MODULE 1

 
RA 1425 has undergone many controversies as Jose Rizal himself. Ra 1425, otherwise in its short title as the
Rizal law, mandated the offering of the Rizal course in all colleges and universities in the Philippines as part of
any baccalaureate degree program.  

Republic Act 1425 or “An Act to Include in the Curricula of All Public and Private Schools, Colleges and
Universities Courses on the Life, Works and Writings of Jose Rizal, particularly his Novels Noli Me Tangere
and El Filibusterismo, authorizing the printing and distribution thereof, and for other purposes” or otherwise
known as the Rizal Law was signed into a law by Ramon Magsaysay in 1958. The law mandates the offering
of the course Rizal in all colleges and universities with the emphasis on the life, works and writings of Jose
Rizal, particularly his novels Noli Me Tangere and El Filibusterismo. 

Controversies surrounding the passing of the Rizal bill into a law and the opposition particularly from the
Catholic Church. It includes the arguments of those who were in favor of law like the main proponent of the bill
(Sen. Claro M. Recto) and the principal Sponsor (Sen. Jose P. Laurel), and those who were against the
passing of the bill like Sen. Mariano J. Cuenco, Sen. Francisco Rodrigo, and Sen. Decosoro Rosales and Fr.
Jesus Cavana. The arguments centered on the strengthening the nationalism and patriotism of the youth
and religious belief and attack to the Catholicism.   
 
 The Roman Catholic Church of the Philippines greatly opposed the passing of the Rizal bill and
distribution and reading the works of Rizal corrupts the faith of the new generations. 

Republic Act 1425: 
The Rizal Law
The Making of Rizal Law

 In April 17, 1956, Senator Jose P. Laurel filed Senate Bill 438 or the Rizal Bill.

 Senate Bill 438 – “an act to make Noli me Tangere and el Filibusterismo compulsory reading material
in all public and private colleges and universities and for other purposes”
 Objective of the Bill – to disseminate the ideas and ideals of Dr. Jose Rizal through the reading of his
works, particularly “Noli Me Tangere” and “El Filibusterismo”
House Bill 5561

 Cong. Jacobo Z. Gonzales: April 19, 1956

 May 9, 1956 – debate started at the lower house
 Supporters: Congressmen Emilio Cortez, Mario Bengzon, Joaquin R. Roces, W. Rancap Lagumbay
 Oppositions: Congressmen Ramon Durano, Jose Nuguid, Marciano Lim, Manuel Zosa, Lucas
Paredes, Godofredo Ramos, Miguel Cuenco, and Congrewomen Carmen D. Consing, Tecla San
Andres Ziga

The Senate Debate on the Rizal Bill: April 23, 1956

Notable Persons Who Fought For Its Approval:

 Sen. Jose P. Laurel

 Claro M. Recto
Supporting Arguments

 Foster better appreciation of Rizal’s times and of the role played in combating Spanish tyranny
in this country
 The novels has no religious motivation
Intentions/Reasons of Persons Who Pushed for the Approval of Rizal Bill

 There is a need for a rededication to the ideals of freedom and nationalism for which

our heroes lived and died.
 There is a need to remember with special fondness and devotion the lives and works of our
heroes who shaped the national character.
 The life, works and writings of Dr.Jose Rizal particularly, his novels, Noli Me Tangere and
El Filibusterismo are constant and inspiring source of patriotism with which the minds
of the youth, especially during their formative and decisive years in school, should be suffused.
 There is a need to develop moral character, personal discipline, civic conscience and to teach
the duties of citizenship. 
Trials of Rizal Law
Notable Persons Who Tried to Block Its Approval

 Sen. Mariano Cuenco – brother of Archbishop Cuenco

 Francisco “Soc” Rodrigo – President of Catholic Action of the Philippines 
 Sen. Decoroso Rosales – brother of Archbishop (Cardinal) Rosales
 Jesus Paredes – radio commentator
 Fr. Jesus Cavana – member of the Paulist Order who wrote a pastoral letter
 The Friars
Opposing Arguments

 The novels contain inimical views (heretical and impious) to the tenets of the faith
 Violative of religious freedom
Intentions/Reasons of Persons Who Blocked the Approval of Rizal Bill

 The Noli Me Tangere and El Filibusterismo are very damaging to the clerics.

