Rizal's Life

Week01_Lesson01_Prelim
Lesson 1. Why Study Rizal?

As an opening to the life and works of Jose Rizal, this lesson will begin with the
glimpse of Rizal Law. It will review the focal matters and arguments encompassing the
bill and its passage into law, and weigh on the impression and importance of the body of
law across the past and the contemporary period.
Vocabulary
Lesson Objectives:
 Millenial – a person born in the 1980s or
At the end of this lesson, you will be able to: 1990s.; a member of Generation Y:
 Discuss the democratic process that led  Bill – a measure which, if passed through the
legislative process, becomes a law
to the promulgation of R.A. 1425;
 Unexpurgated – (untouched) In the case of the
 Examine the goals of the Rizal Law; and novels of Rizal, unexpurgated versions were
those that were not changed or censored
 Interpret the role of youth as implied in  Compulsion – an irresistible persistent impulse
the Rizal Law. to perform an act
 Dissenting – heretical, nonconformist,
unconventional, unorthodox
Getting Started:
Cemented in history as potent symbol of the nation, Rizal’s heroism was sponsored
by the nation through Republic Act 1425 of June 12, 1956, with the younger generations,
the “Millenials,” receiving much importance. This lesson analyzes the Rizal Law to stress
the significance of Dr. Jose Rizal, the foremost exemplar of Filipino heroism, in fostering a
sense of nationalism, especially to the fair hopes of the nation – the youth.
Discussion
It is important to find the significance (meaning) and function behind an object

(descriptive information like names, places, dates, etc., facts and details) in studying
history. In a sense that Rizal Law is the object while the provisions explain its meaning.
Learning Module on The Life and Works of Jose Rizal

What then is the function of the law? That is where the youth enter the picture. Rizal
envisioned the generation of Filipinos yet to come to be enlightened and educated.
Policy makers made sure that the words of Rizal will be materialized through state-
sponsored education of his life, works, and writings. All the powers, hopes and dreams of
the State were given to the youth through the Rizal law.
The youth, in turn, have the responsibility not just to accept trivial information on
Jose Rizal’s legacies, but more importantly, to suffuse them down to their very core.
Indeed, the millennials are active participants in the process of nation-building. It is
expected that they would generate new ideas that will affect the society in the future.
Nationalist policy-makers did not waste any time and painstakingly redirected the
nation to the essence of History as a foundation of national hope and pride. Education
became the primary weapon of reorientation while prioritizing the youth as the bearers
of country’s future.
Owing to their ideals of freedom and nationalism, Filipino heroes gain much
attention. Specifically, Rizal was the most obvious platform to begin with since “Rizal”
dominates the list of Filipino heroes. Senate Bill no. 438 (AN ACT TO MAKE NOLI ME
TANGERE AND EL FILIBUSTERISMO COMPULSARY READING MATTER IN ALL PUBLIC AND
PRIVATE COLLEGES AND UNIVERSITIES AND FOR OTHER PURPOSES) was submitted on
April 3, 1956 to the Senate Committee on Education. On April 17, 1956, Jose P. Laurel
sponsored and presented the bill to the members of the upper house. His goal is to
disseminate the ideals and ideas of Rizal through the reading of his works, especially his
novels, Noli Me Tangere and El Filibusterismo.
Debates for the bill in aid of legislation ensued next, albeit not smooth sailing.
Opponents, mostly rabid Catholic senators, contended that the proposed bill was too
controversial. Their arguments were as follows:
 The bill was an attempt to discredit the Catholic religion

 Inimical to the tenets of the faith to which 170 lines in Noli Me Tangere and 50
lines in El Filibusterismo were offensive to the Church doctrine.

 The bill might divide the nation

 Compulsion to read something against one’s faith impaired freedom of speech
and religious freedom.
How a Bill becomes a Law?
The bill is Committee

First reading Second reading
prepared Hearings
Transmittal of Consolidation of
Voting on Third Voting on Second
the Final version Version from the
Reading Reading
to Malacañan House
Heated exchange continues as part of the democratic process. Opposition to the

bill Senator Francisco “Soc” Rodrigo stood up and delivered his speech.
Vehemently, refuting the arguments of opposition, Senator Claro M. Recto

exclaimed that the novels have no intentions of discrediting the Church. Moreover, he
said that the bill only aims to contextualize Rizal’s heroism in the face of Spanish
tyranny.
Meanwhile, a similar bill (House Bill No. 5561) was filed by Congressman Jacobo Z.
Gonzales in the House of Representatives. As expected, the bill was welcomed by
dissenting opinions. With this setback both in the Upper House and the Lower House, it
seemed hopeless for the bill to pass into law in the latter part of April 1956.
It was in this context that Senator Laurel proposed a substitute bill. The inclusion of
all works and writings of Jose Rizal, not just the two novels, was the main feature of this
bill. He then stressed the removal of the term “compulsion” to appease the opposition.
However, Senator Laurel asserted the importance of reading the original and
unexpurgated edition of Rizal’s novels because the true purpose of studying these will be
defeated if not followed. To add a more conciliating clause, the last amendment was

proposed –- the provisions regarding the “exemption” of students from reading the two
novels on certain conditions. With this, on May 12, 1956, Senate Bill No. 438 was
unanimously approved on second reading. On May 14, 1956, the bill was approved
unanimously in the House of Representatives.
On June 12, 1956, President Ramon Magsaysay signed the bill into law, thus, giving
birth to Republic Act 1425, also known as the Rizal Law.
With students exposed to many foreign

