MODULE IN RIZAL 5 6 7 Midterm

Republic of the Philippines
Commission on Higher Education

Region IV – A CALABARZON
Municipality of Lipa
KOLEHIYO NG LUNGSOD NG LIPA
COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education
BASCOGIN, ANGEL BIER D.

BSED 1B
LESSON 5: THE DAWN OF FILIPINO NATIONALISM
A.ENGAGEMENT
DIRECTIONS: Find the following words in the puzzle.
CTE
visit us at: www.facebook.com/College-of-Teacher-Education

How did you feel about the previous activity? With the help of the following words, what
is your idea about Filipino nationalism?
It was very challenging for me to find the words we are task to do. And
as I finished the activity I found out that it was related to the Filipino
Nationalism. Filipino nationalism refers to the awakening and support
towards a political identity associated with modern Philippines leading
to a wide-ranging campaign for political, social, and economic freedom
in the Philippines.
CTE

I. ACTIVITY
A. Based on the discussion, create your own storyboard Timeline.
Unification of the Philippines The Emergence of the Filipino The Opening of the
under Spanish Rule Sense of Nationhood Philippines to World
Commerce
 Spain ruled the Philippines Filipinos development of their The opening of the country to
for more than 300 years. sense of nationhood started world commerce was a
Before Spain’s arrival, the only during the last years of consequence of Spain’s
Philippines consisted of Spanish rule. The following adoption of the laissez-faire
independent and self- factors attributed to the policy. With the entry of
governing barangays, development of Filipino foreign products and
peopled by diverse tribes. nationalism such as opening of businessmen, the economic
Spain gave the Philippines the country to world commerce; isolation of the Philippines was
its identity rise of clase media; liberal ended. Liberal ideas also
 The natives were pacified regime of Carlos Ma. dela Torre; entered the country. John
by the use of the Cross. The racial discrimination; Locke’s “Theory of Revolution”
reduccion plan of Fr. Juan secularization controversy and and Jean Jacques Rousseau’s
de Plasencia was the Cavite Mutiny of 1872 “Social Contract Theory” was
implemented. It introduced.
transformed the Filipinos
into law- abiding citizens
under the Spanish Crown.
Because of this plan, the
independence of the
barangays was lost. With
the imposition of
Catholicism and Spanish
culture, the Filipinos were
transformed into “little
brown Spaniards”.
CTE

The Rise of Clase Media Liberal Regime of Carlos Racial Discrimination

Ma. dela Torre
Class Media - a new The fall of Queen Isabella and

The Spaniards considered
middle class. The rise the triumph of liberalism in
the Filipinos an inferior
of this new social class Spain resulted into the
race and sarcastically called
came from a small appointment of dela Torre as
them Indios. Discrimination
class of mestizos and Governor-General in the
towards the Filipinos were
the principalia or the Philippines. With his
prevalent in the
ruling elite. Families of assumption into office, he
universities, government
this class benefited demonstrated his democratic
offices, church, and the
from the opening of and liberal philosophy in
Court of Justice. Fray
the country to foreign governing the country. This
Miguel de Bustamente
commerce and trade. development was something
portrayed the Filipino in his
Thus, they were able the friars then did not like. For
pamphlet entitled “Si
to send their sons for the first time, the Filipinos were
Tandang Basyong
education in Europe. allowed to talk about freedom
Macunat” as an individual
Being educated in and democracy openly. During
with low mental ability,
Europe, these sons of his term of office, freedom of
incapable of acquiring
prosperous families speech and of the press as
European education, and
were able to see the guaranteed by the Spanish
fitted only to work in the
difference of Constitution were recognized.
fields and tend to carabaos.
European and Filipino Because of this policy, Father
This kind of attack
societies. They Burgos and other Filipino clergy
intensified the enmity
became disillusioned were motivated to work for the
between Filipinos and
with Spain after Filipinization of parishes
Spaniards. This led them to
witnessing how more throughout the country.
realize that the Spaniards
progressive are the
and the Filipinos were two
states of other
separate, distinct peoples.
countries. From their
ranks emerged Filipino
propagandists CTE
clamoring for change