 The novels were written when Dr. Jose Rizal, estranged from Catholic faith and religion and
contradict many of the Christian beliefs.
 To compel Catholic students to read a book which contains passages contradicting their faith
constitutes a violation of a Philippine constitutional provision (Art. 3, Sec. 1, Par. 7).
 The novels do contain teachings contrary to Catholic faith and so, the Church is opposed to the
proposed compulsory reading in their entirety of such books in any school in the Philippines
where Catholic students may be affected.
Resolutions and Approval

 Sen. Jose P. Laurel – May 9, 1956

 Amendment by Substitution
o added life, works and writings of Rizal
o Compulsory – INCLUSION
o special study on unexpurgated Noli Me Tangere and El Filibusterismo
o exemption of students due to religious belief
 Congress passed the Rizal Bill (Senate Bill 438) and was signed into Rizal Law (Republic Act 1425)
by President Ramon Magsaysay on June 12, 1956.

The Rizal Law: Provisions

Section 1
What are the provisions about Rizal’s Noli Me Tangere and El Filibusterismo?
Rizal Course
 be included in the curricula of all schools
 Original and unexpurgated editions of novels basic texts.
Board of National Education
 implement and carry out the provisions of this Section
 writing and printing of appropriate primers, readers and textbooks
 promulgate rules and regulations
 provide rules for students’ exemption
Section 2
What are the obligations of the school on the novels of Rizal?
 keep in their libraries an adequate number of copies of the original and unexpurgated editions
of the Noli Me Tangere and El Filibusterismo , as well as of Rizal’s other works and biography.
Section 3
What are the obligations of the Board of National Education on the two novels?
 translate
 print
 distribute
Section 4
What is the provision of this Act for person engaged in public school?

 Prohibiting the discussion of religious doctrines by public school teachers and other person
engaged in any public school
Section 5
How much shall be given by the government in order to promulgate the Act?

 Three hundred thousand pesos (Php 300,000.00)

Teaching Rizal Law in College

 Rizal as a course has been taught in College generally as a supplementary course by teachers of
different specializations. 
 In most cases, the focus of the course is on Rizal's biography and trivial matters, compounded by
the varying interpretations of the spirit and the letter of Rizal law through the years.  
The Importance of Studying Rizal
The following are just some of the significance of the academic subject:
1. The subject provides insights into how to deal with current problems.
There is a dictum “He who controls the past controls the future”
2. It helps us understand better ourselves as Filipinos.
The past helps us understand who we are. We comprehensively define ourselves not only in
terms of where we are going, but also where we come from.
3. It teaches nationalism and patriotism.
Nationalism involves the desire to attain freedom and political independence, especially by a
country under foreign power, while patriotism denotes proud devotion and loyalty to one’s
nation.
4. It provides various essential life lessons.
We can learn much from the way Rizal faced various challenges in life. As a controversial
figure in his time, he encountered serious dilemmas andpredicaments but responded decently
and high-mindedly.
5. It helps in developing logical and critical thinking.
Critical Thinking refers to discerning, evaluative, and analytical thinking. A  philosophy major,
Jose Rizal unsurprisingly demonstrated his critical thinking skills in his argumentative essays,
satires, novels, speches, and written debates.
6. Rizal can serve as a worthwhile model and inspiration to every Filipino.
The hero’s philosophies, life principles, convictions, thoughts, ideals,aspirations, and dreams
are good influence to anyone.
7. The subject is a rich source of entertaining narratives.

Important Issuances Relative to the Implementation of Rizal Law 

 Approval of R.A. 1425 on June 12, 1956

 Presidential Memorandum Order 247 dated Dec. 26, 1994 – President Ramos directed the DECS
and CHED to immediately and fully implement R.A. 1425.

CHED Memorandum Order 6 dated February 15, 1996 – CHED ordered all colleges and universities to offer
Rizal course as a separate three-unit course fully and immediately.

Rizal: A Legislated and Mandated Course

 Legislated – it is founded on Republic Act 1425 (Rizal Law)

 Mandated – it is ordered by Presidential Memorandum Order 247 and CHED Memorandum Order 6.
MODULE 2

The Philippines in the Nineteenth Century in Rizal’s Context 

To better understand Rizal is to study him in the context of his time. We are studying the Philippines in
the 19th century because it is time were Rizal was born and grew. And to proper understand his life and
works, one must understand the events that may affected or impacted him. 
Nineteenth century is the period commonly known as the birth of modern life, as well as the birth of
many nation-states around the world. This may be due advances in transportation that connected the different
part of the globe. The period is also known with the massive changes in Europe that affects the colonial
masters and their colonies abroad. Economic and political changes in in Europe affected Spain and its
colonies. The abolition of the Manila-Acapulco Galleon trade and the opening of Suez Canal opened Manila to
foreign trade. The demand for Philippine agricultural products increases that later on lead to economic
progress.   

