GE109 Midterm Reviewer Valenzuela PDF

Lesson 1 reviewer: THE RIZAL LAW AND THE ADVENT OF A HERO  SENATE BILL NO. 438 - “An act to make Noli Me tangere and Eli Filibusterismo compulsory reading matter in all public and private colleges and universities and for other purposes.”  “Noli Me Tangere and El Filibusterismo must be read by...

Lesson 1 reviewer: THE RIZAL LAW AND THE ADVENT OF A HERO  SENATE BILL NO. 438 - “An act to make Noli Me tangere and Eli Filibusterismo compulsory reading matter in all public and private colleges and universities and for other purposes.”  “Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must be taken by heart, for in their pages we see ourselves as in a mirror; our defects as well as our vices. Only then would we became conscious as a people, and so to learn to prepare ourselves for painful sacrifices that ultimately lead to self reliance, self respect, and freedom.” - Senator Laurel P. Laurel PURPOSE OF THE BILL  Promote a deeper understanding and appreciation of Jose Rizal’s era and his vital role in resisting Spanish colonial oppression. REPUBLIC ACT NO. 1425  "An act mandating all public and private schools, colleges, and universities to incorporate the life, works, and writings of Jose Rizal into their curriculum." Inclusion of Noli Me Tangere and El Filibusterismo  Specifically, the law mandates educational institutions to include Jose Rizal’s novels, Noli Me Tangere and El Filibusterismo, as part of their curricula. It authorizes the printing and distribution of these works for educational purposes. Rizal Law Overview  This Philippine law requires all schools in the country to offer courses on the life and contributions of Jose Rizal. GOALS OF THE RIZAL LAW 1. Inspire the youth to renew their commitment to the ideals of freedom and nationalism. 2. Honor our national hero for his life and contributions in shaping the Filipino identity. 3. Foster a sense of patriotism by studying Rizal’s life, works, and writings. REASONS FOR TEACHING THE RIZAL COURSE IN SCHOOLS 1. To understand the significance of Rizal’s teachings and ideals in today’s national context. 2. To appreciate why Rizal fought and ultimately sacrificed his life for the nation and its people. 3. To motivate young Filipinos to adopt Rizal’s principles in their own lives and contribute positively to society. Family Background: JOSE PROTACIO RIZAL MERCADO Y ALONSO REALONDA  Born on June 19, 1861, in Calamba, Laguna  Executed on December 30, 1896, in Bagumbayan (now known as Rizal Park, Manila)  He was the seventh of eleven children born to Francisco Mercado and Teodora Alonso  Named in honor of St. Joseph  Dedicated to the Virgin of Antipolo as his mother faced life-threatening complications during his birth HIS PARENTS: Francisco Mercado y Rizal  Birthdate: May 11, 1818  Passed away: January 5, 1898 Teodora Alonso Realonda  Birthdate: November 8, 1826  Passed away: August 16, 1911 HIS SIBLINGS: Saturnina Rizal Hidalgo  The eldest of Jose Rizal’s siblings  Married to Manuel T. Hidalgo  The first to translate her brother Jose Rizal’s novel, Noli Me Tangere, into English Paciano Rizal  Jose Rizal’s older brother  A founding member of La Juventud Liberal  Served as a Filipino general and revolutionary leader Narcisa Rizal Lopez  Married to Antonio Lopez  Discovered Jose Rizal’s unmarked grave at the Old Paco Cemetery Olimpia Rizal Ubaldo  Married to Silvestre Ubaldo  Passed away from childbirth complications on September 22, 1887 Lucia Rizal Herbosa  Married to Mariano Herbosa  Her husband was denied a Christian burial because of his connection to Jose Rizal Maria Rizal Cruz  Married to Mariano Cruz  Frequently received letters from her brother, Jose Rizal Concepcion Rizal  Known as Concha, she was Jose Rizal's younger sister who passed away at a young age, marking his first experience of deep sorrow and loss. Josefa Rizal Cruz  Nicknamed Panggoy, she remained unmarried alongside her sister Trinidad until her death in 1945.  She had epilepsy, which added to the challenges she faced in her lifetime, yet she was known for her strong spirit and dedication to her family. Trinidad Rizal  Shared a close bond with her sister Josefa, and both remained unmarried throughout their lives.  She was entrusted with her brother’s final farewell poem, Mi Ultimo Adios, which she carefully safeguarded in a small lamp until her death in 1951. Soledad Rizal Quintero  The youngest of the Rizal siblings, often referred to as Choleng.  