GE-LWR: The Life and Works of Jose Rizal

Faculty Roquezon O. Rubia <aiburblitz01@gmail.com>

Class Timetable 1:30-3:00 GR448MC

Course Description
The Life and Works of Jose Rizal will examine the origins of the Filipino nation through a thorough
and multidisciplinary analysis of the rise of Philippine nationalism in the nineteenth century. The
course will first attempt to explain the historical factors that produced Jose Rizal and his generation
of nationalists through an analysis of the socio-economic developments both in the context of
Philippine and World History. The content and context of the major works of Jose Rizal will be
analyzed to demonstrate how literature was essential in the imagination and construction of the
Filipino nation which was denied by Spanish colonialism. Lastly, Rizal’s contributions will be
assessed for its continuing significance and uneasy paradoxes.

Course Objectives: Expected Learning Outcomes

In terms of content, by the end of this course students will be able to:
1. Explain the historical factors that produced José Rizal and his generation of nationalists
2. Analyze Rizal’s various works, particularly Noli me tángere and El filibusterismo, his
annotations of Morga, his essay on Sobre la indolencia de los filipinos, and other works
3. Assess the significance and paradoxes of Rizal’s contributions to Filipino nationalism
4. Explain Philippine history in a world-historical context

In terms of skills, by the end of this course students will be able to:
1. Demonstrate the ability to appreciate literary works creatively

2. Demonstrate the ability to read primary sources critically

3. Communicate meaningfully and convincingly a particular interpretation of the past

4. Produce a creative work that conveys the significance of Rizal for the current generation

In terms of values, by the end of this course students will be able to:
1. Recognize the value of differing narratives and interpretations of Rizal’s life and works

2. Appreciate the importance of reaching a personal opinion based on study and discussion

3. Evaluate one’s specific location in history and personal relationship to nation building

4. Work cooperatively with others

Course Outline and Timeframe

To meet the learning objectives, this course is organized into seven interrelated parts as summarized
in the following outline, with the schedule shown in detail starting on page 4:

(1) The Rizal Law and Philippine Nationalism. This course begins with a discussion of Republic
Act 1425, which mandated the teaching of Rizal’s life and works in Philippine educational
institutions. The conflicts generated by the original legislative proposal and their implications for
Philippine nationalism and the writing of history are critically examined.
(2) Rizal’s Social Origins and Historical Context. This part of the course examines Rizal’s ethnic,
cultural, socioeconomic, and political context. It covers aspects of economic history that explain the
Philippines’s key role in global trade, the rise of Chinese mestizos, and the phenomenon of friar
estates—in one of which Rizal’s family were leaseholders. It examines the conflict between friars
and the secular (mostly native) clergy over the control of parishes, the so-called Cavite Mutiny in
1872, and the influence of these events on Rizal’s politics.

(3) Filipinoness in Europe, History, and Text. This part examines the change in the meaning of
“filipino” for Rizal and other ilustrados in Europe in the 1880s–1890s. It looks at Rizal’s emergent
nationalism, the beginnings of political journalism exemplified by La Solidaridad, and the writing
of Noli me tángere. Students discuss alternative readings of the Noli.

(4) The Spanish Conquest and Rizal’s Search for Origins. This part deals with Rizal’s attempt to
come to terms with the preconquest past through his annotations of Morga’s Sucesos de las Islas
Filipinas. To contextualize Rizal’s construction of history, we look at recent scholarship on the
precolonial past, focusing on the mandala system in Southeast Asia, magical beliefs, and
implications for status and warfare. The Pacto de Sangre (Blood Compact) is also discussed in
terms of the ilustrados’ conception of history. This part ends with a critique of the migration-waves
theory and its influence on Rizal’s thinking.

(5) Rizal on Indolence and Assimilation. This part of the course takes up Rizal’s defense of Filipino
indolence, which is contrasted with the rise of sugar production and labor relations in Negros
Island. It discusses his break with Marcelo del Pilar and abandonment of the Propaganda
Movement’s campaign for assimilation.