The Economic Development 

The nationalistic movement of the late19th century was greatly affected by the economic development
in the Philippines. One factor to these was the rise of the Filipino upper and middle classes brought by the
increase in foreign trades to western merchants (specifically the British and Americans) and the machinery
and the industrialized goods they supplied in the Philippines. 
Another aspect affected the rise of the middle and upper classes was the growing population in the
Philippines that needed also an increase amount of foods. Thus places or provinces that controlled great
areas that produces agricultural products like rice, corn, sugar cane and abaca profited the most. This
included not only the wealthy hacienderos and friars owning large friar haciendas, but also
the inquillinos. Inquillinos in the modern term is what we call now as tenant. The inquilino system in the
Philippines is better known as the right to tenancy, in which an individual could cultivate and develop a land
in exchange for a payment to the friar owned haciendas. The land rented by the inquilinos could be pass from
one generation to the next, and they are farming them by means of the share-tenants or
the kasamas. The inquillinos are paying a fix rent determined by the size and quality of land they were given. 
In the later part of the century, the increased of rent in haciendas owned by the different orders or
simply the friar state made a tension between the inquillinos and the friars who owned the lands. It is brought
by who must reap a bigger share on the fruits of the economic boom. This lead to some inquilinos questioning
the ownership rights of the friars over this land. And these conflict grows to an amount that it influences not
only in economic but also political. 

Social Growth  
The Philippine society was shaped in the later part of the 19th century by the developing economy. As
a result, social classes in the Philippines changes brought by renegotiation of social
stratification. Development in the archipelago especially in agriculture resulted in the creation of new
classes. It gives way for the rise of new rich and influential Filipino middle class.  Another factor that affected
this social stratification by the rise of the Chinese Mestizos that was greatly affected by the changing
economy.  
With the growing significance of the mestizo population, the following social strata was created: (a)
Peninsular, (b) Insular, (c) Mestizo, either the Spanish mestizo with or the Chinese Mestizo,
(d) Principalia, (e) Indio, and the (f) Chino Infidel. 

Political Growth 
Aside from Filipinos notices that colonial policies of Spain does only not help in the increase of
economic growth in the Philippines but also becomes a hindrance to it. Political changes in Spain like the
rise of Liberalism, the Bourbon reforms and the Cadiz Constitution made an impact not only in Spain, but also
in the Philippines. 
Founded in the ideas of freedom and equality of opportunity, Liberal ideas came to the Philippines
when it was brought back by Filipinos who studied in Europe (ilustrados), opening of the Philippines in the
World Trade, opening of the Suez Canal and appointment of some Spanish Liberal government officials in the
Philippines like Governor General Carlos Maria dela Torre.  
 
The 19th (nineteenth) century was a century that began on January 1, 1801 and ended on December 31,
1900.

Spain in the Philippines in Rizal’s  Time

 Spanish rule was imposed in the Philippines by conquest. 

