Republic of the Philippines

Laguna State Polytechnic University

ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

LSPU Self-Paced Learning Module (SLM)

Course PI 100 - The Life and Works of Rizal
Sem/AY First Semester/ 2024-2025
Module No. 1.1
Lesson Title HISTORICAL BACKGROUND AND CONTEXT OF RA 1425
Week
1
Duration
Date August 26-30, 2024
Description
of the The history of the Rizal Law and its important provisions.
Lesson

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning  Understand the history of the Rizal’s Law and appreciate its important provisions
Outcomes
Targets/ At the end of the lesson, students should be able to:
Objectives  Developed critical thinking in assessing the effectiveness of Rizal’s law
 Analyze and enumerate the effectiveness of Rizal’s law observed in our present

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

society

Student Learning Strategies

On-Site Activities A. Online Discussion via Google Meet
The link will be available in our Google Classroom and sent in our FB
Messenger group chat.

B. Those in asynchronous, learning, module is available and will be attached in

the Google Classroom.
Activities
(Self-Paced) RIZAL LAW
Introduction to the Course: Republic Act 1425

Laws on Rizal

There are at least two Republic Acts and two Memorandum Orders pertaining
to Jose Rizal:
1. Republic Act No. 1425 or The Rizal Law
2. Republic Act No. 229 or The Celebration of Rizal Day
3. MEMORANDUM ORDER NO. 247 by President Fidel V. Ramos
4. CHED MEMORANDUM No. 3, s. 1995 by Commissioner Mona D. Valisno

Republic Act No. 1425

THE RIZAL LAW

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,

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF,

AND OTHER PURPOSES

WHEREAS, today, more than any other period of our history, there is a need
for a re-dedication to the ideas of freedom and nationalism for whom 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

WHEREAS, the life, works and writing of Jose Rizal, particularly his novels
Noli Me Tangere and El Filibusterismo, are 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 novels 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 translations shall be used
as basic texts.

Section 2 - Obligating all schools, colleges and universities to keep an

adequate number of copies of Rizal’s works.

Section 3 - Legalizing all forms of translations

Section 4 - Nothing in this Act shall be construed as amending or repealing

section nine hundred twenty-seven 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 out of any fund not otherwise appropriated in the National

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Treasury to carry out the purposes of this Act.

Section 6 - This Act shall take effect upon its approval.

Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.

PROPONENT: Claro M. Recto

He is the senator who authored the Rizal Bill. While Senator P.

Laurel, Sr., who was then the chairman of the committee on
Education, sponsored the bill in the Senate.

Other Supporters of Rizal law

1. Congressman Emilio Cortez
2. Mariano Bengzon
3. Joaquin R. Roces
4. W. Rancap Lagumbay

EFFECTS OF THE RIZAL LAW

Positive:

According to Hernan Abaya, 1984, the nationalist reawakening started out at

the UP campus, sparked via way of means of the coaching of Rizal’s lifestyles
and his writings made obligatory via way of means of the Noli-Fili regulation,
co-authored via way of means of Recto and Laurel. This is an announcement
from someone who turned into capable of witness the circumstance of the
U.S. earlier than and after the Rizal regulation turned into implemented. He
noticed the extrude and the superb impact of the regulation to our U.S. lower
back then. The children turned into made privy to the contributions and the
principled lifestyles of Jose Rizal who turned into an brand of massive
nationalism and unconditional love for the U.S. He embodies brilliance
coupled with humility and status that is going alongside service. This
Republic Act has driven for Rizal to be a function version for the children of
this U.S. Through this republic act the essence of freedom and independence
turned into emphasized to the children. Also, it's been implied thru this act
that country wide identification is a totally essential legacy that our heroes
have finished thru sacrificing their personal lives. They have handed it directly
to us, and it's far our function to nurture and shield it.

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Negative:

The RA. 1425 simply precipitated havoc inside instructional institutions. Take
the case of UP multiple years after this regulation’s implementation. The UP
Student Catholic Action and several guides and college students had been
driven to move in opposition to their President, Dr. Singco due to the fact they
experience that the University is beginning to grow to be godless. It has
simply precipitated a mass confusion among religion and nationalism. The
religion of the humans is being compromised. This regulation is endangering
the Christian increase of the scholars who're nonetheless of their formative
years. This can power the youngsters to impeach the credibility of the church
and its teachings and traditions. According to a survey that we've carried out
in our university, the Rizal direction isn't always honestly sizeable for the
scholars. It has simply been an exhausting concern that provides pointless
paintings load to college students, and it every so often drives the scholars to
lose recognition on their majors.

EVALUATION OF THE RIZAL LAW

The Rizal Bill was indeed able to instill a sense of Filipino nationalism. In his
books, Rizal promoted a sense of unity and banding together for one’s
country. Rizal was able to achieve a lot alone. What more an entire country?
People Power I is a prime example of such unity, with thousands upon
thousands of Filipinos uniting against a tyrant to overthrow him. Nowadays,
this nationalism is dwindling. The youth of today does not see the importance
of keeping one’s national identity. With the onset of globalization, people,
more importantly, the youth, tend to assimilate other cultures. Colonial
mentality at present is worse than ever.

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

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

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

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Lord, Nineteen Hundred and Ninety-Four.

CHED Memorandum No. 3, s. 1995

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

1. 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.
2. Strict compliance therewith is requested.

(sgd) MONA D. VALISNO

Commissioner
Officer-in-Charge

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Performance Task
PT 1: Photo Analysis
 Each learner should complete the photo analysis below and explain
 Analyze the photo below and respond to the photo analysis questions in the next section.
 Their responses should be related to photo analysis in accordance with the Rizal Law/RA
1425

Answer the following questions:

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Questions Answer
1. What symbols or images are depicted in
the portrait? Choose at least three (3)
significant symbols. Explain each

2. What is the message of the photos

given above? Can you relate to R.A.
1425?

