E-Book GED 103 Jose Rizal PDF

MODULES ON THE STUDY OF THE LIFE AND WORKS OF JOSE RIZAL (GEd 103) 1  MODULE 1 This module consist of different lesson designed to introduce to students the real Rizal, the ordinary and extraordinary individua...

MODULES ON THE STUDY OF THE LIFE AND WORKS OF JOSE RIZAL (GEd 103) 1  MODULE 1 This module consist of different lesson designed to introduce to students the real Rizal, the ordinary and extraordinary individual, the human person immortalized in our memory. This module will surely help the teachers to facilitate lesson and activities in Life and Works of Jose Rizal. Students will work, step by step, and also answers questions and activities guided by each lessons as they progress through the different lessons presented. It is an alternative approach designed to invite critical thinking among the students so that the students can come up with an intelligent opinion. Everything in the list represents something students will do to help them learn new information or new skills. LESSON 1 THE STUDY OF RIZAL IN HISTORICAL AND CRITICAL APPROACH Introduction/Overview Lesson I shall focus on the introduction and passing of Rizal Law (R.A 1425) that gave rise to the implementation of the Rizal Course. Students also learn to understand Rizal as a modern man who conquered his inferiorities. Rizal became a hero because he responded to the challenge of conquering himself and he succeeded. In the end, he was finally able to accept a great responsibility to gave his ownlife for his own contry. From a weak, frail child, Jose Rizal rose to become one of the tallest men in history. Intended Learning Outcome 1. Explain the rationale of the Rizal Law. 2. Discuss the historical context of the Rizal Law. 3. Relate the passage of Rizal Law to nation-building, patriotism and nationalism. 2 A PRELIMINARY ACTIVITY Take some time to examine your current beliefs and practices by answering the following questions using K-W-L strategy. Complete this activity before the start of the lesson. The K-W-L strategy stands for what I Know, what I Want to learn, and what I did Learn. By activating students' background knowledge, it improves comprehension of expository text. Procedure/Steps: A. "Know" Step: 1. Initiate discussion with the students about what they already know about the topic. 2. Start by using a brainstorm procedure. Ask the students to provide information about where and how they learned the information. 3. Help them organize the brainstormed ideas into general categories. B. "Want to Learn" Step: 1. Discuss with the students what they want to learn from the topic. 2. Ask them to write down the specific questions in which they are more interested. C. "What I Learned" Step: 1. Ask the students to write down what they learned after the discussion. 2. Ask them to check the questions they had generated in the "Want to Learn" Step. What I What I Want What I Know to Know Learned 3 B WHAT’S NEW/LECTURE The Patriotic Objectives of Rizal Law Usually, during the first day of the course, the professor asks the "well-overused questions' 1. Why study Rizal? 2. What is the importance of studying Rizal? 3. Why is Rizal one of the minor subjects taken up in college? 4. Why is Rizal included in the course outline? 5. What relevance does Rizal have in college education? The answer to such questions can be summed up in two points: 1. First and foremost, because it is mandated by law. 2. Secondly, because of the lessons contained within the course itself. WHY STUDY RIZAL: BECAUSE IT IS MANDATED BY LAW The teaching of Jose Rizal’s life, works, and writings is mandated by Republic Act 1425, otherwise known as the Rizal Law. Senator Jose P. Laurel, the person who sponsored the said law, said that since Rizal was the founder of Philippine nationalism and has contributed much to the current standing of this nation, it is only right that the youth as well as all the people in the country know about and learn to imbibe the great ideals for which he died. The Rizal Law, enacted in 1956, seeks to accomplish the following goals: 1. To rededicate the lives of youth to the ideals of freedom and nationalism, for which our heroes lived and died 2. To pay tribute to our national hero for devoting his life and works in shaping the Filipino character 3. To gain an inspiring source of patriotism through the study of Rizal’s life, works, and writings. 4 WHY STUDY RIZAL: BECAUSE OF THE LESSONS CONTAINED WITHIN THE COURSE 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. Give instances that will show how you can manifest your love for your country? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ___________________________________________________________________________ Rizal: Human and Hero  Reverence without understanding is for deities, not flesh and blood heroes like Rizal. Hero-worship must be both historical-critical.” (Ocampo: 1969)  We must view Rizal as an evolving personality within an evolving historical period.  Rizal was capable of unraveling the myths that were woven by the oppressors of his time, but he would have been at a loss to see through the more sophisticated myths and recognize the subtle techniques of present-day colonialist, given the state of his knowledge and experience at that time. 5  Many of his social criticisms are still valid today because certain aspect of our life is still carry-over of the feudal and colonial society of his time.  To be able to appreciate a hero for that matter, we must be able to learn more about him – not merely his acts but the thoughts behind his acts, his reasons, the situation he found himself in as well as his motivations.  “If Rizal is treated like God, he becomes unattainable and his accomplishments inhuman.” (Cristobal, 2004) State the best sacrifice that you have done or can do for your family. __________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________________________ Rizal: An example of Sacrifice  Our national hero was a man of peace with a vision.  Rizal suffered as much as his countrymen.  He was the spark that gave birth to Philippine pride for one’s country and people.  Yet all he wanted for his people was that they educate themselves so that they could stand as free men and face the world with head held high. “Whatever our condition might be then, let us love our country always and let us wish nothing but her welfare. Thus we shall labor in conformity with the purpose of humanity dictated by God which is the harmony and universal peace of His creations” Letter of Rizal to Dr. Ferdinand Blumentritt 6 Rizal Ideas: A Reply to the Challenges of our Millennium “Rizal ideas are responses in the challenges of the new millennium” - Ambassador Edmundo Libid- Jose Rizal is indeed pre-eminent among the national heroes of the Philippines, and is thus revered by the Filipino nation primarily because of his virtues of character which exemplify honesty, personal integrity, patriotism and civic responsibility. willingness to sacrifice for the cause of his native land, high sense of justice and family solidarity, and the other loftiest standard of truth with which he pursued the nobility of his cause to found and foster Filipino Nationhood. Rizal's pre-eminence is derived from the very fact that he validated all his social and civic virtues,embodied in his noblest aspirations for his country and people, by consciously and clear-headedly accepting the ultimate sacrifice of death in the tragic field of Bagumbayan now called as the Luneta on December 30,1896. Rizal the man stands among those few that are companion to no particular epoch or continent, who belong to the world, and whose lives have a universal message. His field of action lay in the strife of politics and power, but these were not to his inclination. He shouldered his political burden solely in the cause of duty, a circumstance rendering him one of those figures rare in human affairs, a revolutionary without hatred, and a leader without worldly ambition. Where his true inclination lay is finely demonstrated in his life by the fact tat his works in science, history, and literature, and his profession as an ophthalmic surgeon, share a single, identical aim- to shed illumination and give sight to the blind. Rizal's Virtues of Character  Honesty  Personal Integrity  Patriotism  Civic Responsibility  Willingness to Sacrifice  High Sense of Justice 7   Family Solidarity Our reply to these questions will take a measure of our confidence and faith in the goals and guidance set in the heroism and civic sacrifice of Rizal, the values distilled in the calm example of his virtues and in the very ideals and aspirations that he nurtured for his people, for which he demonstrated his full commitment with his death. In this millennium, it is not outlandish to predict those basic values of human honor and dignity, the same aspirations for freedom and independence of peoples everywhere, the same natural desire for mutual respect, material well-being. In brief, the very values and virtues embodied in the spirit of RIZALISM will form the core humanity’s aspirations despite adjustments that must be accommodated by the new reality of evolved technology and scientific advances far superior than the knowledge in the previous millennium. Rizal: A Modern Day According to Nick Joaquin, Rizal was greatly aggrieved by his physique. When Rizal was young, he was always teased by his sisters because of his frail body and often described as a very tiny child with a disproportionately big head that he carried even in his adulthood. When the young Rizal was in the early stages of adolescence, he strove to erase his punny image. He became interested in body-building and athletics but his feelings of inferiority had made an indelible mark on his soul. Rizal was forever haunted by a sense of inadequacy which explains his inability to sustain relationships with women and great dread for responsibility. Rizal's inferiority complexes were not without positive side, however. It is his feelings of inn adequacy that made him dynamic and he continually looked for ways to be better than others. Jose Rizal's dynamism was what made him a jack of many talents, and a master of many trades. What he lackeed in physique he compensated by excelling iin many fields such as science,art,literature,among many others. Because of his insecurities, Rizal strove to overcome himself and rise above the others. 