(6) Power and the Filibustero in the Late Nineteenth Century. This part of the course discusses the
figure of the filibustero and alternative readings of El filibusterismo. It covers Rizal’s exile to
Zamboanga and first close encounter with an ethnic minority as well as his execution and its global
and local ramifications. It ends with the Katipunan and the revolution at the end of the nineteenth
century.

(7) Integration: Group Project and Presentations. This last part provides students with the
opportunity to synthesize what they have learned in the course by crafting and presenting diverse
projects on Rizal, which speak to the current generation of Filipino youth.

Required and Suggested Readings

The two required texts are: Fr. Schumacher’s The Propaganda Movement 1880–1895 and Dr.
Aguilar’s Clash of Spirits. Most required readings are found in the Filipiniana library and Serials
Library of the USC-LRC. Other required readings are listed in the detailed course schedule. Digital
copies of some of the required readings can be found under “Materials” in Schoology.

Items marked “for further reading” are supplementary and not required materials.

Course Requirements Class reports and participation 10%

Quizzes 30%
Research papers (2) 20%
Long tests (2) 20%
Midterm and Final Exam 20%

Class Reports and Class Participation

This course is student-centered. Students are expected to take responsibility for their learning. Class
meetings are highly interactive, so read all the required materials before class.

Students will form themselves into ten (10) groups. There will be two rounds of lead discussion
presentations. Each group will lead one class discussion/topic by discussing the required readings.
The group’s presentation will take 20 minutes. The group must identify and explain at least five to
ten keywords or terms that synthesize (or contrast) the main points of the readings taken as a whole.
The group must also raise questions based on the readings for the class to discuss; it should also be
prepared to answer questions from the class. Note: the group cannot simply divide the work among
its members, but must have a well-coordinated presentation. The group is expected to be creative
and use appropriate visual tools. There should be no reading of notes during the presentation.

The group report accounts for 10 percent of the final grade. Group members will complete the Peer
Evaluation Tool for Group Reports and Class Presentations, giving each group member a letter
grade based on forced ranking. Peer evaluation is confidential, which the professor will take into
account in arriving at the final grade of each student. The evaluation form must be submitted via
Schoology on the same day as the report, with a penalty for late submission.

Quizzes and Long Tests

Quizzes—to be expected every class meeting—add up to 20 percent of the final grade in this
course. If a student is absent, there is no make up for a missed quiz.

There will be 2 long exams, plus a midterm exam and a final exam in this course. Each long test is
worth 10 percent, totaling 20 percent of the final grade. There is no making up for failure in a test.
Only when there is a properly documented and valid reason for an absence will a make-up test be
given.

Research Papers
The groups will submit two research papers in the course of the semester, each worth 10 percent.
The specific instructions and deadlines are contained in the detailed course schedule.

Grading System
For the forced ranking letter grades, please refer to the range below:

A 94 and above B 80–86 C 66–72

B+ 87–93 C+ 73–79 D 60–65 F Below 60

Classroom Policies
Attendance in class meetings is very important. Lateness by more than 10 minutes after the class
has started, or leaving the class 30 minutes or earlier before its official end, will be considered an
absence. The usual number of absences allowed is a maximum of ten (10) for the semester.

Mobile phones and other devices must be kept in silent mode and not used unless absolutely
necessary. Laptops, iPads, and other gadgets must be used for class presentation purposes only.

Students in this class need to log on to Schoology (https://www.schoology.com) using the access
code provided by the instructor.
 Detailed Course Outline, Schedule, and Readings

I. The Rizal Law and Philippine Nationalism

20 Aug 2019 Organizational Meeting Submission of groupings: on a one-fourth sheet write the
names of your group members and the group’s top three preferred topics chosen from topics 1 to 20
below, to be handed to the professor in class. Final groupings will be announced through
Schoology.

