POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Quezon City Branch

Instructional Material in
GEED 10013
Buhay at Mga Sinulat ni Rizal (Life and Works of Jose
Rizal)

Academic Year 2020-2021

First Semester

Prof. CHERRYLYN P. ESPARAGOZA

Facilitator
 Overview
The GEED 10013 Buhay at Mga
Sinulat ni Rizal (Life and Works of Jose
Rizal) module was developed for easy
transfer of knowledge to the learners.
Brief and concise, straight to the point
teaching scheme is used. Course materials
is included for which will cover the topics
needed for successful learning. It likewise
uses not only text lectures but also books
and videos.
 GEED 10013 – Buhay at Mga Sinulat ni Rizal (Life and Works
of Jose Rizal), 3 units and with pre-requisite subject which is
the GEED 10033 Readings in Philippine History.
 As mandated by Republic Act 1425, this course covers the
lives and works of our heroes who lived and died for the ideals
of freedom and nationalism which have shaped our national
character. A major focus of discussion would be Jose Rizal’s
life, works, and writing particularly his novels Noli me Tangere
and El Filibusterismo which serve as constant and inspiring
sources of patriotism. This course seeks to develop a sense of
moral character, personal discipline, civic consciousness, and
duties of citizenship of the Filipino youth.
 Prepare a Video presentation - “Introduction to the Subject”.
 Module Objectives
“After successful completion of this module, you should
be able to:”
▪ Discuss Jose Rizal’s life within the context of the 19th
Century Philippines in relation to international
events.
▪ Understand that the context that produced Rizal and
other nationalist.
▪ Analyze Rizal’s various works, particularly the novels
Noli me Tangere and El Filibusterismo.
▪ Organize Rizal’s ideas into various themes.
▪ Demonstrate a critical reading of primary sources
from various personages relevant to the formation of
nationalism.
 Course Materials
• Google classroom for GEED 10013 Buhay at
Mga Sinulat ni Rizal (Life and Works of Jose
Rizal) is created for students to access materials
that will be provided to facilitate and/or
demonstrate the learning.
• In online classroom the following are included
such as reading materials, videos, samples or
examples, case studies, simulations, etc. These
materials are added to the course in the order
that facilitator wants students to use them as
guide and reference.
 Activities/Assessments
To determined the learning acquired by students
the following tools are used:
o Short/long Quizzes
o Recitations
o Presentations
o Written and oral exam
o Group Demonstration
o Reaction papers
o Case studies
o Seat works
 Module Objectives:
LESSON 1:

After successful completion of this module, you

should be able to:
▪ Describe the importance of Republic Act 1425
▪ Critically assess the effectiveness of Rizal course
▪ Identify the significance of teaching Rizal in
tertiary level
 Course Materials
Republic Act 1425
History of Rizal law and its important provisions
Effectiveness of Rizal course
Read the following references:
▪ Republic Act 1425
▪ Constantino, Renato (2000). The Rizal Law and the Catholic Hierarchy. In the making of
Filipino: a story of Philippine Colonials Politics.
▪ Laurel Jr., Jose B. (1960). The Trials of the Rizal Bill of 1956. Historical Bulletin 4(2): 130-
139
▪ Schumacher, John N. (2011). The Rizal Bill of 1956: Horacio de la Costa and the
Bishops. Philippine Studies 59(4): 529-553
▪ National Commission for Culture and the Arts (1995). Selection and Proclamation of
National Heroes and Laws Honoring Filipino Historical Figures.
▪ Ocampo, Ambeth. (2013). Many Rizals. In Rizal Without the Overcoat.
▪ Renato, Constantino. (1987). Bulag na Pagdakila. Salin ni Erlinda Abad, Quezon City:
Linangan ng Kamalayang Makabansa
Republic Act 1425
 Module Objectives:
After successful completion of this module, you
should be able to:
• Understand the various social, political,
economic and cultural changes that occurred
in the nineteenth century.
• Determine the context during Rizal times.
 LESSON 2-4
The Philippine’s Economic, Social and Political
Conditions during the Spanish Colonization until the
19th century as Rizal’s context

▪ Economic: end of the galleon trade, opening of the

Suez Canal, opening of ports to world trade, rise of
the export crop economy, and monopolies
▪ Social: education, rise of the Chinese mestizo, rise
of the inquilino
▪ Political: Liberalism, impact of the Bourbon
reforms, Cadiz constitution
 Course Materials
Course Materials:
• Lecture - Demonstration
• Video
 Watch:
Video about the Spanish Colonization during 19th Century.
 Activities/Assessments
• Short/long Quizzes
• Recitations
• Presentations
• Written and oral exam
• Group Demonstration
• Reaction papers
• Case studies
• Seat works
 References
• https://www.scribd.com/document/313108254/e-Importance-of-Studying-Rizal
• https://www.slideshare.net/VeronicaRapacon/spanish-colonization-in-the-philippines?qid=ed8405b1-0f27-4dfe-a325-
72420517af85&v=&b=&from_search=2
• Fast, Jonathan and Richardson, Jim. (1987). Roots of Dependency: Political and Economic Revolution in the 19th
Century Philippines.

• Schumacher, John N. (2008) ‘Ch2: Rizal in the Context of the Nineteenth Century Philippines, In the Making of Nation:
essays on nineteenth-century Filipino nationalism. [Henceforth as: ‘The Making of Nation’]

• ________(2011). The Cavite Mutiny Toward a Definite History, Philippine Studies 59(1); 55-81
• Wickberg, Edgar, (1964). The Chinese Mestizo in Philippine History. Journal of Southeast Asian History 5(1); 62-100

