WEEK 1 LESSON

Lesson 1: Introduction to Rizal Law

Topic: Laws about Rizal

At the end of this module, you are expected to:

1. Recall salient details about R.A 1425 and other laws and policies
pertaining Rizal;
Learning Outcomes:
2. Relate the importance of Rizal law in becoming a better Filipino citizen;

3. Differentiate the 19th century Philippines and Modern Philippines; and

4. Discuss Jose Rizal’s life within the context of 19th century Philippines.

LEARNING CONTENT
INTRODUCTION
As mandatory law (R.A 1425), the study of Rizal’s life, works and writings is a requirement to all degree and non-
degree courses in the tertiary education. Primarily, its rationale is to foster in the Filipino youth a nationalistic
sentiment both for their appreciation and emulation.

As Rizal’s vision is anchored best on thoughts expressed not only through his actual achievement in the social
circles he moved in, but more importantly in his writings, a meticulous consideration of them is assigned literary
textual analysis and evaluation.

This module focuses on the laws concerning Rizal- his ideas, works, and even Rizal’s day. This is an introductory
part of the course which builds a foundation in studying his life.

LESSON PROPER
Laws on Rizal

There are at least two Republic Acts and two Memorandum Orders pertaining to Jose Rizal:

1. Republic Act N. 1425 or the Rizal Law

2. Republic Act No. 229 or the Celebration of Rizal Day’
3. Memorandum Order No. 247 by President Fidel V. Ramos
4. CHED Memorandum No. 3, s 1995 by Commissioner Mona D. Valismo.

Introduction about the Rizal Law

• Republic Act 1425: Rizal Law was authored by Senator Claro M. Recto
• It was signed by President Ramon Magsaysay on June 12, 1956
• It requires the implementation of the Rizal course as a requirement for graduation in all non-
degree and degree courses in the tertiary education
• It includes the life, works, and writings of Jose Rizal, particularly his novels, Noli Me Tangere
and El Filibusterismo.
• On August 16, 1956, the Rizal Law took effect
Aims of Rizal Law

• Recognize the relevance of Jose Rizal ideas, thoughts, teaching, and life-values to present
conditions in the community and country and apply them in the solution to day to day situations
and problems of contemporary life.
• Develop an understanding and appreciation of the qualities, behavior, and character of Rizal
and thus foster the development of moral character and personal discipline.

The goals set by the Board on National Education (Capino et.al, 1997)

• Recognize the relevance of Rizal’s ideas, thoughts, teachings, and life values to present conditions in
the Community;
• Apply Rizal’s ideas in the solution of day-to-day situations and problems in contemporary life;
• Develop an understanding and appreciation of the qualities and behavior and character of Rizal; and
• Forster development of moral character, personal discipline, citizenship, and vocational efficiency
among the Filipino Youth.

REPUBLIC ACT NO. 1425

AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS,

COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE
RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO,
AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES

WHEREAS, today, more than any other period of our history, there is a need for a re-dedication to the
ideals of freedom and nationalism for which our heroes lived and died;

WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we
remember with special fondness and devotion their lives and works that have shaped the national
character;

WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El
Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth,
especially during their formative and decisive years in school, should be suffused;

WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the
State, and all schools are enjoined to develop moral character, personal discipline, civic conscience
and to teach the duties of citizenship; Now, therefore,

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

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

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

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

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

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

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

Approved: June 12, 1956

Senate Bill No. 438

House Bill No. 5561

Archbishop of Manila - bishop Rufino Santos

Mayor of Manila – Arsenio Lacson

What is the RA 1425 or the Rizal Law?

RA 1425, also commonly known as Rizal Law,
was a law signed by President Ramon
Magsaysay on June 12, 1956 that requires all
schools in the country include Rizal’s life, works
and writings in the curriculum. The rationale
behind the law was that there is a need of
rekindle and deepen the sense of nationalism
and freedom of the people, especially of the
youth. The law sought to cultivate character,
discipline, and conscience and to teach the
obligations of citizenship. Libraries are required to keep sufficient copies of Rizal’s writings, especially Noli Me
Tangere and El Filibusterismo. Language barrier and poverty-related restrictions were taken out of the equation
with provisions such as translation of Rizal’s writings into English, Filipino and other major Philippine Languages
and the free charge distribution through Purok Organizations and Barrio Councils.

The main proponent of the law was Senator Claro M. Recto who was met by protestants from the Catholic
Church. Senator Jose P. Laurel Sr., then Chairman of the Committee on Education sponsored the bill in the
senate.

The Making of Rizal Law?

In 1956, Senator Jose P. Laurel filed Senate Bill 448 of the Rizal Bill. Its passage was rough due to several
persons who tried to block its approval.
Notable persons who tried to block its approval:

• Decoroso Rosales- brother of Archbishop (Cardinal) Rosales

• Francisco “Soc” Rodrigo- President of Catholic Action of the Philippines
• Mariano Cuenco- brother of Archbishop Cuenco
• Jesus Paredes- radio commentator
• Jesus Cavana- member of the Paulist Order who wrote a pastoral letter
• The friars

Intentions/Reasons of Perrsons who blocked the approval of Rizal Bill

• The Noli Me Tangere and El Filibusterismo are very damaging to the clerics
• The novels were written when Dr. Jose Rizal, estranged from Catholic faith and religion and contradict,
many Christina beliefs.
• To compel Catholic students to read a book which contains passages contradicting their faith
constitutes a violation of a Philippine constitutional provision (Art 3, Sec1, Par. 7)
• The novels do contain teachings contrary to Catholic faith and so, the Church is opposed to the
proposed compulsory reading in their entirety of such books in any school in the Philippines where
Catholic students may be affected.

Notable persons who fought for its approval:

• Jose P. Laurel
• Claro M. Recto
• Other Illustrious Nationalists

Intentions/Reasons of Persons who pushed for the approval of Rizal Bill

• There is a need for rededication to the ideals of freedom and nationalism for which our heroes lived and
died.
• There is a need to remember with special fondness and devotion the lives and works of our heroes who
shaped the national character.
• The life, works and writings of Dr. Jose Rizal particularly, his novels Noli Me Tangere and El
Filibusterismo are constant and inspiring source of patriotism with which the minds of the youth,
especially during their formative and decisive years in school, should be suffused.
• There is a need to develop moral character, personal discipline, civic conscience and to teach the
duties of citizenship.

REPUBLIC ACT NO. 229

AN ACT TO PROHIBIT COCKFIGHTING, HORSE RACING AND JAI-ALAI ON THE THIRTIETH

DAY OF DECEMBER OF EACH YEAR AND TO CREATE A COMMITTEE TO TAKE CHARGE OF
THE PROPER CELEBRATION OF RIZAL DAY IN EVERY MUNICIPALITY AND CHARTERED
CITY, AND FOR OTHER PURPOSES

SECTION 1. The existing laws and regulations to the contrary notwithstanding, cockfighting, horse
racing and jai-alai are hereby prohibited on the thirtieth day of December of each year, the date of the
martyrdom of our great hero, Jose Rizal.

SECTION 2. It shall be the official duty of the mayor of each municipality and chartered city to create
a committee to take charge of the proper observance of Rizal Day Celebration of each year, in which
he shall be the chairman, which shall be empowered to seek the assistance and cooperation of any
department, bureau, office, agency or instrumentality of the Government, and the local civic and
educational institutions. Among the ceremonies on Rizal Day shall be the raising of the Philippine flag
at half mast in all vessels and public buildings.

SECTION 3. Any person who shall violate the provisions of this Act or permit or allow the violation
thereof, shall be punished by a fine of not exceeding two hundred pesos or by imprisonment not
exceeding six months, or both, at the discretion of the court. In case he is the mayor of a municipality
or a chartered city he shall suffer an additional punishment of suspension from his office for a period
of one month. In case of partnerships, corporations or associations, the criminal liability shall devolve
upon the president, director, or any other official responsible for the violation thereof.

SECTION 4. This Act shall take effect upon its approval.

Approved: June 9, 1948

Explanation:

Rizal Day

Mangubat gave three reasons explaining why Rizal's death served as a turning point to the nationalistic
hopes of the countrymen: First is that it served as a signal to the Katipunan to raise up arms against
the Spaniards and begin the revolution. It is important to note that it was not formed after the death of
Rizal, rather, the event at Bagumbayan on December 30 crystallized the motives of the organization.
Second, his execution also served as a realization to the elite that they weren't an exemption to the
despotism of the Spanish rule. Many other sectors joined in the Katipunan as the revolutionary and
nationalistic mind began to settle on them. Lastly, because the event happened at the turn of the
century, it was also significantly considered as a "New Beginning" for the country.

Emilio Aguinaldo gave the first decree to declare December 30 as "national day of mourning" and as
anniversary of Jose Rizal's death. To observe this, he ordered that all flags must be hoisted at half-
mast on December 29 and on the following day, there would be no government offices. The first ever
monument of Rizal erected was on Daet, Camarines Norte and its unveiling is simultaneous to the first
observance of Rizal Day on December 30, 1898 by the Club Filipino. February 1, 1902, the Philippine
Commission ordained Act no. 345 which issues December 30 as Rizal Day and as national holiday
observed each year.

According to Ambeth Ocampo, oftentimes, heroes are remembered more on their deaths than their
births. However, Mangubat mentions that the death of Rizal would not have that been more meaningful
were it not for birth and life spent for the betterment of our country. There are many moves that wish to
change the date of Rizal Day to June 19 because it has a more positive sense and that it is close to
June 12 and May 28 which are the Philippine Independence Day and the National Flag Day,
respectively. On the other hand, December 30 is nearer to the much more celebrated holidays of
Christmas and New Year which often overshadow the hero's celebration. For me personally, although
his birth date is a much more joyous celebration, his death can be a better perspective to look at the
entirety of Rizal's life and why he was willing to die for the sake of his love for the country.

MEMORANDUM ORDER No. 247

DIRECTING THE SECRETARY OF EDUCATION, CULTURE AND SPORTS AND THE CHAIRMAN
OF THE COMMISSION ON HIGHER EDUCATION TO FULLY IMPLEMENT REPUBLIC ACT NO.
1425 ENTITLED "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, Republic Act No. 1425 approved on June 12, 1956, directs all schools, colleges and
universities, public and private, to include in their curricula, courses on the life, works and writings of
Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo which "are a constant and
inspiring source of patriotism with which the minds of the youth, especially during their formative and
decisive years in school should be suffused;"

WHEREAS, according to Dr. Rizal, "the school is the book in which is written the future of the nation;"

WHEREAS, in 1996, the Filipino people will commemorate the centennial of Rizal’s martyrdom and,
two years thereafter, the centennial of the Declaration of Philippine Independence; and
WHEREAS, as we prepare to celebrate these watershed events in our history, it is necessary to
rekindle in the heart of every Filipino, especially the youth, the same patriotic fervor that once
galvanized our forebears to outstanding achievements so we can move forward together toward a
greater destiny as we enter the 21st century.

NOW, THEREFORE, I FIDEL V. RAMOS, President of the Republic of the Philippines, by virtue of
the powers vested in me by law, hereby direct the Secretary of Education, Culture and Sports and the
Chairman of the Commission on Higher Education to take steps to immediately and fully implement
the letter, intent and spirit of Republic Act No. 1425 and to impose, should it be necessary,
appropriate disciplinary action against the governing body and/or head of any public or private school,
college or university found not complying with said law and the rules, regulations, orders and
instructions issued pursuant thereto.

Within thirty (30) days from issuance hereof, the Secretary of Education, Culture and Sports and the
Chairman of the Commission on Higher Education are hereby directed to jointly submit to the
President of the Philippines a report on the steps they have taken to implement this Memorandum
Order, and one (1) year thereafter, another report on the extent of compliance by both public and
private schools in all levels with the provisions of R.A. No. 1425.

This Memorandum Order takes effect immediately after its issuance.

DONE in the City of Manila, this 26th day of December in the year of Our Lord, Nineteen Hundred
and Ninety-Four.

Former President Fidel V. Ramos in 1994 through Memorandum Order no.247, directed the Secretary of
Education, Culture and Sports and the Chairman of the Commission on the Higher Education to fully implement
the RA 1425.

CHED MEMORANDUM NO. 3,s. 1995

Commission on Higher Education

Office of the President of the Philippines

January 13, 1995

CHED Memorandum

No.3,s. 1995

To:
Head of State Colleges and Universities
Head of Private Schools, Colleges and Universities
Office of the President Memorandum Order No. 247

Re: Implementation of Republic Act No. 1425

1. Enclosed is a copy of Memorandum Order No. 247 dated December 26, from the Office of the
President of the Philippines entitled, "Directing Secretary of Education, Culture and Sports and
the CHAIRMAN OF COMMISSION ON HIGHER EDUCATION to fully implement the Republic
Act No. 1425 entitled "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" for guidance of all concerned.
2. Strict compliance therewith is requested.

(sgd) MONA D. VALISNO

Commissioner
Officer-in-Charge

WHY STUDY RIZAL?

Aside from those mentioned above, there are other reasons for teaching the Rizal course in
Philippine schools:

1. To recognize the importance of Rizal’s ideals and teachings in relation to present conditions
and situations in the society.
2. To encourage the application of such ideals in current social and personal problems and
issues.
3. To develop an appreciation and deeper understanding of all that Rizal fought and died for.
4. To foster the development of the Filipino youth in all aspects of citizenship.

Take note, Rizal’s legacy is very important in changing the condition of our present society. His
teachings challenge us all Filipinos to make a difference for the future of our country by living the
teachings of Rizal. Likewise, it teaches us to be more responsible and braver enough to face the
challenges in our present society by acting on the principles that Rizal had strongly spoken and lived.

REFERENCES

Textbooks:

(1987) Philippine Constitution

Clemente, J. et . al., (2019) The life and Works of Rizal: Outcome Based Module
De Viana, A , et al., (20180 Jose Rizal: Social Reformer and Patriot ( a study of His Life and Times )
Obias, R. et, al. ,(2019) Life and Works of Jose Rizal Romero, M. et. al., (2000). Rizal and the
development of national consciousness. Quezon City, JMC Press Inc.
Zulueta, F. (2004). Rizal : life, works, and ideals. Mandaluyong City,National Book Store.

PICTURE

Rizal Day in Philippines in 2020 https://www.officeholidays.com/holidays/philippines/rizal-day\

Rizal Law https://www.wikiwand.com/en/Rizal_Law

CODE 628 | Life and Works of Rizal
MODULE 1

WEEK 2 LESSON
WEEK 2

Lesson 1: A Panoramic Survey (the Philippines in the 19th century)

INTRODUCTION

The essence of the life of Rizal is marked by the conditions that existed during his lifetime in the Philippines and around the world, particularly in Europe. Rizal is the
product of his era and his message sets forth as human declaration that all human beings are born free and equal in dignity and rights.

The 19th century stands out as an extremely dynamic and creative age especially in Europe and the United States. During this period such concepts as industrialism,
democracy, and nationalism gained ascendancy and triggered revolutionary changes in science, technology, economics, and politics. These changes enabled man to
achieve the heights of prosperity and dignity.

However, 19th century Philippines was largely medieval, although signs of progress or change were noted in certain sectors. Its social and economic structure was based
on the old feudalistic patterns of abuse and exploitation of the indio. Earlier, clamor for reforms had mentioned unheeded; social and discontent caused confusion among
the people.

LESSON PROPER

THE PHILIPPINES IN THE 19th CENUTRY

SOCIAL STRUCTURE:

The Philippine society was predominantly feudalistic- the result of the Spanish land holding system imposed upon the country with the arrival of the
conquistadores. An elite class exploited the masses, fostered by the “massive slave” relationship between the Spaniards and the Filipinos. The Spaniards exacted all
forms of taxes and tributes, and drafted the natives for manual labor. Consequently, the poor became poorer and the rich wealthier.

The Pyramidal structure:

1. APEX (TOP)
2. peninsulares – spanish-born took the highest position in the society and (b) friars.
3. MIDDLE CLASS – favored rich natives, mestizos (half breed), creoles (Philippine-born Spaniards)
4. BASE – indios were looked down upon; the indios were typically the native Filipinos.

Racial discrimination was prevalent as the Spanish born peninsulares were given the highest offices and positions in society. While the criollos, the Philippine-born
Spaniards, the half breed or mestizos, enjoyed second priority and the native or indios were look down upon.

This shows the structure of the Philippine government and its function. Unluckily, there were abuses of the officials in their power to hold public office. So,
below are the specified sources of abuses and sometimes corruption by the officials in the administrative system.

The main cause of the administrative system was the appointment of officials with inferior qualifications, and without dedication to duty, and moral strength to resist
corruption for material advancement.
These officials were given duties and powers and privileges.
Another is the Union of the Church and the State.
The principal officials of the Administrative system obtained their position by royal appointment, while the rest of the position were either filled by the governor
general himself or were sold to the highest bidder.
POLITICAL SYSTEM:

Spain governed the Philippines through the Ministro de Ultramar (Ministry of the Colonies) that was established in Madrid on 1863. This body helped the Spanish
monarch manage the affairs of the colonies and govern the Philippines through a centralized machinery exercising:

Executive
Legislative
Judicial and
Religious powers.

The Governor General appointed by the Spanish monarch headed the central administration in Manila, He was the king’s representative in all state and
religious matters and as such he exercised extensive powers. He issued executive orders and proclamation and he had supervision and disciplinary powers
over all government officials. He was the commander in chief of the armed forces of the Philippines. He had supreme authority in financial matters until
1784. He also exercised legislative powers with his cumplase. Cumplase is the power of the Governor-General to disregard or suspend a Royal decree if the
condition in the colony does not warrant it.By which he could disregard or suspend any law or royal decree from Spain. An ex-officio president of the Royal
Audiencia until 1861. He enjoyed religious duty gave him the prerogative to nominate priest to ecclesiastical positions and control the finances of the
missions.

POLITICAL STRUCTURE DURING SPANISH REGIME

In terms of its Political Structure, Spain governed the Philippines through the Ministro de Ultramar.

Ministry of the Colonies established in 1863

It helped the Spanish monarchs manage the affairs of the colonies
Governed the Philippines through a centralized machinery
Exercising executive, legislative, judicial and religious powers

The Governor General- As the King's representative and the highest-ranking official in the Philippines, the governor general saw to it that royal decrees and
laws emanating from Spain were implemented in the Philippines. He had the power to appoint and dismiss public officials, except those personally chosen
by the King. He also supervised all government offices and the collection of taxes.
The governor general exercised certain legislative powers, as well. He issued proclamations to facilitate the implementation of laws.

The Residencia- This was a special judicial court that investigates the performance of a governor general who was about to be replaced. The residencia, of
which the incoming governor general was usually a member, submitted a report of its findings to the King.

The Visita- The Council of the Indies in Spain sent a government official called the Vistador General to observe conditions in the colony. The Visitador
General reported his findings directly to the King.

The Royal Audiencia- Apart from its judicial functions, the Royal Audiencia served as an advisory body to the Governor General and had the power
to check and a report on his abuses. The Audiencia also audited the expenditures of the colonial government and sent a yearly report to Spain. The
Archbishop and other government officials could also report the abuses of the colonial government to be Spanish king. Despite all these checks, however, an
abusive governor general often managed to escape stiff fines, suspension, or dismissal by simply bribing the Visitador and other investigators.

The Provincial Government- The Spaniards created local government units to facilitate the country’s administration. There were two types of local
government units – the alcadia and the corregimiento. The alcadia, led by the alcalde mayor, governed the provinces that had been fully subjugated: the
corregimiento, headed by corregidor, governed the provinces that were not yet entirely under Spanish control. The alcalde mayors represented the Spanish
king and the governor general in their respective provinces. They managed the day-to-day operations of the provincial government, implemented laws and
supervised the collection of taxes. Through they were paid a small salary, they enjoyed privileges such as the indulto de comercio, or the right to participate
in the galleon trade.

The Municipal Government- Each province was divided into several towns or pueblos headed by Gobernadordcillos, whose main concerns were efficient
governance and tax collection. Four lieutenants aided the Governardorcillo: the Teniente Mayor (chief lieutenant), the Teniente de Policia (police lieutenant),
the Teniente de Sementeras (lieutenant of the fields) and the Teniente de Ganados (lieutenant of the livestock).

SOURCES OF ABUSES IN THE ADMINISTRATIVE SYSTEM

The main cause of weakness of the administrative system was the appointment of officials with inferior qualifications -without dedication to duty, no moral
strength to resist corruption. The kind of officials sent in the Philippines were corrupt, abusive and unqualified officers. They were not equipped to any public
office. This was the reason why instead of focusing on their role as public officers to form a good and well nation, they focused on getting wealth through
corruption. The worse thing was that, they became brutal and abusive to native Filipinos to the extent that they executed most of our fellow native Filipinos
who fought and resisted against them.
There was also complication in the situation between the union of the church and state. The priest or what we call the “Friars” also became powerful, cruel
and corrupt. FRIARS. The missionaries or the friars as they were known, played a major role not only in propagating the Christian faith but also in the
political, social, economic and cultural aspects of the Filipinos. Aside from spreading the word of God, they helped in pacifying the country.The checks
adopted by Spain to minimize abuses either proved ineffective or discouraged the officials appointed by the King of Spain were ignorant of Philippine needs.
This was the reason behind their bad motives to our Philippine nation.

The most corrupt branch of government was the alcaldias. Dishonest and corrupt officials often exacted more tributes than required by law and pocketed the
excess collections. They also monopolized provincial trade and controlled prices and business practices. The parish priests could check this anomaly but in
many cases they encouraged the abuses in exchange for favors.

Participation in the government of the natives was confined to the lowest offices. They participate only as gobernadorcillo of a town and cabeza de barangay
of a barrio. The position of gobernadorcillo was honorary entitled to two pesos/month. The natural and constitutional rights and liberties of the indios were
curtailed. Homes were searched without warrants. People were convicted and exiled for being filibusteros Books, magazines and other written materials
could not be published without the approval of the Board of Censors

THE EDUCATIONAL SYSTEM

There was no systematic government supervision of schools. The teaching methods was obsolete. There was a limited curriculum and poor classroom
facilities and there was an absence of teaching materials.
The friars inevitably occupied a dominant position in the Philippine educational system. Religion was the main subject in the schools. Fear of God was
emphasized and obedience to the friars was instilled.
Indios were constantly reminded that they had inferior intelligence and were fit only for manual labor. These practices resulted in a lack of personal
confidence and a development of inferiority complex.
Students memorized and repeated the contents of books which they did not understand. Teacher discrimination against Filipinos was present.
The friars were against the teaching of Spanish in the Philippines. They believed that the knowledge of the Spanish language would encourage the people to
oppose Spanish rule. Indios might be inspired by the new ideas of freedom and independence, so they isolate Filipinos in the light of intellectual attainment.
Since racial discrimination is rampant Indios were not allowed to study and they are only good for manual labor and students/pupils before were only to
memorize and repeated the contents of books, religion also was the main subject in the schools in order for them to inculcate in their mind the Fear of God.
As seen above the educational system Filipinos were left behind because of discrimination, after sometime the Filipinos allowed to study in the Philippines
and in abroad.
Ateneo de Manila / Escuela Pia and College of San Juan de Latran

Only school offering secondary education in the Philippines

At the end of the Spanish period, the College of San Juan de Letran was the only official secondary school in the Philippines although secondary education
was offered at the Ateneo de Manila. Seven provinces had private colleges and Latin schools for general studies, and Secondary Education for girls was
furnished by five colleges in Manila. These are:

Santa Isabel
La Concordia
Santa Rosa
Looban
Santa Catalina

Up the end of the Spanish regime, the University of Santo Tomas was the only institution in the University level of Manila. Initially established solely for
Spaniards and mestizos, it opened its doors to Filipino students for decades before the end of the Spanish rule.

Felipe Buencamino

In 1820, he led the petition criticizing the Dominican methods of instruction in UST, clamored for better professors and demanded government control their
University thru anonymous letters.

1855 – Governor Crespo organized the commission to study and recommend remedial measures to improve elementary education in the Philippines.

Educational Decree of 20 December 1863

Orders the establishment of at least one primary school for boys and girls in each major town in the Philippines.

Escuela Normal Elemental

School of teachers for the primary school under the Jesuits supervision (1865)
Subsequently became a training school for male teachers for work in the secondary schools. (1893)

Educational Decree of 1863

Issued to establish teacher trainings schools and to have a government supervision of the public school system.
Friars continued protecting their interest by blocking Madrid orders regarding education system (e.g. Monet Decree of 1870 – intended to secularize higher
education in the colony)
One cannot fully understand Rizal’s thought without understanding the social and political context of the 19th century. So for us to fully understand the sentiments of Riza,
we need to understand first the era where he lived and suffered. Social scientists marked the 19th century as the birth of modern life as well as the birth of many nation-
states around the world.

REFERENCE

Textbooks:
Zulueta, F. (2004). Rizal : life, works, and ideals. Mandaluyong City,National Book Store.
Clemente, J. et . al., (2019) The life and Works of Rizal: Outcome Based Modelu
Obias, R. et, al. ,(2019) Life and Works of Jose Rizal

Journals
Nery, J. (2011). Revolutionary spirit: jose rizal in southeast asia. Institute of Southeast Asian Studies, Singapore.
Ernesto Thadeus, M. (2017) Reading Rizal; a literary approach on the study of the life and works of Rizal,Philippine Daily Inquirer

Online Reference
Lasco, G. (2017). Following Rizal;’s Footsteps in Europe. https://opinioninquirer, net104792/following-rizals-footsteps-europe. Published Online-2017
Curaming, R. (2017) Rizal and the rethinking of the Analytics of Malayness. https//www. Tandfonline.com. Published Online:September 25, 2017

Pictures
The Philippines in the 19th century https://dimasalanglaonglaan.wordpress.com/philippines-in-the-19th-century/
 RZAL 1013 (Life and works of Rizal)
AY 2021-2022

Lesson III & IV: Rizal and Theory of Nationalism

The Nation as Imagined Community

Topic: Rizal and Theory of Nationalism/ The Nation as Imagined Community

Learning Outcomes: At the end of this module, you are expected to:
a. Discuss the concept of nationalism;
b. Discuss some of the literary pieces of Rizal;
c. Identify the events that contributed to the awakening of
national consciousness; and
d. Cite ways and situations in which nationalism and patriotism
are manifested.

LEARNING CONTENT

INTRODUCTION

T
oday we will discuss about the Birth of National
Consciousness and Filipino Nationalism, the
reasons why Rizal was considered a National
Hero and the service given and sacrificed by him for the
sake of our Country. We will also discuss the reasons
why our nation is considered as an imagined community.

LESSON PROPER

Rizal and the Theory of Nationalism

J
osé Rizal, the national hero of the Philippines, is not only admired
for possessing intellectual brilliance but also for taking a stand
and resisting the Spanish colonial government. While his death
sparked a revolution to overthrow the tyranny, Rizal will always be
remembered for his compassion towards the Filipino people and the
country.

José Protasio Rizal Mercado Y Alonso Realonda was born on June

19, 1861 to Francisco Mercado and Teodora Alonzo in the town of
Calamba in the province of Laguna. He had nine sisters and one
brother. At the early age of three, the future political leader had already
learned the English alphabet. And, by the age of five, José could
already read and write.

When he enrolled in the Ateneo Municipal de Manila (now referred to as Ateneo De Manila University),
he dropped the last three names from his full name, after his brother’s advice – hence, his more popular
name José Protasio Rizal. His performance in school was outstanding – winning various poetry
contests, impressing his professors with his familiarity of Castilian and other foreign languages, and
crafting literary essays that were critical of the Spanish historical accounts of pre-colonial Philippine
societies.

A man with multiple professions. While he originally

obtained a land surveyor and assessor’s degree in Ateneo,
Rizal also took up a preparatory course on law at the
University of Santo Tomas (UST). But when he learned that
his mother was going blind, he decided to switch to medicine
school in UST and later on specialized in ophthalmology. In
May 1882, he decided to travel to Madrid in Spain, and
earned his Licentiate in Medicine at the Universidad Central
de Madrid.

Apart from being known as an expert in the field of medicine, a poet, and an essayist, Rizal exhibited
other amazing talents. He knew how to paint, sketch, and make sculptures. Because he lived in Europe
for about 10 years, he also became a polyglot – conversant in 22 languages. Aside from poetry and
creative writing, Rizal had varying degrees of expertise in architecture, sociology, anthropology,
fencing, martial arts, and economics to name a few.

His novels awakened Philippine nationalism Rizal had

been very vocal against the Spanish government, but
in a peaceful and progressive manner. For him, “the
pen was mightier than the sword.” And through his
writings, he exposed the corruption and wrongdoings
of government officials as well as the Spanish friars.

While in Barcelona, Rizal contributed essays, poems,

allegories, and editorials to the Spanish newspaper, La
Solidaridad. Most of his writings, both in his essays and
editorials, centered on individual rights and freedom,
specifically for the Filipino people. As part of his
reforms, he even called for the inclusion of the
Philippines to become a province of Spain.

But, among his best works, two novels stood out from the rest – Noli Me Tángere (Touch Me Not)
and El Filibusterismo (The Reign of the Greed).
 In both novels, Rizal harshly criticized the Spanish colonial rule in the country and exposed the ills of
Philippine society at the time. And because he wrote about the injustices and brutalities of the Spaniards
in the country, the authorities banned Filipinos from reading the controversial books. Yet they were not
able to ban it completely. As more Filipinos read the books, their eyes opened to the truth that they
were suffering unspeakable abuses at the hands of the friars. These two novels by Rizal, now
considered his literary masterpieces, are said to have indirectly sparked the Philippine Revolution.

Upon his return to the Philippines, Rizal formed a

progressive organization called the La Liga Filipina. This
civic movement advocated social reforms through legal
means. Now Rizal was considered even more of a threat
by the Spanish authorities (alongside his novels and
essays), which ultimately led to his exile in Dapitan in
Northern Mindanao.

This however did not stop him

from continuing his plans for reform. While in Dapitan, Rizal built a school,
hospital, and water system. He also taught farming and worked on
agricultural projects such as using abaca to make ropes.

Rizal was granted leave by then Governor-General Blanco, after

volunteering to travel to Cuba to serve as doctor to yellow fever victims. But
at that time, the Katipunan had a full-blown revolution and Rizal was accused
of being associated with the secret militant society. On his way to Cuba, he
was arrested in Barcelona and sent back to Manila to stand for trial before
the court martial. Rizal was charged with sedition, conspiracy, and rebellion
– and therefore, sentenced to death by firing squad.

Days before his execution, Rizal bid farewell to his motherland and countrymen through one of his final
letters, entitled Mi Ultimo Adiós or My Last Farewell. Dr. José Rizal was executed on the morning of
December 30, 1896, in what was then called Bagumbayan (now referred to as Luneta). Upon hearing
the command to shoot him, he faced the squad and uttered in his final breath: “Consummatum est” (It is
finished). According to historical accounts, only one bullet ended the life of the Filipino martyr and hero.

His legacy lives on after his death, the Philippine

Revolution continued until 1898. And with the assistance
of the United States, the Philippines declared its
independence from Spain on June 12, 1898. This was the
time that the Philippine flag was waved at General Emilio
Aguinaldo’s residence in Kawit, Cavite.

