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ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
CONTENTS
PRELIMINARIES
UNDERSTANDING ABOUT THE MODULE
This module is designed to develop an understanding and appreciation about the life
and works of Jose Rizal. As a mandated course since 1956, it aims to provide a better
perspective of looking at how historical forces at work. It widens the knowledge of
students about the ideas and ideals being imparted. Most important benefits are the
aspects of being a hero, such as good traits and virtues – the qualities that they can
emulate from which is geared towards developing nationalism.
Furthermore, the module contains an introduction about the conditions in the

Philippines in the 19th century, a brief story of Rizal’s life and an outline of his work. It is a
contextualized history as related to the present times. Lessons are textual in form.
Therefore, reading skill plays a very important role in this subject. Thus, the activities
are designed to post a challenge on the part of the students, arousing their interest doing
their varied tasks more enjoyable and meaningful.
HOW TO USE THE MODULE
The following are the general instructions to be followed:
1. Read carefully and understand each topic. Each topic is composed of sub-
topics/lessons designed with an activity in a form of varied tasks as your output
for every lesson which you need to accomplish within a specified period of time.
Moreover, each topic is indicated in a weekly/ hourly basis. In answering the
activities, follow the format given and you may write your answer in a short bond
paper or a yellow pad to be compiled and submitted on a specified period of time
In accomplishing task-based activities, you will also be guided with the use of
rubrics for marking both written and oral (to be recorded) outputs.
2. Major term examinations (Midterm and Final) will be given in separate sheets to
be administered as scheduled.
3. Write your answers/responses clearly and legibly. Always follow instructions to
serve as your guide in structuring your output.
4. All outputs should be in a short bond paper to be compiled and submitted in a
form of portfolio.
5. All outputs should be individualized. Replicated/Duplicated outputs will not be
given a credit.
6. Offenses on dishonesty/cheating in any form such as output and or
outcome to be submitted and during examination period will be dealt with
accordingly as stipulated in the Student Handbook.
7. For further queries and clarifications about the topics, you may reach me at:
Mobile # 09272444131, Email: jamesbryanbmina, and preferably in your
respective FB group page where audio/video or textual materials will be
uploaded.
Course Code: Rizal

Descriptive Title: Life and Works of Rizal
Instructor: MR. JEOMAR P. BARTOLOME
ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
COURSE CODE: Rizal
COURSE TITLE: Life and Works of Rizal
COURSE UNIT: 3
COURSE DESCRIPTION:
The study deals with the life, works and writings of Jose Rizal, the Philippine National
Hero as they relate to the socio-political situation of the Philippines during his time and its
implication to the present time. It traces the hero’s life, ideals, concept of education,
good government, and nationalism as embraced in his writings, particularly the Noli Me
Tangere and El Filibusterismo.
The following are the topics covered in this module:
TOPIC 1: Orientation on the Vision, Mission, Goals and Objectives of

the College
Lesson 1 – VMGO of the Institution
Lesson 2 – Class Policies
TOPIC 2: Conditions in the Philippines in the 19th Century
Lesson 1 – Before the Birth of Rizal
Lesson 2 – The Birth of Rizal
Lesson 3 – The Philippines of Rizal’s Times
Lesson 4 – Evils During the Spanish Rule in the Philippines
Topic 3: Introduction to the Study of Rizal’s Life, Works, and Writings
Lesson 1 – The Rizal Law - From the Rizal Bill to the Rizal Law
Lesson 2 – Understanding the Rizal Law
Topic 4: Life of Jose Rizal
Lesson 1 – The Mercado-Rizal Family
Lesson 2 – Early Childhood
Lesson 3 – Education
Lesson 4 – Student of Manila
Lesson 5 – Rizal in Europe
Lesson 6 – Rizal’s Second Trip to Europe
Lesson 7 – Exile in Dapitan
Lesson 8 – trial and Execution
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
Topic 5: Works of Jose Rizal
Lesson 1 – Poems
Lesson 2 – Novels
Lesson 3 – Others (Letters, Essays, etc.)
Topic 6: Present Realities
Lesson 1 – Rizal in the Eyes of the Filipino Youth
Lesson 2 – The Making of a Hero
Lesson 3 – Love of Country: A Must for Progress
GRADING SYSTEM:
Note: The Grading System may be subjected for major revisions.
The following shall be used as basis for giving grades as per approved Student
Handbook through BOT Res. #_________, s. ________
GRADING SYSTEM
Term Grade:
60% Class Standing 40% Term Exam
Quizzes
30%
Recitation/Practical Test
30%
Reports/Projects/Assignments
30%
Attendance
10%
100% (result will be multiplied by .6 (60%) plus 40% of the term exams)
The final rating shall be based on the criteria weighted accordingly as
follows:
1st Term/Midterm - 50%
2 Term/Final
rd
- 50%
100%
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
LESSON PROPER
TOPIC 1: Orientation on the Vision, Mission, Goals and Objectives of the College
TME FRAME: Week 1 (3 Hours)
INTENDED LEARNING OUTCOMES:
 Understand and apply the by-laws of the institution.

 Adopt awareness on the course policies and VMGO of the BSHM Program through a
reflection.
Lesson 1 – VMGO
VISION: “A vibrant and nurturing Polytechnic service College for

transforming lives and communities"
“To improve the lives of the people and communities

MISSION: through quality instruction, innovations, productivity,
initiatives, environment and industry-feasible technologies,
resource mobilization and transformational outreach
programs and services”
CORE
VALUES: Productivity, Resiliency, Accountability, Ingenuity, Synergy,
Excellence
PHILOSOPHY: “Flourish ISPSC, Deliver Quality Education and Service and

Launch Academic Excellence”
The College is committed to provide training in

COLLEGE Hospitality Management, to promote quality and relevant
GOALS: researches, and to develop industry-feasible technologies
for commercialization in order to provide transformational
outreach programs and extension services in the
community.
PROGRAM 1. To equip graduates with knowledge, technical and
OBJECTIVES:
management skills, and desirable attitudes towards
total human development in order to demonstrate
corporate citizenship and social responsibility;
2. To produce economically productive entrepreneurs
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
who are able to meet the demands of the local and
international hospitality industry;
3. To train professionals and local entrepreneurs
combined with professional ethics in responding to
the needs of stakeholders in the Hospitality
industry; and
4. To cultivate a deep sense of commitment among
graduates towards the improvement of quality of
life of the people and the communities.
Warm-up Activity:
1. What does the Vision of ISPSC state as regards your future as a student in the
Hospitality Management? (5 points)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What are the core values that serve as guiding principles of the College? How
does each help you fulfill your goal in life which is basically to become a hospitality
professional? (5 points)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Lesson 2 – Class Policies
Note: Refer to the general instructions above.
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
TOPIC 2: Conditions in the Philippines in the 19th Century
TIME FRAME: Week 2-3 (6 Hours)
INTENDED LEARNING OUTCOMES
 Point out the political and social changes that occurred in Europe in the 19 th century.
 Analyze how the changes in Europe affected an Asian colony, particularly the
Philippines.
BEFORE THE BIRTH OF RIZAL
 Feb. 19, 1861 – the liberal Czar Alexander II issued a proclamation emancipating
22,500,000 serfs to appease the rising discontent of the Russian masses.
 June 19, 1861 the birth of Rizal, the American Civil war was raging furiously in the
United States on the negro Slavery.
 April 12, 1861 the negro slavery in the United States erupted.
 September 22, 1863, President Lincoln issued his famous Emancipation Proclamation.
 June 1, 1861, Benito Juarez, a full blooded Zapotec Indian was elected president of
Mexico.
 Emperor Napoleon III of the Second French Empire with his imperialistic desire to
secure a colonial stake in Latin America invaded and conquered Mexico. He installed
Archduke Maximilian of Austria as puppet emperor of Mexico on June 12, 1864.
 Because of the raging American Civil War President Juarez cannot obtain military aid
from his friend president Lincoln.
 Battle of Queretaro – President Juarez with the help of the US troops defeated the
Maximilian forces and executed Emperor Maximilian. Thus, fizzled out Napoleon’s
ambition to colonize Latin America.
THE BIRTH OF RIZAL
 Italians and Germans succeeded in unifying their own countries The Italians under the
leadership of Count Cavour and of Garibaldi and his army of “Red Shirts” drove out the
Austrians and French armies from Italy and proclaimed the Kingdom of Italy under King
Victor Emmanuel with Rome as Capital.
 The Prussians led by Otto von Bismarck, the “Iron Chancellor” defeated France in the
Franco- Prussian war and established the German Empire on Jan. 18, 1871, with King
Wilhelm of Prussia as the First Kaiser of the German Empire.
 With the defeat of Emperor Napoleon his Second French Empire Collapsed and over its
ruin the Third French Republic arose, with Adolph Thiers as first President.
 The times of Rizal saw the flowering of Western Imperialism.
 England emerged as the world’s leading imperialist power.
 During glorious reign of Queen Victoria the British people asserted: Britannia Rules the
Waves.”
 Britain won in the First Opium war (1840-1842) against the tottering Chinese Empire
under the Manchu dynasty, and acquired the island of HongKong (Fragrant Harbor)
 In the Second Opium War (1856- 1860) Britain won again and forced the Manchu
Dynasty to cede Kowloon Peninsula.
 After suppressing the Indian Rebellion and dismantling the Mogul Empire, she imposed
her raj (rule) over the sub-continent of India. (India, Pakistan and Bangladesh)
 By winning the Three Anglo- Burmese war, she conquered Burma.
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
 Other lands in Asia that became British colonies: Ceylon (Sri Lanka), Maldives, Aden,
Malaya, Singapore and Egypt.
 In South Pacific they were able to get Australia and New Zealand.
 Other Imperialist countries that followed Britain’s example: France – Vietnam, annexed
Cambodia and Laos. Then merged all these countries into a federated colony under the
name French Indochina.
 Dutch – colonized the vast and rich archipelago of the East Indies and named it the
Netherlands East Indies (now Indonesia).
 Czarist Russia – conquered Siberia, Kamchatka, Kuriles, and Alaska (which she sold in
1867 to the U.S. for $7,200,000. She also conquered the Muslim Khanates of Bokhara,
Khiva, and Kokand in Central Asia.
 They also acquired Manchuria and as a “sphere of influence” they were able to build the
5,800- mile Trans-Siberian Railway, reputed to be “the world’s longest railroad” linking
Vladivostok and Moscow.
 July 8, 1853, an American squadron under the command of Commodore Mathew C.
Perry re-opened Japan to the world. (214-year isolation)
 Emperor Meiji (Mutsuhito) modernized Japan by freely accepting Western Influences,
including Imperialism. Fought against the weak China in the Sino-Japanese war,
grabbed Formosa (Taiwan), Pescadores and later annexed Korea.
 Germany was late in scramble for colonies in Asia and Africa, turned to the Islands in
the Mid- Pacific world.
 Ilties - a German warship entered the harbor of Yap (an island in the Carolines) seized
the island and hoisted the German flag.
 Strangely, the Spanish Governor of the Carolines (Don Enrique Capriles) was present in
the island but showed no resistance.
 The German seizure of Yap island enraged Spain who claimed sovereignty over the
Carolines and Palaus by right of discovery by Francisco Lezcano who named it Carolina
in Honor of King Charles II.
 To abort the brewing conflict between the two country, both submitted the Carolina
Question to Pope Leo XIII for arbitration.
 The Holy father recognized Spain’s sovereignty over the island but gave two
concessions to Germany: the right to trade in the disputed islands the right to
establish a coaling station in Yap for German navy.
 Rizal was in Barcelona when these things are happening and he even wrote an article
on the Carolina Question at La Publicidad, a newspaper owned by Don Miguel Morayta.
 While imperialist powers were enjoying the fruits of their colonial rule Spain who was
once upon a time the “Mistress of the World”, was stagnating as a world power.
 She lost her rich colonies in Latin America (Paraguay, Argentina, Chile, Colombia and
Ecuador.
 The Central American countries (Costa Rica, Honduras, Guatemala, El Salvador, and
Nicaragua, Venezuela, Peru, Bolivia and Uruguay)
 Colonies that remained under her rule was Cuba, Puerto Rico and the Philippines.
The Philippines of Rizal’s Times
During the times of Rizal, the sinister shadows of Spain’s decadence darkened the
Philippine Skies.
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
Evils During the Spanish Rule in the Philippines
1. Instability of Colonial Administration