20 Aug 2019 “You Know You’re Pinoy if…” Recognising Our Membership in an Imagined
Community

Instructions. Students shall form 7-8 groups. Once they are seated with their group mates,
they shall complete the phrase, “YOU KNOW YOU’RE PINOY IF….” (for example ‘You know
you’re Pinoy if…You point with your lips.”) Each group should compose at least ten (10) Pinoy
’experiences’, habits or eccentricities. The group shall rank their 10 outputs with 1 being the best/
most amusing/most appropriate “Pinoy-ism” and 10 being the least Pinoy-ism. For their class
presentation, each group shall prepare a powerpoint and their top 5 Pinoy-ism will be presented as
memes.

22 Aug 2019 KANYA-KANYANG RIZAL

Library Work. Students shall form eight (8) groups and each grouping shall each be
assigned specific sections of Ambeth Ocampo’s work “Rizal without the Overcoat”. The sections
are “Many Rizals”, “Facts and Possibilities”, “Family and Others”, “Everyday Rizal”, “The
Legendary Talent”, “Other Views”, “At Home and Abroad” and lastly “Our Rizals”. All
student-groups shall also read the wikipedia page on Jose Rizal.

Groups then shall craft a creative presentation depicting the knowledge or image of Rizal
that they had gleaned from the works of Ambeth Ocampo. Groups should keep their outputs ready
for presentation at a meeting to be specified by the instructor.

Ocampo, Ambeth. 2012. Rizal Without the Overcoat. Mandaluyong City. Anvil
Publishing, Inc.

Jose Rizal Wikipedia Page. https://en.wikipedia.org/wiki/José_Rizal.

27 Aug 2019 The Rizal Law: Republic Act (RA) 1425

Republic of the Philippines. 1956. Republic Act 1425. Available online, http://www.gov.ph/
1956/06/12/republic-act-no-1425/.

Laurel, Jose B. Jr. 1960. The trials of the Rizal Bill. Historical Bulletin 4(2): 130–39.

Constantino, Renato. 1969. The Rizal Law and the Catholic hierarchy. In The making of a
Filipino: A story of Philippine colonial politics, 244–47. Quezon City: The Author.
 Schumacher, John. 2011. The Rizal Bill of 1956: Horacio de la Costa and the bishops.
Philippine Studies 59(4): 529–53.

Ileto, Reynaldo. 2017. History Wars: Rizal in 1956. Knowledge and Pacification: On the US
Conquest and the Writing of Philippine History, 225-242. Quezon City. Ateneo de
Manila University Press.

5 Sep 2019 Literature and Social Relevance

Hau, Caroline S. 2000. Introduction. In Necessary fictions: Philippine literature and the nation,
1946–1980, 1–14. Quezon City: Ateneo de Manila University Press. PS9991 H38

Constantino, Renato. 1966. Our task: To make Rizal obsolete. In The Filipinos in the
Philippines and other essays, 137–52. PS9993 C6 F4a

Anderson, Benedict. 2004. Hard to imagine. In Spectre of comparisons: Nationalism, Southeast

Asia, and the world, 235–62. Quezon City: Ateneo de Manila University Press. DS525.7
A53 2004

10 Sep 2019 The Nation as Imagined Community

OUTPUT PRESENTATION OF YOU KNOW YOU’RE PINOY IF…

The teacher will facilitate synthesis of the presentations with the question, “WHERE IS
THE LAUGHTER COMING FROM?”

Anderson, Benedict. 1991. Introduction. In Imagined communities: Reflections on the origins

and spread of nationalism, 1–7. Rev. ed. London and New York: Verso. Pasig City:
Anvil, 2003 PH edition. JC311 A656 1994; JC311 A656 2003

Anderson, Benedict. 1991. Cultural roots. In Imagined communities: Reflections on the origins
and spread of nationalism, 9–36. Rev. ed. London and New York: Verso. Pasig City:
Anvil, 2003 PH edition JC311 A656 1994; JC311 A656 2003

Anderson, Benedict. 1991. Creole pioneers. In Imagined communities: Reflections on the

origins and spread of nationalism, 47–65. Rev. ed. London and New York: Verso. Pasig
City: Anvil, 2003 PH edition JC311 A656 1994; JC311 A656 2003