Secularization Controversy Cavite Mutiny of 1872 Rizal and the Cavite Mutiny of
1872
Secularization of parishes was the January 20, 1872, a mutiny broke Rizal was still very young when
transfer of the ministries out among Filipino soldiers in the the mutiny broke out. Although
established by the regular arsenal of Cavite under the at his tender age, Rizal was
Spanish clergy to the Filipino leadership of Sgt. La Madrid. This already cognizant of the
seculars. The controversy began mutiny was brought about by deplorable conditions of the
as a religious issue then later on Izquierdo’s abolition of their country. Originally, his plan was
became a racial controversy exemption from tributes and to take up priesthood and
between the friars and the forced labor, which the soldiers become a Jesuit father. When he
Filipino secular clergy. Leading previously enjoyed. heard of the martyrdom of
the Filipino seculars in the The Spanish authorities took GomBurZa, he changed his mind
struggle was Fr. Pedro Pelaez, an advantage of the situation by and swore to dedicate his life to
insulares, who rose to the arresting liberal-minded Filipinos. vindicate the victims of Spanish
position of vicar capitular of Nine Filipino priests were oppresion.he said: “ Without
Manila. He led the fight against deported to Marianas Islands, 1872 there would not be now
royal decrees turning secular together with thirteen lawyers either a Plaridel, or Jaena, nor
parishes over to the friars. The and businessmen. The incident Sanciano, or would there exist
Jesuits then returned to the was exaggerated by the brave and generous Filipino
Philippines. Parishes under Spaniards to implicate Fathers colonies in Europe; Without
Filipino regulars in Manila were José Burgos, Mariano Gomez, and 1872, Rizal would be a Jesuit now
then turned over to the Jacinto Zamora, due to their and instead of writing the Noli
Recollects in exchange for the active involvement in the Me Tangere, would have written
parishes held by the Recollects in campaign for the secularization the opposite. At the sight of
Mindanao. of parishes. These three priests those injustices and cruelties,
were executed by garrote for while still a child, my imagination
alleged complicity in the was awakened and I swore to
rebellion.The Filipinos deeply devote myself to avenge one day
resented the execution of so many victimS“… and with this
GomBurZa, owing to their idea in mind I have been studying
innocence of the crime for which and this can be read in all my
they were tried. They hailed the works and writings. God will
three Filipinos priests as true someday give me an opportunity
CTE
martyrs of the fatherland. The to carry out my promise. Good!
B. In a paragraph form, make a brief description of the following events
May they commit in
you have your let
abuses,
martyrdom of GomBurZa was a
storyboard timeline. there be imprisonments,
turning point in Philippine history
visit us at: www.facebook.com/College-of-Teacher-Education banishments, executions, good.
Let destiny be fulfilled! The day
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II. ASSESSMENT
Answer the following questions briefly.
1. What are the factors that lead to the rise of Filipino nationalism?
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2. If you were to live during the Spanish era, what will be your contribution to uplift the spirit of
Filipino nationalism?
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CTE
3. As a future educator, how will you promote nationalism in your everyday class?
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III. OUTPUT (RESULT)
Submit your output in soft copy at [email protected] or via google classroom.
IV. Evaluation
The Activities will be evaluated using the following criteria.
LESSON 6: RIZAL AND HIS CHILDHOOD DAYS IN CALAMBA
IV. INTRODUCTION
Jose Rizal grew up in a happy home, ruled by good parents, bubbling with joy and sanctified by
God’s blessings. His native town is Calamba. Its scenic beauties and industrious, hospitable, and
friendly folks impressed him during his childhood years and profoundly affected his mind and
character.
In this chapter, you will able to know the childhood years of Jose Rizal in Calamba and what he
achieved in his young age. This will also help you to understand what events in his life made him love
his nation and fight for freedom.
A. ENGAGEMENT
In a paragraph form, narrate your childhood experiences and who inspires you the most.
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CTE
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DISCUSSION
Calamba was a hacienda town, which belonged to the Dominican Order. They also owned all the
lands around it.
The first memory of Rizal, in his infancy, was his happy days in the family garden when he was
three years old. Because he was a sick child, his parents gave him the tenderest care. His father built a
little nipa cottage in the garden for him to play in the daytime. Another childhood memory was the
daily Angelus prayer. By nightfall, his mother gathered all the children at the house to pray the
Angelus. Another memory of his infancy was the nocturnal walk in the town, wherein the maid took
him for a walk in the moonlight by the river.
The Hero’s First Sorrow
The Rizal children were bound together by the ties of love and companionship. Their parents
taught them to love one another, to behave properly in front of elders, to be truthful and religious,
and to help one another. They affectionately called their father Tatay, and mother Nanay. Jose was
jokingly called Ute by his brother and sisters. The people in Calamba knew him as Pepe or Pepito.
Of his sisters, Jose loved most little Concha (Concepcion). He was one year older than Concha.
He played with her, and from her, he learned the sweetness of brotherly love. Unfortunately, Concha
died of sickness in 1865 when he was 3 years old. Jose, who was very fond of her, cried bitterly to lose
her.
Devoted Son of the Church
At the age of three, he began to take part in the family prayers. His mother was a devout
Catholic, taught him the Catholic prayers, when he was five years old, he was able to read haltingly
the Spanish family Bible. Father Leoncio Lopez is the town priest. Jose Rizal used to visit him, listen to
his stimulating opinions on current events, and sound philosophy of life.
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. It was the first trip of Jose across
Laguna de Bay. After praying at the shrine of the Virgin of Antipolo, Jose and his father went to
Manila. It was the first time Jose saw Manila. They visited Saturnina, who was then a CTE
boarding student
at La Concordia College in Sta. Ana.

