MODULE-1-LIFE-AND-WORKS-OF-JOSE-RIZAL-BSOA PDF
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Victor Bristol Jr.
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This module discusses the life and works of Jose Rizal, a national hero of the Philippines. It explores the history of the Rizal Law and its significance in Philippine education. The module also examines Rizal's life, family, childhood, and early education, as well as the context of the Philippines in the nineteenth century.
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Subject Code: GE 9 Subject Title: LIFE AND WORKS OF JOSE RIZAL The Life and Works of Rizal “The youth is the fair hope of...
Subject Code: GE 9 Subject Title: LIFE AND WORKS OF JOSE RIZAL The Life and Works of Rizal “The youth is the fair hope of the fatherland” -Jose P. Rizal Victor Bristol Jr. INSTRUCTOR PREFACE The mandatory teaching of Jose Rizal’s life with the emphasis on his novels is inscribed in legislation. In this lesson, you will study Republic Act 1425 within its context, look into the major issues and debates surrounding the bill and its passage into law, and reflect on the impact and relevance of this legislation across history and the present time. To fully appreciate the details of Rizal’s life, one needs to locate him within the wider context of the Philippines in the nineteenth century. This module will discuss the changing landscape of Philippine economy in the nineteenth century and describe how these developments had an impact on the society in which Rizal grew up, matured, and eventually was martyred. This module also maps the effects of economic developments on Spanish policies on education, social life, and the people of the Philippines. This module also presents Dr. Jose Rizal’s ancestry, family, childhood, early education in Manila and life abroad. The people, events that may influence nor inspired Rizal to his decisions and life during and before his exile and trial truly marks our history and brought significant change in the life of the Filipinos. LEARNING OUTCOMES: At the end of the lesson, you are expected to: 1.Explain the history of the Rizal Law and its important provisions; and 2.Assess the effectiveness of the Rizal Course 3.Appraise the link between the individual and society. 4.Analyze the various social, political, economic, and cultural changes that occurred in the nineteenth century; and 5. Understand Jose Rizal in the context of his time 6. Analyze Rizal’s Life and Family, childhood, and early education 7. Evaluate the people and events and their influence on Rizal’s early life 8. Explain the principle of assimilation advocated by the Propaganda Movement. 9. Appraise Rizal’s Relationship with another Propagandist 10. Analyze Rizal’s growth as a Propagandist and disavowal of assimilation TABLE OF CONTENTS: LESSON 1 1. Introduction to the Course ………….. 3 2. Pre assessment……….. 4 3. How a Bill becomes a Law …………. 5 2.2 Activity Research a Bill ………. 5 4. From Rizal Bill to Rizal Law ……… 6-9 2.3 Activity Recto To Laurel ………. 10 5. Laws on Rizal ………. 10-11 2.4 Activity R.A 1425 ……… 12 2.5 Activity R.A 229 ……… 12 2.6 Activity Memorandum 247 …… 13 2.7 Activity CHED Memo …… 14 6. Controversy on the Passing of Rizal Law 15 2.8 Activity Debates on the Pasing of Rizal Law 16 7. Post assessment 17 8. Additional Activity 17 LESSON 2 1. The Philippines in the nineteenth century as Rizal’s context 18 2. Pre Assessment: 18 3. Sub Topics: 19-26 a. 19th Century Economic Environment …………. b. 19th century Education Enviroment …………. th c. 19 century Social Structure d. 19th Century Governance and Political Structure….. e. 19th Century Role and Rule of Friars f. 19th Century events that shape the Philippines 4. Post Activity ….. 27 5. Additional Activity …. 27 LESSON 3 1. Rizals Life: Family, Childhood and Early Education ……. 28 a. Rizal’s Ancestry ……. 29 b. Hero’s Father …… 29 c. Hero’s Mother d. Rizal;s Siblings e. The Birth of Rizal …… 31-32 f. The Hero’s First Sorrow …… 33 g. Rizal’s Mentor …… 33 2. Self Check …… 34 3. Activity; Considering Composition …… 34 LESSON 4 1. Rizal Life: Higher Education and Life Abroad ……. 35 2. A student at the Ateneo 3. The University of Sto Tomas …….. 40 4. In Spain ……. 41 5. Continued Stay in Europe …… 42-44 6. First Return to the Philippines …… 45 7. Travels in Asia and the US …… 45-46 8. Reformist Work in England …… 47-49 9. Back in Hongkong …… 50 10. Rizals Great Loves …… 51-54 11. Self Check …… 54-55 12. Post Test …… 56 II. Pre-Assessment Activity 1: How well do you know Dr. Jose Rizal? Below is a BINGO card containing information about our national hero. Cross-out the information that you already know about Dr. Jose Rizal. B I N G O Rizal dedicated Rizal dedicated There are 3 Rizal’s nickname his second novel Rizal authored his first novel to species named was Pepe to the three Noli and Fili the Philippines after Rizal martyred priests Rizal once wrote Rizal invented a Rizal’s original Rizal’s pen name a love letter cigarette lighter Rizal loves pansit surname is is Dimasalang made of invisible and named it Mercado ink sulpukan Rizal’s first Rizal is bad at Rizal is a penny sorrow was the Rizal had a son FREE singing pincher death of her named Francisco sister, Concha Rizal’s last words The story about Rizal’s last poem Rizal’s wife is were Rizal is an the lost slippers is Mi Ultimo Josephine Consummatum ilustrado of Rizal is not Adios Bracken est! true The only musical Segunda instrument that Rizal’s pen name Leonor Rivera is Katigbak is Rizal is a polyglot Rizal can play is is Laong Laan Rizal’s great love Rizal’s first love the flute Did you complete a row, column, or diagonal? Good job! These are just some of the things that you should know about Dr. Jose Rizal. Do you ever wonder why you are studying the life and works of Rizal? Let’s find out! How a Bill Becomes a Law: The Legislative Process The Senate and the House of Representatives follow the same legislative procedure. Legislative proposals emanate from a number of sources. They may be authored by the members of the Senate or House as part of their advocacies and agenda; produced through lobbying from various sectors; or initiated by the executive branch of the government with the President’s legislative agenda. Once a legislative proposal, like a bill, is ready, it will go through several steps. Step 1 – Bill is filed in the Senate Office of the Secretary. It is given a number and calendared for first reading. Step 2 – First Reading. The bill’s title, number, and author/s are read on the floor. Afterwards, it is referred to the appropriate committee. Step 3 – Committee Hearings. The bill is discussed within the committee and a period of consultations is held. The committee can approve or reject. After the committee submits the committee report, the bill is calendared for second reading. Step 4 – Second Reading. The bill is read and discussed on the floor. The author delivers a sponsorship speech. The other members of the Senate may engage in discussions regarding the bill and a period of debates will pursue. Amendments may be suggested to the bill. Step 5 – Voting on Second Reading. The senators vote on whether to approve or reject the bill, if approved, the bill is calendared for third reading. Step 6 – Voting on Third Reading. Copies of the final versions of the bill are distributed to the members of the Senate who will vote for its, approval or rejection. Step 7 – Consolidation of Version from the House. The similar steps above are followed by the House of Representatives in coming up with the approved bill. If there are differences between the Senate and the House versions, a bicameral conference committee is called to reconcile the two. After this, both chambers approve the consolidated version. Step 8 – Transmittal of the Final Version to Malacaňang. The bill is then submitted to the President for signing. The President can either sign the bill into law or veto or return it to Congress. Answer the following questions. 1. How does a bill fail? 2. Can Congress pass a bill without the President’s signature? How? Activity 2.2: Research a Bill Look up bills that are struck or died on the way to the President’s desk. Create a timeline to present the status of the bill. Research what made that bill a failure. IV. Let’s Read and Understand Left: Claro M. Recto , Principal A uthor of Senate Bill No. 438 Right: Jose P. Laurel , Principal Sponsor of the Rizal Bill Difference between Principal Author and Principal Sponsor PRINCIPAL AUTHOR PRINCIPAL SPONSOR was the one who wrote and filed the bill was the one who reported the bill out on on subject. the floor and started the defense to steer the passage of the bill. From the RIZAL BILL to the RIZAL LAW On April 3, 1956, Senate Bill No. 438 was filed by the Senate Committee on Education. On April 17, 1956, then Senate Committee on Education Chair Jose P. Laurel P sponsored the bill and began delivering speeches for the proposed legislation. Soon after, the bill became controversial as the Catholic Church began to express opposition against its passage. As the influence of the Church was felt with members of the Senate voicing their opposition to the bill, its main author, Claro M. Recto, and his allies in the Senate entered into a fierce battle arguing for the passage of SB 438. Debates started on April 23, 1956. The debates on the Rizal Bill also ensued in the House of Representatives. House Bill No. 5561, an identical version of SB 438, was filed by Representative Jacobo Z. Gonzales on April 19, 1956. The House Committee on Education approved the bill without amendments on May 2, 1956 and the debates commenced on May 9, 1956. A major point of the debates was whether the compulsory reading of the texts Noli me Tangere and El Filibusterismo appropriated in the bill was constitutional. The call to read the unexpurgated versions was also Jacobo Z. challenged. Gonzales, author As the country was soon engaged in the debate, it of House Bill No. seemed that an impasse was reached. To move the procedure 5561 (an identical to the next step, Laurel proposed amendments to the bill on copy of Senate Bill May 9, 1956. In particular, he removed