Married Pantaleon Quintero and was known for her resilience and distinct personality within the family. PATERNAL LINEAGE OF JOSE RIZAL Mercado: The surname Mercado, meaning "market" in Spanish, was chosen by Rizal’s great-great-grandfather, Domingo Lam-co, a Chinese immigrant who adopted the name in 1731 as a symbol of assimilation into Filipino society. Rizal: The name Rizal, meaning "green fields" or "new growth," was later adopted by Rizal’s father, Francisco, in 1849. This change was prompted by a decree from the Spanish colonial government, issued by the Gobernadorcillo (town head) to distinguish families and standardize surnames. Paternal side of Rizal: Maternal Side: RIZAL’S FAMILY RESIDENCE  A large stone house in Calamba, Laguna, symbolizing the family’s principalia or elite social status. This spacious home was a mark of both comfort and prestige in Rizal’s time, reflecting the family’s respected standing in the community. PRINCIPALIA  The principalia referred to the noble or elite class during the Spanish colonial period in the Philippines. Members of this educated upper class held influence and authority in their towns and were often landowners or professionals who played prominent roles in local governance and social affairs. RIZAL’S FAMILY VALUES AND HOME LIFE  The Rizal children were raised in a nurturing environment where their parents instilled values of good behavior, obedience, respect, and, most importantly, a deep love for God. This foundation of faith and discipline played a significant role in shaping Jose Rizal’s character. CHILDHOOD MEMORIES IN CALAMBA, LAGUNA  Calamba, Rizal's hometown, was named after the large earthenware jar known as a banga.  This agricultural town was largely controlled by the Dominican Order, which owned much of the land as part of their hacienda.  Rizal held Calamba dear, and the town’s landscapes and people deeply influenced his early years and future writings. "Un Recuerdo A Mi Pueblo"  A heartfelt poem penned by Rizal to pay tribute to his beloved Calamba, capturing the essence and warmth of his hometown. EARLY MEMORIES AND FAMILY LOSS  As a sickly and small child, Rizal received tender, attentive care from his parents, who worried about his health.  Rizal’s First Heartache: His younger sister, Concepcion, known as Concha, passed away at just three years old. This loss, occurring when he was only four, marked Rizal’s first encounter with profound sorrow.  Rizal later reflected on this moment: “When I was four years old, I lost my sister Concha, and then for the first time I shed tears caused by love and grief.” DEVOTION TO FAITH  Rizal’s mother, Doña Teodora, a deeply devout Catholic, instilled in him a strong foundation in faith by teaching him Catholic prayers.   Young Jose actively participated in religious practices, cherishing activities like praying, joining processions, and attending novenas, which became a cherished part of his early life. THE STORY OF THE MOTH  One of the most influential lessons from his childhood, The Story of the Moth, conveyed a powerful message: while the pursuit of knowledge and freedom is noble, it often comes with risks. This story profoundly impacted Rizal’s outlook on bravery, sacrifice, and the importance of facing consequences. JOSE RIZAL’S TALENTS  From a young age, Rizal demonstrated a range of talents, which he continued to develop throughout his life: Literature: An avid reader and writer, he mastered reading and writing at an early age. Sketching and Sculpture: His artistry extended to sketching and creating sculptures, showcasing his attention to detail. Poetry: A gifted poet, he often expressed his ideals and emotions through poetry, a medium he used to inspire and challenge others. INFLUENCES SHAPING RIZAL’S BOYHOOD Hereditary Influences From his father, Rizal inherited a strong sense of self-respect and a dedication to hard work. His mother instilled in him a love for literature and the arts, as well as the value of self-sacrifice for a greater cause. Environmental Influences Rizal’s experiences, the places he visited, and the people he interacted with helped shape his worldview. These interactions exposed him to various ideas and inspired his lifelong passion for learning and justice. JOSE RIZAL’S EDUCATIONAL BACKGROUND: EDUCATIONAL