-King Ferdinand VIII (1808 – 1833) Frequent shift of policies owing to struggle
between Liberalism and Despotism; From 1835- 1897 there were 50 Governors General.
2. Corrupt Officialdom
-Gen. Rafael de Isquerdo (1875-1883) incompetent and cruel, boastful, ruthless,
executed GOMBURZA in 1872.
-Gen. Primo de Rivera – accepted bribes from gambling casino which he permitted
to operate.
-Admiral Jose Malcampo - successor of Izquierdo who was a good Moro fighter but
was an inept and weak administrator.
-1874 •Admiral Jose Malcampo becomes governor-general
-1880 • General Fernando Primo de Rivera becomes Governor General
-1888 •General Valeriano Weyler becomes governor-general
-1896 •General Camilo de Polavieja is appointed governor- general of the Philippines
-1897 •General Primo de Rivera begins his second term as governor-general
-Gen. Primo de Rivera – accepted bribes from gambling casino which he permitted
to operate.
-Gen. Valeriano Weyler (1888-1891) – cruel and corrupt; received huge bribes, gifts
and diamonds from wealthy Chinese who evaded anti-Chinese law; persecuted Calamba
tenants particularly the family of Dr. Jose Rizal.
-Gen. Camilo de Polavieja – heartless givernor; executed Dr. Jose Rizal.
3. No Philippine representation in the Spanish Cortes

-The representation of the overseas colonies in the Spanish Cortes was abolished in
1837. Since then the Philippines condition worsened because there was no means by
which the Filipino people could expose the anomalies perpetrated by the colonial
officials. Philippine representation in the Cortes was never restored.
-1810 Filipinos gain representation in the Spanish Cortes Delegate Ventura de Los
Reyes
-1837 Philippine representation in the Spanish Cortes is abolished.
-1876 Puerto Rico and Cuba regain representation in the Spanish Cortes
4. Human Rights Denied to Filipinos

-The people of Spain enjoyed freedom of speech, freedom of the press, freedom of
the association and other human rights (except freedom of religion). The Spanish
authorities who cherished these human rights or constitutional liberties in Spain denied
them to the Filipinos in Asia.
-No freedom of expression.
5. No Equality Before the Law

-No Equality Before the Law Filipinos were abused, brutalized, persecuted and
slandered.
-Spanish missionaries thought that ALL MEN irrespective of color and race are
children of God and as such they are brothers, equal before God and not before the
law… not in practice.
-Leyes de Indias (Laws of the Indies) rarely enforced.
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
-Spanish Civil Code imposed light penalties on Spaniards but heavier penalties to
native Filipinos.
6. Maladministration of Justice
-The courts of justice were notoriously corrupt. Judges, fiscals and court officials
were inept, venal and oftentimes ignorant of law.
-Justice was costly, partial and slow. Poor Filipinos has no access to the courts. To
the Filipino masses, litigation in court was a calamity.
-June 8, 1886 •Juan dela Cruz is arrested on mere suspicion of murder.
-1872 •Execution of GOMBURZA
-December 30, 1896 Dr. Jose Rizal is executed “Listo! Apuntar! Fuego!”
7. Racial Administration
-Spain introduced Christianity’s egalitarian concept of the BROTHERHOOD OF ALL
MEN under GOD THE FATHER, but Filipinos were regarded as inferior beings
undeserving of rights enjoyed by the Spaniards. Spaniards derisively called brown-
skinned and flat nosed Filipinos “Indios” (Indians).
-Lack of opportunities for educated young Filipinos to rise in the service of God and
Country.
8. Frailocracy
-Union of Church and state
-Friars (Augustinians, Dominicans and Franciscans) – controlled the religious and
educational life of the Philippines and later in the 19th century they came to acquire
tremendous political power, influence and riches.
-Friars controlled government from governor general down to alcaldes mayores;
-Friars exercise priestly duties, supervise elections, inspector of books and taxes, arbiter
of morals, censor of books and comedias, superintendent of public works and guardian of
peace and order.
-Rizal, del Pilar, Jaena and other Filipino reformists blamed frailocracy/friars for
obscurantism, fanaticism, and oppression in the country.
-Three friars served as governors-general: Archbishops Francisco dela Cuesta, Manuel
Rojo del Rio and Juan Arrechedera.
9. Forced Labor
-Forced Labor (Polo y servicio) compulsory labor imposed by the Spanish colonial
authorities on adult Filipino males in the construction of churches, schools, hospitals,
buildings, roads and bridges, ships etc. Filipino males from 16 to 60 years old were
obliged to render forced labor for 40 days a year.
-July 12, 1883 Royal Decree changing the system of polo y servicios is issued
-Wealthy ones were able to evade forced labor by paying falla a sum of money.
Spaniards were not drafted to forced labor, contrary to law, while the Filipino polistas
received only a part of two pesetas (50 centavos) or worse nothing at all. Disturbed the
Indios’ work in the farm and shops and separate them from their families.
10. Haciendas Owned by the Friars

-Friars owned the best haciendas and the folks filling these lands even before the
coming of the Spaniards became tenants – resulted in bloody agrarian upheaval in 1745-
1746.
-Rizal tried to initiate agrarian reform in 1887 but in vain, ignited the wrath of the
Dominican Friars who retaliated by raising land rentals.
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
-Rizal in his “Indolence of the Filipinos” in substance opined that Friars ownership of
best agricultural tract of land contribute to the stagnation of economy 1768
- Governor Anda recommends to the Madrid government the sale of the
friar estates.
11. Guardia Civil

-Guardia Civil – created by Royal Decree of February 12, 1852; Maltreatment, abuse,
robbers, rapists.
-The purpose of maintaining internal peace and order in the Philippines but later
became infamous for their rampant abuses.
-Both officers and men were ill-trained and undisciplined.
-Rizal’s Noli exposed the guardia civil through Elias as bunch of ruthless ruffians,
good only for disturbing the peace and persecuting honest men.
-February 12, 1852 Royal Decree creating the Guardia Civil is promulgated The
Modern Guardia Civil.
INTENDED LEARNING ACTIVITY:
Point out the changes that occurred in the Philippines in the 19 th Century in
terms of the following aspects: (15 points)
Political Economic Social
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
TOPIC 3: Introduction to the Study of Rizal’s Life, Works and Writings
TIME FRAME: Week 3 – 4 (6 Hours)
 Locate the passage of the Rizal Law within its historical context.
 Identify the issues and interests that were upheld to push Rizal law.
 Draw parallels and relate issues to the present time.
The Rizal Law

From the Rizal Bill to the Rizal Law
On April 3, 1956, Senate Bill No. 438 was filed by the Senate committee on
Education. On April 17, 1956, then Senate Committee on Education Chair Jose P. Laurel
sponsored the bill and began delivering speeches for the proposed legislation. Soon after,
the bill became controversial as the powerful Catholic Church began to express opposition
against its passage. As the influence of the Church was felt with members of the Senate
voicing their opposition to the bill, its main author, Claro M. Recto, and his allies in the
Senate entered into a fierce battle arguing for the passage of SB 438. Debates started on
April 23, 1956.
The debates on the Rizal bill also ensued in the House of Representatives, House Bill
No. 5561, an identical version of SB 438, was filed by Representative Jacobo Z. Gonzales on
April 19, 1956. The House Committee on Education approved the bill without amendments
on May 2, 1956 and the debate commenced on May 9, 1956. A major point of the debates
was whether the compulsory reading of the texts.
Understanding the Rizal Law
The mandatory teachings of Jose Rizal’s life with the emphasis on his landmark
novels is inscribed in legislation, Republic Act No. 1425, more popularly known as the Rizal
Law, was passed in 1956 leaving a colorful narrative of debate and contestation.
As an introduction to the life and works of Rizal, this module will begin with the
reading of the Rizal Law. Thus, the following is an excerpt from Rhodalyn Wani-Obias, et.al,
The Life and Works of Jose Rizal, pp.9-11.
REPUBLIC ACT NO. 1425

AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE
SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS
AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME
TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND
DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES
WHEREAS, today, more than any other period of our history, there is a need for
a re-dedication to the ideals of freedom and nationalism for which our heroes lived and
died;
WHEREAS, it is meet that in honoring them, particularly the national hero and
patriot, Jose Rizal, we remember with special fondness and devotion their lives and
works that have shaped the national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli
Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
which the minds of the youth, especially during their formative and decisive years in
school, should be suffused;
WHEREAS, all educational institutions are under the supervision of, and subject
to regulation by the State, and all schools are enjoined to develop moral character,
personal discipline, civic conscience and to teach the duties of citizenship; Now,
therefore,
SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his
novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all
schools, colleges and universities, public or private: Provided, That in the collegiate
courses, the original or unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their English translation shall be used as basic texts.
The Board of National Education is hereby authorized and directed to adopt
forthwith measures to implement and carry out the provisions of this Section, including
the writing and printing of appropriate primers, readers and textbooks. The Board shall,
within sixty (60) days from the effectivity of this Act, promulgate rules and regulations,
including those of a disciplinary nature, to carry out and enforce the provisions of this
Act. The Board shall promulgate rules and regulations providing for the exemption of
students for reasons of religious belief stated in a sworn written statement, from the
requirement of the provision contained in the second part of the first paragraph of this
section; but not from taking the course provided for in the first part of said paragraph.
Said rules and regulations shall take effect thirty (30) days after their publication in the
Official Gazette.
SECTION 2. It shall be obligatory on all schools, colleges and universities to
keep in their libraries an adequate number of copies of the original and unexpurgated
editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works
and biography. The said unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their translations in English as well as other writings of Rizal shall be
included in the list of approved books for required reading in all public or private schools,
colleges and universities.
The Board of National Education shall determine the adequacy of the number of
books, depending upon the enrollment of the school, college or university.
SECTION 3. The Board of National Education shall cause the translation of the
Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into
English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap,
popular editions; and cause them to be distributed, free of charge, to persons desiring to
read them, through the Purok organizations and Barrio Councils throughout the country.
SECTION 4. Nothing in this Act shall be construed as amendment or repealing
section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion
of religious doctrines by public school teachers and other person engaged in any public
school.
SECTION 5. The sum of three hundred thousand pesos is hereby authorized to

be appropriated out of any fund not otherwise appropriated in the National Treasury to
carry out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
Approved: June 12, 1956
Published in the Official Gazette, Vol. 52, No.6, p.2971 in June 1956.
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
1. The following issues and interests were upheld to push the Rizal Law. Compare in
terms of how these parameters were used to define a hero seven decades ago and compare
an ideal hero to the present times (5 points)
National Character
Past Present
Patriotism
Moral Character
Personal Discipline
Civic Conscience
Duties of Citizenship
2. Describe your ideal hero. Set your own criteria by giving 5 characteristics/qualities.
Discuss each by how it is being reflected in the life of the person. (10 points)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
ASSIGNMENT:
INFOGRAPHICS
Research one aspect of Rizal’s life (e.g., Rizal’s family, childhood and early education,
student of Manila, Rizal in Europe, Rizal’s second trip to Europe, Exile in Dapitan, trial and
execution) and create an infographic by the following rubric: (20 points)
3 2 1
Criteria (16-20) (11-15) (5-10)
All graphics are Some of the None of the graphics

related to the topic, graphics are related are related to the
Relevance of thus making the to the topic topic.
graphics topic easy to
understand.
At least 5 accurate At least 3 accurate No accurate facts

facts are displayed facts are displayed are displayed on the
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
Accuracy of on the infographic. on the infographic infographics.
content
The infographic is a The infographic is The infographic is

attractive in its slightly attractive incredibly messy and
Attractiveness design, layout, and but slightly messy. poorly designed.
colors used.
The choice of words The choice of words The choice of words

is appropriate and is slightly is inappropriate and
Choice of words there are no appropriate and there are many
and grammar grammatical errors there are a few grammatical errors.
grammatical errors.
Source: Rhodalyn Wani-Obias, et.,al. (2018) The Life and Works of Rizal. p. 56.
TOPIC 4: Life of Jose Rizal
TIME FRAME: Week 5 – 7 (9 Hours)
 Discuss about Rizal’s family, childhood, and Early education.

