Rizal - Reviewer.pdf

By the end of this module, students should be able to: Understand the significance of the Rizal Law in promoting nationalism. Identify and describe the essential qualities that define a hero. Analyze why societies, particularly the Philippines, honor heroes and how these in...

By the end of this module, students should be able to: Understand the significance of the Rizal Law in promoting nationalism. Identify and describe the essential qualities that define a hero. Analyze why societies, particularly the Philippines, honor heroes and how these individuals shape national identity. Evaluate the role of the Philippine Heroes Commission in preserving and promoting the legacy of national heroes. Module 1: Understanding Heroes and the Rizal Law A. The Rizal Law (Republic Act No. 1425) 1. Overview The Rizal Law, passed in 1956, mandates that all educational institutions in the Philippines teach the life, works, and writings of José Rizal, particularly his novels Noli Me Tangere and El Filibusterismo. Authored by Senator Claro M. Recto and sponsored by Senator Jose P. Laurel, the law aims to inspire nationalism and critical thinking through the study of Rizal’s contributions to the country’s independence from Spanish colonization. 2. Purpose of the Rizal Law To reinforce a sense of nationalism among Filipinos, especially the youth. To recognize the importance of Rizal’s role in the development of Filipino identity. To cultivate a deeper understanding of the country’s history and the sacrifices made by its heroes for independence. 3. Controversies Surrounding the Rizal Law The law faced opposition from religious groups, particularly the Catholic Church, due to Rizal's critical views on religious hypocrisy in his novels. Compromises were made to allow students who objected on religious grounds to be exempted from reading the unexpurgated versions of Rizal’s works. B. What Are the Qualities of a Hero? 1. Courage and Bravery Heroes face dangers, challenges, and opposition with steadfastness and courage. This may involve physical bravery or moral courage in standing up for what is right. 2. Selflessness and Sacrifice A hero puts the greater good above personal gain. They often sacrifice their own comfort, safety, or even life for the welfare of others or for a cause larger than themselves. 3. Integrity and Principle Heroes demonstrate moral integrity and hold steadfast to their principles, even when faced with adversity. Their strong ethical values guide their decisions and actions. 4. Compassion and Humanity Heroes are empathetic and compassionate, showing care for others, especially those who are oppressed or in need. 5. Leadership and Influence Through their actions and ideals, heroes inspire and lead others, often becoming symbols of resistance, change, or justice in society. C. Why Nations Have Their Heroes 1. The Humanity of Heroes Heroes are not just idealized figures; they are human beings with strengths and flaws. The recognition of their humanity allows ordinary people to relate to them and aspire to embody their values. By highlighting the struggles and imperfections of heroes, societies emphasize that greatness is achievable through perseverance, effort, and self-reflection. 2. The Criteria for Heroes Historical Impact: Heroes make significant contributions to a nation’s history and identity. Their actions often lead to major changes in society, whether through leadership, revolution, or advocacy. Moral and Ethical Standards: True heroes uphold moral principles, promoting justice, freedom, and the welfare of others. Legacy and Inspiration: Heroes leave behind a legacy that continues to inspire future generations. Their stories often become cultural symbols, shaping national consciousness. 3. The Definition of a Hero A hero is a person who is admired for their courage, outstanding achievements, or noble qualities. They often serve as a role model, embodying values that a society holds in high esteem. Heroes transcend personal achievements; their actions contribute significantly to their community, nation, or even the world, inspiring others to pursue justice, freedom, and Progress. D. The Philippine Heroes Commission 1. Establishment The Philippine Heroes Commission was created to determine and recommend who should be officially recognized as national heroes. This commission plays a key role in fostering national pride and identity by honoring individuals whose lives exemplified heroic values. 2. Functions Research and Evaluation: The commission evaluates historical figures based on their contributions to Philippine society, ensuring that only those who meet strict criteria are declared national heroes. Public Education: Through programs, publications, and commemorative activities, the commission educates Filipinos on the lives of national heroes and their importance to the country’s heritage. Preservation of Legacy: The commission ensures that the legacies of heroes remain alive through monuments, historical markers, and recognition in the country's historical narrative. 3. Key Figures Recognized as National Heroes José Rizal, Andrés Bonifacio, Emilio Aguinaldo, and Gabriela Silang are just a few of the prominent figures recognized as Philippine national heroes for their roles in the fight for independence and their enduring impact on national identity. Learning Outcomes By the end of this module, students should be able to: Understand the global context of the 19th century and how it influenced Rizal’s ideas. Identify the main issues of reform and representation that were central to Rizal’s time. Analyze the impact of the secularization movement and its role in Filipino nationalism. Compare the political, social, and economic conditions of Europe, America, and Asia during the 19th century. Module 2: The World During Rizal’s Time A. The World During Rizal’s Time 1. Rizal’s Century: The 19th Century Overview: The 19th century was a time of significant global transformation, marked by revolutions, colonialism, and the rise of new ideologies. During this period, countries around the world experienced major social, political, and economic changes that would shape the modern era.  