3. Who do you think is the intended

audience for the poster? Explain

Understanding Directed Assess

Rubric to be used in Photo Analysis:
Criteria/ Points 5 4 3 2 1
The student
The student The student The student
complete the
executes the content passed the task, passed the task,
task, however, The student
CONTENT of RA1425
have some
nevertheless, nevertheless, the
passed the task
perfectly very lack of content are out of
grammatically
contents topic
error
The learner The learner
The learner
The learner finished the finished the The learner
finished the given
ORGANIZATION organized the task given activity, given activity,
activity, however,
finished the given
perfectly yet, not well nonetheless, no activity
the work is messy
made effort inserted

Submitted one Submitted one

TIME Submitted on or
day after the week after the
COMPLETION before the deadline
deadline deadline

Total Score (15)

Adopted from: https://www.coursehero.com/file/41388589/EDRD-430-COOPER-Lesson-Plan-Rubricdocx/

Learning Resources
Constantino, R. (1982). The Making of a Filipino: A Story of Philippine Colonial Politics. QC: R.
Constantino, 1982, pp. 244-247

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Schumacher, J. (2011) “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,” Philippine
Studies 59 no. 4 (2011).:529-553

Hau, C.S. (1980). “Introduction” in Necessary Fiction: Philippine Literature and the Nation, 1946-
1980. Quezon City: Ateneo de Manila University Press, 2000, pp. 1-14
URL of photos used in module 1.1:
https://www.google.com/search?q=jose+rizal&sxsrf=AOaemvKEohFPueXDZVCCBFX7EgHAvjV
https://www.google.com/search?
q=ramon+magsaysay&tbm=isch&ved=2ahUKEwjMn5Hu_LTzAhUUNqYKHcAjBIUQ2-
cCegQIABAA&oq=ramon+mag&gs_lcp=
https://www.google.com/search?q=claro+m.
+recto&tbm=isch&ved=2ahUKEwjixoqK_bTzAhUM7ZQKHTGeDFcQ2-
cCegQIABAA&oq=claro+m&gs_lcp=
https://philstarlife.com/news-and-views/986403-nationalism-patriotism-philippines
https://theculturetrip.com/asia/philippines/articles/11-things-you-should-know-about-the-filipino-
culture/
https://twitter.com/pldthome/status/1248169922112282625?lang=zh-Hant

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

LSPU Self-Paced Learning Module (SLM)

Course PI 100 - The Life and Works of Rizal
Sem/AY First Semester/ 2024-2025
Module No. 1.2
Lesson Title READING AND DISCUSSION: THE PHILIPPINES IN THE 19TH CENTURY AS
RIZAL’S CONTEXT
Week
2
Duration
Date
September 2-13, 2024

Description The various social, political, economic, and cultural changes that occurred in the 19th in
of the order to understand Jose Rizal in the context of his times. The history of the Rizal Law and
Lesson its important provisions.

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning  Appraise the link between the individual and society in 19th century.
Outcomes
Targets/ At the end of the lesson, students should be able to:
Objectives  Identify the various social, political, economic, and cultural changes that occurred in
the nineteenth century.
 Understand Jose Rizal in the Context of his times
 Compare and differentiate the social, political, economic, and cultural changes in the
19th century to our present society.

Student Learning Strategies

On-Site Activities

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

A. Online Discussion via Google Meet

The link will be available in our Google Classroom and sent in our FB
Messenger group chat.
B. Those in asynchronous learning, module is available and will be attached in
the Google Classroom.

Activities THE PHILIPPINES IN THE 19th CENTURY AS RIZAL’S

(Self-Paced)
CONTEXT

INTRODUCTION
The Filipinos in this time were unfortunate victims of the evils of an unjust,
biased and deteriorating power. These are the instability of colonial administration,
corrupt colonial officials, no Philippine representation in Spanish Cortes, human
rights denied to Filipinos, no equality before the Law, mal-administration of justice,
racial discrimination, Frailocracy, polo y servicio or forced labor, haciendas owned
by the Friars, and the Guardia Civil.

The instability of Spanish politics since the turbulent reign of King

Ferdinand VII (1808-1833) marked the beginning of political chaos in Spain.

Spaniards arrogantly regarded the brown skinned Filipinos as inferior

beings. Spanish Penal Code, which was enforced in the Philippines, particularly
imposed heavier penalties on Native Filipinos or mestizos and lighter penalties on
white-complexioned Spaniards.

The courts of justice in the Philippines during Rizal’s time were notoriously
corrupt. Justice was costly, partial and slow. Wealth, social prestige and color of

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

skin were preponderant factors in winning a case in court. The judicial procedure
was so slow and clumsy that it was easy to have justice delayed.
Filipinos as inferior beings who were infinitely undeserving of the rights and
privileges that the white Spaniards enjoyed. Spaniards called the brown-skinned and
flat-nosed Filipinos “Indios” (Indians), in retaliation, the Filipinos dubbed their
pale-complexioned detractors with the disparaging term “bangus” (milkfish).

The friars (ex. Augustinians, Dominicans and Franciscans) controlled the

religious and educational life of the Philippines, and later in the 19th century they
came to acquire tremendous political power, influence and riches. Almost every
town in the archipelago, except in Islamic Mindanao and Sulu and in Pagan
hinterlands, was ruled by a friar curate.

During Rizal’s times the Spanish friars belonging to different religious

orders were the richest landlords, for they owned the best haciendas (agricultural
lands) in the Philippines. There were also corrupt officials, they were either highly
corrupt, incompetent, cruel or venal. Philippine Representation in Spanish Cortes.

Guardia Civil the Civil Guards had rendered meritorious services in

suppressing the bandits in the provinces, they later became infamous for their
rampant abuses, such as maltreating innocent people, looting their carabaos,
chickens and valuable belongings and raping women.

Rizal himself witnessed the discrimination of how the guardia civil (either
Peninsulares (Filipino) or Insulares) treated the Filipinos.

This political instability in Spain adversely affected Philippine affairs

because it brought about frequent periodic shifts in colonial policies and periodic
rigodon of colonial officials.

THE GALLEON TRADE

When the remarkable navigator-priest Andres de Urdaneta figured out how

to get back to Mexico from the Philippines in 1565—where previous navigators
failed to recognize the Kuroshio Current, a nautical highway in the northern Pacific
Ocean, moving from Japan to California’s Monterrey coastline, and thus to
Acapulco—the world was reborn.
From that point onwards, the extraordinarily luxurious artisanal material
from China and the rest of Asia, would travel by water to the New and Old Worlds.
The New World (the Americas) and the Old World (Europe) had an almost
inexhaustible yearning for silks and damasks, medicinal concoctions, exotic animals