Studying Rizal in the 21st century helps influences, studying Rizal may remind and
students make sense of present by urge them to understand the real essence of
looking back at the past. being a Filipino.
Why Study
Rizal?
The practicality of studying Rizal in this day And finally, Rizal, then and now, is a
and age is seen how Rizal’s experiences worthy role model and a constant
and ideologies are instrumental in grasping inspiration to all Filipinos.
the current context of Philippines society.
In the 21st century, the challenge for students is to understand the purpose of
studying Rizal. Scholars and academician are one in saying that a mandated course on
Rizal is as helpful as any other course that teaches values that a student may carry for
the rest of his or her life.
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 other period of our history, with special fondness and devotion their lives and works
there is a need for a re-dedication to the ideals of that have shaped the national character;
freedom and nationalism for which our heroes lived and
died. Whereas, the life, works and writings of Jose Rizal
particularly his novels Noli Me Tangere and El
Whereas, it is meet that in honoring them, particularly Filibusterismo, are a constant and inspiring source of
the national hero and patriot, Jose Rizal, we remember patriotism with which the minds of the youth, especially

during their formative and decisive years in school, The Board of National Education shall determine the
should be suffused. adequacy of the number of books, depending upon the
enrollment of the school, college or university.
Whereas, all educational institutions are under the
supervision of, and subject to regulation by the State, SEC.3
and all schools are enjoined to develop moral character, The Board of National education shall cause the
personal discipline, civic conscience, and to teach the translation of the Noli Me Tangere and El Filibusterismo,
duties of citizenship; Now therefore, be it enacted by the as well as other writings of Jose Rizal into English,
Senate and House of Representatives of the Philippines in Tagalog and the principal Philippine dialects; cause them
Congress assembled to be printed in cheap, popular editions; and cause them
to be distributed, free of charge, to persons desiring to
SEC.1 read them, through the Purok organizations and the
Courses on the life, works and writings of Jose Rizal, Barrio Councils throughout the country.
particularly his novels Noli Me Tangere and El
Filibusterismo, shall be included in the curricula of all SEC.4
schools, colleges and universities, public or private; Nothing in this Act shall be construed as amending or
Provided, that in the collegiate courses, the original or repealing section nine hundred twenty-seven of the
unexpurgated editions of the Noli Me Tangere and El Administrative Code, prohibiting the discussion of
Filibusterismo or their English translations shall be used religious doctrines by public school teachers and other
as basic texts. persons engaged in any public school.
The Board of National Education is hereby authorized and
directed to adopt forthwith measures to implement and SEC.5
carry out the provisions of this Section, including the The sum of three hundred thousand pesos is hereby
writing and printing of appropriate primers, readers and authorized to be appropriated out of any fund not
textbooks. The Board shall, within sixty (60) days from otherwise appropriated in the National Treasury to carry
the effectivity of this Act promulgate rules and out the purposes of this Act.
regulations, including those of a disciplinary nature, to
carry out and enforce the regulations of this Act. The SEC.6
Board shall promulgate rules and regulations providing This Act shall take effect upon its approval.
for the exemption of students for reason 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.
SEC.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 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.

Summary
 The Rizal Law could be considered a landmark legislation in the postwar Philippines.
During this period, the Philippines was trying to get up on its feet from a devastating
war and aiming towards nation-building.
 As the government sought ways to unite people, legislators like Claro M. Recto drew
inspiration from the lives of the heroes of the revolution against Spain.
 In this frame, the teaching of the life and works of Rizal was proposed to be
mandated to all private and public educational institutions.
 After much debate, the proposed bill was eventually signed into law and became
Republic Act No. 1425.
References:
Obias, R., Mallari, A. & Estella, J. (2018), The Life and Works of Jose Rizal, C& E Publishing,
Inc.,
Clemente, J. & Cruz, G. (2019), The Life and Works of Rizal Outcome-Based Module, C& E
Publishing, Inc.,
Crudo, E., Guiwa, H. & Pawilen, R. (2019), A Course Module for The Life, Works, and
Writings of Jose Rizal, Rex Bookstore, Inc.,

Lesson04_Midterm
Lesson 4. The Ascendance of the Chinese Mestizo
This lesson presents the significant roles of Chinese mestizos in Philippine history,
governance, and economy. It also shows how the Chinese mestizos influenced the
character of Rizal who has Chinese roots.
Vocabulary
Lesson Objectives:
At the end of this lesson, you will be able to:  Galleon Trade – (1565-1815) this was the form of
trade between Philippines and Mexico.
 Explain how the Chinese mestizos
 Parian – Chinese enclaved established in 1581
influenced the character of Rizal; outside the walls of Intramuros.
 Sangley – a term that proliferated in the Spanish
 Discuss the relationship of Filipinos and
Philippines to refer to people of pure Chinese
Chinese, then and now; and descent; came from the Hokkien word “sengli”
 Analyse the important role of the Chinese meaning business.
 Immigrant – a person who migrates to another
mestizos within the changing Philippine country, usually for permanent residence.
economy and society.  Intramuros – “within the wall,” It is the oldest district
and the historic core of Manila
Getting Started:
Philippine history is not complete as basis for understanding contemporary society

unless it 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.
Chinese History in the Philippines
As 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.

Lesson04_Midterm
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 become pivotal to their colonial rule because they provided valuable capital to
Manila. Thus, despite orders of expelling all Chinese from the Philippines, Governor
Dasmariñas 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 an 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.