Some Literary Pieces of Dr. Jose Rizal

• To the Filipino Youth

Rizal wrote this literary poem when he was still studying at the University of Sto. Tomas (UST).
Originally written in Spanish (A la juventud filipina), Rizal submitted this piece for a poem contest
organized for Filipinos by the Manila Lyceum of Art and Literature. At the age of 18, this work is
beaming with strong messages to convince readers, the youth in particular, that they are the
hope of the nation. He also stresses the importance of education to one’s future. Rizal won the
first prize and was rewarded with a feather-shaped silver pen and a diploma.
 • Goodbye to Leonor
This literary piece gives an insight into the romantic relationship of Rizal and his beloved, Leonor
Rivera. The two met when in the province of Dagupan when Rivera was only 13-years-old.
Rivera’s parents were not in favor of their relationship and though distance separated them, the
two kept in touch by sending letters and photographs to each other. Rizal later found out that
her lady love would soon tie the knot with Henry Kipping, and the news definitely disheartened
him. The lonely, heartbreaking feelings he felt, resulted in this melancholic poem.
• To the Young Women of Malolos
Addressed to the Filipino women, Rizal’s letter entitled To The Young Women of Malolos reflects
his inheritance and issues reminders to Filipino women. In his letter, he addresses all kinds of
Filipino women – mothers, wives, and even the single women. Throughout this literary piece, he
highlights the qualities that Filipino mothers should possess, the duties of wives to their
husbands and children, and a counsel on how young women should choose their lifetime
partners. The idea behind this letter sparked after he was impressed by the women of Malolos
who won the battle they fought. Rizal advises women to educate themselves, protect their dignity
and honor, and live with good manners – setting up as a role model.

• Hymn to labor
Jose Rizal’s patriotism is shown in this poem where he urges his fellowmen to strive and work
for their country whether in war or in peace. This poem was originally written in Tagalog
as Imno sa Paggawa.

• Noli Me Tángere
One of the most sought-after books in Philippine literature until today, is Rizal’s famous novel
titled Noli Me Tángere (Touch Me Not). Driven by his undying love for his country, Rizal wrote
the novel to expose the ills of Philippine society during the Spanish colonial era. At the time, the
Spaniards prohibited the Filipinos from reading the controversial book because of the unlawful
acts depicted in the novel. Yet they were not able to ban it completely and as more Filipinos read
the book, it opened their eyes to the truth that they were being manhandled by the friars. In this
revolutionary book, you’ll learn the story of Crisostomo Ibarra, how he dealt with Spanish
authorities, and how he prepared for his revenge, as told in Rizal’s second book, El
Filibusterismo.

• El Filibusterismo
This is Rizal’s sequel to his first book, Noli Me Tángere. In El Filibusterismo (The Reign of the
Greed), the novel exhibits a dark theme (as opposed to the hopeful atmosphere in the first novel)
in which it depicts the country’s issues and how the protagonist attempts a reform. The story
takes place 13 years after Noli Me Tángere, where revolutionary protagonist Crisostomo Ibarra
is now under the guise of Simoun – a wealthy jewelry tycoon. Because the novel also portrays
the abuse, corruption, and discrimination of the Spaniards towards Filipinos, it was also banned
in the country at the time. Rizal dedicated his second novel to the GOMBURZA – the Filipino
priests named Mariano Gomez, Jose Apolonio Burgos, and Jacinto Zamora who were executed
on charges of subversion. The two novels of Rizal, now considered as his literary masterpieces,
both indirectly sparked the Philippine Revolution.

• Kundiman

A kundiman traditionally refers to a love song where a man serenades the woman he loves. For
scholars, this word was derived from the Tagalog phrase “Kung Hindi man” (if it should not be
so) which suggests that people put their faith in a Higher Being who decides whether or not
something is meant for them. But in Rizal’s literary work, he wrote a kundiman to profess his
intense love for his motherland. This piece reflects his high hopes that one day, the Philippines
would be free from treachery and injustice. At the time, the country faced great threats while he
was in Europe. And, through this work, he voices his hopeful thoughts despite being far away
from the country.

Today, Rizal’s literary works, specifically his two novels, are alive and continuously being analyzed by
students and professionals. Colleges and universities in the Philippines even require their students to
take a subject which centers around the life and works of Rizal. Through his work, the country’s national
hero is always remembered and looked upon with high regard for his contribution towards the Philippine
independence.

The Birth of National Consciousness

Filipino Nationalism

Filipino Nationalism is an upsurge of patriotic sentiments and nationalistic ideals in the Philippines of
the 19th century that came consequently as a result of more than two centuries of Spanish rule and as
an immediate outcome of the Filipino Propaganda Movement (mostly in Europe) from 1872 to 1892. It
served as the backbone of the first nationalist revolution in Asia, the Philippine Revolution of 1896.

The Creole Age (1780s-1872)

The term 'Filipino' in its earliest sense referred to

Spaniards born in the Philippines or Insulares and
from which Filipino Nationalism began. Traditionally,
the Creoles had enjoyed various government and
church positions—composing mainly the majority of
the government bureaucracy itself. The decline of
Galleon Trade between Manila and Acapulco and
the growing sense of economic insecurity in the later
years of the 18th century led the creole to turn their
attention to agricultural production. Characterized mostly in Philippine history as corrupt bureaucrats,
the Creole gradually changed from a very government-dependent class into capital-driven
entrepreneurs. Their turning of attention towards gild soil caused the rise of the large private haciendas.

The earliest signs of Filipino Nationalism could be seen in the writings of Luis Rodriquez Varela, a
Creole educated in liberal France and highly exposed to the romanticism of the age. Knighted under
the Order of Carlos III, Varela was perhaps the only Philippine Creole who was actually part of
European nobility. The court gazzette in Madrid announce that he was to become a Conde and from
that point on proudly called himself 'Conde Filipino'. He championed the rights of Filipinos in the islands
and slowly made the term applicable to anyone born in the Philippines. However, by 1823 he was
deported together with other creoles (allegedly known as Hijos del Pais), after being associated with a
Creole revolt in Manila led by the Mexican Creole Andres Novales.

Varela would then retire from politics but his nationalism was carried on by another Creole Padre
Pelaez, who campaigned for the rights of Filipino priests and pressed for secularization of Philippine
parishes. The Latin American revolutions and decline of friar influence in Spain resulted in the increase
of the regular clergy (friars) in the Philippines. Filipino priests were being replaced by Spanish friars
and Pelaez demanded explanation as to the legality of replacing a secular with regulars—which is in
contradiction to the Exponinobis. Pelaez brought the case to the Vatican almost succeeded if not for
an earthquake that cut his career short and the ideology would be carried by his more militant disciple,
Jose Burgos. Burgos in turn died after the infamous Cavite Mutiny, which was pinned on Burgos as his
attempt to start a Creole Revolution and make himself president or 'reyindio'. The death of Jose Burgos,
and the other alleged conspirators Mariano Gomez and Jacinto Zamora, seemingly ended the entire
creole movement in 1872. Governor-General Rafael de Izquierdo unleashed his reign of terror in order
to prevent the spread of the creole ideology—Filipino nationalism.

But the creole affair was seen by the other natives as a simple family affair—Spaniards born in Spain
against Spaniards born the Philippines. The events of 1872 however invited the other colored section
of the Ilustrado (intellectually enlightened class) to at least do something to preserve the creole ideals.
Seeing the impossibility of a revolution against Izquierdo and the Governor-General’s brutal reign
convinced the ilustrado to get out of the Philippines and continue propaganda in Europe. This massive
propaganda upheaval from 1872 to 1892 is now known as the Propaganda Movement. Through their
writings and orations, Marcelo H. delPilar, Graciano Lopez Jaena and Jose Rizal sounded the trumpets
of Filipino nationalism and brought it to the level of the masses. Rizal’s Noli me tangere and El
filibusterismo rode the increasing anti-Spanish sentiments in the islands and was pushing the people
towards revolution. By July 1892, an ilustrado mass man in the name of Andres Bonifacio established
a revolutionary party based on the Filipino nationalism that started with ' los hijos del pais'—Katipunan
ng mga Anak ng Bayan. Ideology turned into revolution and gave Asia its first anti-imperialist/nationalist
revolution by the last week of August 1896.

Causes of the Awakening of the Filipinos’ National Consciousness

The opening of Manila (1834) and other parts of the Philippine to foreign trade brought not only
economic prosperity to the country but also a remarkable transformation in the life of the Filipinos. As
the people prospered, their standard of living improved. They came into contact with foreign ideas and
with travelers from foreign lands. They read periodicals and books, including those brought in from
abroad. As a result, their mental horizons were broadened. They became discontented with the old
order of things and wanted social and political changes that were in harmony with the freer spirit of the
times.
Economic prosperity produced a new class of Filipinos–the intelligentsia–educated, widely read, and
enlightened individuals. Many Filipinos had learned Spanish, and some knew other Western languages
such as French, English, and German. Boldly patriotic, they discussed social and economic problems
and advocated reforms to remedy the evils of colonialism. Many of them sent their children to colleges
and universities not only in Manila but in Europe too. From the intelligentsia came patriotic leaders who
sowed the seeds of Filipino nationalism. Among these were Father Pedro Pelaez, Father Jose Burgos,
Dr. Jose Rizal, Marcelo H. delPilar, the Luna Brothers (Juan and Antonio), Jose ma. Panganiban,
Mariano Ponce, Graciano Lopez Jaena and Pedro A. Paterno.
Through the newly opened ports of the Philippines streamed liberal and modern idea. These ideas
were contained in books and periodicals brought in by ships form Europe. These included ideas of
freedom of the American and French revolutions and enlightened thoughts of Montesquieu, Rousseau,
Voltaire, Locke, Jefferson, and other philosophers of freedom. The Filipinos began to wonder at the
deplorable situation in the Philippines. In their minds sprouted the aspirations for reforms, justice, and
liberty.

The opening of the Suez Canal which was built by Ferdinand de Lesseps to world shipping on
November 17, 1869, linked the Philippines closer to Europe. It promoted the flow of ideas of freedom
into the Philippines.

Opening of the Philippines to world trade from 1834 to 1873

This stimulated the economic activities in the country which brought prosperity to some of the Filipinos
but most of all to the Chinese and the Spaniards. It resulted to the rise of a new social class referred to
as “Middle Class” or the “Illustrados”.

• Acquired material wealth

• Improved their social stature and influence

• Clamored for social and political equality with the colonial masters

Influx of Liberal Ideas

With the opening of the Philippines to world trade, European ideas freely penetrated the country in
form of printed books, newspapers, and treatises made available to the natives as they participated in
the process of exchange of goods and products. The new knowledge and current events they learned
and acquired outside affected their ways of living and the manner of their thinking.
The Rise of the Middle Class

The middle class or the Illustrado family sent members of their family particularly male children to study
abroad. These students would be exposed to European thoughts and would later lead in call for reforms
Filipino patriots and propagandist mostly came from this class.

Opening of Suez Canal

The Suez Canal was created by a French engineer named Ferdinand de Lesseps

This man-made canal made transportation easier, making the transfer of goods and ideas better and
faster. With the opening of this canal, the distance of travel between Europe and the Philippines was
significantly shortened and brought the country closer to Spain. With this canal, the trip was reduced to
only 32 days. The opening of the Suez Canal facilitated the importation of books, magazines and
newspapers with liberal ideas from Europe and America which eventually influenced the minds of Jose
Rizal and other Filipino reformists. Political thoughts of liberal thinkers like Jean Jacques Rousseau
(Social Contract), John Locke (/two Treatises of Government), Thomas Paine (Common Sense) and
others entered the country (Maguigad & Muhi 2001; 62).

The opening of this canal in 1869 further stimulated the local economy which give rise—as already
mentioned above--to the creation of the middle class of mestizos and illustrados in the 19th century.
The shortened route has also encouraged the ilustrados led by Rizal to pursue higher studies abroad
and learn liberal and scientific ideas in the universities of Europe. Their social interaction with liberals
in foreign lands has influenced their thinking on politics and nationhood.
Liberal Regime of Carlos Ma. Dela Torre

The first-hand experience of what it is to be liberal came

from the role modeling of the first liberal governor general
in the Philippines—Governor General Carlos Ma. Dela
Torre. Why Govenor Dela Torre was able to rule in the
Philippines has a long story. The political instability in
Spain had caused frequent changes of Spanish officials
in the Philippines which caused further confusion and
increased social as well as political discontent in the
country. But when the liberals deposed Queen Isabela II
in 1868 mutiny, a provisional government was set up and
the new government extended to the colonies the reforms
they adopted in Spain. These reforms include the grant of
universal suffrage and recognition of freedom and
conscience, the press, association and public assembly.
General Carlos Ma. De la Torre was appointed by the
provisional government in Spain as Governor General of
the Philippines (Romero et al 1978: 21).

The rule of the first liberal governor general in the person of General de la Torre became significant in
the birth of national consciousness in the 19th century. De la Torre’s liberal and pro-people governance
had given Rizal and the Filipinos during this period a foretaste of a democratic rule and way of life. De
la Torre put into practice his liberal and democratic ways by avoiding luxury and living a simple life.
During his two-year term, Governor De la Torre had many significant achievements. He encouraged
freedom and abolished censorship (Maguigad & Muhi 2001: 63). He recognized the freedom of speech
and of the press, which were guaranteed by the Spanish Constitution. Because of his tolerant policy,
Father Jose Burgos and other Filipino priests were encouraged to pursue their dream of replacing the
friars with the Filipino clergy as parish priests in the country (Zaide 1999: 217).

Governor De la Torre’s greatest achievement was the peaceful solution to the land problem in Cavite.
This province has been the center of agrarian unrest in the country since the 18thcentury because the
Filipino tenants who lost their land had been oppressed by Spanish landlords. Agrarian uprisings led
by the local hero, Eduardo Camerino, erupted several times in Cavite. This agrarian problem was only
solved without bloodshed when Governor De la Torre himself went to Cavite and had a conference with
the rebel leader. He pardoned the latter and his followers, provided them with decent livelihood and
appointed them as members of the police force with Camerino as captain.
✓ It was during his term as governor general that freedom of speech was allowed among the
Filipinos
✓ De la Torre was a well-loved leader because he was concern with the needs of the natives
✓ He ordered the abolition of flogging as punishment for military disobedience
✓ He implemented the Educational Decree of 1863 and the Moret Law which delimit
the secularization of educational institutions and allowed the government to take control among
different schools and academic institutions.

NATIONALISM

According to Gellner, “nationalism” is not the awakening of nations to self- consciousness: it invents
nations where they do not exist. The drawback to this formulation, however, is that Gellner is so anxious
to show that nationalism masquerades under false pretences that he assimilates “inventions” to
“fabrication” and falsity, rather than to “imagining” and creation.

RIZAL AND NATIONALISM

Acquiring a better understanding of Rizal’s life demands a deeper and more profound analysis of his
life and writings. His firm beliefs were the results of what he had seen and experienced during his
European days. Thus, to clear up vague thoughts about him requires a glimpse into his past. Rizal was
one of the elites who demands changes in the Philippine government during the Spanish colonization.
 • Together with his other ilustrado friends, Rizal voiced the inclusion of Filipinos as representatives
in the Cortes.
• Filipinization in churches and equal rights were among the requests made by Rizal to the
Spanish government.
• Rizal fought for equality with the Spaniards. Rizal and his fellow ilustrados wanted to acquire the
same education and wealth as the Spanish students and families in the Philippines have.

The unheard cries of the natives and the increasing fame of Rizal fueled revolts in the country. The
natives organized groups and continued to engage in bloody battles to acquire reforms and democracy.
Rizal’s writings made a huge impact on the minds of the native who wished to break free from the
abuses of the Spaniards. When Rizal was imprisoned, numerous plans to break him out of jail were
initiated by the revolting group but none of them prospered as Rizal preferred to engage in a bloodless
battle for independence.

The dilemma that Rizal faced was depicted in his two famous novels, the Noli and El Fili
In Noli Me Tangere, Rizal was represented by both Elias and Ibarra.

✓ In the chapter, “Voice of the Hunted,” Elias believed in the need for radical reforms in the armed
forces, priesthood, and administrative justice system. While, Ibarra did not agree with the reforms
Elias wanted and believed in the power of the authorities and the need for necessary evil.

✓ In the chapter, “Elias’ Story,” Elias saw the need for an armed struggle and resistance against the
opposing forces while Ibarra disagreed and believed that education was the key to make the people
liberated, so he encourages the building of schoolhouses to educate those who are worthy of it.

✓ In the chapter “Chase on the Lake,” Elias suddenly had a change of heart; he believed in reforms
while Ibarra became a filibuster, initiating revolution. This change of heart in Ibarra was a product of
hardships and the desire to attain personal vengeance

✓ This trend of vagueness continued in the novel El Fili, were Rizal was reflected in the characters of
Simoun, Basilio, and Padre Florentino.

✓ In the conclusion of the El Fili, Rizal has implied his resolution when in the story, he killed Simoun,
the promoter of revolution, and made Padre Florentino, an advocate of peace.

✓ In real life, Rizal reiterated his stand regarding this issue in his December 15 Manifesto when he
declared that he was against the revolution, and he favored the reform programs, especially
regarding education.

In the process of making circumstances favorable for both, his appeal was for reforms and education.
What would liberate the people was the massive movement of the natives united against the
oppressors. When Rizal died, the natives were able to push through their freedom with their strong
nationalism that had been heated up and strengthened by his artistic and realistic viewpoints in his
writings. He had influenced numerous natives to fight for independence.

The result of independence was very sweet for the Filipinos who fought and died for it, and it was a
regret feel that Rizal was not able to see that the revolution that he did not favor was what liberated his
people.

Nationalism usually springs from the consciousness of a national identity of being one people. It is that
all pervading spirit that binds together men of diverse castes and creeds, clans and colors, and unites
them into one people, one family, one nation with common aspirations and ideals (Anderson, 1983)

IMAGINED COMMUNITY

An IMAGINED COMMUNITY is a concept developed by Benedict Anderson in his 1983 book Imagined
Communities, to analyze nationalism. Anderson depicts a nation as a socially constructed community,
imagined by the people who perceive themselves as part of that group.
NATION

“An imagined political community- and imagined as both inherently limited and sovereign”.
(Benedict Anderson, Imagined Community)
It is an anthropological spirit, then I propose the following definition of the Nation: it is an imagined
community-and imagined as both inherently limited and sovereign.

• “Imagined” means that we will never meet the majority of

the community members. It is imagined because members
cannot all know each other. The members of even the
smallest nation will never know most their fellow-members,
meet them, or even hear of them. Yet in the minds of their
lives the image of their communion
• Nation as “limited” meaning that it co-exists with other
nations on the same plane. Also, because of finite
boundaries.
• “Sovereign” means that it is self-governing, not ruled by an
outside power (as in imperialism) or by a higher power (as
in older religious world news.) It is imagined as sovereign
because the concept was born in an age in which
enlightenment and Revolution were destroying the
legitimacy of the divinely-ordained, hierarchical dynastic
realm. It is imagined as sovereign because it is not religious
or monarchic.
• Finally, it is imagined as a community because, regardless
of the actual inequality and exploitation that may prevail in
each nation is always conceived as a deep, horizontal
comradeship.

National identity is a sense of a nation:

• as a cohesive whole
• as represented by distinctive traditions, culture, and language.

REFERENCES

Text Books:
Anderson, B. 1998. Introduction. In Imagine communities. Reflections on the origins of spread of
nationalism, 1-7. Revised Ed. London and New York: Verso Pasig City

Online References:
Ronica Valdeavilla, The Life and Legacy of José Rizal: National Hero of The Philippines, June2018
Retreived September 3, 2020 https://theculturetrip.com/asia/philippines/articles/the-life-and-legacy-of-
jose-rizal-the-philippines-national-hero/
Ronica Valdeavilla Writer27 April 2018
Retrived September 3, 2020 https://theculturetrip.com/asia/philippines/articles/the-8-most-important-
literary-works-by-jose-rizal/
 https://www.joserizal.com/to-the-philippines/

https://www.joserizal.com/hymn-to-
labor/#:~:text=Jose%20Rizal's%20patriotism%20is%20shown,in%20war%20or%20in%20peace

Learning Materials

1. Worksheet (teacher-made)

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 UNIVERSITY OF SAINT LOUIS
Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

First Semester
A.Y. 2021-2022

CORRESPONDENCE LEARNING MODULE

RZAL 1013 (Life and Works of Rizal)

Prepared by:

ANTHONY P. ANGELES
HAYDEN GONZALES
STELLA MARIE R. LUMABAN
RAY T. OBISPO, Ph. D
JEIZELLE MARIE T. QUINTO
RACHEL ANN SURLA
DARIN JAN C. TINDOWEN, Ph. D
ALVIC B. TORRES
Course Instructor

Reviewed by:

RENZ MARION C. GAVINO, MP

General Education Area

Recommended by:

VENUS I. GUYOS, Ph.D.

Academic Dean

Approved by:

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academics

RIZAL 1013- Life and works of Rizal | 1

 UNIVERSITY PRAYER

O God, wellspring of goodness and blessings, we give you thanks and praise as one Louisian
community. The graces You incessantly grant upon us and Your divine providence have sustained
our beloved University throughout the years of mission and excellence.

Having been founded by the Congregation of the Immaculate Heart of Mary, we pray that You
keep us committed and dedicated to our mission and identity to serve the Church and the society
as we become living witnesses to the Gospel values proclaimed by Jesus. For if we are steadfast
in our good and beautiful mission, our works will bring success not only to ourselves but also to
those whom we are bound to love and serve.

Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him to love You
above all things , may we also live believing that we are born for a greater purpose and mission as
we dwell in Your presence all the days of our life.

Grant all these supplications through the intercession of

Mother Mary and through Christ our Lord. Amen.

RIZAL 1013- Life and works of Rizal | 2

 CORRESPONDENCE LEARNING MODULE
RZAL 1013: Life and Works of Rizal
AY 2021-2022

Lesson V: Genealogy of Rizal and His Descendants

Topic: Genealogy of Rizal and His Descendants

At the end of this module, you are expected to:

Learning Outcomes: 1. Trace Genealogy of Rizal and His Descendants; and
2. Examine the family of Rizal and their influences to Rizal’s life.

DATE TOPICS ACTIVITIES

Sept 13-16 Genealogy of Rizal and His Read the lesson thoroughly
Descendants
Sept 17 Answer Assessment

LEARNING CONTENT

Introduction

J
ose Rizal lived in the nineteenth century, a period in
history when changes in public consciousness were
already being felt and progressive ideas were being
realized. Studying Rizal’s genealogy, therefore, will lead
to a better understanding of how Rizal was shaped and
influence by his family.

LEARNING PROPER

A
s discussed in the previous modules, Rizal was born on
June 19, 1861 in the town of Calamba, province of
Laguna. Calamba, the town with around three to four
thousand inhabitants, is located 54 kilometers south of Manila. It
is found in a heart of a region known for its agricultural prosperity
and is among the major producers of sugar and rice, with an
abundant variety of tropical fruits. On the Southern part of the
town lies the majestic Mount Makiling, and on the other side is
the Lake called Laguna the Bay. The wonders of creation that
surrounded Rizal made him love nature form an early age. His student memoirs show how his love
of nature influenced his appreciation of the arts and sciences.

RIZAL 1013- Life and works of Rizal | 3

Rizal’s father, Francisco Mercado, was a wealthy farmer who leased lands from the Dominican
Friars. Francisco’s earliest ancestors were Siang-co and Zun-nio, who later gave birth to Lamco.
Lam-co is said to have come from the district of Fujian in Southern China and migrated to the
Philippines in the late 1600’s. In 1967, he was baptized in Binondo, adopting “Domingo” as his first
name. He married Ines de la Rosa of a known entrepreneurial family in Binondo. Domingo and Ines
later settled in the estate of San Isidro Labrador, owned by the Dominicans. In 1731, they had a son
whom they named Francisco Mercado. The surname Mercado, which means “market,” was a
common surname adopted by many Chinese merchants at that time (Reyno, 2012).

Francisco Mercado became one of the richest in Biñan and owned the largest herd of carabaos. He
was also active in local politics and was elected as capitan del pueblo in 1783. He had a son named
Juan Mercado who was also elected as capitan del pueblo in 1808, 1813, and 1823. (Reyno, 2012).

Juan Mercado married Cirila Alejandra, a native of Biñan. They had 13 children, including Francisco
Engracio, the father of Jose Rizal. Following Governor Narcisco Claveria’s decree in 1849 which
ordered the Filipinos to adopt Spanish surnames, Francisco Engracio added the surname “Rizal,”
form the word “racial” meaning “green field”, as he later settled in the town of Calamba as a framer
growing sugar cane, rice, and indigo. Being
in a privileged family, Francisco Engracio
(1818-1898) had a good education that
started in a Latin school in Biñan. Afterwards,
he attended the College of San Jose in
Manila. IN 1848, Francisco married Teodora
Alonso (1826-1911) who belonged to the one
of the wealthiest families in Manila. Teodora,
whose father was a member of the Spanish
Cortes, was educated at the College of Sta.
Rosa. Rizal described her as a “woman of
more than ordinary culture” and that she is “a
RIZAL 1013- Life and works of Rizal | 4
mathematician and has read many books” (letter Blumentritt, November 8, 1888). Because of
Francisco and Teodora’s industry and hard work, their family became prominent member of the
principalia class in the town of Calamba. Their house was among the first concrete houses to be
built in the town. Rafael Palma, one of the first biographers of Jose Rizal, described the family’s
house:

“The house was high and even

sumptuous, a solid and massive
earthquake-proof structure with
sliding shell windows. Thick walls of
lime and stone bounded the first
floor; the second floor was made
entirely of wood except for the roof,
which was of red tile, in the style of
the buildings in MANILA AT THAT
TIME. Francisco himself selected the
hardest woods from the forest and
had them sawed; it took him more
than two years to construct the
house. At the back there was an
azotea and a white, deep cistern to
hold rain water for home use.”

RIZAL 1013- Life and works of Rizal | 5

ENRICHMENT TASK:
Please watch this video for further discussion of each member of the family tree: https://www.youtube.com/watch?v=Y9F5QYzXVt8

RIZAL 1013- Life and works of Rizal | 6

 The Childhood of Jose Rizal
The childhood of Jose Rizal can be characterized by his desire
to learn, even frequenting the church nearby his home to watch
and observe people.

The childhood of Jose Rizal can be characterized by his desire

to learn, even frequenting the church nearby his home to watch
and observe people but not to be religiously inclined.

Jose Rizal was not a physically blessed or strong. However, he

had a strong will guided and taught by his mother, his first
teacher. He learned almost without the use of books. His mother
was the one who laid the foundation of his great knowledge
achieved in such a short time. His brilliance was also the character of the young Jose Rizal.

Jose Rizal learned his letters at the age of three, after insisting that he be taught to read and share
the lessons learned by his elder sister. Rizal even tried to spell out the words of his sister’s story
book with the use of a syllabary in such a way that one does when using a dictionary in a foreign
language. He also spent much of this time in a church nearby his house just watching or observing
the people coming in and out.

Three uncles who were brothers of his mother also had much influence on the early childhood of
Jose Rizal. The youngest uncle named Jose, took care of teaching regular lessons to Rizal. His
huge uncle Manuel developed his physique until he had a body of silk and steel and no longer a
skinny and sickly boy. The last uncle, Gregorio instilled in the mind of Rizal that it was not easy to
obtain something until you put effort into it.

There was also a time when Rizal was able to draw a bird flying nearby without lifting the pencil he
was using from the paper till the picture he drew was finished. He can also draw a running horse
and a chasing dog. Clay and wax were the favorite play materials of Rizal. He used these materials
in forming modeled birds and butterflies. This animal molding activity also started his study of nature.

Jose Rizal also owned a pony and used it to have long rides into the surrounding country which was
rich in scenery. He also took long walks together with his big black dog named Usman. He also
loved to play with the doves in his neighborhood. He learned about the myths and legends in Laguna
after sleeping through the nut in a little straw hut used by Laguna farmers during the harvest season.
Rizal was also good in hand tricks which he perfected to amaze the simple folk and performed magic
lantern exhibitions.

Even in his childhood, Rizal already knew how to respect the rights of others and requested his
elders to reason with him rather than get mad at him for small offenses. He became a welcome
companion for adults even at his young age since he respected their moods and was never a
hindrance to their activities.
RIZAL 1013- Life and works of Rizal | 7
 Rizal and the Lessons His Mother Taught Him
by Ma. Cielito G. Reyno published by the National Historical Commission of the Philippines (2018)

Of all the persons who had the greatest influence on Rizal’s

development as a person was his mother Teodora Alonso. It
was she who opened his eyes and heart to the world around
him—with all its soul and poetry, as well as its bigotry and
injustice. Throughout his brief life, Rizal proved to be his
mother’s son, a chip off the old block, as he constantly strove to
keep faith the lessons she taught him.

His mother was his first teacher, and from her he learned to
read, and consequently to value reading as a means for learning
and spending one’s time meaningfully. It did not take long
before he learnt to value time as life’s most precious gift, for she
taught him never to waste a single second of it. Thus as a
student in Spain he became the most assiduous of students, never missing a class despite his
activities as Propaganda leader, or an examination, despite having to take it on an empty
stomach. By his example, he inspired his compatriots – those who had sunk into a life of
dissipation, wasting time and allowances on gambling and promiscuity- to return to their studies
and deserve their parents’ sacrifices back home.

From his mother he learnt the primacy of improving oneself- thus growing up he took pains to
comprehend the logic of mathematics; to write poems; to draw, and sculpt; to paint. Sadly, for all
these he earned not only glory but also the fear of myopic souls.

By taking the lead in running the family’s businesses- farms, flour and sugar milling, tending a store,
even making fruit preserves, aside from running a household, Teodora imbibed in him the value of
working with one’s hands, of self-reliance and entrepreneurship. And by sharing with others she
taught him generosity and helping to make the world a better place for those who had less in the
material life. All these lessons he applied himself during his exile in Dapitan, as he improved its
community by building a dam; encouraging the locals to grow fruit trees, establishing a school,
even documenting the local flora and fauna.

His mother also taught him to value hard-earned money and better yet, the importance of thrift and
of denying oneself, and saving part of one’s earnings as insurance against the vagaries of
life. Thus he learned to scrimp and save despite growing up in comfort and wealth. These would
later prove very useful to him during his stay in Europe as he struggled with privation, considering
the meager and often delayed allowance that his family sent him (by then his family was undergoing
financial reverses due to land troubles). Whenever his precious allowance ran out, he went without
lunch and supper, putting up a front before everyone by going out of his dormitory every day to
give the impression that he took his meals outside. But, as he walked the streets of Berlin or
Barcelona, his nostrils would be assailed by the delicious aroma of the dishes being cooked within
buildings and houses, increasing his hunger pangs and his suffering all the more. Other times he
saved up on rent by foregoing breakfast altogether, his breakfast consisting of biscuits and water
for a month.

RIZAL 1013- Life and works of Rizal | 8

Above all, it was from her he learned about obedience, through the story of the moth that got burned
by the flame because he disobeyed his mother moth’s warning not to get too near the flame. But
life as it often happens has poignant way of turning around, for it was obedience to the Catholic
Church, as his mother taught him, which proved too hard to live by especially when he struggled
with a crisis of faith in its teachings. Teodora took none too gently his defection from the Church,
which she saw was an apostasy from faith itself.

One of the turning points of his life, which had a profound influence on his becoming a political
activist later on, was the unjust arrest of his mother on the charge of conspiring to poison a relative,
despite the lack of evidence against her. But what made the arrest even worse was her humiliating
treatment at the hands of authorities who made her walk all the way from Calamba to the provincial
jail in Santa Cruz, which was 50 kilometers far. There she was imprisoned for two years before
gaining her freedom. All these she took with calm and quiet dignity, which Rizal though only a child
of eleven about to embark on secondary school in Manila would remember and replicate during his
final moments just before a firing squad snuffed out his meaningful life on that fateful December
morn in 1896.