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

and exotic animal parts, rare woods and hard wood furniture, spices, minerals,
planting materials, tools, and, indeed, information.
No longer passing through the arduous Silk Road to Europe, via caravans
that remained vulnerable, through centuries, to sandstorms and thieves, the traders
of 15th century Manila and Acapulco embarked on a novel trading concept. The
goods were, to be sure, vulnerable to fierce storms and perhaps even fiercer pirates;
but would, with luck and through the intercession of the Christian Virgin Mary, ride
the waves towards buyers for European, or European-style aristocratic salons.
The spaces in the cargo holds of these ships were divided amongst holders
of tickets called boletas. Charitable institutions as well as legitimate traders held
these boletas which were spaces they were entitled to in the galleon holds. For 250
years, these represented real measures of wealth.
Should these shipments fall to pirates or inclement weather, not only
fortunes were lost. Family honor and individual lives met unhappy ends. But the
history of the trade produced the first banks (from the charitable institutions that
undertook pious work, obras pias) and commodity markets with global breadth.
The galleon trade persisted—and persisted with gumption! —within its
theater of economic hopes, knavery, prayer, bravura risk-taking, political
shenanigans, exchange of vital ideas and fluids. Residents of Las Islas Filipinas
took the pineapple of the Americas and wove its leaves into the finest cloth
imaginable. Residents of Mexico took to the fighting cock, apparently brought on
board by the men from the Philippines. Music, of course, was to weave together
from melodies spun on both sides of the Pacific.
The wealth built cities. The earliest walls of Intramuros were paid for by
galleon profit. The markets built distribution networks through deep parts of
Mexico. The galleons left Manila to the ringing of the bells of the Manila Cathedral
and choirs singing the Te Deum. Upon arrival in Acapulco, a gargantuan feria was
held to sell the goods.
Through those two centuries and a half, Cavite boat builders created almost
all the galleons that sailed. Ilocano weavers provided the sails. The Philippines was
governed from Acapulco, so far were these islands from the seat of the Spanish
Crown.
The demise of the trade in the Pacific coincided with the War of
Independence. This is not regarded as mere coincidence, because the death knell for
the period of colonization was also the arrival bells for a modern world built on
sovereign nations. The galleon trade itself ended as it yielded to faster ships, new
routes opened up by the newly built Suez Canal, and liberalization of politics in
centers such as Madrid.
But the galleon remains a vivid shadow of the present and the future of

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

commerce and cultural exchange in the Pacific. The Filipinos and the Mexicans
apparently created a mutually intelligible common culture; and they are determined
to participate in global exchange, simply on the basis of this common heritage.

THE OPENING ON NOVEMBER 17, 1869 OF THE SUEZ CANAL (EGYPT)

One of the most important artificial sea-level waterways in the world, paved
the way for the Philippines' direct commercial relations with Spain instead of via
Mexico. As travel time from the Philippines to Spain and vice versa was shortened
to 30 days from more than two months, this positively affected the development of
agricultural exports, which brought economic prosperity to native indios or the so-
called "ilustrados" (Filipinos with money and education).

These developments also paved the way for Filipino "ilustrados" to send
their children to universities in Europe. The rise of the "ilustrados" was inevitable
and they became the new patrons of the arts that led to the secularization of arts in
the 19th century. The Suez Canal was often called the "crossroads of Europe, Africa
and Asia" because the route was used to transport goods to and from all three
continents. The new route was built for 10 years by a French company led by
Ferdinand de Lesseps. Before its opening in 1869, goods were sometimes offloaded
from ships and carried overland between the Mediterranean and the Red Sea.

TRADE WITH EUROPE AND AMERICA

As long as the Spanish empire on the eastern rim of the Pacific remained
intact and the galleons sailed to and from Acapulco, there was little incentive on the
part of colonial authorities to promote the development of the Philippines, despite
the initiatives of José Basco y Vargas during his career as governor in Manila. After
his departure, the Economic Society was allowed to fall on hard times, and the
Royal Company showed decreasing profits. The independence of Spain's Latin
American colonies, particularly Mexico in 1821, forced a fundamental reorientation
of policy. Cut off from the Mexican subsidies and protected Latin American
markets, the islands had to pay for themselves. As a result, in the late eighteenth
century commercial isolation became less feasible.

Growing numbers of foreign merchants in Manila spurred the integration of

the Philippines into an international commercial system linking industrialized
Europe and North America with sources of raw materials and markets in the
Americas and Asia. In principle, non-Spanish Europeans were not allowed to reside

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

in Manila or elsewhere in the islands, but in fact British, American, French, and
other foreign merchants circumvented this prohibition by flying the flags of Asian
states or conniving with local officials. In 1834 the crown abolished the Royal
Company of the Philippines and formally recognized free trade, opening the port of
Manila to unrestricted foreign commerce.

By 1856 there were thirteen foreign trading firms in Manila, of which seven
were British and two American; between 1855 and 1873 the Spanish opened new
ports to foreign trade, including Iloilo on Panay, Zamboanga in the western portion
of Mindanao, Cebu on Cebu, and Legaspi in the Bicol area of southern Luzon. The
growing prominence of steam over sail navigation and the opening of the Suez
Canal in 1869 contributed to spectacular increases in the volume of trade. In 1851
exports and imports totaled some US$8.2 million; ten years later, they had risen to
US$18.9 million and by 1870 were US$53.3 million. Exports alone grew by US$20
million between 1861 and 1870. British and United States merchants dominated
Philippine commerce, the former in an especially favored position because of their
bases in Singapore, Hong Kong, and the island of Borneo.

By the late nineteenth century, three crops--tobacco, abaca, and sugar--

dominated Philippine exports. The government monopoly on tobacco had been
abolished in 1880, but Philippine cigars maintained their high reputation, popular
throughout Victorian parlors in Britain, the European continent, and North America.
Because of the growth of worldwide shipping, Philippine abaca, which was
considered the best material for ropes and cordage, grew in importance and after
1850 alternated with sugar as the islands' most important export. Americans
dominated the abaca trade; raw material was made into rope, first at plants in New
England and then in the Philippines. Principal regions for the growing of abaca
were the Bicol areas of southeastern Luzon and the eastern portions of the Visayan
Islands.

Sugarcane had been produced and refined using crude methods at least as
early as the beginning of the eighteenth century. The opening of the port of Iloilo on
Panay in 1855 and the encouragement of the British vice consul in that town,
Nicholas Loney (described by a modern writer as "a one-man whirlwind of
entrepreneurial and technical innovation"), led to the development of the previously
unsettled island of Negros as the center of the Philippine sugar industry, exporting
its product to Britain and Australia. Loney arranged liberal credit terms for local
landlords to invest in the new crop, encouraged the migration of labor from the
neighboring and overpopulated island of Panay, and introduced stream-driven sugar
refineries that replaced the traditional method of producing low-grade sugar in
loaves. The population of Negros tripled. Local "sugar barons"--- the owners of the

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 Republic of the Philippines
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sugar plantations--became a potent political and economic force by the end of the
nineteenth century.

CHINESE MESTIZO IN PHILIPPINE HISTORY

Our knowledge is still insufficient to allow us to assess the overall

significance of the mestizo in Philippine history. But on the basis of what we now
know we can make some generalizations and some hypotheses for future study.