• ________. (2000). The Philippine Chinese before 1850. In the Chinese in Philippine Life, 1750-1898. Pp. 25-36
• Supplementary Readings:
• Rizal, Jose (1889). La verdad para todos/ Ang katotohanan para sa lahat. Mula sa Pambansang Komisyon ng
Ikasandaang Taon ni Jose Rizal. (1961). Mga Sinulat ni Rizal; mga akdang pampulitika at pangkasaysayan. Ikapitong
tomo. [Henceforth as: Mga Akdang Pampulitika at Pangkasaysayan]
• Blanco, Roberto. (2010). Pedro Pelaez, Leader of the Philippine clergy. Philippine Studies 58(1-2); 3-43. Read
pages:19-26, 31-32.
• Roth, Dennis M. (1982). Church Lands in the Agrarian History of Tagalog Region. In Philippine Social History; global
trade and local transformations, Alfred W. McCoy and Ed. De Jesus (eds), 131-153
• Schumacher, John N. (1999). Historical Introduction. In Father Jose Burgos; a documentary history with Spanish
documents and their translations. Pp. 1-32.
• ________(2006). The Burgos Manifesto; the authentic text and its genuine author, Philippine Studies 54(2): 153-304.
Read pp. 151-152, 268-292.
 Module Objectives:
After successful completion of this module, you should
be able to:
▪ Understand Rizal’s family, childhood and early
education.
▪ Determine the people and events that influences
Rizal’s early life.
▪ Identify the principles advocated by the propaganda
movement.
▪ Differentiate the relations of Rizal to other
Propagandist.
▪ Identify the reasons for Rizal’s growth as
Propagandist and later became separatist.
▪ Determine the factors that led to Rizal’s execution
▪ Determine the effects of Rizal’s execution on Spanish
colonial rule and the Philippine Revolution.
 LESSON 5-8
• Analyze Rizal’s family, childhood, and early education.
• Evaluate the people and events that influences Rizal’s early life
• Explain the principles advocated by the Propaganda Movement
• Evaluate Rizal’s relations with other Propagandists
• Analyze Rizal’s growth as a Propagandist and later separatist
• Analyze the factors that led to Rizal’s execution
• Analyze the effects of Rizal’s execution on Spanish colonial rule
and the Philippine Revolution
LIFE OF RIZAL
• Ipinanganak si Dr. Jose P. Rizal sa Calamba, Laguna
noong ika-19 ng Hulyo 1961, araw ng Miyerkules. Jose ang
pangalang ibinigay sa kanya ng siya ay binyagan. Mayroon
siyang sampung kapatid at ika-pito si Jose. Ang kanyang
mga magulang ay sina Francisco Mercado Rizal at Teodora
Alonzo Realonda.
• Francisco Mercado Rizal ang ama ni Jose na isinilang sa
Biñan, Laguna noong Mayo 11, 1818. Namatay ang ama ni
Jose ng siya ay walong taong gulang pa lamang at ang
nagpalaki sa kanya ay ang ina na si Teodora Alonzo
Realonda.
• Si Teodora Alonzo Realonda ay naikasal kay Francisco
Mercado noong taong 1848 at sila ay tumira sa Calamba,
Laguna, nagging hanapbuhay nila ang pagsasaka,
pagnenegosyo at pag-aaruga sa malaking pamilya.

• Naglingkod siya bilang kasama sa asyendang pag-aari ng

Dominikano. Masipag at tahimik siya habang mag-isa nyang
tinataguyod ang pamumuhay, sa edad na 80 binawian ng buhay.
• Ang salitang Mercado ay galling sa salitang Kastila na
nangangahulugang “Market” sa wikang Ingles. Mula sa
inangking apelyido ng ninunong lalaki na isang Chino na
nakaisang dibdib.

• Ang ina ni Rizal ay mas bata kaysa sa napangasawa ng walong

taon. Sa Colegio de Sta. Rosa na isang kilalang Kolehiyo noong
kapanahunan na iyon siya nakapag-aral. Matalino, may pinag-
aralan at matatag. Mahusay din siya sa Matematika at
pagsasalita ng wikang Kastila.
• Angkan ni Lakandula ang lahing kanyang pinagmulan,
sinasabing ang huling katutubong naghari sa Tondo. Ang
magulang ni Teodora Alonzo ay sina Brigida at Lorenzo
Alberto na kilalang Pilipino at sa Kastila- Biñan.

• Masasabing dumadaloy sa ugat ni Jose ang dugong kanluran at

silangan- Negrito, Indoneseo, Malayo, Hapones, Chino, at
Kastila subalit lantad at nangingibabaw ang pagiging Malayo.
• Si Teodoro at Francisco ay nabibiyayaan ng labing-isang supling,
siyam na babae at dalawang lalaki. Ang panganay na anak ay si
Saturnina.

• Si Saturnina ang unang anak na may taguyang Neneng. Pumasok sa

La Concordia sa Sta. Ana, Maynila. Nakaisang dibdib ni Manuel T.
Hidalgo na taga Tanauan, Batangas.

• Siya ang nagbalita na sapilitang pinaalis sa kanilang bahay ang

kanyang magulang at yaon nakapanirahan sa bahay ni Narcisa na
ang napangasawa ay si Apolonio.
• Si Paciano ang pangalawang kapatid na tumayo rin na
pangalawang ama ni Jose, laging magkasama ang dalawa lalo na
sa pagpapatala ni Jose sa paaralan. Lubos na nagsumiklab ang
damdamin ng binitay ang tatlong paring martir. Pagkamatay ni
Jose Burgos ang pinakabatang paring namatay sa garote.
Sumanib siya sa himagsikan at nagsaka sa Los Baños. Hindi na
nakapag-asawa at namatay sa gulang na 79, nagkaroon naman
siya ng dalawang anak sa nakarelasyon.
• Pangatlo si Narcisa na may palayaw na Sisa. Nakapag-asawa at naging isang
guro.

• Pangatlong babae si Olympia, siya ay tinatawag sa palayaw na yepe.

Nakapag-asawa ng isang telegrapistang taga-Maynila.

• Pang-apat na babae si Lucia, nakapag-asawa at namatay sa sakit na Kolera

noong 1889.

• Si Maria ay pang-anim na tinatawag na Biang, nakapag-asawa ng taga Biñan

na si Daniel Cruz.
• Si Jose na pangpito ay kilala sa palayaw na Pepe. Nakipag-
ibigan kay Josephine Bracken, isang babaeng Irish na
nanggaling sa Hongkong. Nagkaroon ng anak ngunit namatay
din ang bata.

• Makata, artist, iskultor, sayantist at nobelista ang mga

natatanging kakayanan. Isang henyo at kinakitaan ng pagkahilig
sa paggagamot, pagtuturo at mapagmahal na anak sa kanyang
ina.
• Concepcion ang pangwalo sa magkakatapid. Namatay sa
gulang na tatlong taon na lubos na pinagdalamhati ng buong
pamilya at lubos ang epekto kay Jose na nagdulot ng sobrang
kalungkutan.

• Josefa, tinatawag sa palayaw na panggoy, hindi nakapag-asawa

at namatay sa edad na 80.
• Trinidad, siya naman ay tinatawag na Trining at namatay siyang
walang asawa sa gulang na 83.

• Ang pinakabunso sa magkakapatid ay si Soledad na ang

palayaw ay Choleng na naging kaeskwela ni Leonor Rivera sa
Colegio dela Concordia. Nakapag-asawa ng taga-Calamba,
Quintero, Pantaleon.
• Ang kinamulatang pamilya ni Jose ay maayos na pamilya,
makaDiyos, ang disiplina ay patas, tinuturuan ang mga
kabataan ng kabutihang asal. Pananampalataya at pagiging
mabuti ang paghubog sa kanilang pamilya. Naitutuwis ang may
mga pagkakamali.

• Ang pagturing ni Pepe kay Paciano bilang pangalawang ama ay

pambihira, sapagkat humahanga siya sa kapatid at sumusunod
siya. Nakaka-angat ang pamilya nila.
• Maraming naipatayo ang pamilya ni Pepe dahil sa laki ng kita ng
Negosyo, nakakapagpagawa ng aklatan. Sinasabing nanguna sa
panlipunan, relihiyon. Maayos na pakikisalamuha sa mga punong
Kastila, kaibigan, at mga kababayan ang kanilang ipinakikita.

• Nang si Pepe ay bata pa, mahilig siya sa magagandang tanawin, ang

bundok Makiling, ang lawing Laguna, punong kahoy at mga
pananim. Nakagawa si Rizal ng isang tula na pinamagatang “Un
Recuerdo a Mi Pueblo”. (Isang Alaala sa Aking Bayan)
• Si Pepe ay masakitin, mahina at maliit para sa edad niya.
Iginawa siya ng isang bahay kubo, itong kubo ang naging lugar
upang mangarap, maglaro at gawin ang kanyang nais at
tinatawag siya kapag oras na magdasal ng orasyon.