1. 17 Sep 2019 Rizal and Popular Nationalism

Ileto, Reynaldo. 1998. Bernardo Carpio: Awit and revolution. In Filipinos and their revolution:
Event, discourse, and historiography, 1–27. Quezon City: Ateneo de Manila University
Press. DS 678 I43 [Focus on pp. 2–13]

Ileto, Reynaldo. 1998. Rizal and the underside of Philippine history. In Filipinos and their
revolution: Event, discourse, and historiography, 29–78. Quezon City: Ateneo de
Manila University Press. DS 678 I43
 Lahiri, Smitha. 1999. Writer, hero, myth, and spirit: The changing image of José Rizal. SEAP
Bulletin, Fall: 3–6. Southeast Asia Program, Cornell University. Online, http://
seap.einaudi.cornell.edu/sites/seap.einaudi.cornell.edu/files/1999f_2.pdf.

RESEARCH PAPER 1. All groups will write a paper based on the instructions below. The paper
must not exceed 1,000 words. The hard copy is due on Thursday, 19 October 2019 via a digital
version via Schoology. Individual group members must submit through Schoology a Peer
Evaluation Form for Research Paper 1. No evaluation, no grade.

INSTRUCTIONS
Every group member must interview two adults who must be at least 21 years old: one should
have a college degree; the other should only have a grade school education or at most some
years of high school. Ask your informants: Have you read any of Rizal's novels? What do you
know about his novels (regardless of whether or not you have read them)? What do you think is
the relationship of Rizal to the Philippines as a nation? What do you think is the relationship of
Rizal’s writings to nationalism? What is your personal opinion of Rizal?

Based on your interviews, write a paper that (a) presents your findings as a group, and (b)
answers the questions: (b1) Do you think your interviewees have been able to “imagine” the
nation? Explain. (b2) What is their conception of Rizal? Is it a “nationalist” view? (b3) What
are the paradoxes of having studied and/or not studied Rizal? (b4) To what extent is RA 1425
necessary to foster nationalism?

[Assessment: 10% of the grade will be based on the presentation of your interview
data; 20% on your discussion of the respondents’ “imagination” of the nation; 20% on
the respondents’ conception of Rizal; 20% on the paradoxes of having studied or not
studied Rizal; 20% on your reflections on RA 1425 and its role in fostering
nationalism; and 10% on the quality of the written composition]

II. Rizal’s Social Origins and Historical Context

2. 19 Sep 2019 The Global Market and the Ascendance of Chinese Mestizos

Flynn, Dennis and Arturo Giraldez. 1995. Born with a “silver spoon”: The origin of world trade
in 1571. Journal of World History 6(2): 201–21. [Focus on pp. 201–9 and 214–15]

Aguilar, Filomeno. 1998. A clash of spirits: Friar power and Masonic capitalism. In Clash of
spirits: The history of power and sugar planter hegemony on a Visayan island, 15–31.
Quezon City: Ateneo de Manila University Press. [Focus on pp. 15–26]

Wickberg, Edgar. 1964. The Chinese mestizo in Philippine history. Journal of Southeast Asian
History 5(1): 62–100. [Focus on pp. 62–89]

Wickberg, Edgar. 2000. The Philippine Chinese before 1850. In The Chinese in Philippine life,
1850–1898, 3–41. Quezon City: Ateneo de Manila University Press. [Focus on pp. 28–36]

3. 24 Sep 2019 Agrarian Relations and the Friar Lands

 Roth, Dennis M. 1982. Church lands in the agrarian history of the Tagalog region. In Philippine
social history: Global trade and local transformations, ed. Alfred W. McCoy and Ed. de
Jesus, 131–53. Quezon City: Ateneo de Manila University Press.