It is clear, in the first place, that the activities I have described are those of
Chinese mestizos – not Spanish mestizos. While the Chinese mestizo population in
the Philippines exceeded 200,000 by the late nineteenth century, the
Spanish mestizo population was probably never more than 35,000. Furthermore,
those who commented at all on the Spanish mestizo noted that he was interested in
military matters or the “practical arts” – never in commerce. The aptitudes and
attitudes of the Chinese mestizo were in sharp contrast to this.

Secondly, the Chinese mestizo rose to prominence between 1741 and 1898,
primarily as a landholder and a middleman wholesaler of local produce and foreign
imports, although there were also mestizos in the professions. The rise of
the mestizos implies the existence of social change during the Spanish period, a
condition that has been ignored or implicitly denied by many who have written
about the Philippines. It needs to be emphasized that the mestizo impact was
greatest in Central Luzon, Cebu, and Iloilo. We cannot as yet generalize about other
areas.

Third, the renewal of Chinese immigration to the Philippines resulted in

diversion of mestizo energies away from commerce, so that the mestizos lost their
change to become a native middle class, a position then taken over by the Chinese.

Fourth, the Chinese mestizos in the Philippines possessed a unique

combination of cultural characteristics. Lovers of ostentation, ardent devotees of
Spanish Catholicism – they seemed almost more Spanish than the Spanish, more
Catholic than the Catholics. Yet with those characteristics they combined a financial
acumen that seemed out of place. Rejecters of their Chinese heritage, they were not
completely at home with their indio heritage. The nearest approximation to them
was the urbanized, heavily-hispanized indio. Only when hispanization had reached
a high level in the nineteenth century urban areas could the mestizo find a basis of
rapport with the indio. Thus, during the late nineteenth century, because of cultural,
economic, and social changes, the mestizos increasingly identified themselves with
the indios in a new kind of “Filipino” cultural and national consensus.

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HYPOTHESES that may help further studies.

1. That today's Filipino elite is made up mostly of the descendants
of indios and mestizos who rose to prominence on the basis of commercial
agriculture in the latter part of the Spanish period. That in some respects the latter
part of the Spanish period was a time of greater social change, in terms of the
formation of contemporary Philippine society, than the period since 1898 has been.
2. That in the process of social change late in the Spanish period it was the mestizo,
as a marginal element, not closely tied to a village or town, who acted as a kind of
catalytic agent. In this would be included the penetration of money economy into
parts of the Philippines. There were areas where the only persons with money were
the provincial governors and the mestizos.
3. That the Chinese mestizo was an active agent of hispanization and the leading
force in creating a Filipino culture characteristic now of Manila and the larger
towns.
4. That much of the background explanation of the Philippine Revolution may be
found by investigating the relationships between landowning religious orders,
mestizo inquilinos, and indio kasamahan laborers.

THE ECONOMIC IMPACT OF THE BOURBON REFORMS AND THE

LATE COLONIAL CRISIS OF EMPIRE AT THE LOCAL LEVEL: THE
CASE OF SALTILLO, 1777-1817

The massive efforts of the Bourbon monarchs of the late colonial period to
give their Spanish-American empire a modern state apparatus, extract more
revenues from it, and defend it effectively from foreign interlopers involved an
unprecedented assertion of royal authority at all levels of government, including the
local one.

Municipal government throughout the Americas became both an object of

reform and one of the chief instruments of Bourbon reorganization at ground level.
All the major activities and changes that required direct contact with the general
population, from the taking of censuses and the establishment of militia units to the
imposition of new taxes and the reorganization of the colonial financial structure,
depended on municipal governments for their effective implementation.

When the world wars for empires among Britain, France, and Spain reached
a crisis stage for the Bourbons with Napoleon's invasion of Spain in 1808, the
municipal governments became even more vital to the maintenance of the
viceroyalties and the survival of the Spanish monarchy.

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Performance Task
ACTIVITY: Similarities and Differences
Create your manual or computerized Venn Diagram depicting the comparison and contrast
between the 19th Century and the present situation in the following aspects: politics, economy,
religion and education.
Direction:
 Provide another sheet for your answer
 Choose at least one aspect on the 19th century societal factors which are Economy,
Education, Religion or Political aspect.
 You are going to compare the Similarities and Differences of your selected Aspect.
 Write one paragraph explanation about your findings, observations, and analysis.

Understanding Directed Assessment

Rubric to be used in grading your work:
Criteria/ Points 4 3 2 1
The instruction
There were few There were several
was carefully Did not follow the
Content and mistakes in following mistakes in following
followed and the instructions.
Comprehension the instructions and the the instructions.
whole content is Most of the contents
(4) content is adequately The content is
highly substantial are incorrect.
substantial inadequate
The Venn
The Venn Diagram is
Diagram is highly Words used in the
interesting The Venn Diagram
expressive and explanation were
Words used in the lacks meaning
Clarity and interesting below expectation
explanation were good. The output has
Creativity Words used in the The output has
The output has adequately clear
(4) explanation were unclear details.
interesting and very details.
carefully selected. Ideas were
clear details. Ideas were organized.
Ideas were highly incomprehensible
organized.
Time
Submitted on or Submitted one day
Completion .
before the deadline after the deadline
(2)

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Learning Resources
Agoncillo, T. A. (1990). History of the Filipino People. 8th Ed. Quezon City: Garotech Publishing
Maguigad, R. B, et al. (2000). Rizal: The First Filipino. Manila: Libro Enterprises
Zaide, S. M. (1994). The Philippines: A Unique Nation. Quezon City: All Nations Publishing Co.

URL of photo/s used in module 1.2:

https://www.google.com/search?
q=Philippines+19th+century&sxsrf=AOaemvKvOezw5biPErB2XHCWoUrYD5M5KA:16335
16986741&source=lnms&tbm=isch&sa=X&ved=2ahUKEwjDour9zLXzAhWGE4gKHfLOC
M8Q_AUoAXoECAEQAw&biw=1366&bih=657&dpr=1#imgrc=wr3QsaOAULfgOM

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
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Province of Laguna
Level I Institutionally Accredited

LSPU Self-Paced Learning Module (SLM)

Course PI-100 Life and Works of Rizal
Sem/AY First Semester/2024-2025
Module No. 1.3
Lesson Title RIZAL’S FAMILY, CHILDHOOD, AND EARLY EDUCATION
Week
2
Duration
Date
September 16-27, 2024

Description
Introduction to Rizal’s family, childhood, and Early education. The people and events and
of the their influence on Rizal’s early life.
Lesson

Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning  Identify Rizal’s family, childhood, and early education.
Outcomes  Familiarize the people that influence on Rizal’s early life.
Targets/ At the end of the lesson, students should be able to:
Objectives  Identify Rizal’s family, childhood, and early education.
 Determine the childhood memories and experiences in early education of Rizal.
 Appreciate the people that influence on Rizal’s early life.

