RIZAL’S LIFE: FAMILY, CHILDHOOD AND EARLY EDUCATION PDF

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Santa Maria CampusCourse Code: Rizal Descriptive Title: The Life and Works of Rizal Instructor: Leonard C. Manuel, MAEdMODULE 3MODULE 3RIZAL’S LIFE: FAMILY, CHILDHOOD AND EARLY EDUCATIONLesson Overview:Dr. Jose P. Rizal is a genius of his kind who was molded by his parents and his teachers. Endowed ...

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ILOCOS SUR POLYTECHNIC STATE COLLEGE Santa Maria Campus

MODULE 3

MODULE 3 RIZAL’S LIFE: FAMILY, CHILDHOOD AND EARLY EDUCATION

Lesson Overview: Dr. Jose P. Rizal is a genius of his kind who was molded by his parents and his teachers. Endowed by God with versatile gifts, he truly ranked with the world’s geniuses, and became the greatest hero a nation. This module covers the brief history Rizal’s life and his education in his early age. Intended Learning Outcomes: 1. Analyze Rizal's family, childhood, and early education. 2. Analyze the early experiences of Dr. Rizal that gave way for the realization of injustice and discrimination under the Spanish rule in the Philippines and make connections to the present scenario in the Philippines. 3. Evaluate the work of Rizal when he was still young. Content Rizal-Meralco Family Rizal’s Childhood and Education Martyrdom of Gom-Bur-Za Injustice to Heroe’s Mother

Recall your memories of your childhood. What significant experience did you have that has still an impact to you at present time? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Course Code: Rizal Descriptive Title: The Life and Works of Rizal Unit Number: 3 Units

Instructor: Leonard C. Manuel, MAEd

ILOCOS SUR POLYTECHNIC STATE COLLEGE Santa Maria Campus

MODULE 3 READ ME! Rizal-Mercado Family The Rizal family is considered as one of the biggest family during their time Domingo Lam-co, the family's paternal ascendant was Chinese who came to the Philippines from Amoy, China in the closing years of the 17th century and married a half-Chinese by the name of Ines de la Rosa. Jose Protacio Realonda Alonzo Mercado Rizal • Known to a “child of a good family” • Jose was born on June 19, 1861 • Calamba, Laguna (between 11 and 12 at night) • He was the seventh of eleventh children, the younger of two boys and with nine sisters all in all RIZAL-MERCADO FAMILY • FRANCISCO MERCADO (1818-1898) - Father of Jose Rizal who was the youngest of 13 off springs of Juan and Cirila Mercado. Born in Biñan, Laguna on April 18, 1818; studied in San Jose College, Manila; and died in Manila. Francisco Mercado Y Chinco - A prosperous landowner - Sugar and rice planter - Well educated having studied Latin and Philosophy - Trader • TEODORA ALONSO (1827-1913) - The second child of Lorenzo Alonso and Brijida de Quintos. Studied at the Colegio de Santa Rosa. Teodora Alonso - a business-minded woman, courteous, religious, hard-working and wellread. - One of the most highly educated women in the Phil. that time - A gifted woman with insights in literature, art, music and other forms of Filipino culture - A fine mathematician, gourmet cook, interior decorator, collector of fine books - Was of Ilocano-Tagalog- Chinese-Spanish descent

Course Code: Rizal Descriptive Title: The Life and Works of Rizal Unit Number: 3 Units