Rizal and His Siblings

RIZAL 1013- Life and works of Rizal | 9

 Saturnina Mercado Alonso Rizal – Hidalgo was the eldest daughter among the children of
Francisco and Teodora. She was married to Manuel Hidalgo and had five children. She reported daily
events that happened in Calamba and told stories about their life. She sends letters which contained
stories and events that have happened in Calamba. Saturnina is a very close sister of Jose Rizal, it was
stated in one of the 9 letters that they exchanged, she expressed that she was missing her brother when
he was in Madrid. (Saturnina Rizal - Wikipilipinas, 2011)

Paciano Rizal was the elder and only brother of Jose Rizal. He supported his brother financially when
he was in school. He was able to send him to Europe to study, with only 700 pesos. He was very
supportive that he gave up his dreams in studying and gave it to his brother. He was then tortured by
the Spaniards when Jose was kept imprisoned in Fort Santiago because he refused to condemn his
younger brother. After the execution of Jose Rizal, Paciano joined the revolution. He then died at the
age of 79 due to Tuberculosis.

Jose Rizal’s other sisters namely; Narcisa, Olympia, Lucia, Maria, Concepcion, Josefa,Trinidad, and
Soledad, weren’t really involved too much in Rizal’s life. Narcisa was a teacher and a musician. It was
said that she could recite almost all the poems made by his younger brother. Olympia, was a telegraph
operator from Manila. Rizal approaches her and sometimes talks about his love life with Segunda
Katigbak. Lucia was the fifth of the Rizal family who was married to Mariano Herbosa. Maria, the sixth
child, married Danile Faustino Cruz of Binan Laguna.

Concepcion, who was the next child after Rizal, died when she was three. She was also known as
“Concha”. When Concha died of sickness in 1865, Jose mournfully wept at losing her. He later wrote in
his memoir, “When I was four years old, I lost my little sister Concha, and then for the first time I shed
tears caused by love and grief.” From Concha’s life we could learn that not a few children in those times
died young. If records are correct, more than ten of Rizal’s nieces and nephews also died young, not to
mention that Jose’s child himself experienced the same fate.

Josefa, also called “Panngoy” by her family, remained a spinster all throughout his life. She was a
member of Katipunan. Lastly, Soledad the youngest of them all was married to Panteleon Quintero, a
native of Calamba. She also became a teacher and it was said that she is the most educated among all
the sisters.

REFERENCES

Textbooks

Rhodalyn, Wani-Obias et al. (2018). The Life and Works of Jose Rizal. C& E Publishing, Inc
Virlyn Francisco et al. (2018). Rizal, A modular Approach. MINDSHOPPERS CO., INC.

Online
Ma. Cielito G. Reyno, Rizal and The Lessons His Mother Taught Him, September 18, 2012
Retrieved September 15, 2020 https://nhcp.gov.ph/rizal-and-the-lessons-his-mother-taught-him/

Jensen DG. Mañebog Concepcion Rizal: The Hero's First Grief 2013
Retrieved September 15, 2020 https://ourhappyschool.com/history/concepcion-rizal-heros-first-grief
RIZAL 1013- Life and works of Rizal | 10
https://www.scribd.com/document/146670963/Rizal-and-His-
Family#:~:text=Rizal%20and%20his%20siblings%20were,a%20second%20father%20to%20him.

CORRESPONDENCE LEARNING MODULE

RZAL 1013: Life and Works of Rizal
AY 2021-2022

Lesson VI: The Chinese mestizo in Philippine history

Topic: The Chinese Mestizo in Philippine History

At the end of this module, you are expected to:

1. Recall the redefined Social Stratification;
Learning 2. Enumerate positive impacts of Chinese mestizos in the Philippine
Outcomes: economy; and
3. Compare and contrast the Chinese influences in the Philippines before
and in present time.

Date Topics Activities

Sept 20-23 Read the lessons
Sept 24 The Chinese mestizo in Accomplish assessment
Philippine history Submission of assessment and
Sept 27
acquisition of new modules

LEARNING CONTENT

Introduction

hilippine history is not complete as basis for understanding contemporary society unless it

P includes the contributions of the Chinese mestizos to the development of the Philippines as
a nation They played a significant role in the
formation of the Filipino middle class, in the call for reforms,
in the 1898 revolution, and in the formation of Filipino
nationalism

The Chinese mestizos were an important element of the

Philippine Society in the 19th century. They played a
significant role in the formation of the Filipino middle class,
agitation for reforms, in the 1898 revolution, and in the
formation of what is now Filipino nationality. In contemporary
times their role in nation building continues.

RIZAL 1013- Life and works of Rizal | 11

LESSON PROPER

Chinese History in the Philippines

A
s early as the 16th century, the Chinese were already in the Philippine archipelago. However,
some historians asserted that it was during the pre-colonial period that the Chinese first
arrived in the country as merchants between the coasts of Manila and China. Still, it was only
during the Spanish colonial period that Chinese immigrants became prominent in Philippine society.
In 1594, the Spanish Governor Luis Perez Dasmariñas created Binondo as a permanent settlement
for Chinese mestizos who converted to Catholicism. In this part of Manila Chinese merchants and
traders were free to do their business. Binondo also became the place of intermarriages between
Chinese immigrants and Filipino natives, thus the emergence of Chinese mestizos. As the Chinese
population increased, the Spaniards saw them as a threat to their own rule. They feared that the
Chinese would be far less loyal to the Spanish regime than the indios. Nevertheless, one fact that
the Spaniards could not discount then was that the Chinese became pivotal to their colonial rule
because they provided valuable capital to Manila. Thus, despite orders of expelling all Chinese from
the Philippines, Governor Dasmarinas realized that Manila needed the Chinese for economic
reasons.

Chinese mestizo communities, aside from Binondo, emerged in many other parts of the archipelago.
In Manila, notable communities were Santa Cruz and Tondo. In the early 17th century, more than
100 Chinese individuals were married to native Filipinos in Iloilo, Pampanga, and Cebu. In northern
Luzon, Chinese mestizos could be found in Pangasinan, Benguet, and Mountain Province

From the beginning of the Spanish colonial period until 1740, the inhabitants of the Philippines were
classified into three: Spaniards, Indios, and Chinese. As the Chinese mestizo population grew
questions regarding their legal status as inhabitants of the country arose. It was only in 1741 that
their legal status was officially established when the whole population of the Philippines was
reclassified into four according to tax payment or tribute. These classes are the (1) Spaniards and
Spanish mestizos, (2) Indios, (3) Chinese, and (4) Chinese mestizos. Spaniards and Spanish
mestizos were not required to pay tribute or tax, whereas the three other classes were required to
pay taxes depending on their income More so, a policy that limited the number of Chinese individuals
who could reside in the Philippines and restricted their area of settlement was implemented. At the
end of the 19th century, there were almost 500,000 Chinese mestizos in the Philippines with 46,000
living in Manila. A Chinese mestizo then was:

• any person born of a chinese father and indio mother

• a spanish mestiza who married a chinese mestizo, or
• a child of a Spanish mestiza and a Chinese mestizo.

However, a Chinese mestiza and an Indio were listed as Indios.

Significance of the Chinese Mestizo

RIZAL 1013- Life and works of Rizal | 12

The expulsion of Chinese immigrants in the Philippines enabled the Chinese mestizos to take over
the markets that the former previously controlled. Chinese mestizos became prominent and
influential figures in the area of industry, commerce, and business during the Spanish colonial
period. They carried on a lucrative commerce by collecting goods from the north and selling them to
Manila and nearby provinces They monopolized the internal trading in the Philippines while the
Spanish mestizos were concerned with foreign trade. The entrepreneurial power of the Chinese
mestizos gave way to the emergence of the Philippine middle class described as "more active and
enterprising, more prudent and pioneering, more oriented to trade and commerce than the Indios"
(Bowring, 1963). They shared economic power in terms of exports and imports. They became
landholders, wholesalers, retailers, and owners of the majority of the artisan shops.

Aside from contributing to economic stability, another significant role that Chinese mestizos played
in Philippine society was the formation of the Filipino identity. This was evident during the latter part
of the 19th century when they became clearly influential in the economy of the Philippines as a
Spanish colony. This caused the Spaniards to be concerned with the ability of the Chinese mestizos
to cause discord in society. By 1800s, Chinese mestizos in the provinces began to form opinions
regarding the Spanish colonial rule. It was also difficult to separate the Indios from the Chinese
mestizos since they identified themselves with each other socially and culturally. Chinese mestizos
shared grievances with the Indios about the harsh conditions under the Spanish rule. Spaniards
feared that the independent mindset and liberalism of Chinese mestizos might influence the political
consciousness of Indios. Evidently, this emergent middle class, the Chinese mestizos, rekindled and
intensified the growing national opposition to colonial abuses and demanded sweeping social
reforms.

The most vivid manifestation of the budding sense of Filipino nationalism appeared in the late 1870s
in the writings of Pedro Paterno and Gregorio Sanciano, who were both Chinese mestizos. Paterno
and Sancianco wrote about the essence of being a Filipino, defended the dignity of the Filipinos,
and explained the supposed indolence of the Indios. Their writings were nurtured by Jose Rizal, a
known pride of the Malay race but also a Chinese mestizo. Rizal descended from a pure Chinese
ancestor and a long line of Chinese mestizos and mestizas.

The significant role of the Chinese mestizos in the making of the nation was highly evident at the
turn of the century. Their involvement in the armed revolt against the colonizers showed that they
recognized Spain as the enemy--the oppressor. The Philippine Revolution of 1896 to 1898 was the
act of determination on the part of Filipinos-Indios and Chinese mestizos alike-to claim for
themselves and for future generations the incomparable birthright of nationhood.

Rizal and the Chinese Mestizos

Rizal is a fifth generation Chinese mestizo. However, he and his father were considered as Indios.
Some documents and scholarly papers noted that Rizal disliked being called Chinese mestizo or
Tsinoy (in the modern sense) and dissociated himself from any Chinese relations.

RIZAL 1013- Life and works of Rizal | 13

Through his novels Noli Me Tangere and El Filibusterismo, Rizal exposed the abuses and corruption
of the Spanish authorities, condemned the oppression of the people by the colonizers, and ridiculed
the hypocrisy and overbearing attitude of the Spanish friars. He also depicted the bloody revolution
that sparked people's fury and eventually led them to revolt. At the same time, as a sign of his
contempt towards Chinese immigrants in the Philippines, his novels brimmed with insults and scorn
for them.

Rizal clearly manifested his anti-Chinese feelings in his writings, as well as in his correspondence
with family and friends. By virtue of his lineage, Rizal could have had a special connection with the
Chinese, but such was not the case.

The concern on whether Rizal's disdain over his Chinese lineage made him less of a hero is not
something to argue about Chinese mestizo or not, Rizal is a nationalist and a Filipino

Renegotiating Social Stratification

The Philippine society felt the impact of the developing economy. As a result, social relations
underwent redefinitions and the changing dynamics brought about a renegotiation of social
stratification. With the growing relevance of the mestizo population, new lines were drawn with the
following social strata:

Peninsular Pure-blooded Spaniard born in the Iberian Peninsula

Insular Pure-blooded Spaniard born in the Philippines

Born of mixed parentage, a mestizo can be:

Mestizo Spanish Mestizo- one parent is Spanish; the other is native
Chinese mestizo- one parent is Chinese the other is a native

Indio Pre-blooded native of the Philippines

Chino infiel Non-Catholic pure blooded Chinese

As the Spaniards lost economic power in the nineteenth century, they asserted dominance by virtue
of their race. This issue brought complications with the rising principalia and mestizo populations
who realized their indispensable position in society as movers and facilitators of the economy. The
renegotiation continued throughout the century as the mestizos and the principalia elite eventually
demanded social recognition that the pure-blooded Spaniards had consistently denied them.

These wealthy mestizos and members of the principalia continued to amass economic and cultural
capital. They also availed themselves the opportunity to obtain higher degrees of education not only
in Philippines but also in Europe. These activities augmented their relevance in society as it was
from these ranks that articulations of nationalism would emerge.
RIZAL 1013- Life and works of Rizal | 14
References

Textbooks

Rhodalyn, Wani-Obias et al. (2018). The Life and Works of Jose Rizal. C& E Publishing, Inc

Virlyn Francisco et al. (2018). Rizal, A modular Approach. MINDSHOPPERS CO., INC.

Online

The Chinese Mestizo in Philippine History, retrieved from:

https://kuscholarworks.ku.edu/bitstream/handle/1808/1129/CEAS.1964.n10.pdf?sequence=1

RIZAL 1013- Life and works of Rizal | 15

 NO PART OF THIS E-MODULE/ LMS CONTENT CAN BE REPRODUCED, TRANSPORTED OR SHARED WITH OTHERS WITHOUT
PERMISSION FROM THE UNIVERSITY. UNAUTHORIZED USE OF THE MATERIALS, OTHER THAN PERSONAL LEARNING USE WILL BE
PENALIZED.

UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

First Semester
A.Y. 2021-2022

CORRESPONDENCE LEARNING MODULE

RZAL 1013 (Life and Works of Rizal)

Prepared by:

ANTHONY P. ANGELES
HAYDEN GONZALES
STELLA MARIE R. LUMABAN
RAY T. OBISPO, Ph. D
JEIZELLE MARIE T. QUINTO
RACHEL ANN SURLA
DARIN JAN C. TINDOWEN, Ph. D
ALVIC B. TORRES
Course Instructor

Reviewed by:

RENZ MARION C. GAVINO, MP

General Education Area

Recommended by:

VENUS I. GUYOS, Ph.D.

Academic Dean

Approved by:

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academics

RIZAL 1013- Life and works of Rizal | 1

 NO PART OF THIS E-MODULE/ LMS CONTENT CAN BE REPRODUCED, TRANSPORTED OR SHARED WITH OTHERS WITHOUT
PERMISSION FROM THE UNIVERSITY. UNAUTHORIZED USE OF THE MATERIALS, OTHER THAN PERSONAL LEARNING USE WILL BE
PENALIZED.

UNIVERSITY PRAYER

O God, wellspring of goodness and blessings, we give you thanks and praise as one Louisian
community. The graces You incessantly grant upon us and Your divine providence have sustained
our beloved University throughout the years of mission and excellence.
Having been founded by the Congregation of the Immaculate Heart of Mary, we pray that You
keep us committed and dedicated to our mission and identity to serve the Church and the society
as we become living witnesses to the Gospel values proclaimed by Jesus. For if we are steadfast
in our good and beautiful mission, our works will bring success not only to ourselves but also to
those whom we are bound to love and serve.
Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him to love You
above all things , may we also live believing that we are born for a greater purpose and mission as
we dwell in Your presence all the days of our life.
Grant all these supplications through the intercession of
Mother Mary and through Christ our Lord. Amen.

RIZAL 1013- Life and works of Rizal | 2

 NO PART OF THIS E-MODULE/ LMS CONTENT CAN BE REPRODUCED, TRANSPORTED OR SHARED WITH OTHERS WITHOUT
PERMISSION FROM THE UNIVERSITY. UNAUTHORIZED USE OF THE MATERIALS, OTHER THAN PERSONAL LEARNING USE WILL BE
PENALIZED.

CORRESPONDENCE LEARNING MODULE

RZAL 1013: Life and Works of Rizal
AY 2021-2022
Week 7

Lesson VII:RIZAL IN EUROPE

Topic: RIZAL IN EUROPE

Learning Outcomes: At the end of this module, you are expected to:

1. Construct a timeline that summarizes the life of Rizal in Europe;

2. Discuss the experiences of Rizal in Europe; and
3. Explain how his travels in Europe influenced his being nationalistic.

Date Topics Activities

September 27-October 1 Read Lesson

RIZAL IN EUROPE
October 2 Answering Learning Task

LEARNING CONTENT

Introduction

ose P. Rizal was a traveller. In fact, he was considered as the “Most Travelled Filipino Hero”. He

J travelled almost 20 countries and about 40 island cities. He became a reformist not only because of his
isolation in the Philippines, but also because of his journeys abroad. In this lesson, we are going to
study Rizal’s experiences in Europe. It is here in Europe where he has political ideals that have given way
to nationalism. This will bring us to a deeper understanding of how nationalism kindled his spirit.

LEARNING CONTENT

RIZAL IN EUROPE
The First Voyage to Spain: Views and Impressions

R
izal had a secret trip. The parents of Rizal, Leonor, and the Spanish authorities did not know much
about his decision to move abroad. Just his older brother Paciano, Uncle Antonio Rivera (father of
Leonor Rivera), Sisters Neneng and Lucia, the Valenzuela family and their daughter Orang, Pedro A.
Paterno, his companion Mateo Evangelista, the Jesuit priest of Ateneo, and some intimate friends knew of
his silent departure. Before Rizal’s secret departure, he penned a letter of good-bye to his parents and his
sweetheart, Leonor Rivera, which had been handed over to them after he had sailed abroad.

Rizal left the Philippines to Spain on 3 May 1882. He was 20 years old at the time. The first leg of his
journey to Spain on the Salvadora ship proved to be a young man's learning experience. On his travel
documents, he used Jose Mercado as his name. His key reason for leaving the Philippines was to move to
the Universidad Central de Madrid, Spain, and to finish his degree in medicine. This reflects Rizal's
determination to attain achievements and flourishing his academic standing. From our previous module, we
can note that the passion of learning originated from his mother. So Rizal brought this value until he grew

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up. 16 passengers, including Rizal, were on board the steamer. He was the only Filipino, the others were
Spanish, British and Indian Negroes.

Keenly, an observer, made drawings of the things he saw — the coast of Manila Bay, the coast of Palawan
and Borneo, and his fellow passengers. Most of his fellow travelers were foreign nationals and Spanish
workers on their way back to Spain. Almost all of them, he said, talked ill of the Philippines, where they had
gone for monetary purposes. He observed the people and places and compared them to those in the
Philippines.

Singapore was Rizal's first stop on his trip to Europe, and he had to change ships. He remained there for
two days and, on May 9, 1882, stayed at the Hotel de Paz. While in Singapore, Jose had the chance to visit
the British Colony and was fascinated by its development and beautiful sites, including the botanical
garden, temples and art galleries. He even saw the founder of Singapore – Sir Thomas Stanford Raffles.
The people of Singapore seemed to have the trust of their British administrators, unlike the Filipinos who
feared their rulers.

In May 11, Rizal boarded the Djemnah, a vessel operated by

Messageries Maritimes, a French company. Comparing it to the
Salvadora one, Rizal said it was bigger and cleaner. Its interior
was carpeted and even the bathrooms were excellent. French
was mostly spoken on board because it was a French vessel.
Jose attempted to speak French to his fellow travelers, and he
found that French he learned from Ateneo could not be
understood. He was in contact with a smattering of Latin and
Spanish and with hand movements to be understood. He tried to
improve his communication by reading a French newspaper.
The vessel "Djemnah” on which Rizal sailed from
Singapore to Marseilles in 1882.
From Singapore, Djemnah made brief stops at Point de Galle
(Punta De Gallo) and Colombo in Ceylon (now Sri Lanka) where
he went onshore for sightseeing. He said that Galle was a sleepy port.
The Djemnah then continued its crossing of the Indian Ocean and landed
in present-day Yemen at the port of Aden. There Rizal saw merchants
selling lion and leopard skins. He found the city hotter than Manila. He
saw camels for the first time. He drank refreshments, cooled with ice split
by a nail, which was placed by the sellers using bare hands. He had a
view of the Arabian Peninsula to his right and the African continent to his
left as he approached the Suez Canal. He said that Africa was an
inhospitable but popular country. The sun was shining over the Arabian
Desert, and he could feel the heat rising from its sandy sands.

On June 2, 1882, the Djemnah went through the Suez Canal and Rizal
landed at Port Said (Mediterranean terminal of Suez Canal) in Egypt to
see the sights of this part of the region. Port Said, he commented, was a
multicultural city. People spoke numerous languages, such as Arabic,
Greek, Egyptian, Italian and Spanish. He toured a number of churches,
mosques and temples. He said the city was a blend of the vibrant
traditions of the East and the West. Suez Canal

On June 11, 1882, the Djemnah stopped by Naples in Italy, which Rizal admired for the city's panoramic
beauty of the bay and the liveliness of the inhabitants. Rizal was fascinated by Mount Vesuvius, the castle
of St. Telno, and the historic sights of the city. The next day, Rizal got off at Marseilles, which was the end of

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the Djemnah. He bade farewell to his fellow passengers and

visited this French town and saw for himself the Château
d'If, the site of his favorite book, The Count of Monte Cristo
by Alexander Dumas. After spending three days in
Marseilles, Rizal boarded a train to Spain on June 15. His
documents were reviewed by immigration officers at the
Spanish border in Portbou, in the Spanish province of
Catalonia. He noted the indifference of the Spanish
immigration officers to their courteous French counterparts.

On June 16, 1882, Rizal landed in Barcelona, the

cosmopolitan capital of Spain’s Catalonia region and the
second largest city in Spain. Comparing it with the other
European cities he saw so far, it was dim, filthy and ugly. Chateau d'If
There were tiny inns, and the inhabitants were not very
hospitable. He stayed in a dingy inn on the most unattractive
side of the area. The guests were indifferent to him, too. Since Rizal arrived during the summer vacation for
students, he traveled to other areas of the city and noticed that Barcelona, like other parts of Spain,
embraced freedom and liberalism, unlike the Philippines. At this point, he changed his unfavorable opinion
of the city and concluded that Barcelona was really a great city and that its people were open-hearted,
hospitable and brave. He enjoyed strolling along Las Ramblas Lane, the popular lane in Bacelona.

Rizal remained in Barcelona over the summer holidays. He met former classmates from the Ateneo who
brought him a party at their favorite café in Plaza de Cataluña. They shared toast and told Rizal about the
attractions and customs of the citizens of Barcelona. In contrast, Rizal brought the Philippines news and
gossips. Rizal got two bad news while in Barcelona. The first bad news was about the cholera epidemic that
destroyed Manila and the provinces. The second bad news was Chenggoy's chatty letter recounting the
unhappiness of Leonor Rivera, who was becoming thinner due to the loss of a loved one.

He found time to compose a nationalist essay named Amor Patrio (Love of Country) with the pen name
Laon-Laan. The essay was published in Diariong Tagalog on August 20, 1882. Encouraged by the positive
reception of his post, Francisco Calvo, the editor of the Diario asked Rizal for more posts. He has dutifully
submitted two papers entitled Los Viajes and Revista de Madrid (Review of Madrid). The last story never
saw print since the publication went out of business.

The University Student in Madrid

At the close of the summer break, Rizal moved to Madrid and, on
3 November 1882, enrolled in two courses of Medicine and
Philosophy and Letters at the Universidad Central de Madrid. He
has studied painting and sculpture and French, German and
English at the Academy of San Carlos. He also took lessons from
a private coach who instructed him shooting and fencing in the
Sanz and Carbonell Halls. His appetite for information was
insatiable, considering the fact that Paciano had given him 700
pesos and allowed himself to spend 35 pesos a month on food,
clothes and books. Both his expenses were seen down to the last
peseta in his diary.
Universidad Central de Madrid

Rizal lived frugally, budgeting his income carefully. Since it was

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cold in Spain, Rizal took baths less frequently than not. Baths were also a drain on the wallet, costing 35
centavos each. Rizal once boasted that his last bath was a month ago. Perhaps his only addiction was a
gamble in which he invested 3 pesetas (equivalent to 1.02 peso) on a draw. Another thing he enjoyed was
attending in plays at the Madrid Theaters.

He never lost time, either, and spent time visiting libraries, attending lectures, religious events and operas.
Rizal spent his leisure time by reading books, such as on military engineering to broaden his cultural
background. Also, his pastime was spent entertaining friends at the residence of Paterno or sipping coffee
at the Puerta del Sol. There was no time or money for women and wine.

Like the University of Santo Tomas, the Universidad Central de Madrid housed a combination of citizens of
different beliefs. There was a combination of socialists, progressives, republicans, monarchists, and
radicals. Rizal was drawn to the liberals, especially to Dr. Miguel Morayta, who was a champion of the
freedom and self-determination of all peoples. While liberal students, including those from South America
and the Spanish colonies, hailed Dr. Morayta as their champion, he was seen as a maverick by his
colleagues. The university authorities considered him a supporter of the anarchists and expelled him.
Morayta 's followers fought with their critics on campus and in the streets of Madrid.

Romantic Episode with Consuelo Ortiga

It has become a tradition for Rizal to frequent the house of Don Pablo Ortiga y Rey,
a Spanish liberal who lived in the Philippines during the tenure of Governor
General Carlos Ma. De la Torre. He came to his house every Saturday where he
came to know about Don Ortiga's two lovely daughters, Consuelo and Pilar. Rizal
was drawn to Consuelo and gave flowers to her. Rizal wrote her love poem A la
Senorita C.O. Y R-The initials of Consuelo. However, Rizal did not allow the
romance to thrive because he was still engaged to Leonor Rivera. His friend
Eduardo de Lete was in love with Consuelo, too. He left Madrid for Paris in the
summer of 1883 to ignore Consuelo. Later she married de Lete, who later became
Rizal’s secret enemy.

Consuelo writes on Jan. 18, 1883: “Rizal talked with me for a long time, almost the
Consuelo Ortiga y Rey whole night. He told me that I was very talented, that I was very diplomatic, and
that he was going to see if he could extract some truth from me within two weeks;
that I was mysterious and that I had a veil over my ideas …”

Meeting with Future Reformists: The Circulo Hispano-Filipino

Rizal’s encounter with fellow Filipinos and liberal Spaniards

opened the way for him to join the Circulo Hispano-Filipino.
The collective was generally a social conglomeration and
organized casual programs that involved poetry reading and
debates. Discovering that Rizal was a poet, his members
asked him to write a poem. He wrote a poem for them that
expressed the sentiments of a poet who was forced to have
something that would satisfy his listeners. This poem was
entitled Me Piden Versos (You Ask Me for Verses).
Figure 1 The Circulo Hispano-Filipino
Inevitably, politics became part of the group 's discussion of
the need for reform in the Philippines, and Rizal became an active discussant. In later years, conservative
elements in the Circulo distanced themselves from the group that eventually faded away.

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Entry into the Freemasonry

Many of the liberal and republican citizens whom Rizal met and made friends in Madrid were masons.
Freemasonry is banned by the Church because its views are contradictory to its teachings. Members of the
Masonic societies are considered sinners and are obliged to leave until they can receive any of the
sacraments. When they die, they are refused Christian burial and buried in non-Catholic cemeteries.

Rizal was impressed by the mason's vision on life and took the opinion that understanding should be
obtained by the light of rationality and the universal brotherhood of man. The masons criticized the Church
for what they thought was the propagation of moral superstition and obscurantism, or the covering of the
truth behind the veil of religion.

Government policies that promoted despotism have also been targeted. Rizal joined the Freemasonry in
1883 through the Acacia Lodge, which was based in Madrid. His Masonic name was Dimasalang
(unstoppable / untouchable). He entered the masonry because he opposed the activities of the many friars
in the Philippines. He believed in the ideals that fraternity was fighting for, and also because he wanted the
support of fellow masons who were influential in Spanish society. Since joining the Freemasonry, he
avoided going to church regularly and started to doubt matters of faith, God and religion choosing to accept
them only by the light of reason. Nevertheless, his faith in the presence of God remained deeply rooted in
his deepest convictions as seen in his writings and letters.

Rizal moved up the ranks of the Freemasonry and became master mason at the Lodge Solidaridad on
November 15, 1890. Two years later, while living in Paris, Rizal became master mason of Le Grand Orient
of France on 15 February 1892.

The Avid Book Collector

While in Spain, Rizal was introduced to further readings that broadened his academic scope. Though
squirting about food, garments, and living in the most humble homes, he wasted no money in purchasing
books from second-hand bookstores. He was able to acquire quite a library in time. Among his books was
The Holy Bible; The Lives of the Presidents of the United States from (George) Washington to (Andrew)
Johnson; The Complete Works of Voltaire consisting of nine volumes; The Complete Works of C. Bernard
(16 volumes); Complete Works of Horace (3 volumes); Ancient Poetry; Works of Thuycidides; The
Byzantine Empire; The Renaissance; Hebrew Grammar, The Characters of La Bruyere; History of the
French Revolution; Eugene Sue's The Wandering Jew; Harriet Beecher Stowe's Uncle Tom's Cabin; The
Works of Alexander Dumas; Louis XIV and His Court; and numerous books on medicine, politics, politics,

The books that most affected him were Beecher Stowe 's Uncle Tom's Cabin and Sue's The Wandering
Jew, close to El Filibusterismo, and the novels by the Spanish writer Benito Perez Caldos, one of which was
Desnerada, which inspired his two later novels, Noli Me Tangere and El Filibusterismo. The novel Noli Me
Tangere was also influenced by Benito Pérez Caldós' novel Doña Perfecta, written in 1876, eleven years
before the publication of Noli Me Tangere. Doña Perfecta reveals the immense influence the church has
wielded. It also shows the disparities between the conventional, rural outlook and the new, urban outlook of
Madrid, the capital of Spain.

During Rizal’s time in Spain, his family went through a financial crisis in Calamba. In 1883, the world price
of sugar had fallen and the sugar had not been sold. The rent of land had risen that year. The concern was
that the manager of the Dominican estate made it more difficult for the Rizal family. According to Rizal's
account, the manager normally fell by asking his father for a free fat turkey. The pest destroyed most of the
turkeys that year, and those remaining are kept for breeding. That year, there was no turkey to give away.

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The manager was dismayed at his boss, and for this reason he declined to give any thought, demanding
that the family of Rizal should pay the increased fee. As a result of the economic problems, Rizal’s
allowance was cut and Paciano had to sell his pony to pay for his brother's allowance.

The Speech that Attracted the Attention of Reactionary Spaniards in the Philippines

On June 25, 1884, Rizal joined a Greek university competition. With empty stomach, he participated in the
contest. In spite of the challenges, he won gold medal. On the evening of the same day, he gave an
eloquent speech at a banquet in honor of the Filipino painters Juan Luna and Felix Resurreccion Hidalgo,
who received top prizes at the National Exhibition of Fine Arts. Juan Luna won the first prize for his
Spoliarium, which portrayed the bodies of deceased Roman gladiators being carried out of the bowels of
the Coliseum, while Hidalgo won the second prize for his Virgenes Cristianas Exposiciones al Populacho
(Christian Virgins Unveiled to the Populace).

Rizal’s speech was his first address to a general audience. Rizal extemporarily said that Luna and Hidalgo
were the pride of the Filipino people, and he proved that genius is not the monopoly of any race. The two
painters, the titans of their craft, are the creations of the Philippines and Spain, and their works unite
both cultures. Near the end of his speech, Rizal scored with refined sarcasm the ill-wishers of the Filipinos
who were emerging as an intellectual force. In the end, Rizal shared the hope that someday Spain will
give the changes required by the Filipinos. At the end of his address, he gave a toast to Luna and Hidalgo,
for which there was a thunderous applause.

Spoliarium
Virgenes Cristianas Exposiciones al Populacho

Rizal’s speech was mentioned in the newspaper El Liberal, and news of the case reached the Philippines.
Some of the elements in the Philippines were not satisfied, and Rizal was said to have made enemies with
his speech. It was said that Rizal can never return to the Philippines. Dona Teodora was fraught with fear,
and she had been unable to eat for days. She fell ill, and Paciano wrote to Rizal about the impact of his
homage to the two Filipino painters. He warned him to be more vigilant of his actions. He warned him to
stop writing papers that could offend the friars and other reactionary Spaniards, and that he should not fail
in his Christian duties, and eventually ordered her son to stop undertaking studies that could lead to his
destruction.