Student Learning Strategies

On-Site Activities
A. Online Discussion via Google Meet
The link will be available in our Google Classroom and sent in our FB
Messenger group chat.

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Province of Laguna
Level I Institutionally Accredited

B. Those in asynchronous learning, module is available and will be attached in

the Google Classroom.

Activities
(Self-Paced) RIZAL’S FAMILY, CHILDHOOD, AND EARLY
EDUCATION
Jose Rizal, the national hero of the Philippines and the pride of the Malayan
race, was born on June 19, 1861, in the town of Calamba, Laguna. He was the
seventh child in a family of 11 children (2 boys and 9 girls). Both his parents were
educated and belonged to distinguished families.

The Rizal’s is considered one of the biggest families during their time.
Domingo Lam-co, the family’s paternal ascendant was a full-blooded Chinese who
came to the Philippines from Amoy, China in the closing years of the 17 th century
and married a Chinese half-breed by the name of Ines de la Rosa.

The Mercado-Rizal family had traces of Japanese, Spanish, Malay and

Negrito blood.

Jose Rizal came from 13-member family consisting of his parents, Francisco
Mercado II and Teodoro Alonso Realonda, and nine sisters and one brother.

‘’ I WAS BORN IN CALAMBA ON THE 19TH OF JUNE 1861 BETWEEN ELEVEN

AND TWELVE O’CLOCK AT THE NIGHT’ A FEW DAYS BEFORE THE FULL
OF THE MOON.’’

RIZAL’S FAMILY

TEODORA ALONSO REALONDA Y QUINTOS

Mother of Jose Rizal was a wealthy woman in Spanish
colonial Philippines. She was the mother of Jose Rizal,
the Philippines’ national hero. Realonda was born in Santa
Cruz, Manila. She was known for being a disciplinarian and
hard-working mother. Her medical condition inspired Rizal
to take up Medicine. She was the second child of Lorenzo
Realonda and Brijida de Quintos, a municipal captain in Binán, Laguna. She is also
a representative in the Spanish Courts and a solid Catholic, being a Knight of the
Order of Isabela by profession. Quintos on the other hand is an educated woman,
who became a housewife and devoted to taking care of her family’s needs.

Her family adopted “Realonda” after General Governor Narciso Clavería issued a
decree in 1849. Realonda came from a financially-able family and studied at

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

the Colegio de Santa Rosa in Manila, just like her mother who was highly bred and
had educational background in the subjects’ mathematics and literature. Teodora
married Francisco Mercado, a native of Biñán, Laguna, when she was 20 years old.
The couple resided in Laguna, particularly in Calamba and built a business from
agriculture. Because of their industry, being a hands-on mother, and educated,
Teodora’s knowledge was reflected in managing the farm to sustain the family’s
well-to-do lifestyle and basic finances. She branched out the business from
agriculture to textile, and flour and sugar milling in the ground floor of their home.

FRANCISCO ENGRACIO RIZAL MERCADO Y

ALEJANDRO
Father of Jose Rizal (11 May 1818 – 5 January 1898) was
the father of the Philippines’ national hero Jose Rizal. He
was born in Biñan, Laguna. He has a wife named Teodora
Realonda y Quintos and had 11 children altogether, with
the national hero being one of them.

He was one the children of Juan Monica Mercado and

Cirila Alejandro. He was only eight years old when his
father died. He attended a Latin school in Biñan, which his sons would later attend.
He also attended the Colegio de San Jose in Manila, where he studied Latin and
philosophy. He was described by Rafael Palma: "He was 40, of solid shoulders,
strong constitution, rather tall than short, of serious and reflective mien, with
prominent forehead and large dark eyes. A pure Filipino."

Francisco married Teodora Alonso when he was 29 years old. The couple resided
in Laguna, particularly in Calamba and built a business in agriculture.

RIZAL’S SIBLINGS
Saturnina Rizal Mercado de Hidalgo (June 4,
1850 – September 14, 1913; née Rizal Mercado y
Alonso Realonda), or simply Saturnina Hidalgo,
was the eldest sister of Philippine national hero
José Rizal. She was married to Manuel T. Hidalgo,
a native and one of the richest persons in Tanauan,
Batangas. She was known as Neneng.

She died on September 14, 1913.

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Paciano Rizal Mercado y Alonso Realonda

(March 9, 1851 – April 13, 1930) was a Filipino
general and revolutionary, and the older brother of
José
Rizal, the national hero of the Philippines.

Narcisa Rizal (1852-1939) or simply ‘Sisa’ was

the third child in the family. Like Saturnina,
Narcisa helped in financing Rizal’s studies in
Europe, even pawning her jewelry and peddling her
clothes if needed. It is said she could recite from
memory almost all of the poems of the national
hero.

Olympia Rizal (1855-1887) is the fourth child in

the Rizal family. Jose loved to tease her, sometimes
good-humoredly describing her as his stout sister.

Lucia Rizal (1857–1919) is the fifth child in the

Rizal family. She married Mariano Herbosa of
Calamba, Laguna. Charged of inciting the Calamba
townsfolk not to pay land rent and causing unrest,
the couple was once ordered to be deported along
with some Rizal family members.

Maria Rizal (1859-1945) is the sixth child in the

family. It was to her whom Jose talked about
wanting to marry Josephine Bracken when the
majority of the Rizal family was apparently not
amenable to the idea. In his letter dated December
12, 1891, Jose had also brought up to Maria his
plan of establishing a Filipino colony in North
British Borneo.

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Josefa Rizal’s nickname is Panggoy (1865-1945).

She’s the ninth child in the family who died a
spinster.

Among Jose’s letters to Josefa, the one dated

October 26 1893 is perhaps the most fascinating.
Written in English, the letter addressed Josefa as
“Miss Josephine Rizal”, thereby making her the
namesake of Rizal’s girlfriend Josephine Bracken.

CONCEPCION RIZAL Also called ‘Concha’ by

her siblings, Concepcion Rizal (1862-1865) was
the eight child of the Rizal family. She died at the
age of three.

Of his sisters, it is said that Pepe loved most the

little Concha who was a year younger than him.
Jose played games and shared children stories with
her, and from her he felt the beauty of sisterly love.

Trinidad Rizal (1868-1951) or ‘Trining’ was the

tenth child and the custodian of Rizal’s last and
greatest poem.

In March 1886, Jose wrote to Trining describing

how the German women were serious in studying.
He thus advised her: “now that you are still young
and you have time to learn, it is necessary that you
study by reading and reading attentively.”
SOLEDAD RIZAL: The Hero's Controversial
Sister

Also called ‘Choleng,’ Soledad Rizal (1870-1929)

was the youngest child of the Rizal family. Being a
teacher, she was arguably the best educated among
Rizal’s sisters.