 Miguel Lopez de Legazpi - he established the first Spanish settlement in 1565 in Cebu. 
 Before the conquest, the Filipinos had their own indigenous culture and their own government, the
barangay - headed by a native chieftain called "datu“. 
 The Philippines became a colony of Spain and she belonged to the King of Spain
The Economic Context
A. The End of Galleon Trade
 In 1565, the Spanish government closed the ports of Manila to all countries except
Mexico, thereby giving birth to the Manila- Acapulco Trade, popularly known as “Galleon
Trade.”
 It started when Andres de Urdaneta, in convoy under Miguel Lopez de Legaspi discovered
a return route from Cebu to Mexico in 1565. The trade served as the central income
generating business for Spanish colonists in the Philippines.
 Because of the Galleon trade, Manila became a trading hub where China, India, Japan, and
Southeast Asian countries sent their good to be consolidated for shipping.
 The Manila Galleon trade allowed modern liberal ideas to enter the Philippines, eventually and
gradually inspiring the movement for independence from Spain. On September 14. 1815, the
Galleon Trade ended with Mexico's war of independence. 
B. Opening of Suez Canal
 With the opening of the canal, the distance of travel between Europe and the Philippines was
abbreviated.
 An artificial sea-level waterway in Egypt the Suez Canal connects the Mediterranean Sea
to the Red Sea through the Isthmus of Suez. Constructed by the Suez Canal Company
between 1859 and 1869 under the leadership of French diplomat Ferdinand de Lesseps, It
was officially opened on November 17. 1869.
 The opening of Suez Canal became a huge advantage in commercial enterprises especially
between Europe and East Asia. More importantly, it served as a significant factor that enabled
the growth of nationalistic desires of Jose Rizal and other Filipino ilustrados.
 The availability of the Suez Canal has also encouraged the ilustrados, especially Jose Rizal, to
pursue education abroad and learn scientific and liberal in European academic institutions.
Their social dealings with liberals in the West have influenced their thoughts on nationhood,
politics, and government.
C. Rise of the Exports of Crop Economy
 The various economic activities in the new export-crop economy in the country provided many
opportunities for the expanding Chinese population. 
 Formerly concentrated in Manila, many Chinese moved to provinces that produced export
crops: the hemp-producing areas of southeastern Luzon and the eastern Visayas, the sugar
areas of the western Visayas, and the tobacco provinces of northeastern Luzon.
D. Monopolies
 After 1850, government monopoly contracts for the collection of different revenues
were opened to foreigners for the first time. The Chinese instantly took advantage of this. 
 Opium monopoly- narcotic drug
 Tobacco monopoly – widespread cultivation of tobacco. 
 On March 1, 1782. Governor General Jose Basco placed the Philippine tobacco industry
under government control, thereby establishing the tobacco monopoly It aimed to increase
government revenue since the annual subsidy coming from Mexico was no longer sufficient
to maintain the colony.
 The tobacco monopoly was finally abolished in 1882. (Most authors agree that it lasted for
exactly 100 years. A century of hardship and social injustice caused by the tobacco monopoly
prompted Filipinos in general and Novo Ecijanos in particular, to seek freedom from colonial
bondage.
The Social Background
a. Education
b. The Rise of Chinese Mestizo
c. The Rise of Inquilinos
 A. Education in the 19th Century
 Schools were established and run by Catholic missionaries having religion as a compulsory
subject.
 King Philip II’s Leyes de Indias (Laws of the Indies) mandated Spanish authorities in
the Philippines to educate the locals, to teach how to read and write and learn Spanish language. 
 Later on, colleges (which were the equivalent of our high schools today) were established for
boys and girls. There was no co-education during the Spanish regime as boys and girls studied
in separate schools. The subjects taught to college students included history, Latin,
geography, mathematics, and philosophy.
 In 1863, a royal decree called for the establishment of a public school system in the Philippines.
Formerly run totally by religious authorities, the education in the colony was thus finally
administered by the government during the last half of the 19th century though even then the
church controlled its curriculum.
 As a result of the growing number of educated natives, a new social class in the country emerged,
which came to be known as the Ilustrados But despite their wealth and education,
the ilustrados were still deemed by the Spaniards as inferior. One of the aims of the ilustrados was
to be in the same level with the proud Spaniards.
 Out of this talented group of students from the Philippines arose what came to be known as the
Propaganda Movement. The most prominent of the Ilustrados was Jose Rizal, who inspired the
craving for freedom and independence with his novels written in Spanish.
B. The Rise of Chinese Mestizo
 The development of commercial agriculture in the archipelago resulted in the presence of Chinese-
Filipino Mestizos.
 They have haciendas. Some of the families attained reputation and played a vital role in country’s
economics and politics.
C. The Rise of the Inquilinos
 In the 19th century inquilino system is a qualified system of tenancy, or the right to use of land
in exchange for rent. 
 Inquilinos paid a fixed rent and the amount was determined by the size and quality of the land
being worked on. 
 Encomienda System – taxation / Land ownership / Commissionship from Spanish Crown

The Political Landscape

Liberalism

 Liberalism is a worldview founded on ideas of freedom and equality. 

 It included wide range of political philosophies such as individual liberty, individual rights and
equal opportunity.
 Philippines' actual experience of liberalism came from the role modeling of the first liberal governor
general in the Philippines, Governor-General Carlos Maria De la Torre.
 He held the position from 1869 to 1871, and is widely considered to be the most beloved of the
Spanish Governor-General. General De la Torre's rule was essential in the dawn of national
consciousness of the locals in the 19th century.
 Governor De la Torre had many significant achievements. He encouraged freedom and abolished
censorship. He recognized the freedom of speech and of the press which were guaranteed by the
Spanish Constitution. 
The Impact of Bourbon Reforms

 Bourbon Reforms – is an endeavor to curtail contraband commerce, reclaim control over transatlantic

trade, restrict the church’s power, reform state finances to fill dwindling royal coffers, and found
tighter administrative and political control within the empire.
The Cadiz Constitution

 A liberal constitution made in Cadiz in March 1812. 