SYSTEM IN RIZAL’S ERA Inadequate Classroom Facilities Schools often operated in poorly maintained environments, lacking the necessary infrastructure and resources to support effective learning. This resulted in overcrowded classrooms and limited spaces for students to engage in their studies. Lack of Teaching Materials Educational institutions faced significant shortages of teaching materials, such as books and supplies. This scarcity hindered the quality of education, making it difficult for students to fully grasp the subjects being taught. Limited Academic Freedom The educational system of the time imposed strict regulations that stifled intellectual exploration. Teachers and students were often restricted in their ability to discuss ideas freely, limiting critical thinking and independent thought. Clerical Dominance The friars exerted considerable control over the educational system, often prioritizing their religious agenda over academic integrity. This influence led to a curriculum heavily focused on religious doctrine rather than fostering a well-rounded education. Emphasis on Religious Instruction Education during Rizal's time placed a strong emphasis on religious matters, often at the expense of secular subjects. The curriculum was primarily designed to promote Catholic teachings, overshadowing the importance of science, literature, and the arts. EDUCATION AT ATENEO DE MANILA UNIVERSITY Historical Background  Originally named Ateneo Municipal de Manila, Ateneo de Manila University was founded by the Jesuit Order in 1859. It holds the distinction of being the oldest Jesuit-run institution of higher education in the Asia-Pacific region. Rizal's Academic Journey  Jose Rizal enrolled in Ateneo, where he pursued a Bachelor of Arts degree. His time at the university was marked by academic excellence, and he graduated in 1877 with the title of Sobresaliente, indicating outstanding performance. Student Life Students at Ateneo were categorized into two groups:  Internos: Boarders who lived on campus.  Externos: Non-boarders who commuted daily. Each class had a designated Emperor, a student leader who represented the class, fostering a sense of camaraderie and competition among peers.  Creative Talent During his time at Ateneo, Rizal displayed his artistic skills by carving a beautiful 9- inch statuette of the Sacred Heart of Jesus from batikuling wood using just a penknife at the age of 14. This early expression of his creativity highlighted his talent and devotion. EDUCATION AT THE UNIVERSITY OF SANTO TOMAS (UST)  Initial Resistance Rizal's mother was initially hesitant about him pursuing higher education at UST. Her concerns were rooted in the prevailing atmosphere of injustice and oppression in the country, which often led to tragic outcomes for those who stood against the colonial regime. UNIVERSITY OF SANTO TOMAS (UST) Historical Background Originally known as Colegio de Nuestra Señora del Santísimo Rosario, the University of Santo Tomas was established in 1611 by Archbishop Miguel de Benevides. It holds the distinction of being the oldest university in Asia and ranks among the largest universities in the world. Royal Recognition and Titles In 1785, UST was granted the title of Royal University by King Charles III of Spain, recognizing its academic significance. Later, in 1902, it was elevated to a pontifical university by Pope Leo XIII, solidifying its status in the Catholic educational landscape. In 1947, Pope Pius XII further honored the institution by designating it as The Catholic University of the Philippines. Rizal's Academic Pursuits At UST, Jose Rizal continued his education, initially completing a year in Philosophy and Letters. However, he later shifted his focus to medicine, driven by personal motivations and aspirations. REASONS WHY JOSE RIZAL CHOSE TO STUDY MEDICINE: Desire to Help His Mother Rizal aspired to become a physician primarily to treat his mother's deteriorating eyesight, demonstrating his deep care and commitment to his family. Guidance from Mentors Seeking advice on his career path, Rizal consulted Fr. Pablo Ramon, the Father Rector of Ateneo. Based on Rizal's interests and potential, Fr. Ramon recommended pursuing a degree in medicine, further influencing his decision to embark on this field of study. UNHAPPY DAYS AT THE UNIVERSITY OF SANTO TOMAS Like many students of his time, Jose Rizal