 Interpret properly a genogram and accurately add labels and figures.
 Describe people and events that influenced Rizal’s early life.
 Point out important landmarks and how these landmarks molded the heart and the
mind of Jose Rizal.
A biography narrates how a person has lived during a certain period of time. It
presents not only the life of an individual and how he/she has influenced the society but also
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
how an individual and his/her ideas have been shaped by historical events. Jose Rizal lived
in the nineteenth century, a period in Philippine history when changes in public
consciousness were already being felt and progressive ideas were being realized. Studying
Rizal’s biography, therefore, will lead to a better understanding of how Rizal devoted his life
in shaping the Filipino character. Thus, this topic covers Rizal’s life and how he became an
important hero of the Philippines.
The Mercado - Rizal Family
The Rizals is considered one of the biggest families during their time. Domingo Lam-
co, the family's paternal ascendant was a full-blooded Chinese who came to the Philippines
from Amoy, China in the closing years of the 17th century and married a Chinese half-breed
by the name of Ines de la Rosa. Researchers revealed that the Mercado-Rizal family had
also traces of Japanese, Spanish, Malay and Even Negrito blood aside from Chinese.Jose
Rizal came from a 13-member family consisting of his parents, Francisco Mercado II and
Teodora Alonso Realonda, and nine sisters and one brother.
FRANCISCO MERCADO (1818-1898)Father of Jose Rizal who was the youngest of 13

offsprings of Juan and Cirila Mercado. Born in Biñan, Laguna on April 18, 1818; studied in
San Jose College, Manila; and died in Manila.
TEODORA ALONSO (1827-1913)Mother of Jose Rizal who was the second child of Lorenzo
Alonso and Brijida de Quintos. She studied at the Colegio de Santa Rosa. She was a
business-minded woman, courteous, religious, hard-working and well-read. She was born in
Santa Cruz, Manila on November 14, 1827 and died in 1913 in Manila.
SATURNINA RIZAL (1850-1913) Eldest child of the Rizal-Alonzo marriage. Married Manuel
Timoteo Hidalgo of Tanauan, Batangas.
PACIANO RIZAL (1851-1930) Only brother of Jose Rizal and the second child. Studied at San
Jose College in Manila; became a farmer and later a general of the Philippine Revolution.
NARCISA RIZAL (1852-1939) The third child. married Antonio Lopez at Morong, Rizal; a
teacher and musician.
OLYMPIA RIZAL (1855-1887) The fourth child. Married Silvestre Ubaldo; died in 1887 from
childbirth.
LUCIA RIZAL (1857-1919) The fifth child. Married Matriano Herbosa.
MARIA RIZAL (1859-1945) The sixth child. Married Daniel Faustino Cruz of Biñan, Laguna.
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JOSE RIZAL (1861-1896) The second son and the seventh child. He was executed by the
Spaniards on December 30,1896.
CONCEPCION RIZAL (1862-1865) The eight child. Died at the age of three.
JOSEFA RIZAL (1865-1945) The ninth child. An epileptic, died a spinster.
TRINIDAD RIZAL (1868-1951) The tenth child. Died a spinster and the last of the family to
die.
SOLEDAD RIZAL (1870-1929) The youngest child married Pantaleon Quintero.
GENOGRAM. Add as many names as you can to the genogram of the Rizal clan. You may
also view GMA-7 iWitness’ “Mga Lihim ng Pamilya ni Rizal” available at:
http://youtube.com/watch?v+6JFsa_HHEH4 (20 points)
Be guided with the following rubric:
Rizal’s Roots and Relatives
Genogram Analysis
SCORE DESCRIPTION
Makes accurate entries and interpretation. Adds labels and figures with
4 (16-20) no mistakes.
Makes good interpretations and entries. Adds labels and figures with one
3 (11-15) or two mistakes. Draws logical conclusions supported by the genogram.
Offers little explanation
Attempts interpretation and entries, though three or more are inaccurate.
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2 (6-10 Adds inappropriate figures, but with no mistakes. Draws conclusions not
supported by genogram. Offers little explanation.
Makes inaccurate entries and interpretations. Adds inappropriate figures
1 (1-5) and wrong names, dates and other labels. Draws no conclusion related to
the genogram. Offers no analytical explanation.
0 No answers. The tasks of adding labels and figures are not attempted.
Source: Fadul. Jose A. (2016) A Workbook for a Course in Rizal p. 3.
Early Childhood
In Calamba, Laguna 19 June 1861 JOSE PROTACIO RIZAL MERCADO Y ALONSO

REALONDA, the seventh child of Francisco Mercado Rizal and Teodora Alonso y Quintos,
was born in Calamba, Laguna.22 June 1861He was baptized JOSE RIZAL MERCADO at the
Catholic of Calamba by the parish priest Rev. Rufino Collantes with Rev. Pedro Casañas as
the sponsor.28 September 1862The parochial church of Calamba and the canonical books,
including the book in which Rizal’s baptismal records were entered, were burned.1864Barely
three years old, Rizal learned the alphabet from his mother.1865When he was four years
old, his sister Conception, the eight child in the Rizal family, died at the age of three. It was
on this occasion that Rizal remembered having shed real tears for the first time.1865 –
1867During this time his mother taught him how to read and write. His father hired a
classmate by the name of Leon Monroy who, for five months until his (Monroy) death,
taught Rizal the rudiments of Latin. At about this time two of his mother’s cousin frequented
Calamba. Uncle Manuel Alberto, seeing Rizal frail in body, concerned himself with the
physical development of his young nephew and taught the latter love for the open air and
developed in him a great admiration for the beauty of nature, while Uncle Gregorio, a
scholar, instilled into the mind of the boy love for education. He advised Rizal: "Work hard
and perform every task very carefully; learn to be swift as well as thorough; be independent
in thinking and make visual pictures of everything."6 June 1868 With his father, Rizal made
a pilgrimage to Antipolo to fulfill the vow made by his mother to take the child to the Shrine
of the Virgin of Antipolo should she and her child survive the ordeal of delivery which nearly
caused his mother’s life..From there they proceeded to Manila and visited his sister
Saturnina who was at the time studying in the La Concordia College in Sta. Ana.1869At the
age of eight, Rizal wrote his first poem entitled "Sa Aking Mga Kabata." The poem was
written in Tagalog and had for its theme "Love of One’s Language."
Education
Early Education in Calamba and Biñan Rizal had his early education in Calamba and