 It was the first constitution in Europe to deal with national sovereignty, recognizing sovereignty as
coming from the people and not from the king. 
 It has a universal character that includes everyone. 
 It was formally implemented in Manila and established the principles of male suffrage, national
sovereignty, constitutional monarchy, and freedom of the press, and advocated land reforms and free
enterprises.
 Granting all the colonies a representation as provinces of Spain in Spanish Cortes.
The Political Condition
The Spanish colonial government in the Philippines ran indirectly through the viceroy of the Spain
in Mexico. 
NATIONAL GOVERNMENT
Governor General 
 he is the chief executive in the whole archipelago 
 he is the head of state and church 
 he is the commander-in-chief of the military 
 he had the power of cumplace 
Visitador - visited the country to check the administration of the Governor General 
Residencia - lived in the Philippines to observe the Governor General 
PROVINCIAL GOVERNMENT 
Alcalde Mayor
 the head in the provincial level 
 he had the power and responsibilities like the Governor General but its power was limited in the
province
MUNICIPAL GOVERNMENT 
Gobernadorcillo 
 his power and responsibilities was the same as the Governor General, however, his power was
limited only in the town or pueblo 
 he also had the power of Indulto de Comercio or the power of the Gobernadorcillo to engage
into trading
BARRIO GOVERNMENT
Cabeza de Barangay 
 he is the head of barangay 
 the Filipino was allowed to assume the position of Gobernadorcillo and Cabeza de Barangay only and
only given to a Filipino male, 23 years old, educated and had a property of 500 pesos.

The Supremacy of the Friars Over the Colonial Government

 The different religious orders had the great contribution in the establishment of Spanish
Colonial government in the country. 
 The regular priests (Spanish priests) were able to dominate the control in different parishes and had
the power to get the parishes from the secular (Filipino priests).

Abuses of the Spanish Government Officials

 The excessive powers and privileges of the governor general made him weak and undisciplined. 
 The provincial government where the alcalde mayor was the administrator, judge, military commander
was the most corrupt branch of the government.

Socio- Cultural Condition

The Spaniards imposed new social stratification which discriminate the natives in their own land.

 Peninsulares - the highest class, Spanish born in Spain and live in the Philippines.

 Insulares - Spanish born in the Philippines
 Creoles - the third class, they are the mix blood or combination of Spanish and Filipino 
o Ilustrado-the well-educated Filipino
o Principalia - the land owners
 Indios-the last class, the unfortunate and discriminated class in the society.
Frailocracy / Secularization of Filipino Priests

 "Frailocacy" (frailocracia) - the Spanish political philosophy of union of Church and State 

 The friars (Augustinians, Dominicans and Franciscans) controlled the religious and educational life of
the Philippines. and later in the 19th century, they came to acquire tremendous political power,
influences and riches.
Educational System During the Spanish Regime

 The religion is still the center of the educational system imposed by the Spaniards. 
 Girls and boys have separate schools and they also have different curriculums 

For male in secondary education For female in secondary education 

Colegios of Santa Potenciana - 1591
Colegio Maximo de San Ignacio – 1589
Sta. Isabel-1632 
Santa Catalina de Sana- 1696
College of San Ildefonso – 1599
Sta. Rita College - 1719
Colegio de la Inmaculada Concepcion
Ateneo de Municipal – 1817
Concordia – 1868
Curriculum for male Curriculum for females
Spanish History, Latin, Philosophy, Canon, Rules of courtesy, Vocal Music, Language
Civil Law, Rhetoric and Sewing

 The educational system is also used to pacify the Filipinos and train them in Catholicism and to
follow laws imposed by the Spaniards.
 The Department of Education during the Spanish could not also provide enough books and other
instructional materials needed for the quality education. 
 The parochial schools were established with Spanish missionaries as the teachers.
 The students were taught in the native dialects although there was a law requiring the children to be
taught in Spanish. 
 Religion was the most important subject. 
 At the end of the Spanish period, the University of Santo Tomas was the only institution of university
level in Manila. It was established in 1611 solely for the Spaniards and mestizos.
 Educational Decree of 1863
o (December 20, 1863)
o Each major town in the Philippines should establish at least one primary school for boys and
another for girls, and the medium of instruction is Spanish
 Moret Decree of 1870 
 Intended to secularize higher education in the colony but the friars opposed the idea of the
government's control over education