First Education from Mother

Jose’s first teacher was his mother. At the age of 3, Jose learned the alphabet and prayers
from her. Seeing Rizal had a talent for poetry, she encouraged him to write poems. She gave her all
her love and all that she learned in college.
The story of the Moth
Of the story told by Dona Teodora to Jose, it was that of the young moth made the
profoundest impression on him. The tragic fate of the young moth, which died a martyr to its illusions,
left a deep impress on Rizal’s mind. When it comes to artistic talents since his 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 mold in clay and wax objects.
Rizal’s Three Uncles
There were 3 uncles, brothers of his mother, who played a great part in the early education of
Rizal. Uncle Gregorio was a lover of books. He instilled into the mind of his nephew a great love for
books. He taught him to work hard, to think for himself, and to observe life keenly.
Uncle Jose, who had been educated at Calcutta, India, was the youngest brother of Dona Teodora. He
encouraged his nephew to paint, sketch, and sculpture.
Uncle Manuel was a big, strong, and husky man. He looked after the physical training of his
sickly and weak nephew. He encourages Rizal to learn swimming, fencing, wrestling, and other sports,
so that in later years Rizal’s frail body acquired agility, endurance, and strength.
Artistic Talents
Since early childhood Rizal revealed his God-given talents for the arts. He drew sketches and
pictures on his books of his sisters, for which reason he was scolded by his mother. He carved figures
of animals and persons out of wood. Even before he learned to read, he could already sketch pictures
of birds, flowers, fruits, rivers, mountains, animals and persons.
Jose had a soul of a genuine artist. He loved to ride on a spirited pony (which his father bought
for him) or take long walks in the meadows for him) or take long walks in the meadows and lakeshore
with his big black dog named Usman.
In his room, he kept many statuettes which he made of clay and wax. At one time, his sisters
teased him: “Ute, what are you doing with so many statuettes?” He replied: “Don’t you know that
people will erect monument and statues in my honor for the future?”
CTE
Rizal Early Writings

In 1868, before he was eight years old, he wrote a Tagalog drama. This drama was stages in
Calamba in connection with the town fiesta. At an early age when children usually begin to learn ABC,
he was already writing poems.
The first known poem that he wrote was a Tagalog poem entitled “Sa Aking Mga Kababata”
(To My Fellow Children). His mother was a strong influence upon his education and helped develop
his early interest in poetry, music, and European literature.
Whenever people of a country truly love
The language which by heav’n they were taught to use
That country also surely liberty pursue
As does the bird which soars to freer space above.
For language is the final judge and referee

Upon the people in the land where it holds sway
To make our human race resembles in this way
The other living beings born in liberty.
Whoever knows not how to love his native tongue

Is worse than any beast or evil smelling fish.
To make our language richer ought to be our wish
The same as any mother loves to feed her young.
Tagalog and the Latin language are the same

And English and Castilian and the angels’ tongue
And God, whose watchful care o’er all is flung
Has given us His blessing in the speech we claim,
Our mother tongue, like all the highest that we know

Had alphabet and letters of its very own
But these were lost --- by furious waves were overthrown
Like bancas in the stormy sea, long years ago.
Readings in Tagalog poetry and daily assignments in Philippine History by his mother
inculcated in him a sense of the Filipino culture. Rizal’s deep love for his mother was expressed in the
poem “Mother’s Birthday”
Rizal as Boy Magician
Since early manhood Rizal had been interested in magic. With his dexterous hands, he learned
various tricks. He entertained his town folks with magic-lantern exhibitions. In later years when he
attained manhood, he continued his keen predilection for magic. He read many books on magic and
attended the performances of the famous magicians of the world.
Influences on the Hero’s Boyhood
CTE
In the lives of all men there are influences which cause some to be great and others not. In the
case of Rizal, he had all favorable influences, which no other child in our country enjoyed.