Biñan. It was a typical schooling that a son of an ilustrado family received during his time,
characterized by the four R’s- reading, writing, arithmetic, and religion. Instruction was rigid
and strict. 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
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Spanish regime. The Hero’s First Teacher. The first teacher of Rizal was his mother, who
was a remarkable woman of good character and fine culture. On her lap, he learned at the
age of three the alphabet and the prayers. "My mother," wrote Rizal in his student memoirs,
"taught me how to read and to say haltingly the humble prayers which I raised fervently to
God. "As tutor, Doña Teodora was patient, conscientious, and understanding. It was she
who first discovered that her son had a talent for poetry. Accordingly, she encouraged him
to write poems. To lighten the monotony of memorizing the ABC’s and to stimulate her son’s
imagination, she related many stories. .As Jose grew older, his parents employed private
tutors to give him lessons at home. The first was Maestro Celestino and the second, Maestro
Lucas Padua. Later, an old man named Leon Monroy, a former classmate of Rizal’s father,
became the boy’s tutor. This old teacher lived at the Rizal home and instructed Jose in
Spanish and Latin. Unfortunately, he did not live long. He died five months later. After a
Monroy’s death, the hero’s parents decided to send their gifted son to a private school in
Biñan..Jose Goes to Biñan. One Sunday afternoon in June 1869, Jose, after kissing the
hands of his parents and a tearful parting from his sister, left Calamba for Biñan. He was
accompanied by Paciano, who acted as his second father. The two brothers rode in a
carromata, reaching their destination after one and one-half hours’ drive. They proceeded to
their aunt’s house, where Jose was to lodge. It was almost night when they arrived, and the
moon was about to rise. That same night, Jose, with his cousin named Leandro, went
sightseeing in the town. Instead of enjoying the sights, Jose became depressed because of
homesickness. "In the moonlight," he recounted, "I remembered my home town, my
idolized mother, and my solicitous sisters. Ah, how sweet to me was Calamba, my own
town, in spite of the fact that was not as wealthy as Biñan."First Day in Biñan School. The
next morning (Monday) Paciano brought his younger brother to the school of Maestro
Justiniano Aquino Cruz. The school was in the house of the teacher, which was a small nipa
hut about 30 meters from the home of Jose’s aunt.Paciano knew the teacher quite well
because he had been a pupil under him before. He introduced Jose to the teacher, after
which he departed to return to Calamba. Immediately, Jose was assigned his seat in the
class. The teacher asked him:"Do you know Spanish?"" A little, sir," replied the Calamba
lad."Do you know Latin?""A little, sir." The boys in the class, especially Pedro, the teacher’s
son laughed at Jose’s answers. The teacher sharply stopped all noises and begun the
lessons of the day .Jose described his teacher in Biñan as follows: "He was tall, thin, long-
necked, with sharp nose and a body slightly bent forward, and he used to wear a sinamay
shirt, woven by the skilled hands of the women of Batangas. He knew by the heart the
grammars by Nebrija and Gainza. Add to this severity that in my judgement was
exaggerated and you have a picture, perhaps vague, that I have made of him, but I
remember only this. "First School BrawlIn the afternoon of his first day in school, when the
teacher was having his siesta, Jose met the bully, Pedro. He was angry at this bully for
making fun of him during his conversation with the teacher in the morning. Jose challenged
Pedro to a fight. The latter readily accepted, thinking that he could easily beat the Calamba
boy who was smaller and younger. The two boys wrestled furiously in the classroom, much
to the glee of their classmates. Jose, having learned the art of wrestling from his athletic Tio
Manuel, defeated the bigger boy. For this feat, he became popular among his classmates.
.After the class in the afternoon, a classmate named Andres Salandanan challenged him to
an arm-wrestling match. They went to a sidewalk of a house and wrestled with their arms.
Jose, having the weaker arm, lost and nearly cracked his head on the sidewalk. In
succeeding days he had other fights with the boys of Biñan. He was not quarrelsome by
nature, but he never ran away from a fight. Best Student in SchoolIng academic studies,
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Jose beat all Biñan boys. He surpassed them all in Spanish, Latin, and other subjects. Some
of his older classmates were jealous of his intellectual superiority. They wickedly squealed to
the teacher whenever Jose had a fight outside the school, and even told lies to discredit him
before the teacher’s eyes. Consequently, the teacher had to punish Jose. Early Schooling in
Biñan. Jose had a very vivid imagination and a very keen sense of observation. At the age of
seven he traveled with his father for the first time to Manila and thence to Antipolo to fulfill
the promise of a pilgrimage made by his mother at the time of his birth. They embarked in a
casco, a very ponderous vessel commonly used in the Philippines. It was the first trip on the
lake that Jose could recollect. As darkness fell he spent the hours by the katig, admiring the
grandeur of the water and the stillness of the night, although he was seized with a
superstitious fear when he saw a water snake entwine itself around the bamboo beams of
the katig. With what joy did he see the sun at the daybreak as its luminous rays shone upon
the glistening surface of the wide lake, producing a brilliant effect! With what joy did he talk
to his father, for he had not uttered a word during the night! When they proceeded to
Antipolo, he experienced the sweetest emotions upon seeing the gay banks of the Pasig and
the towns of Cainta and Taytay. In Antipolo he prayed, kneeling before the image of the
Virgin of Peace and Good Voyage, of whom he would later sing in elegant verses. Then he
saw Manila, the great metropolis with its Chinese sores and European bazaars. And visited
his elder sister, Saturnina, in Santa Ana, who was a boarding student in the Concordia
College. When he was nine years old, his father sent him to Biñan to continue studying
Latin, because his first teacher had died. His brother Paciano took him to Biñan one Sunday,
and Jose bade his parents and sisters good-bye with tears in his eyes. Oh, how it saddened
him to leave for the first time and live far from his home and his family! But he felt ashamed
to cry and had to conceal his tears and sentiments. "O Shame," he explained, "how many
beautiful and pathetic scenes the world would witness without thee!" They arrived at Biñan
in the evening. His brother took him to the house of his aunt where he was to stay, and left
him after introducing him to the teacher. At night, in company with his aunt’s grandson
named Leandro, Jose took a walk around the town in the light of the moon. To him the
town looked extensive and rich but sad and ugly. His teacher in Biñan was a severe
disciplinarian. His name was Justiniano Aquino Cruz. "He was a tall man, lean and long-
necked, with a sharp nose and a body slightly bent forward. He used to wear a sinamay
shirt woven by the deft hands of Batangas women. He knew by memory the grammars of
Nebrija and Gainza. To this add a severity which, in my judgement I have made of him,
which is all I remember." The boy Jose distinguished himself in class, and succeeded in
surpassing many of his older classmates. Some of these were so wicked that, even without
reason, they accused him before the teacher, for which, in spite of his progress, he received
many whippings and strokes from the ferule. Rare was the day when he was not stretched
on the bench for a whipping or punished with five or six blows on the open palm. Jose’s
reaction to all these punishments was one of intense resentment in order to learn and thus
carry out his father’s will.Jose spent his leisure hours with Justiniano’s father-in-law, a
master painter. From him he took his first two sons, two nephews, and a grandson. His way
life was methodical and well regulated. He heard mass at four if there was one that early, or
studied his lesson at that hour and went to mass afterwards. Returning home, he might look
in the orchard for a mambolo fruit to eat, then he took his breakfast, consisting generally of
a plate of rice and two dried sardines. After that he would go to class, from which he was
dismissed at ten, then home again. He ate with his aunt and then began at ten, then home
again. He ate with his aunt and then began to study. At half past two he returned to class
and left at five. He might play for a short time with some cousins before returning home. He
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studied his lessons, drew for a while, and then prayed and if there was a moon, his friends
would invite him to play in the street in company with other boys. Whenever he
remembered his town, he thought with tears in his eyes of his beloved father, his idolized
mother, and his solicitous sisters. Ah, how sweet was his town even though not so opulent
as Biñan! He grew sad and thoughtful. While he was studying in Biñan, he returned to his
hometown now and then. How long the road seemed to him in going and how short in
coming! When from afar he descried the roof of his house, secret joy filled his breast. How
he looked for pretexts to remain longer at home! A day more seemed to him a day spent in
heaven, and how he wept, though silently and secretly, when he saw the calesa that was
flower that him Biñan! Then everything looked sad; a flower that he touched, a stone that
attracted his attention he gathered, fearful that he might not see it again upon his return. It
was a sad but delicate and quite pain that possessed him.
Source:
Point out the significant events during Rizal’s early education in the following dates:
(15 points)
Significant Dates Significant Events
February 17, 1872
June 17, 1872
April, 1882
Suggested viewing on selected clips of the movie Jose Rizal, directed by Marilou Diaz-Abaya,
1988:
http://www.youtube.com/watch?v=2lUTHSxaUuw
http://www.youtube.com/watch?v=67iD6kjiFm4
http://www.youtube.com/watch?v8F2fHEkeO30
Student of Manila
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Rizal was sent by his father to Ateneo Municipal, formerly known as Escuela Pia, for
a six year program, Bachiller en Artes. He took the entrance exam on June 10, 1872, four
months after the execution of Gomburza. He followed the advice of his brother Paciano, to
use the name Jose Rizal instead of Jose Mercado. He feared that Rizal might run into trouble
if it was known openly that they were brothers since Paciano was known to have links to
Jose Burgos, one of the leaders of the secularization movement and one of three priests
executed.
During this time, Ateneo Municipal was known to offer the best education for boys.
Like all colleges in Manila,Ateneo was managed by priests, but with an important difference
in the sense that these religious were not friars but Jesuit Fathers. Students in Ateneo were
required to attend masses in the morning before the start of classes. Ateneo was also
known for its rigid discipline and religious instruction that trained students’ character.
Students in Ateneo were divided into two groups, the Romans and the Carthaginians.
The Roman Empire was composed of students boarding at Ateneo while the Carthaginian
Empire was composed of non-boarding students. This grouping was done to stimulate the
spirit of competition among the students. At the start, Rizal lagged behind his classmates
but because of his perseverance and seriousness in studies, he became the “emperor”, a
title given to the most outstanding students in class, in just a month’s time (Zaide & Zaide,
1999).
Rizal studied at Ateneo from 1872-1877. In those years, he consistently showed

excellence in his academic performance. He passed the oral examination on March 14, 1877
and graduated with a degree Bachiller en Artes, with the highest honors
After finishing Bachiller en Artes, Rizal was ent by Don Francisco to the University of
Santo Tomas. Initially, Dona Teodora opposed the idea for fear of what had happened to
Gomburza. Despite this, Rizal still pursued university education and enrolled in UST. During
his freshman year (1877-1878), he attended the course philosophy and letters. Also in the
same year, he took up a vocational course in Ateneo that gave him the title perito
agrimensor (expert surveyor) issued on November 25, 1881).
In his second year at UST, Rizal shifted his course to Medicine. He felt the need to
take up this course after learning about his mother’s failing eyesight.
Rizal’s academic performance in UST was not as impressive as that in Ateneo. He

was agood student in Medicine but not as gifted as he was in Arts and Letters. Despite this,
he was still one of the seven students who remained in the course in his last year at UST
out of the Original batch of twenty-four (Jose, 2011).
In 1882, Rizal and Paciano made a secret pact-Rizal would go to Europe to complete
his medical studies there and prepare himself for the great task of liberating the country
from Spanish tyranny.
RIZAL IN EUROPE
On May 3, 1882, Rizal left the Philippines for Spain. In his first trip abroad, Rizal was
very excited to learn new things. He was only twenty years old and as a young man, he was
very observant and eager to interact with foreign nationals. He made sketches of his fellow
passengers and of the things that he saw during his travels.
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Rizal reached Barcelona on June 16, 1882. He arrived during the summer vacation so
he was able to meet up with former classmates in Ateneo. These classmates organized a
welcome party for Rizal at a coffee house in Plaza de Cataluna. They toured Rizal around
the city and brought him to the famous historical sites in Barcelona. In this city, Rizal find
time to write an essay entitled “El Amor Patrio” (Love of Country). This essay was published
on August 20, 1882 in Diariong Tgalog where he used the pen name Laong Laan.
After the summer vacation, Rizal decided to move to Madrid where he enrolled in
Medicine and Philosophy and Letters at the Universidad Central de Madrid (presently the
Universidad Complutense de Madrid) on November 3, 1882. He also took lessons in painting
and sculpture at the Academia de San Fernando, and classes in French, English, and
German at the Madrid Ateneo. Not content with these activities, he still managed to enrol in
fencing, class at the school of Sanz and Carbonell. In January of 1883, Rizal wrote to his
Family and informed them that; “I am now studying Italian and have made a bet that I shall
be able to speak it in two months” (Guerrero,2010).
Rizal was awarded with the degree and title of Licentiate in Medicine for passing the
Medical examinations in June 1884. With this title, Rizal was able to practice medicine. He
continued enrolling in courses that would have led to a doctorate in medicine but the degree
was not given to him because he failed to pay the fee required to defend his thesis. It is
important to note that at this time, Rizal was already feeling the effect of the difficult
economic situation in Calamba. His family faced financial problems brought about by law
crop production because of drought and locusts aggravated by the hike in rentals on the
hacienda by the Dominicans. Consequently, there were delays in his monthly allowance from
the Philippines.
Rizal also took examinations in Greek, Latin, and World History. He won the first
prize in Greek and a grade of “excellent” in history. He also obtained the degree Licenciado
en Filosofia y Letras (Licentiate in Philosophy and Letters) from the Universidad Central de
Madrid on June 19, 1885 with a rating of sobresaliente.
In between his studies, Rizal made time for meeting fellow Filipinos in Madrid.
Known as illustrados, these Filipinos (enlightened ones) formed the Circulo Hispano-Filipino
which held informal programs with activities like poetry-reading and debates. As a prolific
writer and poet, Rizal was asked to write a poem. As a result, he wrote Mi Piden Versos
(They Ask Me For Verses)
In one of the Filipino Reunions at the house of Pedro Paterno in Madrid on January
2, 1884, Rizal proposed the writing of a novel about the Philippine society. The grouped
approved the project but this plan did not materialize. His fellow Filipinos who agreed to
help him did not write anything so he drafted the novel alone. It was in Madrid that he was
able to write the first half of his novel, Noli Me Tangere.
While in Madrid, Rizal was exposed to liberal ideas through the masons that he met.
He was impressed with the masons’ view about knowledge and reasoning and how they
value brotherhood. He joined the masonry and became a master Mason at the Lodge
Solidaridad on November 15, 1890.
Filipinos in Madrid occasionally visited Don Pablo Ortiga y Rey, the former city mayor
of Manila under the term of Governor-General Carlos Maria de la Torre. Rizal joined his
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fellow Filipinos at Don Pablo’s house where he met and became attracted to Consuelo, Don
Pablo’s daughter, however, Rizal did not pursue her because of his commitment o Leonor
Rivera. His friend, Eduardo de Lete, was also in love with Consuelo but did not want to ruin
their friendship. In 1883, Rizal wrote a poem for Consuelo entitled A Senorita C. O. y R.
Rizal specialized in ophthalmology and trained under the leading ophthalmologists in