José Rizal lived in the latter half of the century, from 1861 to 1896. This time saw the emergence of nationalism, liberal ideas, industrialization, and the intensification of European colonialism, particularly in Asia and Africa. Key Events of the 19th Century: Revolutions and Nationalism: The French Revolution (1789-1799) set the stage for 19th- century revolutions that spread ideas of liberty, equality, and fraternity. Many colonies began movements for independence, inspired by the American Revolution (1775-1783) and the Latin American wars of independence. Industrial Revolution: This period saw the transition from agrarian economies to industrial ones, especially in Europe and the United States. The rapid technological advances improved transportation, communication, and production but also created harsh working conditions, inequality, and the need for social reforms. Imperialism and Colonialism: European powers expanded their empires, with much of Asia, Africa, and Latin America coming under their control. This was the backdrop against which Rizal and his fellow Filipinos fought for reform and independence from Spain. Rizal’s Role in this Context: Rizal was influenced by the intellectual movements of the time, such as liberalism, and the push for national self-determination. His education in Europe exposed him to modern ideas, which he used to advocate for reforms in the Philippines. 2. The Need for Reform: Representation Overview: One of the key issues during Rizal’s time was the demand for reforms in the governance of the Spanish colonies, especially the Philippines. The primary reform sought by Filipino intellectuals and reformists, known as Ilustrados, was representation in the Spanish Cortes (parliament). The Filipino Reform Movement: Lack of Representation: Filipinos had no voice in the Spanish Cortes, despite being subjected to its colonial laws and taxes. This lack of representation led to widespread injustice and abuse of power by Spanish officials. Reformists; Demands: Reformists like José Rizal, Marcelo H. del Pilar, and Graciano López Jaena called for the Philippines to be represented in the Spanish Cortes, where they could advocate for better governance, rights, and fair treatment for Filipinos. La Solidaridad: A key platform for promoting these ideas was the La Solidaridad newspaper, where Rizal and others wrote articles critiquing the colonial administration and proposing reforms such as secularization of the clergy, freedom of speech, and equality under the law. Rizal’s Stand: Rizal, through his writings, particularly in Noli Me Tangere and El Filibusterismo, highlighted the need for political and social reforms, addressing the injustices faced by Filipinos under Spanish rule. While he called for reform rather than outright revolution, his works laid the foundation for the nationalist movements that would follow. 3. The Religious Front: Secularization Overview: Another major issue during Rizal’s time was the conflict between Filipino secular priests and Spanish friars over control of parishes. This dispute, known as the secularization movement, played a crucial role in the rise of Filipino nationalism. Secularization Movement: Secular vs. Regular Clergy: In the Philippines, the Spanish colonial government favored the regular clergy (Spanish friars) over the secular clergy (Filipino priests). This led to the concentration of power among Spanish friars, who controlled the most important and wealthiest parishes. The Call for Secularization: Filipino priests, including Father José Burgos, demanded that parishes were turned over to secular clergy, arguing that they were equally qualified. This The movement for secularization was a fight for equality and a challenge to the Spanish friars dominance. Impact on Filipino Nationalism: The secularization movement became a key component of the broader struggle for Filipino rights and representation. The execution of the GOMBURZA (Fathers Mariano Gomez, José Burgos, and Jacinto Zamora) in 1872, for allegedly supporting a rebellion, ignited widespread anger and resentment against the Spanish authorities. Their martyrdom served as an inspiration for future revolutionaries, including Rizal, who dedicated El Filibusterismo to them. 4. The Conditions in Europe, America, and Asia Europe: Industrialization and Nationalism: Europe was undergoing massive changes due to the Industrial Revolution, leading to economic growth, urbanization, and the rise of the working class. At the same time, nationalism was sweeping across the continent, leading to the unification of Germany and Italy and the decline of empires like the Ottoman and Austro-Hungarian Empires. Colonialism and Imperialism: European nations, particularly Britain, France, and Spain, were expanding their colonial empires in Africa, Asia, and Latin America. The "Scramble for Africa and the establishment of colonies in Asia led to the exploitation of native populations, sparking resistance and calls for independence. America: United States Expansionism: In the Americas, the United States was expanding westward, guided by the belief in "Manifest Destiny." The country also began asserting itself on the