the compulsory reading No. 438) of Rizal’s novels and added that Rizal’s other works must also be included in the subject. He, however remained adamant in his stand that the unexpurgated versions of the novels be read. On May 14, 1956, similar amendments were adopted to the House version. The amended version of the bills was also subjected to scrutiny but seemed more palatable to the members of the Congress. The passage, however, was almost hijacked by technicality since the House of Representatives was about to adjourn in a few days. The allies of the House skillfully avoided the insertion of any other amendment to prevent the need to reprint new copies (which would take time). They also asked the Bureau of Printing to use the same templates for the Senate version in printing the House version. Thus, on May 17, 1956, the Senate and House versions were approved. The approved versions were then transmitted to Malacaňang and on June 12, 1956, President Magsaysay signed the bill into law which became the Republic Act No. 1425. The Original Version of Senate Bill No. 438 AN ACT TO MAKE NOLI ME TANGERE AND EL FILIBUSTERISMO COMPULSORY READING MATTER IN ALL PUBLIC AND PRIVATE COLLEGES AND UNIVERSITIES AND FOR OTHER PURPOSES Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Jose Rizal’s Noli Me Tangere and El Filibusterismo are hereby declared compulsory reading matter in all public and private schools, colleges and universities in the Philippines. SECTION 2. The works mentioned in Section 1 of this Act shall be in the original editions or in their unexpurgated English and Natural Language versions. SECTION 3. The Department of Education shall take steps to promulgate rules and regulations for the immediate implementation of the provisions of this Act. SECTION 4. No provision of this Act shall be constructed as prohibiting or limiting the study of the works of other Filipino heroes. SECTION 5. Any public or private college or university found violating, failing to comply with, or circumventing the provisions of this Act shall be punished accordingly: a. The Head of any public college or university charged with implementing the provisions of this Act, who shall have been found guilty of violating, failing to comply with, or circumventing the provisions thereof, shall be dismissed immediately from the service and shall be disqualified from teaching in any public or government recognized private school, college or university. b. Government recognition of any private college or university found violating or circumventing the provisions of this Act shall be immediately withdrawn, and the responsible Head and professor or professors concerned shall be disqualified from teaching in any Government-recognized college or university. SECTION 6. This Act shall take effect upon its approval. Laurel’s Substitution Bill AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES. Whereas, today, more than in any other period of our history, there is a need for a rededication to the ideals of freedom and nationalist for which our... Whereas, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character; Whereas, the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused; Whereas, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of citizenship; Now therefore, Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo or their English translation shall be used as basic texts. The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers and textbooks, The Board shall, within sixty (60) days from the effectivity of this Act promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the provisions of this Act. Said rules and regulations shall take effect thirty (30) days after their publication in the official Gazette. SECTION 2. It shall be obligatory on all schools, colleges and universities to keep copies of the original and unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal's other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translation in English as well as other writings of Rizal shall be included in the list of approved books for required reading in all public or private schools, colleges and universities. The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of the school, college or university. SECTION 3. The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English. Tagalog and the principal dialects; cause them to be printed in cheap, popular editions, and cause them to be distributed, free of charge, to persons desiring to read them through the Purok organizations and Barrio Councils throughout the country. SECTION 4. Nothing on this Act shall be construed as amending or repealing Section 927 of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other persons engaged in any public school. SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be appropriated in the National Treasury to carry out the purposes of this Act. SECTION 6. This Act shall take effect upon its approval. Activity 3: Recto & Laurel Give the necessary information being asked. 1. Cite some amendments mentioned in Laurel’s Substitution Bill. 2. Which among the two bills do you think caused less heat in the discussion in the upper chamber (Senate)? Explain your argument. Laws on Rizal REPUBLIC ACT NO. 1425 AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES WHEREAS, today, more than any other period of our history, there is a need for a re-dedication to the ideals of freedom and nationalism for which our heroes lived and died; WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with special fondness and devotion their lives and works that have shaped the national character; WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school, should be suffused; WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all schools are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of citizenship; Now, therefore, SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: Provided, That in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their English translation shall be used as basic texts. The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers and textbooks. The Board shall, within sixty (60) days from the effectivity of this Act, promulgate rules and regulations, including those of a disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall promulgate rules and regulations providing for the exemption of students for reasons of religious belief stated in a sworn written statement, from the requirement of the provision contained in the second part of the first paragraph of this section; but not from taking the course provided for in the first part of said paragraph. Said rules and regulations shall take effect thirty (30) days after their publication in the Official Gazette. SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in their libraries an adequate number of copies of the original and unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their translations in English as well as other writings of Rizal shall be included in the list of approved books for required reading in all public or private schools, colleges and universities. The Board of National Education shall determine the adequacy of the number of books, depending upon the enrollment of the school, college or university. SECTION 3. The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause them to be distributed, free of charge, to persons desiring to read them, through the Purok organizations and Barrio Councils throughout the country. SECTION 4. Nothing in this Act shall be construed as amendment or repealing section nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person engaged in any public school. SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not otherwise appropriated in the National Treasury to carry out the purposes of this Act. SECTION 6. This Act shall take effect upon its approval. Approved: June 12, 1956 Activity 4: RA 1425 Give the necessary information being asked. 1. Can a student exempt himself/herself from reading the original or unexpurgated version of Rizal’s novels? What are the grounds for exemption? 2. As a student, will you apply for exemption from reading the novels? Why? Why not? REPUBLIC ACT NO. 229 AN ACT TO PROHIBIT COCKFIGHTING, HORSE RACING AND JAI-ALAI ON THE THIRTIETH DAY OF DECEMBER OF EACH YEAR AND TO CREATE A COMMITTEE TO TAKE CHARGE OF THE PROPER CELEBRATION OF RIZAL DAY IN EVERY MUNICIPALITY AND CHARTERED CITY, AND FOR OTHER PURPOSES SECTION 1. The existing laws and regulations to the contrary notwithstanding, cockfighting, horse racing and jai-alai are hereby prohibited on the thirtieth day of December of each year, the date of the martyrdom of our great hero, Jose Rizal. SECTION 2. It shall be the official duty of the mayor of each municipality and chartered city to create a committee to take charge of the proper observance of Rizal Day Celebration of each year, in which he shall be the chairman, which shall be empowered to seek the assistance and cooperation of any department, bureau, office, agency or instrumentality of the Government, and the local civic and educational institutions. Among the ceremonies on Rizal Day shall be the raising of the Philippine flag at half-mast in all vessels and public buildings. SECTION 3. Any person who shall violate the provisions of this Act or permit or allow the violation thereof, shall be punished by a fine of not exceeding two hundred pesos or by imprisonment not exceeding six months, or both, at the discretion of the court. In case he is the mayor of a municipality or a chartered city he shall suffer an additional punishment of suspension from his office for a period of one month. In case of partnerships, corporations or associations, the criminal liability shall devolve upon the president, director, or any other official responsible for the violation thereof. SECTION 4. This Act shall take effect upon its approval. Approved: June 9, 1948 Activity 5 As a student taking up Rizal Course, what will you do if your community failed to obey the provisions stated in Republic Act No. 229? MALACAÑANG MANILA MEMORANDUM ORDER NO. 247 DIRECTING THE SECRETARY OF EDUCATION, CULTURE AND SPORTS AND THE CHAIRMAN