Europe like Dr. Luis de Weckert of Paris for whom he worked as an assistant from October
1885 to March 1886. In Germany, he also worked with expert ophthalmologists Dr. Javier
Galezowsky and Dr. Otto Becker in Heidelberg in 1886 and Dr. R. Schulzer and Dr.
Schwiegger in 1887 (De Vianna, 2011)
During his stay in Germany, Rizal befriended different scholars like Fredrich Ratzel, a
German historian. Through his friend, Ferdinand Blumentritt, Rizal was also able to meet
Feodor Jagor and Hans Virchow, Anthropologists who were doing studies on Philippine
culture. Rizal mastered the German language and wrote a paper entitled Tagalische
Verkunst (Tagalog Metrical Art). He also translated Schiller’s William Tell into Tagalog in
1886. It was also in Berlin where he finished Noli Me Tangere which was published on March
21, 1887 with financial help from his friend Maximo Viola.
After five years in Europe, Rizal went home to Calamba on August 8, 1887. He spent
time with the members of his family who were delighted to see him again. He also kept
himself busy by opening a medical clinic and curing the sick. He came to be known as
Doctor Uliman as he was mistaken for a German. His vacation, however, was cut short
because he was targeted by the friars who potrayed negatively in his novel Noli Me Tangere.
He left the country for the second time on February 16, 1888.
RIZAL’S SECOND TRIP TO EUROPE
In his second trip, Rizal became more active in the Propaganda movement with fellow
illustrados like Marcelo H. Del Pilar, Graciano Lopez Jaena, Antonio Luna, Mariano Ponce,
and Trinidad Pardo de Tavera. The Propaganda Movement campaigned for reforms such as:
1. for the Philippines to be made a province of Spain so that native Filipinos would have
equal rights accorded to Spaniards; 2. representation of the Philippines Cortes; and 3.
secularization of parishes.
Rizal became preoccupied with writing articles and essays which were published in the
Propaganda Movement’s newspaper, La Solaridad. Among his intellectual works in Europe is
his annotation of Antonio de Morga’s Sucesos de las Islas Filipinas (1890) in which Rizal
showed that even before the coming of the Spaniards, Filipinos already had developed
culture. He also wrote an essay entitled “Sobre la Indolencia de los Filipinos” (On the
Indolence of the Filipinos) published in 1890 in which he attributed the Filipinos’ “indolence”
to different factors such as climate and social disorders. Another essay he wrote strongly
called for reforms; it was called “Filipinas Dentro de Cien Anos” (The Philippines a Century
Hence) published in parts from 1889 to 1890.
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By July 1891, while in Brussels, Rizal completed his second novel, El Filibusterismo,
which was published on September 18, 1891 through the help of his friend, Valentin
Ventura. Compared with his Noli, Rizal’s El Fili was more radical with its narrative portrayed
of society on the verge of a revolution.
In 1892, Rizal decided to return to the Philippines thinking that the real struggle was in
his homeland. In spite of warnings and family’s disapproval, Rizal arrived in the Philippines
on June 26, 1892. Immediately, he visited his friends in the Central Luzon and encourage
them to join the La Liga Filipina, a socio-civic organization that Rizal established on July 3,
1892. Unfortunately, just a few days after the Liga’s formation, Rizal was arrested and
brought to Fort Santiago on July 6, 1892. He was charged with bringing with him from Hong
Kong leaflets entitled Pobres Frailes (Poor Friars), a satire against the rich Dominican friars
and their accumulation of wealth which was against their vow of poverty. In spite of his
protests and denial of having those materials, Rizal was exiled to Dapitan in Mindanao.
TRACING RIZAL’S TRAVEL. Based on the travels of Rizal to Europe, by using his diaries
and letters to friends and relatives, trace his travels from June 16, 1882 to July 1, 1887 on a
map by connecting those places. (20 points).
Note: Download a world map
Source: Fadul, Jose A. (2016) A Workbook for a Course in Rizal p 10, 14.
ASSIGNMENT:
Dapitan City, which was chartered in 1963, has at least twenty (20) streets named
after a person or a thing related to Rizal. On the map of Dapitan City (download), locate at
least five (5) streets and tell how each is related to Rizal – his times, his works, or his life.
Two examples are given. (10 points)
Crisostomo Ibarra Street Crisostomo Ibarra is the protagonist in

Rizal’s first novel.
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Don Francisco Mercado Street Francisco Mercado was Rizals father.
EXILE IN DAPITAN
Rizal arrived in Dapitan on board the steamer Cebu on July 17, 1892. Dapitan (now a
city within Zamboanga del Norte) was a remote town in Mindanao which served as a
politico-military outpost of the Spaniards in the Philippines. It was headed by Captain
Ricardo Carnicero, who became a friend of Rizal during his exile. He gave Rizal the
permission to explore the place and required him to report once a week in his office.
The quiet place of Dapitan became Rizal’s home from 1892 to 1896. Here, he practiced
medicine, pursued scientific studies, and continued his artistic pursuits in sculpture, painting,
sketching, and writing poetry. He established a school for boys and promoted community
development projects. He also found time to study the Malayan language and other
Philippine languages. He engaged himself in farming and commerce and even invented a
wooden machine for making bricks.
On September 21, 1892, Rizal won the second prize in a lottery together with Ricardo
Carnicero and another Spaniard. His share amounted to 6,200 pesos. A portion of Rizal’s
winnings was used in purchasing landapproximately one kilometer away from Dapitan in a
place known as Talisay. He built his house on the seashore of Talisay as well as a school
and a hospital within the area.
In his letter to Blumentritt (December 19, 1893), Rizal described his daily activities in
Dapitan:
I am going to tell you how we live here. I have a square house, another hexagonal, and
another octagonal-all made bamboo, wood and nipa. In the square, my mother, siter
Trinidad, a nephew and I live. In the octagonal my boys live- some boys whom I teach
arithmetic, Spanish and English-and now and thena patient who has been operated on. In
the hexagonal are my chickens. From my house I hear the murmur of a crystalline rivulet
that comes from the high rocks. I see the beach, the sea where I have two small crafts-two
canoes or barotos, as they call them here. I have many fruit trees-mangoes, lanzones,
guyabanos, baluno, nangka, etc. I have rabbits, dogs, cats, etc. I get up earty-at 5:00. I
visit my fields, I feed the chickens, I wake up my folks, and start them moving. At 7:30 we
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take breakfast-tea, pastry, cheese, sweets, etc. Afterwards I treat my poor patients who
come to my land. I dress and go to the town in my baroto, I treat the people there and I
return at 12:00 and take lunch. Afterwards, I teach the boys until 4:00 and I spend the
afternoon farming. I spend the evening reading and studying.
Relative to Rizal’s project to improve and beautify Dapitan, he made a big relief map of
Mindanao in the plaza and used it to teach geography. With this map, which still exists
today, he discussed to the town people the position of Dapitan in relation to other places of
Mindanao. Assisted by his pupils, Rizal also constructed a water system to supply the town
with water for drinking and irrigation. He also helped the people in putting up lampposts at
every corner of the town.
Having heard of Rizal’s fame as an ophthalmologist, George Taufer who was suffering
from an eye ailment traveled from Hong Kong to Dapitan. He was accompanied by his
adopted daughter, Josephine Bracken, who eventually fell in love with Rizal. They lived as
husband and wife in Rizal’s octagonal house after being denied the sacrament of marriage
by Father Obach, the parish priest of Dapitan, due to Rizal’s refusal to retract his statements
against the Church and to accept other conditions.
On the eve of June 21, 1896, Dr. Pio Valenzuela visited Rizal in Dapitan and informed
him about the founding of Katipunan and the planned revolution. Rizal objected to it, citing
the importance of a well-planned movement with sufficient arms. Meanwhile, Rizal had been
sending Ietters to then GovernorGeneral Ramon Blanco. Twice he sent letters, one in 1894
and another in 1895. He asked for a review of his case. He said that if his request would not
be granted, he would volunteer to serve as a surgeon under the Spanish army fighting in
the Cuban revolution.
On July 30, 1896, Rizal’s request to go to Cuba was approved. The next day, he left for
Manila on board the steamer Espana. And on September 3, 1896, he boarded the steamer
Isla de Panay which would bring him to Barcelona. Upon arriving at the fort, however,
Governor-General Despujol told him that there was an order to ship him back to Manila. On
November 3, 1896, Rizal arrived in Manila and was immediately brought to Fort Santiago.
TRIAL AND EXECUTION
The preliminary investigation of Rizal’s case began on November 20, 1896. He was
accused of being the main organizer of the revolution by having proliferated the ideas of
rebellion and of founding illegal organizations. Rizal pleaded not guilty and even wrote a
manifesto appealing to the revolutionaries to discontinue the uprising. Rizal’s lawyer, Lt. Luis
Taviel de Andrade, tried his best to save Rizal. However, on December 26, 1896, the trial
ended and the sentence was read. José Rizal was found guilty and sentenced to death by
firing squad.
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On December 28, 1896, Governor-General Camilo de Polavieja signed the court
decision. He later decreed that Rizal be executed by firing squad at 7:00 a.m. of December
30.
Rizal, on his last remaining days, composed his longest poem, Mi Ultimo Adios, which
was about his farewell to the Filipino people. When his mother and sisters visited him on
December 29, 1896, Rizal gave away his remaining possessions. He handed his gas lamp to
his sister Trinidad and murmured softly in English, “There is something inside.” Eventually,
Trining and her sister Maria would extract from the lamp the copy of Rizal’s last poem.
At 6:30 in the morning of December 30, 1896, Rizal in black suit with his arms tied
behind his back, walked to Bagumbayan. The orders were given and shots were fired.
Consummatum est! (It is finished) Rizal died offering his life for his country and its freedom.
Source: Obias, Rhodalyn W. et., al. (2018) The Life and Works of Rizal pp. 45-54.
Rizal’s Life as an Exile in Dapitan
It is recommended that you first view the movie Rizal sa Dapitan, directed by Tikoy
Aguiluz, starred by Albert Martinez as Rizal and Amanda Page as Josephine Bracken, 1996 or
you may read on the life of Rizal in Dapitan. Illustrate one aspect of Rizal’s life in Dapitan.
Include a short caption of your illustration. (10 points)
Note: Week 8 – Schedule of portfolio preparation and Midterm Examination.
- End of MIDTERM Period -
Congratulations for being an engaging and independent learner

in a distance learning!!!
MODULE 4
TOPIC 5: Works of Rizal
TIME FRAME: 8 – 12 (15 Hours)
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 Identify and appreciate the different literary works of Rizal.
 Translate at least one stanza of the given poem using Taglish .
 Compose a letter in response to the letter of Rizal to the Women of Malolos.
Lesson 1 – Poems
Mi Ultimo Adios
Adios, Patria adorada, region del sol querida,
Perla del Mar de Oriente, nuestro perdido Eden!
A darte voy alegre la triste mustia vida,
Y fuera más brillante más fresca, más florida,
Tambien por tí la diera, la diera por tu bien.
En campos de batalla, luchando con delirio
Otros te dan sus vidas sin dudas, sin pesar;
El sitio nada importa, ciprés, laurel ó lirio,
Cadalso ó campo abierto, combate ó cruel martirio,
Lo mismo es si lo piden la patria y el hogar.
Yo muero cuando veo que el cielo se colora
Y al fin anuncia el día trás lóbrego capuz;
Si grana necesitas para teñir tu aurora,
Vierte la sangre mía, derrámala en buen hora
Y dórela un reflejo de su naciente luz.
Mis sueños cuando apenas muchacho adolescente,
Mis sueños cuando joven ya lleno de vigor,
Fueron el verte un día, joya del mar de oriente
Secos los negros ojos, alta la tersa frente,
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Sin ceño, sin arrugas, sin manchas de rubor.
Ensueño de mi vida, mi ardiente vivo anhelo,
Salud te grita el alma que pronto va á partir!
Salud! ah que es hermoso caer por darte vuelo,
Morir por darte vida, morir bajo tu cielo,
Y en tu encantada tierra la eternidad dormir.
Si sobre mi sepulcro vieres brotar un dia
Entre la espesa yerba sencilla, humilde flor,
Acércala a tus labios y besa al alma mía,
Y sienta yo en mi frente bajo la tumba fría
De tu ternura el soplo, de tu hálito el calor.
Deja á la luna verme con luz tranquila y suave;
Deja que el alba envíe su resplandor fugaz,
Deja gemir al viento con su murmullo grave,
Y si desciende y posa sobre mi cruz un ave
Deja que el ave entone su cantico de paz.
Deja que el sol ardiendo las lluvias evapore
Y al cielo tornen puras con mi clamor en pos,
Deja que un sér amigo mi fin temprano llore
Y en las serenas tardes cuando por mi alguien ore
Ora tambien, Oh Patria, por mi descanso á Dios!
Ora por todos cuantos murieron sin ventura,
Por cuantos padecieron tormentos sin igual,
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Por nuestras pobres madres que gimen su amargura;
Por huérfanos y viudas, por presos en tortura
Y ora por tí que veas tu redencion final.
Y cuando en noche oscura se envuelva el cementerio
Y solos sólo muertos queden velando allí,
No turbes su reposo, no turbes el misterio
Tal vez acordes oigas de citara ó salterio,
Soy yo, querida Patria, yo que te canto á ti.
Y cuando ya mi tumba de todos olvidada
No tenga cruz ni piedra que marquen su lugar,
Deja que la are el hombre, la esparza con la azada,
Y mis cenizas antes que vuelvan á la nada,
El polvo de tu alfombra que vayan á formar.
Entonces nada importa me pongas en olvido,
Tu atmósfera, tu espacio, tus valles cruzaré,
Vibrante y limpia nota seré para tu oido,
Aroma, luz, colores, rumor, canto, gemido
Constante repitiendo la esencia de mi fé.
Mi Patria idolatrada, dolor de mis dolores,
Querida Filipinas, oye el postrer adios.
Ahi te dejo todo, mis padres, mis amores.
Voy donde no hay esclavos, verdugos ni opresores,
Donde la fé no mata, donde el que reyna es Dios.
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Adios, padres y hermanos, trozos del alma mía,
Amigos de la infancia en el perdido hogar,
Dad gracias que descanso del fatigoso día;
Adios, dulce extrangera, mi amiga, mi alegria,
Adios, queridos séres morir es descansar.
Task 1 - Portion of Rizal’s Last Poem
Copy and translate one portion (1 stanza) of Rizal’s Mi Ultimo Adios into
Taglish. Be guided by the following evaluation below:
Accuracy 10 points (Translation conveying information in the source text)
Style 5 points (Choice of words creating rhyming patterns or picturesque speech)
Lesson 2 - Novels
Noli Me Tangere – Rizal’s First Novel (Buod ng Buong Kwento)
Pagkatapos ng pitong taong pag-aaral sa Europa ay bumalik sa Pilipinas ang binatang si