1. Hereditary Influence
According to biological science there are inherent qualities which a person inherits from ancestors
and parents
 From his Malayan ancestors, Rizal inherited his love for freedom, his innate desire to travel,
and his indomitable courage.
 From his Chinese ancestors, he derived his serious nature, frugality, patience, and love for
children.
 From his Spanish ancestors, he got his elegance of bearing, sensitivity to insult, and gallantry
to ladies.
 From his father, he inherited a profound sense of self-respect, the love for work, and the habit
of independent thinking.
 And from his mother, he inherited his religious nature, the spirit of self- sacrifice, and the
passion for arts and literature.
2. Environmental Influence
According to psychologist, environment as well as heredity affects the nature of a person. It
includes places, associates and events.
 The scenic beauties of Calamba and the beautiful garden of the Rizal family stimulated the
inborn artistic and literary talents of Jose Rizal.
 The religious atmosphere at his home fortified his religious nature.
 His brother, Paciano, instilled in his mind the love for freedom and justice.
 From his sisters, he learned to be courteous and kind to women.
 His three uncles inspired him to develop his artistic ability, to develop his frail body and
intensified his voracious reading of good books.
 The fairy tales told by his aya awakened his interest in folklore and legends.
 Father Leoncio Lopez, a parish priest in Calamba fostered Rizal’s love for scholarship and
intellectual honesty.
 The sorrows in his family such as death of Concha in 1865 and the imprisonment of his mother
in 187-74 contributed to strengthen his character, enabling him to resist blows adversity in
later years.
 The Spanish abuses and cruelties which he witnessed in his boyhood such as brutal acts if the
lieutenant of the Guardia Civil and the alcalde, the unjust tortures inflicted on innocent
Filipinos and the execution of Fathers Gomez, Burgos and Zamora in 1872 awakened his spirit
of patriotism and inspired him to consecrate his life and talents to redeem his oppressed
people.
3. Aid of Divine Providence

CTEaid of Divine
Greater than heredity and environment in the fate of man is the
Providence.

 A person may have everything in life brains, wealth, and power but without the aid of Divine
Providence ne cannot attain greatness in the annals of the nation.
 Rizal was providentially destined to be the pride and glory of his nation.
 God had endowed him with the versatile gifts of a genius, the vibrant spirit of a nationalist and
the valiant heart to sacrifice for a noble cause.
https://docs.google.com/presentation/d/0B3zmDoDxSWfKRF9MWTJ2YkdESGc/edit#slide=id.p7
IV. ACTIVITY
Based on your understanding of the influences on our hero’s boyhood, identify the following
influences on your life and how are you alike/different from Jose Rizal.
Hereditary Influences Environmental Influence Aid of Divine Providence
How are you alike to Jose Rizal?
How are you different From Jose Rizal?
V. ASSESSMENT
CTE
A. Answer the following questions briefly.

1. What was the moral story of “The Story of the Moth?” 5pts
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2. The first poem that Jose Rizal wrote was “To My Fellow Children”. Briefly explain the message of
the poem. 5pts
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3. What is the significance/relevance of the poem “To my Fellow Children” to the present Philippine
society especially to the youth? 10pts
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4. How is nationalism expressed in the poem, “To My Fellow Children”? 10pts
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VI. OUTPUT (RESULT)
VII. Evaluation
CTE