global stage, particularly in the Western Hemisphere, through interventions in Latin America. The U.S. would later play a key role in the Philippines during the Spanish-American War (1898), leading to American colonization of the islands. Civil War and Slavery: The U.S. Civil War (1861-1865) marked a turning point in American history, with the abolition of slavery and the fight for civil rights for African Americans becoming a central issue in the country’s development. Asia: Colonialism in Asia: Much of Asia was under European control by the late 19th century. India was under British rule, Indonesia was colonized by the Dutch, and Indochina by the French. China was experiencing internal turmoil, including the Opium Wars with Britain and the Taiping Rebellion, while Japan was undergoing the Meiji Restoration, which transformed it into a modern, industrial power. The Philippines Under Spain: The Philippines was a Spanish colony, with a largely agrarian economy and a population subjected to heavy taxation and forced labor. Spanish friars held significant power in both the government and religious spheres, which led to widespread dissatisfaction among Filipinos. Learning Outcomes By the end of this module, students should be able to: Understand the key events and influences in Rizal’s childhood and their impact on his later life. Analyze how Rizal’s family, environment, and education contributed to the development of his nationalist and reformist ideas.  Appreciate the significance of Rizal’s early writings, such as Sa Aking Mga Kababata, in shaping his national consciousness. Module 3: Rizal’s Childhood Unit II – Rizal’s Childhood Introduction: José Rizal, the Philippines national hero, was greatly shaped by his childhood experiences. His family, environment, and early education played pivotal roles in developing his sense of nationalism, social justice, and love for learning, which later influenced his works and aspirations for reform. A. Birth Overview: Full Name: José Protacio Rizal Mercado y Alonzo Realonda Date of Birth: June 19, 1861 Place of Birth: Calamba, Laguna, Philippines Rizal was born into a well-off, principled, and educated family during a period of Spanish colonial rule. His birth marked the beginning of a life dedicated to fighting for Filipino rights and identity. Significance of Rizal’s Birth: Rizal’s birth took place during a time of growing discontent among Filipinos toward Spanish colonial rule. His birth in a relatively privileged family allowed him access to education, which he later used to advocate for reforms in the Philippines. B. Family and Ancestry Overview: Father: Francisco Mercado Rizal, a farmer who encouraged education and hard work. Mother: Teodora Alonso Realonda, a cultured and highly educated woman who profoundly influenced Rizal’s intellectual and moral development. Ancestry: Rizal’s ancestry was a mix of Chinese, Spanish, and Filipino roots. His paternal great- grandfather was a Chinese immigrant, Domingo Lam-co, who adopted the name Mercado to assimilate into Filipino society. His maternal side descended from the prominent Florentina family in Manila. This diverse heritage provided Rizal with a unique perspective on colonial issues and class struggles. Impact of His Family on Rizal’s Life: The Mercado family was known for its progressive and liberal views. Rizal’s parents and siblings nurtured his intellectual curiosity and love for the Filipino people. His mother, Teodora, particularly played a significant role in shaping his early education and moral principles. C. Hometown: Calamba, Laguna Overview: Calamba was a prosperous town in Laguna known for its rich agricultural lands and proximity to Manila. Growing up in Calamba exposed Rizal to the beauty of nature and the simplicity of rural life, which he often referred to in his writings. However, he also witnessed the injustices committed by Spanish authorities and friars, particularly in land disputes. Significance of Calamba: The injustices Rizal witnessed in his hometown, such as his family's disputes with the Dominican friars over land, instilled in him an awareness of the social inequalities that existed under Spanish rule. Calamba would later serve as the setting for several scenes in his famous novels Noli Me Tangere and El Filibusterismo. D. Story of the Moth Overview: One of the most influential stories Rizal heard in his childhood was the Story of the Moth,; narrated by his mother. The story is about a young moth that ignored its mother’s warnings and flew too close to a flame, ultimately burning itself to death. Lesson and Impact on Rizal: Rizal interpreted the story as a powerful metaphor for the pursuit of ideals, even at the cost of one’s life. The moth’s determination and willingness to risk its life for the light deeply resonated with him and became symbolic of his own life’s journey toward enlightenment and freedom. This story left a profound impact on young Rizal, teaching him the importance of sacrifice and determination in the pursuit of one’s dreams. E. Sa Aking Mga Kababata (To My Fellow Children) Overview: Written by Rizal at age 8, Sa Aking Mga Kababata is a poem that reflects his early sense of nationalism and love for his native language, Tagalog. Key Themes: Love for the Mother Tongue: Rizal emphasized the importance of loving and preserving the native language, viewing it as a symbol of one’s identity and freedom. Patriotism: Even at a young age, Rizal expressed his love for his country and a desire for Filipinos to take pride in their culture. Impact on Rizal’s Ideals: This poem is one of Rizal's earliest expressions of his nationalist sentiments. It shows that even as a child, he was already conscious of the importance of language and culture in shaping a nation’s identity. F. Boyhood Influences 1. Family: His family, especially his mother, played a crucial role in shaping his early intellectual and moral development. His siblings, particularly his older brother Paciano, introduced him to nationalist ideals and the struggles of the Filipino people. 