8  Rizal's determination to excel in as many fields as possible was to show the world that he was capable, that he was as tall as the next man. He proved that he was very much taller by rising above himself. Source: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and Controversies). C & E Publishing, Inc. Give three reasons why Rizal is considered a modern-day hero. __________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ____________________________________________________________________________ Activity Box Identify one activity you have used with students. Remember that activities are completed in a single class. C EXERCISES AND OTHER LEARNING ACTIVITIES This activity is essential during online discussion Reflection: Opening question will be posted by the teacher. Think of a recent novel/story that you’ve read. Guide Question: How did you learn from the story? Apply this experience to Rizal’s sacrifices. How would you say Rizal’s sacrifices impart patriotism? Define me: characterized the youth of today in terms of the following. 9 1. Morality 2. Love of Education 3. Hobbies and recreations 4. Social and Political responsibilities D ANALYSIS Students will write down on the last column what they learned from the topic. This activity will completed during class discussion What I What I Want What I Know to Know Learned E EVALUATION /ASSESSMENT Writing Exercise: Brief essay commenting on the views of different sectors on the promulgation of RA 1425, considering the academic, social, religious and political context of the Philippines during the 1950s. Complete this activity at the end of the lesson. 10  COMPARISON-CONTRAST ESSAY RUBRIC Category 4 3 2 1 Purpose & The paper The paper The paper The paper Supporting compares and compares and compares and compares or Details contrasts items contrasts items contrasts items contrasts, but clearly. The clearly, but the clearly, but the does not include paper points to supporting supporting both. There is no specific examples information is information is supporting to illustrate the general. The incomplete. The information or comparison. The paper includes paper may support is paper includes only the include incomplete. only the information information that information relevant to the is not relevant to relevant to the comparison. the comparison. comparison. Organization & The paper breaks The paper breaks The paper breaks Many details are Structure the information the information the information not in a logical into into into or expected wholeto-whole, wholeto-whole, wholeto-whole, order. There is similarities - similarities - similarities - little sense that to-differences, or to-differences, or to-differences, or the writing is pointby-point pointby-point pointby-point organized. structure. It structure but structure, but follows a does not follow a some information consistent order consistent order is in the wrong when discussing when discussing section. Some the comparison. the comparison. details are not in a logical or expected order, and this distracts the reader. Transitions The paper moves The paper moves Some transitions The transitions smoothly from from one idea to work well; but between ideas one idea to the the next, but connections are unclear or next. The paper there is little between other nonexistent uses comparison variety. The ideas are fuzzy and contrast paper uses transition words comparison and 11  to show contrast relationships transition words between ideas. to show The paper uses a relationships variety of between ideas. sentence structures and transitions. Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes Spelling errors in errors in errors in more than 4 (Conventions) grammar or grammar or grammar or errors in spelling that spelling that spelling that grammar or distracts the distract the distract the spelling that reader from the reader from the reader from the distracts the content. content. content. reader from the content. READ-WRITE-THINK http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_rubric.pdf F REFERENCES Required Reading: Republic Act 1425 Lecture: Promulgation of the Rizal Law Reading assignment; the "Rizal Law" (RA 1425) Available online, http://www.gov.ph/1956/06/12/republic-act-no-1425/ Supplemental Readings: Laurel, Jose B. Jr. 1960. The trials of the Rizal Bill. Historical Bulletin 4(2): 130–39. Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of a Filipino: A story of Philippine colonial politics, 244–47. Quezon City: The Author. Schumacher, John. 2011. The Rizal Bill of 1956: Horacio de la Costa and the bishops. Philippine Studies 59(4): 529–53. Claudio, Eric G.,. Et.al., Life and Works of Rizal. Panday Lahi Publishing House Inc., 2018 12 Other References Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of a Filipino: A story of Philippine colonial politics, 244–47. Quezon City: The Author. De Viana, Augusto V., et.al., Jose Rizal: Social Reformer and Patriot. Study of His Life and Times Philippine Copyright 2018 by Rex Book Store, Inc. Fadul, Jose A. A Workbook for a Course in Rizal Third Edition. Published in 2016 by C&E Publishing, INC. Francisco, Virlyn Jaime. (2015). Jose P. Rizal: A College Textbook on Jose Rizal’s Life and Writings. Mindshapers, Co. Inc.. Manila Palado, Darwin R., et al., Readings in Philippine History. Panday-Lahi Publishing House, Inc., 2018. Pasigui, Ronnie E. and Cabalu, Danilo H. J. Rizal the Man and The Hero C&E Publishing, Inc. 2006 Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000. 13 LESSON 2 JOSE RIZAL’S GENEALOGY AND EARLY EDUCATION Introduction/Overview This lesson is about the biography of Jose Rizal. The discussion focuses on the family background of Jose Rizal and his life and experiences as a young boy and as a student. The personal background of Jose Rizal reflects the social, educational and cultural milieu of his time. In order to humanize him, it is significant to have a glimpse of his life and experiences at home and at school which had shaped his development as person as well as his ideals and principles in life. This lesson will be guided different activities that the students need to accomplish at the end of the lesson. Intended Learning Outcome 1. Determine the influences in Rizal’s young life that shapes his aspirations and values. 2. Relate Jose Rizal’s family, childhood, and experiences to the present social issues and problems. 3. Evaluate the people and events and their influence on Rizal's early life. A PRELIMINARY ACTIVITY POST-IT-PARADE: This could also be done online in a discussion forum, where each student can post ideas. Complete this activity before the start of the lesson. Size: Individual, pairs, or small groups Time: 10-15 minutes The goal behind post-it parade is to generate ideas from all your students. Activity 1. Students are provided with a question or prompt for which they need to generate ideas, solutions, etc. 2. Give each student a few post-its, and have them write out 1 idea per post-it. 14  3. Students then post the post-its on the chalkboard or wall. Depending on the question or prompt, it may be useful to have them place the post-its in areas to group them by topic, question, chronologically, etc. Pointers:  This activity is a way for the instructor to get a general sense of what sort of questions, concerns or ideas the students may have.  It’s also a great way to generate a take-away (the list of questions, ideas, or concerns posted by the students). Guide Question: 1. What experiences to the present social issues and problems they encountered. 2. How this experiences influences on their early life? B WHAT’S NEW/LECTURE The Ancestry Clan The Martyr-national hero of the Philippines, Jose Protacio Realonda Alonso Mercado Rizal,” known to a child of a good family” was born on June 19, 1861 between eleven o’clock and twelve o’clock at night, a few days before the full moon in Clamba, on the southwest shore of the picturesque Laguna de Bay some forty miles south of Manila. The Rizal family was a large one. Austin Craig accounted that Rizal’s father’s family began in the Philippines with a Chinaman. Domingo Lam-Co; the family’s paternal ascendant was full-blooded Chinese who migrated to the Philippines from Amoy, China in the late 17th Century. There were also traces of Japanese, Spanish, Malay and some Negro ancestry in the grandmother, Domingo Lam-Co’s wife, Ines de la Rosa. There was the son of prosperous landowner, sugar and rice planter, of Chinese-Filipino descent –Francisco Mercado Y Chinco, who apparently owed his surname to the Chinese custom of looking for the appropriate meaning. Sangley, the name throughout all the Philippines for Chinamen, signifies “traveling traders.” Mercado was used for trader. Francisco Mercado was 15 born in Biňan and lived to be eighty years old, the youngest in the family of thirteen siblings: seven men and six women, alternating in the following order: Petrona, Gabino, Potenciana, Leoncio, Tomasa, Casimiro, Basilisa, Gabriel, Fausta, Julian, Cornelio, Gregorio, and Francisco. The parents of these thirteen siblings were Captain Juan Mercado, who had been the Gobernadorcillo or Mayor of Biňan, and Cirala Alejandra, daughter of Maria Guiňo. Juan Mercado was the order of the two brothers- Juan and Clemente- sons of Francisco Mercado and Bernarda Monicha. The hero’s father was named Francisco in memory of his grandfather. Jose Rizal’s father was a well educated farmer with studies in Latin and philosophy at the Colegio de San Jose in Manila. Early in his adult life he moved to Calamba and becamea tenant farmer. He attained a degree of wealth, established a fine library and cultivated friends among the friars and Spanish government officials. The name Francisco was a name held in high honor in Laguna for it had belonged to a famous sea captain who had been given the ENCONMIENDA OF BAY for his services and had won the regard of those who paid tribute to him because of his fairness and interest in their welfare. Mrs. Teodora Alonso, mother of Jose Rizal, was a second among the children ( Narcisa, Teodora, Gregorio, Manuel and Jose) of Mrs. Brigida de Quintos, daughter of Mr. Manuel De Quintos of a well known family in Pangasinan and Regina Ursua of the Ursua family. The siblings of Brigida De Quintos were Joaquina, Jose Soler, and Maria Victoria. Regina Ursua was the daughter of Mr. Eugenio Ursua and Benigna. Her brothers were Father Alejandro, Jose Ursua and Benito Ursua. and Pio Ursua. Teodora Alonso was one of the highly educated women in the Philippines at that time. She was born on November 9, 1827, and died on August 16, 1911 at the advanced age of 84. As a student of Colegio de Santa Rosa, she had a business and literary sense far ahead of her time. She was a gifted woman with insights into literature, art, music, and other forms of Filipino culture. She was also