OF THE COMMISSION ON HIGHER EDUCATION TO FULLY IMPLEMENT REPUBLIC ACT NO. 1425 ENTITLED “AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES, COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS, NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF AND FOR OTHER PURPOSES” WHEREAS, Republic Act No. 1425 approved on June 12, 1956, directs all schools, colleges and universities, public and private, to include in their curricula, courses on the life, works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo which “are a constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and decisive years in school should be suffused;” WHEREAS, according to Dr. Rizal, “the school is the book in which is written the future of the nation;” WHEREAS, in 1996, the Filipino people will commemorate the centennial of Rizal’s martyrdom and, two years thereafter, the centennial of the Declaration of Philippine Independence; and WHEREAS, as we prepare to celebrate these watershed events in our history, it is necessary to rekindle in the heart of every Filipino, especially the youth, the same patriotic fervor that once galvanized our forebears to outstanding achievements so we can move forward together toward a greater destiny as we enter the 21st century. NOW, THEREFORE, I FIDEL V. RAMOS, President of the Republic of the Philippines, by virtue of the powers vested in me by law, hereby direct the Secretary of Education, Culture and Sports and the Chairman of the Commission on Higher Education to take steps to immediately and fully implement the letter, intent and spirit of Republic Act No. 1425 and to impose, should it be necessary, appropriate disciplinary action against the governing body and/or head of any public or private school, college or university found not complying with said law and the rules, regulations, orders and instructions issued pursuant thereto. Within thirty (30) days from issuance hereof, the Secretary of Education, Culture and Sports and the Chairman of the Commission on Higher Education are hereby directed to jointly submit to the President of the Philippines a report on the steps they have taken to implement this Memorandum Order, and one (1) year thereafter, another report on the extent of compliance by both public and private schools in all levels with the provisions of R.A. No. 1425. This Memorandum Order takes effect immediately after its issuance. DONE in the City of Manila, this 26th day of December in the year of Our Lord, Nineteen Hundred and Ninety-Four. (SGD.) FIDEL V. RAMOS President COMMISSION OF HIGHER EDUCATION Office of the President of the Philippines January 13, 1995 CHED MEMORANDUM No. 3, s. 1995 To: Head of State Colleges and Universities Head of Private Schools, Colleges and Universities Office of the President Memorandum Order No. 247 Re: Implementation of Republic Act No. 1425 Enclosed is a copy of Memorandum Order No. 247 dated December 26, from the Office of the President of the Philippines entitled, "Directing Secretary of Education, Culture and Sports and the CHAIRMAN OF COMMISSION ON HIGHER EDUCATION to fully implement the Republic Act No. 1425 entitled "An Act to include in the curricula of all public and private schools, colleges and universities, courses on the Life, Works and Writings of Jose Rizal, particularly his novels, Noli Me Tangere and El Filibusterismo, authorizing the printing and distribution thereof and for other purposes" for guidance of all concerned. Strict compliance therewith is requested. (sgd) MONA D. VALISNO Commissioner Officer-in-Charge Activity 6 Answer the following questions. 1. Reflect on your secondary education. Did your school comply with RA 1425? How effective is the Rizal Law in instilling patriotism among secondary school students? 2. What may be done to improve the way RA 1425 is implemented? Controversies on the Passing of the Rizal Law Senator Claro M. Recto was the main proponent of the Rizal Bill. He sought to sponsor the bill at Congress. However, this was met with stiff opposition from the Catholic Church. During the 1955 Senate election, the church charged Recto with being a communist and an anti-Catholic. After Recto's election, the Church continued to oppose the bill mandating the reading of Rizal's novels Noli Me Tangere and El Filibusterismo, claiming it would violate freedom of conscience and religion. In the campaign to oppose the Rizal bill, the Catholic Church urged its adherents to write to their congressmen and senators showing their opposition to the bill; later, it organized symposiums. In one of these symposiums, Fr. Jesus Cavanna argued that the novels belonged to the past and that teaching them would misrepresent current conditions. Radio commentator Jesus Paredes also said that Catholics had the right to refuse to read them as it would "endanger their salvation". Groups such as Catholic Action of the Philippines, the Congregation of the Mission, the Knights of Columbus, and the Catholic Teachers Guild organized opposition to the bill; they were countered by Veteranos de la Revolucion (Spirit of 1896), Alagad ni Rizal, the Freemasons, and the Knights of Rizal. The Senate Committee on Education sponsored a bill co-written by both Jose P. Laurel and Recto, with the only opposition coming from Francisco ‘Soc’ Rodrigo, Mariano Jesus Cuenco, and Decoroso Rosales. The Archbishop of Manila, Rufino Santos, protested in a pastoral letter that Catholic students would be affected if compulsory reading of the unexpurgated version were pushed through. Arsenio Lacson, Manila’s mayor, who supported the bill, walked out of Mass when priest read a circular from the archbishop denouncing the bill. Rizal, according to Cuenco, attacked dogmas, beliefs and practices of the Church. The assertion that Rizal limited himself to castigating undeserving priests and refrained from criticizing, ridiculing, or putting in doubt dogmas of the Catholic Church, is absolutely gratuitous and misleading. Cuenco touched on Rizal’s denial of the existence of purgatory, as it was not found in the Bible, and that Moses and Jesus Christ did not mention its existence; Cuenco concluded that a majority of the Members of this Chamber, if not all [including] the gentleman from Sulu believed in purgatory. The senator from Sulu, Domocao Alonto, attacked Filipinos who proclaimed Rizal as “their national hero but seemed to despise what he had written,” saying that the Indonesians used Rizal's books as their Bible on their independence movement; Pedro Lopez, who hails from Cebu, Cuenco’s province, in his support for the bill, reasoned out that it was in their province the independence movement started, when LapuLapu fought Ferdinand Magellan. Outside the Senate, the Catholic schools threatened to close down if the bill was passed; Recto countered that if that happened, the schools would be nationalized. Recto did not believe the threat, stating that the schools were too profitable to be closed. The schools gave up the threat, but threatened to “punish” legislators in favor of the law in future elections. A compromise was suggested, to use the expurgated version; Recto, who had supported the required reading of the unexpurgated version, declared: “The people who would eliminate the books of Rizal from the schools would blot out from our minds the memory of the national hero. This is not a fight against Recto but a fight against Rizal,” adding that since Rizal is dead, they are attempting to suppress his memory. On May 12, 1956, a compromise inserted by Committee on Education chairman Laurel that accommodated the objections of the Catholic Church was approved unanimously. The bill specified that only college (university) students would have the option of reading unexpurgated versions of clerically-contested reading material, such as Noli Me Tangere and El Filibusterismo. The bill was enacted on June 12, 1956, Flag Day. Section 2 mandated that the students were to read the novels as they were written in Spanish, although a provision ordered that the Board of National Education create rules on how these should be applied. The last two sections were focused on making Rizal’s works accessible to the general public: the second section mandated the schools to have “an adequate number” of copies in their libraries, while the third ordered the board to publish the works in major Philippine languages. In 1994, President Fidel V. Ramos ordered the Department of Education, Culture and Sports to fully implement the law as there had been reports that it has still not been fully implemented. Activity 7: The Debates about the Rizal Bill Read the following excerpts from the statements of the legislators who supported and opposed the passage of the Rizal Law in 1956. Then, answer the questions that follow. Noli Me Ta ngere and El Filibusterismo must be read by all Filipinos. They must be taken to heart, for in their pages we see ourselves as in a mirror, our defects as well as our strength, our virtu es as well as our vices. Only then would we become conscious as a people and so learn to prepare ourselves for painful sacrifices that ultimately lead to self -reliance, self- respect, and freedom.” -Senator Jose P. Laurel FOR “Rizal did not pretend to teach religion when he wrote those books. He aimed at inculcating civic consciousness in the Filipinos, national dignity, personal pride, and patriotism and if references were made by him in the course of his narration to certain religious practices in the Philippines in those days, and to the conduct and behavior of erring ministers of the church, it was because he portrayed faithfully the general situation in the Philippines as it then existed.” -Senator Claro M. Recto FOR “A vast majority of our people are, at the same time, Catholic and Filipino citizens. As such, they have two great loves: their country and their faith. These two loves are not conflicting loves. They are harmonious affections, like the love for his father and for his mother. This is the basis of my stand. Let us not create a conflict between nationalism and religion, between the government and the church.” -Senator Francisco “Soc” Rodrigo AGAINST 1. What was the major argument raised by Senator Francisco ‘Soc’ Rodrigo against the passage of the Rizal Bill? _______________________________________________________________________ _______________________________________________________________________ 2. What was the major argument raised by Senators Jose B. Laurel Jr. and Claro M. Recto in support of the passage of the Rizal Bill? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____________________________________________________________________ 3. Are there points of convergence between the supporters and opposers of the Rizal Bill based on these statements? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ V. Post-Assessment: The Rizal Law and the Present Context Write your answer on a separate sheet of paper. Compare and contrast the views of those in favor and against RA 1425 considering the context of 1950s, do you think the arguments on the Rizal Law have some resonance up to the present? If yes, in what way? If no, why not? VI. Additional Activity Find a newspaper article in the internet that discusses the Rizal Law. Write a short reaction paper about the article. LESSON 2: 19th Century Philippines as Rizal’s Context “To foretell the destiny of a nation, it is necessary to open a book that tells of her past.” – Jose Rizal To fully appreciate the details of Rizal’s life, one needs to locate him within the wider context of the Philippines in the nineteenth century. This module will discuss the changing landscape of Philippine economy in the nineteenth century and describe how these developments had an impact on the society in which Rizal grew up, matured, and eventually was martyred. This module also maps the effects of economic developments on Spanish policies on education, social life, and the people of the Philippines. [ I. Learning Outcomes At the end of the lesson, you are expected to: 1. Appraise the link between the individual and society; 2. Analyze the various social, political, economic, and cultural changes that occurred in the nineteenth century; and 3. Understand Jose Rizal in the context of his time II. Pre-Assessment Activity 1: Picture Me! Think of the 19th century Philippines, what did your brain pictured? Illustrate you mental image below. III. Let’s Explore Activity Answer the following questions. 1. In your own words, compare and contrast the government of Spain during those times and in our present political system? What can you say about our political system today? 2. Do you think the promotion of the people’s welfare under a colonial system of administration possible? Why? Why not? How? IV. Let’s Read and Understand The Philippines in the 19th Century At the start of the 19th century, the political and economic changes in Europe and the Americans were finally beginning to affect Spain and, therefore, the Philippines. 19th Century Economic Environment Important as a stimulus to trade was the gradual elimination of the monopoly enjoyed by the galleon to Acapulco. The last galleon arrived in Manila in 1815, and by the mid-1830s Manila was open to foreign merchants almost without restriction. The demand for Philippine sugar and abaca (hemp) grew rapidly, and the volume of exports to Europe expanded even further after the completion of the Suez Canal in 1869. The growth of commercial agriculture resulted in the appearance of new class. Alongside the landholdings of the church and the rice estates of the pre-Spanish nobility, there arose haciendas of coffee, hemp, sugar, and tobacco often the property of enterprising Chinese-Filipino mestizos. The Philippines greatly expanded its volume of foreign trade and diversified its economic structure, with the new money flows circulating far into the countryside and giving an impulse to the formation of a native middle class. The number of families which prospered from foreign commerce and trade were able to send their sons for an education in Europe. Filipinos who were educated abroad were able to absorb intellectual development in Europe. 19th Century Educational Environment Not until 1863 was there a public education in the Philippines, and even then the church controlled the curriculum. Less than one-fifth of those who went to school could read and write Spanish, and far fewer could speak it properly. The limited higher education in the colony was entirely under clerical direction, but by 1880s many sons of the wealthy were sent to Europe to study. Spanish Colonial Educational Aims in the 19th Century Promotion of Christianity Promotion of Spanish language Imposition of Spanish culture Spanish Colonial Educational System Curriculum was Formal, Organized, and Religion-oriented Spanish missionaries were the teachers or tutors What were taught: Christian doctrine, prayers, and sacred songs 3Rs were only given to brighter pupils Teach catechism to the natives Study the Spanish language was compulsory Education was considered a privilege not a right Education for the elite was controlled by the friars EDUCATIONAL DECREE OF 1863 Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863. It provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government. It provided for the establishment of a normal school for male teachers under the supervision of the Jesuits. The Spanish schools started accepting Filipino students. It was during this time when the intellectual Filipinos emerged. The Basic Education Spanish Colonial Curriculum The Spanish curriculum consisted of 3Rs – reading, writing, and religion. The schools were parochial or convent schools. The main reading materials were the cartilla, the caton, and the catecismo. The method of teaching-learning was predominantly individual memorization. There were three grade levels: Entrada, Acenso, Termino. The curriculum required the study of: Christian Doctrine Agriculture Values Etiquette History Singing Reading and Writing in Spanish (steno) World Geography Mathematics [[[ 19th Century Social Structure The following social structure can be clearly seen in the 19 th century Philippines. 1. HIGHEST CLASS – the people that belong in this class include the Spanish officials, Peninsulares, Insulares, and Friars. They have the power and authority to rule over the Filipinos. They enjoyed their positions and do what they want. a. Spanish officials – Peninsulares and Insulares who have official government designations starting from the Governor-General. b. Peninsulares – are Spaniards who were born in Spain. They held the most important jobs and made up the smallest number of the population. c. Insulares – are Spaniards born in the Philippines. They are considered inferior Saniards compred to those who were born in Spain. d. Friars – are members of any of certain religious orders of men. 2. MIDDLE CLASS – the people that belongs in this class includes the Spanish mestizos, Chinese mestizos, Criollos, and Principalia. a. Spanish mestizos – are of mixed Spanish and indigenous Filipino ancestry. b. Chinese mestizos – are of mixed Chinese and indigenous Filipino ancestry. c. Criollos – a person of mixed European and black descent, especially in the Caribbean. In the Philippines, there are several groups of Criollos: Ternate Chabacano, Cavite Chabacano, Zamboanga Chabacano, Cotabato Chabacano. d. Principalia – ruling class of the native elites: gobernadorcillo, cabeza de barangay, landowners, merchants, wealthy native families. 3. LOWEST CLASS – poor Filipinos a. Indios – are the poor natives or poor people having pure Filipino blood. 19th Century Governance and Political Structure Since Spain was very far from the Philippines, the King of Spain ruled the Islands through the Viceroy of Mexico, which was then another Spanish colony. King of Spain Viceroy of Mexico Philippines But when Mexico regained its freedom in 1821, the King of Spain ruled the Philippines through a Governor-General. King of Spain Governor-General The Political Structure National Government Maintained peace and order Collected taxes Built schools and other public works The Real Audiencia 1. The highest The Governor The Residencia The Visita court in the land General during the 1. The King’s 1. A special 1. The Council of Spanish times. representative Indies in Spain judicial court 2. Served as an and the highest- sends a Spanish that advisory body to ranking official official called investigates the in the the Visitador- the Governor- performance of a Philippines. General General and Governor-General. 2. Had the power to to observe checks and 2. The appoint and conditions in the reports his incoming dismiss public colony. abuses. Governor-General officials, except 2. The 3. Audits the was usually a those personally VisitadorGeneral expenditures of member and chosen by the reported his the colonial submits a report King. findings directly government. of the findings 3. He could nominate to the King. to the King. 4. Sends a priests for yearly report to ecclesiastical Spain. administration of the parishes. 4. He was the Commander-in- chief of the colonial army. 5. He supervised all government offices and collection of taxes. 6. He can legislate laws for the colony. 7. Must be a Peninsulares. Local Government I. Provincial Government 1. Alcaldia (peaceful provinces) – led by Alcalde Mayor. 