In his long and meaty letter to Choleng dated June

6, 1890, Jose told her sister that he was proud of
her for becoming a teacher. He thus counseled her
to be a model of virtues and good qualities “for the
one who should teach should be better than the
persons who need her learning.”

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JOSE PROTACIO RIZAL

MERCADO y ALONZO
REALONDA

- The greatest hero of the Philippines.

- A many splendored geniuses.
- Dowered by god with superb intellectual, moral
and physical qualities.

“THE BIRTH OF A HERO’’

“It was a Wednesday, and my arrival in this valley
of tears would have caused, my mother her life had
she not vowed to the virgin of Antipolo that she would, Take me to a pilgrimage to
that shrine”. The birth our hero was June 19,1861- Dr. Jose Rizal was baptize in a
catholic church by Rev. Ruffino Collantes on June 22,1861 and his godfather was
Rev. Pedro Casanas.

Jose Protacio Rizal Mercado y Alonzo Realonda also known as Dr. Jose Rizal was
born on June 19, 1861 on the night of Wednesday at the town of Calamba, Laguna.
He was born as a Catholic and baptized in the Catholic church of his town on June
22, 1861 by Father Rufino Collantes; his godfather was Father Pedro Casanas. His
father was Francisco Mercado Rizal and born on May 11, 1818 in Biñan, Laguna.
He studied Latin and Philosophy at the College of San Jose in Manila. He died in
Manila on January 5, 1898, at the age of 80. His mother was Doña Teodora Alonzo
Realonda and born on November 8, 1826 in Manila. She studied at the College of
Santa Rosa, a well-known college for girls in the city. She passed away in Manila
on August 16, 1911.

Don Francisco and Doña Teodora had eleven children. Saturnina was the eldest of
the Rizal children, her nicknamed was Neneng. Paciano was the second child and
the only older brother and confidant of Jose Rizal. He was immortalized by Jose in
his first novel Noli Me Tangere as Pilosopo Tasio. Narcisa was third to the Rizal
siblings. Her pet name was Sisa. Married Antonio Lopez of Morong (Morong,
Rizal). He was a teacher and a Musician. The fourth to the siblings of Rizal was
Olimpia or Ypia as they called her. She married Silvestre Ubaldo. Ypia died in 1887
from childbirth. Lucia was the fifth. She married Mariano Herbosa, the nephew of
Fr. Casanas; he was denied a Christian burial because he was the brother-in-law of
Jose Rizal.

Maria was the sixth child of Francisco and Teodora. She married Daniel Faustino
Cruz of Biñan, Laguna. Jose was the second son and seventh to the siblings. His
nickname was Pepe; he was the greatest Filipino hero; he was executed by the

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Spaniards on December 30, 1896. Concepcion, her pet name was Concha. She died
at the age of three (3); and her death was the first sorrow of Jose Rizal. Josefa was
the ninth child and affectionately called Panggoy. She remained spinster throughout
her life. She died at the age of 80. Trinidad or Trining as her pet name, she was the
tenth child of Doña Teodora. She also died an old maid at the age of 83. Soledad
was the youngest of the Rizal children; her pet name was Choleng.

ANCESTRY OF RIZAL
Domingo Lamco- Jose Paternal great-great Grandfather.

Eugenio Ursua of Japanese blood- Jose Maternal great-great Grandfather.

Lakandula- Rizal’s ancestor last Malayan king of tondo.

Domingo Lamco (Mercado) is a Chinese immigrant from Fukien City of

Changchow- He is Rizal’s great-great-grand father. He arrived in Manila about
1960. He married a well-to-do Chinese Christian girl of Manila named Ines dela
Rosa, then assumed Mercado as his surname in 1731.

Francisco Mercado was the son of Domingo and Ines, great-grandfather of Jose
Rizal. He married a Chinese-Filipino mestiza, Cirila Bernacha, and was elected
Gobernadorcillo of Biñan, Laguna.

Juan Mercado was one of Francisco and Cirila’s sons. He was the grandfather of
Jose Rizal. He was married to Cirila Alejandro, a Chinese-Filipino mestiza. Like his
father, Juan was elected as Gobernadorcillo of Biñan, Laguna.

Francisco Mercado was the youngest of thirteen children of Juan and Cirila. He
was the biological father of Jose Rizal. At the age of eight, he lost his father. He met
and fell in love with Teodora Alonso Realonda in Manila while studying. They got
married on June 28, 1848.

Eugenio Ursua was Jose Rizal’s great-great-grandfather from his mother’s side. He
was of Japanese ancestry. He married a Filipina named Benigna.

Regina Ursua was the daughter of Eugenio and Benigna. She was married to
Manuel de Quintos, a Filipino-Chinese lawyer from Pangasinan. One of their
daughters married to Lorenzo Alberto Alonso, a prominent Spanish-Filipino mestizo
of Biñan, Laguna; their children were: Narcisa, Teodora (Jose’s mother), Gregorio,
Manuel and Jose.
RIZAL’S three uncle
1. Uncle Gregorio- He taught Rizal to read, to work hard, to think from himself and
to observe life keenly. He instilled to his nephew a great love for books.
2. Uncle Jose- Encouraged Rizal to paint, sketch and sculpture.
3.Uncle Manuel-Encouraged Rizal to learn swimming, fencing,

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wrestling, etc.

THE SURNAME “RIZAL”

Mercado was the real surname of the Rizal Family which was adopted in 1731 by
Domingo Lameo. While Rizal was the second surname which was given by a
Spanish Alcalde Mayor of Laguna, who was a family friend. In Spanish, Rizal
means “A field where wheat, cut while still green, sprouts again.”

The Name Mercado

Mercado was the original name of Rizal family, adopted on 1731 by Domingo Lam-
co which means MARKET. 1849- Gov. CLAVERIA issued a decree directing all
Filipino families to choose a new surname from a list of Spanish family names. The
purpose is it is hard for the Spanish authorities to pronounce less to remember.
RIZAL was the surname that is chosen by Don. Francisco that is not listed to the
surnames recommended. RIZAL came from the Spanish word “ricial” means “green
filled” or “new pasture”.

A GOOD AND MIDDLE-CLASS FAMILY

The Rizal family belonged to the “principalia”, a town aristocracy in Spanish
Philippines. They owned a carriage which was a symbol of the “Ilustrados”
(composed of native-born intellectuals and cut across ethno-linguistic and racial
lines – Indios, Insulares, and mestizos, among others). They also owned a library,
the largest in Calamba, consisting of more than one thousand volumes.