• Ang kanyang tagapag-alaga ay nagkukwento sa kanya, tinatakot

siya tungkol sa mga lamang lupa tulad ng nuno, tikbalang, mga
aswang at sa bumbay na may babas na kukuhanin siya kapag
hindi siya umuwi ng bahay.
• Magagandang pangyayari ang naranasan ni Rizal ng siya ay bata pa.
Ang mga sumusunod ay kanyang ginagawa:

1. Pagdarasal ng orasyon tuwing hapon.

2. Pamamasyal kapag kalibugan ng buwan.
3. Paglalakad sa tabi ng ilog.

• Marubdob ang pagmamahal niya sa simbahan. Lagi siya sumisimba.

Pagbabasa ng bibliya ang kanyang ginagawa at lagi siyang nagdarasal.
Lubos niyang iginagalang ang mga pari patungkol sa maging
pilosopiya sa buhay.
• Isa sa pangyayaring kanyang naranasan ay ang pagpunta nila ng
kanyang ama sa Antipolo noong siya ay anim na taon pa lamang
dahil tinupad ang pangako ng kaniyang ina. Naranasan niya na
sumakay sa lantsa sa sa Ilog Pasig. Mula Antipolo, tinungo nila ang
lugar ni Saturnina na nag-aaral sa La Concordia sa Sta. Ana, Maynila
noong Hunyo 6, 1868.

• Naranasan ni Rizal ang pagdadalamhati sa pagpanaw ni Concepcion

(Concha) noong 1865. Nagsimula nang sumulat, gumuhit ng
magagandang tanawin, bagay at tao gamit ang lapis. Nagkaroon din
siya ng interes sa paghulma ng mga luwad.
• Mahal ni Dr. Jose Rizal ang kalikasan, nagsimula ito ng
panahon na siya ay sakitin dahil sa paligid siya laging
nakamasid, ang pagbuka ng mga bulaklak ang halimuyak
kasabay ng simoy ng hangin, pagyabong ng mga halaman.

• Pakikinig, pagmamasid ng isang makata at makasining kaya

mabilis maantig ang damdamin sa mga bagay. Sinabi ni Pepe,
“Sige, Tawanan ninyo ako ngayon! Balang araw ipagpapagawa
ninyo ako ng monument at larawan.
• Maituturing din na salamangkero si Pepe dahil mabilis niyang
natutunan ang salamangka at pagpapawala ng barya at
palitawin ito. Nagagawa nyang iba-ibahin ang anino ng mga
hayop gamit ang anino ng kanyang kamay.

• Nang maranasan ng mga taga-nayon ang kalupitan ng mga

guwardiya sibil sa pananakit, hindi na ito mawala sa hinuha ni
Pepe. Paulit-ulit na bumabalik sa kanyang isipan at naging
sanhi upang ang pangarap at mithiing mapalaya ang bansa.

• Lubos na bumabagabag sa kanya ang karanasang ito at

naimpluwensya sa pagkilos bilang kabahagi sa Himagsikan.
TULONG SA PAG-AARAL

1. Isalaysay ang kwento ng buhay ng mga magulang ni Pepe.

2. Ilarawan ang pamilyang Rizal.

3. Ipaliwanag ang kabataan ni Jose “Pepe” Rizal.

4. Ano ang naging dahilan bakit nasira ang masayang ala-ala ni

Rizal sa kanyang pag-aaral?
5. Ipakilala ang mga sumusunod sa simpleng paglalarawan:

A. Saturnina E. Lucia I. Josefa

B. Paciano F. Maria J. Trinidad
C. Narcissa G. Jose K. Soledad
D. Olympia H. Concepcion
Saturnina Rizal
Paciano Rizal
Narcisa Rizal
Olympia Rizal
Lucia Rizal
Maria Rizal
Jose Rizal
 Concepcion Rizal
• Died the age of Three (3) years old
Josefa Rizal
Trinidad Rizal
Soledad Rizal
• Sa unang taon ng pag-aaral ay nakatuon sa pagbasa, pagsulat,
pagkukwento, at relihiyon sa elementarya ng Biñan at
Calamba. Kahit makaluma ang pamamaraan ng pagtuturo
naging handa si Pepe para sa pagtahak ng kanyang kolehiyo.
Mahina man ang kanyang katawan pero higante naman
kanyang isipan.

• Ang kanyang ina ang unang naging guro, nagkaroon ng pormal

na edukasyon si Rizal sa pamamagitan ng pribadong guro at
sesyon sa tahanan nila. Si Maesto Celestino, sunod si Maestro
Lucas Padua. Si Leon Monroy ang nagturo sa kanya ng Kastila
at Latin subalit namatay ito. Siya ay ipinatala at pumasok sa
pribadong paaralan sa Biñan, Laguna.
• Inihatid ng kanyang kapatid na si Paciano noong 1869 sa
pribadong paaralan. Nakipanuluyan si Rizal, nangungulila si
Pepe sa Biñan. Isinama ni Paciano si Rizal sa paaralan ni
Maestro Justiniano Aquino Cruz na dati nyang guro.

• Nakaranas ng pangungutya si Jose sa mga kaklase lalo na kay

Pedro na anak ng maestro. Nakipag-away si Pepe kay Pedro.
Natalo niya ito pero hindi siya umubra sa pakikipagbuno ng isa
pang kaklase. Walang aatrasang away si Pepe dahil matapang
siya.
• Nakawilihan niya ang pagpipinta dahil kay Juancho, biyanan ng
kanyang guro. Kasama si Jose Guevarra. Tinanghal silang
pintor ng klase.

• Dinisiplina ni Rizal ang kanyang pag-uugali upang bigyang

prioridad ang mas importanteng gawain.
• Pinakamahusay siyang estudyante, matataas na marka ang
kanyang nakukuha, kinaiinggitan siya ng ilang nagsasabi na
kabalintunaan ang naabot ni Rizal. Napaparusahan at napapalo
din si Pepe.

• Bumalik siya sa Calamba, sakay ng Bapor Talim matapos ang

isa’t kalahating taon. Si Arturo Camps isa sa kaibigan ng
kanyang ama na isang Prances ang nakaalalay sa pag-uwi niya.
Nag-aalala siya sa dalawang pangyayari sa kanyang ina:
1. Ang pagbitay sa Gomburza
2. Ang pagkakulong ng kanyang ina.
• Ang pagbitay sa Gomburza ay lubhang nakaapekto sa kanya.
Nagkaroon ng pag-aalsa sa pamumuno ni La Madrid, isang
sarhentong Pilipino at 200 na kawal ay nag-alsa sa Cavite. Sa
pamamahala ni Gob. Rafael Izquierdo, naibaba ang utos upang
patayin sa pamamagitan ng garote ang tatlong pari na sina
Padre Mariano Gomez, Jose Burgos, at Jacinto Zamora.