Rizal had heeded these warnings, but he pursued his life as if he had been attracted to destiny.

Completion of Studies in Spain

Rizal completed his medical studies and was awarded the title of Licenciado in Medicina, which would
allow him to practice medicine. His academic records at the Universidad Central de Madrid are as follows:
Fifth year (1882-1883)

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Continuation of Medical Course in the University of Santo Tomas

Medical Clinic 1 Bueno (Good)
Surgical Clinic 1 Bueno (Good)
Obstetrical Clinic Aprobado (Fair)
Legal Medicine Sobresaliente (Excellent)
Sixth year (1883-1884)
Medical Clinic Bueno (Good)
Surgical Clinic Notable (Very Good)

The degree of Licentiate in Medicine was conferred on June 21, 1884 with the rating of "Aprobado" or
"Fair." Rizal was actually granted lower grades in Spain than at the University of Santo Tomas.

Rizal continued to research subjects that would have led to a doctorate of medicine. He passed all the
subjects leading to the Degree of Medicine. His grades were:
Seventh year (1884-1885)
History of the Medical Science Aprobado (Fair)
Surgical Analysis applied to the Medical Science Bueno (Good)
Advanced Normal and Pathological Histology Sobresaliente (Excellent)

He, however, was not conferred the degree of Doctor of Medicine for failure to present a thesis required for
graduation and pay for the corresponding fee.

Nevertheless, by obtaining a degree of Licentiate in Medicine, he became a full-fledged physician and

qualified to practice medicine. He was not interested in taking the post-degree of Doctor of Medicine
because such a degree is good only for teaching purposes, and he knew that no friar-owned university in
the Philippines would accept him for teaching position because of his brown color. In reality, the name "Dr.
Rizal" is a misnomer as he has never been given the title of Doctor. The inability to pay the related fees also
represented Rizal's financial troubles at the time. It was with the aid of his friend Maximo Viola who
borrowed him money that Rizal was able to acquire his medical degree and practice.

Rizal was also able to complete his education in Philosophy and Letters, where he received a higher
degree. On his 24th birthday, June 19, 1885, Rizal graduated from the Universidad Central de Madrid with a
Bachelor's degree in Philosophy and Letters (Licenciado en Filosofia y Letras). His grades were as
follows:
1882-1883
Universal History Saliente
General Literature Sobresaliente
1883-1884
Universal History 2 Sobresaliente
Greek and Latin Literature Sobresaliente (with prizes)
Greek 1 Sobresaliente (with prizes)
1884-1885
Spanish Language Sobresaliente (with scholarship)
Arabic Language Sobresaliente (with scholarship)

Rizal Outside School

Rizal had a stopover in Barcelona on his way to Paris in October 1885. He saw his friend Maximo Viola, a
wealthy family member from San Miguel, Bulacan. He lived with Maximo Viola for a week at the Vergara

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No.1 lodge on the Room 2 of 3rd floor.He also befriended Eusebio Corominas, publisher of the newspaper
La Publisidad.

His other degree qualified him to work as a professor of humanities at any university in Spain.
Nevertheless, he chose to develop his medical qualifications by specializing in ophthalmology by working
as assistant to Dr. Louis de Wecker, a leading French ophthalmologist in Paris from October 1885 to March
1886, and later in Germany as assistant to numerous professional ophthalmologists such as the Polish Dr.
Javier Galezowsky and the German Otto Becker in Heidelberg in 1886 and another German eye doctor
named Dr. R. Schulzer and a Dr. Schiwiegger in 1887. Outside his working hours, he relaxed by visiting his
friends. He also went to Luna’s studio. He helped by posing as a model in several paintings. Rizal posed as
Egyptian priest in Luna’s canvass “The death of Cleopatra” and Sikatuna in Luna’s great painting “The
Blood Compact”

In the course of his additional research, he broadened his experience by studying several new things. After
finishing his work with Dr. Weckert in Paris, he moved to Heidelberg , Germany, on 8 February 1886. He
worked there as an assistant at De Galezowsky 's clinic. He stayed in a boarding house with some German
law students to save rent. He soon became acquainted with them, made friends with them, and played
chess. He quickly got acquainted with them, befriended them and was playing chess. He took time to attend
lectures at the University of Heidelberg, which commemorated its fifth centenary during his visit.

Rizal was enamored by his peaceful surroundings

and made drawings of what he saw and also
published the poem A las Flores de Heidelberg,
inspired by the flowering flowers of the university
town along the Neckar River. He also took note of
how the Germans lived and what was the secret of
their success since being united as a nation in
1871.

Later, he went to the house of Karl Ulmer, a

Protestant minister with whom he became close
friends. Since he was a mason at the time, Rizal
said that Catholicism was better than Protestantism.

He took advantage of the fact that his stay in

Germany was the hub of scientific science. He went Neckar River in Heidelberg
to Leipzig, Dresden, and Berlin, which are
renowned for their universities dating back to the Middle Ages. On August 14, 1886, he was able to visit
Fredrich Ratzel, a German historian in Leipzig. There he translated Scheller’s William Tell to Tagalog.

On October 29, 1886, he arrived in Dresden, Germany, and met with Dr. Adolf B. Meyer, director of the
Museum of Anthropology and Ethnology. He heard the mass here in the morning. He remained in the city
for two days.

On November 1, 1886, Rizal left Dresden by train and reached Berlin in the evening. Rizal met for the first
time Dr. Feodor Jagor, famous German scientist-traveller and author of Travels in the Philippines.

With the aid of Blumentritt, Feodor Jagor and Hans Virchow were introduced to Rizal, both anthropologists
and students of the Philippine culture. Rizal had to learn the German language in dealing with these
reputable characters. His linguistic skills fascinated his new friends. He managed to write a scholarly paper
called Tagalische Verkunst or Tagalog Metrical Art.

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Rizal has always been busy working as a doctor's assistant by day and taking classes at the University of
Berlin at night. He was taking classes in French. It was in Berlin that he finished his novel Noli Me Tangere
and found the proper printing house, the Berliner-Bruckrucrei-Action Gesselchaft, to get it published.
Meanwhile, Rizal was working on a very small budget. His allowance from the Philippines did not arrive due
to a locust attack in Calamba. His book was almost unpublished, but for Dr. Maximo Viola, who visited him
in Berlin. Viola paid for the expenses of printing the novel and even looked at Rizal 's health because he
was spitting up blood. Physical inspection revealed that Rizal's way of life was more than frugal. Later, Rizal
and Viola decided to a grand tour of Europe. They visited Blumentritt in his hometown of Leitmeritz from 13
to 17 May 1887, followed by Brunn and Prague, in what is now the Czech Republic, then Vienna, Lintz and
Salzburg, Austria. They returned to Germany, where they visited Munich and Ulm before heading to
Switzerland, where they visited Basel, Bern, Lasusanne and Geneva. After visiting Geneva, Viola returned
to Spain while Rizal crossed the border to visit Milan, Venice and Rome. After a week in Rome, Rizal left for
Marseille, France then boarded a steamer bound for the Philippines.

References

Textbooks
Ariola, Mariano M. (2018). The Life and Works of Rizal. Unlimited Books Library Services & Publishing Inc.

De Viana, Augusto (2014). Jose Rizal in Our Times: A Guide for the Better Understanding of the
Philippines’ Foremost National Hero. Books ATBP Publishing Corp.

Internet
Rizal Back in Madrid. Retrieved September 29, 2020 from: http://www.joserizal.ph/tr07.html

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CORRESPONDENCE LEARNING MODULE

RZAL 1013: Life and Works of Rizal
AY 2021-2022
Week 8

Lesson VIII: THE PROPAGANDA MOVEMENT AND LA SOLIDARIDAD

Topic: The Propaganda Movement Propaganda Movement And La Solidaridad

Learning Outcomes: At the end of this module, you are expected to:

1. Discuss the importance of Propaganda movement and La Solidaridad;

2. Give importance the concept of reforms in creating change; and
3. Explain the role of Rizal in Reform movement.

Date Topics Activities

October 4-8 Read Lesson
Propaganda Movement and La
October 9 Solidaridad Answering of Assessments
October 9 Return of Worksheet

LEARNING CONTENT

Introduction

S
ince Filipinos were already being persecuted, the Philippine reformists asked the Spanish to reform.
They were not shouting at that time for independence from Spain but for change. Many Philippines
took shelter in Europe and started a change cruise in the Philippines in Spain. A united nationalist
movement started as more Filipino Illustrados emerged. The initiative was dubbed the "Propaganda
Revolution" in our history. The revolution began in 1880 to 1866, but the most important time of action is
between 1880 and 1895, one year before the death of Rizal. Propaganda means "truth campaign and an
appeal for sympathy."

LEARNING PROPER

Propaganda Movement

A
ccording to Dr. Domingo Abella, former head of the National Archives, the term "Propaganda
Movement" has been misnamed. It was to be called the Counter Propaganda Movement, and their
key goal was to combat the wave of disinformation that some Spanish organizations had
disseminated in Spain, and later in Rome.

The propaganda campaign was directed at peaceful assimilation, leading to the transformation of the
Philippines from becoming a colony to a province of Spain. Propagandists claimed that if the Philippines
were Spanish citizens, they would benefit with the same rights and privileges. Their advocates wanted
not independence from Spain but reforms.

Aims of Propaganda Movement were:

• Representation of the Philippines to the Cortes Generales, the Spanish Parliament.

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• Secularisation of the church

• Legalization of equality between Spain and the Philippines
• Establishment of a public school system independent of the Catholic friars;
• Abolition of polo y servicio (labor force) and bandala (forced selling of local goods to the
government)
• Protection of fundamental freedoms
• Equal opportunities for the Filipinos and the Spanish to enter the civil service

Many who supported this peaceful movement were

the Filipino exiles in 1872, the patriots who fled the
islands to avoid persecution, and others who had
been to Spain to study. Although not all the
propagandists were the sons of the rich Filipinos, they
were scions of decent families. The prominent
members of the Propaganda movement were: Jose
Rizal, Graciano Lopez Jaena; Mariano Ponce; and
Marcelo H. del Pilar.

The Propaganda Movement

The Filipinos in Europe have been much more

involved in pursuing reforms than those in Manila.
They could be split into three groups: the first included Jose Rizal, Marcelo H. del Pilar, & Mariano Ponce
Glorious Trinity of the Propaganda movement
Filipinos who had been exiled to the Marian Islands in
1872 after being involved in the Cavite Mutiny. After
two years in the Marian Islands, they went to Madrid and Barcelona because they could no longer return to
the Philippines. The second group consisted of Illustrados in the Philippines who had been sent to Europe
for schooling. The third group was made up of Filipinos who had left their country to escape prosecution for
a crime, or merely because they could no longer tolerate Spanish atrocities. But not all the Filipinos residing
in Spain were part of the propaganda movement.

One of the vocal leaders of the reform movement was the lawyer, man, and pamphleteer Marcelo H. del
Pilar who was also the brother of Fr. Toribio del Pilar who was led to Guam in 1872. Imbued with an urge to
promote the wellbeing of his countrymen, he went about promoting the importance of service and self-
dignity in public places such as cockpits and shops or village stores. In 1888, he led
the boldest reform protests of his followers shouting Viva la Reina, Viva El Ejercito,
Fuera Los Frailes! (Long live the Queen, long live the army, out with the friars) He
mocked the friars with his pamphlets, particularly Caiigat Cayo (Be Slippery as an
eel), which was the answer to Caiingat Cayo (Beware) by Fr. Jose Rodriguez, who
attacked Rizal 's novel Noli Me Tangere.

Del Pilar 's political practices were no longer accepted by the Spaniards. This is the
reason why he was forced to flee to Spain to join other reformers who were already
there. In Spain, he took over the editorship of La Solidaridad, which was first edited by
Graciano Lopez Jaen. The threat of reprisals by conservative Spaniards forced them
to flee the region.

Graciano Lopez Jaena, who satirized the friars and officials he found violent and
incompetent, was another significant leader of the reform movement that started his
campaign in the Philippines. Graciano Lopez Jaena was a brilliant speaker. In Illustration of Fray Botod
(Friar Big Belly)
addition, he was dubbed "Prince of the Filipino Orators." In his story, Fray Botod, he
pilloried the immorality and misuse of authority by the friars who forced him to be imprisoned. The story of

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Fray Botod by Graciano Lopez Jaena portrayed an early Spanish priest from the colonial era of the
Philippines as greedy, corrupt, hypocrite, gluttonous, and lustful. Fray Botod means "Big - Bellied Friar".
Lopez Jaena left for Spain in 1880, where he practiced medicine at the University of Valencia. As an
undergraduate, he got active in political movements by speaking out against the friars in the Philippines and
advocating for change in the Philippines.

The Filipinos, who came to study in Spain, joined the reformers. Among them was Jose Rizal who arrived in
1882 others were Jose Alejandrino, Edilberto Evangelista, Galicano Apacible, Antonio and Juan Luna, Felix
Resurreccion Hidalgo, Eduardo de Lete, Mariano Ponce, and others. Aside from this group which was
composed of young students, there were others who were in Europe even earlier than Marcelo H. del Pilar
and Graciano Lopez Jaena. These were Antonio Regidor and Joaquin Pardo de Tavera who were not
allowed to return to the Philippines after their deportation following the events of 1872. Realizing the need
for a publication to promote Filipino interests, Lopez Jaena with the financial help of Pablo Rianzares
established the newspaper La Solidaridad in 1889. The newspaper became the organ of the reformists in
Spain. Among its contributors were Rizal who wrote under the pseudonyms Dimas-alang and Laong Laan,
Marcelo H. del Pilar as Plaridel, Antonio Luna, Taga-ilog: Mariano Ponce, Kalipulako, Naning and
Tikbalang. Other reformists were Jose Ma. Panganiban, Isabelo de los Reyes, Pedro Serrano Laktaw, Jose
Alejandrino Laktaw, and others. Pen name or Pseudonym becomes a kind of cover that helps the author to
protect his or her identity. Thus, this was the strategy of reformists to hide their real identity.

Others such as Del Pilar and Lopez Jaena ordered the removal of the friars who had been accused of
promoting religious fanaticism and hindering Filipino development. In addition to a political platform, Jose
Rizal called for a nationalistic recovery in refusing to recognize international cultural practices in general
and to rediscover the glory of the Philippine race. During the time that he founded a party in Europe known
as Indios Bravos, he invited the Philippines not to shame on "Indian" but rather urged them to aspire for
intellectual prominence as a way of undermining the illusion of Caucasian racial dominance. He admired
the efforts of the women in Malolos who overcame friars' resistance to the creation of the Spanish school
and thanked Juan Luna and Felix Resurreccion Hidalgo for their prestigious awards in drawing.

In two new novels, Noli Me Tangere and Elfilibusterismo, which targeted all
facets of the Spanish rule in the Philippines, Rizal hoped to lift the nationalistic
conscience of the Filipinos. The first one was published in Berlin , Germany
and the second one was published in Ghent, Belgium. The friars investigated
when copies of Noli Me Tangere entered the Philippines, and the book was
promptly banned because it represented the Spanish authorities malignantly on
the islands. This led Rizal to write its sequel: El Filibusterismo. The friars
prohibited the import and reading of these two books immediately. In addition,
Rizal took time to annotate Dr. Antonio Morga 's book Sucesos de las Islas
Filipinas, the Spanish official of the 17th century who corrects the anti-Filipino
tendencies. This is one of the most important publications on the early history
of the Philippines' Spanish colonization. Sucesos de Las Islas Filipinas
was based on the individual memories of Antonio de Morga and other facts of
incidents like the participants of the voyage to the Philippines of Miguel López
de Legazpi. The title means The Events in the Philippine Islands and hence the
primary purpose of the books is to record events in the Spanish Philippines
colonial period, as the writers themselves have noted. The book covers the Sucesos de Las Islas Filipinas
customs, etiquette and beliefs of Philippines after the invasion of the Spanish
Republic.

Other Propagandists/Propaganda Literature

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Literature Author
Ninay and Sampaguita Pedro Paterno
El Progreso de Filipinas Gregorio Sanciangco
Impresiones Antonio Luna
La Universidad de Pilipinas: Plano de Estudios Jose Maria Panganiban
Celebres Filipinos Mariano Ponce
Historia de Ilocos and El Folklore Filipino Isabelo delos Reyes

La Solidaridad

The reform movement was supported by foreigners like Dr. Miguel

Morayta, the former Spanish minister and professor and the Austrian
ethnologist Ferdinand Blumentritt. On December 13, 1888, an organization
called "La Solidaridad" was born. It was headed by Galicano Apacible.
Jose Rizal who was in England at that time became its honorary president.
This organization gave birth to La Solidaridad, the newspaper. Its editor
was Graciano Lopez Jaena. Take note that La Solidaridad (organization)
adapted a newspaper La Solidaridad (newspaper). The Soli, as the
reformists fondly called their official organ, came out once every two
weeks. The first saw print was published on November 15, 1895. The
Solidaridad’s first editor was Graciano Lopez Jaena. Marcelo H. del Pilar
took over in October 1889. Del Pilar managed the Soli until it stopped
publication due to lack of funds.
La Solidaridad
Jose Rizal, Marcelo H. del Pilar, and Mariano Ponce comprised the main
staff of La Solidaridad. They were called the “Glorious Trinity of the
Propaganda Movement”.

Aims of La Solidaridad

1. To work for political and social reforms peacefully

2. To present the sad conditons in the Philippines so that Spain can remedy them
3. To oppose the evil influences of reaction and outmoded beliefs and practices
4. To advocate liberal ideas and progress
5. To champion the just aspirations of the Filipinos to life, democracy, and happiness

On February 15, 1889, the first issue of La Solidaridad came out and its editorial expressed its aim:

Our aspirations are modest, very modest. Our program, aside from being
simple, is clear: to combat reaction, to stop all retrogressive steps, to extol
and adopt liberal ideas, to defend progress; in a word, to be a propagandist,
above all, of democratic ideas in order to make these supreme in all nations
here and across the seas.

The aims, therefore, of La Solidaridad are described as to collect, to gather,

libertarian ideas which are manifested daily in the field of politics, science,
art, literature, commerce, agriculture and industry.

We shall also discuss all problems relating to the general interest of the
nation and seek solutions to those problems in high-level and democratic
manner.

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The contributors of the La Solidaridad were mostly Filipinos, such as:

Propagandist Pseudonym/Pen name

Dr. Jose Rizal Laon Laan
Marcelo H. del Pilar Plaridel
Mariano Ponce Naning, Kalipulo, Tigbalang
Antonio Luna Taga Ilog
Jose Ma. Panganiban Jomapa
Dominador Franco Ramiro Franco
Dr. Pedro Paterno
Antonio Ma. Regidor
Isabelo delos Reyes
Eduardo de Lete
Jose Alejandrino
Professor Blumentritt (Austrian ethnologist )
Dr. Miguel Morayta ( Spanish Historian, university
professor and statesman )

In the last issue of La Solidaridad (November 15, 1895), M.H. del Pilar wrote his farewell editorial saying:

We are persuaded that no sacrifices are too little to win the rights and the
liberty of a nation that is oppressed by slavery.

Asociacion Hispano-Filipino

Other reformists headed by Miguel Morayta formed the Asociacion Hispano-Filipino in Madrid on January
12, 1889. The Asociacion drew up petitions instituting reforms. It succeeded in having passed a law making
the teaching of Spanish compulsory in the Philippines and laws improving the judiciary. The organization,
however, died out because of lack of funds and the change of government in Spain. Other reforms obtained
were the abolition of the tobacco monopoly in 1882; the tax reform of 1884 abolishing the tribute and its
replacement by the cedula or poll tax; the provincial reform of 1886 creating the office of civil governors and
reducing the alcalde mayor to the category of judges of first instance; the Royal Decree of 1887 extending
the Spanish Code to the Philippines; the Becerra Law of 1889 establishing the city governments of Cebu,
Iloilo, Jaro, Batangas, Legazpi, Nueva Caceres, and Vigan; and the Maura Law of 1893 introducing
autonomy to the municipal governments. These reforms did not address the demands of the Filipino
reformists and their calls remained unheeded because of Spain's preoccupation in other matters.

The Role of Freemasonry

Many of the Filipino reformists joined the Freemasonry as a mean of finding support from the Spanish
liberals who had become the masons themselves. Among the leading masons was Marcelo del Pilar, who
was the oldest. Already as early as 1856 these were masons in the Philippines. In Spain, Lopez Jaena
established a lodge named Revolucion, which was recognised in April 1889 by the Spanish lodge Gran
Oriental Español. Del Pilar, for his part, coordinated Unity, which included Rizal, Serrano Laktaw, Galicano
Apacible and Baldomero Roxas as participants. Serrano Laktaw, on the orders of Del Pilar, went to the
Philippines in 1891 and established the lodge Nilad on 6 January 1892. The Filipino masons have promoted
a dignified and stable country with good governance. More Masonic lodges were founded in 1893; they
authorized the entry of women including Rosario Villaruel, Josefa Rizal, Marinao Dizon, Sixta Fajardo,
Purificacion Leyva and others.

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MASONIC LODGES
Revolucion first masonic lodge in Barcelona founded by Lopez Jaena
Solidaridad founded by M. del Pilar in Madrid
Nilad first Masonic lodge in the Philippines founded by Pedro Serrano Laktaw

Meanwhile, disunity among the reformists in Spain has started to manifest itself. Del Pilar and Lopez Jaena
claimed that their Spanish brothers were too sluggish and too traditional. Among the Filipinos, the reformers
broke into camps. Soon, Lopez Jaena left the campaign accompanied by Rizal. The remaining reformers
remained poor and fragmented. Funds were disbursed and the newspaper La Solidaridad had to step down
on 15 November 1895. Having no way of funding himself, Del Pilar managed to compose until he was
afflicted by tuberculosis. In despair, he sent a letter to Teodoro Plata, who was his cousin, instructing him to
establish an organization that would fight for freedom. Del Pilar died in Barcelona on 4 July 1896. While he
died as a disappointed man, the organisation he inspired became the Katipunan, founded by Teodoro
Plata, Andres Bonifacio, Valentin Diaz, and others in 1892. Spain, on the other hand, has its own domestic
issues. The revolt had broken out in Cuba, while the unjust conditions remained in the Philippines, as the
reforms achieved by the reformists were too weak and too late. The nation was entering a revolutionary
period, when there were movements established to overturn colonial rule.

La Liga Filipina (The Philippine League)

Rizal tried to move his campaign for reforms to the

Philippines where he believed that the struggle should
be. Actually he had already sealed his fate as his
enemies had him where they wanted. Because Rizal
knew that he would be risking his life by returning to
the Philippines, which before leaving Hong Kong in
1892, he left two letters with Jose Ma. Basa to be
opened after his death. In one of these letters, Rizal
wrote: "What matters death, if one does for what one
loves, for native land and being held dear!" Rizal
arrived in Manila on June 26, 1892. He had an
audience with Governor General Eulogio Despujol to
seek the latter's permission to establish a Filipino
colony in Borneo. His request to establish such a
colony was denied. Despujol reasoned that the colony
would deprive the country of valuable workers.

On July 3, 1892, at the house of Doroteo Onjunco at Ilaya Street, Tondo, Rizal founded the La Liga Filipina.
The Liga picked up where the La Propaganda left off. It was established simultaneously with the masonry
and contributed funds to support the reformists in Spain. By 1892, it went out of existence.

The constitution was written in Hong Kong with the help of Jose Ma. Basa. The Constitution stipulates:

1. unity of the archipelago into a compact, vigorous and homogenous body;

2. mutual protection against all cases of pressing necessity;
3. defense against violence and injustice;
4. encouragement of education, agriculture and commerce; and
5. study and application of reforms.

It had a motto in Latin Unus Instar Omnium (One Like All). The organization had governing bodies
consisting of a Supreme Council, a popular council, and a provincial council. The members, who should be

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Filipinos, were to pay 10 centavos as monthly dues. Each member was free to choose a symbolic name. Its
officers were Ambrosio Salvador, president; Agustin de la Rosa, fiscal; Bonifacio Arevalo, treasurer; and
Deodato Arellano, secretary. Its members were Andres Bonifacio, Jose A. Dizon, Moises Salvador,
Ambrosio Rianzares Bautista, Mamerto Natividad, Timoteo Paez, Domingo Franco, Numeriano Adriano,
Arcadio del Rosario, Timoteo Lanuza, and Doroteo Onjunco. The funds of the organization were to be used
for protecting the rights of the poor against the powerful. It aimed to lend capital to any member who may
need it for industry or agriculture, introduce machines and industry, and to establish stores and
establishments to run by Filipinos

The Spanish authorities considered the Liga as a seditious organization. Rizal was quietly arrested on July
6, 1892. Rizal was also accused of having subversive publications in his baggage from Hong Kong. On the
following day he was exiled to Dapitan on orders of Governor General Eulogio Despujol. The arrest of Rizal
effectively signified the end of the Propaganda movement. Though the Liga lingered for a while, it was not
able to make substantial progress. It had a new hierarchy consisting of Domingo Franco as its president;
Deodato Arellano, secretary-treasurer; Isidoro Francisco, fiscal; Juan Zulueta and Timoteo Paez as
members of the Supreme Council. Later Apolinario Mabini became its secretary. The Liga lasted for a few
months but soon some members who became tired of paying their dues ceased to become active. The poor
members led by Andres Bonifacio felt that the campaign for reforms was going nowhere. Later the Liga
reorganized itself as the Cuerpo de Compromisarios (Body of the Committed) which was composed of
middle class members. It too lived for a few months and eventually became inactive.

Why the Propaganda Movement Failed?

The propaganda movement did not succeed in its pursuit of reforms. The colonial government did not agree
to any of its demands. Spain itself was undergoing a lot of internal problems all that time, which could
explain why the mother country failed to heed the Filipino’s petitions. The friars, on the other hand, were at
the height of their power and displayed even more arrogance in flaunting their influence. They had neither
the time nor the desire to listen to the voice of the people.

There were also emerging problems of the propagandists. Most of them have different opinions and had
personal problems. Financial problem was also the major reason for its downfall. Health problems and
homesickness of the reformists were also one of the reasons why it downgraded.

Many of the reformists showed a deep love for their country, although they still failed to maintain a united
front. Because most of them belonged to the upper middle class, they had to exercise caution in order to
safeguard their wealth and other private interests. Personal differences and petty quarrels, apart from the
lack of funds, were also a hindrance to the movements success. Lastly, no other strong and charismatic
leader emerged from the group aside from Jose Rizal.
References

Textbooks
Ariola, Mariano M. (2018). The Life and Works of Rizal. Unlimited Books Library Services & Publishing Inc.

De Viana, Augusto (2014). Jose Rizal in Our Times: A Guide for the Better Understanding of the Philippines’ Foremost
National Hero. Books ATBP Publishing Corp.

The propaganda movement 1880-1895; The creators of a Filipino consciousness. The makers of the revolutions 40-58
Quezon City: Ateneo de Manila University Press DS675 S385 1997, Schumacher, John 1997

Internet

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Philippine History. Retrieved September 27, 2020 from: https://www.philippine-history.org/la-solidaridad.htm

The Philippine Revolution La Solidaridad. Retrieved September 27, 2020 from:

http://www.msc.edu.ph/centennial/solidaridad.html

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UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

First Semester
A.Y. 2021-2022

RZAL 1013 (Life and Works of Rizal)

Prepared by:

ANTHONY P. ANGELES
HAYDEN GONZALES
STELLA MARIE R. LUMABAN
RAY T. OBISPO, Ph. D
JEIZELLE MARIE T. QUINTO
RACHEL ANN SURLA
DARIN JAN C. TINDOWEN, Ph. D
ALVIC B. TORRES
Course Instructor

Reviewed by:

RENZ MARION C. GAVINO, MP

General Education Area

Recommended by:

VENUS I. GUYOS, Ph.D.

Academic Dean

Approved by:

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academics

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LEARNING USE WILL BE PENALIZED.

UNIVERSITY PRAYER

O God, wellspring of goodness and blessings, we give you thanks and praise as one
Louisian community. The graces You incessantly grant upon us and Your divine
providence have sustained our beloved University throughout the years of mission and
excellence.
Having been founded by the Congregation of the Immaculate Heart of Mary, we pray
that You keep us committed and dedicated to our mission and identity to serve the
Church and the society as we become living witnesses to the Gospel values proclaimed
by Jesus. For if we are steadfast in our good and beautiful mission, our works will bring
success not only to ourselves but also to those whom we are bound to love and serve.
Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him
to love You above all things, may we also live believing that we are born for a greater
purpose and mission as we dwell in Your presence all the days of our life.
Grant all these supplications through the intercession of
Mother Mary and through Christ our Lord. Amen.

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RZAL 1013: Life and Works of Rizal

AY 2021-2022
Week 9

Lesson IX: NOLI ME TANGERE

Topic: THE MAKING OF NOLI ME TANGERE

At the end of this module, you are expected to:

Learning Outcomes: 1. Discuss the experiences of Rizal in the making of Noli Me Tangere;
2. Determine the impacts of the novel to the Filipino Consciousness; and
3. Create a cover page about the Making of Noli Me Tangere.

Date Topics Activities

October 11-Oct 15 Read Lesson
THE MAKING OF NOLI ME
TANGERE
Oct 16 Answering Learning Task

LEARNING CONTENT

THE MAKING OF NOLI ME TANGERE

“I die without seeing dawn's light shining on my country... You, who will see it, welcome it for
me...don't forget those who fell during the night-time.”
-Noli Me Tangere (Jose P. Rizal)

Introduction

Noli Me Tangere is one of the Philippine literature's

most popular books, describing the conditions of the
Philippines during the Spanish colonization. Noli Me Tángere is
considered to be one of the most significant written works of
the national hero at the height of his scholarly efforts in Europe.
It was not only because it was published by the National Hero,
Jose Rizal, but also because it revealed the socio-historical
status of the Filipinos under the Spanish rule. In this book,
Rizal gathered his intellectual experiences as he tapped his
experience of different fields and woven a story that tried to
reflect, if not reveal, the complexities of colonial life in the
Philippines in the nineteenth century. Jose Rizal 's novel
opened the eyes of the revolutionists to see the stereotypes
and wrongdoings of the Spaniards. This lesson will explore the
context of the publication of the Noli.

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HISTORICAL BACKGROUND OF WRITING THE NOVEL

As a tourist in Europe, Rizal joined in the Illustrado Movement to use propaganda to

advocate for improvements in the Philippines. Using their intellectual prowess, the
illustrados published numerous written outputs from news pieces, feature posts, and
commentaries. They also created artistic works from ironic pieces to world-class paintings. In
this artistic and literary set, Rizal 's outstanding mastery of words was evident in one of his most
celebrated novels, his first book, Noli Me Tangere. The bleak winter of 1886 was an
extraordinary one in Rizal's life for two reasons: first, it was a harrowing episode because he
was starved, sick, and destitute in a foreign country; and second, it brought him enormous
pleasure after suffering too much, because his first book, Noli Me Tangere, came out of the
press in March 1887. Like the legendary Santa Claus, Dr. Maximo Viola, a friend of his from
Bulacan, came to Berlin at the height of his despondency and offered him the money he needed
to write the novel.

Idea of Writing a Novel on the Philippines

Dr. Rizal was influenced by his reading of Uncle Tom's Cabin

by Harriet Beecher Stowe, which describes the brutalities of American
slave-owners and the pathetic lives of the poor Negro slaves, to plan a
novel that would show the miseries of his people under the lash of
Spanish tyrants. He was an undergraduate at Madrid's Central
University. The biographers of Rizal also state that the Spoliarium of
Antonio Luna, which represented the sufferings of mankind in the face
of inequality, was also an influence in the writing of his first book.