a poet and wrote in the Tagalog language. She urged her son to read and write in Tagalog and impressed upon him the importance of Philippine culture and history. Jose’s earliest poems were written with the help of his mother and his career as a novelist was due to her 16 literary influences. Teodora had one of the most masterful commands of Spanish in the Philippines. Source: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and Controversies). C & E Publishing, Inc. The Name Jose Protacio Realonda Alonso Rizal Mercado, Jose- was chosen by his mother who was devotee of the Christian saint San Jose (St.Joseph) Protacio- was taken from St. Protacio, who were very properly was a martyr. That a Filipino priest baptized him and a secular Archbishop confirmed him seem fitting. Rizal- the name was adapted in 1850 by authority of the Royal Decree of 1849, upon the order of Governor Narciso Claveria. Rizal was a shortened form of Spanish word for “second crop,” seemed suited to a family of farmers who were making a second start in a new home. Alonzo-old surname of his mother· Y-and-Realonda- it was used by Doña Teodora from the surname of her godmother based on the culture by that time Mercado- adopted in 1731 by Domigo Lamco (the paternal great-great grandfather of Jose Rizal) which the Spanish term mercado means ‘market’ in English https://www.coursehero.com/file/10498205/Rizal/ The Siblings Jose was the seventh of eleven children; the younger of two boys. FRANCISCO MERCADO (1818-1898) Father of Jose Rizal who was the youngest of 13 offsprings of Juan and Cirila Mercado. Born in Biñan, Laguna on April 18, 1818; studied in San Jose College, Manila; and died in Manila. 17 TEODORA ALONSO (1827-1913) Mother of Jose Rizal who was the second child of Lorenzo Alonso and Brijida de Quintos. She studied at the Colegio de Santa Rosa. She was a business-minded woman, courteous, religious, hard-working and well-read. She was born in Santa Cruz, Manila on November 14, 1827 and died in 1913 in Manila. SATURNINA RIZAL (1850-1913) Eldest child of the Rizal-Alonzo marriage. Married Manuel Timoteo Hidalgo of Tanauan, Batangas. PACIANO RIZAL (1851-1930) Only brother of Jose Rizal and the second child. Studied at San Jose College in Manila; became a farmer and later a general of the Philippine Revolution. NARCISA RIZAL (1852-1939) The third child. married Antonio Lopez at Morong, Rizal; a teacher and musician. OLYMPIA RIZAL (1855-1887) The fourth child. Married Silvestre Ubaldo; died in 1887 from childbirth. LUCIA RIZAL (1857-1919) The fifth child. Married Matriano Herbosa. MARIA RIZAL (1859-1945) The sixth child. Married Daniel Faustino Cruz of Biñan, Laguna. JOSE RIZAL (1861-1896) The second son and the seventh child. He was executed by the Spaniards on December 30,1896. CONCEPCION RIZAL (1862-1865) The eight child. Died at the age of three. JOSEFA RIZAL (1865-1945) The ninth child. An epileptic, died a spinster. TRINIDAD RIZAL (1868-1951) The tenth child. Died a spinster and the last of the family to die. SOLEDAD RIZAL (1870-1929) The youngest child married Pantaleon Quintero http://www.joserizal.ph/fm01.html 18 Early Education Rizal had his early education in Calamba and Biñan. It was a typical schooling that a son of an ilustrado family received during his time, characterized by the four R’s- reading, writing, arithmetic, and religion. Instruction was rigid and strict. Knowledge was forced into the minds of the pupils by means of the tedious memory method aided by the teacher’s whip. Despite the defects of the Spanish system of elementary education, Rizal was able to acquire the necessary instruction preparatory for college work in Manila. It may be said that Rizal, who was born a physical weakling, rose to become an intellectual giant not because of, but rather in spite of, the outmoded and backward system of instruction obtaining in the Philippines during the last decades of Spanish regime. The Hero’s First Teacher The first teacher of Rizal was his mother, who was a remarkable woman of good character and fine culture. On her lap, he learned at the age of three the alphabet and the prayers. "My mother," wrote Rizal in his student memoirs, "taught me how to read and to say haltingly the humble prayers which I raised fervently to God." As tutor, Doña Teodora was patient, conscientious, and understanding. It was she who first discovered that her son had a talent for poetry. Accordingly, she encouraged him to write poems. To lighten the monotony of memorizing the ABC’s and to stimulate her son’s imagination, she related many stories  As Jose grew older, his parents employed private tutors to give him lessons at home.  The first was Maestro Celestino and the second, Maestro Lucas Padua. Later, an old man named Leon Monroy, a former classmate of Rizal’s father, became the boy’s tutor. This old teacher lived at the Rizal home and instructed Jose in Spanish and Latin. Unfortunately, he did not lived long. He died five months later.  After a Monroy’s death, the hero’s parents decided to send their gifted son to a private school in Biñan. The Early Religious Formation  Young Rizal was a religious boy. A scion of a Catholic clan, born and bred in a wholesome atmosphere of Catholicism, and possessed of an inborn spirit, Rizal grew up a good Catholic 19   At the age of 3, he began to take part in the family prayers. When he was five years old, he was able to read haltingly the family bible.  He loved to go to church to pray, to take part in novenas, and to join the religious processions. It is said that he was so seriously devout that he was laughingly called Manong Jose by the Hermanos and Hermanas Terceras.  One of the men he esteemed and respected in Calamba during his boyhood was the scholarly Father Leoncio Lopez, the town priest.  On June 6, 1868, Jose and his father left for Calamba to go on a pilgrimage to Antipolo, in order to fulfill his mother’s vow which was made when Rizal was born.  It was the first trip of Jose across Laguna de Bay and his pilgrimage to Antipolo.  He was thrilled, as a typical boy should, by his first lake voyage. He did not sleep the whole night as the casco sailed towards the Pasig River because he was awed by “ the magnificence of the watery expanse and the silence of the night.  After praying at the shrine of the Virgin of Antipolo, Jose and his father went to Manila. The Early Religious Writings and Experiences Rizal’s devotion to the Mother and Son were further manifested when he wrote during his Ateneo days two separate religious poems. One was titled “Al Niňo Jesus” (To the Child Jesus), and the other was “ A La Virgen Maria” ( To the Virgin Mary). The first poem, an Ode to Jesus, which was written in 1875, was short and considered of eight verse only, which based on Spanish poetry standard must have influenced Rizal, may be calssified as octava real. Translated by the late Hon. Leon Ma. Guerero. To the child Jesus How, God-child, hast Thou come To earth in cave forlorn Does fortune new deride Thee When Thou art scarcely born? Ah woe! Celestial king Who mortal form doesn’t keep, Woulds’t rather than be Sovereign, Be shepherd of Thy Sheep 20  The other religious poem addressed to the Virgin Mary appears to be a sonnet. Its last three lines remind one of the hymn, “Mother of Christ” in the Baclaran church novena. Again, while in Ateneo, he composed a poem entitled “ Alianza intima la religion y la educacion” ( An Intimate Alliance of Religion and Education) in which Rizal expressed the importance of religion in education and to him, education without God is not true education. The Inspiration of the parable of the Moth 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. Doňa Teodora scolded Jose and told him that if he will not adhere to the advice of his parents or old people for that matter, he will be like the moth that burned itself in the fire. The parable told that the young moth was attracted to the flame, and thought that it could conquer it, it pushed itself to the burning flame and got burned. The moth died a martyr in its own illusion, he truly thought he conquered the burning flame, but it was not. At the young age, Rizal gained inspiration from the parable, that it is not impossible to conquer insurmountable odds and be martyr in reality but never in illusion. This was what he did as he grew in age and in wisdom. Source: Pasigui, Ronnie E. and Danilo H. Cabalu (2006). The man and the hero (An Anthology of Legacies and Controversies). C & E Publishing, Inc. 21 C EXERCISES AND OTHER LEARNING ACTIVITIES Take some time to examine your current beliefs and practices by answering this question: Writing Exercise: What experiences of your own from childhood up to now that shows major development of your morality? Refer to the given rubrics below. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ _________________________________________________________. RUBRICS 50% - Content 30% - Analysis 20% - Grammar D ANALYSIS Let’s check your knowledge by answering the following question: 1. Discuss briefly yet substantially the symbolism in the “Parable of the Moth.” 2. What is the significance of the Royal Decree of 1849? 3. Briefly discuss the highlights of Rizal’s childhood. E EVALUATION /ASSESSMENT Identify the following. __________________ 1. The complete date of Jose Rizal’s birthday. 22 __________________ 2. Jose Rizal’s paternal ascendants that migrated to the Philippines from Amoy, China in the late 17th century. __________________ 3. Complete name of Jose Rizal. __________________ 4. Rizal was the _____ of the eleven children born of the marriage of Francisco and Teodora. __________________ 5. Rizal took his first formal education in the school managed by Maestro Justiniano Aquino Cruz. In what town of Laguna was the school located? __________________ 6. Rizal mournfully wept when she died of sickness in 1865. __________________ 7. The surname suggested by a provincial governor, which caused confusion in the commercial affairs of the family. __________________ 8.Considered as Rizal’s first teacher. __________________ 9. The priest who baptized Jose Rizal. __________________ 10. Jose Rizal’s sole brother. F REFERENCES Supplemental Reading: Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford University Press Quezon City; Malaya Books, 1969; or Filipino translation by Nilo S. Ocampo. Rizal Makabayan at Martir. Quezon City University of the Philippines Press, 2007 Other References Claudio, Eric G.,. Et.al., Life and Works of Rizal. Panday Lahi Publishing House Inc., 2018 De Viana, Augusto V., et.al., Jose Rizal: Social Reformer and Patriot. Study of His Life and Times Philippine Copyright 2018 by Rex Book Store, Inc. Fadul, Jose A. A Workbook for a Course in Rizal Third Edition. Published in 2016 by C&E Publishing, INC. Palado, Darwin R., et al., Readings in Philippine History. Panday-Lahi Publishing House, Inc., 2018. Pasigui, Ronnie E. and Cabalu, Danilo H. J. Rizal the Man and The Hero C&E Publishing, Inc. 2006 Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000. 