faced several challenges during his tenure at the University of Santo Tomas, which contributed to his overall dissatisfaction: Obsolete Methods of Instruction The educational practices at UST were outdated, relying heavily on rote memorization and lacking interactive and progressive teaching methodologies. This hindered Rizal's ability to engage critically with the material. Racial Discrimination Rizal encountered racial discrimination directed at Filipino students, a reflection of the broader societal attitudes of the Spanish colonial period. This experience of inequality profoundly impacted him and influenced his writings. Hostility from Dominican Professors The Dominican faculty exhibited open hostility towards Rizal, creating an unwelcoming atmosphere. This antagonism was personal for him, as he felt marginalized and disrespected in an academic environment where he sought knowledge and growth. EDUCATION IN SPAIN On May 3, 1882, Jose Rizal embarked on a pivotal journey, secretly leaving the Philippines to pursue his studies in Spain. Before his departure, he penned farewell letters to his parents and to Leonor Rivera, signifying the emotional weight of his decision. Enrollment at Universidad Central de Madrid Upon arriving in Spain, Rizal enrolled in Universidad Central de Madrid on November 3, 1882, where he pursued two courses: Philosophy of Letters and Medicine. His dual focus reflected his diverse interests and ambitions. Academic Achievements On June 21, 1884, Rizal graduated with a Licentiate in Medicine, a significant accomplishment that marked his dedication to the medical field. Additionally, his degree in Philosophy and Letters qualified him to serve as a professor in humanities, demonstrating his intellectual versatility. With his medical qualification, he was prepared to become a fully licensed physician, enabling him to contribute meaningfully to society and the well-being of his fellow Filipinos. JOSE RIZAL’S LITERARY WORKS “SA AKING MGA KABABATA”  Written by Rizal when he was just 8 years old (in Tagalog).  It expresses the importance of loving one’s native language.  Notable line: "Ang hindi magmahal sa kanyang salita mahigit sa hayop at malansang isda."  The poem highlights the value of loving our nationality and recognizing our traditions, history, culture, and identity. “UN RECUERDO A MI PUEBLO”  Written when Rizal was 15 years old.  This poem reflects on childhood memories and a longing for his hometown.  He composed it during his time at Ateneo. “MI PRIMERA INSPIRACION”  This poem is dedicated to his mother, Doña Teodora, on her birthday. It expresses his love and affection for her. A POEM WITH A LESSON “Through Education Our Motherland Receives Light”  Education is crucial for the welfare of the nation.  It brings hope for development and improvement.  Education should benefit not just ourselves but also our country and society.  The knowledge we gain must be used for the betterment of society. “Intimate Alliance Between Religion and Good Education” Highlights the importance of both religion and education. DEVOTION AS A CATHOLIC  “To the Child Jesus” and “To the Virgin Mary”  These are melodic poems with beautiful poetic verses.  They were requested by Father Sanchez. “TO THE FILIPINO YOUTH”  A Call for the Filipino youth to be energetic and make use of arts and science to help break the chains that have tied in people’s spirit.  To inspire the youth of their potential and responsibility in shaping the future of the Philippines as its hope and salvation to freedom and progress HIS FAMOURS WORKS NOLI ME TANGERE and EL FILIBUSTERISMO  Intended for the opening of the eyes of his countrymen to the cruelties and abuses of the Spaniards.  Inspired our forefather to fight for our freedom against the Spaniards ME RETIRO ROCK Heart Shaped "Lover's Rock"  Rizal’s usual place and where he wrote ME RETIRO (10 stanzas)  Rizal reflects on his life in exile and his love for the natural beauty of Dapitan. HIS LAST WORK “Mi Último Adiós” A poem written by Dr. José Rizal before his execution on December 30, 1896. It was composed on the eve of his execution in Bagumbayan. The poem expresses his love for his country and his farewell to life. It was kept by his sister, Trinidad Mercado, hidden in a lamp. JOSE RIZAL’S NATIONALISM NATIONALISM Loyalty and devotion to one’s country, promoting national unity and independence. PEARL