Lesson04_Midterm
Spaniards
Chinese
and Spanish Indios Chinese
Mestizos
Mestizos
they were required to

pay taxes depending on
their income
they were required to they were required to
pay taxes depending on pay taxes depending on
their income their income
any person born of a
Chinese father and
Indio mother
they were not required
to pay tribute or tax
* a policy that limited a Spanish mestiza and
the number of Chinese a Chinese mestizo
individuals who could
* a Chinese mestiza reside in the
and an Indio were
listed as Indios Philippines and
restricted their area of a child of a Spanish
settlement was mestiza and a Chinese
implemented mestizo
Significance of the Chinese Mestizo
The sectors that greatly benefitted from the changing economy were the Chinese
and the Chinese mestizos. Since precolonial times, the natives of the Philippines had trade
relations with the Chinese.
During the height of the Galleon trade, it was also Chinese products that comprised
most of the goods being traded. The influx of Chinese settlements in the Philippines made
the Spaniards suspicious of the Chinese. These feelings led to stringent state policies
towards the sangley ranging from higher taxes, the restriction of the movement with the
establishment of the Chinese enclave (the Parian), to actual policies of expulsion.
The Chinese, however, proved to be “necessary outsiders” in Philippine colonial

economy and society. Although the Spaniards were wary of the Chinese, they realized the

Lesson04_Midterm
importance that the latter played in sustaining the economy. From the goods loaded on the
galleons to the development of retail trade, the Chinese enlivened the economy.
Eventually and gradually, they became integrated into colonial society, giving rise to
the intermarriage with Indios that gave birth to the Chinese mestizos. The Chinese
mestizos assumed an important role in the economy all throughout the Spanish colonial
period. They influenced the changing economy in the 19 th century by purchasing land,
accumulating wealth, and influence.
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 monopolized the internal trading in the Philippines while the Spanish mestizos
were concerned with the 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 exports and imports. They became landholders, wholesalers,
retailers, and owners of the majority of the artisan shops.
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 the 1896-1898 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

Lesson04_Midterm
Rizal is a 5th 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, and disassociated himself from any Chinese relations.
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.
Summary
 This lesson ended with a brief discussion on the sectors that greatly benefitted from
the changing economy which were the Chinese and the Chinese mestizos. Since
precolonial times, the natives of the Philippines had trade relations with the Chinese.
 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.
References:

Lesson04_Midterm
Obias, R., Mallari, A. & Estella, J. (2018), The Life and Works of Jose Rizal, C& E Publishing,
Inc.,
Publishing, Inc.,

Lesson04_Midterm

1
Lesson 5. Family, Childhood, and Early Education of Rizal
This lesson presents the background of Rizal’s life –- his family, and his childhood
years in Calamba.
Vocabulary
Lesson Objectives:
Biography – it is the story of a real person's life written
At the end of this lesson, you will be able to: by someone other than that person.
Memoirs – an account of the personal experiences of
● Identify the important events during an author.
Ascendants – Those from whom a person is
Rizal’s childhood that influenced the descended, or from whom he derives his birth.
formation of his character; Decree – an order usually having the force of law a
judicial decree by royal decree.
● Discuss the family background of Rizal; Indigo – any of various shrubs or herbs of the genus
Indigofera in the pea family, having pinnately
and compound leaves and usually red or purple flowers.
Angelus – a devotion of the Western church that
● Analyse how the learnings shaped commemorates the Incarnation and is said in the
morning, at noon, and in the evening.
Rizal’s social and political ideas.
Getting Started:
Jose Rizal lived in the 19th century, a period in the Philippine history when changes
in public consciousness were already being felt and progressive ideas were being
realized. Studying Rizal’s biography, therefore will lead to a better understanding of how
Rizal devoted his life in shaping the Filipino character. This chapter will cover Rizal’s
childhood and how he became an important hero of the Philippines.
Family
Jose Rizal was born on June 19, 1861 in the town of Calamba, province of Laguna.
Calamba, then a town with around three to four thousand inhabitants, is located 54km

2
south of Manila. It is found in the 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 de Bay. The wonders of creation that surrounded
Rizal made him love nature at an early age. His student memoirs show how his love of
Vocabulary
nature influenced his appreciation of the arts and sciences (Coates, 1992).
Considered one of the largest families in those times, Joseother
by someone Rizal’s
than thatthirteen-member-
person.
family consisted of his father Francisco Mercado II, his mother
an author.
Teodora Alonso Realonda,
Ascendants
himself, nine sisters and one brother. Jose Rizal came from – Those family
a wealthy from whom a person is
in Calamba,
descended, or from whom he derives his birth.
Laguna. Decree – an order usually having the force of law a
The Rizal paternal ascendant was Domingo Lam-co,
Indigo – a anyfull-blooded
of various shrubs orChinese who
herbs of the genus
lived in Amoy, China and arrived in the Philippines in the closing years of the 17th
compound leaves and usually red or purple flowers.
century. Domingo Lam-co was married to a Chinese half-breed named
Angelus – a devotion of Ines de la
the Western Rosa.
church that
commemorates the Incarnation and is said in the
Domingo and Ines later settled in the estate of Sanmorning,
Isidro Labrador,
at noon, owned by the
and in the evening.
Dominicans. The surname “Mercado,” which means “market,” was a common surname
adopted by many Chinese merchants that time. The Mercado-Rizal family had also
Japanese, Spanish, Malay and Negrito blood aside from their Chinese blood.
Jose Rizal’s father Francisco was the youngest of 13 children of Juan and Cirila
Mercado. He was born in Binan, Laguna, studied in San Jose College of Manila and died in
Manila. Following Governor Narciso Claveria’s decree in 1849 which ordered the Filipinos
to adopt Spanish surnames, Francisco Engracio Mercado added the surname “Rizal,”
from the word “ricial” meaning green field, as he later settled in the town of Calamba as
a farmer growing sugar cane, rice, and indigo.
Teodora, the mother of Jose Rizal, was a business-minded, religious and

hardworking individual who was born in Santa Cruz, Manila on November 14, 1827. She
was the second child of Brijida de Quintos and Lorenzo Alonso. Teodora had Spanish and
Japanese ancestors while the father of Teodora was a half Spaniard engineer known as