23 LESSON 3 JOSE RIZAL: HIS EDUCATION AND CAREER Introduction/Overview This lesson presents the early education of Jose Rizal that was an important aspect of his political thought. Like many children of the well-to-do, Jose received his early education at home. He had private tutors, but it quickly became obvious that he was advanced beyond his teachers. Although, he attended school in Calamba, young Jose primarily educated himself in the family library and through conversation with family and friends. Finally, it was decided that he would attend the prestigious Ateneo Municipal School in the walled Intramuros, part of Manila. Thus, began the early education of the future Filipino nationalist. Intended Learning Outcome 1. Compare the phases of Rizal’s life as a student. 2. Appreciate how Rizal’s education shaped him as a person. 3. Analyze the impact of Rizal’s life in relation to his contribution on the socio-political situation of the Philippines then and the present time. A PRELIMINARY ACTIVITY Reflecting on Your Current Beliefs and Practices Discussion: on the importance of education in educating the youth of today. Complete this activity before the start of the lesson. Guide Question: 1. How education important in educating the youth. 24  B WHAT’S NEW/LECTURE Rizal’s Formative Years in Ateneo and Scholastic Records The role of the Jesuits in Philippine education is very important. After they were expelled from the archipelago in 1768, the order remained dormant until members returned in 1859. When the Jesuits re-emerged to convert the Mindanao population, they were also asked to take charge of the Ateneo School. By 1865, Ateneo was a secondary school that offered rigorous courses almost equivalent to college academics. Ateneo was considered the finest school in the Phlippines because of the rigorous intellectual standards of the Jesuits. It was in this environment that Jose Rizal began the education that would solidify his political thoughts. While at Ateneo, Rizal won a special prize in poetry for “A La Javentud Filipina,” and he cultivated the intellectual direction which led to his nationalistic writings. While attending Ateneo, Rizal developed into a first-rate student. he was remembered as an original thinker, a creative scholar and a natural leader. The Ateneo years were a coming-out period for Rizal. He not only became the leader of his fellow students, but he also took up fencing and gymnastics. The most noticeable change in Rizal’s education was his mastery of Spanish. When Rizal began school, he was only moderately successful in speaking and writing Spanish. But Rizal worked hard, read constantly and finally Father Francisco de Paula Sanchez remarked that he was becoming proficient in the language. At this point, Rizal began writing in Spanish. Most of his famous works were written in that language. It was Father Sanchez who recognized Rizal’s talent as a poet and encouraged him to practice this craft. Rizal’s student poems are impressionistic and amateurish, but they contain the seeds of his future nationalism. As a member of the society of Muses, Rizal enjoyed himself, but increasingly found his poems expressing a national theme. He could see a sense of Philippine nationalism in writing about flowers; even the early poems suggest critical voice that castigated the Spanish for their foibles and follies. 25  Equally important was Father Jose Villaclara who instructed Rizal in the sciences and philosophy. He was a young man who believed that Rizal was wasting his time with poetry. He developed a scientific curiosity in young Rizal that lasted until his death. It was Father Villaclara who convinced Rizal to take a “scientific attitude” about life. Villaclara’s classes encouraged Rizal to express his earliest national ideas. He was determined to serve his people. That service would define the key elements of Philippine national feeling. During his years in Ateneo Rizal desire to serve as a local nationalist. Rizal write his poem “ Por la Educacion Recibe Lustre la Patria ( Through Education the Fatherland Receives Glory,” argues that education is an integral part of the national character. The Friars, by not educating the Filipinos properly Rizal, argued, prevented the full implementation of civil rights. The second-rate educational system created second class citizens and Rizal was quick to point out that this was what the Friars intended. An examination of Rizal’s student memoirs, as well as his diaries, suggest that the Ateneo years was the formative ones. Eventually, Rizal would excel as a scientist, a fiction writer, a nationalist and a medical doctor. All these would have been impossible without his early education. Ambeth Ocampo, Filipino revisionist historian, is a popular writer and general debunker of local history, suggests that Rizal was not a good student. However, he went into Ateneo archives and found that Rizal was an excellent student. Rizal stood out as a student leader and a national spokesperson, because he had the ability to talk to the average Filipino. one of the problems with Rizal’s education was the lack of intellectual growth. After Ateneo, he enrolled at the University of Sto Tomas. College Life in Unibersidad de Santo Tomas After Ateneo, Rizal enrolled at the University of Sto Tomas, a Dominican school. This school was the only University in the Philippines during the 19th century. It was at the University of Sto Tomas that Rizal continued to create his vision of Philippine nationalism. 26 The Dominican school was an important change for young Rizal. It was here that Rizal improved on the academic lessons he learned in Ateneo and placed them at the boarder historical perspective. Why was the University of Sto Tomas so influential upon Rizal’s intellectual development? Part of the influence can be traced to the history of the University of Sto Tomas. Quietly on his own, Rizal continued to work on his political ideas. He received passing marks but found that the heavy emphasis on science was not to his liking. He remained a poet at heart and his educational goal was toward the liberal arts. Rizal, upon entering the university, was not certain which course of study he wanted to pursue. The Jesuit priests who had been his former mentors had advised him to take up farming, or to join the order and be a man of the cloth. However, his tastes went towards law, literature, or medicine. In the end, he decided to sign up for Philosophy and Letters during his freshman year because of the following reasons: 1. It was what his father would have wanted for him. 2. He had failed to seek the advice of the rector of the Ateneo, Father Ramon Pablo. As part of the course, he had to complete units in the following subjects:  Cosmology and Metaphysics  Theodicy  History of Philosophy After completing his first year, Rizal decided to take up medicine as his university course. This change of heart was due to two factors: 1. Father Ramon Pablo, rector of the Ateneo, had advised him to pursue the course. 2. Rizal's mother had failing eyesight and he thought he owed it to her to become a doctor and cure her condition. 27 Rizal's performance at the University of Santo Tomas was not as excellent as his time at the Ateneo. His grades after shifting to medicine had suffered as well: Unfortunately, Rizal was not happy at UST and this reflected on his grades (Zaide & Zaide, 1999). There were three main factors that contributed to his unhappiness at the university, namely: 1. The Dominican professors were hostile to him. 2. Filipino students suffered discrimination. 3. The method of instruction at UST was obsolete and repressive. Likewise, there were three main reasons for his struggling academic performance (Guerrero, 1998): 1. Rizal was not satisfied with the system of education at the university. 2. There were plenty of things to distract a young man in the peak of his youth. 3. Medicine was not Rizal's true vocation. He would later find out that his real calling was in the arts, not in medicine. http://thelifeandworksofrizal.blogspot.com/2016/06/rizal-at-university-of-santo-tomas-1877.html C EXERCISES AND OTHER LEARNING ACTIVITIES Writing Exercise: On the value of education, addressing the question "how do education shape a youth for professional and civic life" (*may be written in at any length or more than 100 words). 28  COMPARISON-CONTRAST ESSAY RUBRIC Category 4 3 2 1 Purpose & The paper The paper The paper The paper Supporting compares and compares and compares and compares or Details contrasts items contrasts items contrasts items contrasts, but clearly. The clearly, but the clearly, but the does not include paper points to supporting supporting both. There is no specific examples information is information is supporting to illustrate the general. The incomplete. The information or comparison. The paper includes paper may support is paper includes only the include incomplete. only the information information that information relevant to the is not relevant to relevant to the comparison. the comparison. comparison. Organization & The paper breaks The paper breaks The paper breaks Many details are Structure the information the information the information not in a logical into into into or expected wholeto-whole, wholeto-whole, wholeto-whole, order. There is similarities - similarities - similarities - little sense that to-differences, or to-differences, or to-differences, or the writing is pointby-point pointby-point pointby-point organized. structure. It structure but structure, but follows a does not follow a some information consistent order consistent order is in the wrong when discussing when discussing section. Some the comparison. the comparison. details are not in a logical or expected order, and this distracts the reader. Transitions The paper moves The paper moves Some transitions The transitions smoothly from from one idea to work well; but between ideas one idea to the the next, but connections are unclear or next. The paper there is little between other nonexistent uses comparison variety. The ideas are fuzzy and contrast paper uses transition words comparison and 29  to show contrast relationships transition words between ideas. to show The paper uses a relationships variety of between ideas. sentence structures and transitions. Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes Spelling errors in errors in errors in more than 4 (Conventions) grammar or grammar or grammar or errors in spelling that spelling that spelling that grammar or distracts the distract the distract the spelling that reader from the reader from the reader from the distracts the content. content. content. reader from the content. READ-WRITE-THINK http://www.readwritethink.org/files/resources/lesson_images/lesson275/compcon_rubric.pdf D ANALYSIS Take some time to examine your current beliefs and practices by answering the following question: 1. Explain why UST so influential upon Rizal’s intellectual development 2. Discuss the highlights of Rizal’s stay at Ateneo. 30  E EVALUATION /ASSESSMENT Multiple Choices: Select the letter of the best answer. 1. The phrase “don’t send him to Manila any longer” was the very words of Rizal’s ___________. a. mother b. father c. brother d. uncle 2. During the hero’s time, Ateneo Municipal was located in _________. a. Intramuros b. Binondo c. Calamba d. Escolta 3. Which is true about the chronology of Rizal’s education? a. Calamba, Home, Ateneo, UST, Madrid b. Home, Calamba, Ateneo, UST, Madrid c. Ateneo, Calamba, UST, Madrid, Home d. Home, UST, Calamba, Ateneo, Madrid 4. The Jesuit order was expelled from the Philippine Islands in the year ________. a. 1768 b. 1859 c. 1865 d. 1708 5. Ateneo Municipal is run by religious congregation known as____. 31 a. Dominican Order b. Franciscan Order c. Society of Jesus d. Agustinian Friars 6. The title of Rizal’s poem that won a prize while he was in Ateneo________. a. A La Juventud Filipina b. A La Doctrina Cristiana c. The Alliance of Religion and Education d. A La Virgin Maria 7. This Jesuit friar developed in Rizal the scientific attitude. a. A Victa b. J. Vilaclara c. P. Sanchez d. M. Agustin 8. The UST is a school owned and ran by the ___________. a. King of Spain b. Dominican Order c. Franciscan Order d. Recollect Fathers 9. To increase his knowledge in eye diseases, Rizal registered first in the clinic of________. a. Dr. Otto Poggeler b. Dr. Ferdinand Blumentritt c. Dr. Otto Becker d. Dr. Otto Wecker 10. Rizal failed to graduate with a doctorate degree in Medicine because he______. 32 a. did not pass his subjects b. was not accepted into the program by the University c. failed to submit his thesis d. all of the above G REFERENCES Supplemental Reading: Coates, Austin. Rizal: Filipino Nationalist and Martyr. HongKong: Oxford University Press Quezon City; Malaya Books, 1969; or Filipino translation by Nilo S. Ocampo. Rizal Makabayan at Martir. Quezon City University of the Philippines Press, 2007 Other References Claudio, Eric G.,. Et.al., Life and Works of Rizal. Panday Lahi Publishing House Inc., 2018 De Viana, Augusto V., et.al., Jose Rizal: Social Reformer and Patriot. Study of His Life and Times Philippine Copyright 2018 by Rex Book Store, Inc. Fadul, Jose A. A Workbook for a Course in Rizal Third Edition. Published in 2016 by C&E Publishing, INC. Francisco, Virlyn Jaime. (2015). Jose P. Rizal: A College Textbook on Jose Rizal’s Life and Writings. Mindshapers, Co. Inc.. Manila Palado, Darwin R., et al., Readings in Philippine History. Panday-Lahi Publishing House, Inc., 2018. Pasigui, Ronnie E. and Cabalu, Danilo H. J. Rizal the Man and The Hero C&E Publishing, Inc. 2006 Zaide, G. and S. Zaide, Jose Rizal Centennial Edition. 2000 33 LESSON 4 JOSE RIZAL'S TRAVELS ABROAD Introduction/Overview “HE WHO DOES NOT KNOW HOW TO LOOK BACK AT WHERE HE CAME FROM WILL NEVER GET TO HIS DESTINATION” During our hero’s time, traveling is very limited to the lay Filipino, since it was expensive. And also during that time, there were no airships that would quickly bring people to a certain place as we have today. The major transportation means were streamers, horse-power, trains, and foot. Rizal was not merely a tourist but a traveler who studies the culture of the places he visits. He is also traveling to acquire more knowledge, most of which are sciences and literature. This lesson will discuss about the hero’s journey the values and knowledge he acquired, friends he met during his travels, the places he visits and what happened there, and the special friends of Rizal. This will also deal with the fascination of Rizal and the rather bad opinions in the places he visits. Intended Learning Outcome 1. Explain assimilation and Rizal's growth as a propagandist. 2. Determine the influences in Rizal’s young life that shapes his aspirations and values. 3. Reflect critically on the achievements of Rizal during his time. 34 A PRELIMINARY ACTIVITY Reflection Time! 1. Which country/place would you like to go and why? B WHAT’S NEW/LECTURE José Rizal and the Propaganda Movement Between 1872 and 1892, a national consciousness was growing among the Filipino émigrés who had settled in Europe. In the freer atmosphere of Europe, these émigrés--liberals exiled in 1872 and students attending European universities--formed the Propaganda Movement. Organized for literary and cultural purposes more than for political ends, the Propagandists, who included upper-class Filipinos from all the lowland Christian areas, strove to "awaken the sleeping intellect of the Spaniard to the needs of our country" and to create a closer, more equal association of the islands and the motherland. Among their specific goals were representation of the Philippines in the Cortes, or Spanish parliament; secularization of the clergy; legalization of Spanish and Filipino equality; creation of a public school system independent of the friars; abolition of the polo (labor service) and vandala (forced sale of local products to the government); guarantee of basic freedoms of speech and association; and equal opportunity for Filipinos and Spanish to enter government service. The most outstanding Propagandist was José Rizal, a physician, scholar, scientist, and writer. Born in 1861 into a prosperous Chinese mestizo family in Laguna Province, he displayed great intelligence at an early age. After several years of medical study at the University of Santo Tomás, he went to Spain in 1882 to finish his studies at the University of Madrid. During the decade that followed, Rizal's career spanned two worlds: Among small communities of Filipino students in Madrid and other European cities, he became a leader and eloquent spokesman, and in the wider world of European science and scholarship--particularly in Germany--he formed close relationships with prominent natural and social scientists. The new discipline of 35 anthropology was of special interest to him; he was committed to refuting the friars' stereotypes of Filipino racial inferiority with scientific arguments. His greatest impact on the development of a Filipino national consciousness, however, was his publication of two novels--Noli Me Tangere (Touch me not) in 1886 and El Filibusterismo (The reign of greed) in 1891. Rizal drew on his personal experiences and depicted the conditions of Spanish rule in the islands, particularly the abuses of the friars. Although the friars had Rizal's books banned, they were smuggled into the Philippines and rapidly gained a wide readership. Other important Propagandists included Graciano Lopez Jaena, a noted orator and pamphleteer who had left the islands for Spain in 1880 after the publication of his satirical short novel, Fray Botod (Brother Fatso), an unflattering portrait of a provincial friar. In 1889 he established a biweekly newspaper in Barcelona, La Solidaridad (Solidarity), which became the principal organ of the Propaganda Movement, having audiences both in Spain and in the islands. Its contributors included Rizal; Dr. Ferdinand Blumentritt, an Austrian geographer and ethnologist whom Rizal had met in Germany; and Marcelo del Pilar, a reformminded lawyer. Del Pilar was active in the antifriar movement in the islands until obliged to flee to Spain in 1888, where he became editor of La Solidaridad and assumed leadership of the Filipino community in Spain. In 1887 Rizal returned briefly to the islands, but because of the furor surrounding the appearance of Noli Me Tangere the previous year, he was advised by the governor to leave. He returned to Europe by way of Japan and North America to complete his second novel and an edition of Antonio de Morga's seventeenth-century work, Sucesos de las Islas Filipinas (History of the Philippine Islands). The latter project stemmed from an ethnological interest in the cultural connections between the peoples of the pre-Spanish Philippines and those of the larger Malay region (including modern Malaysia and Indonesia) and the closely related political objective of encouraging national pride. De Morga provided positive information about the islands' early inhabitants, and reliable accounts of pre-Christian religion and social customs. After a stay in Europe and Hong Kong, Rizal returned to the Philippines in June 1892, partly because the Dominicans had evicted his father and sisters from the land they leased from the friars' estate at Calamba, in Laguna Province. He also was convinced that the struggle for reform could no longer be conducted effectively from overseas. In July he established the Liga 36 Filipina (Philippine League), designed to be a truly national, nonviolent organization. It was dissolved, however, following his arrest and exile to the remote town of Dapitan in northwestern Mindanao. The Propaganda Movement languished after Rizal's arrest and the collapse of the Liga Filipina. La Solidaridad went out of business in November 1895, and in 1896 both del Pilar and Lopez Jaena died in Barcelona, worn down by poverty and disappointment. An attempt was made to reestablish the Liga Filipina, but the national movement had become split between ilustrado advocates of reform and peaceful evolution (the compromisarios, or compromisers) and a plebeian constituency that wanted revolution and national independence. Because the Spanish refused to allow genuine reform, the initiative quickly passed from the former group to the latter. http://countrystudies.us/philippines/10.htm THE TRAVELS OF RIZAL Disillusioned with how Filipinos in the Philippines were regarded as second-class citizens in institutions of learning and elsewhere, the National Hero Jose Rizal left the country in May 1882 to pursue further studies abroad. He enrolled in a course in medicine at the Universidad Central de Madrid in Spain. In June 1883, he traveled to France to observe how medicine was being practiced there. After his three-month sojourn in France, Rizal returned to Madrid and thought about publishing a book that exposed the colonial relationship of Spain and the Philippines. This idea was realized in March 1887, with the publication of the novel Noli Me Tangere in Germany. Rizal was actively involved in the Propaganda movement, composed of Filipinos in Spain who sought to direct the attention of Spaniards to the concerns of the Spanish colony in the Philippines. He wrote articles for publications in Manila and abroad; convened with overseas Filipinos to discuss their duty to the country; and called on Spanish authorities to institute reforms in the Philippines, such as granting freedom of the press and Filipino representation in the Spanish Cortes. 