LESSON 7: FORMAL SCHOOLING AT THE VILLAGE
IV. INTRODUCTION
Rizal had his early education in Calamba and Binan. It was typically a schooling that a son of an
illustrado family received during his time, characterized by the four R’s-reading, writing, arithmetic
and religion, wherein instructions was rigid and strict. CTE
A. ENGAGEMENT
My Timeline. Timelines are great way to help us organize chronological information and demonstrate
the relationship between things over time. Recall your past experiences and struggles during your
early schooling and create your own timeline.
DISCUSSION
Knowledge was forced into the minds of the pupils by means of the tedious memory method
aided by the teacher’s whip. Despite the defects of the Spanish system of elementary education, Rizal
was able to acquire the necessary instruction preparatory for college work in Manila. It may be said
that Rizal, who was born a physical weakling, rose to become an intellectual giant not because of, but
rather in spite of, the outmoded and backward system of instruction obtaining in the Philippines
during the last decades of Spanish regime
A. RIZAL’S EARLY INFORMAL EDUCATION (BINAN, ATENEO, AND UST)
The HERO’s FIRST TEACHER (Zaide and Zaide)
 Teodora Alonzo y Realonda – good character and refined was Rizal’s first teacher
 At the age of three she taught Rizal arithmetic, alphabet and prayers in Latin, Spanish and
Tagalog
 Story of the Moth
 By age six Rizal become adept at drawing, clay modeling and carving
 Maestro Celestino and Lucas Padua – 1st private tutors
 Don Leon Monroy – taught Rizal Latin and Spanish but died five months later.
B. EARLY FORMAL EDUCATION (BINAN) June 1869- Dec. 17, 1871

a. Rizal accompanied by Paciano left Calamba for Binan in June 1869 – With his poker face
Paciano gave Rizal a cue on how a man should behave during partings CTE
and sentimental
occasions. Stayed in his Aunt Tomasa Mercado.

b. Tomasa had an unmarried daughter Margarita and a widower son Gabriel. Rizal’s young
kinsfolk were Leandro (mischievous), Florentina (vulgar type) and Arcadia (hot headed, simple
and honest) who became his friend.
c. Maestro Justiniano Aquino Cruz – tall, thin and stooped with a large neck and sharp nose, he
believed in “not sparing the rod”. Rizal complained that rare was the day when he did not
suffer five or six “palmetazos” on his hands or his behind even though he surpassed all of his
classmates in Spanish, Latin and other subjects.
d. Pedro teased Rizal uttering “un poco Senor” 2x who became so vexed, he challenged Pedro to
a fight whom he defeated, Rizal having been taught the art of wrestling by his Tio Manuel.
e. Old Juancho – gave and taught Rizal lessons in painting and drawing.
f. His bitterness against these barbarous methods of instruction never left him. In the Noli, the
first thing Ibarra proposes when he came home was to build a house in San Diego where “the
primer would not be a black book bathed in children’s tears but a friendly guide to marvelous
secrets”. “Not a torture-chamber but a playground of the mind”.
g. Other Binan memories:
 Playing in the streets in the evening under the moonlight, remembered his beloved
father, idolized mother and loving sisters.
 Rizal was shoved by his naughty nephew Leandro into the river where he nearly
drowned if not caught by someone on his feet.
 Tasked to deliver viand to her Tia Tomasa’s children, only to be suspected of
consuming part of it.
 Supper – one or two helpings of rice and single piece of fish
 Lunch – sent first on errand before allowed to sat.
h. For all of these he told his sisters Narcisa and Maria he wanted to go home but was told he
can’t go home. Rizal must have felt he was in prison.
i. Rizal in Binan was a struggle, an initiation, cruelty for one so young, felt displaced and as
outsider.
 He left the country at aged 21, how can Rizal create so detailed a portrait of San Diego
– Noli Me Tangere and El Fili?
j. Martyrdom of GOMBURZA
 Jan. 20, 1872 – 200 Filipino soldiers and workmen of the Cavite arsenal and La Madrid
a Fil. Sergeant staged mutiny for abolition of their exemption from tribute and polo y
servicio.
k. Gomburza were implicated and by order of Gov. Gen. Rafael Izquierdo, they were executed by
garrote on Feb. 17, 1872.
l. INJUSTICE TO HERO’s MOTHER (Zaide)
 In 1872 – Jose Alberto, Dona Teodora’s brother found his children abandoned and his
wife living with another man.
 Dona Teodora prevailed over J. Alberto not to divorce his wife as he announced.
 The wife was in no way repentant and resented the reconciliation.
CTE
 J. Alberto frequented Dona Teodora in Calamba to which the wife interpreted as they
were plotting something criminal against her.