OF THE ORIENT A nickname given to the Philippines by José Rizal. He chose this name because of the country’s natural beauty and abundance of pearls, symbolizing unity. This proclamation was made on the night of his execution, December 30, 1896. FERDINAND MAGELLAN A Portuguese explorer who led the Spanish expedition to the East Indies from 1519 to 1522. He claimed the Philippines for Spain in 1521, naming it after King Philip II of Spain. ARRIVAL OF MAGELLAN On March 17, 1521, Magellan and his crew first encountered the inhabitants of Homonhon Island, part of what would become the Philippines. They later went to Limasawa, where the first Catholic mass in the Philippines was celebrated. Magellan's arrival marked the beginning of Christianity in the Philippines, not colonialism. MIGUEL LOPEZ DE LEGAZPI  A Spanish conquistador who financed and led an expedition to conquer the Philippine islands in the mid-16th century.  He served as the first governor of the Captaincy General of the Philippines from 1565 until his death.  Founder of the cities of Cebu and Manila.  His arrival marked the beginning of Spanish colonialism, which lasted for 333 years in the Philippines.  He died and was buried in the San Agustin Church in Intramuros, Manila. ARRIVAL OF LEGAZPI  Along with Augustinian missionaries, Legazpi began the colonization of the Philippines.  The first settlement of Spaniards was established in Cebu, followed by settlements in Panay River and Manila.  The Augustinians were the first missionaries to arrive in the Philippines.  Intramuros served as the capital of the Philippines during that time. ARRIVAL OF RELIGIOUS ORDERS  The Augustinians were the first religious order to arrive in the Philippines, followed by others.  They established schools and institutions, including Ateneo and the University of Santo Tomas (UST).  Most schools in the Philippines were founded by these religious orders. JOSE BASCO Y VARGAS  Served as the 53rd Governor-General of the Philippines.  Established the Tobacco Monopoly in 1783 to increase government revenue.  The Tobacco Monopoly was ended in 1882 due to corruption by authorities affecting farmers. LATE DEVELOPMENT OF FILIPINO NATIONALISM  Geography and language differences made communication and travel difficult, slowing the growth of nationalism. FACTORS THAT LED TO THE BIRTH OF FILIPINO NATIONALISM 1. Influx of Liberalism: Ideas of freedom and rights spread in Europe. 2. Opening of the Suez Canal: Improved trade and communication. 3. Campaign for Secularization: Movement for the separation of church and state. 4. Cavite Mutiny: A rebellion that highlighted injustices. 5. Execution of the 3 Filipino Martyr Priests: Mariano Gomez, Jose Burgos, and Jacinto Zamora were executed, inspiring nationalism. INFLUX OF LIBERAL IDEAS  As liberal ideas spread in Europe, Filipinos became aware of their natural and civil rights, increasing their desire for freedom and reform. THE OPENING OF THE SUEZ CANAL  The opening of the Suez Canal connected the Philippines to global trade.  This led to the exchange of goods, new ideas, and technology, introducing better agricultural methods in the Philippines. THE CAVITE MUTINY  The Cavite Mutiny, which occurred on January 20, 1872, was a key event that awakened Filipinos to the need for unity and independence.  It resulted in the execution of innocent Filipino priests, which motivated Filipinos to resist Spanish rule. EXECUTION OF GOMBURZA  GOMBURZA refers to the three Filipino priests: Father Gomez, Jose Burgos, and Jacinto Zamora.  They were wrongfully accused by Rafael Izquierdo y Gutiérrez of leading the Cavite Mutiny.  On February 15, 1872, a Spanish court found them guilty of treason.  They were publicly executed by garrote on February 17, 1872. PROPAGANDA MOVEMENT  Following the execution of GOMBURZA, the Propaganda Movement emerged as a peaceful campaign for reforms in the Philippines.  This movement sought to address injustices during the colonial period. REFORMS DESIRED BY THE PROPAGANDA MOVEMENT 1. Equal treatment before the law for Filipinos and Spaniards. 2. Restoration of Philippine representation in the Spanish Cortes. 3. Recognition of the Philippines as a regular province of Spain. 4. Expulsion of friars from Philippine parishes. 5. Assurance of human rights for Filipinos. LA SOLIDARIDAD  La Solidaridad was founded by Graciano Lopez Jaena on February 15, 1889, in Barcelona, Spain, to support the goals of the propaganda movement.  