37  Rizal returned to Manila in August 1887, after five years in Europe. However, his homecoming was met by the friars’ furor over Noli Me Tangere. The Archbishop of Manila issued an order banning the possession and reading of the novel, an order that was later reinforced by the governor-general. Six months later, pressured by the Spanish authorities as well as by his family and friends to leave the country and avoid further persecution, Rizal left Manila for Hong Kong. From Hong Kong, Rizal traveled to Macau and Japan before going to America. Entering San Francisco, California, in April 1888, he visited the states of Nevada, Utah, Colorado, Nebraska, Illinois, and New York. He jotted down his observations of the landscape in his diary. Rizal arrived in England in May 1888. In August, he was admitted to the British Museum, where he copied Antonio de Morga’s massive study of the Philippines, Sucesos de las Islas Filipinas, which Rizal later annotated for publication “as a gift to the Filipinos.” In the museum he devoted his time reading all the sources on Philippine history that he could find. He kept up his correspondence with various people, including his family, who were being oppressed by the Spanish religious landowners; the Filipino patriots in Spain; and his Austrian friend, Ferdinand Blumentritt, with whom he planned to form an association of Philippine scholars. From 1888 to 1890 he shuttled between London and Paris, where he wrote ethnographic and history-related studies, as well as political articles. He also frequently visited Spain, where he met with fellow Filipino intellectuals like Marcelo H. del Pilar, Mariano Ponce, and Graciano Lopez-Jaena. In March 1891, Rizal finished writing his second novel, El Filibusterismo, in France. He planned to publish the book in Belgium, but was financially hard up. His brother’s support from back home was delayed in coming, and he was scrimping on meals and expenses. Finally, in September 1890, El Filibusterismo was published in Ghent using donations from Rizal’s friends. Meanwhile, a rivalry had ensued between Rizal and del Pilar over the leadership of the Asociación Hispano Filipino in Spain. Rizal decided to leave Europe to avoid the worsening rift between the Rizalistas and Pilaristas, and to help maintain unity among Filipino expatriates. After staying for some time in Hong Kong, where he practiced medicine and planned to build a “New Calamba” by relocating landless Filipinos to Borneo, Rizal came home to the Philippines in June 1892.https://www.filipinaslibrary.org.ph/collections/ 38 C EXERCISES AND OTHER LEARNING ACTIVITIES Problem Tree Analysis: A problem tree provides an overview of all the known causes and effect to an identified problem. Step 1: Focus on the given problem Step 2: Identify the causes and effects Remember that the causes and effects can create a secondary causes and effects CONSEQUENCES/EFECTS REASON OF RIZAL’S TRAVEL ABROAD ROOT CAUSE https://www.google.com/search?q=instruction+for+problem+tree+analysis 39 D ANALYSIS 1. What do you think is the real purpose of Rizal’s leaving the Philippines? E EVALUATION /ASSESSMENT Enumerate at least five memorable experiences Rizal had during his journey. 1._________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________________________________________________________ 2. _________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________________________________________________________ 3. _________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________________________________________________________ 4. _________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________________________________________________________ 5. _________________________ ______________________________________________________________________________ ______________________________________________________________________________ ________________________________________________________________________ 40 Rubrics: 50% - Content 30% - Analysis 20% - Grammar F ASSIGNMENT  Graphic Organizer/Table Mapping/Timeline in Rizal’s travels abroad Rubrics: 40% - Accuracy of Information 40% - Creativity 20% - Organization G REFERENCES Other References Claudio, Eric G.,. Et.al., Life and Works of Rizal. Panday Lahi Publishing House Inc., 2018 De Viana, Augusto V., et.al., Jose Rizal: Social Reformer and Patriot. Study of His Life and Times Philippine Copyright 2018 by Rex Book Store, Inc. Fadul, Jose A. A Workbook for a Course in Rizal Third Edition. Published in 2016 by C&E Publishing, INC. Pasigui, Ronnie E. and Cabalu, Danilo H. J. Rizal the Man and The Hero C&E Publishing, Inc. 2006 41  MODULE 2 This module consists of two novels of Dr. Jose Rizal. The Noli me Tangere and El Filibusterimo. Rizal called the Noli the bridge between the Propaganda movement and the Revolution of 1896. The Fili was a morality, a profound description of the mentality and climate revolt, with the urgency of its demands, and with all its shortcomings in their fulfillment. But to Spain, it was a last and terrible warning. LESSON 5 Rizal's Novels (Noli Me Tangere and El Filibusterismo Learning Outcomes: 1. Describe the context in Noli Me Tangere 2. Appraise important characters in the novel and what they represent 3. Examine the present Philippine situation through the examples mentioned in the Noli 4. Evaluate how Noli me tangere contributed to the formation of Filipino national consciousness Value the role of the youth in the development and future of society Meanings, Features, Background and Characters Noli Me Tangere Definition Noli Me Tangere is Latin for "touch me not," an allusion to the Gospel of St. John where Jesus says to Mary Magdelene: "Touch me not, for I am not yet ascended to my Father." Rizal entitled this novel as such drawing inspiration from John 20:13-17 of the Bible, the technical name of a particularly painful type of cancer (back in his time, it was unknown what the modern name of said disease was). He proposed to probe all the cancers of Filipino society that everyone else felt too painful to touch. Noli Me Tángere, is an 1887 novel by José Rizal during the colonization of the Philippines by Spain to describe perceived inequities of the Spanish Catholic friars and the ruling government. Originally written in Spanish, the book is more commonly published and read in the Philippines in either Tagalog or English. Early English translations of the novel used titles like An Eagle Flight (1900) and The Social Cancer (1912), disregarding the symbolism of the title, but the more recent translations were published using the original Latin title. It has also been noted by the Austro-Hungarian writer Ferdinand Blumentritt that "Noli Me Tángere" was a name used by 42 local Filipinos for cancer of the eyelids; that as an ophthalmologist himself Rizal was influenced by this fact is suggested in the novel's dedication, "To My fatherland". Background José Rizal, a Filipino nationalist and medical doctor, conceived the idea of writing a novel that would expose the ills of Philippine society after reading Harriet Beecher Stowe's Uncle Tom's Cabin. He preferred that the prospective novel express the way Filipino culture was perceived to be backward, anti-progress, anti-intellectual, and not conducive to the ideals of the Age of Enlightenment. He was then a student of medicine in the Universidad Central de Madrid. In a reunion of Filipinos at the house of his friend Pedro A. Paterno in Madrid on 2 January 1884, Rizal proposed the writing of a novel about the Philippines written by a group of Filipinos. His proposal was unanimously approved by the Filipinos present at the time, among whom were Pedro, Maximino Viola and Antonio Paterno, Graciano López Jaena, Evaristo Aguirre, Eduardo de Lete, Julio Llorente and Valentin Ventura. However, this project did not materialize. The people who agreed to help Rizal with the novel did not write anything. Initially, the novel was planned to cover and describe all phases of Filipino life, but almost everybody wanted to write about women. Rizal even saw his companions spend more time gambling and flirting with Spanish women. Because of this, he pulled out of the plan of co-writing with others and decided to draft the novel alone. History on Publication Rizal finished the novel in February 1887. At first, according to one of Rizal's biographers, Rizal feared the novel might not be printed, and that it would remain unread. He was struggling with financial constraints at the time and thought it would be hard to pursue printing the novel. Financial aid came from a friend named Máximo Viola; this helped him print the book at Berliner Buchdruckerei-Aktiengesellschaft in Berlin. Rizal was initially hesitant, but Viola insisted and ended up lending Rizal ₱300 for 2,000 copies. The printing was finished earlier than the estimated five months. Viola arrived in Berlin in December 1886, and by March 21, 1887, Rizal had sent a copy of the novel to his friend, Blumentritt. The book was banned by Spanish authorities in the Philippines, although copies were smuggled into the country. The first Philippine edition (and the second published edition) was finally printed in 1899 in Manila by Chofre y Compania in Escolta. Influence on Filipino nationalism Rizal depicted nationality by emphasizing the positive qualities of Filipinos: the devotion of a Filipina and her influence on a man's life, the deep sense of gratitude, and the solid common sense of the Filipinos under the Spanish regime. The work was instrumental in creating a unified Filipino national identity and consciousness, as many natives previously identified with their respective regions. It lampooned, caricatured and exposed various elements in colonial society. Two characters in particular have become classics in Filipino culture: María Clara, who has become a personification of the ideal Filipino woman, 43 