Economic Condition

 To solve the issue of governance, Legazpi converted the land of the indios into the encomienda

 The word encomienda comes from the Spanish encomendar which means "to entrust".
 The encomienda is a grant of inhabitants living in a particular conquered territory which Spain
gave to Spanish colonizer as a reward for his services. 
 3 types of Encomienda
 Royal - the taxes will go to the King of Spain 
 Ecclesiastical - the taxes will go to the Church
 Privado - the encomienda given to the friend of the king who had contribution for the
colonization
 They abolished the encomienda and convert the land into haciendas

Haciendas Owned by the Friars and Spanish Officials

 The Spanish friars belonging to different religious orders were the richest landlords, for they owned
the best haciendas (agricultural lands) in the Philippines 
 The rural folks, who had been living in these haciendas and cultivating them generation
after generation became tenants 
The Abuses of Guardia Civil, Church Officials and Political Leaders

 Guardia Civil (Constanbulary) - the last hated symbol of Spanish tyranny which was created by the
Royal Decree of February 12, 1852.
 It was amended by another Royal Decree on March 24, 1888, for the purpose of maintaining internal
peace and order in the Philippines
 It was patterned after the famous and well-disciplined Guardia Civil in Spain
The Different Socio-Economic Policies Imposed by the Spaniards
1. Reduccion
 This policy was implemented so that the government and parish priest could easily monitor the
natives and for the easy conversion to Catholicism 
2. Bandala 
 The natives are obliged to sell their products to the Spaniards 
3. Polo y Servicios 
 The forced labor of all Filipino males from 16 to 60 years old for 40-day periods. 
 The word polo refers to community work, and the laborer was called polista. 
 The only way to avoid being forced to do polo y servicio was to pay the falla.
 In 1884, the forty days of forced labor was reduced to 15 days.
4. Taxation 
 Cedula- male and female 18 years old and above will pay every year for the cedula 
 Sanctorum-tax for the church 
 Donativo de Zamboanga-a tax specifically used for the conquest of Jolo 
 Tribute - it may be paid in cash or in kind
5. The Tribute (Buwis) or Tributo
 Miguel Lopez de Legazpi was first to order the payment of tribute. His successors followed
this practice. 
 The tribute or buwis was collected from the natives both in cash (gold or money) and in kind
(e.g. rice, cloth, chicken, coconut oil, abaca, etc.) 
 The King of Spain preferred the payment of gold, but the natives paid largely in kind.

MODULE 3 
Rizal’s Life: Family, Childhood and Early Education 
  
Dr. Jose Protacio Rizal Mercado Alonso y Realonda was born on June 19, 1861 in Calamba,
Laguna. He was seventh of eleven children of Fracisco Mercado and Teodora Alonso. His family were
affluent tenants in the hacienda owned by the Dominicans in Calamba, Laguna. They owned one of the
distinguished stone houses in Calamba during the Spanish times.  Similar to many Filipinos of his time, Rizal
came from mixed ancestry.  
In his early childhood, Jose was raised in a happy home, filled with love, joy and
prayers. Also,the scenic beauty of Calamba deeply influenced his mind and character as a child. He even
wrote Un Recuerdo A Mi Pueblo, a poem expressing his love for his beloved town.  
Being born in a catholic house, young Rizal was taught at an early age prayers. At the age of three,
he already is taking part of the family prayers and at the age of five, he was able to read haltingly the Spanish
family Bible. He go always to church, join novenas and participate in religious processions. 
His first teacher was his mother. At an early age, her mother taught him Latin Alphabet and Catholic
Prayers. His family hired also a private tutors to teach Rizal.  Included to this private tutors hired by his
parents to teach him in Calamba were Leon Monroy, Maestro Lucas Padua and Maestro Celestino. After the
death of his last private tutor, Rizal was sent to Binan to get a good education. 
In Binan, he studied under the guidance of Maestro Justiniano Aquino Cruz.. During his free time, he
attended lessons in painting freely given to them by the father-in-law of their school teacher. Jose, and his
classmate Jose Guevara, who also loved painting, became apprentice of Juancho.  
In school, Jose top his class, he performed well is Spanish, Latin, and other subjects. At the end of
his schoold days in Binan, Maestro Justiniano Aquino Cruz informed his parents the ne should be sent to
college in Manila to further his knowledge. 
After a Christmas holiday in 1871, Francisco Mercado thought of sending Jose to Manila to study.
Before June came, a bad thing happened. The mother of Rizal was accused and arrested on a malicious
charge that she tried to poison her sister in law. Instead of being imprisoned in the Calamba jail, the mother of
Rizal was force to walk on foot from Calamba to Santa Cruz, where she was imprisoned.  
 Rizal family had not yet recovered from the bitter faith of Dona Teofdora Alonso when another tragedy
happened. On January 20, 1872, a mutiny occurred that followed by the execution of Fathers Gomez, Burgos
and Zamora on February 17th. Jose’s older brother, Paciano then a student in the College of San Jose, was
boarding with Father Burgos, his beloved professor and friend. Paciano was a trusted assistant of Burgos in
the fight for the Filipinization of the parishes.  
Paciano quit college after the execution of the three martyr priest. He returned to Calamba and told the
story of Burgos’ to the young Rizal. Rizal was nearly eleven years old when the tragic martyrdom
of GomBurZa took place. 