RIZAL’S EARLY CHILDHOOD

In Calamba, Laguna

19 June 1861
JOSE RIZAL, the seventh child of Francisco Mercado Rizal and Teodora Alonso y Quintos,
was born in Calamba, Laguna.

22 June 1861
He was baptized JOSE RIZAL MERCADO at the Catholic of Calamba by the parish priest
Rev. Rufino Collantes with Rev. Pedro Casañas as the sponsor.

28 September 1862
The parochial church of Calamba and the canonical books, including the book in which
Rizal’s baptismal records were entered, were burned.

1864
Barely three years old, Rizal learned the alphabet from his mother.

1865
When he was four years old, his sister Conception, the eight child in the Rizal family, died
at the age of three. It was on this occasion that Rizal remembered having shed real tears for

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 Republic of the Philippines
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the first time.
1865 – 1867
During this time his mother taught him how to read and write. His father hired a classmate
by the name of Leon Monroy who, for five months until his (Monroy) death, taught Rizal
the rudiments of Latin.

At about this time two of his mother’s cousin frequented Calamba. Uncle Manuel Alberto,
seeing Rizal frail in 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, while Uncle Gregorio, a scholar, instilled into the mind of the boy
love for education. He advised 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."

6 June 1868
With his father, Rizal made a pilgrimage to Antipolo to fulfill the vow made by his mother
to take the child to the Shrine of the Virgin of Antipolo should she and her child survive the
ordeal of delivery which nearly caused his mother’s life.

From there they proceeded to Manila and visited his sister Saturnina who was at the time
studying in the La Concordia College in Sta. Ana.

1869
At the age of eight, Rizal wrote his first poem entitled "Sa Aking Mga Kabata." The poem
was written in tagalog and had for its theme "Love of One’s Language."

RIZAL’S EDUCATION
Rizal had his early education in Calamba and Biñan. It was a typical schooling that a son of
an ilustrado family received during his time, characterized by the four R’s- reading, writing,
arithmetic, and religion. Instruction was rigid and strict. Knowledge was forced into the
minds of the pupils by means of the tedious memory method aided by the teacher’s whip.
Despite the defects of the Spanish system of elementary education, Rizal was able to
acquire the necessary instruction preparatory for college work in Manila. It may be said that
Rizal, who was born a physical weakling, rose to become an intellectual giant not because
of, but rather in spite of, the outmoded and backward system of instruction obtaining in the
Philippines during the last decades of Spanish regime.

The Hero’s First Teacher

The first teacher of Rizal was his mother, who was a remarkable woman of good character
and fine culture. On her lap, he learned at the age of three the alphabet and the prayers. "My
mother," wrote Rizal in his student memoirs, "taught me how to read and to say haltingly
the humble prayers which I raised fervently to God."

As tutor, Doña Teodora was patient, conscientious, and understanding. It was she who first
discovered that her son had a talent for poetry. Accordingly, she encouraged him to write
poems. To lighten the monotony of memorizing the ABC’s and to stimulate her son’s

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 Republic of the Philippines
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imagination, she related many stories.

As Jose grew older, his parents employed private tutors to give him lessons at home. The
first was Maestro Celestino and the second, Maestro Lucas Padua. Later, an old man named
Leon Monroy, a former classmate of Rizal’s father, became the boy’s tutor. This old teacher
lived at the Rizal home and instructed Jose in Spanish and Latin. Unfortunately, he did not
lived long. He died five months later.

After a Monroy’s death, the hero’s parents decided to send their gifted son to a private
school in Biñan.

Jose Goes to Biñan

One Sunday afternoon in June , 1869, Jose, after kissing the hands of his parents and a
tearful parting from his sister, left Calamba for Biñan. He was accompanied by Paciano,
who acted as his second father. The two brothers rode in a carromata, reaching their
destination after one and one-half hours’ drive. They proceeded to their aunt’s house, where
Jose was to lodge. It was almost night when they arrived, and the moon was about to rise.

That same night, Jose, with his cousin named Leandro, went sightseeing in the town.
Instead of enjoying the sights, Jose became depressed because of homesickness. "In the
moonlight," he recounted, "I remembered my home town, my idolized mother, and my
solicitous sisters. Ah, how sweet to me was Calamba, my own town, in spite of the fact that
was not as wealthy as Biñan."

First Day in Biñan School

The next morning (Monday) Paciano brought his younger brother to the school of Maestro
Justiniano Aquino Cruz.

The school was in the house of the teacher, which was a small nipa hut about 30 meters
from the home of Jose’s aunt.

Paciano knew the teacher quite well because he had been a pupil under him before. He
introduced Jose to the teacher, after which he departed to return to Calamba.

Immediately, Jose was assigned his seat in the class. The teacher asked him:

"Do you know Spanish?"

"A little, sir," replied the Calamba lad.
"Do you know Latin?"
"A little, sir."

The boys in the class, especially Pedro, the teacher’s son laughed at Jose’s answers.

The teacher sharply stopped all noises and begun the lessons of the day.

Jose described his teacher in Biñan as follows: "He was tall, thin, long-necked, with sharp
nose and a body slightly bent forward, and he used to wear a sinamay shirt, woven by the

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
skilled hands of the women of Batangas. He knew by the heart the grammars by Nebrija and
Gainza. Add to this severity that in my judgement was exaggerated and you have a picture,
perhaps vague, that I have made of him, but I remember only this."

First School BrawlIn the afternoon of his first day in school, when the teacher was having
his siesta, Jose met the bully, Pedro. He was angry at this bully for making fun of him
during his conversation with the teacher in the morning.

Jose challenged Pedro to a fight. The latter readily accepted, thinking that he could easily
beat the Calamba boy who was smaller and younger.

The two boys wrestled furiously in the classroom, much to the glee of their classmates.
Jose, having learned the art of wrestling from his athletic Tio Manuel, defeated the bigger
boy. For this feat, he became popular among his classmates.

After the class in the afternoon, a classmate named Andres Salandanan challenged him to an
arm-wrestling match. They went to a sidewalk of a house and wrestled with their arms.
Jose, having the weaker arm, lost and nearly cracked his head on the sidewalk.

In succeeding days he had other fights with the boys of Biñan. He was not quarrelsome by
nature, but he never ran away from a fight.

Best Student in School

In academic studies, Jose beat all Biñan boys. He surpassed them all in Spanish, Latin, and
other subjects.

Some of his older classmates were jealous of his intellectual superiority. They wickedly
squealed to the teacher whenever Jose had a fight outside the school, and even told lies to
discredit him before the teacher’s eyes. Consequently, the teacher had to punish Jose.