Instructor: Leonard C. Manuel, MAEd

ILOCOS SUR POLYTECHNIC STATE COLLEGE Santa Maria Campus

MODULE 3 Jose Florentino • Uncle of Rizal • Elected to the Spanish Cortes • Distinguished government servant • inspiration of Rizal to be a government servant too The Name: Jose Protacio Realonda Alonso Rizal Mercado Jose – was named after • St. Joseph • From uncle, lolo and other siblings Protacio – St. Protacio a martyr. - Filipino priest baptized him; secular Archbishop confirmed Rizal – a shortened form of the Spanish word “second crop”, seemed suited to a family of farmers who were making a second start in a new home. Mercado was attached to Rizal to avoid confusion Realonda – was adopted by Francisco’s mother in law that gave Teodora a middle name Realonda THE SIBLINGS Saturnina (1850-1913), eldest of the Rizal children, became the wife of Manuel T. Hidalgo of Tanauan, Batangas. She and her mother provided the little Jose with the basic education by the age of three. Paciano, the second child in the family and Rizal's only brother, was born on March 7, 1851 in Calamba, Laguna. He was fondly addressed by his siblings as Nor Panciano, short for “Senior Panciano”. The 10 year older brother of Jose studied at San Jose College in Manila, became a former and later general of the Philippine Revolution. Narcisa (1852-1939), third Rizal, was married to Antonio Lopez, a teacher of Morong, Rizal. Later in history, Narcisa (like Saturnina) would help in financing Rizal’s studies in Europe, even pawning her jewelry and peddling her clothes if needed. Olimpia (1855-1887), fourth Rizal child, was married to Silvestre Ubaldo. Jose loved to tease her, sometimes good-humoredly describing her as his stout sister. She died of childbirth in 1887. Lucia (1857-1919), fifth Rizal child, was the wife of Mariano Herbosa. Maria (1859-1945), the sixth Rizal child, became the wife of Daniel Faustino Cruz of Biñan, Laguna. It was to her whom Jose talked about wanting to marry Josephine Bracken when the majority of the Rizal family was apparently not amendable to the idea. In his letter date December 28, 1981, Jose wrote to Maria.

Course Code: Rizal Descriptive Title: The Life and Works of Rizal Unit Number: 3 Units

Instructor: Leonard C. Manuel, MAEd

ILOCOS SUR POLYTECHNIC STATE COLLEGE Santa Maria Campus

MODULE 3

Concepcion (1862-1865)- her pet name was Concha; she died of sickness at the age of 3; her death was Rizal’s first sorrow in life.

Josefa (1865-1945) was the ninth child in the family, Panggay (her nickname) died an old maid at the age of 80. Trinidad (1868-1951), the tenth Rizal child. Historically, she was the custodian of Rizal’s greatest poem. She died also an old maid in 1951 at the age of 83. Soledad (1870-1929), the youngest Rizal child became the wife of Pantaleon Quintero. RIZAL’S CHILDHOOD •

Jose Rizal had many beautiful memories of childhood in his native town Calamba where he grew up with his family. The happiest period of Rizal’s life was spent in this lakeshore town, a worthy prelude to his Hamlet-like tragic manhood.

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Rizal loved Calamba with all his heart and soul. In 1876, when he was 15 years old and was a student in Ateneo de Manila, he remembered his beloved town. Accordingly, he wrote a poem Un Recuerdo A Mi Pueblo (In Memory of My Town).

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The first memory of Rizal, in his infancy, was his happy days in the family garden when he was three years old. Because he was a frail, sickly, and undersized child, he was given the tenderest care by his parents. His father built a nipa cottage in the garden for him to play in a day. A kind old woman was employed as an aya (nurse maid) to look after his comfort.

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“Pepe” or “Pepito” to the town people of Calamba Was struck by tragedy with the death of his favorite sister Concha. 1868 (7 yrs. Old), he wrote a comedy for the local fiesta A voracious reader, was able to read at age of 3 Was influenced greatly by his mother in his education and development of interest in poetry, music and European literature Readings in Tagalog poetry and assignments in Phil. History inculcated sense of Filipino Culture At the age of eight, Rizal wrote his first poem in the native language entitled Sa Aking mga Kababata (To My Fellow Children)

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Early Religious Writings 1. Ode to Jesus (1875) (To the child Jesus) - a poem of eight verse only 2. “A La Virgen Maria” (To the Virgin Mary)- a sonnet 3. Alianza intima la religion y la education” The Parable of the Moth • •

Was an inspiration to Rizal He said, it was not possible to conquer insurmountable odds and be a martyr in reality but never an illusion.