3
Lorenzo Alberto Alonzo. She studied at the Colegio de Santa Rosa. Teodora died in
Manila in 1913.
The parents of Jose Rizal were both farmers who were granted by the Dominicans
with the lease of a hacienda together with a rice farm.
Vocabulary Mercado and
Jose Rizal is the seventh among the eleven children of Francisco
Teodora Alonso. The other children were: Saturnina, Biography
Paciano, Narcisa,
– it is the story of aOlimpia, Lucia,
real person's life written
by someone other than that person.
Maria, Concepcion, Josefa, Trinidad, and Soledad.
an author.
Rizal was affectionate to all his siblings. However, his relation with his only brother,
Paciano, was more than that of any older brother. Paciano became
descended, Rizal’s
or from whom second
he derives his birth.father.
Decree – an order usually having the force of law a
Rizal highly respected him and valued all his advice. It was
judicial Paciano
decree who accompanied
by royal decree.
Indigowho
Rizal when he first went to school in Biñan. It was also him – any convinced
of various shrubsRizal
or herbstoof pursue
the genus
his studies in Europe. Like Rizal, Paciano had his collegecompoundeducation in Manila
leaves and usually but
red or purple later
flowers.
decided to join the Katipunan and fight for independence. After the revolution, Paciano
commemorates the Incarnation and is said in the
retired to his home in Los Baños and led a quiet life untilmorning,
his death in in1930.
at noon, and the evening.
Childhood
Jose’s parent made sure he and his siblings were well taken care of. At an early
age, Jose was already seen as a welcome companion by many adults because he was
very respectful and polite. His family made sure that he was taught the right values in
order for him to grow up as well as a well-mannered individual.
At home, Rizal spent many of his childhood days in their family garden. His parents
also made sure to watch over him at all times because he was frail and sickly. His father
also built him a nipa hut where he could play during the day. In his childhood, Jose was
very curious about the things around him. This is why he enjoyed very much the stories
that his mother told him which also made him interested in legends and folklore.
Since the Rizal family was very religious, Teodora made sure to teach Jose all the
important prayers, especially the Angelus. Along with his siblings and parents, he recited

4
the Angelus daily. Through his family, he was exposed to the Catholic teachings and
values.
Education
Vocabulary
Jose Rizal’s first teacher was his mother. By three years old, Jose was already able
Biography
to recite the alphabet because of his mother’s guidance. – it isjournals,
In his the story of a real
heperson's
wrote, life written
“My
by someone other than that person.
mother taught me how to read and to say haltingly the humble
Memoirs prayers
– an account whichexperiences
of the personal I raised of
an author.
fervently to God.” Aside from his mother, Jose also had a private tutor who is a former
classmate of Rizal’s father. It was Leon Monroy, who taught
descended,him
or fromthe
whomrudiments of Latin.
he derives his birth.
Decree – an order usually having the force of law a
Jose was also taught by his Uncle Manuel Alberto and judicialUncle Gregorio.
decree by royal decree. The former
was concerned with the physical development of JoseIndigo and– instilled
any of variousin
shrubs
himor herbs
the oflove the genus
for
nature, while the latter taught him the value of education.
compound leaves and usually red or purple flowers.
Jose had his early education in Calamba and Biñan. His education
commemorates was
the Incarnation andfocused
is said in on the
reading, writing, arithmetic and religion. Instruction was imposed very rigidly and strictly.
Teachers made use of whips to force knowledge into the minds of the students.
However, despite the shortcomings of the Spanish system of basic education, Rizal was
able to acquire the necessary skills to prepare him for higher education in Manila.
The two brothers rode in a carromata, reaching their destination after one and
one-half hours’ drive. They proceeded to their aunt’s house, where Jose was to lodge. It
was almost night when they arrived, and the moon was about to rise.
That same night, Jose, with his cousin named Leandro, went sightseeing in the
town. Instead of enjoying the sights, Jose became depressed because of homesickness.
"In the moonlight," he recounted, "I remembered my home town, my idolized mother,
and my solicitous sisters. Ah, how sweet to me was Calamba, my own town, in spite of
the fact that was not as wealthy as Biñan."
Jose’s first teacher in Biñan was Maestro Justiniano Aquino Cruz who he
described as tall, thin, long-necked, sharp-nosed, and with a body slightly bent forward.