2. Education: His early education fostered a love of learning and exposed him to literature, history, and science. He was an inquisitive and hardworking student from a young age. 3. Nature and Environment: Rizal grew up surrounded by the natural beauty of Laguna. His love for nature was a recurring theme in his writings, and it helped him develop a deep connection to the land and the Filipino people. 4. Spanish Colonial Rule: Rizal’s observations of the abuses and injustices perpetrated by Spanish officials and friars left a lasting impact on him. These experiences ignited his desire to advocate for reforms and improve the lives of Filipinos. G. Education in Calamba and Biñan 1. Early Education in Calamba: Rizal’s formal education began at home under the tutelage of his mother, Teodora, who taught him how to read and write at the age of three. She also introduced him to the Bible and other works that would shape his intellectual foundation. 2. Schooling in Biñan: At the age of 9, Rizal was sent to Biñan, Laguna, to study under Maestro Justiniano Aquino Cruz. In Biñan, Rizal honed his skills in Spanish, Latin, and mathematics. Rizal’s education in Biñan was rigorous, but it also introduced him to the competitive world of academics, where he was determined to excel. Challenges and Experiences: Rizal often faced bullying from older students because of his smaller stature, but his determination and intelligence allowed him to overcome these challenges. His experiences in Biñan taught him resilience and self-reliance, qualities that would serve him well throughout his life. Impact on Rizal’s Future: His education in Calamba and Biñan laid the groundwork for his future academic pursuits. His exposure to various subjects, including languages and science, ignited his thirst for knowledge, which he would continue to pursue in Manila and abroad. Learning Outcomes By the end of this module, students should be able to: Understand the impact of the Jesuit education system on Rizal’s intellectual and moral development. Analyze Rizal’s early poems and artistic works and their significance to his nationalist ideals. Identify the challenges Rizal faced during his time at UST and how these experiences shaped his advocacy for Filipino rights. Appreciate A la Juventud Filipina as an early expression of Rizal’s call for Filipino empowerment and nationalism. Module 4: Higher Education of José Rizal Unit III – Higher Education Introduction: After completing his early education in Calamba and Biñan, José Rizal pursued higher education in Manila, first at Ateneo Municipal de Manila (now Ateneo de Manila University) and later at the University of Santo Tomas (UST). These formative years helped Rizal refine his skills as a writer, artist, and intellectual, laying the foundation for his future role as a national hero. A. Ateneo de Manila 1. Jesuit System of Education Overview: Rizal entered Ateneo in 1872, at the age of 11. The school was run by Jesuits, who had a reputation for providing high-quality education. The Jesuit system emphasized discipline, academic excellence, and moral education, aiming to produce well-rounded Individuals. Key Features of Jesuit Education: Discipline and Structure: The Jesuit education system was highly structured. Students were grouped into two divisions: Roman Empire (boarders) and Carthaginian Empire (non-boarders), and competed in academic excellence. Holistic Development: Jesuits focused on the development of the mind, body, and spirit. The curriculum included humanities, sciences, languages (Latin and Spanish), philosophy, mathematics, and physical education. Moral and Religious Instruction: Moral and religious values were central to the curriculum, with daily prayers and a strong emphasis on Christian living. Rizal’s Achievements at Ateneo: Rizal excelled in his studies, consistently ranking first in his class and earning numerous academic awards. His intellectual capacity and commitment to learning were recognized early on. Ateneo honed his skills in writing, oration, and debate, all of which would prove invaluable in his future work as a reformist and nationalist. 2. Poems and Artistic Works Rizal’s Early Literary Works: During his time at Ateneo, Rizal’s literary talents began to flourish. He composed poems that reflected his love for the Philippines, his spirituality, and his intellectual growth. These early works demonstrated his budding nationalism and concern for social justice. Notable Works from Ateneo: “Mi Primera Inspiración” (My First Inspiration): Written in honor of his mother on her birthday, this poem is one of Rizal’s earliest pieces, reflecting his deep respect for his family. “El Embarque: Himno a la Flota de Magallanes” (The Departure: Hymn to Magellan’s Fleet): This poem celebrates Ferdinand Magellan’s expedition, showcasing Rizal’s awareness of historical events and their importance to Philippine history. “Por la Educación Recibe Lustre la Patria” (Through Education the Motherland Receives Light): This piece reflects Rizal’s belief in the transformative power of education as a means to uplift the Filipino people. Artistic Talent: Aside from writing, Rizal also displayed a talent for drawing and sculpture. He created sketches, paintings, and sculptures during his Ateneo years, showing his aptitude for visual arts. B. University of Santo Tomas After completing his studies at Ateneo, Rizal enrolled at the University of Santo Tomas (UST) to pursue higher education. His years at UST further developed his intellectual abilities and his advocacy for Filipino rights. 