• Kalungkutan ang dinulot kay Paciano ng pangyayaring ito. Ang

damdamin ni Pepe na naapektuhan din sa sitwasyon na ito ay
biglang napagtanto na tutulungan niya ang bayan sa malulupit
na mga Kastila.
• Ang kanyang ina ay nakulong sapagkat ito ay naparatangan sa
kasalanan na kasabwat sa paglason sa asawa ni Jose Alberto na
kanyang kapatid, plinano niya ang pagdibursyo sa asawa,
nagpayo si Doña Teodora na patawarin ang asawa ng kapatid.
Nakipagsabwatan ang asawa sa tinyente ng Guardia Sibil, sa
tulong ng gobernadorsillo na si Antonio Vivencio del Rosario.
May dahilan ang Gobernadorsillo dahil hindi napagbigyan ng
kampay ng kabayo. Dumagdag sa pasakit ni Doña Teodora ang
layo ng nilakad mula Calamba patungong Sta. Cruz.
Nagkasakit si Doña at ito ay lubos na kinahabagan ni Rizal.
Ang pag-aaral sa Ateneo de Manila

• Sa pagdaan ng panahon mahigit apat na buwan ang nakakaraan ng

mamatay ang tatlong paring martir. Ang kanyang ina ay nakakulong pa rin.
Sa edad na labing isa si Rizal ay ipinasok sa Ateneo de Municipal, kolehiyo
na mga Jesuitang Kastila na sa panahon ngayon ay kilala sa tawag na
Ateneo de Manila. Kilala ang eskwelahan sa pagiging mahusay at paaralan
para sa mga lalaki.

• Nakapasa si Jose sa iba’t ibang asignatura tinanggap siya sa San Juan de

Letran , subalit nagpalit ng isip at sa Ateneo siya nag-aral. Tinatangihan
tanggapin si Jose sa Ateneo Municipal (1. Nahuli na nagpatala dahil tapos
na; 2. Siya ay sakitin at payat ang liit ni Jose sa edad na labing-isa).
Nakatulong si Padre Manuel Burgos siya ay pamangkin ni Padre Burgos.
• Ang Sistema sa pag-aaral sa pamamalakad ng Jesuita ay ang
paghubog sa kabataan na may kinalaman sa pang-akademiko,
pangkatawan, pangsankatauhan at agham tulad ng kurikulum
ng Batsilyer sa Sining. Ang mga kabataan ay sinasanay na
magkaroon ng matatag na ugali mahigpit ang disiplina at
pagsasanay. Ang panalangin bago magsimula ang klase at
pagkatapos ng klase ay patuloy na ginagawa.

• Nagkakaroon ng dalawang pangkat ang interno at di-intern.

Meron tinatawag na Emperyo ng Romano at Emperyo ng
kartahena. Emperador ang tawag sa itinanghal na panalo sa
mga ginagawang paligsahan.
Apat na taon na pag-aaral sa Ateneo de Manila, mula taong 1872
hanggang 1876.

1. Unang Taon- ang kanyang apelyido na Rizal ang ginamit niya

dahil ang mercado ay pinaghihinalaan na makapangyarihan.
Salitang Rizal ay galling sa Alkalde Mayor ng Laguna na
kaibigan ng pamilya nila.
- unang propesor niya si Padre Jose Bech na mukhang griyego. Nag-
aaral siya ng pribadong aralin sa kolehiyo ng Sta. Isabel. Malungkot siya
pag umuuwi sa Calamba sapagkat na piit pa ang kanyang ina.
2. Ikalawang Taon sa Ateneo (1873-1874)
- Nagkaroon ng pagbaba ng grado niya subalit nakuha
niyang muli ang pagka-emperador. Nagkaroon siya ng bagong
mga kaklase. Natamo niya ang gintong medalya sa
pinakamataas na karangalan. Nabasa niya ang nobelang “The
Count of Monte Cristo” na sinulat ni Alexander Dumas.
Binasa din niya ang Cesar Contes, “Travels in the Philippines”
ni Dr. Teodore Jagor isang sayantist na Aleman na bumisita sa
Pilipinas noong 1859-1875.
3. Ikatlong Taon sa Ateneo 1874-1875
- Nasa ikatlong taon sa Ateneo si Jose lumaya na ang kanyang
mahal na ina.

4. Ikaapat na Taon sa Ateneo 1875-1876

- Nahimok ni Padre Francisco Padua Sanchez na magpunyagi
siyang mag-aral. Limang medalya ang kanyang natamo.

Huling Taon sa Ateneo

- Nakatapos siya ng Batsilyer sa Sining sa edad na labing-anim
(16).
Pag-aaral ng Paggagamot sa Pamantasan ng Sto. Tomas sa taong
1877-1882

• Sa Ateneo natapos niya ang Batsilyer sa Sining na may

pinakamataas na karangalan, nagpatala siya sa UST o
Pamantasan ng Sto. Tomas at magtuloy ng pag-aaral.
Nagulumihanan si Rizal sa kanyang ina sapagkat ito na ang
kumokontra na siya ay makapag-aral. Naisulat niya ang “May
salagimsim ba ang ina ko na may mangyayari sa akin? Ang
lihim na pangitain o second sight ang kaya ng puso ng isang
ina?”
• Kahit nalilito si Rizal sa di pag apruba ng kanyang ina
nagpalista pa rin siya sa Sto. Tomas. Ang kinuha niyang kurso
ay Agrimensor at siya ay nanguna sa klase. Nakakuha siya ng
medalya at topograpiya sa pagsasaka. Sa edad na 20 siya ay
nakuha ang lisensya sa titulo na pagka-agrimensor.

• Sumapi si Rizal sa Marian Congregation siya ang naging

pangulo ng Akademya ng Panitikan, pagkaKalihim ng
Akademya ng Panitikan, likas na agham.
• Hindi naging maligaya si Rizal sa paaralang Dominico kaya
siya ay nagtungo sa España upang mag-aral, at hindi ito alam
ng kanyang mga magulang maging ni Leonor Rivera, ang
kanyang kasintahan noon.

• Bukod sa pag-aaral, may dahilang pulitikal ang pagpunta ni

Rizal sa Espanya. Ito ay ang masusing pagmamasid sa buhay,
kalinangan, wika, kaugalian, industriya, kalakaran ng
pamahalaan at mga batas sa mga bansang Europeo, na napag-
alaman naman ni Paciano.
• Umalis si Jose noong Mayo 3, 1882 sakay ang Salvadora
(bapor) patungong Singapore. Sa paglalakbay, naging kaibigan
niya ang kapitan ng sasakyan na taga Austria, España. Mayo 9
ng makarating sila sa Singapore at dalawang araw rin ang
ginugol nya roon sa pagliliwaliw.

• Mula Singapore ay sumakay siya Djemnah (bapor na Pranses)

patungong Europa. Isang araw silang huminto sa Point Galle,
Timog Ceylon at tumuloy sa kabisera ng Colombo. Bumagtas
din sila sa Karagatang India tungo sa Africa nang magdaan sila
sa Kanal Suez. Sa Aden naman ito sgglit na huminto kung
saan unang nakakita si Rizal ng kamelyo. Tumuloy naman sila
sa Lungsod Suez.
• Nakarating sa Naples si Rizal noong Hunyo 11 kung saan nakita
niya ang Mount Vesuvius, ang kastilyo ni St. Telmo at iba pang
makasaysayng lugar. Tumigil din siya ng isang araw sa Port Bore
nang bagtasin niya ng ang Pyrennees. Noong Hunyo 16, 1882
narating ni Jose ang Barcelona sakay ng isang tren. Ayon kay Rizal,
ang Barcelona ay marumi, pangit, may maliliit na bahay-paupahan at
may mga taong hindi marunong tumanggap ng bisita. Nakita naman
niya na rito ang ilang kaklase sa Ateneo na nagbigay sa kanya ng
ideya tungkol sa magagandang lugar , mga tao, ang kanilang kultura
at kaugalian.