 The wife filed a case against Dona Teodora and her brother Don Jose Alberto and with
the connivance of Spanish Lieutenant of guardia civil and assistance of Antonio
Vivencio del Rosario, Gobernadorcilio of Calamba, succeeded in arresting Dona
Teodora. Forced to walk from Calamba to Sta. Cruz.
 Dona Teodora was defended by Messrs. Francisco de Marcaida and Manuel Marzan,
most famous lawyers of Manila. She was acquitted by Manila Royal Audiencia and was
released after two- and- half years.
EXTRA CURRICULAR ACTIVITIES (Zaide)

 Marian Congregation – religious society – as member & later on as secretary/because of his
devotion to Our Lady of the Immaculate Conception.
 Academy of Spanish Literature – member being gifted
 Academy of Natural Sciences literature and sciences
 Rizal cultivated his literary talent under Fr. F. Sanchez
 Fr. Jose Villaclara advised Rizal to stop communing with the Muses and pays more attention to
Philosopy and Natural Sciences.
 He studied painting under AugustinSaez, a Spanish and sculpture under Romualdo de Jesus
 Jesuits father were amazed and impressed by Rizal’s scultural talent, Father Lleonart
requested him to carve Sacred Heard, now placed on the door of their dormitory.
SOME POEMS WRITTEN IN ATENEO (Zaide)

 Mi PrimeraInspiracion (My First Inspiration – written by Rizal before turning 14yrs. Old (1874)
dedicated to his mother in her birthday
POEMS WRITTEN IN 1875

 Felicitacion (Felicitation); El Embarque: el Primero en dar la Juelta al Mundo (And He is
Spanish: Elcanon, the First to Circumnavigate the Globe; el Combate: Urbistondo, Terror de
Jolo (The Battle: Urbistondo, Terror of Jolo);
POEM WRITTEN IN 1876:

 AlianzaIntima Entre la Religion y la Buena Education (Intimate Alliance Between Religion and
Good Education); Por la EducacionRecibeLustre la Patria (Through Education the Country
Receives Light); El Cautiverio y el Triunfo: Batalla de Lucena y Prision de Bodbil (The Captivity
and the Triump: Battle of Lucena and the Imprisonment of Boadbil); La EntradaTriunfal de los
Reyes Catolices en Granada (The Triumphal Entry of the Catholic Monares Into Granada)
1877 POEMS
 El Heroismo de Colon (The Heroism of Columbus); Colon y Juan II; Gran Consuelo en la Mayor
Desdicha (Great Solace in Great Misfortune); Un DialogoAlusivo a la Despedida de los
Colegiales ( A farewell Dialogue of the Students)
CTE
OTHER POEMS
 Al Nino Jesus (To the Child Jesus); Ala Virgen Maria (To the Virgin Mary)
 DRAMA – San Eustacio, Martir (St. Eustace the Martyr) finished by Rizal in June 2,1876 upon
the request of Fr. Sanchez
JESUITS INFLUENCE (Leon MA. Guerrero)

 Jesuit RATIO STUDIORUM – under tight and constant discipline, with every incentive of
competition and reward
 Control of the minds of men from infancy
RATIO STUDIORUM
 –” compilation of general principles and detailed instructions for teachers, rather a spirit and
a method than a mechanical formula or a blind pedagogical technique”
 SPIRIT which is infused was the spirit of classical humanities, the arts of human culture;
 METHOD – combined memory and understanding, the daily lesson being explained in a
“prefection” and recited the next day.
*AD MAJOREM DEI GLORIAM

 For the greater glory of God; to make steadfast lifelong Catholics, The philosophy of man as
creature of a personal God – was the climax of the collegiate course; classes began and ended
with prayers and the whole school life was centered on the Chapel; Highest level of extra-
curricular activities was found on Congregacion Mariana or Sodality of Our Lady and the
Apostatolado de la Oracion, the Apostleship of Prayer – members were students with highest
qualities of scholarship and leadership.
*Rizal was a pious child

 Mother “taught me how to read and say haltingly the humble prayers that I raised pervently to
God”; Pilgrimage in Antipolo, Our Lady of Good Voyage; Family praying the rosary every night;
“Went often to the Chapel of Our Lady of Peace” (Binan)
 First day in Ateneo – “How fervently I went to the Chapel of the Jesuit to hear mass, what
fervent prayers I raised to God.” Year of Graduation “prayed fervently in the chapel and
commended my life to the Virgin”.
*RIZAL’s SENSITIVENESS and SELF ASSERTIVENESS

 Blumentritt’s short biography of Rizal
 Rizal felt deeply the little regard with which he was treated by the Spanish. He strove to find
out what moral right the Spanish has to despise a man who thought like them, learned the
same things and had the same capabilities, simply because he had a brown skin and wiry hair…
 In school there was no difference in the standard of intellect between whites and the Indios.
“A KIND OF RACE JEALOUSY HAD TAKEN HOLD ON RIZAL” He rejoiced whenever he solved difficult
problems which his white classmates had been unable to tackle. Had CONVICTION that other things
being equal, whites and Indios had the same capacity for mental work and made the same progress.
CTE
White and Indios had the same mental ability.