2. Corrigimiento (not yet entirely under Spanish control) – led by a military officer called Corregidor. II. City Government 1. Ayuntamiento (city government) – led by Alcalde en Ordinario (City Mayor). III. Municipal Government 1. Pueblo (town) – led by Gobernadorcillo 2. Barrios (Barangay or Cabeceiras) – led by Cabeza de Barangay 19th Century Role and Rule of the Friars The colonial government appointed and paid the salaries of the archbishops, bishops, and the parish priests. The government also funded the churches, schools, and charities run by these religious orders. The friars were granted land estates known as ‘friar lands’ in order for these missionaries to have a self-sustainable life. Hence, they became land owners and later on merchants. The friars reigned supreme even in government matters. Aside from spreading the Christian faith, the friars helped in maintaining peace, order, and development of the country. They established more than 300 towns; built churches, roads and bridges, and other infrastructures. They also established schools, colleges and universities; hospitals, orphanages, and asylums across the country. Many friars contributed much in the development of the printing press, medicine, science, architecture, music, grammar, dictionaries, literature and the arts which eventually become part of the Filipino culture. They also introduced new crops, plants and animals from Europe and Mexico. They also taught the natives new industries such as dye-making, bricks and tile-making. The Cura Parroco (parish priest) is the most powerful figure in a town or pueblo. Even if he is the only Spaniard in town, he was feared and obeyed by the people, and was often kissed on the hands as a sign of respect and of his great influence. Which is why an Old Viceroy of New Spain was quoted saying: "En cada fraile tenia el Rey en Filipinas un capitan general y un ejercito entero." translated as, "In each friar in the Philippines the King had a captain general and a whole army." (Mallat, 1846). Aside from his religious activities, the friar supervised the election of the gobernadorcillo (town mayor) and cabeza (barangay captain). Friars were the keeper of the list of residents of the town. Their signature must be seen in all the financial papers of the town. The friars also served as mediator who pacified the rebellions. Guardia Civil Organized in 1867, a corps of native police under the leadership of Spanish officers for the purpose of dealing with outlaws and renegades. In 1880, it was the most feared instrument of summary arrests of individuals identified by the friars as "filibusteros" or enemies of the government and "erehes" or enemies of the Catholic Church. 19th Century Events That Shaped the Philippines 1807 Basi Revolt The Basi Revolt, also known as the Ambaristo Revolt, was a revolt undertaken from September 16 to 28, 1807. It was led by Pedro Mateo and Salarogo Ambaristo with its events occurring in the present-day town of Piddig in llocos Norte. This revolt is unique as it revolves around the llocanos' love for basi or sugarcane wine. In 1786, the Spanish colonial government expropriated the manufacture and sale of basi, effectively banning private manufacture of the wine, which was done before expropriation. Ilocanos were forced to buy from government stores. However, wine-loving llocanos in Piddig rose in revolt on September 16, 1807, with the revolt spreading to nearby towns and with fighting lasting for weeks. Spanish led troops eventually quelled the revolt on September 28, 1807, albeit with much force and loss of life on the losing side. 1811 The last State galleon left Manila for Mexico 1815 The last State galleon left Acapulco, Mexico for Manila 1819 Secession of Mexico from the Spanish Crown 1823 Rebellion of Andrés Novales (June) Andrés Novales later grew discontented with the way Spanish authorities treated the Criollo people. His discontent climaxed when peninsulares were shipped to the Philippines to replace Criollo officers. He found sympathy of many Criollos, including Luis Rodriguez Varela, the Conde Indio. As punishment to the rising sense of discontentment, many military officers and public officials were exiled. One of them was Novales, who was exiled to Mindanao to fight the Moro. However, Novales was not stopped to secretly return to Manila. On the night of June 1, 1823, Novales along with a certain sub-lieutenant Ruiz and other subordinates in the King's Regiment, went out to start a revolt. Along with 800 Indigenous natives in which his sergeants recruited, they seized the royal palace (Palacio del Gobernador), the Manila Cathedral, the city's cabildo (city hall) and other important government buildings in Intramuros. Failing to find governor general Juan Antonio Martinez, they killed the lieutenant governor and former governor general, Mariano Fernandez de Folgueras. Folgueras was the one that suggested Spain to replace Creole officers with peninsulars. The soldiers shouted, "Long live the Emperor Novales! (Viva el Emperador Novales!). 1828 Palmero Conspiracy The Palmero Conspiracy in 1828 was a failed plot to overthrow the Spanish colonial government in the Philippines. The Spanish government suppressed further information on this conspiracy. In 1823, an order was from Spain declared that military officers commissioned in the Peninsula (Spain) should have precedence of all those appointed in the Colonies. This was the reaction of Madrid to the series of wars against Spanish rule that was known as the SpanishAmerican wars of independence. Many Criollo military officers were outranked by the Peninsular counterparts. In 1828, matters became worse when public officials, mainly provincial governors, were also being replaced by Peninsulares. In the same year, two Palmero brothers, members of a prominent clan in the Philippines, along with other people from both the military and the civil service, planned to seize the government. Such was the prominence of the Palmeros, one of whose most famous descendants was Marcelo Azcarraga Palmero, that when the Spanish government discovered the plan, they thought it would be wise not to report it to the public. The plot itself would embarrass the government since the conspirators were Spaniards themselves and it would seem that Spaniards themselves would want to overthrow the power of Spain in the country. The main conspirators were exiled. 1834 Manila port was unrestrictedly opened to International trade Manila was opened to foreign trade which brought prosperity to the Filipinos and Chinese mestizo resulting to the existence of middle class. Influx of European Liberalism Ideas of the enlightened philosophers like John Locke and Jean Jacques Rosseau, the masonry and the French Revolution reached the Philippines such as liberty, religious freedom, democracy, human rights such as suffrage, freedom of speech, freedom of press and the rights to form associations and assemblies. 1840 Pule Revolt (1840-1841) Apolinario de la Cruz declared himself "King of the Tagalogs." One of the most famous religious revolts is the Pule Revolt, more formally known as the Religious Revolt of Hermano Pule. Undertaken between June 1840 and November 1841, this revolt was led by Apolinario de la Cruz, otherwise known as "Hermano Pule". De la Cruz started his own religious order, the Confraternity of Saint Joseph (Spanish: Confradia de San Jose) in Lucban, located in the present-day province of Quezon (then called Tayabas), in June 1840. However, there were two types of priests in the Philippines then: secular priests or parish priests, which were usually Indio, and religious priests or convent priests, which were usually Spanish. Due to the concentration of Spanish religious power and authority in the alreadyestablished religious orders (the Augustinians, Jesuits and Franciscans to name a few) and the concept that Filipino priests should only stay in the church and not the convent and vice versa (although this was not always followed), the Spanish government banned the new order, especially due to its deviation from original Catholic rituals and teachings, such as prayers and rituals suited for Filipinos. However, thousands of people in Tayabas, Batangas, Laguna and Manila already joined. Because of this, the Spanish government sent in troops to forcibly break up the order, forcing De la Cruz and his followers to rise in armed revolt in self-defense. Many bloody battles were fought with the order's last stand in Mount San Cristobal, near Mount Banahaw, in October 1841. The Spaniards eventually won, and Apolinario de la Cruz was executed on November 4, 1841 in the then-provincial capital, Tayabas. 1868 Spanish Revolution of 1868 and the Liberal Regime of Carlos Maria Dela Torre (1869-1871) Queen Isabela II was overthrown resulting to the rise of liberalism in Spain. Generals Juan Prim and Francisco Serrano appointed Carlos Maria Dela Torre as the governor-general in the Philippines. Most liberal governor-general walked the streets in civilian clothes and dismissed his alabaderos (halberdiers) –the governor's security guards - and went unescorted. Accomplishments: 1. abolished censorship of the press and allowed unlimited discussions of political problems and proclaimed freedom of speech 2. abolished flogging as a punishment 3. curtailed abuses particularly the tribute and the polo 4. allowed secular priests to be assigned to vacant parishes or seminaries and created an office which would prevent abuses by members of the regular religious orders 5. reformed the Real Audiencia to bring about speedier administration of justice 6. decreed educational reforms, ordered the setting up of medical, pharmacy, and vocational schools 7. created the Council of the Philippines on December 4, 1870 which was a consultative body to study Philippine problems and propose solutions to them 1869 Opening of the Suez Canal on November 17, 1869 The Suez Canal connects Mediterranean and Red Sea; shortened distance between Europe and Orient. Results: (a) Philippines became closer to Europe and Spain (b) encouraged European travelers to come to our country (c) exodus of liberal ideas from Europe to the Philippines (d) more educated and young Filipinos were able to study abroad. 1871 Rafael de Izquierdo became Governor-General (1871-1873) On April 4, 1871, Izquierdo became the governor-general; "with crucifix in one hand and a sword in the other” a) restored press censorship (b) prohibited all talk on political matters and secularization of the parishes (c) disapproved the establishment of arts and trades in Manila (d) dismissed natives and mestizos in the civil and military service. 