• Sa Maynila naman ay nabalitaan ni Rizal ang pagkalat ng Cholera at

ang pagkamatay ng maraming tao roon araw-araw. Nalaman din niya
ayon kay Panggoy na lubos na nalungkot si Leonor Rivera dahil sa
pag-alis ni Rizal ng walang paalam.
• Sa mga kursong Medisina, Pilosopiya at mga Letra nagpatala si
Rizal sa Unibersidad Central de Madrid. Sa Academy of Fine
Arts sa Fernando ay nag-aral din si Rizal ng pintura at
iskultura. Sa pribadong guro naman siya natuto ng wikang
Aleman, Pranses at Ingles. Sa Hall of Arms of Sanz sa
Carbonelia naman siya nag-aral ng Eskrima.

• Hinangaan ni Rizal ang kagandahan ng Paris nang makita niya

ang Champs Elysee, Opera House, Arch of Truimph, Bor’s de
Boulogne, Simbahan ng Madelaine, Katedral ng Notre Dame,
Column sa Vandome, Lavalides kung saan nakalibing si
Napoleon, Versailles at iba pa.
 REFERENCES
• Jose Rizal: Ang Buhay ng isang Bayani (1996). History Department of the Ateneo de Manila
University and the Bookmark, Inc.
• Rizal, Jose (1884). Talumpati ni Dr. Rizal sa piging na parangal sa mga pintor na Pilipino. Mula sa
Mga Akdang Pampulitika at Pangkasaysayan.
• _____(1889). Los agricultores Filipino/Ang mga Magsasakang Pilipino. Mula sa Mga Akdang
Pampulitika at Pangkasaysayan.
• _____(1890). Al excmo. Senor Vicente Barrantes, Sobre El Noli/Liham ni Rizal kay Vicente
Barrantes tungkol sa Noli. Mula sa Mga Akdang Pampulitika at Pagkasaysayan.
• _____(1893). Rizal to Blumentritt, Dapitan, 15 February 1893. In the Rizal-Blumentritt
Correspondence (1961)
• The Staff, (1889). Our Aims. In La Solidaridad, Vol. 1: 1889, trans. Guadalupe Fores Gazon, 168-
177.
• Schumacher, John N. (1997). The Propaganda Movement, 1880-1895; the creators of a Filipino
consciousness, the makers of revolution. [Read 19-35, 40-58, 83-104, 126-170, 182-280.
• Guerrero, Leon Ma. (1991). The First Filipino. Manila: National Historical Institute.
• Coates, A. (1992). Rizal: Philippine Nationalist and Martyr. Manila: Solidaridad Publishing House
• Almario, Virgilio. (2008). Si Rizal; Nobelista.

• Ileto, Reynaldo. (1998). Rizal and the Underside of Philippine History. In Filipinos and their Revolution: event, discourse,
and historiography, Quezon City; Ateneo de Manila University press.
 ASSESSMENT
• Short/long Quizzes
• Recitations
• Presentations
• Written and oral exam
• Group Demonstration
• Reaction papers
• Case studies
• Seat works
 MID-TERM
EXAMINATION
 Module Objectives:
After successful completion of this module, you
should be able to:
▪ Understand Rizal’s ideas on how to write
Philippine history.
▪ Determine the comparison, contrast of Rizal
and Morga’s different views about Filipinos
and Philippine culture.
 COURSE MATERIAL
LESSON 10

Lecture on the Annotation of Antonio de

Morga’s Sucesos de las Islas Filipinas
 METHODOLOGY
• Lecture
• Interactive discussion
• Use of power point to conduct lesson.
• Class Activity
• Film Viewing
• Documentary Analysis
 REFERENCES
• https://www.slideshare.net/anandawisely/dr-antonio-de-
morgas-sucesos-de-las-islas-filipinas
• Rizal, Jose (1890). Sucesos de las islas pilipinas por el doctor
Antonio de Morga/The events in the Philippine Island by Dr.
Antonio de Morga [ Read preface, to the Filipinos, prologue of
Ferdinand Blumentritt, and Ch;8]
• Ocampo, Ambeth. (1998). Rizal’s Morga and Views of Philippine
History. Philippine Studies 46(2); 184-214.
• Salazar, Zeus. (2007). A legacy of the Propaganda: the tripartite
view of Philippine history. In Navarro, Atoy and Lagbao-Bolante,
Flordeliza (eds.) Mga Babasahin sa Agham Panlipunang Pilipino:
Sikolohiyang Pilipino, Pilipinolohiya, at Pantayong Pananaw.
 Activities/Assessments
• Short/long Quizzes
• Recitations
• Presentations
• Written and oral exam
• Group Demonstration
• Reaction papers
• Case studies
• Seat works
 :
Module Objectives
After successful completion of this module, you
should be able to:

• Appraise important characters in the novel and

what they represent.
• Examine the present Philippine situation
through the examples mentioned in the Noli Me
Tangere and El Filibusterismo
• Value the role of the youth in the development
and future of society
 :
LESSON 11-12

▪Noli me Tangere and

▪El Filibusterismo
 :
Methodology
• Interactive discussion
• Use of power point to conduct lesson.
• Class Activity
• Film Viewing
• Documentary Analysis
•
 :
Course Material

Source: https://www.kapitbisig.com/philippines/noli-me-tangere-the-social-cancer-by-dr-jose-rizal-book-notes-summary-in-english-
executive-summary-the-summary-of-noli-me-tangere_851.html
Noli Me Tangere
 :
Course Material
El Filibusterismo
 REFERENCE
• Noli me Tangere, (translation by Virgilio Almario or Soledad Lacson-
Locsin)
• El Filibusterismo, (translation by Virgilio Almario or Soledad Lacson-
Locsin)
• Daroy, Petronilo, (1968). Rizal; contrary essays. Quezon City: Guro
Books.
• Palma, Rafael. (1928). Read Rizal’s Novels. In Chua, Apolonio B. and
Melendrez-Cruz, Patricia. (eds.) (1991). Himalay: Kalipunan ng mga
Pag-aaral kay Jose Rizal, Maynila: Sentrong Pangkultura ng Pilipinas.
[Henceforth as: Himalay]
• Schumacher, John N. (2008). The Noli Me Tangere as Catalyst of
Revolution; In. the Making of a Nation.
• Constantino, Renato. (1966). Our Task: to make Rizal obsolete. In the
Filipinos in the Philippines and other essay.
 Activities/Assessments
• Short/long Quizzes
• Recitations
• Presentations
• Written and oral exam
• Group Demonstration
• Reaction papers
• Case studies
• Seat works
 :
Module Objectives
After successful completion of this module,
you should be able to:

• Assess Rizal’s writing

• Appraise the value of understanding the
past
• Frame arguments based on evidence
 :
LESSON 13-14

▪ The Indolence of the Filipinos, The

Philippines: A Century Hence,
Letter to the Women of Malolos
 :
Methodology
• Interactive discussion
• Use of power point to conduct lesson.
• Class Activity
• Film Viewing
• Documentary Analysis
•
 :
Course Material

Noong ika-12 ng Disyembre 1888, isang pangkat ng kababaihan ang iginiit sa

pamahalaang Kastila ang kanilang hangaring makapag-aral. Nang mabalitaan ito,
sinulatan sila ni Jose Rizal ng liham na naglalaman ng pitong habilin, na para sa
kaniya ay dapat magsilbing panata ng bawat Pilipina. Bilang pag-alala sa anibersaryo
ng pagkasilang ni Rizal, narito ang mga pagsasalarawan ng mga habiling ito. Kalakip
ng orihinal na mensahe ni Rizal na nasa lumang Tagalog ang bersyong isinakonteksto
para sa ating panahon.