Aguilar, Filomeno. 1998. Elusive peasant, weak state: Sharecropping and the changing meaning
of debt. In Clash of spirits: The history of power and sugar planter hegemony on a
Visayan island, 63–93. Quezon City: Ateneo de Manila University Press. [Focus on pp.
63–82]

Palanco, Fernando. 2010. The Tagalog revolts of 1745 according to Spanish primary sources.
Philippine Studies 58(1–2): 45–77. [Focus on pp. 63–71]

Aguilar, Filomeno. 2017. Colonial sugar production in the Spanish Philippines: Calamba and
Negros compared. Journal of Southeast Asian Studies 48(2): 237–61. [Focus on Calamba,
pp. 241–42; 246–47; 248–50; 257–59]

4. 26 Sep 2019 Intraclergy Conflicts and the Cavite Mutiny

Schumacher, John. 1999. Historical introduction. In Father Jose Burgos: A documentary history
with Spanish documents and their translations, 1–41. Quezon City: Ateneo de Manila
University Press. DS675.8 B8 S37 [Focus on pp. 1–32]

Schumacher, John. 2011. The Cavite Mutiny: Toward a definitive history. Philippine Studies
59(1): 55–81.

Schumacher, John. 2006. The Burgos Manifiesto: The authentic text and its genuine author.
Philippine Studies 54(2): 153–304. [Focus on pp. 277–90]

For further reading:

Blanco, Roberto. 2010. Pedro Peláez, leader of the Filipino clergy. Philippine Studies 58(1–2):
3–43. [Focus on pp. 19–26, 31–32]

3 Oct 2019 FIRST LONG TEST. Coverage: Rizal Law to Intra-Clergy Conflicts

III. “Filipinoness” in Europe, History, and Text

5. 8 Oct 2019 Journalism and Emergent Politics

Schumacher, John. 1997. Early Filipino student activities in Spain, 1880–1882. In The
propaganda movement: 1880–1895; The creators of a Filipino consciousness, the
makers of the revolution, 19–39. Quezon City: Ateneo de Manila University Press.
DS675 S385 1997
Rizal, José. 2011. Rizal’s toast to Luna and Hidalgo. Presidential Museum and Library,
Republic of the Philippines. Online, http://malacanang.gov.ph/4071-jose-rizals-
homage-to-luna-and-hidalgo/.
 Schumacher, John. 1997. Journalism and politics, 1883–1886. In The propaganda movement:
1880–1895; The creators of a Filipino consciousness, the makers of the revolution, 40–
58. Quezon City: Ateneo de Manila University Press.

The Staff. 1889/1996. Our aims. In La Solidaridad, vol. 1: 1889, trans. Guadalupe Fores-
Ganzon, 3, 5. Pasig City: Fundación Santiago. DS651 S6 1996

Schumacher, John. 1997. The new Filipino newspaper in Barcelona, 1888–1889. In The
propaganda movement: 1880–1895; The creators of a Filipino consciousness, the
makers of the revolution, 128–46. Quezon City: Ateneo de Manila University Press.

For further reading:

Schumacher, John. 1997. España en Filipinas, 1887. In The propaganda movement: 1880–
1895; The creators of a Filipino consciousness, the makers of the revolution, 59–72, 77–
82. Quezon City: Ateneo de Manila University Press.

6. 15 Oct 2019 Noli me tángere, 1

Schumacher, John. 1997. The “Noli me tángere,” 1887. In The propaganda movement: 1880–
1895; The creators of a Filipino consciousness, the makers of the revolution, 83–104.
Quezon City: Ateneo de Manila University Press. DS675 S385 1997

Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness and
problems of language in Noli me tangere and El filibusterismo. Quezon City: Ateneo de
Manila University Press. PQ8897 R5 Z5253 [Focus on pp. 1–37]

7. 17 Oct 2019 Noli me tángere, 2

Hau, Caroline. 2000. The fiction of a knowable community. In Necessary fictions: Philippine
literature and the nation, 1946–1980, 48–93. Quezon City: Ateneo de Manila University
Press. PS9991 H38

Hau, Caroline. 2017. Did Padre Damaso rape Pia Alba? Reticence, revelation, and revolution in
José Rizal’s novels. Philippine Studies: Historical and Ethnographic Viewpoints 65(2):
137–99. [Focus on pp. 144–56]

8. 29 Oct 2019 Noli me tángere, 3

Rizal, José. 1996. Noli me tángere, trans. Ma. Soledad Lacson-Locsin. Makati: Bookmark.
PQ8897 R5 N531 1996 [Dedication, Epilogue, and all chapters]

Analyze the novel’s plot:

1. Identify the five major characters (including villains) in the novel, excluding Maria Clara

2. Describe briefly each character’s relationship with Maria Clara or the particular encounter with
Maria Clara or set of events involving Maria Clara that helped propel the main plot of the Noli
forward.
 3. Present the plot.