Juan Crisostomo Ibarra. Dahil dito’y naghandog ng piging si Kapitan Tiyago kung saan
inanyayahan niya ang ilang kilalang tao sa kanilang lugar.
Sa piging ay hinamak ni Padre Damaso si Ibarra ngunit sa halip na patulan ay magalang na

lamang itong nagpaalam sa kadahilanang siya ay may mahalaga pang lalakarin.
Si Ibarra ay may magandang kasintahan, siya si Maria Clara na anak-anakan ni Kapitan

Tiyago. Dinalaw ni Ibarra ang dalaga kinabukasan pagkatapos ng piging.
Inalala nila ang kanilang pagmamahalan at maging ang mga lumang liham bago pa mag-
aral sa Europa si Ibarra ay muling binasa ni Maria Clara.
Sa daan bago umuwi si Ibarra ay inilahad ni Tinyente Guevarra ang sinapit ng ama ng
binata na si Don Rafael Ibarra na noon ay isang taon nang namayapa.
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Ayon sa Tinyente, pinaratangan ni Padre Damaso si Don Rafael na isang Erehe at Pilibustero
dahil hindi umano ito nagsisimba at nangungumpisal. Nangyari ang lahat ng ito matapos
ipagtanggol ni Don Rafael ang isang bata sa kamay ng isang kubrador na aksidenteng
nabagok ang ulo kaya namatay.
Dahil sa pangyayaring iyon ay nagkaroon ng imbestigasyon habang nakakulong ang Don.

Nagsilabas din ang ilan sa mga lihim na kaaway ni Don Rafael at pinaratangan pa ng kung
anu-ano.
Labis na naapektuhan ang kanyang ama sa mga pangyayaring iyon kaya naman habang
nakakulong, siya ay nagkasakit at iyon ang naging dahilan ng kanyang kamatayan.
Di pa nakuntento si Padre Damaso at ipinahukay ang labi ni Don Rafael upang ipalipat sa
libingan ng mga Instik. Dahil sa malakas na ulan ng panahong iyon, sa halip na mapalipat
ay itinapon n lamang ang bangkay sa lawa.
Imbes na maghiganti, ipinagpatuloy ni Ibarra ang nasimulan ng kanyang ama. Nagpatayo

siya ng paaralan sa tulong ni Nol Juan.
Noong babasbasan na ang paaralan ay muntikan ng mapatay si Ibarra kung hindi lamang
siya nailigtas ni Elias.
Sa halip na si Ibarra ay ang taong binayaran ng lihim na kaaway ng binata ang siyang
namatay.
Muling pinasaringan ni Padre Damaso ang binata. Hindi na sana ito papansinin ni Ibarra
ngunit ng kanyang ama na ang hinahamak nito ay ‘di siya nakapagpigil at tinangkang
sasaksakin ang pari. Napigilan lamang siya ng kasintahang si Maria Clara.
Dahil sa pangyayaring iyon ay itiniwalag ng Arsobispo sa simbahang katoliko si Ibarra.

Sinamantala ni Padre Damaso ang pangyayaring iyon at iniutos sa ama-amahan ni Maria
Clara na huwag ituloy ang pagpapakasal ng dalaga kay Ibarra. Sa halip ay kay Linares na
isang binatang Kastila umano ipakasal ang dalaga.
Dahil sa tulong ng Kapitan Heneral ay napawalang-bisa ang pagka-eskomulgado ni Ibarra at

muli siyang tinanggap sa simbahan.
Ngunit, sa di naasahang pagkakataon ay muli siyang hinuli at ikinulong dahil naparatangan

siyang nanguna umano sa pagsalakay sa kuwartel.
Habang ginaganap ang handaan sa bahay ni Kapitan Tiyago para sa kasunduang

pagpapakasal nina Linares at Maria Clara ay nakatakas si Ibarra sa tulong ng kanyang
kaibigan na si Elias.
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Bago tuluyang tumakas ay nagkaroon ng pagkakataong makapag-usap ng lihim sina Ibarra
at Maria. Isinumbat niya sa dalaga ang liham na ginamit ng hukuman laban sa kanya ngunit
mariin itong itinanggi ni Maria.
Aniya’y inagaw lang umano sa kanya ang liham ng binata kapalit ng liham ng kanyang ina
na nagsasabi na si Padre Damaso ang tunay niyang ama.
Dagdag pa ng dalaga, kaya daw umano siya magpapakasal kay Linares ay para sa dangal
ng kanyang ina. Ngunit ang pagmamahal niya kay Ibarra ay di magbabago kailanman.
Pagkatapos nito’y tumakas na si Ibarra sa tulong ni Elias. Sumakay sila sa bangka at