5
The school was in the house of the teacher, which was a small nipa hut about 30 meters
from the home of Jose’s aunt. Paciano knew the teacher quite well because he had been
a pupil under him before. He introduced Jose to the teacher, after which he departed to
return to Calamba. In Biñan, Jose regularly attended mass, went to the class at 10am
and ate lunch, arrived home at 5pm, and consistently studied and drew. He also prayed
Vocabulary
daily before going to bed.
In terms of academics, Jose was the most outstanding
by someoneamong allperson.
other than that his classmates.
He surpassed them all in Spanish, Latin, and otheran author.
subjects. This made his older
Ascendants
classmates jealous of him. They told lies about Jose to teachers– Those
just from whom a person
to discredit is
him.
Although he was not quarrelsome, Jose never ever backed out
Decree from
– an order a fight.
usually having the force of law a
Indigo – any of various shrubs or herbs of the genus
Rizal’s Influences compound leaves and usually red or purple flowers.
Jose Rizal grew up surrounded by influencescommemorates
that have contributed
the Incarnation to in the
and is said the
development of his nationalist sensibilities. From his father, Francisco, Rizal learned the
value of self-respect, love for work, and independent thinking. His greatest influence was
his mother, Teodora. It was from her that Jose got his religiosity, a high sense of self-
sacrifice, and love for the arts. His love for freedom and justice was inculcated in him by
Paciano while his sisters taught him to be respectful and kind to women.
Part of his extended family that played a great role in his character development
were his uncles who also taught him valuable lessons in life. He got love for books and
his being hardworking from his Uncle Gregorio. While his Uncle Jose encouraged him
to develop his skills in painting, sketching, and sculpting.
An equally important influence on the character of Rizal was the environment he

grew up in. As mentioned, he spent his childhood in Calamba, in a family that nurtured
his mind and soul. The Rizal family had a beautiful garden which helped Rizal appreciate
nature. These things stimulated the young hero’s innate artistic and literary talent.
●

6
Summary
● This lesson covered the important stages of Rizal’s life — from his family history to
his memorable childhood in Calamba, and his first taste of education in the town of
Binan in Laguna.
Vocabulary
● Jose Rizal lived in the 19th century, a period in the Philippine history when changes
in public consciousness were already being felt andby someone other than thatideas
progressive person. were being
realized. This leads us to have a better understanding
an author.of how Rizal devoted his life
in shaping the Filipino character. This lesson covered Rizal’s childhood and how he
became an important hero of the Philippines. Decree – an order usually having the force of law a
Indigo – any of various shrubs or herbs of the genus
References: compound leaves and usually red or purple flowers.
Obias, R., Mallari, A. & Estella, J. (2018), The Life commemorates
and Works the Incarnation and is said in the
of Jose Rizal, C& E
Publishing, Inc.,
Publishing, Inc.,

1
Lesson 5. Agrarian Relations and the Friar Lands
This lesson provides a short history of the dynamics of landownership in the Philippines
during Rizal’s time. It discusses the hacienda system in connection with the existence of friar
lands. Specifically, it mentions conflicts arising from the hacienda system and shows the
impacts on Philippine society and on the family of Rizal as inquilinos.
Vocabulary
Lesson Objectives:
✓ Conquistador – a Spanish conqueror.
At the end of this lesson, you will be able to: ✓ Caballeria – a small tract of land included in a land
grant.
• Identify the different issues on land
✓ Sitio de Ganado Mayor – a large tract of land
ownership from pre-colonial to colonial included in a land grant.
period; ✓ Hacienda – large estates that were used for raising
livestock and agricultural production.
• Explain how the Hacienda de Calamba ✓ Inquilino – a tenant who rented land from the friars
issue serves as an exemplary illustration of and subleased land to sharecroppers.
agrarian conflicts in the late th19century; ✓ Sharecropper – an individual who rented the land
from an inquilino and worked the land.
and
• Analyse how the hacienda system impacts
the Philippines.
Getting Started:
In 1891, Jose Rizal was in Hongkong when he received distressing news about his family
who were, at the same time, involved in a court case concerning the Hacienda de Calamba.
He heard that the Spanish authorities were summoning his mother, Doña Teodora, and two
younger sisters, Josefa and Trinidad, for further investigation. In a show of support, he wrote to
his family, “I am following your cavalry step by step, I am doing all I can… Patience, a little
patience. Courage!”
Scholars and students of history agree that the conflict between his family and the
Dominicans over the hacienda greatly affected Rizal.
Learning Module on The Life and Works of Jose Riz

2
History of the Friar Lands
The existence of friar lands in the Philippines can be traced back to the early Spanish
colonial period when Spanish conquistadors were awarded lands in the form of haciendas for
their loyalty to the Spanish crown. Approximately 120 Spaniards were granted either larg
tracts of land called sitio de ganado mayor or smaller tracts of land called caballerias.
However, the hacienderos, those who owned the haciendas, failed to develop their
lands. One reason is that the Spaniards were not expected to permanently stay in the
Philippines. Many of them returned to Spain once they were done serving in the countr
Second reason is that the livestock market during this time was still small. Third reason is that
the Galleon Trade based in Manila, appealed more to the Spaniards because it offered better
economic opportunities.
The Spanish friars were able to acquire land through whatever means available to them.
According to the sources, lands were donated to the friars in exchange for spiritual favors.
Many Filipinos believed that the friars had no titles to the lands they owned because the
acquired them through usurpation and other dubious means.
When the exports of agricultural crops started to blossom in the

th 18
century, the
inquilinato system was put into place. In this system, one who rented land for a fixed annual
amount. an inquilino, was expected to give personal services to the landlords. If he or she
failed to do so, he or she would be expelled from the land. The inquilinos could also leased
the land they were renting from the landlord to a kasama or sharecropper who would then
be responsible for cultivating the land. The inquilinato system functioned as a three-layered
system with the landlords on top, the inquilinos in the middle, and the kasamas at the bottom.
Hacienda de Calamba Dispute
The Hacienda de Calamba was originally owned by a Spaniard, Don Manuel Jauregui,
who donated the land to Jesuit friars to allow him to permanently stay in the Jesuit monastery.