4. Why is Maria Clara the fulcrum of the Noli’s plot, even though Ibarra and Elías are the
“heroes”?

5. What do you think of Maria Clara? What kind of a female character is she?

6. Why do you think that, of all the characters in the novel, Maria Clara has been subject to the
widest range of interpretations?

Rizal, José. 1890/1996. Al Excmo. Señor Don Vicente Barrantes / To His Excellency Mr.
Vicente Barrantes. In La Solidaridad, vol. 2: 1890, trans. Guadalupe Fores-Ganzon, 62–
71. Pasig City: Fundación Santiago. DS651 S6 1996

Joaquin, Nick. 2005. Why was the Rizal hero a creole? In A question of heroes, 65–76.
Mandaluyong City: Anvil. PS9993 J62 A16 2005

For further reading:

Lamarque, Peter. 2006. The intentional fallacy. In Literary theory and criticism, ed. Patricia
Waugh, 177–88. Oxford: Oxford University Press.

31 Oct 2019 MIDTERM EXAM. Coverage is from Topic numbers 5-8.

IV. The Preconquest Past and Rizal’s Search for Origins

9. 5 Nov 2019 The Southeast Asian Mandala

Wolters, O. W. 1999. Some features of the cultural matrix. In History, culture, and region in
Southeast Asian perspectives, 15–26. Rev. ed. Ithaca, NY: Southeast Asia Program,
Cornell University. DS525 W65 1999

Wolters, O. W. 1999. Historical patterns in intra-regional relations. In History, culture, and

region in Southeast Asian perspectives, 27–40. Rev. ed. Ithaca, NY: Southeast Asia
Program, Cornell University. DS525 W65 1999

Aguilar, Filomeno. 1998. A clash of spirits: Friar power and Masonic capitalism. In Clash of
spirits: The history of power and sugar planter hegemony on a Visayan island, 15–31.
Quezon City: Ateneo de Manila University Press. HD9116 P53 N42 [Focus on pp. 26–31]

10. 7 Nov 2019 Indigenous Warfare and the Spanish Conquest

Scott, William Henry. 1994. Weapons and war. In Barangay: Sixteenth-century Philippine
culture and society, 147–57. Quezon City: Ateneo de Manila University Press. GN308.3
P5 S36
 Angeles, J. Amiel. 2006. The battle of Mactan and the indigenous discourse on war. Philippine
Studies 55(1): 3–52.

Junker, Laura Lee. 2000. The role of warfare in Philippine chiefly political economies. In
Raiding, trading, and feasting: The political economy of Philippine chiefdoms, 339–49.
Quezon City: Ateneo de Manila University. GN671 P5 J86 1999

GMA 7. 2010. Lupa ng Hinirang. Online, https://www.youtube.com/watch?v=vdNOm KphK-

M. [Observe the opening scene only]

END OF FIRST ROUND OF PRESENTATIONS

11. 12 Nov 2019 Pacto de Sangre/Clash of Spirits: Why Were We Conquered?

Aguilar, Filomeno. 1998. Cockfights and engkantos: Gambling on submission and resistance. In
Clash of spirits: The history of power and sugar planter hegemony on a Visayan island,
32–62. Quezon City: Ateneo de Manila University Press. HD9116 P53 N42

Aguilar, Filomeno. 2010. The pacto de sangre in the late nineteenth-century nationalist
emplotment of Philippine history. Philippine Studies 58(1–2): 79–109.