tinunton ang Ilog Pasig hanggang makarating sa Lawa ng Bay. Pinahiga ni Elias si Ibarra at
tinabunan ng damo.
Ngunit naabutan sila ng tumutugis sa kanila. Naisip ni Elias na iligaw ang mga humahabol sa
kanila. Pagkaraan ay lumundag siya sa tubig at inakala ng mga humahabol sa kanila na ang
lumundag ay si Ibarra. Pinagbabaril si Elias hanggang sa ang tubig ay magkulay dugo.
Nabatid ni Maria Clara ang diumano’y pagkamatay ni Ibarra. Nalungkot siya at nawalan ng
pag-asa kaya hiniling niya kay Padre Damaso na ipasok na lang siya sa kumbento dahil kung
hindi ay wawakasan na lamang niya ang kanyang buhay.
Natunton ni Elias ang maalamat na gubat ng mga Ibarra. Dito ay nakita niya si Basilio at
ang kanyang walang buhay na ina na si Sisa. Noche Buena na noon samantalang si Elias ay
sugatan at hinang-hina.
Bago pa siya nalagutan ng hininga ay nasabi niya na kung hindi man daw niya makita ang
bukang-liwayway sa sariling bayan, sa mga mapalad, huwag lamang daw limutin nang
ganap ang mga nasawi sa dilim ng gabi. Iyon ang huling mga salitang lumabas sa bibig ni
Elias.
Task 2 - Symbolism in the Rizal’s First Novel
Choose 5 from the given list and give the possible meanings by locating the texts in
the novel that mention the figures. (15 points)
1. Cross
_____________________________________________________________________
2. Pomelo blossoms and laurel leaves
_____________________________________________________________________
3. Silhouette of a Filipina
_____________________________________________________________________
4. Burning torch
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5. Sunflowers
_____________________________________________________________________
6. A bamboo stalk that was cut but grew back
_____________________________________________________________________
7. Chains
_____________________________________________________________________
8. Whip
_____________________________________________________________________
9. Helmet of the Guardia Civil
_____________________________________________________________________
10. A man in cassock with hairy feet
_____________________________________________________________________
Note: See R. Garay’s presentation available at -
http://www.slideshare.net/carlotonogbanua/noli-and-fili-cover-symbolisms-9082566
Lesson 3 – Letters and Essays
To the Young Women of Malolos
by José Rizal
When I wrote Noli Me Tangere, I asked myself whether bravery was a common thing in the
young women of our people. I brought back to my recollection and reviewed those I had
known since my infancy, but there were only few who seem to come up to my ideal. There
was, it is true, an abundance of girls with agreeable manners, beautiful ways, and modest
demeanor, but there was in all an admixture of servitude and deference to the words or
whims of their so-called "spiritual fathers" (as if the spirit or soul had any father other than
God), due to excessive kindness, modesty, or perhaps ignorance. They seemed faced plants
sown and reared in darkness, having flowers without perfume and fruits without sap.
However, when the news of what happened at Malolos reached us, I saw my error, and
great was my rejoicing. After all, who is to blame me? I did not know Malolos nor its young
women, except one called Emila [Emilia Tiongson, whom Rizal met in 1887], and her I knew
by name only.
Now that you have responded to our first appeal in the interest of the welfare of the people;
now that you have set an example to those who, like you, long to have their eyes opened
and be delivered from servitude, new hopes are awakened in us and we now even dare to
face adversity, because we have you for our allies and are confident of victory. No longer
does the Filipina stand with her head bowed nor does she spend her time on her knees,
because she is quickened by hope in the future; no longer will the mother contribute to
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keeping her daughter in darkness and bring her up in contempt and moral annihilation. And
no longer will the science of all sciences consist in blind submission to any unjust order, or
in extreme complacency, nor will a courteous smile be deemed the only weapon against
insult or humble tears the ineffable panacea for all tribulations. You know that the will of
God is different from that of the priest; that religiousness does not consist of long periods
spent on your knees, nor in endless prayers, big rosarios, and grimy scapularies [religious
garment showing devotion], but in a spotless conduct, firm intention and upright judgment.
You also know that prudence does not consist in blindly obeying any whim of the little tin
god, but in obeying only that which is reasonable and just, because blind obedience is itself
the cause and origin of those whims, and those guilty of it are really to be blamed. The
official or friar can no longer assert that they alone are responsible for their unjust orders,
because God gave each individual reason and a will of his or her own to distinguish the just
from the unjust; all were born without shackles and free, and nobody has a right to
subjugate the will and the spirit of another your thoughts. And, why should you submit to
another your thoughts, seeing that thought is noble and free?
It is cowardice and erroneous to believe that saintliness consists in blind obedience and that
prudence and the habit of thinking are presumptuous. Ignorance has ever been ignorance,
and never prudence and honor. God, the primal source of all wisdom, does not demand that
man, created in his image and likeness, allow himself to be deceived and hoodwinked, but
wants us to use and let shine the light of reason with which He has so mercifully endowed
us. He may be compared to the father who gave each of his sons a torch to light their way
in the darkness bidding them keep its light bright and take care of it, and not put it out and
trust to the light of the others, but to help and advice each other to fiind the right path.
They would be madman were they to follow the light of another, only to come to a fall, and
the father could unbraid them and say to them: "Did I not give each of you his own torch,"
but he cold not say so if the fall were due to the light of the torch of him who fell, as the
light might have been dim and the road very bad.
The deceiver is fond of using the saying that "It is presumptuous to rely on one's own
judgment," but, in my opinion, it is more presumptuous for a person to put his judgment
above that of the others and try to make it prevail over theirs. It is more presumptuous for
a man to constitute himself into an idol and pretend to be in communication of thought with
God; and it is more than presumptuous and even blasphemous for a person to attribute
every movement of his lips to God, to represent every whim of his as the will of God, and to
brand his own enemy as an enemy of God. Of course, we should not consult our own
judgment alone, but hear the opinion of others before doing what may seem most
reasonable to us. The wild man from the hills, if clad in a priest's robe, remains a hillman
and can only deceive the weak and ignorant. And, to make my argument more conclusive,
just buy a priest's robe as the Franciscans wear it and put it on a carabao [domestic water
buffalo], and you will be lucky if the carabao does not become lazy on account of the robe.
But I will leave this subject to speak of something else.
Youth is a flower-bed that is to bear rich fruit and must accumulate wealth for its
descendants. What offspring will be that of a woman whose kindness of character is
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expressed by mumbled prayers; who knows nothing by heart but awits [hymns], novenas,
and the alleged miracles; whose amusement consists in playing panguingue [a card game]
or in the frequent confession of the same sins? What sons will she have but acolytes,
priest's servants, or cockfighters? It is the mothers who are responsible for the present
servitude of our compatriots, owing to the unlimited trustfulness of their loving hearts, to
their ardent desire to elevate their sons Maturity is the fruit of infancy and the infant is
formed on the lap of its mother. The mother who can only teach her child how to kneel and
kiss hands must not expect sons with blood other than that of vile slaves. A tree that grows
in the mud is unsubstantial and good only for firewood. If her son should have a bold mind,
his boldness will be deceitful and will be like the bat that cannot show itself until the ringing
of vespers. They say that prudence is sanctity. But, what sanctity have they shown us? To
pray and kneel a lot, kiss the hand of the priests, throw money away on churches, and
believe all the friar sees fit to tell us; gossip, callous rubbing of noses. . . .
As to the mites and gifts of God, is there anything in the world that does not belong to God?
What would you say of a servant making his master a present of a cloth borrowed from that
very master? Who is so vain, so insane that he will give alms to God and believe that the
miserable thing he has given will serve to clothe the Creator of all things? Blessed be they
who succor their fellow men, aid the poor and feed the hungry; but cursed be they who turn
a dead ear to supplications of the poor, who only give to him who has plenty and spend
their money lavishly on silver altar hangings for the thanksgiving, or in serenades and
fireworks. The money ground out of the poor is bequeathed to the master so that he can
provide for chains to subjugate, and hire thugs and executioners. Oh, what blindness, what
lack of understanding.
Saintliness consists in the first place in obeying the dictates of reason, happen what may.
"It is acts and not words that I want of you," said Christ. "Not everyone that sayeth unto
me, Lord, Lord shall enter into the kingdom of heaven; but he that doeth the will of my
Father which is in Heaven." Saintliness does not consist in abjectness, nor is the successor
of Christ to be recognized by the fact that he gives his hand to be kissed. Christ did not
give the kiss of peace to the Pharisees and never gave his hand to be kissed. He did not
cater to the rich and vain; He did not mention scapularies, nor did He make rosaries, or
solicit offerings for the sacrifice of the Mass or exact payments for His prayers. Saint John
did not demand a fee on the River Jordan, nor did Christ teach for gain. Why, then, do the
friars now refuse to stir a foot unless paid in advance? And, as if they were starving, they
sell scapularies, rosaries, bits, and other things which are nothing but schemes for making
money and a detriment to the soul; because even if all the rags on earth were converted
into scapularies and all the trees in the forest into rosaries, and if the skins of all the beasts
were made into belts, and if all the priests of the earth mumbled prayers over all this and
sprinkled oceans of holy water over it, this would not purify a rogue or condone sin where
there is no repentance. Thus, also, through cupidity and love of money, they will, for a
price, revoke the numerous prohibitions such as those against eating meat, marrying close
relatives, etc. You can do almost anything if you but grease their palms. Why that? Can
God be bribed and bought off, and blinded by money, nothing more nor less than a friar?
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The brigand who has obtained a bull of compromise can live calmly on the proceeds of his
robbery, because he will be forgiven. God, then, will sit at a table where theft provides the
viands? Has the Omnipotent become a pauper that He must assume the role of the excise
man or gendarme? If that is the God whom the friar adores, then I turn my back upon that
God.
Let us be reasonable and open our eyes, especially you women, because you are the first to
influence the consciousness of man. Remember that a good mother does not resemble the
mother that the friar has created; she must bring up her child to be the image of the true
God, not of a blackmailing, a grasping God, but of a God who is the father of us all, who is
just; who does not suck the life-blood of the poor like a vampire, nor scoffs at the agony of
the sorely beset, nor makes a crooked path of the path of justice. Awaken and prepare the
will of our children towards all that is honorable, judged by proper standards, to all that is
sincere and firm of purpose, clear judgment, clear procedure, honesty in act and deed, love
for the fellowman and respect for God; this is what you must teach your children. And,
seeing that life is full of thorns and thistles, you must fortify their minds against any stroke
of adversity and accustom them to danger. The people cannot expect honor nor prosperity
so long as they will educate their children in a wrong way, so long as the woman who
guides the child in his steps is slavish and ignorant. No good water comes from a turbid,
bitter spring; no savory fruit comes from acrid seed.
The duties that woman has to perform in order to deliver the people from suffering are of
no little importance, but be they as they may, they will not be beyond the strength and
stamina of the Filipino people. The power and good judgment of the women of the
Philippines are well known, and it is because of this that she has been hoodwinked, and
tied, and rendered pusillanimous, and now her enslavers rest at ease, because so long as
they can keep the Filipina mother a slave, so long will they be able to make slaves of her
children. The cause of the backwardness of Asia lies in the fact that there the women are
ignorant, are slaves; while Europe and America are powerful because there the women are
free and well-educated and endowed with lucid intellect and a strong will.
We know that you lack instructive books; we know that nothing is added to your intellect,
day by day, save that which is intended to dim its natural brightness; all this we know,
hence our desire to bring you the light that illuminates your equals here in Europe. If that
which I tell you does not provoke your anger, and if you will pay a little attention to it then,
however dense the mist may be that befogs our people, I will make the utmost efforts to
have it dissipated by the bright rays of the sun, which will give light, thought they be
dimmed. We shall not feel any fatigue if you help us: God, too, will help to scatter the mist,
because He is the God of truth: He will restore to its pristine condition the fame of the
Filipina in whom we now miss only a criterion of her own, because good qualities she has
enough and to spare. This is our dream; this is the desire we cherish in our hearts; to
restore the honor of woman, who is half of our heart, our companion in the joys and
tribulations of life. If she is a maiden, the young man should love her not only because of
her beauty and her amiable character, but also on account of her fortitude of mind and
loftiness of purpose, which quicken and elevate the feeble and timid and ward off all vain
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
thoughts. Let the maiden be the pride of her country and command respect, because it is a
common practice on the part of Spaniards and friars here who have returned from the
Islands to speak of the Filipina as complaisant and ignorant, as if all should be thrown into
the same class because of the missteps of a few, and as if women of weak character did not
exist in other lands. As to purity what could the Filipina not hold up to others!
Nevertheless, the returning Spaniards and friars, talkative and fond of gossip, can hardly
find time enough to brag and bawl, amidst guffaws and insulting remarks, that a certain
woman was thus; that she behaved thus at the convent and conducted herself thus with the
Spaniards who on the occasion was her guest, and other things that set your teeth on edge
when you think of them which, in the majority of cases, were faults due to candor,
excessive kindness, meekness, or perhaps ignorance and were all the work of the defamer
himself. There is a Spaniard now in high office, who has set at our table and enjoyed our
hospitality in his wanderings through the Philippines and who, upon his return to Spain,
rushed forthwith into print and related that on one occasion in Pampanga he demanded
hospitality and ate, and slept at a house and the lady of the house conducted herself in such
and such a manner with him; this is how he repaid the lady for her supreme hospitality!
Similar insinuations are made by the friars to the chance visitor from Spain concerning their
very obedient confesandas, hand-kissers, etc., accompanied by smiles and very significant
winkings of the eye. In a book published by D. Sinibaldo de Mas and in other friar sketches
sins are related of which women accused themselves in the confessional and of which the
friars made no secret in talking to their Spanish visitors seasoning them, at the best, with
idiotic and shameless tales not worthy of credence. I cannot repeat here the shameless
stories that a friar told Mas and to which Mas attributed no value whatever. Every time we
hear or read anything of this kind, we ask each other: Are the Spanish women all cut after
the pattern of the Holy Virgin Mary and the Filipinas all reprobates? I believe that if we are
to balance accounts in this delicate question, perhaps, . . . But I must drop the subject
because I am neither a confessor nor a Spanish traveler and have no business to take away
anybody's good name. I shall let this go and speak of the duties of women instead.
A people that respect women, like the Filipino people, must know the truth of the situation
in order to be able to do what is expected of it. It seems an established fact that when a
young student falls in love, he throws everything to the dogs -- knowledge, honor, and
money, as if a girl could not do anything but sow misfortune. The bravest youth becomes a
coward when he married, and the born coward becomes shameless, as if he had been
waiting to get married in order to show his cowardice. The son, in order to hide his
pusillanimity, remembers his mother, swallows his wrath, suffers his ears to be boxed, obeys
the most foolish order, and and becomes an accomplice to his own dishonor. It should be
remembered that where nobody flees there is no pursuer; when there is no little fish, there
cannot be a big one. Why does the girl not require of her lover a noble and honored name,
a manly heart offering protection to her weakness, and a high spirit incapable of being
satisfied with engendering slaves? Let her discard all fear, let her behave nobly and not
deliver her youth to the weak and faint-hearted. When she is married, she must aid her
husband, inspire him with courage, share his perils, refrain from causing him worry and
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
sweeten his moments of affection, always remembering that there is no grief that a brave
heart cannot bear and there is no bitterer inheritance than that of infamy and slavery. Open
your children's eyes so that they may jealously guard their honor, love their fellowmen and
their native land, and do their duty.
Always impress upon them they must prefer dying with honor to living in dishonor. The
women of Sparta should serve you as an example should serve you as an example in this; I
shall give some of their characteristics.
When a mother handed the shield to her son as he was marching to battle, she said nothing
to him but this: "Return with it, or on it," which mean, come back victorious or dead,
because it was customary with the routed warrior to throw away his shield, while the dead
warrior was carried home on his shield. A mother received word that her son had been
killed in battle and the army routed. She did not say a word, but expressed her
thankfulness that her son had been saved from disgrace. However, when her son returned
alive, the mother put on mourning. One of the mothers who went out to meet the warriors
returning from battle was told by one that her three sons had fallen. I do not ask you that,
said the mother, but whether we have been victorious or not. We have been victorious --
answered the warrior. If that is so, then let us thank God, and she went to the temple.
Once upon a time a king of theirs, who had been defeated, hid in the temple, because he
feared their popular wrath. The Spartans resolved to shut him up there and starve him to
death. When they were blocking the door, the mother was the first to bring stones. These
things were in accordance with the custom there, and all Greece admired the Spartan
woman. Of all women -- a woman said jestingly -- only your Spartans have power over the
men. Quite natural -- they replied -- of all women only we give birth to men. Man, the
Spartan women said, was not born to life for himself alone but for his native land. So long
as this way of thinking prevailed and they had that kind of women in Sparta, no enemy was
able to put his foot upon her soil, nor was there a woman in Sparta who ever saw a hostile
army.
I do not expect to be believed simply because it is I who am saying this; there are many
people who do not listen to reason, but will listen only to those who wear the cassock or
have gray hair or no teeth; but while it is true that the aged should be venerated, because
of their travails and experience, yet the life I have lived, consecrated to the happiness of the
people, adds some years, though not many of my age. I do not pretend to be looked upon
as an idol or fetish and to be believed and listened to with the eyes closed, the head bowed,
and the arms crossed over the breast; what I ask of all is to reflect on what I tell him, think
it over and shift it carefully through the sieve of reasons.
First of all. That the tyranny of some is possible only through cowardice and negligence on
the part of others.
Second. What makes one contemptible is lack of dignity and abject fear of him who holds
one in contempt.
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
Third. Ignorance is servitude, because as a man thinks, so he is; a man who does not think
for himself and allowed himself to be guided by the thought of another is like the beast led
by a halter.
Fourth. He who loves his independence must first aid his fellowman, because he who
refuses protection to others will find himself without it; the isolated rib in the buri is easily
broken, but not so the broom made of the ribs of the palm bound together.
Fifth. If the Filipina will not change her mode of being, let her rear no more children, let her
merely give birth to them. She must cease to be the mistress of the home, otherwise she
will unconsciously betray husband, child, native land, and all.
Sixth. All men are born equal, naked, without bonds. God did not create man to be a slave;
nor did he endow him with intelligence to have him hoodwinked, or adorn him with reason
to have him deceived by others. It is not fatuous to refuse to worship one's equal, to
cultivate one's intellect, and to make use of reason in all things. Fatuous is he who makes a
god of him, who makes brutes of others, and who strives to submit to his whims all that is
reasonable and just.
Seventh. Consider well what kind of religion they are teaching you. See whether it is the
will of God or according to the teachings of Christ that the poor be succored and those who
suffer alleviated. Consider what they preaching to you, the object of the sermon, what is
behind the masses, novenas, rosaries, scapularies, images, miracles, candles, belts, etc. etc;
which they daily keep before your minds; ears and eyes; jostling, shouting, and coaxing;
investigate whence they came and whiter they go and then compare that religion with the
pure religion of Christ and see whether the pretended observance of the life of Christ does
not remind you of the fat milch cow or the fattened pig, which is encouraged to grow fat nor
through love of the animal, but for grossly mercenary motives.
Let us, therefore, reflect; let us consider our situation and see how we stand. May these
poorly written lines aid you in your good purpose and help you to pursue the plan you have
initiated. "May your profit be greater than the capital invested;" and I shall gladly accept
the usual reward of all who dare tell your people the truth. May your desire to educate
yourself be crowned with success; may you in the garden of learning gather not bitter, but
choice fruit, looking well before you eat because on the surface of the globe all is deceit,
and the enemy sows weeds in your seedling plot.
All this is the ardent desire of your compatriot.
JOSÉ RIZAL
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
Lesson 3 - Letter Writing (15 points)
After reading Rizal’s open letter to the women of Malolos, pretend that you were one
of the 20 women addressed by Rizal and write back to him. Tell him your feelings, your
joys, and frustrations as a woman. Write clearly either in English or Tagalog in a short bond
paper. Follow the given format:
_______________________ (Date)
_______________________
_______________________ (Inside Address)
_______________________
_______________________ (Salutation)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________ (Complimentary Close)
____________________ (Printed Name and Signature)
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
MODULE 5
TIME FRAME: 13 – 17 (15 Hours)
 Have a clear knowledge of Dr. Jose Rizal’s varied qualities from the point of view of
fellow adolescents.
 Analyze why different individuals have similar or dissimilar perceptions of the same
person.
 Realize that Rizal is worth emulating.
Present Realities:
Lesson 1 – Rizal in the Eyes of the Filipino Youth
Dr. Jose Rizal is generally known to most Filipinos as the Philippines’ national hero, a
genius with many talents, who died a martyr in the hands of the Spaniards while defending
the rights of his countrymen. A constant repetition of the historical account of his life, works
and writing, and martyrdom, from their elementary days to their high school days, has made
many Filipino students feel that they are already experts on Rizalian studies and that there is
nothing more to learn while taking up the mandatory Rizal course in college.
Since the young needs both novelty and depth, getting to know Dr. Rizal better through
a different means has become necessary.
INTENDED LEARNING ACTIVITY
Task 4 - Follow the instructions using a short bond paper. (15 points)
1. Cut one picture (preferably colored) of several local or foreign newspapers or