3
However, since the Jesuits were expelled from the Philippines, the hacienda went to th
possession of the Spanish colonial government. In 1803, the land was sold to Don Clemente de
Azansa. After his death, it was eventually sold to the Dominicans who claimed the ownership
of the hacienda until the late 19
th century.
Rizal’s family house became one of the principal inquilinos of the hacienda. They rented
one of the largest leased parcels of land measuring approximately 380 hectares. The main
crop was sugarcane since it was the most in-demand in the world market then. The Rizal family
got their income mainly from the land they rented. However, when conflicts on land ownership
in the hacienda arose in 1883, the family evidently suffered.
Summary
• This lesson showed the historical context behind this incident that played a pivotal role
in Rizal’s life.
• It provided a brief history of friar states in the Philippines and looked closely into th
Hacienda de Calamba conflict.
References:
Obias, R., Mallari, A. & Estella, J. (2018), The Life and Works of Jose Rizal, C& E Publishing, Inc.,
Clemente, J. & Cruz, G. (2019), The Life and Works of Rizal Outcome-Based Module, C&
Publishing, Inc.,
Crudo, E., Guiwa, H. & Pawilen, R. (2019), A Course Module for The Life, Works, and Writings of
Jose Rizal, Rex Bookstore, Inc.,

1
Lesson 2. The Theory of Nationalism
This lesson introduces the concept of nationalism in the Philippine context. It

discusses the nation as an “imagined community” in connection with Rizal and popular
nationalism. It also explains the theory of nationalism in relation to the enactment of the
Rizal Law.
Vocabulary
Lesson Objectives:  Nationalism – It seeks to preserve and

reshape a nation’s culture
At the end of this lesson, you will be able to:  Patriotism – devotion to a particular place and
 Analyse the concept of nationalism; involves social conditioning and personal
opinions
 Determine how Rizal’s work embody the  Omniscient – knowing everything; having
concept of nationalism; and unlimited understanding or knowledge
 Conjured – to bring to mind
 Explain the relevance of nationalism and  comradeship – the feeling of friendship
nation-building at present. between people who live or work together,
especially in a difficult situation
Getting Started
Nationalism is a set of system-political, social, and economical- characterized by

the promotion of the interests of one nation anchored on the aim to achieve and
maintain self-governance or total sovereignty. It holds that particular nation should
govern itself and should be free from external interference.
Nation, State, and Nation-State
To better understand nationalism, one must learn first the concept of nation as
well as state and nation-state. Refer to the following summary.

2
Nation-
Nation State State
a group of people that shares a a state governing a nation. a political entity that wields
common culture, history, sovereingty over a defined
language, and other practices like fusion of the elements of nation territory.
religion. (people and community) and the
state (territory) have laws, taxation, government,
a community of people that are bureaucracy -- basically,the
believed to share link with one * the development of nation-states means of regulating life within
another based on cultural started in Europe during the territory
practices, language, religion or periods coinciding with the
belief system, and historical Enlightenement. *this SOVEREIGNTY needs
experience. diplomatic recognition to be
Many paths were take towards the legitimate and acknowledge
formation of nation-states. internationally
"Classical" nation-states *the state's boundaries and

Nation-states which were territory are not fixed and change
formed from nations across time with: war, sale,
Breaking of from a colonial arbitration and negotitation, and
relationship even assimilation or secession.
Way of seccesion by people
already part of an existing state
In the contemporary world, the existing nation-states continuously strive with

projects of nation-building especially since the globalization and transnational
connections are progressing.
Nation and Nationalism
Nationalism is oriented towards developing and maintaining a national identity

based on share characteristics such as culture, language, race, and religion. It seeks to
preserve and reshape a nation’s culture. The concept of nationalism is essentially

3
modern. While people have historically been attached to their families, community, and
native land, the concept of nationalism only gained recognition in the late 18th century.
The conceptualization of nationalism is a distinctively modern sense was tied to

the political awakening of the lower classes. Nationalist movements have been invariably
populist in outlook and sought to induct lower classes into political life. The five basic
elements of nationalism are culture, history, language, religion, and territory.
Nationalism is best understood by first looking into the term nation. Benedict
Anderson, a prominent historian and political scientist who explored the origins if
nationalism, defined the nation as a fabrication, a bond between people who did not
actually exist prior to its own recognition.
For him, the nation “is an imagined community — and imagined as both inherently
limited and sovereign” (2006). Anderson argues that the nation is imagined as a
community because regardless of the actual inequalities that prevail, the nation is
always conceived as a deep, horizontal comradeship. It is imagined because it exists in
the figment of the people’s collective imagination.
According to Anderson, nation-ness is a cultural artifact that is felt as having

existed since time immemorial but is objectively modern as it first emerged toward the
end of the 18th century.
Following this conceptualization by Anderson, the Philippine nation is an imagine

community because one who identifies himself or herself as a Filipino will never meet all
the other Filipinos around the world, yet he or she is convinced that they exist and he or
she is related to them. Anderson also presents the concept of homogenous empty time.
Rizal’s Works and Nationalism
Anderson points out that Rizal’s Noli Me Tangere conjured an imagine community
as if the reader and author were familiar to and intimate with each other, with the
characters and readers being situated in the same context of time and space. The novel
provided the means of representing the nation as an imagine community that operated

4
on empty time enabling the reader to be omniscient to see a delimited society and the
actuations of key people in it.
Noli Me Tangere and El Filibusterismo emerged as the founding texts of the