12. 14 Nov 2019 Rizal’s Morga and Ilustrado Views of the Preconquest Past

Rizal, José. 1961 [1890]. Sucesos de las Islas Filipinas por el Doctor Antonio de Morga, obra
publicada en Méjico el año de 1609 nuevamente sacada a luz y anotada (Events of the
Philippine Islands by Dr. Antonio de Morga, published in Mexico in 1609 recently
brought to light and annotated). Manila: José Rizal National Centennial Commission.
DS674 M83 1961; ENGLISH VERSION: 1962 [Read “To the Filipinos” (p. vii) and Rizal’s
annotations in Chap. 8]

Schumacher, John. 1997. The Filipino past and education for the future, 1887–1891. In The
propaganda movement: 1880–1895; The creators of a Filipino consciousness, the
makers of the revolution, 212–44. Quezon City: Ateneo de Manila University Press.
[Focus on pp. 212–35]

Aguilar, Filomeno. 2005. Tracing origins: Ilustrado nationalism and the racial science of
migration waves. Journal of Asian Studies 64(3): 605–37. [Focus on pp. 605–20]

RESEARCH PAPER 2. All groups will write a paper, which must not exceed 1,500 words, based on
the instructions below. It is due by 5 pm on Thursday, 31 November 2019. Submit your group
paper’s hard copy during class. A Word version of the paper must also be submitted through
Schoology also on Wednesday, 31 November 2019, by 5pm. Confidential peer evaluations are due
by midnight, 31 November 2019.

1. Read through the annotations that Rizal made in Morga’s Chapter 8 from the start of the
chapter until page 295 in the English version.
 2. Classify Rizal’s annotations and cite some examples; remember to cite the page number
where the annotation appears.
3. Explain the rationale for your classification scheme.
4. Based on his annotations, explain Rizal’s views of the preconquest past. Discuss the
overall image of the past that Rizal wanted to convey in his annotations.
5. Assess Rizal’s views of the preconquest past in light of the current state of historical
studies. Explain whether or not his views were valid. You may consult the works of Wolters
(1999), Scott (1994), and Junker (2000).
6. Conclude with an overall assessment of Rizal’s annotations.

[Grading rubrics: Classification of Rizal’s notes and explanation of rationale (40%);

Explanation and overall assessment of Rizal’s view of the preconquest past (25%);
Assessment of Rizal's views in light of current studies (25%); Quality of
composition, including grammar (10%)]

V. Rizal on Indolence and Assimilation

13. 19 Nov 2019 Indolence and the Hacendero

Rizal, José. 1890/1996. Sobre la indolencia de los filipinos / On the indolence of Filipinos. In
La Solidaridad, vol. 2: 1890, trans. Guadalupe Fores-Ganzon, 322–27, 340–45, 362–69.
Pasig City: Fundación Santiago. DS651 S6 1996

Aguilar, Filomeno. 1998. The formation of a landed hacendero class in Negros. In Clash of
spirits: The history of power and sugar planter hegemony on a Visayan island, 97–125.
Quezon City: Ateneo de Manila University Press. HD9116 P53 N42

Aguilar, Filomeno. 2016. Romancing tropicality: Ilustrado portraits of the climate in the late
nineteenth century. Philippine Studies: Historical and Ethnographic Viewpoints 64(3–
4): 417–54. [Focus on pp. 439–46]

19 Nov 2019 SECOND LONG EXAM Coverage from Topics 9-13.

14. 21 Nov 2019 Rizal’s Abandonment of Assimilation

Schumacher, John. 1997. The Filipino past and education for the future, 1887–1891. In The
propaganda movement: 1880–1895; The creators of a Filipino consciousness, the
makers of the revolution, 212–44. Quezon City: Ateneo de Manila University Press.
[Focus on pp. 235–44]

Schumacher, John. 1997. Rizal’s break with del Pilar. In The propaganda movement: 1880–
1895; The creators of a Filipino consciousness, the makers of the revolution, 245–80.
Quezon City: Ateneo de Manila University Press. [Skip “The New Novel,” pp. 260–68]