Course Code: Rizal Descriptive Title: The Life and Works of Rizal Unit Number: 3 Units

Instructor: Leonard C. Manuel, MAEd

ILOCOS SUR POLYTECHNIC STATE COLLEGE Santa Maria Campus

MODULE 3 Early Religious Formation • • • •

Very religious coming from a family of Catholics Learned common Catholic prayers at an early age Her mother taught him to be God-fearing Devotee of the Sacred Heart of Jesus and the Blessed Mother

Early Education in Biñan • • • • • •

Instruction during this time was quite rigid and strict. Knowledge was forced to its students through memory method aided with a whip Jose did not like his experience in Biñan under his teacher Maestro Justiniano Aquino Cruz who never forgot to whip him or punish him with blows in an open palm even when he was good in class. He was advanced beyond his teachers. Primarily educated himself in the family library and through conversation with family and friends. 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. Thus, Rizal said that “in spite of the reputation I had of being a good boy, the day was unusual when I was not laid out on a bench and given five or six blows.”

MARTYRDOM OF GOM-BUR-ZA On the night of January 20, 1872, about 200 Filipino soldiers and workmen of the Cavite arsenal under the leadership of Lamandrid, Filipino sergeant, rose in violent mutiny because of the abolition of their usual privileges, including exemption from tribute to polo (forced labor) by the reactionary Governor Rafael de Izquierdo. Unfortunately, this Cavite Mutiny was suppressed two days later by troop reinforcements from Manila. The Spanish authorities, in order to liquidate Fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora, leaders of secular movement to Filipinize the Philippine parishes, and their supporters (Jose Ma. Basa, Attorneys Joaquin Pardo de Tavera and Antonio Ma. Regidor, etc.) magnified the failed mutiny into a “revolt” for Philippine Independence. Accordingly, Gom-Bur-Za despite the archbishop’s plea for clemency because of their innocence, were executed at sunrise, February 17, 1872, by order of Gov Gen. Izquierdo. Their martyrdom was deeply mourned by Rizal family and many other patriotic families in the Philippines. Panciano, enraged by the execution of Burgos, his beloved friend, teacher, and housemate, quit his studies at the College of San Jose and returned to Calamba, where he told the heroic story of Burgos to his younger brother, Jose, who was then nearly eleven years old.

Course Code: Rizal Descriptive Title: The Life and Works of Rizal Unit Number: 3 Units

Instructor: Leonard C. Manuel, MAEd

ILOCOS SUR POLYTECHNIC STATE COLLEGE Santa Maria Campus

MODULE 3

The martyrdom of Gom-Bur-Za in1872 truly inspired Rizal to fight the evils of Spanish tyranny his oppressed people. In 1891, Rizal dedicated his second novel, El Filibusterismo, to Gom-Bur-Za. INJUSTICE TO HERO’S MOTHER Before June of 1872, a tragedy struck the Rizal family. Doña Teodora was suddenly arrested on a malicious charge that she and her brother, Jose Alberto, tried to poison the latter’s perfidious wife. Jose Alberto found his wife living with another man. Infuriated by her infidelity, he planned to divorce her. Doña Teodora, to avert family scandal, persuaded him to forgive his wife. The family trouble was amicably settled until the wife filed a case in court accusing her husband and Doña Teodora of attempting to poison her. After arresting Doña Teodora, the sadistic Spanish lieutenant forced her to walk from Calamba to Santa Cruz (capital of Laguna Province), a distance of 50 kilometers. Upon arrival in Santa Cruz, she was incarcerated at the provincial prison, where she languished for two years and a half until the Manila Royal Audencia (Supreme Court) acquitted her of the alleged crime. Intended Learning Activities Task 1 Create a portfolio of the family of Rizal. Indicate the date of birth and death of each member and their accomplishments. It is your discretion whether to put their pictures or not. Just be creative in doing so.

Assessment Read and comprehend the poem written by Rizal when he was 8 years old. Then, answer the questions that follow. TO MY FELLOW CHILDREN Whenever people of a country truly love The language which by heav'n they were taught to use That country also surely liberty pursue As does the bird which soars to freer space above. For language is the final judge and referee Upon the people in the land where it holds sway; In truth our human race resembles in this way The other living beings born in liberty. Whoever knows not how to love his native tongue Is worse than any best or evil smelling fish.

Course Code: Rizal Descriptive Title: The Life and Works of Rizal Unit Number: 3 Units

Instructor: Leonard C. Manuel, MAEd

ILOCOS SUR POLYTECHNIC STATE COLLEGE Santa Maria Campus

MODULE 3

To make our language richer ought to be our wish The same as any mother loves to feed her young. Tagalog and the Latin language are the same And English and Castilian and the angels' tongue; And God, whose watchful care o'er all is flung, Has given us His blessing in the speech we claim, Our mother tongue, like all the highest that we know Had alphabet and letters of its very own; But these were lost -- by furious waves were overthrown Like bancas in the stormy sea, long years ago.