Sources: http://malacanang.gov.ph/7981-sa-mga-kababaihang-taga-malolos-ni-jose-rizal/
• Photo from MKL-IMP Archives, courtesy of Mr. Ian-James R. Andres of the
Pearl of the Orient: Discover Old Philippines Facebook page.“Unang-una.
Nagiging taksil ang ilan dahil sa kaduwagan at kapabayaan ng iba.”
• Photo from Underwood and Underwood, courtesy of Mr. Ian-James R. Andres of the Pearl of the Orient:
Discover Old Philippines Facebook page.“Ikalawa. Ang taong nagpapaalipusta ay
kulang ng pagmamahal sa sarili at labis na nasisilaw sa umaalipusta.”
•
• Photo from Keystone View Company, courtesy of Mr. Ian-James R. Andres of the Pearl of the Orient:
Discover Old Philippines Facebook page.“Ikatlo. Ang kamangmangan ay pagkaalipin;
sapagkat kung ano ang isip ay ganoon ang tao: ang taong walang sariling isip
ay taong walang pagkatao; ang bulag na tagasunod sa isip ng iba ay parang
hayop na susunod-sunod sa tali.”
• Photo from H. C. White Company, courtesy of Mr. Ian-James R. Andres of the Pearl of the Orient:
Discover Old Philippines Facebook page.“Ikaapat. Kapag nagtago ka, para mo na ring
hinimok ang ibang magtago rin, dahil kung pabayaan mo ang iyong kapwa ay
pababayaan ka rin naman; madaling baliin ang nag-iisang tingting, pero
mahirap baliin ang isang bigkis na walis.”
• Photo from Keystone View Company, courtesy of Mr. Ian-James R. Andres of the Pearl of the Orient:
Discover Old Philippines Facebook page.“Ikalima. Kung hindi magbabago ang babaeng
Tagalog, hindi siya dapat magpalaki ng anak, at sa halip ay gawing paanakan
lamang; dapat alisin sa kaniya ang kapangyarihan sa bahay, sapagkat kung
hindi ay walang-malay niyang ipapahamak ang asawa, anak, bayan, at
lahat.”
• Photo from Artura Postcard, courtesy of Mr. Ian-James R. Andres of the Pearl of the Orient: Discover
Old Philippines Facebook page.“Ikaanim. Ipinanganak ang tao na pare-parehong
hubad at walang tali. ‘Di sila nilikha ng Diyos upang maalipin, ‘di binigyan ng
isip para magpabulag, at ‘di biniyayaan ng katwiran upang maloko ng iba.
Hindi pagmamataas ang hindi pagsamba sa kapwa-tao, ang pagpapaliwanag
ng isip, at pagiging tuwid sa anumang bagay. Ang mapagmataas ay ang
nagpapasamba, ang nambubulag sa iba, at ang ibig panaigin ang kaniyang
gusto sa matuwid at tama.”
• Photo from Retrato: Filipinas Photo Collection, courtesy of Mr. Ian-James R. Andres of the Pearl of the Orient: Discover
Old Philippines Facebook page.“Ikapito. Pagnilayan ninyong maigi kung ano ang relihiyong
itinuturo sa atin. Tingnan ninyong mabuti kung iyan ba talaga ang utos ng Diyos o ang
pangaral ni Kristong panlunas sa hirap ng mahirap, pang-aliw sa dusa ng nagdurusa.
Alalahanin ninyo ang lahat ng itinuturo sa inyo, ang pinatutunguhan ng lahat ng sermon,
ang nasa kaibuturan ng lahat ng misa, nobena, kuwintas, eskapularyo, larawan, milagro,
kandila, sinturon, at iba’t iba pang iginigiit, inihihiyaw at idinidiin araw-araw sa inyong
loob, tainga, mata. Hanapin ninyo ang puno’t dulo at ihambing ninyo ang relihiyon sa
malinis na relihiyon ni Kristo. At tingnan kung ang inyong pagka-Kristiyano ay kapareho
ng inaalagaang gatasang hayop o kaya ng pinatatabang baboy, na pinatataba hindi dahil
sa pagmamahal sa kaniya, kundi upang maipagbili nang mas mahal at nang lalong
pagkakitaan.”
 REFERENCE
• http://malacanang.gov.ph/7981-sa-mga-kababaihang-taga-
malolos-ni-jose-rizal/
• Rizal, Jose. (1890). Tungkol sa Katamaran ng mga Pilipino. Mula sa
Mga Akdang Pampulitika at Pangkasaysayan.
• _____. (1889). Ang Pilipinas sa loob ng Sandaang Taon; Mula sa Mga
Akdang Pampulitika at Pangkasaysayan.
• _____. (1889). Sa mga kababayang dalaga sa Malolos; Mula sa Mga
akdang Pampulitika at Pangkasaysayan.
• Majul, Cesar Adib. (1961). On the Concept of National Community. In
Himalay.
• Guillermo, Ramon G. (1997)
• Supplementary Readings:
• Scott, William Henry. (1982). The Creation of a Cultural Minority. In
Cracks I the Parchment Curtain; and other essays in Philippine History.
 Activities/Assessments
• Short/long Quizzes
• Recitations
• Presentations
• Written and oral exam
• Group Demonstration
• Reaction papers
• Case studies
• Seat works
 :
Module Objectives
After successful completion of this module,
you should be able to:
▪ Understand the interpretation of views and
opinions about heroes and their ideas and
deeds in the context of Philippine history
and society.
 :
LESSON 16-17