Dr. Jose Protacio Rizal Mercado Alonso y Realonda

 was born on June 19, 1861 in Calamba, Laguna. 

 seventh of eleven children of Francisco Mercado and Teodora Alonso.
 came from a well-off family in a Dominican-owned tenant land in Calamba, Laguna.
 Jose Rizal lived and died during the Spanish colonial era in the Philippines.
 Philippine Hero
 A linguist, he knows about 22 languages
 traveler
 a talented, brilliant and genius man of honor
 An Ophthalmologist
 A poet, a novelist, philosopher and a historian
“The Triumph of Science over Death”

 He is also a Farmer-Business man

 Sculptor: “The Triumph of Science over Death”
 Cartographer
 Bibliophile
 Dr. Austin Craig- was the first person to trace Rizal’s family roots and discover his ancestry.
RIZAL FAMILY 

 The Rizal family was considered as one of the biggest families during their times. The family
is considering of thirteen-member family consisting of the parents, Francisco Mercado and
Teodora Alonso Realonda and their children.
Principalia

 Farms rented from the Dominican

 Grocery store and flour mill
Francisco Mercado Rizal (1818-1898)

 Jose Rizal’s Father

 Biñan, Laguna
 Latin and Philosophy at the College of San Jose, Manila
 Hardworking, and independent-minded who talked less but worked more and valiant in spirit
 Father’s influence to Jose’s character: profound sense of dignity, self-respect and seriousness
Teodora Alonso Y Realonda (1826-1911)

 Jose Rizal’s Mother

 Sta. Cruz, Manila
 Colegio de Sta. Rosa, manila
 Woman of refined culture and character, with exemplary literary talents, the fortitude of a
Spartan woman and with business ability
 Mother’s influence to Jose’s character: dreamer and bravery for sacrifices and her literary
skills.
Jose Rizal’s Siblings
Saturnina (1850-1913)

 Neneng
 published Pascual Poblete’s tagalog translation of the Noli Me Tangere
Paciano (1851-1930)

 Eldest brother
  Rizal’s confidant
Narcisa (1852-1939)

 Sisa
 could recite from memory almost all poems of Jose Rizal
Olimpia (1855-1887)

 Ypia
 died while giving birth in 1887
Lucia (1857-1919)

 Lucing
 her daughter helped in sewing the Philippine flag
Maria (1859-1945)

 Biang
Jose (1861-1896)

 Pepe
 considered one of the greatest heroes of the Philippines
Concepcion (1862-1865)

 Concha
 Her death was Rizal’s first sorrow in life.
Josefa (1865-1945)

 Panggoy
 Member of the Katipunan
Trinidad (1858-1951)

 Trining
 Caretaker of “Mi Ultimo Adios”
Soledad (1870-1929)

 Choleng
 teacher
Birth of Rizal

 Birth
 Doña Teodora was said to have suffered the greatest pain during the delivery of her seventh
child, Jose. 
 June 19, 1861: Calamba, Laguna
Baptism

 June 22, 1861: Calamba, Laguna

 Fr. Rufino Collantes
 Fr. Pedro Casañas
 St. Joseph
Childhood Years of Rizal

 playing at nipa hut

 watching birds singing at the garden
 praying of Angelus at 6PM
 listening stories of the aya (nanny) at bedtime
 strolling at Calamba, Laguna (3 years old)
 joining religious activities
 reading the Spanish Bible (5years old)
 Her father took him to pilgrimage to Virgin of Antipolo to fulfill his mother’s vows which was made
when Jose was born.
First Sorrow of Rizal