La Solidaridad was created to leverage the power of mass media to advocate for Filipino rights and reforms.  Many propagandists used pen names in their writings, such as: o Marcelo Del Pilar as Plaridel  o Jose Rizal as Laong Laan  Rizal contributed to La Solidaridad, highlighting significant social issues during Spanish rule. LA SOLIDARIDAD  La Solidaridad was created to leverage the power of mass media to advocate for Filipino rights and reforms.  Many propagandists used pen names in their writings, such as: o Marcelo Del Pilar as Plaridel o Jose Rizal as Laong Laan  Rizal contributed to La Solidaridad, highlighting significant social issues during Spanish rule. GRACIANO LOPEZ JAENA  Founded La Solidaridad in Barcelona in 1888.  Died of tuberculosis on January 20, 1896, and was buried in a mass grave at Montjuic Cemetery in Barcelona.  He passed away in poverty, and his remains have not been returned to the Philippines. MARCELO H. DEL PILAR  Became the 2nd editor of La Solidaridad on December 15, 1889.  Known as the Father of Philippine Journalism.  Also died of tuberculosis on July 4, 1896. ANTI-FRIAR MOVEMENT  Mariano Ponce was a key figure who criticized the political power of the friars in the Philippines.  He defended Rizal’s Noli Me Tangere against attacks from Spanish friars. LIGA FILIPINA  Founded by Jose Rizal on July 3, 1892.  Aimed to unite Filipinos across the archipelago for mutual protection and to defend against injustice and violence. CAUSES OF RIZAL’S NATIONALISM  The tortures and suffering experienced by Filipinos under Spanish rule.  The imprisonment of his mother, Doña Teodora.  The execution of GOMBURZA (Fathers Gomez, Burgos, and Zamora).  Rizal's personal experiences of injustice and mistreatment. JOSE RIZAL’S TRAVELS ABROAD SPAIN  First Destination: This was Rizal's initial journey outside the Philippines.  Reasons for Leaving: o To complete his medical studies. o To gain insights about the Spanish colonizers by living in their homeland. BARCELONA, SPAIN  Welcomed by a friend from Ateneo.  Wrote two significant works: o Amor Patrio (Love of Country) o Juventud Filipina (Filipino Youth)  These writings aimed to inspire Filipinos to embrace and love their homeland. CALAMBA, PHILIPPINES  Received alarming news about a cholera outbreak in Calamba.  Also learned of the declining health of Leonor Rivera, his beloved. MADRID, SPAIN  Followed his brother Paciano Rizal’s advice to move to Madrid for further studies.  Enrolled at Universidad Central de Madrid.  Developed an attraction to Consuelo Ortiga y Perez, daughter of Don Pablo Ortiga y Rey, whom he visited on Saturday evenings.  Chose to spend his leisure time reading rather than gambling, notably influenced by: o Uncle Tom’s Cabin o The Wandering Jew  Impressed by the Spanish masons' criticisms of government policies and friars, Rizal joined the Freemasonry to seek support in his fight against colonial oppression. PARIS, FRANCE  Worked as an assistant to renowned ophthalmologist Dr. Louis de Weckert.  Helped artist Juan Luna in his studio, posing as a model for several of Luna's paintings. JOSE RIZAL: FATHER OF PHILIPPINE COMICS  Recognition: Jose Rizal is often referred to as the Father of Philippine Comics due to the humorous drawings he created while in Germany. GERMANY  Work Experience: Rizal worked under Dr. Otto Becker, a prominent ophthalmologist, at the University Eye Hospital in Heidelberg.  Purpose: He aimed to enhance his skills in ophthalmology to treat his mother’s cataract. THREE REASONS FOR STAYING IN BERLIN 1. Enhance Ophthalmological Knowledge: To gain more expertise in eye care. 2. Observe Political and Economic Conditions: To analyze the socio-political landscape of Germany. 3. Publication of Noli Me Tangere: To seek publication for his seminal work, Noli Me Tangere, which criticized Spanish colonial rule. CHALLENGES ENCOUNTERED 1. Financial Struggles: Lack of funds from Calamba, making it difficult to sustain himself. 2. Personal Sacrifices: He had to pawn his sister's ring to make ends meet. 3. Housing Issues: Inability to pay his landlord, leading to instability. 4. Limited Resources: At times, he could only afford one meal a day. Neglected Laundry Needs: He had no money to pay for laundry services, reflecting his dire financial situation.