▪ Understand the interpretation of views and

opinions about heroes and their ideas and
deeds in the context of Philippine history
and society.
 Course Materials
The Philippine Nationalism: Heroes and their ideas based on the José Rizal as a
member of Nick Joaquin’s pantheon of dubious heroes retrieved in Reynaldo V. Silvestre,
in Philippine Daily Inquirer dated December 29, 2013
It has been the facile conclusion that the “pacifist” Rizal became our national hero
over the “war freak” Bonifacio because it thus suited the Americans’ pacifying campaign
against us.
Now comes Nick Joaquin in “A Question of Heroes” telling us that Bonifacio could
not be a hero because he was a failure, since the glorious Revolution of 1896 never quite
happened unless we perversely insist on calling Bonifacio’s abortive attack on San Juan
and his fast retreat to the hills of Montalban a revolution.
It seems the revolution we find in 1896 actually took off in the Cavite of Aguinaldo,
and it was this which actually touched off the revolution in Bulacan and Pampanga until
all of Luzon and the Visayas had risen successfully against Spain.
Unless we missed it somewhere, Manila never revolted successfully, and Mindanao is
not in this story (but was it ever?).
It would take a whole book to refute Joaquin. The problem lies in the very structure
of Joaquin’s opus, subtitled “Essays in Criticism of Ten Key Figures of Philippine History”
(Makati: Filipinas Foundation Inc., 1977, hardcover).
It is a mass of historical data wondrously molded by a tidal flow of value judgments.
One would have to begin by tracing every original source document and determine its
authenticity and relevance. The task is mind-boggling, and it is not made any easier by
Joaquin’s non-use of reference index in almost every datum.
Filipino ‘notables’
 Burgos as accidental martyr
Burgos, we now understand, was only a martyr and a hero by accident. “Except
for that irrelevant mutiny (the Cavite mutiby of 1872), it’s possible that Burgos,
whatever his ideas, would not now be a name to us…”
There is even doubt on his being a “Filipino” (“But how Filipino was Burgos?”)
because he was a Spanish mestizo, or a “Creole,” a term much used by Joaquin as
though a personal invention.
He was heroic, Joaquin does say, in his ideas to Filipinize the clergy, in his
efforts to seek reform within the law, in his concern to liberate the masses through
education, and in his private drive to ennoble the Filipino by himself. But then, in a
tantalizing inching toward a definition of a “hero,” Joaquin says, “Heroism does not
guarantee one’s recognition as a hero.”
Forthright M.H. Del Pilar Marcelo H. del Pilar does not come off as poorly. He is
firm and decisive, with both Spanish blood and Tagalog nobility running in his veins.
While Rizal was still arguing on the competence of the Filipino, Del Pilar had
presumed it.
He was audacious enough to carry his petition to the Queen Regent herself, and
the Filipino colony in Madrid preferred his forthright authority to the vacillations of
Rizal.
As the fiery editor of La Solidaridad, he personified the 1880s phase of the
Propaganda movement in Madrid. Considering this is also an essay in criticism, we
heave a sigh of relief: one name we can still recite, a hero still one.
 Traitorous Jaena
Lopez-Jaena is a different sort. He wrote eloquent nationalist tirades, but
only if he received his stipend. When this stopped, he turned into a bitter critic of
the Propaganda. He finally ended up trying to run for office in the Spanish
government and then dying in utter misery in Barcelona at the age of 40. Not
only was he a slob, always unkempt with gauche manners, he was also (dare we
say it?) a traitor to the Filipino cause.

With Rizal, we detect a defensive note in Joaquin. He begins with an

epigraph from Cromwell (“Paint my picture truly like me, and not flatter me at
all, but remark all these roughness, pimples, warts and everything as you see
me”), as if he were somewhat apologetic about his little hatchet job on Rizal.

We, too, may well cringe, because even the apostate would draw back from
stepping on the Cross. For such has Rizal become to us, a holy figure almost, the
apotheosis of all we felt in our people, our hero examplar. But then, what really
can we feel when “a beautiful theory is murdered by a gang of brutal facts?”

Rizal did reject the Revolution of 1896. He was on his way to Cuba, a
volunteer for the Spanish cause even before his final arrest and execution. True,
he was a subversive against the Spanish regime in his novels, at least, but when
revolution did break out, he turned his back on it.
Joaquin quotes Léon Ma. Guerrero’s observation that Rizal was “a
nationalist who did not recognize his nation when it suddenly rose before him, a
bloody apparition in arms.”
 Rizal as ‘First Filipino’
Joaquin renders Rizal the tribute as “The First Filipino,” who had most created the idea of the Filipino
nation. This First Filipino, however, in Joaquin’s view, also suffered from an inferiority complex because
he was small, with the sly hint that he was small not only in height. There is insinuation that Rizal
suffered from some sexual complex which prevented him from consummating his flirtations.
But whence comes this bolt from the blue tribute of being “The First Filipino?” On what achievement is it
supposed to rest? If we are to follow Joaquin’s own narration, he would have to give the title to Luis
Rodriquez Valera, the one who baptized himself El Conde Filipino.

If the word “first,” however, refers not to usage but to achievements, then why not state them?
By Joaquin’s own view, Bonifacio’s revolt was a failure, and this was the revolt presented to Rizal for his
approval. Could Rizal not be credited with discernment in realizing that the seeds of failure were contained
in the plan of revolt? As a man whose consistent desire for the welfare of his people has never been
questioned, why not credit him with wisdom in rejecting a revolt that would surely bring death without
victory to his people?
For Rizal was right. The revolt did fail. We can relish 1896 only in the same way we relish Bataan and
Corregidor—glorious as the charge of the Light Brigade, but failures still. In fact, Joaquin is aware of this
oddity in our national character when he does refer to Bataan and Corregidor in his chapter on Gregorio
del Pilar and other glorious failure of Tirad Pass: “A few more Tirads and we’ll be the most heroic people in
extinction.”