 This explain his sudden improvement in his scholastic record. It was a RACIAL PRIDE as much
as the MONASTIC discipline and SECLUSION of boarding school life which had driven him to
win five medals a year.
 In school, the whites were taught in their mother tongue while the Indios have to struggle to
learn; hence the Indios were mentally superior to the Spaniards if they succeeded not only in
keeping pace with the whites but even in managing occasionally to surpass them. Evaluating
“the two years (his last in Ateneo collegiate course) which I considered the happiest in my life,
if happiness can be said to consist in the absence of disagreeable cares”.
 Jose found that the study of poetry and rhetoric” had elevated my feelings”; also that
“patriotic sentiments as well as exquisite sensibility had developed greatly in me.” We are
bound to interpret those “patriotic sentiments” in the light of his successful experiments in
racial capacities.
UNIVERSITY LIFE AT UST

 Jose Rizal to Blumentritt, 8th November 1888 – I was sixteen when my mother told my father:
Don’t send him to Manila any longer; he knows enough; if he gets to know any more, they will
cut off his head!” “Did my mother perhaps have a foreboding of what was to happen to me”
Does a mother’s heart really have a second sight?” (Guerrero)
 Rizal uncertain as to what profession to follow:
▪ Priesthood – natural propensity in young boys/girls in religious school – Rizal – a
Jesuit.
▪ Farming – seem to have been suggested by the Jesuit
 Paciano to Jose 1883 “I do not think that the study of law will suit you but rather the arts;
in this I am of the same view as our parish priest.” “Those who do practice law collect their
fees for defending one side or the other, whether it is right or wrong, something which
would run against the grain of your conscience. While there are few who practice medicine
and the arts, they make progress here and they live peacefully, the one thing we should
look for in this world.” (Guerrero) What if Rizal became a lawyer???
 Enrolled Surveying in Ateneo got excellent grades and won 2 medals in Topography and
Agriculture during his first day in UST (1877-1878). At age 17 passed examination in
surveying but was issued only the title on November 25, 1881.
 In April 1877, nearly 16 years old enrolled in UST and took Philosophy and Letters for 2
reasons:
a. Rizal still uncertain what course to take.
b. his father liked it. TOOK MEDICINE – upon the advice of Ateneo Rector and to cure his
mother’s growing blindness (Zaide)“But so little taste did I have for if that I did not
even buy the textbook.” (Rizal reaction to his course in Philo and Letters) – Got
EXCELLENT grades in cosmology, theodicy and the history of philosophy. (Guerrero)
1877-78 (Philosophy and Letter)

CTE
 Cosmology and Metaphysics, Teodicy, History and Philosophy - Excellent Anatomy – Good;
Physics - Fair Dissection – Good; Chemistry – Excellent; Nat. Hist. - Good

1879-1880 – 2nd year

 Anatomy 2, Dissection 2, Philosophy, Private Hygine, Pub Hygine – Good
1880-1881 – 3rd year
 Gen. Pathology – Fair; Therapeutics – Excellent; Surgery - Good
1881 – 1882 4th year
 Med. Pathology, Surgical Pathology and Obstetrics - Very Good
 Reasons for unimpressive grades – perhaps medicine was not his real vocation; Unhappy with
the Dominicans; His “race jealousy appears to have been outraged by professors who played
favorites and treated their Filipino students with contempt; Exciting destructions for youth –
boarding away from school; His first infatuation – SegundaKatigbak; Leonor Rivera and Leonor
“Orang”
 Valenzuela; Saturnina asking him to buy her a drum at Escolta; Paciano asking him to check a
forecast of floods and to deliver to the Jesuits for their museum a white iguana; Soledad who
wanted taken out of convent school because the nun beat her and said all she did was eat, eat
and eat; Parties, and gang fights and flirtations. (Guerrero)
VICTIM OF SPANISH BRUTALITY