On January 2, 1884, at a Filipino gathering at the Paterno

residence in Madrid, Rizal recommended the writing of a novel by a
group of Filipinos about the Philippines. The Paternos (Pedro,
Maximino, and Antonio), Graciano Lopez Jaena, Evaristo Aguirre,
Eduardo de Lete, Julio Llorente, Melecio Figueroa, and Valentin
Ventura were among those present who unanimously accepted his plan. Rizal 's project, sadly,
did not materialize. Nothing was written by those compatriots who were supposed to collaborate
on the book. The book was planned to cover all stages of life in the Philippines. Nearly
everybody decided to write about women, though. At such flippancy, Rizal was disgusted. He
was more disgusted to see that his companions spent their time gambling or flirting with
Spanish señoritas, instead of focusing seriously on the book. Undaunted by the indifference of
his friends, he decided to write the novel alone.

As a surmise, the novel has four purposes (Jesus, 2017):

1. To picture the past and realities of Philippines;
2. To reply to insults heaped on the Filipinos and their country;
3. To unmask the hypocrisy that have impoverished and brutalized the Filipino people;
and
4. To stir the patriotism of the Filipinos.

The Title of the Novel

The title Noli Me Tangere is a Latin phrase which means "Touch Me Not” or in Filipino,
Huwag Mo Akong Salingin. It is not originally conceived by Rizal, for he admitted taking it from
the Bible. Rizal, writing to Felix R. Hidaldo in French on March 5, 1887, said: "Noli Me Tangere,

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words taken from the Gospel of Saint Luke, signify "do not touch me.” In citing the Biblical
source, Rizal made a mistake. It should be the Gospel of St. John (Chapter 20, Verses 13 to
17). According to St. John, on the First Easter Sunday. St. Mary Magdalene visited the Holy
Sepulcher, and to her Our Lord Jesus, just arisen from the dead, said:

"Touch me not; I am not yet ascended to my Father, but go to my brethren, and

say unto them, I ascend unto my Father, and your Father, and to my God and
your God."

The choice of title according to Rizal was because he intended to write about themes
that were taboo in the Philippines for centuries; things that people dared not touch.

According to his biographers, Rizal intended to write his first novel in French, which at
the time was known to be the language of intellectuals in Europe. He, however, turned to
Spanish because in the Philippines he intended to reach out to his countrymen.

The Author's Dedication

Rizal dedicated his Noli Me Tangere to the Philippines - "A Mi Patria" (To My
Fatherland). His dedication runs as follows:

Recorded in the history of human sufferings is a cancer so malignant a character

that the least touch irritates it and awakens in it the sharpest pains. Thus, how
many times, when in the midst of modern civilizations, I have wished to call thee
before me, now to accompany me in memories, now to compare thee with other
countries, hath thy dear image presented itself showing a social cancer like to
that other!

Desiring thy welfare which is our own, and seeking the best treatment, I will do
with thee what the ancients did with their sick, exposing them on the steps of the
temple so that every one who came to invoke the Divinity might offer them a
remedy

And to this end, I will strive to reproduce thy condition faithfully, without
discriminations; I will raise a part of the veil that covers the evil, sacrificing to truth
everything, even vanity itself, since, as thy son I am conscious that I also suffer
from thy defects and weaknesses.

The Writing of the Noli Me Tangere

Rizal started writing the novel in Madrid at the end of 1884 and completed about one-
half of it. He started to compose the novel as he went to Paris in 1885, after ending his studies
at the Central University of Madrid, finishing half of the second half. In Germany, he completed
the last fourth of the book. In April-June, 1886, he published the last few chapters of Noli at
Wilhelmsfeld. Over the winter days of February 1886 in Berlin, the final revisions to the Noli
manuscript were carried out by Rizal. Sick and penniless, he had no chance of making it
released, so he nearly threw it into the flames in a momentary fit of desperation. Years later he
told his good friend and former classmate, Fernando Canon: "I did not believe that the Noli Me
Tangere would ever be published when I was in Berlin, broken-hearted, weakened, and

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discouraged from hunger and deprivation. I was on the point of throwing my work into the fire as
a thing accursed and fit only to die."

Viola, Savior of the Noli

In the centre of his suffering and his despondency. From Dr.

Maximo Viola, who was going to Berlin, Rizal got a telegram. This
friend of Rizal's was a scion of the affluent San Miguel Bulacan
family. This means that he was rich. He was saddened to see Rizal
living in poverty and deplorably sickly due to lack of adequate
nourishment when he arrived in Berlin shortly before Christmas Day
of 1887. Viola, being filled with sufficient money, gladly decided to
cover the printing expense of the Noli after seeing the plight of his
talented friend. He loaned Rizal some cash for living expenses as
well. Thus, it happened that Rizal and Viola were able to celebrate
Christmas in Berlin in 1886 with a sumptuous feast. Rizal put the
final touches to his novel after the Christmas season. He omitted
some passages in his manuscript to save printing costs, including a
whole chapter—"Elias and Salome.

The Noli was fully completed and ready for printing on February 21, 1887. Rizal went to
numerous printing shops in Berlin with Viola, the savior of the Noli, to survey the printing prices.
They eventually found a Berliner Buchdruckrei-Action-Gesselschaft printing shop after a few
days of enquiries, which paid the lowest cost, that is, 300 pesos for 2,000 copies of the book. It
must be noted that in Berlin, Germany, Noli Me Tangere was published.

Rizal Suspected as Frenchy Spy

An unusual incident occurred in Rizal during the printing of Noli. One morning, the Berlin
police chief paid a surprise visit to Rizal's boarding house and demanded to see the passport of
the latter. Unfortunately, Rizal was unable to produce a passport, for he had none - it was
possible to fly without a passport in those days. The police chief then instructed him, within four
days, to obtain a visa, or he would be deported. Rizal, followed by Viola, then went to the
Spanish embassy to request the assistance of the Spanish ambassador, the Count of Benomar,
who had agreed to deal with the matter. The ambassador, however, refused to keep his word,
and it turned out he had no authority to grant the appropriate passport.

Rizal introduced himself at the office of the German police chief at the expiration of the
four-day ultimatum, apologizing for his inability to acquire a visa, and respectfully asked the
latter why he should be deported when he had not committed any crime. The police chief told
him that he had received intelligence reports that he (Rizal) had made repeated visits to rural
villages and cities, raising the suspicion of the German government that he was a French spy,
because he had entered Germany from Paris, where he had been staying for many years, and
was clearly a lover of France, whose language and culture he knew so well. On account of
Alsace-Lorraine, relations between France and Germany were strained at the time.

Rizal explained to the police chief, in fluent German, that he was not a French spy, but a
Filipino physician and scientist, especially an ethnologist. He toured the rural regions of the
countries he toured as an ethnologist to study the customs and life-styles of their everyday
inhabitants. The police chief was delighted and allowed him to remain openly in Germany,

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favourably impressed with Rizal 's description and intrigued by his mastery of the German
language and personal charisma.

Printing of the Noli Finished

Rizal oversaw the printing of the Noli, with the aid of Viola, after the incident of his
aborted deportation as a suspected French spy. They were at the printing shop proof-reading
the printed pages day by day. On March 21, 1887, the Noli Me Tangere came off the press.
Rizal immediately sent the first copies of the printed novel to his intimate friends, including
Blumentritt, Dr. Antonio Ma. Regidor, G. Lopez Jaena, Mariano Ponce, and Felix R. Hidalgo. In
his letter to Blumentritt, dated March 21, 1887. he said: "I am sending you a book. It is my first
book, though I have already written much before it and received some prizes in literary
competitions. It is the first impartial and bold book on the life of the Tagalogs. The Filipinos will
find it the history of the last ten years. I hope you will notice how different are my descriptions
from those of other writers. The government and the friars will probably attack the work, refuting
my arguments: but I trust in the God of Truth and in the persons, who have actually seen the
sufferings at close range. I hope I can answer all the concepts which have been fabricated to
malign us.”

On March 29, 1887, Rizal, in token of his appreciation and gratitude, gave Viola the
galley proofs of the Noli carefully rolled around the pen that he used in writing it and a
complimentary copy, with the following inscription: "To my dear friend, Maximo Viola, the first to
read and appreciate my work - Jose Rizal."

Symbolisms of Noli Cover Page

Each element of the cover page has its own meaning or symbolism. Just one look at the
cover, it already tells us every bit of what's in the novel. Rizal also purposely designed the title
to be placed diagonally so that it can divide an upper and lower triangle. (Bernus & Hermoso,
n.d.)

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Symbol Meaning/Symbolism
1. Silhouette of a • believed to be Maria Clara or as the "Inang Bayan" to
Filipina whom Rizal dictates the novel
2. Bay Leaves/ • represents Honor and Fidelity
Laurel Leaves
3. Cross • represents the Catholic faith as it rises above Inang
Bayan and Filipinos (shows dominance). It also Upper Triangle
symbolizes sufferings and death. This represents Rizal's
4. Burning torch • refers to the Olympic torch past life.
• pertains to the awakening of Filipino consciousness
• it also sheds light to the text of the manuscript
5. Sunflower • it symbolizes a new beginning
• it is compared to the happiness of which appears to be
always bowing down
6. Year 1887 • publication of Noli
7. Bamboo Stalk • it represents Filipino resiliency
• despite the sufferings, Filipinos can still stand tall and
firm
8. Chain and Whip • it symbolizes slavery and imprisonment (Chain) Lower Triangle
This represents Rizal's
• it represents the abuses and cruelties done by the
currents situations.
Spaniards and friars as depicted in the novel (Whip)
9. Helmet • It represents the helmet of Guardia civil. Symbolizes the
arrogance of those in authority
10. Hairy Legs • it symbolizes the Legend of the Wolf
• the wolf shape shifts just like how friars hide their true
nature and character

Reactions to the Noli

The Noli produced reactions from readers, Filipinos and strangers

alike in the immediate months and years after its publication in 1887. Answers
varied from praise to outright mockery. One sector that espoused utmost
disdain for the novel was the Spanish clergy as well as some Spanish colonial
officials. It is thus understandable that in 1887, when Fray Salvador Font,
chair of the censorship board, banned the reading and possession of Rizal 's
book, Spanish friars vehemently prohibited the dissemination of the book. The
book was assessed and judged as pernicious by several other friars. In order
to stop committing capital sins, they told devout Catholics not to read the
book. Not only did disapproval of the novel from Spanish officials and
scholars persist in the Philippines, it was also voiced in Spain. Vicente
Barrantes, who wrote several pieces in Spanish newspapers ridiculing Rizal's
inconsistencies, was a staunch opponent of the book. Barrantes described
Rizal as man of contradiction whose criticisms of friars and the Spanish
regime were actually an insult to the Filipino themselves.

The book was also attacked by Fr. Jose Rodriguez. As he was

intimidated, he issued a pamphlet titled “Caingat Cayo”, which warned the
Filipinos against reading the Noli. In 1889, Rizal published his answer to Fr.
Rodriguez in the pamphlet La Vision de Fr. Rodriguez, a brilliant satire in
which exposed the ignorance of the friar (Agoncillo, 1990)

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His novel also found passionate

defenders among his peers, just as Rizal's
detractors came from diverse fields. His
book was lauded by many of his peers in the
Propaganda movement. Marcelo H. del
Pilar, who also wrote essays in response to
the Noli critics, is one example. Support for
the novel was also shared by Rizal 's friend,
Ferdinand Blumentritt, also an academic.
Blumentritt noted that Rizal’s work “has
been written with the blood of the heart, and
so the heart also speaks.” Dr. Antonio Ma.
Regidor, Filipino patriot and lawyer, also read the novel. He felicitated Rizal saying “Every
Filipino patriot will read your book with amity and upon discovering in every line a veracious idea
and in every word a fitting advice, he will be inspired and he will regard you book as the
masterpiece of a Filipino and the proof that those who thought us incapable of producing great
intellects are mistaken or lying.” (Zaide & Zaide, 1994)

As the Noli in the Philippines of the nineteenth century stirred outrage in social circles, it
is surprising to learn that the novel continued to be a topic of discussion and discussion well
past its time. In the immediate years after its publication, the Noli was translated into several
languages. One of the earliest translations of the novel was done in French. Many scholars
posit that there were early attempts to translate the novel into German (by Blumentritt) and even
Tagalog (by Rizal's brother, Paciano) but these plans never came to fruition. At the turn of the
twentieth century, during the American colonial period, several other translations and editions of
the novel came out. Arguably the most circulated versions were the English translations of
Charles Derbyshire. By the 1930s, Rizal's Noli and several Spanish editions, translations into
English, French, Japanese, and also into several languages in the Philippines including
Tagalog, Cebuano, Waray, Iloko, and Bikol.

Distribution of the novel to the Philippines

In the middle of the tight censorship imposed by the

Spaniards, the story of how Noli Me Tangere was spread in the
Philippines can be traced to the efforts of Jose Basa, the hero-
smuggler of the Propaganda movement. He was able to
organize Hong Kong-Manila trips for Filipinos through his
contacts and flourishing business, which became the route for
subversive and anti-friar pamphlets to enter Filipinos' hands.
Noli Me Tangere was one of them. The Filipino travelers who
worked as couriers were allegedly told to disembark the ships
without the books commonly concealed in the ship's coal bin.
They would then hire a carretela and the books, usually placed
inside buri sacks, would be loaded to the carretela. Afterwards,
they would pretend to forget something in the ship. They would
ask a permission from a crew member to walk back to the ship
leaving the buri sacks in the carretela. After sometime, the
cochero would inspect the buri sacks and find the books. He
would either dispose or leave them and another arranged
carretela would pick up the sacks for people to freely get
copies, thus disseminating them to Filipinos.

Jose Ma. Basa

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Impact of Noli Me Tangere

Noli Me Tangere is considered romantic, but because of its nature, it is more socio-
historical. Today, much of the issues addressed in Noli can still be found. The novel quickly
gained attention, but only a small number of copies reached the Philippines, for it was forbidden
to be read by the Spanish authorities, in particular the friars whom Rizal mocked in the novel.
Anyone who was found reading it was harshly disciplined. Naturally, the ban made more
Filipinos much more interested about the book. This is called Streisand effect. Originally, Noli
was written in Spanish, so the chance of Spanish officials reading it first was very high, which is
what Rizal chose to do. Copies of books have been redirected to churches, many have been
burned, many anti-Noli authors have been brought into the picture. At the time, Catholic figures
in the Philippines viewed the book as heretical, although it was considered rebellious and
against the government by the Spanish colonial authorities. From his book, they found their
immorality, their bogus culture, and their vices were faithfully mirrored in the novel. As Dr.
Trinidad H. Pardo de Tavera, an Insular, said:

“The prestige which the friars had enjoyed, and which was based only on the
ignorance of the masses, crumbled away when the private lives of the member of
the religious orders in the provinces were described in the pages of Rizal’s book
and the immorality and the viciousness of the friars were exposed to the public
view”

After publication, Noli me Tangere was considered to be one of the instruments that
initiated Filipino nationalism leading to the 1896 Philippine Revolution. The novel did not only
awaken sleeping Filipino awareness, but also established the grounds for aspiring to
independence. Underground copies were distributed, so Rizal decided to increase the price, the
demand was so high.

The impact also included the expulsion of Rizal's clan in Calamba, Laguna. Extradition
cases were filed against him. This led to his decision to write the sequel of Noli Me Tangere, the
El Filibusterismo. Unlike El Fili, Noli Me Tangere was more delicate and did not invoke rebellion.
as El Fili does. So, to ensure revolutionary ideas and patriotic reaction, Rizal redefined his
careful concepts in Noli to aggression in El Fili.

REFERENCES

Agoncillo, T. (1990). History of FIlipino People. C &E Publishing.

Bernus, G. M., & Hermoso, A. (n.d.). Unveiling Rizal. Retrieved from Unveiling Rizal:
https://unveilingrizal.weebly.com/index.html

Clemente, J. (2019). The Life and Works of Rizal. Quezon City: C&E Publishing Inc.

Jesus, M. B. (2017). Rizal (His Life, Works, and Writings). Mandaluyong City: Books Atbp.
Publishing Corp.

Zaide, G. F., & Zaide, S. M. (1994). Jose Rizal: Life, Works and Writings of a Genius, Writer,
Scientist, and NAtional Hero. Quezon City: All-Nations Publsihing Co., Inc.

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CORRESPONDENCE LEARNING MODULE

RZAL 1013: Life and Works of Rizal
AY 2021-2022
WEEK 10

LESSON X: PLOT, CHARACTERS, AND THEMES OF NOLI ME TANGERE

Topic: PLOT, CHARACTERS, AND THEMES OF NOLI ME TANGERE

Learning outcomes At the end of the lesson, you are expected to:
a. Recall salient points of the plot, characters and themes of the
novel;
b. Examine the characters of the novel and relate their
personalities in present time; and
c. Relate the themes of raised in the novel in the changing
landscape of the contemporary word.

Date Topics Activitiies

Read the lessons
Oct 18-22 PLOT, CHARACTERS,
AND THEMES OF NOLI
ME TANGERE Accomplishing Assessments
Oct 23
Oct 25 Submission of Worksheets

Learning Content

Introduction

Upon knowing important details of the novel Noli Me

Tangere, this chapter presents the novel’s plot, themes, and
characters. The plot will provide a story of hope and struggle
against the backdrop of an elaborate setting filled with equally
complex characters. Through the novel’s characters, varied point
of views were gleaned from colonial life in their different journey
and through novel’s themes, help you to better understand the
whole message of the novel that even up to present are worthy for
discussion.

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Lesson Proper
PLOT OF THE NOVEL NOLI ME TANGERE

The story of the Noli Me Tangere followed the life of Juan Crisostomo Ibarra after he
returned to the Philippines from studying in Europe. The novel opened with Capitan
Tiago preparing a homecoming gathering for the young ilustrado. Throughout the pages
of the novel, the characters could be seen navigating the complex realities of colonial
Philippines. Ibarra was shown to be rekindling links with his betrothed Maria Clara. But
not everything was fine and dandy for Ibarra. Upon his return, he learned about the ills
that plagued his town as well as the abuses of the friars to which his late father fell
victim to. Ibarra found an antagonist in Padre Damaso, the former curate of San Diego
who ordered that the corpse of his father be exhumed and reburied in the Chinese
cemetery.

Despite these personal travails, Ibarra persevered to fulfill the plan of building a school
in San Diego, staying true to his belief that education was crucial for his nation's
progress. Ibarra almost got killed had it not for Elias, a boatman, who saved him. Elias
also previously cautioned Ibarra about his actions that could anger the friars. After the
incident, Ibarra organized a luncheon.

Here, another confrontation occurred between Ibarra and Damaso who attended the
luncheon uninvited. In a fit of Ibarra took a knife against Damaso's neck and threatened
to slit his throat as he told everyone of the abuses committed by Damaso and the
desecration he did to Ibarra's father. Maria Clara calmed Ibarra and prevented him from
killing the friar. Damaso, in an act of revenge, persuaded Capitan Tiago, the father of
Maria Clara, to not allow his daughter to marry Ibarra.

After some time, a revolt was blamed on Ibarra, which caused his incarceration. With
the help of Elias, he escaped and went to see Maria Clara who was soon marrying the
man her father chose for her. In a heartbreaking confrontation, Ibarra and Maria Clara
exchanged accusations and in the revealed that Damaso was the true father of Maria
Clara

As turmoil and confusion engulfed the town, Maria Clara thought Ibarra had been killed.
This caused her endless grief. She asked to be confined to a nunnery lest she take her
own life. It was later revealed that Ibarra was not dead and that Elias was the one fatally
shot. In the latter passages, the dying Elias was waiting for Ibarra but instead, met and
talked to the young Basilio. He instructed the orphaned boy (his mother Sisa, who
became insane looking for her young sons, had died) to find the treasure of Ibarra
buried in the cemetery and use it to get an education. He reminded Basilio to never lose

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hope and if one day, freedom and progress would come to his country, to not forget
those who labored in the night.

Within this general contour of the narrative, Rizal wove a complex story and subplots.
Reading through the novel, different characters and their corresponding stories unfolded
as told through the voice of an unseen narrator. Truly, the Noli reflected the lives of
people living in the complicated world of colonial Philippines.

CHARACTERS OF THE NOVEL

JUAN CRISÓSTOMO IBARRA Y MAGSALIN (IBARRA)
Ibarra, a rich young mestizo who has just returned to the
Philippines after studying in Europe for seven years, is
sophisticated, highly regarded, and highly idealistic. Due to his
extremely liberal education and contacts, the priests of San
Diego all treat him with considerable wariness. His father, Don
Rafael, who was similarly idealistic, was branded a subversive
and a heretic by the oppressive priesthood and imprisoned,
finally leading to his death. Ibarra hopes to establish a school in
San Diego to carry out the dreams and aspirations of his father,
but as a result of a plot led by the scheming Father Salví, he
becomes embroiled in disputes with the church and is forced to
leave San Diego. Ibarra usually wishes to work inside
institutions to change the Philippines, rather than abolish them,
in comparison to his more radical friend Elías, but he changes
to the values of Elías as the novel progresses.

MARIA CLARA

She is believed to be the daughter of Captain Tiago, a

lady of high social status, and the goddaughter of Father
Dámaso. Actually, she is Father Dámaso's biological
daughter, the result of a scandalous arrangement between
the old priest and the wife of Captain Tiago. María Clara
grew up alongside Ibarra and decided to marry him, but the
marriage was disapproved of by Father Dámaso. Her
guardians set her up to be married to Linares, a rich young
man of Spanish descent, after Ibarra is excommunicated
from the church, and she tries to go along with the
arrangement to avoid upsetting her father, the weak-willed
Captain Tiago. She is coerced into surrendering the letters
Ibarra gave her as proof of his guilt as Ibarra is put on trial for
sedition. Ultimately, she refuses to marry Linares and enters
a convent when she learns about Ibarra's sudden death.

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FATHER DAMASAO

Father Dámaso is an aged, power-hungry and

shamelessly corrupt Spanish priest who, for nearly two
decades, has lived among the native Filipinos. The years
have done little to endear him or build much sympathy for
his "flock," despite having spent all that time with them.
He is deeply racist, as well as petty and vindictive, and he
thinks little about using his immense influence to ruin the
lives of others who have slighted him, regardless of how
minor the crime is. He masterminded the assassination of
Don Rafael Ibarra, then taunted the younger Ibarra
brazenly. Ibarra threatens him after he openly insults
Ibarra 's father and he excommunicates Ibarra from the
church. He is also María Clara's godfather (and,
technically, the biological father), granting him control
over her relationship with Ibarra.

ELIAS

Elías, an enigmatic character, is a man on the run from the law

who, amid his firm religious beliefs, resents both the Spanish
colonial government and the Catholic Church. When Ibarra
bravely saves him from a crocodile, he crosses paths with the
more temperate Ibarra. Elías discovers a scheme against Ibarra 's
life and deals closely with him in the second half of the book. He
and Ibarra had some lengthy debates on the ethics of politics and
government, with a more revolutionary approach held by Elias.

FATHER SALVI

A younger, more cunning Spanish priest who takes over

the role of Father Damaso as San Diego's Friar Curate. He
is more dangerous than his predecessor in many ways, as
he is a more skilled strategist who uses his religious
position for political influence and personal vendettas. He
frequently fights with the town's ensign for power . His
most significant role in the novel comes through his plot to
ruin Ibarra, who is engaged to María Clara, who he is in
love with.

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CAPTAIN TIAGO (DON SANTIAGO DE LOS SANTOS)

Capitan Tiago is a rarity to the fact that he is a rich Filipino

native. Despite really showing little regard for religion, he retains
strong relations with high-ranking Catholic Church officials, and
shamelessly shares in the racial insults of others towards his
own people. His primary interest is to marry a wealthy man from
a prominent family with his daughter, María Clara. This is one of
the key reasons that when he is branded a subversive, he is able
to toss aside his loyalties to Ibarra. As a possible new fit for his
daughter, his desire for favorable social pairings makes him easy
to agree with Linares.

DOÑA CONSOLACION

Doña Consolación, the combative wife of The Ensign, is an

elderly Filipino woman who is ashamed of her ethnicity and who
pretends to be unable to understand Tagalog, her own native
tongue. She also argues with her husband and takes much of
her husband's decisions for him. She is proud, despite being
portrayed as very ugly, and she demands respect from
everyone.

DON RAFAEL IBARRA

The father of Crisóstomo Ibarra is mentioned in the novel
posthumously. Critic of the corrupt practices of the
Spanish friars, he receives the wrath of hateful Father
Dámaso, who accuses him of sedition and heresy. He
dies in custody before his name can be cleared. His
remains are buried in the Catholic cemetery in the town of
San Diego, but Father Dámaso employs a gravedigger to
did up his body to be buried in the Chinese cemetery
because of his status as a heretic.

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DOÑA VICTORINA

Doña Victorina, a brave and determined social climber

from the Philippines, is the wife of Tiburcio de
Espadaña, a fake doctor. Well past her prime, she
depends on garish make-up to take on the youthful
façade. She eagerly seeks to marry her nephew to
María Clara, perhaps as a way to further advance her
social standing.

CRISPIN

A young boy training to be a church keeper, Crispín and his

brother Basilio are constantly working to give help money to
their demoralized mother, Sisa. Crispín is accused of taking
money from the church suitcases by the head sexton and is
kept a virtual hostage until the debt is settled. The night that
he and his brother visited their mother, the head of the
sexton held them until the curfew, essentially preventing the
brothers from moving. The head sexton beat him and he
was never seen again afterwards, potentially dying at the
hands of the ruthless head sexton, even though another
church official believed he had escaped.

BASILIO

Crispín's older brother is Basilio. Like his younger

brother, he works like a sexton. Basilio takes a
desperate run to their home the night that Crispín is
taken away and manages to find his younger brother
the next day, but his search efforts are fruitless. The
next day, the Civil Guard arrives to look for him and his
brother. Fearing his life, he escapes to the forest where
he goes into hiding, staying with a kind family until
Christmas Eve. When he eventually locates Sisa, he
discovers that she has gone insane because of her grief
and is thus unable to recognise him as her mother. He
follows her to the trees, where she momentarily regains
her wits, and then dies of shock.

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SISA

She goes insane at the loss of her sons, the long-

suffering mother of sextons-in-training, Crispin and
Basilio. Poor and married to a brutal intoxicated man, she
is only allied with her sons. She wanders through the city,
her clothing tattered and her hair disheveled, and calls
for her sons. She is unable to remember him until she
finally encounters Basilio.

LT. GUEVARRA
The lieutenant of the Civil Guard is also a morally
upright man of Spanish extraction who keeps both
Crisóstomo Ibarra and the late Don Rafael in high regard.
He is one of the few who support the Ibarras publicly and
he is outspoken about his disapproval of the control of
Father Dámaso. He tells Crisóstomo Ibarra of his father's
fate and of the role of Father Damaso in his passing.

LINARES
Dr. de Espadaña’s nephew, a respectable young Spanish man.
Like his uncle, he has forged credentials and hopes to climb
through the social ranks.

FATHER SALVI

A priest serving in the Binondo district in the city of Manila,

Father Sibyla serves as a foil to the otherwise largely
corrupt Father Dámaso and the perverse Father Salví as he
is rational and calm. Father Sibyla is an adept and shrewd
orator who takes obvious delight in antagonizing the
pompous Father Dámaso at Ibarra’s return party.

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Understanding the Themes of the Filipino Novel "Noli Me Tangere"

Freedom from Spain

Noli Me Tangere portrays the hardships that

Filiipinos experienced during the Spanish
Regime. Rizal tried to expose all of these in this
novel and the ways Filipinos tried to gain
independence from Spain. This novel is a great
novel of how Filipinos were being maltreated.

Social Climbers
Just like in present times, social climbers also
existed in 1900s in the Philippines. Rizal
included this mentality in the persona of Doña
Victorina and Capitan Tiago. These characters
as seen in the novel, tried to blend themselves
with higher classes and educated ones. Doña
Victorina, shows her eagerness to become
Spanish looking person. It is evident as she
likes to cover her face with too much makeup,
dressing like a Spanish woman, and speaking
the foreign language despite being Filipino.

Abusive Power
Filipinos suffering from civil guards, friars and government officials
were excessive that hinders Filipinos to live freely day by day.
These were exposed by Rizal in the novel. One concrete
example was the death of his father, Don Rafael that made
Ibarra continuously seek for justice.

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Family Devotion

One best trait of a Filipino is being family oriented. Rizal tried to highlight this in
the characters of Crisostomo Ibarra, Maria Clara and Sisa. With the death of Don
Rafael, Ibarra traces all means to achieve justice for his father. Maria Clara being so
kind and obedient daughter to Capitan Tiago. Sisa, on the other hand, definitely shows
her devotion to her family by doing everything to serve her family. Considering her
children (Basilio and Crispin) as her treasures, she endures the trials she goes through
just to keep them secured.

Purity and Faithfulness

Purity and Faithfuless is one of the highlights of the novel. Maria Clara, despite being
engaged to a Spaniard, she remained faithful to Ibarra to show her true love to the main
character. She preferred to become a nun and hence dies afterward when Padre Salvi
rapes her.

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Patriotism

Patriotism could be one of the obvious themes of the novel. Aside from Ibarra which
obviously portrayed a man with patriotism, Elias created a revolt against the Spaniards,
findings all means to lead a revolution against the friars, civil guards and government
officials. Believing that God will bring forth justice over Filipinos depicts patriotism by all
means. These two characters badly want to be free from the oppressors.

REFERENCES

Textbooks

Rhodalyn, Wani-Obias et al. (2018). The Life and Works of Jose Rizal. C& E Publishing,
Inc Virlyn Francisco et al. (2018). Rizal, A modular Approach. MINDSHOPPERS
CO., INC.

Gagelonia, Pedro A. Rizal’s Life, Works, and Writings. National Bookstore, Inc., 1974

Online

Understanding the Themes of Themes of Filipino novel Noli Me Tangere, Bright Hub Education,
June 26, 2011. Retrieved October 8, 2020 from
https://www.brighthubeducation.com/homework-help-literature/122053-themes-and-
historical-value-in-the-book-noli-me-tangere/

Noli Me Tangere Character, Grade Saver. Retrieved October 8, 2020 from

https://www.gradesaver.com/noli-me-tangere/study-guide/character-list

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UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

First Semester
A.Y. 2021-2022

CORRESPONDENCE LEARNING MODULE

RZAL 1013 (Life and Works of Rizal)

Prepared by:

ANTHONY P. ANGELES
STELLA MARIE R. LUMABAN
RAY T. OBISPO, Ph. D
JEIZELLE MARIE T. QUINTO
DARIN JAN C. TINDOWEN, Ph. D
ALVIC B. TORRES
MARISOL U. BANGANAY

Course Instructor

Reviewed by:

RENZ MARION C. GAVINO, MP

General Education Area

Recommended by:

VENUS I. GUYOS, Ph.D.

Academic Dean

Approved by:

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academics

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UNIVERSITY PRAYER

O God, wellspring of goodness and blessings, we give you thanks and praise as one Louisian
community. The graces You incessantly grant upon us and Your divine providence have sustained
our beloved University throughout the years of mission and excellence.
Having been founded by the Congregation of the Immaculate Heart of Mary, we pray that You
keep us committed and dedicated to our mission and identity to serve the Church and the society
as we become living witnesses to the Gospel values proclaimed by Jesus. For if we are steadfast
in our good and beautiful mission, our works will bring success not only to ourselves but also to
those whom we are bound to love and serve.
Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him to love You
above all things, may we also live believing that we are born for a greater purpose and mission as
we dwell in Your presence all the days of our life.
Grant all these supplications through the intercession of
Mother Mary and through Christ our Lord. Amen.