1872 Cavite Mutiny (January 20, 1872) About 200 Filipino soldiers and workers in Fort San Felipe mutinied, under the leadership of Sgt. La Madrid; caused by Izquierdo's abolition of the exemption of the Filipino workers from polo and paying tributes; mutineers were able to kill the fort commander and some soldiers, mutiny leaders and participants were arrested and shot to death. Execution of GomBurZa (February 17, 1872) GomBurZa fought for the Filipinization of parishes and champions of liberalism and humanitarianism. They were charged of sedition and rebellion due to the false testimony of Francisco Zaldua (former Bicolano soldier and was bribed by the Spanish prosecutors to implicate them as the masterminds of the mutiny). The three priests guilty and sentenced them to die by gárrote. Originally, Rizal’s plan was to take up priesthood and become a Jesuit father. When he heard of the martyrdom of GomBurZa, he changed his mind and swore to dedicate his life to vindicate the victims of Spanish oppression. Activity 3 Answer the following questions. 1. Did Rizal possess the capacity to act independently and to make his own free choice or did the patterned social arrangements in society determine his actions? Explain and give examples. 2. How did the social structures in the 19th century provide the influencing factors that determined or limited Rizal and his decisions? 3. How can the context of 19th century contribute to the understanding of Rizal’s life and works? V. Post-Assessment Complete the table below. Write the changes and developments that were felt in the nineteenth century Philippines. After listing the changes, plot them with Rizal’s life. Change and Development Relation to Rizal’s Life VI. Additional Activity Essay: Reflections on the short film, “Heneral Rizal” Watch “Heneral Rizal” written by Floro Quibuyen and directed by Chuck Gutierrez through the official Tanghalang Pilipino Youtube channel here: https://www.youtube.com/channel/UCikwxIlkRNifg0zQN3BtraA or through the Voyage Studios facebook page here: https://www.facebook.com/voyagestudios/ Guide Question: What is the main question that the film seeks to answer? What is your reflection based on the film and your understanding? Subject Title: Life and Works of Dr. Jose Rizal I – MODULE TITLE: LESSON 3: Rizal’s Life: Family, Childhood, and Early Education II – MODULE DESCRIPTION: This module emphasizes the early childhood of Jose Rizal, family and early education. This unit presents Dr. jose Rizal’s ancestry, family, childhood and early education in Manila and abroad. The people, events that may influence nor inspired Rizal to his decisions and life during and before the exile and exile trial. III – EXPECTED OUTCOME/OBJECTIVES: At the end of this section, the students are expected to: 1. To analyze Rizal’s family, childhood, and early education; 2. To evaluate the people and events and their influence on Rizal’s early life IV – PRE-TEST I. Instructions: Happy Birthday, Dr. Rizal. This activity is designed to commemorate the birthday of Dr. Jose Rizal. Students will create a handmade birthday card and write personal message to our national hero in appreciation of the latter’s amazing heroism, sacrifice and influence on our country. V – LESSON CONTENT LESSON 3: Rizal’s Life: Family, Childhood, and Early Education OVERVIEW INTRODUCTION This unit presents Dr. jose Rizal’s ancestry, family, childhood and early education in Manila and abroad. The people, events that may influence nor inspired Rizal to his decisions and life during and before the exile and exile trial. INFORMATION SHEET/DISCUSSION OF THE TOPIC Greatest Malayan who ever lived - the title he earned for the wisdom and sacrifices for the country; up to this day, no Asian has surpassed Rizal's ingenuity and extreme intelligence. Dr. Austin Craig was the first to trace Rizal's family roots and discover his Chinese ancestry. Dr. Jose P. Rizal was a 9th generation patrilineal descedant of a Chinese immigrant and business tycoon Don Domingo Lamco (Chinese name: Pinyin Ke Yinan) of Laguna was his great-great grandfather. Don Domingo Lamco - is originally from Amoy, China who came to the Philippines in the mid-17th century. This is where he met his wife, Inez de la Rosa daughter of Agustin Chinco an immigrant of trader from Chuanchow. To avoid the the conflict and hostility of the Spanish authorties; Lamco dropped his surname and adopted that of the Spanish which is “Mercado” which means market and started businesses of the clan, and became a succesful entrepreneur. June 1697, Mercado was baptized in the Catholic church of Manila's Parian Chinese ghetto and moved to Biñan Laguna. He was 35 years old that time and he became a Chinese community leader; his son named Francisco Mercado and grandson named Juan Mercado married Chinese Mestizas and served as distinguished mayor of Biñan Laguna. Juan's wife, Cirila Alejandra was the daughter of an immigrant trader and Mercado's baptismal godson Siong-co. They are the parents of Rizal's father. Rizal's father was born, they trasferred to Calamba and have a house built with stones - a first stone house in the whole town. Dr. Jose P. Rizal, Paciano was identified with one of the martyred priest, Jose Burgos so the family changed their surname from Mercado to Rizal. Recent genealogical findings revealed that Rizal also had Spanish, Japanese, and Negrito ancestry. Teodora (Rizal's mother) great grandfather, Eugenio Ursua was a descendant of Japanese settlers. Eugenio Ursua married a Filipino named Benigna and their union produced Regina Ursua. Atty. Manuel de Quintos, a Sangley mestizo from Pangasinan married Regina and their daughter is named Brigida. Brigida married a half-caste Spaniard named Lorenzo Alberto Alonzo. They are the parents of Teodora and Rizal's grandparents. Rizal family belongs to the “Principalia” an aristocratic town of distinguished families. They rented from the Dominican Order, they harvested rice, corn, and sugarcane. Also they raise pigs, chickens and turkeys. Teodora managed a grocery story and operated a small flour mill. Rizal's parent were able to build a large stone house which was situated near the town church; own a carriage as a status symbol of “ilustrados” and a private library consisting of 1000 volumes. Their children were studying in colleges in Manila. They participated in all social and religious affairs in the community. They were gracious and hospitable to all visitors and guest during town fiestas and other holidays. The Rizal family had simple and happy life; they were intimately close The parent's never spoiled them; they were strict and trained their children to love God, to behave well, to be obedient and to respect people. When got into mischief, they were given good spanking because they believed that “spare the rod and spoil the child”. The Hero's Father Don Francisco Mercado Rizal (1818-1898) was born in Biñan, Laguna. He studied Latin and Philosophy at the College of San Jose in Manila Moved to Calamba after his parent's death. Became a tenant farmer of the Dominican-owned hacienda. He was hardworking, and independent-minded who talked less but worked more and valiant in spirit. Rizal Siblings 1. Saturnina (1850-1913) - eldest; nickname “Neneng”, ▫ she was married to Mauel T. Hidalgo of Tanauan Batangas. (Rizal sent frequent correspondence while the latter was in Europe) ▫ Children: Alfredo married to Aurora Tiaoqui Adela married to Jose Ver Abelardo Amelia and Augusto who both died young ▫ In 1909, Saturnina published Pascuals Poblete's Taga;og translation of Noli Me Tangere 2. Paciano (1851-1930) - second child; Rizal's confidant and the one who convinced him to study in Europe without parent permission ▫ He studied Latin under maestro Justiniano Cruz attending the Colegio de San Jose in Manila. ▫ He lived and worked with Fr. Jose A. Burgos ▫ He was in charge of sending money and budget, and constantly advised his brother Jose Rizal through letters while in Europe. ▫ He became an ally of the Katipunan ▫ He became a general in the revolutionary army during the 1900's ▫ After Rizal's execution in December 1896 in Bagumbayan, he joined the Philippine Revolution and became a combat general ▫ He returned to his farm in Los Baños, where he lived as a gentlemen, a farmer and died at the age of 79 3. Narcisa (1852-1939) - third child; nickname “Sisa”, ▫ she was married to Antonio Lopez (Nephew of Father Leoncio Lopez) ▫ She was a musician and an educator from Pueblo de Morong (former name of Rizal Province) ▫ Children: Emilio Angelica married to Benito Abreu Antonio married to Natividad Arguelles Isabel, Francisco, Arsenio, and Fidela all whom died young ▫ She could recite from memory almost all poems of Jose Rizal 4. Olimpia (1855-1887) - nickname “Ypia”, ▫ she was married to Silvestre Ubaldo, a telegraph operator of Manila ▫ Children: Aristeo married to Leonarda Limja Cesario and another boy; both died young ▫ She died while giving birth in 1887 5. Lucia (1857-1919) - she was married to Mariano Herbosa (nephew of Father Casañas) of Calamba Laguna ▫ Children: Delfina married to General Salvador Natividad (Delfina helped Marcella Agoncillo in making the first Philippine Flag in Hongkong) Concepcion Patrocinia married to Jose Battalone Teodosio married to Lucina Vitingco Estanislao, Paz, Victoria and Jose. ▫ Her husband, Herbosa died of Cholera and was denied of Christian burial being the brother-in- law of Rizal 6. Maria (1852-1939) - nickname “Biang”, ▫ she was married to Daniel Faustino Cruz of Biñan, Laguna ▫ Children: Encarnacion married to Rosendo Banaad Mauricio married to Concepcion Arguelles Petrona, Paz, Prudencio, who all died young. 