Early Schooling in Biñan

Jose had a very vivid imagination and a very keen sense of observation. At the age of seven
he traveled with his father for the first time to Manila and thence to Antipolo to fulfill the
promise of a pilgrimage made by his mother at the time of his birth. They embarked in a
casco, a very ponderous vessel commonly used in the Philippines. It was the first trip on the
lake that Jose could recollect. As darkness fell he spent the hours by the katig, admiring the
grandeur of the water and the stillness of the night, although he was seized with a
superstitious fear when he saw a water snake entwine itself around the bamboo beams of the
katig. With what joy did he see the sun at the daybreak as its luminous rays shone upon the
glistening surface of the wide lake, producing a brilliant effect! With what joy did he talk to
his father, for he had not uttered a word during the night!

When they proceeded to Antipolo, he experienced the sweetest emotions upon seeing the
gay banks of the Pasig and the towns of Cainta and Taytay. In Antipolo he prayed, kneeling
before the image of the Virgin of Peace and Good Voyage, of whom he would later sing in
elegant verses. Then he saw Manila, the great metropolis, with its Chinese sores and
European bazaars. And visited his elder sister, Saturnina, in Santa Ana, who was a boarding

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
student in the Concordia College.

When he was nine years old, his father sent him to Biñan to continue studying Latin,
because his first teacher had died. His brother Paciano took him to Biñan one Sunday, and
Jose bade his parents and sisters good-bye with tears in his eyes. Oh, how it saddened him
to leave for the first time and live far from his home and his family! But he felt ashamed to
cry and had to conceal his tears and sentiments. "O Shame," he explained, "how many
beautiful and pathetic scenes the world would witness without thee!"

They arrived at Biñan in the evening. His brother took him to the house of his aunt where he
was to stay, and left him after introducing him to the teacher. At night, in company with his
aunt’s grandson named Leandro, Jose took a walk around the town in the light of the moon.
To him the town looked extensive and rich but sad and ugly.

His teacher in Biñan was a severe disciplinarian. His name was Justiniano Aquino Cruz.
"He was a tall man, lean and long-necked, with a sharp nose and a body slightly bent
forward. He used to wear a sinamay shirt woven by the deft hands of Batangas women. He
knew by memory the grammars of Nebrija and Gainza. To this add a severity which, in my
judgement I have made of him, which is all I remember."

The boy Jose distinguished himself in class, and succeeded in surpassing many of his older
classmates. Some of these were so wicked that, even without reason, they accused him
before the teacher, for which, in spite of his progress, he received many whippings and
strokes from the ferule. Rare was the day when he was not stretched on the bench for a
whipping or punished with five or six blows on the open palm. Jose’s reaction to all these
punishments was one of intense resentment in order to learn and thus carry out his father’s
will.

Jose spent his leisure hours with Justiniano’s father-in-law, a master painter. From him he
took his first two sons, two nephews, and a grandson. His way life was methodical and well
regulated. He heard mass at four if there was one that early, or studied his lesson at that
hour and went to mass afterwards. Returning home, he might look in the orchard for a
mambolo fruit to eat, then he took his breakfast, consisting generally of a plate of rice and
two dried sardines.

After that he would go to class, from which he was dismissed at ten, then home again. He
ate with his aunt and then began at ten, then home again. He ate with his aunt and then
began to study. At half past two he returned to class and left at five. He might play for a
short time with some cousins before returning home. He studied his lessons, drew for a
while, and then prayed and if there was a moon, his friends would invite him to play in the
street in company with other boys.

Whenever he remembered his town, he thought with tears in his eyes of his beloved father,
his idolized mother, and his solicitous sisters. Ah, how sweet was his town even though not
so opulent as Biñan! He grew sad and thoughtful.

While he was studying in Biñan, he returned to his hometown now and then. How long the
road seemed to him in going and how short in coming! When from afar he descried the roof
of his house, secret joy filled his breast. How he looked for pretexts to remain longer at

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited
home! A day more seemed to him a day spent in heaven, and how he wept, though silently
and secretly, when he saw the calesa that was flower that him Biñan! Then everything
looked sad; a flower that he touched, a stone that attracted his attention he gathered, fearful
that he might not see it again upon his return. It was a sad but delicate and quite pain that
possessed him.

Performance Task
Performance Task: Poster Making

 In this individual activity, the students need the following: short white vellum paper, pencil, colors
(at least oil pastel in form).
 First drawing, they will relate something about Rizal’s Childhood experience.
 The challenge for the students is to reminisce their own experience that is connected on Rizal’s
Childhood.
 Second drawing, create a separate drawing to your future self or work profession based on your
course and specialization.
 Add at least 1 to 2 sentences interpretation of their drawing.
 Remember to maximize the space of the paper for their drawing.

Understanding Directed Assessment

Rubric to be used in grading your work:

Criteria/ Points 5 4 3 2 1
The student The student showed The student seen
CREATIVITY The student
demonstrated his/her drawing his/her drawing The student
showed a bit of
(5) his/her drawing ability, but detected ability, however,
his/her drawing
can’t draw at
skills and did the slight drawing noticed more all
ability
task perfectly errors drawing errors
The student made The student
The student his/her content The student made made false
The student made
made his/her which is all fact false content on content on the
CONTENT his/her false
content which is and experienced, the given task and given task and
(5) content on the
all fact and however, seen some grammatical too
given task
experienced some grammatical error grammatical
error error
Total Score (10)

Adopted from: https://www.coursehero.com/file/41388589/EDRD-430-COOPER-Lesson-Plan-Rubricdocx/

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL
 Republic of the Philippines
Laguna State Polytechnic University
ISO 9001:2015 Certified
Province of Laguna
Level I Institutionally Accredited

Learning Resources
Constantino, R. (1982). The Making of a Filipino: A Story of Philippine Colonial Politics.

Schumacher, J. (2011) “The Rizal Bill of 1956: Horacio de la Costa and the Bishops,”
Philippine Studies 59 no. 4 (2011):529-553.

Hau, C.S. (1980). “Introduction” in Necessary Fiction: Philippine Literature and the Nation,
1946-1980. Quezon City: Ateneo de Manila University Press, 2000, pp. 1-14

URL of photos used in module 1.3:

https://www.facebook.com/Whosirizal/photos/concepcion-rizals-sister-she-died-of-sickness-
at-the-age-of-three-her-death-was-/1491548567593716/

https://www.britannica.com/biography/Jose-Rizal
https://m.facebook.com/JoseRizalLifeandWorks/photos/
a.114875346707827/120656522796376/?type=3&source=48

LSPU SELF-PACED LEARNING MODULE: PI 100 – THE LIFE AND WORKS OF JOSE RIZAL