1. Medical Studies Overview: Rizal began studying philosophy and letters at UST but later shifted to medicine, following his mother's deteriorating eyesight. His goal was to become an ophthalmologist so he could treat his mother’s condition. Challenges at UST: Unlike his experience at Ateneo, Rizal’s time at UST was marked by difficulties. He faced discrimination as a Filipino student, as the university was predominantly attended by Spaniards. He often felt the prejudice against Filipinos, which fueled his growing nationalist sentiments. Despite the challenges, Rizal performed well in his medical studies, although he eventually decided to continue his education abroad to access more advanced knowledge in medicine. 2. A la Juventud Filipina (To the Filipino Youth) Overview: At the age of 18, while still a student at UST, Rizal wrote the poem A la Juventud Filipina. This work is often considered his first great nationalist poem, emphasizing the role of the Filipino youth in the nation’s progress. Themes and Significance: Empowerment of the Youth: Rizal calls on the Filipino youth to embrace education and intellectual development, highlighting their critical role in shaping the future of the country. Nationalism: The poem encourages the youth to love and take pride in their heritage, showing early signs of Rizal’s advocacy for Filipino identity and self-determination. Prize-Winning Work: A la Juventud Filipina won first prize in a literary contest organized by the Liceo Artistico-Literario, a recognition that marked Rizal as a rising intellectual Voice. 3. Champion of Filipino Studies Rizal’s Advocacy for Filipino Identity: During his time at UST, Rizal became increasingly vocal about the importance of recognizing and studying Filipino culture, history, and language. He believed that Filipinos had a rich cultural heritage that was being overshadowed by Spanish colonial rule. Defense of Filipino Studies: Rizal argued for the promotion of Filipino studies within academic institutions, criticizing the colonial education system for prioritizing Spanish history and language while neglecting the Philippines' own cultural and historical identity. His advocacy for the study of Filipino culture and history is reflected in his later works, including his novels Noli Me Tangere and El Filibusterismo, where he portrays the oppression faced by Filipinos and calls for societal reforms. Impact of UST Experience: Rizal’s experiences of discrimination and marginalization at UST strengthened his resolve to fight for the rights of Filipinos. His growing awareness of the injustices faced by his fellow Filipinos during his university years solidified his commitment to reform. Learning Outcomes By the end of this module, students should be able to: Understand the significance of Rizal’s education and experiences in Europe, including his encounters with reformists, his entry into Freemasonry, and his exposure to liberal ideas. Analyze the impact of Rizal’s friendships and intellectual exchanges, particularly with Ferdinand Blumentritt and other Filipino reformists, on his advocacy for reform in the Philippines. Explain how Rizal’s time abroad influenced his writing of Noli Me Tangere and shaped his future role as a leader of the Filipino reform movement. Module 5: Education and Travels Abroad (Rizal in Europe, 1882-1885) Unit IV – Education and Travels Abroad Introduction: From 1882 to 1885, José Rizal pursued his education and traveled extensively across Europe, a period that significantly shaped his intellectual development and his role as a reformist leader. These years in Europe allowed Rizal to complete his higher studies, meet influential reformists, and develop his ideas on freedom, equality, and nationalism. This unit explores Rizal’s experiences during his time abroad, focusing on key events, friendships, and accomplishments that prepared him for his future work in the Filipino reform movement. A. Rizal in Europe, 1882-1885 1. The First Voyage to Spain: Views and Impressions Overview: In May 1882, at the age of 21, Rizal embarked on his first journey to Spain to pursue his higher education. His departure was secret due to concerns over colonial repression, but it marked the beginning of his intellectual and political awakening. Key Points: Cultural Observations: Rizal passed through Singapore, Sri Lanka (Ceylon), Egypt, Italy, and France before arriving in Spain. He wrote extensively about his impressions of these places, noting their cultural diversity, progressive ideas, and technological advancements. First Impressions of Europe: In Spain, Rizal was struck by the liberal atmosphere and freedom of expression, which contrasted sharply with the repression in the Philippines. Significance: Rizal’s exposure to European cultures and political ideas influenced his later reformist stance. His early experiences in Europe gave him a broader perspective on colonialism and governance. 2. The University Student in Madrid Overview: Upon his arrival in Madrid, Rizal enrolled at the Universidad Central de Madrid, where he pursued degrees in Medicine and Philosophy and Letters from 1882 to 1885. Key Points: Academic Excellence: Despite financial struggles, Rizal excelled in his studies, particularly in ophthalmology, driven by his desire to help his mother who was losing her eyesight. Liberal Atmosphere: Madrid offered Rizal the opportunity to engage in intellectual debates and immerse himself in a progressive academic environment, which further shaped his views on reform and colonialism. Significance: Rizal’s education in Madrid was central to his growth as a nationalist thinker. His medical training provided a practical career, while his studies in philosophy and literature deepened his understanding of societal issues. 