7. Jose Protacio Mercado Rizal y Realonda (1861-1896) - nickname “Pepe”, ▫ The greatest Filipino hero, and peerless genius ▫ He was a Filipino nationalist and polymath ▫ Opthalmologist, a writer, and a key member of the Filipino Propaganda Movement which advocated political reforms for the colony under Spain ▫ 1872-1877 - studied highschool at Ateneo Municipal de Manila and graduated with honors ▫ 1878 - took up Philosophy and Letters at the University of Santo Tomas while studying surveying at the Ateneo Municipal de Manila. ▫ 1879 - enrolled in College of Medicine at UST ▫ 1884 - he started to write his first novel entitled “Noli Me Tangere” ▫ June 21, 1884 - received the degree in Licentiate in Medicine from the Universidad Central de Madrid. ▫ June 19, 1885 - received the degree in Licentiate in Philosophy and Letters and completed studies, Doctor of Medicine. ▫ 1886 - he studied Opthalmology at the University of Leipzig. ▫ February 21, 1887 - completed the novel Noli Me Tangere ▫ March 1887 - published the Noli Me Tangere in Berlin, Germany with the financial support of Dr. Maximo Viola. ▫ 1890, published his edition of Morga's Sucesos in Paris, France and published “The Indolence of the Filipinos” ▫ September 18, 1891 - moved to Brussels, Belgium to published his 2nd novel, El Filibusterismo with assistance of Valentin Ventura and Jose Ma. Basa. ▫ 1892 - founded La Liga Filipina in Tondo, Manila ▫ July 7, 1892 - Andres Bonifacio founded KKK to secure independence from Spanish rule. ▫ In 1892-1896 - Rizal lived in Dapitan to serve in various capacity ▫ December 30, 1896 - Had a common law relationship with Josephine Bracken, an Irish girl from Hong Kong. He had a son and died a few hours after death and named him Francisco after his father. ▫ Rizal was executed for the crime of rebellion after the Philippine Revolution against the Spanish rule, inspired in part by his writings, broke out. ▫ Though he is not actively involved in its planning or conduct, he ultimately approved of its goals which eventually led to the Philippine Independence. ▫ Executed by a Firing squad at 7:30 in the morning at the Bagumbayan Field. He was buried at the Paco Cemetery after execution - widely considered as one of the greatest heroes of the Philippines 8. Concepcion (1862-1865) - nickname “Concha”, ▫ Died at the age of 3; her death was Rizal's first sorrow in life 9. Josefa (1865-1945) - nickname “Panggoy” ▫ She was epileptic and died spinster at the age of 80 ▫ She became a member of Katipuna 10. Trinidad (1868-1951) - nickname “Trining”, ▫ Last of the siblings to survive and died as spinster too; died at the age of 83. ▫ She became a member of the Katipunan ▫ Caretaker of “Mi Ultimo Adios” ▫ 11. Soledad (1870-1929) - youngest; nickname “Choleng” She was married to Pantaleon Quintero of Calamba Children: Trinitario married to Maria San Mateo then married Bernabe Malva (Son of General Miguel Malvar) Luisa married to Jose Arguelles Serafin and Felix who died young She became a teacher, said to have been “the best educated” among Rizal's sisters. 1929 - passed away at the age of 59 ▫ The Birth of Rizal > Jose P. Rizal; the 7th of the Rizal family > June 19, 1861 - was born Wednesday between 11;00 and 12:00 midnight in the town of Calamba, province of Laguna, Philippines > His mother almost died during her delivery because Jose's head was big. > June 22, 1861 - he was baptized in the Catholic Church in Calamba by Father Rufino Collantes > Rizal recounted: “My coming out in this vale of tears would have cost my mother her life, had she not vowed to the Virginia of Antipolo to take me to her sanctuary by the way of pilgrimage” > Father Collantes was impressed by the big head of Rizal and told them “take good care of this child, for someday he will become a great man”. > “Jose” was chosen by his mother in honor of San Jose (St. Joseph) whose feast was March 19. > His complete name was Jose Protacio Mercado Rizal Alonzo Y Realonda. > The name “Protacio” was taken from the Catholic calendar which was practice during the Spanish time, that when a child is born, s/he is named after saint of the day. > The surname “Mercado” which means market in English; was adopted in 1731 by his paternal great-grandfather, Domingo Lamco - a full blooded Chinese merchant > Surname Rizal was given by Don Francisco which is closer to the Spanish word Racial which means “luntiang bukirin” related to his work as hacienda owner/farmer. > Alonzo was the surname of Rizal's mother and Realonda was used by Doña Teodora which is the surname of her godmother. Jose Rizal's Childhood Years > He could remember the tenderest care of his mother because he was frail, sickly and undersized boy. > At the age of 3, he enjoyed watching in the garden; like watching the insects, maya, culiawan, maria capra, pipit, marting and other birds. > He listened “with excitemen and wonder” to their twilight songs and sound. > Another childhood memory was the daily praying of Angelus of 6:00 pm in their altar. > At the “azotea” on a moonlight night, the “aya” (nursemaid) would tell stories about fairies, legends, tales of buried treasures and other fabulous stories. > The aya would threaten him if he would not eat his supper, about aswang, tikbalang, nuno or the turbaned Bombay will come to take him away > At the age of 3 - join religious processions, and novena in the church > At the age of 5 - he was able to read the Spanish Bible with help of his mother. > Nearly 7 - his father took him for a pilgrimage to Antipolo in order to fulfull his mother's vows which was made when he was born. The Hero's First Sorrow > Rizal's family were bounded together by ties of love and care. Thus, he loved most his little sister, especially Concha (Concepcion) who was next to him. > Unfortunately, Concha died at the age of three and for the first time he shed tears for love and grief - which said to be his first sorrow. The Story of The Moth Once upon a time, an old moth had warned her daughter against the flame, so beautiful, so inviting, yet fatal and deceitful for it destroyed whoever came too close. She herself said, she was once tempted by it; she had barely escaped with half-burnt wings. The frightened young moth promised to obey, but was soon asking herself: “now why should my mother try to give me such a scare? Why should I close my eyes to such a pretty sight? These old people are such a coward! They think every fly is an elephant, any old dwarf a giant. What harm can it to to me, whatever she says, if I come near the flame, as long as I am careful? What I am, a little silly? What a story I shall have for other girls if I, being very careful of course, take a closer look.” No sooner said that done, and the silly little moth went fluttering around the flame. At first she only felt pleasantly warm; this encouraged her and she flew closer and closer until at last, dazzled by flame, fell and perished in it. As she put me to bed, my mother said: “ See to it that you do not behave like the young moth. Don't be disobedient, or you may get burned as it did. “I do not know whether I answered or not.” Rizal's Mentors 1. Doña Teodora - his mother is his first teacher; barely 3 years old, Rizal learned the alphabet from his mother. He was taught how to read and write in Spanish. 2. Mastro Celestino - 1st private tutor 3. Maestro Lucas Padua - 2nd private tutor 4. Leon Monroy - former classmate of Rizal's father, became his tutor; he instructed Jose in Spanish and Latin - he died five months later. 5. Uncle Manuel Alberto - seeing Rizal frail body, concerned himself with the physical development of his young nephew and taught the latter love for the open air and developed in him a great admiration for the beauty of nature. 6. Uncle Gregorio - a scholar, instilled into the mind of the boy for education, advising Rizal “work hard and perform every task very carefully; learn to be swift as well as thorough; be independent in thinking and make visual pictures of everything”. > Rizal possessed a God-given talent for literature which was noticed by his mother; due to his poetic inclination, she encouraged Rizal to write poetry. > At the age of 8 - Rizal wrote his first poem in the native language entitled: “Sa Aking Mga Kabata” - To My Fellow Children > “Sa Aking Mga Kabata” - reveals Rizal's earliest nationalist sentiment. In poetic verses, he proudly proclaimed that a people who truly love their native language will surely strive for liberty like “the bird which soars to freer space above” and the Tagalog is the equal of Latin, English, Spanish and any other language 7. Father Leoncio Lopez - fostered Rizal's love for the scholarship and intellectual honesty; an old parish priest of Calamba >At an early age, Rizal was already exposed to the injustices and brutalities of Spanish authority in particular the Guardia Civil who were supposed to protect the people from harm. > He write and related to it and this awakened to fight tyranny. > Rizal loved for his sisters that he usually wrote letters for them, emphasize women and their righteous place in the society SELF CHECK Instructions: ESSAY: MY CHILDHOOD VS. RIZAL’S Recall your childhood days. Write a short biographical essay that compares your early childhood with that of Rizal’s. (100-150 words) __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ _____ ACTIVITY CONSIDERING THE COMPOSITION Search the following poem of Rizal 1. A La Juventad Filipina (To the Filipino Youth) 2. Sa aking mga Kababata 3. Education Gives Luster To the Motherland Guide Questions: 1. What is the title of the poem? What is its significance? 2. Who is the author? Are you familiar with him/her? Are there any interesting facts about the person? 3. What is the form of the poem? Is it structured or is it free verse? 