 Summer vacation in Calamba in 1878 – he dimly perceived a figure of a man which turned out
to be Lieutenant of the Guardia Civil who whipped and brutally shashed the latter (Rizal’s)
back for not saluting or greeting the former (lieutenant). “I went to the Captain General (Primo
de Rivera) but I could not obtain justice; my wound lasted two (2) weeks.
SOME IMPORTANT LITERARY WORKS

 A La Juventud Filipina an inspiring poem of flawless form wherein Rizal beseeched the Filipino
youth to rise from lethargy, to let their genius fly swifter than the wind and descent with art
and science to break the chain that have long bound the spirit of the people. Won first prize
and Rizal was awarded silver pen-feather-shaped and decorated with a gold ribbon (Zaide).
 El Consejo de Los Dioses (Council of the Gods) – Rizal won first prize and was awarded a gold
ring on which was engraved the bust of Cervantes despite objections by the Spaniards. This is
the winning allegory of literary masterpiece based on the Greek classics. (Zaide)
 Junto al Pasig – a zarzuela staged by the Atenean on December 8, 1880, on the occasion of the
annual celebration of the feast day of the Immaculate Conception containing subtle attire of
Rizal’s nationalist ideas. (Zaide)
 A Filipinas – A sonnet written by Rizal urging Filipino artists to glorify the Philippines. (Zaide)
 Al M.R.P. Pablo Ramon – Expression of Rizal’s affection to Fr. Pablo Ramon the Ateneo Rector
who had been so kind and helpful to him. (Zaide)
 Abd-el-Azis y Maleoma – composed by Rizal in 1879 which was declaim by an Atenean,
Manuel Fernandez, on the night of December 8, 1879 in honor of the Ateneo’s patroness.
(Zaide)
CTE
https://www.slideshare.net/carlotonogbanua/rizals-early-informal-formal-education-binan-ateneo-and-ust?
from_action=save


https://www.youtube.com/watch?v=PA4lSNprwA0
IV. ACTIVITY
Share your experiences or insights on how the education system today professes its
confidence in this new normal setup. Explain your answer.
V. ASSESSMENT
A. Answer the following questions briefly.
1. Compare and contrast.
Jose Rizal’s Early education and today’s early education. 10points
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. How did Jose Rizal view education? 5pts
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Knowing the life of Jose Rizal as a student, list five (5) key points or learnings you were able to
acquire. How will you apply them to your life as a student? 15pts
___________________________________________________________________________________
CTE
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
VI. OUTPUT (RESULT)
VII. Evaluation
Prepared by:
ARGENEL L. VILLALOBOS, MAED SHIRLEY D. EGUIA, MAED

Instructor 1 Instructor 1
CTE
FELISA L. SEGUI, MAED

Instructor 1
Checked by:
DR. BIBIANA JOCELYN D. CUASAY

Chairman – Department Module Editing Committee
Approved by.
DR. BIBIANA JOCELYN D. CUASAY

Module Editing Chair
DR. AQUILINO D. ARELLANO

Vice President for Academic Affairs
Noted by:
MARIO CARMELO A. PESA, CPA

College Administrator
CTE

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Republic of the Philippines

Commission on Higher Education

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

BASCOGIN, ANGEL BIER D.

LESSON 5: THE DAWN OF FILIPINO NATIONALISM

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The Rise of Clase Media Liberal Regime of Carlos Racial Discrimination

Class Media - a new The fall of Queen Isabella and

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LESSON 6: RIZAL AND HIS CHILDHOOD DAYS IN CALAMBA

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First Education from Mother

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For language is the final judge and referee

Whoever knows not how to love his native tongue

Tagalog and the Latin language are the same

Our mother tongue, like all the highest that we know

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3. Aid of Divine Providence

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Hereditary Influences Environmental Influence Aid of Divine Providence

How are you alike to Jose Rizal?

How are you different From Jose Rizal?

A. Answer the following questions briefly.

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LESSON 7: FORMAL SCHOOLING AT THE VILLAGE

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B. EARLY FORMAL EDUCATION (BINAN) June 1869- Dec. 17, 1871

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EXTRA CURRICULAR ACTIVITIES (Zaide)

SOME POEMS WRITTEN IN ATENEO (Zaide)

POEMS WRITTEN IN 1875

POEM WRITTEN IN 1876:

COLLEGE OF TEACHER EDUCATION Captivating knowledge Through Education

JESUITS INFLUENCE (Leon MA. Guerrero)

*AD MAJOREM DEI GLORIAM

*Rizal was a pious child

*RIZAL’s SENSITIVENESS and SELF ASSERTIVENESS