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CORRESPONDENCE LEARNING MODULE

RZAL 1013: Life and Works of Rizal
AY 2020-2021
Week XI

Lesson XI:

Topic: Rizal’s Annotations of Morga’s Pre-conquest Past

Learning Outcomes: At the end of this module, you are expected to:

1. Discuss the importance of Rizal’s annotations of Dr. Antonio Morga’s works in understanding our
Pre-Colonial society; and
2. Develop your own insights about our Pre-Colonial society.

DATE TOPICS ACTIVITIES

October 25, 2021 Rizal’s Annotations of Morga’s Read Lesson
October 29, 2021 Pre-conquest Past Answering Learning Task

LEARNING CONTENT

INTRODUCTION

D
uring the Spanish colonial period, Philippine history was primarily written by the Spaniards. Early
Spanish took note of the native’s appearance and way of life. However, many of these early
histories depicted the Filipinos in negative terms and often contained biases against the colonized
people.

In this lesson you will learn about Jose Rizal’s annotation of Antonio Morga’s work, Sucesos de las Islas
Filipinas, which was an attempt to redress the biased view for the Filipinos and can be used even today to
derive insights useful for investigating pre-Hispanic history. Although Rizal’s annotations have been largely
disregarded his work has credited as the first Philippine history to be written form the viewpoint of a Filipino.

LESSON PROPER

A
ntonio Morga was a Spanish administrator who served in the Philippine in the
late sixteenth century. He was born in Seville in 1559 and began working for
the government in 1580. He served as the Lieutenant-Governor-second most
powerful position in the colony in the Philippines in 1953 and then as judge of the
Audiencia in 1598. By 1915, he moved to Mexico where he served as the president of
the Audiencia. He was later investigated for the corruption and was found guilty.
Before being sent to the gallows, however, he died in 1636.

Morga’s work, Sucesos de Las Islas Filipinas, was published in 1609 in Mexico and
consisted eight chapters. The first seven chapters dealt with the terms of the governors-general who had
served in the Philippines from the time Miguel Lopez de Legazpi in 1565 to Pedro de Acuna in 1606. The
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last chapter, titled “An account of the Philippine Islands,”, provided ample descriptions of early Filipinos
upon the arrival of the Spaniards in the sixteenth century.

Other information about Sucesos de Las Filipinas

• Las Islas Filipinas means “The Philippine Island” in

English and was named in honor of King Philip II of
Spain
• Sucesos means the work of an honest observer, a
versatile bureaucrat, who knew the workings of the
administration from the inside.
• The book describes the events inside and outside of
the country from 1493 to 1603, including the history
of the Philippines.
• It discuss the political, social and economic aspects
of a colonizer and the colonized country.
• The content of the book is based on documentary
research, observation and personal experience of
Morga.

While at the British Museum in the late 1889, Rizal found a copy of the first edition of Antonio Morga’s
Sucesos de las Islas Filipinas and began copying the text by hand. He annotated the work along the way
with the intention of creating critical work on the history of the Philippines. Despite hopes of getting the work
published through the help of Antonio Regidor, Rizal ended up with no publisher when his annotations were
done. By September 1889, Rizal decided to publish the annotations himself in the Garnier Hermanos, a
printing press based in Paris.

Rizal’s Choice of Annotating Morga’s Work

The first reason, according to a Historian Ambeth Ocampo, was the fact that Morga’s work in its original
Spanish edition was rare. In fact, the original Spanish text had never been reprinted in full until Rizal
published his annotations in 1889. Second, unlike other early Spanish Chronicles written by ecclesiastics,
Morga was a civil administrator and therefore provided a secular view of historical events during the early
Spanish colonial period. This second reason relates to Rizal’s belief that a secular account was more
credible than those written by religious missionaries, which is the third reason for his choice. Fourth, it was
more sympathetic towards the natives in contrast to the biased accounts written by the friars. Finally,
Morga’s work was a fitting choice because he was an eyewitness ton historical events that occurred in the
Philippines during the period of early Spanish colonization.

Rizal’s Purpose of Annotating Morga’s Work

There are several reasons why Rizal’s intent in annotating Morga’s work. First is to awaken the
consciousness of the Filipinos regarding their glorious ways of the past. Second, to correct what has been
distorted about the Philippines due to Spanish Conquest and third, to prove that the Filipinos are
civilized/advanced even before the coming of the Spaniards.

With the publication of his annotations to Sucesos, Rizal presented an outline of linear conception of
history. While Noli Me Tangere dealt with the nineteenth century of Rizal’s present and El Filibusterismo
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and the essay titled “The Philippines a Century Hence” covered the future, the annotations of Sucessos
tackled the past. More than an attempt to write the country’s history, however, Rizal’s annotation of Morga’s
Sucesos must also be seen within the context of the Propaganda Movement. At a time when Filipino
propagandists were clamoring for reforms in Spain, presenting a critical narrative of the country’s history
might be considered as an endeavor to create a sense of national consciousness or identity that was
anchored on a glorious past. Whereas early Spanish chronicles for being barbarians, Rizal’s copious notes
of Sucesos revealed early Filipino culture as rich and flourishing. Thus, Rizal’s annotations may be
considered an effort to assert Filipino identity within an oppressive colonial framework.

According to Rizal’s Annotations Filipinos have:

EARLY GOVERNMENT HIGH LITERACY RATE

Our forefathers in the Pre-colonial Philippines have The Spanish missionaries have exploited the
already possessed a working judicial and legislative baybayin for their own ends, learning and using it
system. to translate their goals.

EARLY ARTILLERY SMOOTH FOREIGN RELATION

Our ancestors are very proficient in the art of war. The pre-colonial Filipinos had already established
Aside from wielding swords and spears they also trading and diplomatic relations with other
know countries.

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SELF-SUFFICIENT ADVANCE CIVILIZATION

In terms of food, our forefather did not suffer from Our ancestors possessed a complex working
any lack thereof. Blessed with such resource-rich society and a culture replete with works of art and
country, they had enough for themselves and their literature.
families.

Some of Rizal’s actual annotations from Morga:

Morga Rizal’s Annotation

Their regular daily food is rice…together with boiled This is another preoccupation of the Spaniards
fish of which is an abundance, and pork or venison, who, like any other nation, in matter of food,
likewise meat of wild buffalo or carabao. They prefer loathe that to which they are not accustomed or is
meat and fish, saltfish which begin to decompose unknown to them. The English, for example, is
and smell. horrified on seeing a Spaniard eating snails; to
the Spaniard beefsteak is repugnant and he can’t
understand how raw beefsteak can be eaten; the
Chinese who eat tahuri and shark cannot stand
Roquefort cheese, etc. The fish that Morga
mentions does not taste better when it is
beginning to rot; all on the contrary: it is bagoong
and all those who have eaten it and tasted it know
that it is not or ought not to be rotten.

In the rivers and the streams there are very large Perhaps for the same reason, other nations have
and small scorpions and a great number of very great esteem for lion and bear, putting them on
fierce and cruel crocodiles which frequently get the their shields and giving them honorable epithets.
natives from their bancas on which they ride… The mysterious life of crocodiles, the enormous
However much the people may trap, catch and kill size that it sometimes reaches, its fatidical aspect,
them, these reptiles hardly seem to diminish in without counting anymore its voraciousness, must
number. For this reason, the natives build on the have influenced greatly the imagination of the
border of their rivers and streams in their settlements Malayan Filipinos.
where they bathe, traps and fences with thick
enclosures and bars of bamboo and timber within
which they do their bathing and washing, secure
from these monsters which they fear and respect to
the degree of veneration, as if they were somehow
superior to them.

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SUMMARY
Rizal’s annotations of Sucesos de las islas Filipinas may be considered an attempt to write
Philippine history from the point of view of a Filipino. With the publication of this work, Rizal provided a
linear view of history with Noli Me Tangere showing a view of the present, El Filibusterismo and “The
Philippines a Century Hence” illustrating a view of the future, and the annotations clarifying a view of the
past.

In addition, Rizal’s annotations should also be understood within the context of propaganda work
that Filipinos in Spain were engaged in. The annotations explored the possibilities of creating a Filipino
identity anchored clearly on a pre-Spanish past.

REFERENCES

Textbooks

Rhodalyn, Wani-Obias et al. (2018). The Life and Works of Jose Rizal. C& E Publishing, Inc

Ocampo, Ambeth.1998. Rizal's Morga and views of Philippine history. Philippine Studies

Venecarcion, Jaime B. 1983 and 1984. Ang Kasayksayan sa kasalukuyang henerasyon. Historical Bulletin
(Tomo 27 and 28): 13-27

Schumacher, John. 19978. The Filipino past and education for the future, 1887-1891. In The Propaganda
Movemnet, 1880-1895: The Creation of a Filipino consciousness, the making of the revolution, pp. 212-235.
Quezon City: Ateneo de Manila University Press.

Online

Dr. Antonio de Morga's Sucesos de las Islas Filipinas retrieved October 30, 2020
https://www.slideshare.net/anandawisely/dr-antonio-de-morgas-sucesos-de-las-islas-
filipinas?fbclid=IwAR1sy1by0upRPHIZXCNmqWf0eNrlzN1SYyDz9g8gU4tqNw4T7QUnPCz3kn

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CORRESPONDENCE LEARNING MODULE

RZAL 1013: Life and Works of Rizal
AY 2021-2022
Week XII

Lesson XII: The Philippines: A Century Hence

Topic: The Philippines: A Century Hence

Learning Outcomes: At the end of this module, you are expected to:

1. Create a poster portraying the six (6) predictions of Rizal;

2. Assess whether Rizal was successful to his motif in writing the essay, “The Philippines; A Century
Hence”; and
3. Construct your own predictions of the Philippines and themselves few years from now.

DATE TOPIC ACTIVITY

November 1, 2021 Read Lessons

November 3, 2021 Answering Assessments

The Philippines: A Century
November 6, 2021 Hence Submission of Worksheets and
acquisition of new modules

LEARNING CONTENT

QUESTION: Aside from the two famous literary works of Jose Rizal, the Noli Me Tangere and El
Filibusterismo, what other masterpieces do you know?

ACTIVITY

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INTRODUCTION

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I
t is indeed important for us to know some literary works of our national hero Dr. Jose Rizal. Through his
literary masterpieces, he voiced strong opposition to the abuse of Spaniards and conveyed messages
that he hoped would inspire his fellow countrymen. He used his intelligence to put into light the real
situation of Philippines and enlightened the minds of Filipinos.

For some, they do not consider Rizal as hero because he did not fight like other brave heroes using other
weapons and sacrificing their lives in bloody battles. Instead, he fought with the principle “the pen is
mightier than the sword” in which he believed that not everything should be dealt with violence. With this, he
created provoking and powerful masterpieces which helped fight against the colonizers in the past. The
country’s national hero is always remembered and looked upon with high regard for his contribution towards
the Philippine independence.

For this lesson, we will be discussing The Philippines: A Century Hence. In this
essay, he underscores the need to establish a new kind of political relationship
between Spain and the Philippines if the former does not wish a total break-up
with the latter. Read the summary and analysis of one of his best works and
uncover the underlying meaning behind.

LESSON PROPER

The Philippines; A Century Hence

T
he Philippines a Century Hence is an essay written by Philippine national
hero Jose Rizal to forecast the future of the country within a hundred
years. Rizal felt that it was time to remind Spain that the circumstances
that ushered in the French Revolution could have a telling effect for her in the
Philippines. This was published in La Solidaridad that starts by analyzing the
various causes of the miseries suffered by the Filipino people:

Spain’s implementation of her military policies – because of such laws, the

Philippine population decreased dramatically. Poverty became more rampant
than ever, and farmlands were left to wither. The family as a unit of society was
neglected, and overall, every aspect of the life of the Filipino was retarded.

Deterioration and disappearance of Filipino indigenous culture – when Spain came with the sword and
the cross, it began the gradual destruction of the native Philippine culture. Because of this, the Filipinos
started losing confidence in their past and their heritage, became doubtful of their present lifestyle, and
eventually lost hope in the future and the preservation of their race.

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Passivity and submissiveness to the Spanish colonizers – one of the most powerful forces that
influenced a culture of silence among the natives were the Spanish friars. Because of the use of force, the
Filipinos learned to submit themselves to the will of the foreigners.

Some questions then arise as to what had awakened the hearts and opened the minds of the Filipino
people with regards to their plight. Eventually, the natives realized that such oppression in their society by
foreign colonizers must no longer be tolerated. Another question in this essay is whether or not Spain can
indeed prevent the progress of the Philippines. And the answers are: First, Keeping the people uneducated
and ignorant had failed. National consciousness had still awakened, and great Filipino minds still emerged
from the rubble. Second, keeping the people impoverished also came to no avail. On the contrary, living a
life of eternal destitution had allowed the Filipinos to act on the desire for a change in their way of life. They
began to explore other horizons through which they could move towards progress. Lastly, Exterminating the
people as an alternative to hindering progress did not work either. The Filipino race was able to survive
amidst wars and famine, and became even more numerous after such catastrophes. To wipe out the
nation altogether would require the sacrifice of thousands of Spanish soldiers, and this is something Spain
would not allow. Spain, therefore, had no means to stop the progress of the country. What she needs to do
is to change her colonial policies so that they are in keeping with the needs of the Philippine society and to
the rising nationalism of the people.

What Rizal had envisioned in his essay came true. In

1898, the Americans wrestled with Spain to win the
Philippines, and eventually took over the
country. Theirs was a reign of democracy and
liberty. Five decades after Rizal’s death, the
Philippines gained her long-awaited
independence. This was in fulfillment of what he had
written in his essay: “History does not record in its
annals any lasting domination by one people over
another, of different races, of diverse usages and
customs, of opposite and divergent ideas. One of the
two had to yield and succumb.”

RIZAL’S FELITIOUS VISION OF OUR FUTURE AS A NATION

In his most prescient essay, The Philippines A Century Hence, written in 1889 and in his December 15,
1896, memorandum for use by his counsel, Rizal made the following predictions: One, “the Philippines will
one day declare herself independent”; two, “the great American Republic with interests in the Pacific…may
one day think of acquiring possessions beyond the seas”; three, “the Philippines will defend with
indescribable ardor the liberty she bought at the cost of so much blood and sacrifice”; four, “Japan will
swallow us”; five, “[once liberated] the Philippines will, perhaps, establish a federal republic”; and six, “[the
Philippines] will, perhaps, enter openly the wide road of progress and will work jointly to strengthen the
Mother Country at home, as well as abroad…”

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SUMMARY

I. Effects of the Spanish Colonization

• Poverty became rampant.
• Population decreased and the aspects of the life of the Filipino were
retarded.
• The Filipinos lost their indigenous traditions and culture.
• The Filipino spirit was broken.
PART I II. What will be the future be?
• Will the Philippine Islands continue to be a Spanish colony, and if so,
what kind of colony?
• Will they become a province of Spain, with or without autonomy? And
to reach this stage, what kind of sacrifices will have to be made?
• Will they be separated from the mother country to live independently,
to fall into the hands of other nations, or to ally themselves with
neighboring powers?

I. What will become of the Philippines w/in a century? Will they continue
to be a Spanish colony?
• For those who have a strong spirit over the liberty of the country,
independence was assured.
• but for those who are discouraged and disillusioned by sad
experience shall be a PRISON of the colony FOREVER.
II. Now then, are the Philippines in the same condition they were three
centuries ago?
• For the liberal Spaniards: the ethical condition of the people remains
the same
• For the friars and their followers: they have progressed
• For many Filipino ethics: they have retrograded
A. Spaniards were able to take hold of the Philippines for three
centuries because Filipinos remained faithful, giving up their
liberty and their independence, in exchange of all the promises
PART II given to them.
B. Filipinos sees the Spaniards as protectors but soon realizes that
they are its exploiters and executioners.
C. Enlightenment is spreading and the persecution it suffers quickens
it.
III. If this state of affairs should continue, what will become of the
Philippines within a century?
• People start to awaken and if the government doesn’t change its acts,
a revolution will occur.
• What do the people like?
A. A Filipino representative in the Cortes and an authorized voice to cry
out against all kinds of abuses.
B. To practice their human rights.
Possible outcomes:
✓ The Philippines will remain under Spanish domination, but with
more law and greater liberty.
✓ They will declare themselves independent.

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I. The importance of free press was emphasized in this part.

II. Free press is needed in order to voice out their complaints and
suggestions towards the reformation of the country.
III. It will also keep the government in touch with public opinion.
PART III
IV. The injustice reasons of the Spanish government were also tackled
on why they wouldn’t risk putting a Filipino representative in the
Spanish Cortes.

I. Spanish colonization was explained scientifically.

• “The existence of a foreign body w/in another endowed with strength
and activity is contrary to all natural and ethical laws. Science teaches
us that it is either assimilated, destroys the organism, is eliminated or
PART IV becomes encysted.”
• “The terrible lessons and hard teachings that these conflicts will have
afforded the Filipinos will operate to improve and strengthen their
ethical nature.”
• If the Philippines may be able to secure their independence after
heroic and stubborn conflicts, they can be rest assured that no
Western countries will dare to take up what Spain was unable to hold.
• Africa will be taking the attention of European countries, and with the
American Republic whose interest lies in the Pacific and would like to
have a foreign possession may most likely be the next conquerors of
the “Pearl of the Orient Sea”.

SUMMARY

The Philippines; A Century Hence contain the prediction of Jose Rizal about the Philippines 100 years
before its publication. He published the essay on September 30, 1889 under the La Solidaridad.

Main Points of the Essay

1. Using the past to understand the present thus predicting the future.
2. Filipinos have lost confidence in their past, lost faith in the present, and lost their hopes in the
future.
3. The Filipinos will still be under Spain if they will implement the freedom of press and the
Filipinos has representation in the Spanish Cortes.

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ANSWERS IN THE ACTIVITY

• The Indolence of the Filipino

People
• Letters to the Young Women of
Malolos
• Mi Ultimo Adios
• To the Filipino Youth
• Junto Al Pasig
• Himno Al Talisay
• Sa aking mga Kabata
• Kundiman

…………….AND MANY MORE ☺

REFERENCES

Textbooks
Virlyn Francisco et al. (2018). Rizal, A modular Approach. MINDSHOPPERS CO., INC.

Rhodalyn, Wani-Obias et al. (2018). The Life and Works of Jose Rizal. C& E Publishing, Inc.

Ziade, G. F., & Zaide, S. M., (1994). Jose Rizal: Life, Works and Writings of a Genius, Writer, Scientist, and
National Hero. Quezon City: All-Nations Publishing Co., Inc.

Online

The Project Gutenberg EBook of The Philippines A Century Hence, by Jose Rizal. Retrieved
https://www.gutenberg.org/files/35899/35899-h/35899-h.htm

The philippines a century hence - powerpoint presentation. Retrieved

https://www.slideshare.net/enelrahcOnallim/the-philippines-a-century-hence-powerpoint-presentation

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UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

First Semester
A.Y. 2021-2022

CORRESPONDENCE LEARNING MODULE

RZAL 1013 (Life and Works of Rizal)

Prepared by:
ANTHONY P. ANGELES
HAYDEN GONZALES
STELLA MARIE R. LUMABAN
RAY T. OBISPO, Ph. D
JEIZELLE MARIE T. QUINTO
RACHEL ANN SURLA
DARIN JAN C. TINDOWEN, Ph. D
ALVIC B. TORRES
Course Instructors

Reviewed by:

RENZ MARION C. GAVINO, MP

General Education Area

Recommended by:

VENUS I. GUYOS, Ph.D.

Academic Dean

Approved by:

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academics

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UNIVERSITY PRAYER

O God, wellspring of goodness and blessings, we give you thanks and praise as one Louisian
community. The graces You incessantly grant upon us and Your divine providence have
sustained our beloved University throughout the years of mission and excellence.

Having been founded by the Congregation of the Immaculate Heart of Mary, we pray that You
keep us committed and dedicated to our mission and identity to serve the Church and the
society as we become living witnesses to the Gospel values proclaimed by Jesus. For if we are
steadfast in our good and beautiful mission, our works will bring success not only to ourselves
but also to those whom we are bound to love and serve.

Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him to love
You above all things, may we also live believing that we are born for a greater purpose and
mission as we dwell in Your presence all the days of our life.

Grant all these supplications through the intercession of

Mother Mary and through Christ our Lord. Amen.

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CORRESPONDENCE LEARNING MODULE

RZAL 1013: Life and Works of Rizal
AY 2021-2022
Week XIII

Lesson XII
Topic: Rizal’s Changing View on Spanish Rule and El Filibusterismo

At the end of this module, you are expected to:

1. Elaborate pressing issues that happened during the
Learning Outcomes: Spanish regime;
2. Compare Colonial rule to this current time; and
3. Discuss the content and context of El Filibusterismo.

DATE TOPICS ACTIVITIES

• Some Pressing Issues during Spanish
November 10-19 Read Lesson
regime
• El Filibusterismo Answering Learning Task

LEARNING CONTENT

What were Rizal’s sources of inspiration in writing El Filibusterismo?

Do you think Rizal has personal encounters of Spanish oppression?
Who were the characters of El Filibusterismo and who/what do they symbolize?

“You must shatter the vase to spread its perfume and smite the rock to get the spark!”
-Jose Rizal (El Filibusterismo)

T
he Spanish colonialism in Philippines has created uncertainties for many Filipinos. In their
lives, many Filipinos suffered, some were mistreated, discrimination was rampant, and
inequality prevailed. Born during the Spanish period, Jose Rizal died at the hands of
Spanish colonial oppression. He was able to create writings that represented the colonial rule of
the Spaniards from his encounters within and outside the Philippines. One of his popular novels,
El Filibusterismo (The Reign of Greed), a sequel to Noli me Tangere, was one of these.
Published in 1891, it continues the Noli's criticisms of the abuses and corruption perpetrated by
the Spanish government. This module addresses the pressing problems facing the Spanish
regime and how Rizal used them in writing El Filibusterismo as inspiration.

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Some Pressing Issues during Spanish regime: (Halili, 2004)

1. Racial Discrimination- The Filipino natives were commonly regarded by the Spaniards
as belonging to the lower race and haughtily called them Indios. The preconceived
notion of the Spanish colonizers that the natives could not rise beyond their limited
intelligence prompted the enlightened Filipinos to fight for equality. Jose Rizal's
annotation of Antonio de Morga's Sucesos de las Islas Filipinas denounced the Spanish
allegation that the Filipinos were savages and had no culture prior to the arrival of
Western colonizers.

2. Secularization Controversy- There were two kinds of priests in the Philippines serving
the Catholic Church. These were the regulars and the seculars. There were regular
priests belonging to religious orders. Spreading Christianity was their primary task.
Secular priests were of no religious order whatsoever. They were trained to run the
parishes specifically and were under the bishops' supervision.

When the bishops insisted on visiting the parishes that were run by regular priests,
conflict began. It was their duty to check the administration of these parishes, they
argued. But these visits were refused by the regular priests, saying that they were not
under the jurisdiction of the bishop. If the Bishops continued, they threatened to leave
their parishes.

In 1774, Archbishop Basilio Santa Justa decided to uphold the authority of the diocese
over the parishes and accepted the regular priests' resignations. His assignment was to
secular priests. The Archbishop hastened the ordination of Philippine seculars since the
seculars are not sufficient to fill the vacancy. On 9 November 1774, a Royal Decree
was also issued, providing for the secularization or transferal of any parish from regular
friars to secular priests.

As they found the Filipinos unfit for the priesthood, the regulars resented the change.
They cited the Filipinos' brown skin, lack of schooling, and poor knowledge, among
other factors. When the Jesuits returned to the Philippines, the controversy became
more serious. Due to some policies of the Order that the
Spanish authorities did not like, they were expelled from
the land.

Soon, the topic took on a racist slant. Clearly, the

Spaniards preferred their own regular priests over Filipino
priests. The Church's ecclesiastical governor, Monsignor
Pedro Pelaez, sided with the Filipinos. Sadly, he died in an
earthquake which ruined the Cathedral of Manila in 1863.
After his death, other priests took his place in the struggle
for the movement to secularize. Fathers Mariano Gomez,
Jose Burgos and Jacinto Zamora were, among others.

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3. Cavite Mutiny- Cavite Mutiny (January

20, 1872), a brief rebellion of 200
Filipino soldiers and Cavite arsenal
workers, which became a pretext for the
Spanish suppression of the Filipino
nationalist revolution. Ironically, the
harsh response of the Spanish
authorities helped to support the
nationalist cause.
The mutiny was soon suppressed, but
the Spanish administration, under
Governor-General Rafael de Izquierdo,
magnified the event and used it as an
excuse to crack down on any Filipinos
who were calling for government reform. Several Filipino academics have been
captured and convicted of collusion with the mutineers. After a short hearing, three
priests—José Burgos, Jacinto Zamora, and Mariano Gómez—were publicly executed.
Subsequently, the three became martyrs for the cause of the liberation of the
Philippines.

These three issues gave inspiration to Rizal in writing El Filibusterismo. In fact, Rizal dedicated
his second novel to Gomez, Burgos, and Zamora (GomBurZa). Rizal was just 10 years old
when GomBurZa were executed. Their deaths awakened the fire that has been burning inside
the native Filipino people (Indios) for over 300 years of abuse and slavery. El Filibusterismo was
written in dedication to the three martyred priests Mariano Gomez, Jose Burgos, and Jacinto
Zamora, whose deaths left an indelible mark in his mind. Like Noli Me Tangere, El Fili aims at
enlightening the society and bringing the Filipinos closer to the truth.

The Making of El Filibusterismo

Rizal started writing the manuscript of his second book, El Filibusterismo, during his stay in
Calamba in October 1887 while practicing medicine. In 1888, he continued to compose it in
London wherein he made some changes in the plot and corrected some chapters already
written. He wrote further chapters in Paris, Madrid and Biarritz, where he finished the whole
manuscript on March 29, 1891. It took him three years to complete the book. When in Belgium,
he moved to Ghent, where the cost of living was lower. He moved to a low-cost boarding house
where he cooked his own meal. He and his boardmate, Jose Alejandrino, operated on biscuits
that had been rationed for thirty days, but ultimately lasted just fifteen days. (Zaide, 1999)

Rizal discovered a suitable printing press at No. 66

Viaandern Street named F. Meyer-Van Loo Press. It was
able to print his small-payment book on installment basis.
To print his book, Rizal pawned all his jewels. The proceeds
of the annotated Sucesos amounting to ₱200 and some
money from Basa were also available. On August 6,
publishing had to be postponed because funds were not
forthcoming. Rizal was basically broken, and Rizal was
When it appeared to be hopeless, El Filibusterismo, as in
Noli Me Tangere, had a savior. Valentin Ventura, his
neighbor, learned of his difficulties and sent the requisite
sum to complete the book printing.

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El Filibusterismo was officially published on September 18, 1891. Two

copies were sent to Hong Kong by Rizal, one to Basa and the other to
Sixto Lopez. He gratefully handed the original manuscript and a written
copy with his autograph to Valentin Ventura. This manuscript was later
bought from Valentin Ventura for ten thousand pesos by the Philippine
government and is now housed in the vault of the Filipiniana Division of
the National Library in Manila.

Rizal also sent free copies to Blumentritt, Ponce, Lopez Jaena, T.H.
Pardo de Tavera, Antonio and Juan Luna, Marcelo H. del Pilar and other
friends. The reformist community in Barcelona praised the novel saying
that it is comparable to the works of Alexander Dumas such as The
Count of Monte Cristo from which the novel received inspiration. The
Spanish newspaper El Nuevo Regimen serialized the novel during
October 1891. (de Viana, 2014)

We should note that to reach Manila, Noli was smuggled. The remaining
copies of El Filibusterismo were collected and sent to Manila to be
smuggled to Hong Kong. Almost all the crates were seized by the
authorities, relative to the Noli Me Tangere, and were destroyed. It was
much rarer than that of Noli, and there were a few copies sold for as
much as 400 pesetas.

The novel was devoted to the memory of GomBurZa, the three martyred
secular priests. Rizal said in the dedication that the involvement of the
priests in the Cavite mutiny was in question and hoped that their
identities would be explained sometime by Spain. Rizal perpetrated
factual inaccuracies, much as in Noli Me Tangere. On February 17,
1872, not February 28, the execution of the three priests took place. And
Father Gomez's age was 73 years, not 85; Fr. Burgos was 35, not 30
years old, and Father Zamora was 37, not 35 years old. A foreword and
a warning were absent in the printed novel to save on the printing cost.
The preface spoke of Filibusterism and that it was used by the Spanish
government to intimidate people into silence.

Rizal's Dedication of the El Fili to GomBurZa

To the memory of the priests, Don Mariano Gomez (85 years old), Don Jose Burgos (30 years old), and
Don Jacinto Zamora (35 years old). Executed in Bagumbayan Field on the 28th of February 1872.

The Church, by refusing to degrade you, has placed in doubt the crime that has been imputed to you; the
Government, by surrounding your trials with mystery and shadows, causes the belief that there was some
error, committed in fatal moments; and all the Philippines, by worshiping your memory and calling you
martyrs, in no sense recognizes your culpability. In so far, therefore, as your complicity in the Cavite
mutiny is not clearly proved, as you may or may not have been patriots, and as you may or may not have
cherished sentiments for justice and for liberty, I have the right to dedicate my work to you as victims of
the evil which I undertake to combat. And while we wait expectantly upon Spain someday to restore your
good name and cease to be answerable for your death, let these pages serve as a tardy wreath of dried
leaves over your unknown tombs, and let it be understood that everyone who without clear proofs attacks
your memory stains his hands in your blood!

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Summary of El Filibusterismo

This book is Noli's sequel. It is less humorous,

less idealistic, and less romantic than Noli Me
Tangere. More revolutionary than the first book, it
is more tragic. (Zaide & Zaide, 1999)

A jeweler named Simoun is the protagonist of El

Filibusterismo.It is the new identity of Crisostomo
Ibarra, who fled from the pursuit of soldiers in the
prequel Noli. Crisostomo, it is revealed, dug up his
hidden treasure and fled to Cuba, becoming
wealthier and welcoming to Spanish authorities.
The freshly fashioned Simoun returns to the
Philippines after several years, where he can travel
about easily. Not only because of his money, he is an
influential figure, but also because he is a close friend and counselor of the governor general.

Simoun is outwardly a supporter of Spain, but secretly plans a horrific vengeance against the
Spanish authorities. His two obsessions are to save Maria Clara, his paramour, from the
convent of Santa Clara and to promote a revolution in the Philippines against Spain.

The El Filibusterismo tale begins on board a steamer ship sailing from Manila to Laguna de Bay
on the Pasig River. Among the passengers are Simoun; Doña Victorina, a pro-Spanish native
woman who is going to Laguna in search of her henpecked husband, Tiburcio de Espadaña,
who has deserted her; Paulita Gomez, her beautiful niece; Ben-Zayb (anagram of Ibañez), a
Spanish journalist who writes silly articles about the Filipinos; Padre Sibyla, vice-rector of the
University of Santo Tomas; Padre Camorra, the parish priest of the town of Tiani; Don
Custodio, a pro-Spanish Filipino holding a position in the government; Padre Salvi, thin
Franciscan friar and former cura of San Diego; Padre Irene, a kind friar who was a friend of the
Filipino students; Padre Florentino, a retired scholarly and patriotic Filipino priest; Isagani, a
poet-nephew of Padre Florentino and a lover of Paulita; and Basilio, son of Sisa and promising
medical student, whose medical education is financed by his patron, Capitan Tiago.