1. What is the central theme of the poem? 2. What is the general message of Rizal to the Filipino youth? Do you think this is still applicable to the Filipino youth of this generation? 3. How is nationalism expressed in this poem to the Filipino youth of Rizal? Assignment Write a three-paragraph essay about injustices and discrimination during the time of Rizal which are still happening at the present time. Suggest ways on how to break these toxic and negative “culture” in our country. Be guided with the rubric below. Copy-pasted works from the web WILL NOT BE CHECKED. Indicators Content‐‐ Specific

Purpose & Support

Structure & Development

High Proficiency 5 ∙Writing meets all assignment content requirements. ∙Writing is clear and appropriate for the purpose of the assignment. ∙All evidence and examples are effective, specific and relevant. ∙Ideas are coherently and logically organized with welldeveloped paragraphs and effective transitions.

Proficiency 4 ∙Writing meets most assignment content requirements. ∙Writing is generally clear and appropriate for the purpose of the assignment— with some exceptions. ∙Organization of ideas is generally coherent and logical. ∙In addition, most paragraphs are well‐developed and use

Course Code: Rizal Descriptive Title: The Life and Works of Rizal Unit Number: 3 Units

Acceptable 2 ∙Writing meets minimum assignment content requirements ∙Writing is adequate in terms of clarity and appropriateness for the purpose of the assignment. ∙Organization of ideas meets the minimum requirement for being coherent and logical. ∙Some paragraphs may be well‐ developed and

Needs Improvement 1 ∙Writing meets some/few assignment content requirements. ∙Writing may be unclear and/or inappropriate for the purpose of the assignment.

∙Organization of ideas does not meet the minimum requirement for coherent and logical. ∙Paragraphs lack development

Instructor: Leonard C. Manuel, MAEd

ILOCOS SUR POLYTECHNIC STATE COLLEGE Santa Maria Campus

MODULE 3

effective transitions.

Language & Mechanics

∙All sentences are well‐written with varied sentence structure and virtually free of errors in grammar, punctuation and spelling.

Target Audience/ Point of View/ Originality

∙Maintains appropriate tone, diction and vocabulary for various modes of writing.

∙Most sentences are wellwritten with varied sentence structure and virtually free of errors in grammar, punctuation and spelling. ∙Tone, diction, and vocabulary are mostly appropriate for various modes of writing.

use effective transitions while others do not. ∙Minimally acceptable number of errors in grammar, punctuation and/or spelling.

and/or fail to employ transitions effectively. ∙Some/few sentences are well‐written with little variance in structure and/or numerous errors in grammar, punctuation and/or spelling.

∙Tone, diction, and vocabulary are adequate for various modes of writing.

∙Lacks some important qualities for having the appropriate tone, diction, and vocabulary for various modes of writing—but does meet others.

Summary The childhood of Jose Rizal can be characterized by his desire to learn, even frequenting the church nearby his home to watch and observe people but not to be religiously inclined. Jose Rizal was not a physically blessed or strong child however, he had a strong will guided and taught by his mother, his first teacher. He learned almost without the use of books. His mother was the one who laid the foundation of his great knowledge achieved in such a short time. His brilliance was also the character of the young Jose Riza

REFERENCES: De Viana, A.V., Cabrera, F.C., Samala, E.P., De Vera, M.M., & Atutubo, J.C. (2018). Jose Rizal: Social Reformer and Patriot. Rex Book Store, Inc. Zaide, G.F. & Zaide, S.M. (2008). Jose Rizal: life, works and writings of a genius writer, scientist and national hero. All-Nations Publishing Co., Inc. https://angbuhaynijprizal.wordpress.com/rizals-childhood/ https://spcrizalc2011.wordpress.com/2011/07/03/rizals-childhood-days/ https://www.slideshare.net/jaipob12/dr-jose-rizal-early-childhood-memories-andearly-education-in-calamba Course Code: Rizal Descriptive Title: The Life and Works of Rizal Unit Number: 3 Units

Instructor: Leonard C. Manuel, MAEd...