magazines which seemingly, is not related to Rizal but which reminds you of him.
2. Paste the chosen picture in a short bond paper. Then answer the following:
A. What do adolescents like you think of Dr. Rizal?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
B. Is Dr. Rizal an ideal role model for the Filipino youth? Explain your answers.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
Lesson 2 - The Making of a Hero
 Define the meaning of the terms, “hero” and “personality”.

 Examine the factors which influence personality development.
 Give specific examples of the factors which influenced shaping of Jose Rizal’s
experiences.
 Compare their own personality with Dr. Jose Rizal’s personality.
Present Realities:
Heroism is connected with various concepts. For historians, heroes are nationalistic
persons from our past who died while defending the Philippine sovereignty and who, at
present, serve as role models among Filipinos. For government administrators who are
concerned with economic development, heroes are synonymous to overseas contract
workers who remit dollars to our country, thereby adding to our dollar reserves which are
badly needed to keep us competitive in global market. For environmentalists, heroes are
those who keep the environment clean and green, making sure that it could still be used
and enjoyed by future generations. To the ordinary Filipino, heroes are those who simply do
the right thing without ifs and buts, those who do good to help others without asking for
anything in return. Personality, nowadays, is often related with an individual’s physical
bearing and ability to deal with others with grace. Personality development ads, which
appear on leading newspapers, promise that after they offered short-term course, their
clients will surely have a better personality because of improved communication and work
skills, knowledge of correct etiquette in everyday activities, and better dress and make up
sense, forgetting that there are more to personality development than there mentioned
elements. One’s personality reflects one’s outlook in life, attitude, and behavior. Thus, one’s
decision making style and practice depend upon her of his personality.
Task 5 – Self-Reflection
1. Describe your own personality. (5 points)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. If the ideal Filipino citizen is described to be socially concerned, productive,

morally upright, and patriotic, like our National Hero Dr. Jose Rizal, how would you
rate yourself in a scale of 1-10, with 1 as the lowest and 10 as the highest? (5
points)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
Lesson 3 - Love of Country: A Must for Progress
 Define nationalism/patriotism.
 Trace the development of Rizal’s nationalism.
 Explain why lack of patriotism hinders the Philippines’ progress.
Present Realities:
Filipinos’ “colonial mentality” or love for anything imported-product, fashion, movies,

even franchised food chains and coffee shops are very noticeable among the young and old
alike. Foreign fads are blindly followed. Migration to the United States and other foreign
countries is almost always in the plan of Filipino college graduates, skilled workers, and
entertainers. Speaking English with an American accent is admired, so balikbayan Filipinos
who speak in that manner easily land well-paying jobs in television stations as hosts of talk
shows or as newscasters. All these seem to indicate the Filipinos’ lack of pride in being
Filipinos, which may sadly lead to lack of patriotism, and which, in turn, may lead to graft
and corrupt practices, unconcern for the common good, and unwillingness to serve the
community without reward, which may ultimately lead to lack of national progress.
Promoting patriotism among all Filipino citizens is a must if we want to see social and
economic progress in our country. We do need, very badly, to get every Filipino to think of
and seriously care about the Philippines. Every citizen of our country must be able to identify
her or his personal interest with the welfare and long-term development of our motherland.
Task 6 – (10 points)
1. Trace the influences that led to the development of Dr. Jose Rizal’s nationalism.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Give the relationship between our being a third world country and our seemingly lack
of patriotism.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
Take Note:
 Read entirely and answer Module 4 and Module 5 on pp. 28-45.

 Use short bond paper and short brown envelope for your output.
 Label each task/activity.
 Make your output neat and presentable.
 Take note of the uploaded observations during the checking of your previous
module.
 Submit only during the indicated period – January 4 – 6, 2021.
REFERENCES
BOOKS:
Fadul, Jose A. (2016). A Workbook for a Course in Rizal. Third Edition. C & E
Publishing, Inc. Quezon City.
Fadul, Jose A. (2005). Rubrics for Portfolio Assessment in the Rizal Course. De La
Salle University Press, Inc. Malate, Manila.
De Viana, Augusto V. et.,al. (2018). Jose Rizal: Social Reformer and Patriot (A Study
of His Life and Times). Revised Edition. Rex Book Store, Inc. Sampaloc, Manila
Obias, Rhodalyn W. et., al. (2018) The Life and Works of Rizal. C & E Publishing,
Inc., Quezon City.
Zaide, G. F.et.,al. (2016). Jose Rizal: Life, Works, and Writings of a Genius writer,
Scientist and National Hero.2nd Ed. All Nations Publishing, Inc.
ELECTRONIC SOURCES
http://youtube.com/watch?v+6JFsa_HHEH4
http://www.youtube.com/watch?v=2lUTHSxaUuw
http://www.youtube.com/watch?v=67iD6kjiFm4
http://www.youtube.com/watch?v8F2fHEkeO30
Course Code: Rizal

ILOCOS SUR
POLYTECHNIC STATE
SantaCOLLEGE
Maria Campus
MODULE
Course Code: Rizal


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ILOCOS SUR

Furthermore, the module contains an introduction about the conditions in the

HOW TO USE THE MODULE

The following are the general instructions to be followed:

Course Code: Rizal

COURSE CODE: Rizal

COURSE TITLE: Life and Works of Rizal

TOPIC 1: Orientation on the Vision, Mission, Goals and Objectives of

Lesson 1 – VMGO of the Institution

Lesson 2 – Class Policies

TOPIC 2: Conditions in the Philippines in the 19th Century

Lesson 1 – Before the Birth of Rizal

Lesson 2 – The Birth of Rizal

Lesson 3 – The Philippines of Rizal’s Times

Lesson 4 – Evils During the Spanish Rule in the Philippines

Topic 3: Introduction to the Study of Rizal’s Life, Works, and Writings

Lesson 2 – Understanding the Rizal Law

Topic 4: Life of Jose Rizal

Lesson 1 – The Mercado-Rizal Family

Lesson 2 – Early Childhood

Lesson 4 – Student of Manila

Lesson 5 – Rizal in Europe

Lesson 6 – Rizal’s Second Trip to Europe

Lesson 7 – Exile in Dapitan

Lesson 8 – trial and Execution

Course Code: Rizal

Topic 5: Works of Jose Rizal

Lesson 3 – Others (Letters, Essays, etc.)

Topic 6: Present Realities

Lesson 1 – Rizal in the Eyes of the Filipino Youth

Lesson 2 – The Making of a Hero

Lesson 3 – Love of Country: A Must for Progress

Note: The Grading System may be subjected for major revisions.

60% Class Standing 40% Term Exam

Course Code: Rizal

TME FRAME: Week 1 (3 Hours)

INTENDED LEARNING OUTCOMES:

 Understand and apply the by-laws of the institution.

VISION: “A vibrant and nurturing Polytechnic service College for

“To improve the lives of the people and communities

PHILOSOPHY: “Flourish ISPSC, Deliver Quality Education and Service and

The College is committed to provide training in

Course Code: Rizal

Lesson 2 – Class Policies

Note: Refer to the general instructions above.

Course Code: Rizal

TOPIC 2: Conditions in the Philippines in the 19th Century

TIME FRAME: Week 2-3 (6 Hours)

INTENDED LEARNING OUTCOMES

BEFORE THE BIRTH OF RIZAL

THE BIRTH OF RIZAL

Course Code: Rizal

The Philippines of Rizal’s Times

Course Code: Rizal

Evils During the Spanish Rule in the Philippines

1. Instability of Colonial Administration

3. No Philippine representation in the Spanish Cortes

4. Human Rights Denied to Filipinos

5. No Equality Before the Law