3. Meeting with Future Reformists: The Circulo Hispano-Filipino Overview: While in Madrid, Rizal became involved with the Circulo Hispano-Filipino, a group of Filipino expatriates and Spanish liberals who advocated for reforms in the Philippines. Key Points: Reformist Agenda: The Circulo sought representation for the Philippines in the Spanish Cortes, equality for Filipinos, and freedom of the press. They believed in working within the system to achieve these goals. Key Figures: Rizal met and collaborated with prominent Filipino reformists such as Marcelo H. del Pilar and Graciano López Jaena. These individuals would later become key leaders of the Propaganda Movement. Significance: The Circulo Hispano-Filipino was an important network for Filipino intellectuals abroad. Rizal’s involvement allowed him to develop his leadership skills and refine his ideas about peaceful reform. 4. Entry into the Freemasonry Overview: In 1883, Rizal joined the Freemasons, a fraternal organization that promoted liberal ideals of equality, secularism, and freedom, which were in direct opposition to the power of the Catholic Church in the Philippines. Key Points: Masonic Ideals: Rizal’s affiliation with the Freemasons aligned with his views on the separation of church and state. He adopted the Masonic name “Dimasalang”, symbolizing his commitment to secrecy and resistance. European Masonic Network: The Freemasons gave Rizal access to influential liberal thinkers and reformists across Europe, further shaping his political ideology. Significance: Freemasonry played a significant role in Rizal’s intellectual and political development. Its principles of liberty, equality, and fraternity reinforced his reformist ideas, especially his criticism of the abuses of the Spanish friars. 5. The Avid Book Collector Overview: Throughout his time in Europe, Rizal was a passionate reader and book collector. His library included works on philosophy, history, politics, and literature from various European intellectuals. Key Points: Philosophical Influences: Rizal studied the writings of Rousseau, Voltaire, Schiller, and Victor Hugo, which helped shape his views on freedom, human rights, and nationalism. Diverse Interests: His collection spanned topics from medicine and science to political revolutions and history, reflecting his wide-ranging intellectual curiosity. Significance: Rizal’s vast knowledge, gained through his reading and book collection, directly influenced his writings and ideas on nationalism. His intellectual growth in Europe prepared him to write his later works that would inspire the Filipino reform movement. 6. The Writing of Noli Me Tangere Overview: During his stay in Europe, Rizal wrote his first novel, Noli Me Tangere (1887), which became one of the most influential works in Philippine history. The novel exposed the injustices of Spanish colonial rule, particularly the abuses of the friars. Key Points: Purpose: Rizal intended the Noli to awaken Filipino consciousness and inspire change through peaceful reform. He modeled his novel on Harriet Beecher Stowe’s Uncle Tom’s Cabin, which helped spark the abolitionist movement in the United States. Challenges in Writing: Rizal faced financial difficulties while writing the novel. However, with the support of friends like Maximo Viola, he was able to publish it in 1887 in Berlin, Germany. Significance: The Noli Me Tangere played a pivotal role in rallying Filipinos to the cause of reform. Its publication marked Rizal’s entry into the forefront of the reform movement and ignited nationalist sentiments across the Philippines. 7. Ophthalmic Training under Dr. Louis de Weckert and Dr. Otto Becker Overview: While in Europe, Rizal trained under two prominent ophthalmologists, Dr. Louis de Weckert in Paris and Dr. Otto Becker in Heidelberg, Germany, to further his knowledge of eye diseases and surgery. Key Points: Training with Dr. Louis de Weckert (Paris): In Paris, Rizal studied under one of the leading ophthalmologists in Europe, honing his skills in eye surgery, particularly in treating cataracts. Training with Dr. Otto Becker (Heidelberg): In Heidelberg, Rizal continued his medical training under Dr. Becker, further specializing in ophthalmology. During his time in Heidelberg, he also wrote his famous poem, “A Las Flores de Heidelberg.” Significance: Rizal’s ophthalmic training not only prepared him to help his mother but also gave him a respected profession. His scientific background lent credibility to his political views, portraying him as both an intellectual and a reformist. 8. Friendship with Ferdinand Blumentritt Overview: Rizal’s friendship with Ferdinand Blumentritt, an Austrian ethnologist and scholar, was one of the most significant intellectual relationships of his life. They corresponded frequently, exchanging ideas about Philippine history, culture, and colonialism. Key Points: Shared Interests: Blumentritt’s deep interest in Philippine history and culture provided Rizal with valuable insights into the broader context of colonialism. Their discussions ranged from ethnography to politics. Support for the Filipino Cause: Blumentritt became a strong supporter of Rizal’s reformist ideas, advocating for the Filipino cause in Europe. Significance: Blumentritt was not only a close friend but also a crucial ally for Rizal in Europe. Their intellectual exchanges enriched Rizal’s work and helped build international support for the Filipino reform movement. 