Del Rosario, Jules et al. n.d. “Why can’t you give up your chair for others?” Poster in the
Filipiniana Section, Rizal Library. [Notice anything odd about this poster?] 16.
VI. Power and the Filibustero in the Late Nineteenth Century

15. 26 Nov 2019 The Filibustero and El filibusterismo

Schumacher, John. 1997. Rizal’s break with del Pilar. In The propaganda movement: 1880–
1895; The creators of a Filipino consciousness, the makers of the revolution, 245–80.
Quezon City: Ateneo de Manila University Press. [Focus on “The New Novel,” pp. 260–68]

Anderson, Benedict. 2006. In the world-shadow of Bismark and Nobel. In Under three flags:
Anarchism and the anti-colonial imagination, 53–122. Pasig City: Anvil. HX945 A53
2006 [Focus on pp. 108–22]

Anderson, Benedict. 2008. Why counting counts: A study of forms of consciousness and
problems of language in Noli me tangere and El filibusterismo. Quezon City: Ateneo de
Manila University Press. PQ8897 R5 Z5253 [Focus on pp. 38–87]

For further reading:

Aguilar, Filomeno. 2011. Filibustero, Rizal, and the Manilamen of the nineteenth century.
Philippine Studies 59(4): 429–69. [Focus on pp. 430–32, 452–58]

Hau, Caroline. 2017. Did Padre Damaso rape Pia Alba? Reticence, revelation, and revolution in
José Rizal’s novels. Philippine Studies: Historical and Ethnographic Viewpoints 65(2):
137–99. [Focus on pp. 172–83]

16. 28 Nov 2019 The Creation of Cultural Minorities and Rizal

Rizal, José. 1961. Rizal to Blumentritt, Dapitan, 15 February 1893. The Rizal-Blumentritt
Correspondence, vol. 2, part 2, 459–62. Manila: José Rizal National Centennial
Commission. DS675.8 R5 A53 1961

Scott, William Henry. 1982. The creation of a cultural minority. In Cracks in the parchment
curtain and other essays in Philippine history, 28–41. Quezon City: New Day. DS667.2
S36

Aguilar, Filomeno. 2005. Tracing origins: Ilustrado nationalism and the racial science of
migration waves. Journal of Asian Studies 64(3): 605–37. [Focus on pp. 620–32]

17. 3 Dec 2019 At the Center of World History

Anderson, Benedict. 2006. Trials of a novelist. In Under three flags: Anarchism and the anti-
colonial imagination, 123–67. Pasig City: Anvil. HX945 A53 2006 [Focus on pp. 147–67]

Rizal, José. 1961. Manifesto to certain Filipinos [Manifiesto a algunos filipinos] and the Judge
Advocate General’s comment. In The trial of Rizal, ed. Horacio de la Costa, pp. 102–4.
Manila: Ateneo de Manila University Press. DS675.8 R5 A13 1961
 De la Costa, Horacio. 1961. Court martial decision and Judge Advocate General’s opinion. In
The trial of Rizal, ed. Horacio de la Costa, 135–38. Manila: Ateneo de Manila
University Press. DS675.8 R5 A13 1961

Bernad, Miguel. 1998. The trial of Rizal. Philippine Studies 46(1): 46–72. [Focus on pp. 60–70]

Anderson, Benedict. 2006. Montjuich. In Under three flags: Anarchism and the anti-colonial
imagination, 169–233. Pasig City: Anvil. HX945 A53 2006 [Focus on 169–71, 189–94;
Pay attention to note 63, p. 193]

18. 5 Dec 2019 Revolution and Millenarian Visions

Ileto, Reynaldo. 1979. Tradition and Revolt: The Katipunan. In Pasyon and Revolution: Popular
Movements in the Philippines, 1840-1910, chap. 3 Quezon City: Ateneo de Manila
University Press.

Aguilar, Filomeno. 1998. Toward mestizo power: Masonic might and the wagering of political
destinies. In Clash of spirits: The history of power and sugar planter hegemony on a
Visayan island, 156-88. Quezon City: Ateneo de Manila University Press.

12 Dec 2019. FINAL EXAM. Coverage: Topics 14-18