Simoun, a man of riches and intrigue, is a very close associate of the Spanish Governor
General and a confidante. He was dubbed the "Brown Cardinal" or the "Black Eminence" due to
his great influence in Malacañang. He encourages government corruption by using his riches
and political power, promotes the injustice of the masses, and accelerates the spiritual decay of
the world so that the people can become desperate and fight. With the aid of a rich Chinese
merchant, Quiroga, who aspires to be the Chinese Consul of Manila, he smuggles weapons into
the country. His first effort to launch the armed revolution did not materialize because he heard
the tragic news at the last hour that Maria Clara died in the nunnery. He did not send the signal
for an eruption of hostilities in his agonizing moment of bereavement.

Simoun is perfecting his plot to topple the government after a long period of sickness brought on
by the bitter loss of Maria Clara. He gave them a lovely lamp on the day of the wedding of
Paulita Gomez and Juanito Pelaez. Just he and his confidential allies, Basilio (the son of Sisa
who supported his revolutionary cause), realize that when the wick of his lamp burns down the
nitroglycerine concealed in his underground compartment, it will explode, burning the house

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where the wedding feast is going to take place, killing all the visitors, including the governor
general, the friars, and the officials of the administration. Around the same time, all the
government buildings in Manila are going to be blown up by Simoun's supporters.

The poet Isagani, who was rejected by Paulita because of his liberal ideas, is standing outside
the house as the wedding feast begins, sorrowfully watching the merriment inside. He is warned
by Basilio, his friend, to go away because the lightened lamp will soon explode.

Isagani realizes, upon hearing the horrible secret of the lamp, that his beloved Paulita is in
grave danger. He rushes into the house to save her life, seizes the lightened lamp, and hurls it
into the river, where it explodes. It is thus discovered the revolutionary plot. The soldiers
cornered Simoun, but he escapes. Mortally injured, holding his treasure chest, he finds shelter
by the sea in Padre Florentino's house. However, the Spanish authorities have been informed of
his involvement in the house of Padre Florentino. By letter, Lieutenant Perez of the Guardia Civil
told the priest that he would come to arrest Simoun at eight o'clock that night.

Simoun, by taking poison, eludes capture. He confesses to Padre Florentino as he is dying,

exposing his real identity, his grim intention to use his fortune to avenge himself, and his sinister
goal of killing his friends and rivals.

The confession of the dying Simoun is excruciating and prolonged. It is already night when,
brushing the sweat from his wrinkled forehead, Padre Florentino rises and starts to meditate. He
comforts the dying man and says, "Señor Simoun, God will forgive you.He is conscious that
we're fallible. He has seen that you have failed, and we can see His divine grace in ordaining
that the penalty for your faults should come as death from the same ones you have instigated to
violence. One by one the best conceived, first by the death of Maria Clara, then by a lack of
planning, then in some strange way, has frustrated your plans. Let us bow to His will and be
grateful to Him!”

Padre Florentino sinks to his knees and prays for the dead jeweler, watching Simoun die happily
with a clean conscience and at peace with God. Then the priest takes the chest of treasures
and drops it into the water.

Allusions of El Filibusterismo to Real Life

Like Noli Me Tangere, El Filibusterismo is a fictional work. Like

the Noli, she had references to real life characters. The main
character of Simoun was Rizal. The friars who were criminals in
his novels were Dominicans this time around. These were
exemplified by Father Sibyla, who was Vice-Rector of the
University of Santo Tomas. In real life, Father Sibyla alludes to
Father Bernardino Nozaleda, who was the Vice-Rector of the
University when he was a student there. Later he would become
archbishop of Manila and ask for his arrest in 1896. The
oppressive professor of physics was not only a friar, but a layman
named Jose Franco, who tried to fail Rizal's entire class when he

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was a student. The real professor of physics at Rizal was Father Jenaro Buitrago de la Rosa.
He did not attempt to fail the entire class or sexually harass students like he did in the book. (de
Viana, 2014)

Father Fernandez was Father Evaristo Fernandez Arias, the only friar in the less unfavourable
light that Rizal painted. In the book, he had a moderating effect on Filipino students and was
viewed as fatherly and kind. The real Father Fernandez was a professor at the University of
Santo Tomas and was known to most alumni during Rizal's time. During the Philippine
Revolution he wrote a letter to General Emilio Aguinaldo on July 7, 1898 urging him "to abandon
the violence of war. He said that rebellion against legitimate authority was illicit." He said that
Spanish rule was "not tyrannical but constructive and benevolent." He reminded Aguinaldo that
he was affiliated to secret societies condemned by the Church under the penalty of
excommunication and that the Church condemns those that lay violent hands on the ministers
of God. He said that the revolutionists were depriving the priests of their freedom because they
were his prisoners.

The other friars were Fr. Camorra and Fr. Irene, who seemed to be shrewd, strong, and
unethical frailocracy figures. It was understandable for Rizal to have cast the Dominicans as
part of the villains because his family had been removed from their lands in the Dominican
estate of Calamba when he wrote the book.

Rizal's commentary on how it was being operated at the time was the state of the colonial
government. Because of the assistance of patrons, the governor general was incompetent and
secured his roles. Appointments to high offices can be obtained by a bribe network. As in the
case of Graciano Lopez Jaena and Marcelo H, the friars were so powerful that they should have
imprisoned a man. Del Pilar, who were told to be imprisoned because of their writing after they
angered the friars.

Fr. Florentino symbolized the secular priests of the Filipinos. Rizal offered him a solution in his
book, but only in a distant region facing the Pacific Ocean. A cross-section of colonial society at
the time was reflected by students at the University of Santo Tomas. They were influenced by
the young women of Malolos, who defied the local curate there when they advocated for a
Spanish language academy in the book. They embodied a cross-section of colonial society at
the period, belonging to diverse backgrounds. The characters of Rizal were also portrayed by
them. Isagani, the student who cast himself as a poet, represents Rizal's idealistic personality;
Pecson exposes Rizal's playful and cynical side of Rizal, while his serious side is Placido
Penitente.

Rizal painted the University scene as a conglomeration of students of diverse backgrounds.

There were Spanish students hobnobbing with indios and mestizos, and there were Spaniards
who were sympathetic to the needs of the Filipinos, even studying Spanish. Rich students as
well as bad ones were there.

The Cabesang Tales family symbolized the poor peasant farmers and the Calamba estate
tenants. Both the law and the lawless became prisoners of them. Estate managers come to
collect ever-increasing rentals while bandits enter to extort currency. The presence of bandits

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showed that during that time there was lawlessness, and Laong, who terrorized the Filipino and
Chinese shop owners' farms in the province of Manila, was the most infamous of them. Later,
Laong fought in 1896 with the Katipunan. Laong was depicted in the role of Matang Lawin.

The killing of Tandang Selo by a group of civil guards, including Tano, was evidently inspired by
a story in the Marianas in the 1870s in which a group of escaping prisoners were pursued by
civil guards. He was shot as he waved a spear. The soldier who shot him was Carolino, who
was Tano, the grandson of Tandang Selo. He must have been given his current name when he
was assigned to the Carolina Islands in the Pacific.

The involvement of Americans such as Mr. Leeds showed the impression of Rizal regarding
these foreigners who came to the Philippines to dazzle the people with pointless distraction,
such as the talking head display, then left with the hard-earned money of the inhabitants.

In his book, Rizal borrowed ideas from history as well. The blow-up of the house of Juanito
Pelaez was influenced in the 17th century by the Guy Fawkes Gunpowder Plot in England.
Fawkes wanted Catholic rule in England to be reinstated. By mining it with gunpowder, he
attempted to blow up Westminster Palace in 1605. He was deceived by hanging and sentenced
to death. Before his executioners could hang him, he killed himself by falling off the execution
table. Likewise, Simoun drank poison before the authorities could apprehend him.

Some incidents in Rizal's student life at the University of

Santo Tomas were expressed in El Filibusterismo. It was
stated in the novel that there was a fund-raising effort for
Fr. Baltasar to erect a statue. Archbishop Miguel de
Benavides, the founder of the university, was Fr. Baltasar
in real life. In the fund-raising effort, Rizal should have
donated some cash. However, the monument was not
erected while Rizal was a university student. After
collecting just P4,000 of the P-30,000 needed, the fund-
raising campaign was called off. The monument was
erected in Paris and erected in 1891 on the campus of
Intramuros. Before being moved to its present location on
the Sampaloc campus, the monument endured the
Philippine Revolution, the transfer of the Islands to
American rule and the Second World War.

The Fr. Baltasar in the novel is also not entirely fictional. It

was derived from Fr. Baltasar Fort, the executor of the last
will of Archbishop Benavides' led to the founding of the
University on April 28, 1611.

As a novelist, Rizal demonstrated not just the Philippines, but other countries' knowledge and
depth of culture. In his fictional work, his historical experience added an aspect of both fact and
colour and showed his comprehension of cultural and historical changes. (de Viana, 2014).

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Summary of the Allusion

Character/Event Allusion/Symbolism
Simoun Jose Rizal
Friars Dominicans
Fr. Sybila Fr. Bernardino Nozaleda
Oppressive professor in Physics Jose Franco
Fr. Fernandez Fr. Evaristo Fernandez Arias
Fr. Camorra and Irene Immoral members of frailocracy
Fr. Florentino Filipino secular priests
Students in UST Cross-section of the society at the time
Isagani Idealistic side of Rizal
Pecson Playful and Sarcastic side of Rizal
Placido Peniente Serious side of Rizal
Cabesang Tales Poor peasant farmers
Matang Lawin Laong
Blowing up of Juanito Pelaez house Guy Fawke’s Gunpowder Plot in England
Fr. Baltazar Archbishop Miguel de Benavidez

References
de Viana, A. V. (2014). Jose Rizal in Our Times: A Guide for the Better Understanding of the
Philippines Foremost National Hero. Mandaluyong City: Books ATBP. Publishing Corp.

Halili, M. (2004). Philippine History. Quezon City: Rex Bookstore.

Zaide, G. F., & Zaide, S. M. (1999). Rizal: Life, Works, and Writings of a Genius, Writer,
Scientist, and National Hero. Quezon City: All-Nations Publishing.

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CORRESPONDENCE LEARNING MODULE

RZAL 1013: Life and Works of Rizal
AY 2021-2022
Week XIV

Lesson XIV
Topic: Indolence and Spanish Colonial rule

At the end of this module, you are expected to:

1. Discuss Rizal’s stand about the cause of solution to
Learning Outcomes:
indolence; and
2. Analyze the causes which Rizal enumerated in the essay.

DATE TOPICS ACTIVITIES

Read Lesson
November 10-19 Indolence and Spanish Colonial rule
Answering Learning Task

LEARNING CONTENT

What were Rizal’s views about Indolence?

In your own observation, what are common reasons of indolence?

"In the Philippines one's own and another's faults, the shortcomings of one, the misdeeds of
another, are attributed to indolence."
-Jose Rizal (The Indolence of the Filipinos)

socio-political and exploratory essay published in La Solidaridad in Madrid in 1890 was

A titled The Indolence of the Filipino (Sobre La Indolencia de los Filipinos in Spanish).
Indolence is the state of showing no real interest or effort (Cambridge Dictionary, 2020).
The purpose of writing is to explain the alleged idleness of his people during the Spanish
colonization. Simply put, this essay enumerates several reasons or causes of Filipinos’
Indolence. It was written as a response to the accusation of Indian or Malay indolence by José
Rizal. He acknowledges the existence of indolence among Filipinos, but for several rea sons it
could be attributed. The Indolence of the Filipinos is an analysis of the reasons why, as was
said, people did not work hard during the Spanish regime. Rizal pointed out that long before the
arrival of the Spanish, the Filipinos were hard-working. The Spanish government has led to a
decline in economic activity due to several causes. This essay shows the keen observation of
Rizal to Philippines as a colonial society.

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T he Indolence of the Filipinos is an examination

of the reasons why, as was said, people did
not work hard during the Spanish regime.
Rizal insisted that the Filipinos were not inherently
indolent. Furthermore, to the extent that there was
indolence, this was not to be a cause of
backwardness. Rather it was the exploitative
conditions of colonial society that resulted in
indolence. In pre-colonial times, the Filipinos were
hardworking and diligent, controlling trade routes,
tilling the land, mining ore and manufacturing. Their
indolence developed when their destiny was taken
away from them. Things were different in the pre-
colonial period: "[The Filipinos] worked more and they had more industries when there were no
encomenderos, that is, when they were heathens, as de Morga himself asserts" the Indios,
seeing that they were vexed and exploited by their encomenderos on account of the products of
their industry, and not considering themselves beasts of burden or the like, began to break their
looms, abandon the mines, the fields, etc., believing that their rulers would leave them alone on
seeing them poor, wretched and unexploitable. Thus, they degenerated and the industries and
agriculture so flourishing before the coming of the Spaniards were lost." (Alatas, 2011)

In Chapter 1 of the essay, Rizal acknowledges the prior work of Gregorio Del Pilar and admits
that indolence does exist among the Filipinos, but it cannot be attributed to the troubles and
backwardness of the country; rather it is the effect of the backwardness and troubles
experienced by the country. Past writings on indolence revolve only on either denying or
affirming, and never studying its causes in depth. One must study the causes of indolence, Rizal
says, before curing it. He therefore enumerates the causes of indolence and elaborates on the
circumstances that have led to it. The hot climate, he points out, is a reasonable predisposition
for indolence. Filipinos cannot be compared to Europeans, who live in cold countries and who
must exert much more effort at work. An hour's work under the Philippine sun, he says, is
equivalent to a day's work in temperate regions. The approach of Rizal to the issue is what is
important to remember here. In tropics, the speed of life was slower because of the climatic and
even the European people wanted to slow down. He made a distinction between being
"indolent" as a response to environment for example and lack of love to work or avoiding it.
Rizal's other concept of indolence, "little love for work", should not reflect the physiological
response to heat. The change to working patterns in the tropical environment cannot be
understood because of exhaustion or little love for work.

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All prior relations of the Philippines with other

countries in Asia and the Middle East were cut off
by creating the Galleon Trade. Galleon trade or
the Manila-Acapulco trade was a government
monopoly focusing on the trade of products
between two countries. Consequently, business
with Spain was only done via Mexico. The small
businesses and craft industries that flourished
during the pre-Spanish period eventually vanished
because of this.

Because of the introduction of slave labor, Spain

also extinguished the enjoyment of work of the
native people. During Spanish times, all male
Filipinos from 16 to 60 years old were forced to
work for the government for a few weeks a year.
This forced labor was called polo. The Filipinos
were forced to work in shipyards, bridges, and
other public works, abandoning agriculture,
manufacturing, and trade due to the wars between
Spain and other countries in Europe, as well as
the Muslims in Mindanao.

Against foreign invaders and pirates, Spain did not secure the population. With no weapons to
protect themselves, they slaughtered the indigenous people, burnt their villages, and ravaged
their territories. As a result, the Filipinos were forced to become nomads i.e., a member of a
group of people who move from one place to another rather than living in one place all the time
(Cambridge Dictionary, 2020), lost faith in farming their lands or restoring the closed-down
factories and were merely submissive to God's mercy.

Whether it was to be called an education, there was a crooked system of education. Repetitive
prayers and other things that the students did not use to bring the country to success is what
was being learned in the classrooms. There were no courses in agriculture, industry, etc., which
during those periods were desperately needed by the Philippines.

A poor case of despising manual labor was the Spanish kings. At noon, the officials returned to
work and left early, all the time doing little in accordance with their obligations. Servants who
clothed them and fanned them, personal items they should have done for themselves, were
always trailing the women.

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During those days, gambling was set up and

widely propagated. There were cockfights (sabong)
nearly every day and on feast days, government
officials and friars were the first to participate in all
forms of betting and gambling. It was considered
as one of the favorite pastimes of the Philippines
during the Spanish Colonial period.

A crooked structure of faith was in existence. Naive

Filipinos were told by the friars that it was better for
a poor man to reach heaven, so they chose not to
work and stay poor, so that after they die, they
could quickly enter heaven.

The taxes were extremely high, so much so that a

huge portion of what they earned went to the
government or to the friars. When the object of their labor was removed and they were
exploited, they were reduced to inaction.

Rizal admitted that the Filipinos did not work so hard because they were wise enough to adjust
themselves to the warm, tropical climate. “An hour’s work under that burning sun, in the midst
of pernicious influences springing from nature in activity, is equal to a day’s labor in a temperate
climate.”

According to Alatas (2011), the theme of indolence, or the lazy native, in colonial scholarship
formed a vital component of the ideology of colonial capitalism. Rizal was probably the first to
deal with it systematically and sociologically.

Analysis

It is important to note that indolence in the Philippines is a chronic malady, but not a hereditary
one. Truth is, before the Spaniards arrived on these lands, the natives were industriously
conducting business with China, Japan, Arabia, Malaysia, and other countries in the Middle
East. The reasons for this said indolence were clearly stated in the essay, and were not based
only on presumptions, but were grounded on fact taken from history.

The absence of solidarity among the Filipino people is another factor we might add that
triggered this indolence. The people did not have the strength to combat the violent assaults of
the government and the other powers of society in the absence of peace and oneness. There
would also be no voice, no chief, to seed and nurture development, so that it could be harvested
in due time. The Philippines remained a nation in such a state that was lifeless, dying, merely
being, and not alive. As Rizal stated in conclusion, “a man in the Philippines is an individual; he
is not merely a citizen of a country.”

It can be clearly deduced from the writing that Spain is the cause of the indolence attributed to
our race: when the Filipinos decided to study and learn, there were no classes, and if there were
any, they lacked adequate funding and did not present more valuable knowledge; when the

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Filipinos wanted to set up their businesses, there was inadequate government capital or
protection; when the Filipinos tried to cultivate their lands and establish various industries, they
were made to pay enormous taxes and were exploited by the foreign rulers.

Depending on the criterion on which such a label is based, it is not only the Philippines, but also
other nations, that can be considered indolent. Man cannot work without resting, and if he is
called idle, then we might conclude that all men are indolent. One cannot fault a nation that has
been stripped of its independence for losing its will to continue building its base on the backs of
its citizens, particularly when the fruits of its labor do not meet their lips. When we spend all our
lives worshiping such a barbaric and unjust civilization, imposed upon us by invaders who do
not even know our motherland, we are destined to tire after a while. We are not idiots, we are
not puppets who merely do as we are told to do – we are human beings who are guided by our
will to achieve our goals and who are committed to the protection of our race. When this basic
part of our life is denied to us who can fault us if we transform idly?

SUMMARY
Causes of Indolence of the Filipinos:

✓ Hot Climate
✓ Galleon Trade
✓ Forced Labor
✓ Lack of protection against invaders
✓ Crooked Education
✓ Gambling
✓ Crooked Religion
✓ High Tax

References
Cambridge Dictionary. (2020, December 2). INDOLENCE | definition in the Cambridge English
Dictionary. Retrieved December 5, 2020, from Cambridge.org website:
https://dictionary.cambridge.org/us/dictionary/english/indolence

de Viana, A. V. (2014). Jose Rizal in Our Times: A Guide for the Better Understanding of the Philippines
Foremost National Hero. Mandaluyong City: Books ATBP. Publishing Corp.

On Eurocentrism and Laziness: The Thought of Jose Rizal > Articles |. (2011). Retrieved December 5,
2020, from Globalasia.org website: https://www.globalasia.org/v6no1/book/on-eurocentrism-and-
laziness-the-thought-of-jose-rizal_syed-farid-alatas

The Indolence of the Filipinos: Summary and Analysis. (2011). Retrieved December 5, 2020, from
Blogspot.com website: http://thelifeandworksofrizal.blogspot.com/2011/08/indolence-of-filipinos-
summary-and.html

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UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

First Semester
A.Y. 2021-2022

CORRESPONDENCE LEARNING MODULE

RZAL 1013 (Life and Works of Rizal)

Prepared by:

ANTHONY P. ANGELES
HAYDEN GONZALES
STELLA MARIE R. LUMABAN
RAY T. OBISPO, Ph. D
JEIZELLE MARIE T. QUINTO
RACHEL ANN SURLA
DARIN JAN C. TINDOWEN, Ph. D
ALVIC B. TORRES
Course Instructor

Reviewed by:

RENZ MARION C. GAVINO, MP

General Education Area

Recommended by:

VENUS I. GUYOS, Ph.D.

Academic Dean

Approved by:

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academics

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UNIVERSITY PRAYER

O God, wellspring of goodness and blessings, we give you thanks and praise as one
Louisian community. The graces You incessantly grant upon us and Your divine
providence have sustained our beloved University throughout the years of mission and
excellence.
Having been founded by the Congregation of the Immaculate Heart of Mary, we pray
that You keep us committed and dedicated to our mission and identity to serve the
Church and the society as we become living witnesses to the Gospel values proclaimed
by Jesus. For if we are steadfast in our good and beautiful mission, our works will bring
success not only to ourselves but also to those whom we are bound to love and serve.
Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him
to love You above all things, may we also live believing that we are born for a greater
purpose and mission as we dwell in Your presence all the days of our life.
Grant all these supplications through the intercession of
Mother Mary and through Christ our Lord. Amen.

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LEARNING USE WILL BE PENALIZED.

CORRESPONDENCE LEARNING MODULE

RZAL 1013: Life and Works of Rizal
AY 2021-2022

RIZAL’S ABANDONMENT OF ASSIMILATION; COMPARISON OF NOLI

Topic: ME TANGERE AND EL FILIBUSTERISMO; The TRANSCENDENTAL
HERO

At the end of this module, you are expected to:

a) analyze the events that prompted Rizal to consider other means
of achieving justice and demanding reforms from Spain;
b) explain the implications of Rizal’s abandonment of the
Learning Outcomes:
campaign for assimilation;
c) compare and contrast the Noli Me Tangere and El
Filibusterismo; and
d) Discuss the various representations of Rizal as a national hero.

DATE TOPICS ACTIVITIES

• Rizal’s abandonment of assimilation Read Lesson
• Comparison of El Filibusterismo and Answering Learning Task
November 18- 26
Noli Me Tangere Read Lesson
• The Transcendental Hero Answering Learning Task

LEARNING CONTENT

What are the causes why Rizal abandoned the idea of assimilation?
What can you imagine for the Philippines if Rizal continued supporting the
assimilation?
For you, which novel gave a more impact to Filipinos, the Noli or El Fili?
What are the representations of Rizal as a national hero?

“If our countrymen hope in us in Europe, they are certainly mistaken… The field of battle is the
Philippines; this is where we should be.”
-Jose P. Rizal

INTRODUCTION

W
e can remember that one of the main goals of Propaganda movement was the
assimilation of Philippines by Spain. However, Filipinos found out that this movement
was futile and ineffective. So, they decided to find more ways to achieve equality and
fairness among Spaniards and Filipinos. Filipinos realized that to achieve this, Philippines must
be separated from Spain’s colonial fist. This paved way to the establishment of organizations that
aimed not just assimilation but separation of Philippines from Spain. One of the advocates of this
idea was Jose Rizal. This module focuses on Rizal’s abandonment of assimilation.

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Previous modules elaborately discussed the two famous novels of Rizal – Noli Me Tangere and
El FIlibusterismo. Rizal had differing experiences while writing the two novels. Both novels
provided great impact to Filipinos before. They paved the way to enlightenment of Spanish
colonial rule. We already know that these two are series of stories that reflected the Philippine
colonial situation. In this module, we are going to compare these two.

LESSON PROPER

RIZAL’S ABANDONMENT OF ASSIMILATION

T
he lack of substantial success in the Ilustrados and other propagandists' reform efforts led
many Filipinos to conclude that such campaigns were futile. This left them hopeless and
uninterested in the campaigns being supported.

Also, Filipinos were losing motivation in Spain. Others have chosen to engage in Filipino programs
in a passive manner, while others have wanted to pursue their own means of engaging in more
aggressive campaigns against Spain. Among the Filipino nationalists in Spain, this was the
situation. Personal rivalries among Filipinos also arose and became an obstacle to concrete plans
and actions being developed.

Graciano Lopez-Jaena and Jose Rizal's La Solidaridad was caused by withdrawal from
disagreement and differences in ideals and aspirations. This left Marcelo H. del Pilar to manage
the newspaper single-handedly. In addition, the desire of other Filipino nationalists to establish a
new organization to counter the Spanish rule resulted in setbacks on the efforts initiated by La
Solidaridad. Many believed that it would be better to be part of a new organization with members
united towards one goal instead of being in an organization where personal rivalries hinder
concrete actions toward greater nationalism.

Del Pilar-Rizal Rivalry

During the leadership of
del Pilar in La Solidaridad,
at the end of 1890, the
rivalry between him and
Rizal arose. These two
differ in terms of political
vision. The editorial policy
of La Solidaridad under Del Pilar’s management enhanced the cleavage between Rizal
and Del Pilar. Ninety Filipinos decided to elect a leader, called Responsable, to fix
differences and solidify the unity among them. It was decided that the Responsable must
be elected by two-thirds of the participants. Unfortunately, the election produced a division
among the group – the Rizalistas and Pilarista. Rizal got the majority votes but fell short
of the required two-thirds vote so they made a reelection. On the third day, Mariano Ponce
urged some Pilaristas to support Rizal, the election resulted in Rizal’s becoming the ‘legal’

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Responsable. However, Rizal declined the position because he knew that there were
Pillaristas who did not like either his views or personality. Jose Rizal, a man of delicadeza,
thus decided to abdicate his leadership and leave Madrid, lest his presence results in more
serious faction among Filipinos in Madrid. After that, Rizal also stopped contributing to La
Solidaridad. Rizal denied any resentment and enumerated his reasons for stopping to
write for La Solidaridad. He wanted to work for his book, he wanted other Filipinos to work
also, and he considered it very important to the party that there be unity in the work were
his reasons of leaving La Sol.

Representation in the Spanish Cortes was one of the

predominant changes petitioned by Filipinos. This
move, though restricted in capacity, would have The Cortes Generales are the bicameral
given Filipinos a voice in the Spanish government. legislative chambers of Spain, consisting of the
Congress of Deputies (the lower house), and
The Filipinos were formerly given such representation
the Senate (the upper house). Ventura de los
but were stripped down. The lack of tangible
Reyes y de la Serena was the first Philippine
commitment on the part of the Spanish government representative who genuinely had the
meant that Filipino representation was hardly adequate opportunity to defend the interests of the
to materialize. archipelago in a parliament that brought
together representatives from all of the
Around the time, Rizal was also preoccupied with the territories then comprising the Spanish empire
troubles of hacienderos in Calamba whose situation he
already brought before the courts of Spain. For Rizal,
the lack of Philippine representation in the Spanish
Cortes and the denial of justice to the appeal of Filipinos over agrarian problems had proven the
improbability of a campaign for Filipino rights. In a letter to Blumentritt in 1887, Rizal already hinted
at such sentiment saying, “The peaceful struggle must remain a dream, for Spain will never learn
from her earlier colonies in South America… But in the present circumstances we want no
separation from Spain; all we demand is more care, better instruction, better officials, one or two
representatives, and more security for ourselves and our property. Spain can still win the
Philippines for herself forever, if only Spain were more reasonable.” (Espina-Clemente & Cruz,
2019)

The situation became more complicated for Rizal after his mother and sister were arrested in
Manila. After several days of imprisonment, they were asked to go back to the courts in their
province on foot before they were finally released. In a letter sent in 1981, Rizal wrote, “If our
countrymen hope in us here in Europe, they are certainly mistaken… the field of battle is the
Philippines; there is where we should be” This implies Rizal’s ideas on the abandonment of
assimilation. Realizing that all the movements they rendered in Spain were ineffective, he planned
to go back to Philippines and change the form of movement.

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Rizal set the course for his return to Manila after

the publication of his second novel, El
Filibusterismo. All copies of the novel were
shipped to the Philippines. Upon his arrival, he
established a new organization – the La Liga
Filipina, a secret society that embodied the
ideas Rizal presented in El FIlibusterismo. Thus,
transforming his ideas reflected from his novel
into actions. This included the calls for the
provision of mutual protection, defense against
all injustices, and promotion of instruction and
education among Filipinos.

The Noli Me Tangere and El Filibusterismo Compared

T
he two novels of Rizal have marked
differences. Both show
different aspects of Rizal.
The Noli Me Tangere
revealed a witty and romantic
Rizal. The second showed a
cynical and bitter Rizal. The Noli
Me Tangere reflected sensational
events in the Philippines and many
of its characters were drawn from
real individuals. (Espina-Clemente &
Cruz, 2019)

The Noli Me Tangere is labeled a love novel and the work of the heart by reviewers, while El
Filibusterismo was a political novel and a work of the mind. The Noli was a book of feelings
according to Zaide, and it has elements of freshness, color, and lightness. It also has a section
where a song written by Rizal was sung by characters like Maria Clara. This was Canto de Maria
Clara (Song of Maria Clara).On the other hand, El Filibusterismo portrayed Rizal's view of a
country full of bitterness, pain, violence, and sorrow.

Rizal spent more effort writing El Filibusterismo, if one looks at the making of the two novels. It
was emotionally difficult because Rizal's family was then in the process of being expelled from
their Calamba farm. He had virtually no support from home in Europe as his allowance from
Calamba did not arrive. He had just left the company of Filipino reformists in Spain when he was
printing the novel. The eviction of his family in Laguna and the perceived betrayal by the Filipino
community in Spain made him feel bitter. We can conclude that while writing it, Rizal's current
situation affected the theme or the emotion of the novel.

It is easy to discern Rizal's hardships when he was writing the manuscript of El Filibusterismo. In
the Noli Me Tangere, the ink Rizal used in writing was uniformly black. Many parts of the novel
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were written only on the front of the paper. In El Filibusterismo, the ink used by Rizal turned pale
almost turning purple. He would have been diluting his ink to make it last longer. Many pages of
the manuscript were written on the back and front of the paper. In many instances, Rizal was
writing on the margins of the page. He even wrote on the back of scrap paper which should have
been discarded.

As to which was a superior novel, the critics remain divided until today. Rizal would say that the
Noli Me Tangere was better as did Marcelo H. Del Pilar. On the other hand, Blumentritt, Graciano
Lopez Jaena and Rafael Palma preferred El Filibusterismo. According to them, it had more
profound ideas and sublime thoughts. Nevertheless, both novels manifested Rizal's motives: the
Noli Me Tangere and El Filibusterismo aimed to awaken the consciousness of the Filipinos by
making them aware of their conditions and the need to work for their own salvation. The two
novels were commentaries about Filipino society during the 19th century. While it condemned the
prevailing frailocracy and colonial domination by the Spaniards it also decried the vices of the
Filipinos, their cruelty towards fellow Filipinos, their colonial mentality, neglect of their own
heritage, and their submissiveness to the caprices of the Spaniards. The novels were a call for
the Filipinos to mend their ways and work for the happiness of their motherland. The awakened
national consciousness helped prepare the ground for future reformists and later the revolutionists
when the Katipunan was founded in 1892. (de Viana, 2014)

Table comparing the two novels

Noli Me Tangere El Filibusterismo

Date/Place of March 21, 1887/ Berlin, September 18, 1891/ Ghent,
Publication Germany Belgium
63 (63 + Elias at Salome) + 39 (minus Bluementritt's
Number of chapters Epilogue introduction and Rizal's
foreword)
Dedication Philippines (Inang Bayan) GOMBURZA
Dr. Maximo Viola • Jose Ma. Basa
Benefactor/s • Valentin Ventura
• Sixto Lopez
Gospel of John 20:17 (Touch Filibuster (Dangerous Person/
Origin of the title
Me Not) Traitor)
Uncle Tom's Cabin by Harriet Calamba Land/ Hacienda
Inspiration
Beecher Stowe Problem
Nature Social novel Political novel
Dominant Themes Love, romance, joy, education Hatred, revenge, love, grief
• Elias • Simoun
• Crisostomo Ibarra • Padre Florentino
• Padre Damaso • Padre Irene
• Padre Salvi • Padre Camorra
Principal Characters • Kapitan Tiago • Isagani
• Pilosopong Tasyo • Basilio/ Juli
• Sisa • Donya Victorina
• Maria Clara • Telesforo: Kabesang Tales
• Donya Victorina • Tandang Selo

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THE TRANSCENDENTAL HERO

His greatness did not fade even after his death. More
scholars from both the Philippines and the world
studied about him and his contributions to Filipino
national consciousness. Whether those studies
compliment or criticize Rizal, the power of Rizal's
character and influence that transcend geographical
and generational boundaries is unquestionable.