Philippine nationalism. These novels exposed the ills of the Spanish colonial government
and the evils prevailing in the Philippine society by presenting a narrative that
contextualizes the country in terms of politics, economy, and culture.
Rizal was able to go against the colonizers and show how literature can be used to
arouse people to be catalyst of social change. In both his novels, Rizal was able to
portray the Filipino in different dimensions, from those who had colonial mentality, to
those who willingly fought for the country at all costs.
Through his novel, Rizal emphasized the values of nationalism and loving one’s
country. The scathing national narrative Rizal presented became the inspiration for
strengthening the anti-colonial movement.
Summary
 This lesson ended with a brief discussion about nationalism in the context of the
Philippines, particularly how indigenous knowledge could be used to examine how
Filipinos understand the concept of nation and nationalism.
 As you study the life of Jose Rizal, it is important to remind yourself of the
multiplicity of ideas during his time and beyond that will affect your
understandings of nation and nationalism.
References:
Obias, R., Mallari, A. & Estella, J. (2018), The Life and Works of Jose Rizal, C& E
Publishing, Inc.,

5
Publishing, Inc.,

6
Lesson 3. Rizal in the 19th Century Philippines
This lesson presents the different social, political, economic, and cultural context of
19th-century Philippines in which Rizal was situated. To better understands the different
aspects of 19th-century Philippines, a brief discussion of the Spanish Colonization is also
included in this section.
Vocabulary
Lesson Objectives:
At the end of this lesson, you will be able to:  Waning – to become weaker in strength or influence
 Foretaste – an experience that lets you know in
 Identify the social context within which advance what something will be like.
Rizal was situated;  Media Censorship – the act of altering, editing, or
banning of any or all media resulting from the
 Analyse various social, political, presumption that its content is perceived to be
objectionable, incendiary, illicit, or immoral.
economic, and cultural changes that  Secularization – the activity of changing something
so it is no longer under the control or influence of
occurred in the 19th century; and
religion.
 Frailocracy – a government in which friars or priests
 Explain how these changes affected and
are the rulers.
influenced Jose Rizal.  Ilustrados – constituted the Filipino educated class
during the Spanish colonial period in the late 19th
century.
 Mutiny – forcible or passive resistance to lawful
authority; especially concerted revolt.
The life of a person is shaped by the society that he or she is a part of. Thus, in
studying and understanding the life of Jose Rizal, it is necessary to look into the social
context where he was situated in the 19th century Philippines.
Jose Rizal was born in the 19th century. During this time, Spain’s glory and rule as
a colonial power was already waning. The natives of the Philippines were slowly realizing
the need to awaken their national consciousness. This was sparked by movements
against the oppression of the Spanish colonizers.
It was Jose Rizal who first used the word Filipino to refer to the inhabitants of the
country, whether they are of Spanish or Filipino blood. Under the Spanish rule, the native
inhabitants are called indios while inhabitants with Spanish blood (Peninsulares,

7
Insulares, Mestizo) were regarded as Filipinos. He realized that the people residing in the
Philippines should be call one name – Filipino.
The events around the world also contributed to the formation of national
consciousness led by Rizal and other noted ilustrados during the 19th century. Different
events contributed to how Rizal’s own the national consciousness was shaped.
For one, the Industrial Revolution, which refer to the transition to new
manufacturing processes that made used of steam-powered, special-purposed
machinery, factories, and mass production in Europe, had its effect on the Philippine
economy. In rural areas, it paved the way for new agricultural techniques. In the larger
cities of the country such as manila, modern textile implements were introduce and
helped develop the textile industry, benefitting only a limited number of already rich
Filipinos.
The Industrial Revolution increased the movements of trade around the world
which made Filipinos of Spanish ancestry wealthier because they had connection to
those who handled goods from one country to another. With newer production methods,
Filipino merchants and small-scale industrial became the prominent in the Philippine
society, thus forming a new group of influential middle-class Filipinos.
Families from this class had the means to provide education for their children. This
is why many prominent figures in the Propaganda Movement, against the colonizer
came from the middle class – those who had the privilege to recognize and condemn the
ills of the Spanish colonial government through their education. Rizal was among them.
By the 19th century, two centuries after the Spaniards first came to the
Philippines, the hold of the Catholic Church in other Spanish colonies was already
waning, yet this was not the case in the Philippines. The Spanish friars, despite the
controversies involving them, were crucial in maintaining the Philippines archipelago as
a Spanish colony.

8
The Filipinos turned more and more to the friars for moral and political guidance as
Spanish civil official in the country became more corrupt and immoral. The friars then
became more influential and powerful because of frailocracy or the rules of the friars.
The dominance of the friars in the country prompted Rizal and the propagandist to
expose their abuses in forwarding their power and influence in the Philippines. The
growing power of the friars in the 19th century urged the reformists and nationalists to
work harder to let the people know who the real enemies were.
The Suez Canal was the first infrastructure that paved the way for information of
books, magazines, and newspaper with liberal ideas from Europe and America. This was
instrumental to the political awakening of Rizal because he was able to expand his
perspective therefore shaping his nationalist sensibilities.
The leadership of Gov. Gen. Carlos Ma. Dela Torre (1869-1871), gave Rizal, the
reformist, and the Filipinos a foretaste of democratic rule. During the leadership of Dela
Torre, Media censorship became relaxed and limited secularization of education began.
He gave amnesty to rebels including Casimiro Camerino, the leader of the bandits of
Cavite, and establish the Guardia Civil.
Dela Torre’s terms and regulation were easily pushed out of view when he was
replaced by Gov. Gen. Izquierdo (1871-1873) who was exactly the opposite of Dela
Torre’s liberal-minded rule. For Izquierdo, the Indios should not be given the same rights
and freedom enjoy by the Spaniards in the Philippines. He imposed harsh policies and
laws, far from liberal measures that Dela Torre implemented. Izquierdo was also
responsible for removing the long-standing personal benefits of the workers under the
encomienda system and forced labor exemption among soldiers. This led to the Cavite
Mutiny on January 20, 1872 that was staged by 200 military personnel of the San Felipe
Arsenal in Cavite.
The Cavite Mutiny was a failed uprising against the Spaniards, resulting in
disarmed, imprisoned, and dead Filipino Soldiers. Those who were suspected to be
involved in the mutiny were also arrested and executed. The Spanish authorities and