loving and unwavering in her loyalty to her spouse; and the priest Father Dámaso, who reflects the covert fathering of illegitimate children by members of the Spanish clergy. The book indirectly influenced the Philippine Revolution of independence from the Spanish Empire, even though Rizal actually advocated direct representation to the Spanish government and an overall larger role for the Philippines within Spain's political affairs. In 1956, Congress passed Republic Act 1425, more popularly known as the Rizal Law, which requires all levels in Philippine schools to teach the novel as part of their curriculum. Noli me tangere is being taught to third year secondary school (now Grade 9, due to the new K-12 curriculum) students, while its sequel El filibusterismo is being taught for fourth year secondary school (now Grade 10) students. The novels are incorporated to their study and survey of Philippine literature. Both of Rizal's novels were initially banned from Catholic educational institutions given its negative portrayal of the Church, but this taboo has been largely superseded as religious schools conformed to the Rizal Law. Major Characters Crisóstomo Ibarra Juan Crisóstomo Ibarra y Magsalin, commonly referred to in the novel as Ibarra or Crisostomo, is the novel's protagonist. The mestizo (mixed-race) son of Filipino businessman Don Rafael Ibarra, he studied in Europe for seven years. Ibarra is also María Clara's fiancé. María Clara María Clara de los Santos, commonly referred to as María Clara, is Ibarra's fiancée and the most beautiful and widely celebrated girl in San Diego. She was raised by Kapitán Tiago de los Santos, and his cousin, Isabel. In the later parts of the novel, she was revealed to be an illegitimate daughter of Father Dámaso, the former curate of the town, and Doña Pía Alba, Kapitán Tiago's wife, who had died giving birth to María Clara. At the novel's end, a heartbroken yet resolved María Clara entered the Beaterio de Santa Clara (a nunnery) after learning the truth of her parentage and mistakenly believing that her lover, Crisóstomo, had been killed. In the epilogue, Rizal stated that it is unknown whether María Clara is still living within the walls of the convent or is already dead A character of Leonor Rivera who was Rizal’s longtime love interest, Kapitán Tiago Don Santiago de los Santos, known by his nickname Tiago and political title Kapitán Tiago, is said to be the richest man in the region of Binondo and possessed real properties in Pampanga and Laguna de Baý. He is also said to be a good Catholic, a friend of the Spanish government and thus was considered a Spaniard by the colonial elite. Kapitán Tiago never attended school, so he became the domestic helper of a Dominican friar who gave him an informal education. He later married Pía Alba from Santa Cruz. 44 Padre Dámaso Dámaso Verdolagas, better known as Padre Dámaso, is a Franciscan friar and the former parish curate of San Diego. He is notorious for speaking with harsh words, highhandedness, and his cruelty during his ministry in the town. An enemy of Crisóstomo's father, Don Rafael Ibarra, Dámaso is revealed to be María Clara's biological father. Later, he and María Clara had bitter arguments on whether she would marry Alfonso Linares de Espadaña (which he preferred) or enter the nunnery (her desperate alternative). At the end of the novel, he is again reassigned to a distant town and later found dead in his bed. Elías Elías is Ibarra's mysterious friend and ally. Elías made his first appearance as a pilot during a picnic of Ibarra and María Clara and her friends. The 50th chapter of the novel explores the past of Elías and history of his family. About sixty years before the events of Noli Me Tángere, Elías's grandfather Ingkong in his youth worked as a bookkeeper in a Manila office. One night the office burned down, and Don Pedro Eibarramendia, the Spaniard owner, accused him of arson. Ingkong was prosecuted and upon release was shunned by the community as a dangerous lawbreaker. His wife Impong turned to prostitution to support themselves but eventually they were driven into the hinterlands. There Impong bore her first son, Balat. Driven to depression, Ingkong hangs himself deep in the forest. Impong was sickly for lack of nourishment in the forest and was not strong enough to cut down his corpse and bury him, and Balat was then still very young. The stench led to their discovery, and Impong was accused of killing her husband. She and her son fled to another province where she bore another son. Balat grew up to be a bandit. Eventually Balat's legend grew, but so did the efforts to capture him, and when he finally fell he was cut limb by limb and his head was deposited in front of Impong's house. Seeing the head of her son, Impong died of shock. Impong's younger son, knowing their deaths would somehow be imputed upon him, fled to the province of Tayabas where he met and fell in love with a rich young heiress. They have an affair and the lady got pregnant. But before they could marry, his records were dug up. Then the father, who disapproved of him from the start, had him imprisoned. The lady gave birth to Elías and his twin sister but died while the two were still children. Nonetheless, the twins were well cared for, with Elías even going to Ateneo and his sister going to La Concordia, but as they wanted to become farmers they eventually returned to Tayabas. He and his sister grew up not knowing about their father, being told that their father had long died. Elías grew up to be a young abusive brat who took particular joy in berating an elderly servant who, nevertheless, always submitted to his whims. His sister was more refined and eventually was betrothed to a fine young man. But before they could marry, Elías ran afoul with a distant relative. The relative struck back by telling him about his true parentage. The verbal scuffle mounted to the point where records were dug up, and Elías and his sister, as well as a good part of town, learned the truth. The elderly servant who Elías frequently abused was their father. 45 The scandal caused the engagement of Elías' sister to break off. Depressed, the girl disappeared one day and was eventually found dead along the shore of the lake. Elías himself lost face before his relatives and became a wanderer from province to province. Like his uncle Balat he became a fugitive and his legend grew, but by degrees he became the gentler, more reserved, and more noble character first introduced in the novel. Pilósopong Tasyo Filósofo Tasio (Tagalog: Pilósopong Tasyo) was enrolled in a philosophy course and was a talented student, but his mother was a rich but superstitious matron. Like many Filipino Catholics under the sway of the friars, she believed that too much learning condemned souls to hell. She then made Tasyo choose between leaving college or becoming a priest. Since he was in love, he left college and married. Tasyo lost his wife and mother within a year. Seeking consolation and in order to free himself from the cockpit and the dangers of idleness, he took up his studies once more. But he became so addicted to his studies and the purchase of books that he entirely neglected his fortune and gradually ruined himself. Persons of culture called him Don Anastacio, or Pilósopong Tasyo, while the great crowd of the ignorant knew him as Tasio el Loco on account of his peculiar ideas and his eccentric manner of dealing with others. Seeking for reforms from the government, he expresses his ideals in paper written in a cryptographic alphabet similar from hieroglyphs and Coptic figures hoping "that the future generations may be able to decipher it. Doña Victorina Doña Victorina de los Reyes de de Espadaña, commonly known as Doña Victorina, is an ambitious Filipina who classifies herself as a Spaniard and mimics Spanish ladies by putting on heavy make-up. The novel narrates Doña Victorina's younger days: she had lots of admirers, but she spurned them all because none of them were Spaniards. Later on, she met and married Don Tiburcio de Espadaña, an official of the customs bureau ten years her junior. However, their marriage is childless. Her husband assumes the title of medical "doctor" even though he never attended medical school; using fake documents and certificates, Tiburcio illegally practices medicine. Tiburcio's usage of the title Dr. consequently makes Victorina assume the title Dra. (doctora, female doctor). Apparently, she uses the whole name Doña Victorina de los Reyes de de Espadaña, with double de to emphasize her marriage surname. She seems to feel that this awkward titling makes her more "sophisticated". Sisa, Crispín, and Basilio Sisa, Crispín, and Basilio represent a Filipino family persecuted by the Spanish authorities:  Narcisa, or Sisa, is the deranged mother of Basilio and Crispín. Described as beautiful and young, although she loves her children very much, she cannot protect them from the beatings of her husband, Pedro.  Crispín is Sisa's seven-year-old son. An altar boy, he was unjustly accused of stealing money from the church. After failing to force Crispín to return the money he allegedly stole, Father Salví and the head sacristan killed him. It is not directly stated that he was killed, but 46  a dream of Basilio's suggests that Crispín died during his encounter with Padre Salví and his minion.  Basilio is Sisa's 10-year-old son. An acolyte tasked to ring the church's bells for the Angelus, he faced the dread of losing his younger brother and the descent of his mother into insanity. At the end of the novel, a dying Elías requested Basilio to cremate him and Sisa in the woods in exchange for a chest of gold located nearby. He later played a major role in El filibusterismo. Due to their tragic but endearing story, these characters are often parodied in modern Filipino popular culture.  