9. The Speech that Attracted the Attention of Reactionary Spaniards in the Philippines Overview: During his time in Madrid, Rizal gave a speech at a banquet in honor of Juan Luna and Félix Resurrección Hidalgo, two Filipino artists who had won awards in a Spanish art exhibition. Rizal’s speech emphasized the potential of Filipinos to achieve greatness in arts and sciences. Key Points: Themes: Rizal highlighted the achievements of Luna and Hidalgo as symbols of Filipino potential. He called for greater recognition of Filipino talent and hinted at the need for reforms in the Philippines. Reaction: The speech drew the attention of reactionary Spaniards, who viewed it as a subtle critique of colonial rule and a call for Filipino equality. Significance: The speech placed Rizal on the radar of Spanish authorities and reactionary forces, marking him as a potential threat. His public advocacy for Filipino rights became increasingly bold during his stay in Europe. 10. Completion of Studies in Spain Overview: In 1885, after three years in Madrid, Rizal completed his studies and earned his degrees in Medicine and Philosophy and Letters. With his academic journey complete, Rizal was ready to return to the Philippines to put his knowledge and ideas into action. Key Points: Academic Achievement: Rizal’s completion of his medical degree gave him a respected profession, while his degree in philosophy shaped his critical approach to political and social issues. Return to the Philippines: After finishing his studies, Rizal returned to the Philippines in 1887, prepared to use his education and experiences abroad to push for reforms in his homeland. Significance: Rizal’s time in Europe provided him with both the intellectual tools and practical skills to become a leader of the reform movement. His education, writings, and connections would lay the foundation for his eventual role as a national hero. Learning Outcomes By the end of this module, students should be able to: Understand the significance of Rizal’s return to the Philippines and his involvement in key issues such as the Calamba Land Problem and the publication of Noli Me Tangere. Analyze how Rizal’s experiences in Hong Kong, Macau, and the United States influenced his views on governance, colonialism, and social justice. Explain the reasons behind Rizal’s departure for Europe and his continued role in the reform movement. Module 6: Homecoming and Return to Europe Unit V – Homecoming and Return to Europe Introduction: After completing his studies and spending several years in Europe, José Rizal returned to the Philippines to apply his skills and contribute to the nationalist cause. His homecoming marked a crucial period in his life, as he faced both personal and political challenges that would further fuel his advocacy for reforms. This unit examines Rizal’s brief time in the Philippines, his travels across Asia and the United States, and his eventual return to Europe. A. Return Home 1. Medical Practice in Calamba Overview: Upon returning to the Philippines in 1887, Rizal established his medical practice in Calamba, Laguna. As an ophthalmologist, his primary motivation was to treat his mother’s failing eyesight, but his return also allowed him to reconnect with his family and fellow Filipinos. Key Points: Medical Practice: Rizal’s medical skills earned him respect in his hometown, particularly for his expertise in ophthalmology. His practice grew, serving both locals and prominent figures. Dedication to his Family: Rizal’s homecoming was driven by his desire to take care of his family, especially his mother, who was suffering from eye problems. His medical success in treating his mother strengthened his personal resolve and professional reputation. Significance: Rizal’s work as a physician demonstrated his desire to serve his countrymen directly, while also offering him the opportunity to observe the socio-political conditions of the Philippines firsthand, which would influence his future writings and activism. 2. The Calamba Land Problem Overview: Upon his return, Rizal became involved in the Calamba Land Problem, a significant socio-political issue involving the tenant farmers of his hometown. The Dominican friars owned much of the land in Calamba and imposed oppressive rents on the tenants. Key Points: Unjust Land Ownership: The friars controlled vast estates, including the land in Calamba, and exploited the local farmers by demanding high rent and unreasonable conditions. Rizal’s Involvement: Rizal, whose family was also affected by the land issues, led efforts to investigate and expose the exploitation. He wrote a report on the abuses of the friars and sent it to the Spanish authorities. Escalating Tensions: Rizal’s activism in defending the rights of the tenant farmers angered the friars, increasing tension between the colonial government and the local Population. Significance: The Calamba Land Problem was one of the first significant political issues Rizal confronted after his return. His role in defending the rights of the oppressed tenants highlighted his dedication to justice and reform, but it also attracted the ire of the Spanish Authorities. 