From the annals of history, it can be noted that

despite his middle-class status, he also struggled
and suffered because of the prevailing social
conditions during those times. He was so talented
and skilled that he always had the advantage over
his contemporaries, in terms of education and the
fight against the excesses of the friar-led Spanish
colonial rule.

His leadership skills were also exceptional as he led

the Propaganda Movement-the unwavering
campaign for political and social reforms. He
showcased his writing skills when he wrote for the La
Solidaridad to translate the pleas of the
propagandists.
A 1950 Government poster recognizing Rizal's sacrifice.

Rizal's aspiration for what is ideal never ended. This

aspiration took the form of fighting against injustice in society. His fervid goal while growing up
and being educated was the liberation of his fellow Filipinos from the bondage of political tyranny
and the corollaries, misery, and ignorance associated with it.

THE FIRST FILIPINO

Jose Rizal was the central figure of the revolutionary movement. He was a poet, novelist,
ophthalmologist, historian, doctor, polemical essayist, and moralist.

He was the "first Filipino" as evidenced by his novels, especially Noli Me Tangere. In this novel,
Rizal pictured the Philippines as a nation even though those who lived in it had no common name
yet to refer to themselves, apart from the pejorative terms indio and mestizo that the Spanish
colonizers called them. Rizal then was the first to imagine this social whole which explains why
he is remembered today as the first Filipino.

He was also the first one to use the term "Filipino." To prove that the Filipino natives had a culture
of their own prior to colonization. and that they were not inferior to the white man, he studied
Philippine history. His interest in this aspect of our nationhood was what compelled him to
annotate Antonio de Morga's Sucesos de las Islas Filipinas. Rizal shattered the myth of the
indolence of the Filipinos because he believed that the Filipino is a worthy race. He likewise
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intensively studied Tagalog and attempted to produce a comprehensive Tagalog dictionary to

slam the Filipinos who belittled their native tongue. He still embraced the term indio despite all
the negative connotations, and turned it to a term of dignity and nobility.

It is also noteworthy to mention that Rizal's foremost dream was for the Philippines to be known
as a nation of writers and intellectuals. He aimed at making the Filipino race known in the world.
Rizal's constant effort to improve himself showed how much he valued his own education. He
even took sculpting and painting aside from the prescribed academic subjects. To further improve
his craft, he learned other languages including German, which enabled him to translate Friedrizh
Schiller's Wilhelm Tell into Tagalog. And finally, he constantly kept himself updated on the current
trends in science and philosophy by reading and attending scholarly dialogues. Rizal hoped that
his achievements would influence all Filipinos to build a legacy.

IDEALS AND PHILOSOPHIES

Rizal's achievements secured him a status unparalleled by any other Filipino, not in his time and
at present. His greatness can be seen in the different ideals and philosophies he wanted his
generation and the future generations to live by Listed below are some of his ideals and
philosophies.

• His social philosophy deals with man in society, influential factors in human life, racial
problems, social conflicts, and social justice. This also includes poverty and wealth, social
ideals, reforms, youth and greatness, history and progress, and the future Philippines.
• Colonies should not be abused but instead trained for self governance.
• Contrary to what the Spaniards taught, Rizal held that salvation was not only for the
Catholics; that fasting is not a sacrifice. He did not agree with the sale of religious items-
cross, medals, rosaries, and the like
• People should aim for the study of human behavior and the tendencies of being good and
evil.
• The body of knowledge that a person should acquire includes the wisdom of humanhood
developed through people's experiences in society.
• Education was foremost for Rizal. He believed that education is vital in national
development as it frees people from ignorance Education can save the country from
domination.

THE TRANSCENDENTAL HERO

A hero is often defined as a prominent or central personage taking admirable part in any
remarkable action or event, a person of distinguished valor or enterprise in danger, and a person
honored after death by public worship because of their exceptional service to mankind. Having all
the citations about Jose Rizal, it is not anymore unthinkable that he was chosen as the national
Hero.

Rizal is the epitome of everything mentioned in the definitions of a hero. He is a towering figure
of the Propaganda Movement and in other affairs of the society. His works, achievements, and
contributions in various fields have been remarkably influential. Rizal, in the face of danger, was

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bold despite the odds. And lastly, he was honored even more after his death because of the
legacies he left behind.

No law, executive order, or proclamation has been enacted or issued that officially proclaims any
Filipino historical figure as a national hero (NHCP, 2012). Thus, Rizal's title is sometimes
questioned. Accordingly, the title that Rizal holds is more of a tribute to the continued veneration
or acclamation of the people towards him. In 1898, General Emilio Aguinaldo issued a decree
that declares December 30 as a day of national mourning for the heroes and victims of the
Philippine Revolution, including Rizal. Then, in 1900, American governor general and chairman
of the 2nd Philippine Commission, William Howard Taft, suggested to revere Rizal as a national
hero. This is to recognize his contributions to the significant social transformations that took place
in the Philippines (NCCA, 2015). Instead of a single law hailing a national hero, laws and
proclamations were made in honor of all Filipino national heroes. In fact, 1996 was declared as
the "Year of the Filipino Heroes" in time for the centennial anniversary of the Philippine Revolution
marked by the Cry of Pugad Lawin in 1896. Then, August 30 was declared as the "National
Heroes Day."

Despite the absence of an official declaration, Rizal has been a symbol of what the Filipinos lack
as a race. This is ironic though since Rizal was in search of a true Filipino identity which turned
out to be his own self. To date, Rizal is the most popular Filipino whose portraits and monuments
are seen not only in the Philippines but around the world.

Rizal is a Filipino hero because he embodied the qualities of a true hero and made Filipinos realize
the best of what they can be despite the difficult social conditions. Both his struggles and triumphs
inspired and ignited the Katipunan-led revolution, making the Philippines the first independent
republic in Asia. Up to this day, it is still what Rizal fought for that leads this generation to continue
realizing his dream of a nation where every Filipino is truly free.

References
dan. (2016, October 12). Comparison of Noli Metangere and El... Retrieved December 12,
2020, from Graduateway website: https://graduateway.com/comparison-of-noli-
metangere-and-el-
filibusterismo/#:~:text=Noli%20is%20a%20love%20story,is%20thoughtful%2C%20discurs
ive%20and%20dialectal.

de Viana, A. V. (2014). jose Rizal in Our Times A Guide for Better understanding of the
Philippines' Foremost National Hero. Mandaluyong City: Books ATBP. Publishing Corp.

Espina-Clemente, J., & Cruz, G. C. (2019). The Life and Works of Rizal. Quezon City: C & E
Publishing.

The “Love-and-Hate” Relationship of Jose Rizal And Marcelo Del Pilar | OurHappySchool.
(2013). Retrieved December 11, 2020, from Ourhappyschool.com website:
https://ourhappyschool.com/history/love-and-hate-relationship-jose-rizal-and-marcelo-del-
pilar

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UNIVERSITY OF SAINT LOUIS

Tuguegarao City

SCHOOL OF EDUCATION, ARTS and SCIENCES

First Semester
A.Y. 2021-2022

CORRESPONDENCE LEARNING MODULE

RZAL 1013 (Life and Works of Rizal)

Prepared by:

ANTHONY P. ANGELES
HAYDEN GONZALES
STELLA MARIE R. LUMABAN
RAY T. OBISPO, Ph. D
JEIZELLE MARIE T. QUINTO
RACHEL ANN SURLA
DARIN JAN C. TINDOWEN, Ph. D
ALVIC B. TORRES
Course Instructor

Reviewed by:

RENZ MARION C. GAVINO, MP

General Education Area

Recommended by:

VENUS I. GUYOS, Ph.D.

Academic Dean

Approved by:

EMMANUEL JAMES P. PATTAGUAN, Ph.D.

Vice President for Academics

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UNIVERSITY PRAYER

O God, wellspring of goodness and blessings, we give you thanks and praise as one
Louisian community. The graces You incessantly grant upon us and Your divine
providence have sustained our beloved University throughout the years of mission and
excellence.
Having been founded by the Congregation of the Immaculate Heart of Mary, we pray
that You keep us committed and dedicated to our mission and identity to serve the
Church and the society as we become living witnesses to the Gospel values proclaimed
by Jesus. For if we are steadfast in our good and beautiful mission, our works will bring
success not only to ourselves but also to those whom we are bound to love and serve.
Inspired by St. Louis our Patron Saint, who was filled with a noble spirit that stirred him
to love You above all things, may we also live believing that we are born for a greater
purpose and mission as we dwell in Your presence all the days of our life.
Grant all these supplications through the intercession of
Mother Mary and through Christ our Lord. Amen.

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CORRESPONDENCE LEARNING MODULE

RZAL 1013: Life and Works of Rizal
AY 2021-2022
JOSE RIZAL AND PHILIPPINE NATIONALISM
Topic: BAYANI AT KABAYANIHAN

At the end of this module, you are expected to:

a) appraise different contributions of Jose Rizal and the concept
of Bayani and Kabayanihan;
Learning Outcomes: b) evaluate various perspectives of historians pertaining to Jose
Rizal; and
c) defend their stand about the famous line “Kabataan ang Pag-
asa ng Bayan”.

Date Topics Activities

Read Lesson
• JOSE RIZAL AND PHILIPPINE
December 6-16 NATIOINALISM
• BAYANI AT KABAYANIHAN Answering Learning
Task

LEARNING CONTENT

In your own perception, do you believe Rizal made a great impact to many people
even up to this day?
Are you in favor of making Rizal our official national hero?
What are the greatest contributions of Rizal in Philippine society?

Tomorrow we will be citizens of the Philippines, whose destiny will be beautiful because it will be
in loving hands…
-Jose P. Rizal

What is the measure of a true hero? Is it a God-sent blessing of an outstanding intellect? Or

perhaps the warrior-like tenacity of Filipino patriot? In the previous chapters, we have discussed
the contributions of our National Hero in our country and how these contributions affect our
present Philippine Society. All these credits make Jose Rizal model of someone who is willing to
devote himself for his country. He was one of the few Filipinos who had the courage to fight
against the perpetrators aiming to free the Philippines from Spain, but he expressed his love for

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his motherland through his great novels, essays, poem rather than a force aggression. This made
him distinct to other known heroes.

In this lesson, we will study about Jose Rizal and The Philippine Nationalism: Bayani and
Kabayanihan. These concepts are very important as there is seemingly call for redefined heroes
given the current affairs and circumstances our country face. Further, we will also explore
interesting facts about Jose Rizal that probably will make you more interested to his life.

DEFINING A FILIPINO HERO

Filipino nationalism began with an upsurge of

patriotic sentiments and nationalistic ideals in
the 1800s, Philippines that came as
consequence of more than three centuries of
Spanish rule. This served as the backbone of
the first nationalist revolution in Asia, the
Philippine Revolution of 1896. These
nationalistic sentiments have led to a wide-
ranging campaign for political, social, and
economic freedom in the Philippines.

Since the time of the declaration of Philippine independence, 109 years ago, many were
acknowledged as Filipino heroes, more so today, that every individual who become so popular or
the main character in any event is given the title “hero”. The meaning of the word "hero" has
diminished in the past. Today, to be given the noble title or that any just won a boxing match, one
need not die or do such a gallant act. Time has really changed and our norm for identifying a
Filipino hero is also changing. In his book about Rizal, Dr. Esteban de Ocampo, a renowned
historian, claimed that a hero means a famous or central individual who plays an admirable role
in some remarkable action or event; a person of distinguished worth or enterprise in danger or
strength in suffering; and a man honored by public worship after death because of exemplary
service to humanity. The true heroes of the history of the Philippines deserve to be named so
because they had no idea that they would one day be measured, they only acted on their beliefs.
The concept of honoring heroes came only to the Philippines in 1900, when in honor of the most
illustrious Filipino, the Philippine Commission, headed by William Howard Taft, approved Act No.
137 combining the districts of Morong and Manila to be named Rizal Province. This Act was
disputed by many, but the basis of the Commission was so strong that it has surpassed the
public’s questions.

During Marcos’ presidency, he tasked the National Heroes Commission to come up with the
criteria for national hero. On March 28, 1993, thru the President’s Executive Order No. 75, the
National Heroes Committee was created, commissioned to study, evaluate, and recommend
historical figures to be declared as national heroes. The Committee composed of worthy
members, with a series of discussions came up with the new criteria.

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The criteria are composed of 10 standards:

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

2. The motive and methods employed in the attainment of the ideal (was his ideal purely for
the welfare of the country and without any taint of self-interested motives, most of all the
method of attainment should be morally valid).
3. The moral character of the person concerned (the person should not have any immorality
issue that affected his ideal).
4. The influence of the person concerned on his age and or the succeeding age.
5. That heroes are those who have a concept of nation and thereafter aspire and struggle
for the nation’s freedom (they must have desired the country’s freedom in any situation
especially when there’s a threat of invasion in any form).
6. That heroes are those who define and contribute to a system of life of freedom and order
for a nation (one who helps in the orderliness and betterment of the country).
7. Heroes are those who contribute to the quality of life and destiny of a nation.
8. A hero is part of the people’s expression (the citizen must have recognized and
acknowledged the person as a hero).
9. A hero thinks of the future, especially the future generations, his concern for the future
generations must be seen in his decisions and ideals).
10. The choice of a hero involves not only the recounting of an episode or events in history,
but of the entire process that made this person a hero.

The Concept of Bayani and Kabayanihan

Five (5) Factors That Led to the Development of Filipino Nationalism

1. the revolution in Europe and Latin America (opened the Philippines to international trade)
2. the rise of a Middle Class from which came the "Ilustrado" or elites that soon became the main
agitators against the Spanish Regime.
3. the bureaucratic centralized government established in Manila caused widespread discontent
in the entire archipelago.
4. the execution of the GOMBURZA became a spark among the educated Ilustrados
5. the Propaganda Movement (1872-1892) called for the assimilation of the Philippines as a
province of Spain so that the same laws will be applied in the Philippines and that the inhabitants
of the Philippines will experience the same civil liberties and rights as that of a Spanish citizen.

Ang isang bayani (hero) ay isang taong mayroong kabayanihan (heroism) at mayroong
kaugnayan sa pagiging magiting o matapang. Sa mitolohiya (mythology) at kwentong-bayang
Griyego, ang isang bayani ay orihinal na isang demi-diyos (demi-god), na ang kulto ay ang
pagiging isa sa pinakatangi-tanging mga tampok ng sinaunang relihiyon ng Gresya. Ang isang
demi-diyos ay ang anak na lalaki o babae ng isang magulang na mortal, na ang isang halimbawa
ay si Herkules (Hercules) ang na lalaki ng reynang mortal na si Alcmene at ang diyos si Zeus. Sa
paglaon, ang salitang bayani ay naging tumutukoy na sa mga sikat na tao sa lipunan.

One question arises. Was Rizal Deserving to be a National Hero? We must remember that no
law, executive order, or proclamation has been enacted or issued officially proclaiming any
Filipino historical figure as a national hero. However, because of their significant roles in the
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process of nation building and contributions to history, there were laws enacted and proclamations
issued honoring these heroes. Therefore, even Jose Rizal, who was perceived to be the greatest
Filipino hero, was not expressly declared a national hero. The role he now occupies in the history
of the Philippines is a tribute to the people's continued veneration or acclamation in recognition
of his contribution to the important social transformations in our country. The following are some
of the great contributions of Dr. Jose Rizal in the Philippines.

Awakening Filipino Nationalism

Jose Rizal is commonly known as the Father of Filipino Nationalism not because he helped
establish an independent Philippine state – in fact, he specifically and explicitly denounced the
1896 Revolution against Spain, but because he was instrumental in the creation of the
conceptualization of “Filipino” as an ethnopolitical collective – as “a people”, or, in the language
of nationalism “the people.” In other words, for his intellectual and idealistic support for the
Philippine Independence, Rizal is acclaimed as the father of Philippine Nationalism. As a study of
his works and speeches would reveal in calling for an independent state, Rizal did not advocate
violent uprisings or revolutions. He was not a war monger, but an intellectual who pursued, as far
as possible, a peaceful, rational, and political solution to Filipino independence from colonial rule
over the political and social aspects of Philippine life. He urged and encouraged Filipinos to realize
their power as Filipino people and their duties and obligation to their motherland.

For all Filipinos, many of Rizal's poems, letters and essays echo a sense of pride in keeping their
nation and themselves in high regard. He shows the sense of obligation to their country and to
themselves that Philippine people should have. Rizal expresses his views about love for one's
country to the reader in his piece entitled 'Love of Country'.

Thoughts and Contribution in Education

The writings and various events on the life of Jose Rizal are filled of ideas concerning education.
He recognized the importance of education in the development of a nation and its people.
Crisostomo Ibarra, the principal character of his novel Noli Me Tangere possesses a desire to
establish a suitable school. Ibarra mentioned in the novel what he considered a modern school.
According to him the building should be spacious and hygienic, the site should be large and
provided with playground and garden. Rizal himself dreamed of founding a school in accordance
with the demands of modern times and circumstances.

According to Austin Craig, Rizal ambitioned to make education accessible to all, the teaching
instinct that led him to act as mentor to the Filipino students in Spain and made him the inspiration
of a mutual improvement club of his young countrymen in London, suggested the foundation of a
school in Paris. Later a Pampangan youth offered him $40,000 with which to find a Filipino college
in Hong Kong, where many young men from the Philippines had obtained an education better
than their own land could afford but not entirely adapted to their needs. The scheme attracted
Rizal and a prospectus for such an institution which was later found among his papers not only
proves how deeply he was interested but reveals the fact that his ideas of education were
essentially like those carried out in the present public-school course of instruction in the
Philippines.
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Rizal also showed his support to the group of women in Malolos when their petition of establishing
a school was denied by Gen. Weyler. He wrote a letter to the ladies in support to their courageous
action. Rizal preaches the need of education and said that “ignorance is slavery”. Rizal always
reminded his sisters the value and importance of education. He even recognized the importance
of industrial education as well. Rizal included this concept in the five purposes of the La Liga
Filipina which he founded, the development of instruction, agriculture, and commerce.

When Jose Rizal was deported in Dapitan in 1893, he devoted his time in teaching young children.
Rizal applied the learning he acquired in the different school that he visited during his travels. It
was in Dapitan particularly Talisay where Rizal used his talents and limited resources to serve his
countrymen during the four years of his exile. He practiced his profession as a doctor, farmer,
teacher, community developer, engineer, and scientist. Rizal opened a school for young boys in
the community. They were given subjects in reading, writing, arithmetic, geography, geometry,
languages, history and good conduct. Rizal even gave practical lessons on the use of their hands,
for he believed that education should be inculcated or integrated with the development of the
community. He also taught his students different kinds of sport activities such as boxing, swinging
on parallel bars and rings, swimming and arnis on account of his belief that a sound body makes
a sound mind. Rizal’s method of teaching is different compared from other schools of his time. He
saw to it that learning should be adaptable to the needs or actual life of the people. Rizal is not
just a conventional type of teacher; his visions were not just for himself but for the benefits of his
countrymen.

Social Entrepreneurship
Rizal formed Dapitan's first farmers’ cooperative the Sociedad de Agriculturos Dapitanos (SAD),
where capital was to be provided by Socios industriales (Industrial Partners) and Socio Accionistas
(Share Holders). January 1, 1895, the cooperative aimed to improve/promote agricultural products,
obtain their profits for them, provide capital for the purchase of these goods, and help to the extent
possible the harvesters and laborers by means of a store where articles of necessity are sold at
moderate prices.

Community Development
Rizal developed Dapitan's first park, complete with streetlamps and a garden/flower relief map of the
whole island of Mindanao. He built a one-doctor hospital and paid his own money for the medical
supplies and instruments. People of Dapitan are not charged of any consultation. An English man
who came for consultation was charged 500 duros for the extraction of his cataract. The money was
donated to Dapitan for the public lighting which they did not have.

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Filipino Historians and Rizal

DR. JOSE RIZAL, THE SYMBOL OF IDEAL LEADERSHIP TODAY by: Preciosa S. Soliven

1. Jose Rizal, the national hero of the Philippines. No Filipino could be compared with
Dr. Jose Rizal. He was one of a kind, from 1896 to present his ideals were alive in the
hearts of Filipinos. His life was a pedestal of education; he had put a huge amount of
importance to education. Rizal was number one in education and in distinction. It is only
right that he be called “Pambansang bayani ng sambayanang Pilipino.” He is well
thought-out as one of the most educated heroes in Philippine History who used his
educational attainment to uplift Filipinos.
2. Jose Rizal, Una Perla Del Ombre (Pearl of a Man). Rizal was well-equipped with
immeasurable intellect. He showcased that the Filipino race was able to give birth
to individuals gifted with the highest qualities. He surpassed all students at Ateneo de
Manila, and graduated summa cum laude. He was an indio, who, from his first year until
he finished, where all 100 percent. He showcased great skills even until he studied at
Universidad de Santo Tomas. Rizal was considered “Una Perla del Ombre” or “Pearl
of a Man” because of his undying passion toward education.
3. The true meaning of valor. The life of Jose Rizal was his best poem, better than “Mi
Ultimo Adios”. He died with dignity and worth, he had accomplished a lot despite his short-
lived life. Also, he put value on nationalism, not on selfish ways.

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4. Poverty is also the basis of terrorism. Poverty promotes oppression by the rich. During
Rizal’s time, the oppression came from the political structure. Now, we have a
constitutional and liberal democracy, but we still have poverty because of economic
mishandling. This poverty will produce oppression, injustice, and a great amount of
unhappiness. Thus, Rizal’s dream has not yet materialized. Not until those who sit in the
government position are more like Rizal in the accomplishment of their promises to the
people and the eradication of corruption.
5. The youth is the hope of the Fatherland. Jose Rizal has always believed that the Filipino
youth is the hope of the Philippines. He means that as youth, we ought to equip ourselves
with adequate knowledge and study well once given the privilege to do so. Filipino
youths are the future of the Philippines since they will soon take over the reins of
government in the country. Hence, it is vital that the youth knows how to value knowledge
and education to prepare for the future of the nation as a whole.
6. Sambayanang Filipino. Nationalism is an idea best put into practice by our national hero,
Jose Rizal. It pertains to the worth one gives to his nation. It means practicing collaboration
and unity with fellow countrymen before oneself. Such was taught to us by Jose Rizal. We
are one nation and as one we must move as one towards the future.

STATUES AND MEMORIALS FROM SELECTED CITIES FROM DIFFERENT COUNTRIES

1. Jose P. Rizal Bridge (Seattle)

In 1974, almost four decades after

Bulosan crossed it in his novel, the
12th Avenue South Bridge was
renamed and rededicated in the
name of Dr. Jose P. Rizal, the
martyred Filipino patriot and
novelist. It was an appropriate
dedication and symbolize Seattle’s
Filipino American pride. Built in
1912, one of the oldest steel
structures in Washington State,
the bridge ties together Seattle’s
International District and Beacon
Hill, two of the city’s historically
Asian American working-class neighborhoods. Renamed through the efforts of civic-minded
members of Seattle’s Filipino community, it was accompanied by the building of a park in Rizal’s
honor on land adjacent to the bridge.

2. Jose Rizal Park (Seattle)

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Dr. Jose Rizal Park is perched on the

northwest crest of Seattle's Beacon Hill,
where it enjoys sweeping views of
downtown Seattle, Puget Sound, the
Olympics, and the Cascades. The park is
located on a portion of property on the
north slope of Beacon Hill that the City of
Seattle acquired in 1917 to build
retaining walls, terracing, and drains
where the regrading of Dearborn and
Jackson streets left the hillside unstable.
The park site itself remained
undeveloped until 1971, when the Parks
Department built a parking area and viewpoint along 12th Avenue S. The park was named for Dr.
Rizal in 1974 at the request of the Filipino Alumni Association. The name honors the Filipino
intellectual and nationalist executed by Spanish authorities in 1896 because of his advocacy for
Philippine independence from Spain and recognizes the Filipinos who migrated to Seattle
beginning around 1900 after the U.S. took possession of the Philippines.

3. Rizal Monument in Paris

Although we consider Rizal as our national hero, he

is not much different of a traveler as us. He loved
marveling at sights and immersing with locals. He fell
in love with places as much as people. But one thing
most of us do not often think about is how Rizal
valued money. At 22, our national hero travelled to
Paris.

4. Rizal Monument in Madrid

Our national hero is of great influence not only in the

Philippines, but also globally. It’s unsurprising that
several countries celebrate Dr. Jose Rizal’s life
through the numerous monuments around the world
erected in his honor.

One of the most famous Rizal monuments stands in

Madrid, Spain. This city was where Rizal lived for
almost a decade after finishing medical school at the
University of Santo Tomas. To pay homage to the
life of our national hero, the city commissioned
Filipino sculptor Florante Caedo to build an intricate
bronze statue of Rizal.

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5. Rizal Monument in Japan

In 1998, Tokyo City unveiled a bronze bust of Rizal

at Hibiya Park. The statue stands right where the
hero stayed for 45 days before travelling to Europe.
According to historians, Rizal immersed in the
Japanese culture during his stay. He learned about
the culture, enjoyed the arts, and interacted with the
people. Unsurprisingly, Rizal gained a lover in the
country. Her name was Seiko Usui, and she was the
epitome of everything the hero loved about Japan.
.

6. Rizal Monument in Chicago

Chicago honors Rizal with two monuments: One a

bust, the other a full-body statue. The former can be
found in front of the Rizal Center while the latter is in
Lincoln Park. Both statues were built to commemorate
the Philippine independence.

7. Rizal Monument in Manila

Rizal Park is located at the northern end of Roxas

Boulevard in Manila. It is spread out over 60
hectares of open lawns, ornamental gardens, paved
walks, and wooded areas. It was officially named
Rizal Park, after the name of Dr. Jose Rizal, our
national hero, as an honor and tribute to him. It is
also called Luneta Park because the area looks like
a crescent (Lunette). It is situated next to
Intramuros, which was then a Spanish fort that
served as a buffer during rebellions. Before, the
name of the place was Bagumbayan (“new town” in English). This was the place where Dr. Jose
Rizal was executed by the Spanish Colonial Authorities. On September 28, 1901, the United
States Philippine Commission approved Act No. 243, which was to erect a monument in Luneta
to commemorate the memory of Jose Rizal - Philippine patriot, writer, and poet.
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SPECIES NAMED AFTER RIZAL

It is also important to note that Jose Rizal has contributions to Natural Sciences. However, these
tend to eclipse with his various contributions to other fields. Students recognized and seemingly
more interested with the names of his girlfriends than the names of his scientific discoveries.

While in Dapitan, Rizal kept himself busy. He went into agriculture, fishing, and business, put up
a hospital, and even taught arts and sciences to pupils, as well as English and Spanish. It is here
where he studied nature extensively, researching and collecting specimens of plants, shells,
insects, birds, amphibians, and reptiles. In the process, he gathered up to 340 shells representing
more than 200 species. This collection is recognized as the richest private collection of Philippine
conchology of its time. He sent the various specimens they collected to the Ethnographic Museum
in Dresden, Germany for proper identification. In exchange for the specimens he submitted, Rizal
received books and medical instruments, as well as further advice on how to properly preserve
his specimens.

Hence, it is valuable to remember that his contributions in the field of Natural Sciences and how
people commemorate his legacies Philippine Independence are important in similar manner. The
following are the species named after Rizal:

1. Draco rizali- It said to be found only in the dense

forests of the Philippines, Draco rizali feeds on ants and
termites, and can grow to a length of eight inches. This
peculiar lizard has extended wing-like ribs that enable
it to glide across distances of up to nine meters.

2. Apogania rizali - This rare kind of beetle grows to about

an inch long when fully mature. This is the only species Rizal
discovered whose name has been retained and is still
widely used.

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3. Rhacophorus rizali - Also known as Rhacophorus

pardalis (and by its modern name, the harlequin tree
frog), this is an orange-brown amphibian with white,
yellow, or blue spots. This frog lives in the forests and
freshwater marshes of the Philippines, Brunei,
Indonesia, Malaysia, and Thailand. Sadly, the loss of its
natural habitat now threatens its existence.

References

Textbooks

Ariola, M. M. (2017). The Life and Works of Jose Rizal. Intramuros Manila: Unlimited Books
Library Services & Publishing INC.

Rhodalyn, Wani-Obias et al. (2018). The Life and Works of Jose Rizal. C& E Publishing, Inc

Online

FORBES, G. M. (2020, December 12). Rizal’s Thoughts on Education. Retrieved December 12,
2020, from Blogspot.com website: http://school-principal.blogspot.com/2011/06/rizals-
thoughts-on-education.html
Propesor Esteban A. de Ocampo: Rizalista at Mananalaysay. (2020). Retrieved December 12,
2020, from Muntingnayon.com website: https://muntingnayon.com/103/103937/
This is because Dr Jose Rizal didnt become our National... (2018, October 19). Retrieved
December 12, 2020, from Coursehero.com website:
https://www.coursehero.com/file/p78gquk/This-is-because-Dr-Jose-Rizal-didnt-become-
our-National-Hero-by-way-of/
Rizal’s concept of Education. (2020). Retrieved December 12, 2020, from Muntingnayon.com
website:https://muntingnayon.com/104/104917/#:~:text=Rizal%20always%20considered
%20education%20as,liberal%20one%20available%20to%20Filipinos
6 Filipino Historians Talk National Heroes. (2015). Retrieved December 12, 2020, from
Gridmagazine.ph website: https://www.gridmagazine.ph/story/6-filipino-historians-talk-
nationalheroes?fbclid=IwAR3yLa2_NK5aeQ_VBDQ27uTGEvh6v7ZW46FKsFykaGX140c
VOlMjp1pfEvM
Rizal’s concept of Education. (2020). Retrieved December 12, 2020, from Muntingnayon.com
website:https://muntingnayon.com/104/104917/#:~:text=Rizal%20always%20considered
%20education%20as,liberal%20one%20available%20to%20Filipinos.
Historical Context and Legal Basis of Rizal Day and Other Memorials in honor of Jose Rizal -
National Historical Commission of the Philippines. (2012, September 18). Retrieved
December 12, 2020, from National Historical Commission of the Philippines website:
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https://nhcp.gov.ph/historical-context-and-legal-basis-of-rizal-day-and-other-memorials-in-
honor-of-jose-
rizal/#:~:text=The%20Americans%2C%20to%20win%20the,conform%20to%20the%20ne
w%20government.&text=Since%20then%2C%20Jose%20Rizal%20came,known%20as%
20the%20National%20Hero.

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