancy.

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First Poem by Rizal

 Since early boyhood, he had scribbled verses on loose sheets of

paper and on the textbooks of his sisters.

 At the age of eight, Rizal wrote his first poem in the native language
entitled “Sa Aking Mga Kababata” (To My Fellow Children)

Rizal as Boy Magician

 Since early manhood, Rizal had been interested in magic. He learned

various tricks such as making a coin appear or disappear in his
fingers and making a handkerchief vanish in thin air.

 He entertained his town folks with magic-lantern exhibitions. He also

gained skill in manipulating marionettes (puppet show)

 In later years when he attained manhood, he continued his keen

predilection for magic. He read many book on magic and attended
the performances of the famous magicians of the world.

In chapter XVII and XVIII of his second novel, El Filibusterismo (Treason),

he revealed his wide knowledge of magic.

Influences on the Hero’s Boyhood Heredity Influence:

 Malayan ancestors – love for freedom, innate desire to travel and

indomitable courage.

 Chinese ancestors – serious nature, frugality, patience and love for

children.

 Spanish ancestors – elegance of bearing sensitivity to insult and

gallanty to women.

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  Father – profound sense of respect, the love for work and the habit
of independent thinking.

 Mother – religious nature, the spirit of self-sacrifice and the passion

for arts and literature.

Environmental Influences:

 The scenic beauties of Calamba and the beautiful garden of the Rizal
family – inborn artistic and literary talents of Jose Rizal.

 The religious atmosphere at his home – religious nature.

 Brother, Paciano – love for freedom and justice.

 Sisters – courteous and kind to women.

 Aya (Nurse Maid) – interest in folklore and legends.

 Tito Jose Alberto - artistic ability.

 Tito Manuel – frail walking and wrestling.

 Tito Gregorio – voracious reading of good books.

 Father Leoncio Lopez – love for scholarship and intellectual honesty.

 Sorrows in his family – character, enabling him to resist blows of

adversity in late years.

Aid of Divine Providence:

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 God – versatile gifts of a genius, the vibrant spirit of nationalism and
the valiant heart to sacrifice for a noble cause.

 First Teacher in Biñan of Pepe Maestro Justiniano Aquino Cruz

 Pepe lived in a small hut about 30meters from the home of the aunt.

 Jose used to wear a sinamay shirt, woven by the skilled hands of the
women of Batangas.

 Jose challenged Pedro to a fight

 First Painting lesson by a painter Juancho

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