3. Uproar and Attack on the Noli Me Tangere Overview: Rizal’s novel, Noli Me Tangere, which he had written during his time in Europe, was published in 1887. The novel was a scathing critique of the abuses of the Spanish friars and the injustices of colonial rule in the Philippines. Key Points: Widespread Impact: The Noli quickly became the subject of discussion in intellectual and political circles in the Philippines. It was praised by reformists but denounced by the Spanish friars and the colonial government. Backlash: The friars saw the novel as a direct attack on their power and influence. They launched a campaign to ban the book, labeling it as heretical and subversive. Rizal’s life was placed under scrutiny, and he faced threats of arrest and exile. Support for the Noli: Despite the backlash, Filipino reformists rallied behind Rizal and the novel, recognizing its value in exposing the ills of colonial rule. This increased Rizal’s standing as a leader in the reform movement. Significance: The uproar over Noli Me Tangere solidified Rizal’s position as a leading figure in the Filipino reform movement. However, the intense opposition from the friars and Spanish authorities also made it clear that his life was in danger. 4. Historical Side Story: How Rizal’s Noli was Smuggled into the Philippines Overview: Due to the colonial government’s efforts to ban the Noli Me Tangere in the Philippines, Filipinos had to resort to smuggling copies of the book into the country. Key Points: Covert Distribution: Filipino reformists and sympathizers smuggled copies of the Noli from Europe and Hong Kong into the Philippines. The novel was secretly passed from one reader to another, gaining an underground following. Disguises and Codes: Some copies of the novel were disguised as religious texts or scientific books to avoid detection by the Spanish authorities. Coded language and symbols were also used to ensure safe communication about the book’s distribution. Risks: Anyone caught possessing or distributing the Noli faced severe punishment, including imprisonment or exile. Despite the risks, Filipinos continued to spread Rizal’s message of reform. Significance: The smuggling of the Noli Me Tangere into the Philippines highlights the lengths to which reformists were willing to go to spread the message of resistance and the growing nationalist movement despite the oppressive colonial regime. B. Asia and US Exposure 1. Hong Kong and Macau Overview: In 1888, after the uproar over the Noli, Rizal decided to leave the Philippines for a second time. His first stop was Hong Kong, where he stayed briefly before visiting Macau. Key Points: Observations in Hong Kong: Rizal observed the multicultural society in Hong Kong, a British colony at the time. He admired the relatively liberal environment, contrasting it with the oppressive atmosphere in the Philippines. Visit to Macau: In Macau, Rizal noted the Portuguese colonial system and the local Chinese culture. He also met with other Filipinos living abroad, sharing ideas and strategies for reform. Significance: Rizal’s time in Hong Kong and Macau broadened his perspective on colonialism, governance, and cultural diversity. It also provided him with an opportunity to escape the mounting threats against him in the Philippines while staying connected to the reform Movement. 2. United States of America Overview: After his time in Hong Kong and Macau, Rizal traveled to the United States, arriving in San Francisco in 1888. His journey through the US gave him further insights into Western society and governance. Key Points: Rizal’s Impressions of America: Rizal was impressed by the progress, infrastructure, and freedoms in the United States, particularly the democratic system of government. However, he also noted racial discrimination against people of color, which left him disillusioned with certain aspects of American society. Key Stops: Rizal visited several cities, including New York and Washington, D.C. He marveled at the technological advancements, such as the railway system and the skyscrapers, and observed American political institutions at work. Letters and Reflections: During his time in the US, Rizal wrote letters reflecting on the differences between American and Philippine society. While he admired American progress, he remained critical of its social inequalities. Significance: Rizal’s exposure to the US added depth to his understanding of democracy and freedom. While he admired the country’s achievements, his awareness of racial issues and inequality highlighted the complexities of Western ideals of liberty. 3. Departure for Europe Overview: After his travels in Asia and the United States, Rizal decided to return to Europe to continue his advocacy for reform and to escape the increasing hostility in the Philippines. Key Points: Back to Europe: Rizal arrived in London in 1888, where he would resume his intellectual and political activities. Europe, particularly Spain and France, provided him with a safer environment to continue his work on reforms, write, and connect with other Filipino Expatriates. Continued Advocacy: In Europe, Rizal continued to write for the La Solidaridad, the reformist newspaper, and began work on his second novel, El Filibusterismo. Significance: Rizal’s return to Europe marked the continuation of his reformist activities from abroad. In Europe, he had more freedom to engage in political discourse, publish his works, and strategize with fellow reformists for the future of the Philippines. Conclusion: Rizal’s homecoming to the Philippines and his travels across Asia and the United States significantly shaped his understanding of both colonial oppression and the possibilities for reform. His brief return to the Philippines exposed him to the harsh realities of Spanish rule, while his subsequent travels broadened his intellectual and political horizons. His eventual return to Europe marked the continuation of his role as a leader in the reform movement, where he would resume his fight for Filipino rights and freedom from colonial rule.