The whole chapter on Rizal actually serves to advance Joaquin’s pet thesis: The Creole richly deserves a
place of the highest honor in the development of the Filipino nation. Granted, for it is true that so many of
the key figures in our national life have Spanish or Chinese blood in their veins.
But let us not give the corollary impression that the Malays were only so much rabble. Speak of them as
well. Tell how war is fought with both generals and privates, with the privates dying in disproportionately
greater numbers. Tell how generals plan, and also how the privates implement.
Say it like it truly is, including that there were also Malay propagandists, and generals and privates, too.
This whole nation is carried on Malay backs, so why not include them in the parade?
 Impetuous Bonifacio
Andres Bonifacio fares no better than Rizal, although here Joaquin’s criticism is
specific and profound. The thesis is that Bonifacio failed from excessive ardour, vanity
and impetuousness.
Against Spanish guns, he drew his bolos and blindly believed in the headlong
charge against a fixed fortification. In one week, the last week of August 1896,
Bonifacio’s revolt began and failed.
Invited to Cavite by the Magdiwang faction to mediate their quarrel with the
Magdalos of Aguinaldo, he succeeded only in alienating both by behaving as a
dominating upstart. His revolt had failed; the Cavite revolt, conducted with organization
and preparation, had succeeded; and yet he sought to impose his will, that of a failure,
on those who had succeeded.
Justly rejected, he unjustly and stupidly ordered the arrest of Magdalo officers in
Cavite, issued decrees nullifying Aguinaldo’s acts, thus acting with more ferocity against
his own than against the Spaniards.
His execution by Aguinaldo emerges as a necessary measure to save the
Revolution, and reveals this early Aguinaldo in a most noble and merciful light. It was a
contest between professional intellect and plebeian passion, and the latter lost.
“Why fell the Supremo?” asks Joaquin, and his answer is that Bonifacio was simply
too incompetent to be one.
 Prudent Aguinaldo
From the start, Joaquin makes it clear he hardly approves of
Aguinaldo. He was a petit bourgeois, too prudent, lacking in imagination,
and incapable of pushing enough just when history hung in the balance.
He refused to assert himself at the Imus conference, and so Cavite
remained divided between the Magdiwang and the Magdalo, and the
Revolution “was doomed.” He had the chance to take Manila in 1898, but
he hesitated, and then fell to an American ploy which deprived him of the
nation’s seat of authority.
From there on, he inexorably slipped into a paranoia which prevented
him from drawing into the Revolution every individual and group which
could have ensured its success. Thus, he ended up killing, instead of
utilizing, Antonio Luna, his best professional soldier.
Aguinaldo’s character, the implication goes, was simply too small to
muster the talent of a Luna whose own tendency to brutal actions made
him an object of easy dislike.
Toward the end, we see Aguinaldo reduced to a clannish paranoiac,
running helter-skelter from the Americans, and callously interposing a
doomed Gregorio del Pilar between himself and the pursuing Yankee
troops.
A small-town man, of a prudence greater than his intellect, Aguinaldo
found his doom in laying a role too large for him. With his judgment, what
can we do? The lesson is that failures are by definition foolish, and fools
cannot be heroes.
 Infantile Mabini
Mabini was an antihero because he saw history “as a series of problems confronting men, not men
confronting problems.” Mabini “remembers all the legal problems of the revolution, but not a single dramatic
scene.” Mabini “…whenever he appears in our history is arguing a question of legality.” He was already “gray
of hue even before his crippling.”
Mabini would follow a leader, uphold him, then turn against him as he did to Aguinaldo. After being
part of a systematic campaign to baffle Luna, Mabini piously states (after Luna’s assassination) that Luna
should have been supported.
His paralysis is presented as a mystery, with no definite cause, although the clear insinuation is that
Mabini had somehow willed himself into it because he wanted to operate as a pure intellect disengaged from
every personal relationship or physical confrontation.
Joaquin, after all this precision marksmanship, again repels us, as he did with Rizal, by insinuating a sexual
infantilism in Mabini.
Far more fundamental that all this, Mabini has a very serious charge from Joaquin: Mabini was a
prime contributor to the disunity which rent the Revolution.
He alienated the propertied classes by compromising a dictatorship propped up by the peasant army. He
alienated the Church with his anticlericalism. He alienated the Malolos Congress by successfully placing it
under the sway of a “dictator.”
Eventually, even the masses fell away from him because “their decisions and values were, after all, not
his.” As the man behind Aguinaldo and behind many fundamental decisions, Mabini’s character finally rent
the Revolution. In the end, he blamed everybody else for its failure except himself.
As for Gregorio del Pilar, the evidence of Joaquin against him is quite conclusive. Remove him from
our pantheon and let him no more be a heroic subject in high-school declamations. Our pantheon, already
an abode of dubious residents, can do better without a dandy, bungler and hatchet man.
 Tenacious Luna
In Antonio Luna, we have Joaquin’s only hero. Was there enough fault in the man to be an
antihero? Certainly not, and the brutality of his temper appeared so because we were a
society that prized pakikisama.
Three sentences will suffice: “He was a soldier trying to win a war and thwarted at every turn
by those on whom he should have been able to depend. He was a nationalist at a time when
the new nation he would save was already disintegrating. And he was ignored champion of a
bourgeoisie divided against itself.”
“Would Luna have been a strongman?” Joaquin asks, and then he answers: “Alas, no… He
was a patriot with a single obsession: to resist the invader, to expel the Americans.”
And after the Cavite clansmen had deliberately refused to defend Caloocan, the gateway to
the North, the Revolution’s fate was truly sealed. Had they obeyed Luna, the Mountain
Province could have become a fortress of the Republic where it could have sat out the crises
in safely.
Of course, these last assertions are posed as questions, but taken as a whole they are meant
to be assertions.
But again, we interpose a little question: Could the Mountain Province, surrounded by a
hostile Luzon, really have sat out the crisis? Obviously not, but then, perhaps, this objections
need not have been Luna’s, whose specific aim was simply to hold on as doggedly as possible.
Nevertheless, we do agree that the conception was heroic, and that Luna was, indeed, a hero
(if on no better grounds than that his intentions conform with our values).
But are great patriotic intentions enough to raise a man to hero’s status? What notable
victories over himself or over the obstacles to his people did Antonio Luna achieve?
We are not aware of any, except glorious attempts. Joaquin, by his own standards, could
have gone on to pass on Luna much the same judgment he passed on to Burgos, Rizal and
Bonifacio. They were heroes per accidens: Burgos just because he was garrotted; Rizal just
because he was executed; and Bonifacio just because the Caviteños successfully revolted a
few days after his fiasco.
Luna became a hero because notables like Aguinaldo and Mabini talked much of him in order
to expiate their guilt by removing the merely personal for their vengeance.
 Ricarte in the shadows
The Ricarte episode is not really about Ricarte. True, he is portrayed accurately
as a factotum of the Revolution (caretaker of the Pact of Biak-na-Bato, etc.), the last
holdout of the storied group outliving his time till he ended up in the shadows of a
conquering enemy, and whose last claim to fame is somewhat as a symbol of
something indomitable in the Filipino. Let him rest undisturbed, Joaquin seems to
say, but lay no more wreaths at his feet.
The Ricarte episode is, in fact, another unique expansion of Joaquin of our old
understandings. In the chapter on Burgos, Joaquin gives the Creole class its due
(after all these centuries of blood intermingling, is there still any non-Creole
Filipino?). In Marcelo H. del Pilar, the Propaganda movement was defined and, thus,
extended backward as far as the 1870s and forward as far as the 1950s as if the
1950s, had still an alien government, a proposition we cannot fault unless one
sustains another definition of the Propaganda.
In Ricarte, we find out that the Revolution did not end in Palanan in September 1900.
Joaquin’s notable contribution is to sweep away the calumnies we also accepted
as truths about the uprising which continued to bedevil the American regime.
These were not bandits, tulisanes, religious nuts and disgruntled politicos. In
Joaquin’s view, they represented a resurgence of the Revolution on a national scope.
All the ilustrado had finally gone over to the American side, and we may credibly say
that they were still continuing the Revolution using “nonviolent parliamentary
tactics.”
Source:
https://lifestyle.inquirer.net/145113/jose-rizal-as-a-
member-of-nick-joaquins-pantheon-of-dubious-heroes/
Read:
Joaquin, Nick. (2005). A Question of Heroes. [Chapters on
Rizal, Bonifacio and Aguinaldo]
Del Pilar, Marcelo H. (1889). Monastic Supremacy in the
Philippines,Trans. Encarnacion Alzona (1958)
Guerrero, Milagros. (1998). Pagtanaw sa Kasaysayan,
Paghahanda sa Himagsikan: Mga Ideya ng Katipunan,
1892-1897. Kasarinlan 14(1);37-52
Mabini, Apolinario M. (1903). The Philippine Revolution.
Trans. Leon Ma. Guerrero. (1969).
Nolasco, Ricardo Ma. D. (1997). Pinagmula ng Salitang
Bayani. Diliman Review 45(2-3):14-18
 Activities/Assessments
1. Choose at least two Filipino heroes, interpret
your views, opinions and deeds in the
context of Philippine history and society.
2. Compare the two heroes you choose in
relation to their attributes in attaining
freedom of our country.