9
friars used the mutiny to implicate the three secular priests – Mariano Gomez, Jose
Burgos, Jacinto Zamora, collective known as Gomburza- and proclaimed that they were
instigator of the said mutiny. The priests were executed by garrote at Bagumbayan on
February 15, 1872. This event had an impact to Rizal and his family since Burgos was a
personal friend of his brother, Paciano. The martyrdom of the three priests awakened the
desire for independence among many Filipino. In fact, Rizal dedicated his El
Filibusterismo to the three Priest.
Rizal’s aim to make the Philippines known as a country of writers and intellectuals
was a result of his firsthand experience of racial discrimination when he was in Spain.
Considered as an inferior race, Filipinos were not given access to public goods and
experienced rampant prejudice in government offices, schools, and in society in general.
A number of economic, social, political, and cultural changes in the country and
around the world contribute to the formations of Rizal’s national consciousness and his
reformist agenda. The liberal and progressive ideas of Rizal, together with the other
reformist, stirred the national consciousness of native which eventually led to the
Philippine Revolution of 1896. Rizal’s contribution to the declined of the Spanish rule in
the 19th Century is recognized until today.
Summary of the Lesson
 This lesson aimed to situate Rizal’s life within the larger context of the 19 th
century. It focused on the developments in the century that shaped the world in
which Rizal lived.
 The Philippines, being part of the wider Spanish empire, underwent changes which
had a dynamic change in the 18th century.
 The significant events in the 19th century that contributed to the formation and
the rest of the propagandists’ consciousness were the Industrial Revolution,
frailocracy, opening of the Suez Canal, the democratic leadership of the
Governor General Dela Torre, Governor General Izquierdo’s replacement
of Dela Torre, and Cavite mutiny.

10
 Thus, it is not surprising that people like Jose Rizal flourished in the 19 th century.
Born in the 1860s, Rizal grew up in a society which is in transitions. By the time he
matured, he could reap the benefits of the changes that were happening.
 As he was exposed to higher education, so was the raising inequality and
worsening conditions for the majority of the population.
References:
Obias, R., Mallari, A. & Estella, J. (2018), The Life and Works of Jose Rizal, C& E
Publishing, Inc.,
Publishing, Inc.,

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Week01_Lesson01_Prelim

Lesson 1. Why Study Rizal?

It is important to find the significance (meaning) and function behind an object

Learning Module on The Life and Works of Jose Rizal

 The bill was an attempt to discredit the Catholic religion

Learning Module on The Life and Works of Jose Rizal

 The bill might divide the nation

How a Bill becomes a Law?

The bill is Committee

Heated exchange continues as part of the democratic process. Opposition to the

Vehemently, refuting the arguments of opposition, Senator Claro M. Recto

Learning Module on The Life and Works of Jose Rizal

With students exposed to many foreign

Republic Act No. 1425

Learning Module on The Life and Works of Jose Rizal

Learning Module on The Life and Works of Jose Rizal

Learning Module on The Life and Works of Jose Rizal

Lesson 4. The Ascendance of the Chinese Mestizo

Philippine history is not complete as basis for understanding contemporary society

Chinese History in the Philippines

Learning Module on The Life and Works of Jose Rizal

In 1594, the Spanish Governor Luis Perez Dasmariñas created Binondo as a

Learning Module on The Life and Works of Jose Rizal

they were required to

Significance of the Chinese Mestizo

The Chinese, however, proved to be “necessary outsiders” in Philippine colonial

Learning Module on The Life and Works of Jose Rizal

Rizal and the Chinese Mestizos

Learning Module on The Life and Works of Jose Rizal

Learning Module on The Life and Works of Jose Rizal

Learning Module on The Life and Works of Jose Rizal

Learning Module on The Life and Works of Jose Rizal

Lesson 5. Family, Childhood, and Early Education of Rizal

Learning Module on The Life and Works of Jose Rizal

Teodora, the mother of Jose Rizal, was a business-minded, religious and

Learning Module on The Life and Works of Jose Rizal

Learning Module on The Life and Works of Jose Rizal

Learning Module on The Life and Works of Jose Rizal

An equally important influence on the character of Rizal was the environment he

Learning Module on The Life and Works of Jose Rizal

Learning Module on The Life and Works of Jose Rizal

Lesson 5. Agrarian Relations and the Friar Lands

Learning Module on The Life and Works of Jose Riz

History of the Friar Lands

When the exports of agricultural crops started to blossom in the

Hacienda de Calamba Dispute

Learning Module on The Life and Works of Jose Riz

Learning Module on The Life and Works of Jose Riz

Lesson 2. The Theory of Nationalism

This lesson introduces the concept of nationalism in the Philippine context. It

Lesson Objectives:  Nationalism – It seeks to preserve and

Nationalism is a set of system-political, social, and economical- characterized by

Nation, State, and Nation-State

Learning Module on The Life and Works of Jose Rizal

"Classical" nation-states *the state's boundaries and

In the contemporary world, the existing nation-states continuously strive with

Nation and Nationalism

Nationalism is oriented towards developing and maintaining a national identity