Salomé is Elías' sweetheart. She lived in a little house by the lake, and though Elías would like to marry her, he tells her that it would do her or their children no good to be related to a fugitive like himself. In the original publication of Noli Me Tángere, the chapter that explores the identity of Elías and Salomé was omitted, classifying her as a totally non-existent character. This chapter, entitled Elías y Salomé, was probably the 25th chapter of the novel. However, recent editions and translations of Noli include this chapter either on the appendix or as Chapter X (Ex). Noli Me Tangere Plot Crisóstomo Ibarra, the mestizo son of the recently deceased Don Rafael Ibarra, is returning to San Diego in Laguna after seven years of study in Europe. Kapitán Tiago, a family friend, bids him to spend his first night in Manila where Tiago hosts a reunion party at his riverside home on Anloague Street. Crisóstomo obliges. At dinner he encounters old friends, Manila high society, and Padre Dámaso, San Diego's old curate at the time Ibarra left for Europe. Dámaso treats Crisóstomo with hostility, surprising the young man who took the friar to be a friend of his father. Crisóstomo excuses himself early and is making his way back to his hotel when Lieutenant Guevarra, another friend of his father, catches up with him. As the two of them walk to Crisóstomo's stop, and away from the socialites at the party who may possibly compromise them if they heard, Guevarra reveals to the young man the events leading up to Rafael's death and Dámaso's role in it. Crisóstomo, who has been grieving from the time he learned of his father's death, decides to forgive and not seek revenge. Guevarra nevertheless warns the young man to be careful. The following day, Crisóstomo returns to Kapitán Tiago's home in order to meet with his childhood sweetheart, Tiago's daughter María Clara. The two flirt and reminisce in the azotea, a porch overlooking the river. María reads back to Crisóstomo his farewell letter wherein he explained to her Rafael's wish for Crisóstomo to set out, to study in order to become a more useful citizen of the country. Seeing Crisóstomo agitated at the mention of his father, however, María playfully excuses herself, promising to see him again at her family's San Diego home during the town fiesta. 47 Crisóstomo goes to the town cemetery upon reaching San Diego to visit his father's grave. However, he learns from the gravedigger that the town curate had ordered that Rafael's remains be exhumed and transferred to a Chinese cemetery. Although Crisóstomo is angered at the revelation, the gravedigger adds that on the night he dug up the corpse, it rained hard and he feared for his own soul, causing him to defy the order of the priest by throwing the body into the lake. At that moment, Padre Bernardo Salví, the new curate of San Diego, walks into the cemetery. Crisóstomo's anger explodes as he shoves him into the ground and demands an accounting; Salví fearfully tells Crisóstomo that the transfer was ordered by the previous curate, Padre Dámaso, causing the latter to leave in consternation. Crisóstomo, committed to his patriotic endeavors, is determined not to seek revenge and to put the matter behind him. As the days progress he carries out his plan to serve his country as his father wanted. He intends to use his family wealth to build a school, believing that his paisanos would benefit from a more modern education than what is offered in the schools run by the government, whose curriculum was heavily tempered by the teachings of the friars. Enjoying massive support, even from the Spanish authorities, Crisóstomo's preparations for his school advance quickly in only a few days. He receives counsel from Don Anastacio, a revered local philosopher, who refers him to a progressive schoolmaster who lamented the friars' influence on public education and wished to introduce reforms. The building was planned to begin construction with the cornerstone to be laid in a ceremony during San Diego's town fiesta. One day, taking a break, Crisóstomo, María, and their friends get on a boat and go on a picnic along the shores of the Laguna de Baý, away from the town center. It is then discovered that a crocodile had been lurking on the fish pens owned by the Ibarras. Elías, the boat's pilot, jumps into the water with a bolo knife drawn. Sensing Elías is in danger, Crisóstomo jumps in as well, and they subdue the animal together. Crisóstomo mildly scolds the pilot for his rashness, while Elías proclaims himself in Crisóstomo's debt. On the day of the fiesta, Elías warns Crisóstomo of a plot to kill him at the cornerstone-laying. The ceremony involved the massive stone being lowered into a trench by a wooden derrick. Crisóstomo, being the principal sponsor of the project, is to lay the mortar using a trowel at the bottom of the trench. As he prepares to do so, however, the derrick fails and the stone falls into the trench, bringing the derrick down with it in a mighty crash. When the dust clears, a pale, dust-covered Crisóstomo stands stiffly by the trench, having narrowly missed the stone. In his place beneath the stone is the would-be assassin. Elías has disappeared. The festivities continue at Crisóstomo's insistence. Later that day, he hosts a luncheon to which Padre Dámaso gatecrashes. Over the meal, the old friar berates Crisóstomo, his learning, his journeys, and the school project. The other guests hiss for discretion, but Dámaso ignores them and continues in an even louder voice, insulting the memory of Rafael in front of Crisóstomo. At the mention of his father, Crisóstomo strikes the friar unconscious and holds a dinner knife to his neck. In an impassioned speech, Crisóstomo narrates to the astonished guests everything he heard from Lieutenant Guevarra, who was an officer of the local police, about Dámaso's schemes that resulted in the death of Rafael. As Crisóstomo is about to stab Dámaso, however, María Clara stays his arm and pleads for mercy. Crisóstomo is excommunicated from the church, but has it lifted through the intercession of the sympathetic governor general. However, upon his return to San Diego, María has turned sickly and refuses to see him. The new curate whom Crisóstomo roughly accosted at the cemetery, 48 Padre Salví, is seen hovering around the house. Crisóstomo then meets the inoffensive Linares, a peninsular Spaniard who, unlike Crisóstomo, had been born in Spain. Tiago presents Linares as María's new suitor. Sensing Crisóstomo's influence with the government, Elías takes Crisóstomo into confidence and one moonlit night, they secretly sail out into the lake. Elías tells him about a revolutionary group poised for an open and violent clash with the government. This group has reached out to Elías in a bid for him to join them in their imminent uprising. Elías tells Crisóstomo that he managed to delay the group's plans by offering to speak to Crisóstomo first, that Crisóstomo may use his influence to effect the reforms Elías and his group wish to see. In their conversation, Elías narrates his family's history, how his grandfather in his youth worked as a bookkeeper in a Manila office but was accused of arson by the Spanish owner when the office burned down. He was prosecuted and upon release was shunned by the community as a dangerous lawbreaker. His wife turned to prostitution to support the family but were eventually driven into the hinterlands. Crisóstomo sympathizes with Elías, but insists that he could do nothing, and that the only change he was capable of was through his schoolbuilding project. Rebuffed, Elías advises Crisóstomo to avoid any association with him in the future for his own safety. Heartbroken and desperately needing to speak to María, Crisóstomo turns his focus more towards his school. One evening, though, Elías returns with more information – a rogue uprising was planned for that same night, and the instigators had used Crisóstomo's name in vain to recruit malcontents. The authorities know of the uprising and are prepared to spring a trap on the rebels. In panic and ready to abandon his project, Crisóstomo enlists Elías in sorting out and destroying documents in his study that may implicate him. Elías obliges, but comes across a name familiar to him: Don Pedro Eibarramendia. Crisóstomo tells him that Pedro was his great-grandfather, and that they had to shorten his long family name. Elías tells him Eibarramendia was the same Spaniard who accused his grandfather of arson and was thus the author of the misfortunes of Elías and his family. Frenzied, he raises his bolo to smite Crisóstomo, but regains his senses and leaves the house very upset. The uprising follows through, and many of the rebels are either captured or killed. They point to Crisóstomo as instructed and Crisóstomo is arrested. The following morning, the instigators are found dead. It is revealed that Padre Salví ordered the senior sexton to kill them in order to prevent the chance of them confessing that he actually took part in the plot to frame Crisóstomo. Elías, meanwhile, sneaks back into the Ibarra mansion during the night and sorts through documents and valuables, then burns down the house. Some time later, Kapitán Tiago hosts a dinner at his riverside house in Manila to celebrate María Clara's engagement with Linares. Present at the party were Padre Dámaso, Padre Salví, Lieutenant Guevarra, and other family friends. They were discussing the events that happened in San Diego and Crisóstomo's fate. Salví, who lusted after María Clara all along, says that he has requested to be transferred to the Convent of the Poor Clares in Manila under the pretense of recent events in San Diego being too great for him to bear. A despondent Guevarra outlines how the court came to condemn Crisóstomo. In a signed letter, he wrote to a certain woman before leaving for Europe, 49 Crisóstomo spoke about his father, an alleged rebel who died in prison. Somehow this letter fell into the hands of an enemy, and Crisóstomo's handwriting was imitated to create the bogus orders used to recruit the malcontents to the San Diego uprising. Guevarra remarks that the penmanship on the orders was similar to Crisóstomo's penmanship seven years before, but not at the present day. And Crisóstomo had only to deny that the signature on the original letter was his, and the charge of sedition founded on those bogus letters would fail. But upon seeing the letter, which was the farewell letter he wrote to María Clara, Crisóstomo apparently lost the will to fight the charges and owned the letter as his. Guevarra then approaches María, who had been listening to his explanation. Privately but sorrowfully, he congratulates her for her common sense in yielding Crisóstomo's farewell letter. Now, the old officer tells her, she can live a life of peace. María is devastated. Later that evening Crisóstomo, having escaped from prison with the help of Elías, climbs up the azotea and confronts María in secret. María, distraught, does not deny giving up his farewell letter, but explains she did so only because Salví found Dámaso's old letters in the San Diego parsonage, letters from María's mother who was then pregnant with María. It turns out that Dámaso was María's father. Salví promised not to divulge Dámaso's letters to the public in exchange for Crisóstomo's farewell letter. Crisóstomo forgives her,