4. Who is the speaker of the poem? 5. To whom are the lines addressed? REFERENCE: Coates, A. (1969) Rizal: Filipino Nationalist and Martyr, Hongkong: Oxford University press: Quezon City: Malaya Books Ocampo, N.S. (2007). Rizal: Makabayan at Martir: Quezon City: University of the Philippines VI – POST TEST A. Quiz: What’s in a Name: Give the source and meaning of each name and surname of Dr. Jose Protacio Rizal Mercado Y Alonso Realonda Names Source Meaning 1. JOSE 2. Protacio 3. Rizal 4. Mercado 5. Alonso 6. Realonda B. Quiz: The Siblings of Jose Rizal: Complete the chart below by identifying the siblings of our national hero. Names Civil Status Married to Whom Special Role in Rizal’s Life 1. Saturnina 2. Paciano 3. Narcisa 4. Olimpia 5. Lucia 6. Maria 7. Concepcion 8. Josefa 9. Trinidad 10. Soledad Subject Title: Life and Works of Dr. Jose Rizal I – MODULE TITLE: Lesson 4: Rizal’s life: Higher Education and Life Abroad II – MODULE DESCRIPTION: This module emphasizes Rizal’s life in higher education and life abroad. III – EXPECTED OUTCOME/OBJECTIVES: At the end of this section, the students are expected to: 1. Analyse and evaluate the important events in the life Rizal abroad; 2. Reflect on the importance of Higher Education to the life of Jose Rizal; 3. Explain the principles of assimilation advocated by the propaganda movement; 4. Appraise Rizal’s relationship with other propagandists; 5. Examine Rizal’s growth as a propagandist and disavowal of assimilation. IV – PRE-TEST Activity: In Search of a Job: RESUME(BIO-DATA) Make a personal data sheet that assumed you are applying for a job. V – LESSON CONTENT Chapter 4: Rizal’s life: Higher Education and Life Abroad OVERVIEW INTRODUCTION This chapter deals with an analysis and evaluation of Jose Rizal's life: his quest for higher education and struggles and challenges in his life abroad. He was not only busy academically but he spent much of his time in self-improvement via self-education. In his spare time he also learned sculpture, painting, languages and kept up with the latest research in philosophy and science. It will also examine the contributions of Rizal as the leader of the propaganda movement that awakened the Filipino people from the abuses of the Spanish colonizers.an unwavering campaign for political and social freedoms. In this module, students are initiated to a reflective study about the aspects of Rizal’s life, a genius with many talents and most importantly his good traits and virtues that are worthy to be emulated. INFORMATION SHEET/DISCUSSION OF THE TOPIC TOPIC 1- A STUDENT AT THE ATENEO (1872- 1877) Introduction: Jose was sent to Manila four months after the martyrdom of Gom-Bur-Za and with Dona Teodora still in prison. He studied in the Ateneo Municipal - a college under the supervision of the Spanish Jesuits. Ateneo Municipal, a bitter rival of the Dominican-owned College of San Juan de Letran formerly the Escuela Pia (Charity School)- for poor boys in Manila established in 1817, In 1859- name was changed to Ateneo Municipal by the Jesuits and later became the Ateneo de Manila. RIZAL ENTERS ATENEO June 10, 1872- Jose, accompanied by Paciano, went to Manila to take the entrance examinations on Christian Doctrine, arithmetic, and reading at the College of San Juan de Letran, and passed them. His father was the first one who wished him to study at Letran but he changed his mind and decided to send Jose at Ateneo instead. Father Margin Fernando, college registrar of Ateneo Municipal, refused to admit Jose because: He was late for registration and; He was sickly and undersized for his age (11 years old). Upon the intercession of Manuel Xeres Burgos, nephew of Father Burgos, he was admitted at Ateneo. Jose adopted the surname Rizal at the Ateneo because their family name Mercado had come under suspicion of the Spanish authorities. Ateneo was located in Intramuros, within the walls of Manila. He boarded in a house on Caraballo Street, 25 min walk from the college. The boarding house was owned by Titay, who owed Rizal family P300. Jose boarded there to collect part of the debt. JESUITS SYSTEM OF EDUCATION Jesuits trained the character of the student by rigid discipline, humanities and religious instruction. They heard Mass early in the morning before the beginning of daily class. Classes were opened and closed with prayers. Students were divided into two groups: Roman Empire- consisting of the internos (boarders) with red banners. Second group, Carthaginian Empire- composed of the externos (non-boarders) with blue banners each of these empires had its rank. Students fought for positions. With 3 mistakes, opponent‘s position could lose his position. - 1st best: emperor - 2nd best: tribune - 3rd best: decurion - 4th best: centurion - 5th best: standard-bearer. Ateneo students‘ uniform is consisted of hemp-fabric trousers´ and striped cotton coat. The coat was called Rayadillo and was adopted as the uniform for Filipino troops during the days of the First Philippine Republic. RIZAL’S FIRST YEAR IN ATENEO (1872-1873) Rizal‘s first professor in Ateneo was Fr. Jose Bech. Rizal was placed at the bottom of the class since he was a newcomer and knows little Spanish. He was an externo (Carthaginians), occupying the end of the line. But at the end of the month, he becomes emperor´ of his Empire. He was the brightest pupil in the whole class, and he was awarded a prize, a religious prize. Rizal took private lessons in Santa Isabel College during noon recesses to improve his Spanish language paying three pesos for those extra lessons. He placed second at the end of the year, although all his grades were still marked Excellent´ SUMMER VACATION (1873) Rizal didn‘t enjoy his summer because his mother was in prison so Neneng (Saturnina) brought him to Tanawan. But without telling his father, he went to Santa Cruz to visit her mother in prison. He told her of his brilliant grades. After summer, he returned to Manila and now boarded inside Intramuros at No. 6 Magallanes Street. Dona Pepay, who had a widowed daughter and 4 sons, was his landlady. PROPHECY OF MOTHER’S RELEASE Dona Teodora told her son of her dream the previous night. Rizal, interpreting the dream, told her that she would be released from prison in 3 months‘ time. It became true. Dona Teodora likened his son to the youthful Joseph in the Bible in his ability to interpret dreams. Teenage Interest in Reading. The first favorite novel of Rizal was The Count of Monte Cristo by Alexander Dumas. His boyish imagination was stirred by the sufferings of Edmond Dantes (the hero) in prison, his spectacular escape from the dungeon of Chateau de If, his finding a buried treasure in the rocky island of Monte Cristo, and his dramatic revenge on his enemies who had wronged him. Rizal also read non-fiction. He persuaded his father to buy a costly set of Cesar Cantu‘s historical work entitled Universal History. He also read Travels in the Philippines by Dr. Feodor Jagor, a German scientist-traveler who visited Phil in 1859-60.He was impressed by: Jagor‘s keen observations of the defects of Spanish colonization; and his prophecy that someday Spain would lose the Philippines and that America would come to succeed her as colonizer. THIRD YEAR IN ATENEO (1875-76) June 16, 1875- He became an interno in Ateneo. Fr. Francisco de Paula Sanchez, one of his professors, inspired him to study harder and write poetry. Rizal‘s best professor in Ateneo. Rizal described him as model of uprightness, earnestness, and love for the advancement of his pupils. He returned to Calamba with 5 medals and excellent ratings. FOURTH YEAR IN ATENEO March 23, 1877- Rizal, 16 years old, received from his Alma Mater, Ateneo Municipal, the degree of Bachelor of Arts, with highest honors. Rizal was the highest in all subjects and won five medals at the end of the school term. He excelled in all his subjects and was the most brilliant Atenean, he was truly “the pride of the Jesuits” EXTRA-CURRICULAR ACTIVITIES IN ATENEO He was an active member, later secretary, of Marian Congregation - a religious society. He was accepted because of his academic brilliance and devotion to Our Lady of Immaculate Conception, the college patroness. He is also a member of the Academy of Spanish Literature and the Academy of Natural Sciences. He studied painting under Agustin Saez, a famous painter, and sculpture under Romualdo de Jesus. He continued his physical training under hi sports-minded Tio Manuel. SCULPTURAL WORKS IN ATENEO He carved an image of The Virgin Mary on a piece of batikuling (Philippine hardwood) with his pocketknife. The Jesuits fathers were amazed. Father Lleonart requested him to carve for him an image of the Sacred Heart of Jesus. He intended to take the image with him in Spain but forgot to do so. So the Ateneo boarders placed it on the door of their dormitory. It plays a significant part in Rizal‘s last hours at Fort Santiago. POEMS WRITTEN IN ATENEO Mi Primera Inspiracion (My First Inspiration) - first written poem of Rizal, which was dedicated to his mother on her birthday. He wrote it when he was 14 years old. El Embarque: Himno a la Flota de Magallanes ( The Departure: Hymn to Magellan‘s Fleet). Y Es Espanol: Elcano, el Primero en dar la Vuelta al Mundo (And He is Spanish: Elcano, the Fist to Circumnavigate the World). El Combate: Urbiztondo, Terror de Jolo (The Battle: Urbiztondo, Terror of Jolo) In 1876, he wrote poems on religion, education memories and war. (e.g. In Memory of my Town) RIZAL’S POEM ON EDUCATION Through Education Our Motherland Receives Light- education plays in the progress and welfare of a nation. The Intimate Alliance Between Religion and Good Education- showed that Education without God is not true education RIZAL’S RELIGIOUS POEM Al Nino Jesus (To the Child Jesus)- written when he was 14 years old, expressing his Catholic faith devotion. A La Virgen Maria (To the Virgin Mary) MOTHER’S OPPOSITION TO HIGHER EDUCATION Both Don Francisco and Paciano wanted Jose to pursue higher learning in the university. But Dona Teodora who is a woman of education and culture objects to Rizal desire for University education. She knew what happened to the Gom-Bur-ZA, and told her husband “ Don’t send him to Manila again, he knows enough. If he gets to know more the Spaniards will cut off his head”. TOPIC 2- THE UNIVERSITY OF STO. TOMAS (1877- 1882) RIZAL ENTERS THE UNIVERSITY Rizal took the course on Philosophy and Letters. Two reasons why Rizal enrolled in these course: His father like it; and He was still uncertain as to what career to pursue. It was the following term (1878-1879) RIZAL TOOK UP THE MEDICAL COURSE Two reasons: He received the advice of Father Pablo Ramon, Ateneo’s Rector to study medicine and to be able to cure his mother’s growing blindness. He excelled in all subjects in the surveying course in Ateneo. He obtained gold medals in agriculture and topography FINISHES SURVEYING COURSE IN ATENEO 1877-1878 Rizal took the vocational course leading to the title of ―perito agrimensor” (expert surveyor). He passed the final examination in the surveying course on November 25, 1881. He remained loyal to Ateneo. LITERARY WORKS (1879) Liceo-Artistico-Literario (Artistic-Literary Lyceum) of Manila, a society of literary men and artists, held a literary contest. 1. A La Juventud Filipino (to the Filipino youth)- a poem written by Rizal, it was the first prize winner. Two reasons why Rizal‘s poem is a classic in the Philippine literature: 1. It was the first great poem in Spanish written by the Filipino, whose merit was recognized by Spanish literary auth