 Jose loved most the little Concha (Concepcion). He was a year older than Concha. He played
with her and from her, he learned the sweetness of a sisterly love.
 “When I was four years old, I lost my little sister Concha, and then for the first time I shed tears caused
by love and grief…”
The Story of the Moth
The story revealed to me the things until then unknown. Moths no longer were, for me, insignificant
insects. Moths talked; they knew how to warn. They advised just like my mother. The light seemed to me
more beautiful. It had grown more dazzling and more attractive. I knew why the moths circled the flame.
The Mentors
 Mother
 Prayer
 Private Tutors: Maestro Celestino, Maestro Lucas Padua, Maestro Leon Monroy
 Uncle Manuel Alberto: physical development and admiration for nature
 Uncle Gregorio: instilled into the mind of the boy the love for education 
Literary Works
Sa Aking Mga Kabata (To My Fellow Children)

 Contributors
 Doña Teodora
 Fr. Leoncio Lopez
 8 years old
 first poem
 love for native language
Early Exposure to Spanish Brutalities

 injuring unarmed and inoffensive villagers

 no restraint put upon brutality

The Claveria Decree of 1849
On the 21st of November 1849, the Governor General of the Philippines, Don
Narciso Claveria y Zaldua, issued a law (thereafter called the Claveria Decree) requiring Filipinos to adopt
Spanish and indigenous names from the Catalogo Alfabetico de Apellidos for civil and legal purposes  (The
notion that this decree mandated the use of Spanish names is false).  The fact that majority of the people
selected Spanish names perhaps reflected the prevalent colonial mentality that a foreign name would make
one’s family appear more distinguished.
Poems that Rizal dedicated to his Childhood Memories

 Un Recuerdo A Mi Pueblo (Memories of my Town) – In this poem, Rizal expressed his appreciation

and love for Calamba, his hometown and birthplace. He wrote  this poem in 1876, when he was fifteen
years old, while studying at the Ateneo de Manila. He mentioned here the lagoons, flowers, forests,
rivers and freshness of the air in Calamba.
 Mi Primera Insperacion (My First Inspiration) – Dr. Leoncio Rizal, a nephew of the national hero,
claimed that this piece was not Rizal’s composition, but by his nephew Antonio. Nonetheless, despite
controversies on who wrote the piece, this poem carries Rizal’s lines and interest.
 Maria Makiling – This work was published in La Solidaridad on December 31, 1890. In this essay,
Rizal gave tribute to Maria Makiling and presented her a mythical and helping presence in the
mountain named after her.
 A Mis Compañeros De Nuñes (To my Childhood Companions – It was written through the
guidance of his mother, who was eight years old at that time. The striking line of the piece was Rizal’s
message for the Filipino youth to love and cherish the language they inherited from their ancestors. 
Jose goes to Biñan

 June 1869 – Jose left Calamba for Biñan.

 He was accompanied by Paciano who acted as his second father, the two brothers rode in a
“karomata”.
 They proceeded to their aunt’s house where Jose was to lodge. 
 That same night, Jose, with his cousin Leandro, went sight-seeing in the town.
 Instead of enjoying the site, Jose became depressed because of home-sickness.
First Day in Biñan School

 Paciano brought his younger brother to the school of Maestro Justiniano Aquino Cruz. 

 The school was in the house of the teacher, which was a small nipa house, about 30 meters from the
home Jose’s aunt. 
 The teacher asked him, “Do you know Spanish?” “A little sir” , replied by the Calamba land. “Do you
know Latin?” “A little sir”. The boys in the class especially Pedro, the teacher’s son laughed into Jose’s
answers.
First School Brawl

 In the afternoon of his first day in school, Jose met the bully Pedro.

 Jose was angry at this bully for making fun of him during his conversation with the teacher in the
morning. 
 Jose challenged Pedro to a fight. The latter readily accepted thinking that he could easily beat the
Calamba boy who was smaller and younger. The two boys wrestled furiously in the classroom, much
to the plea of their classmates. Jose having learned the art of wrestling from his athletic Uncle
Manuel, defeated the bigger boy.
 For this feat, he became popular among his classmates. 
 After the class in the afternoon, a classmate named Andres Salandanan, challenge him to an arm
wrestling match. 
 They went to a sidewalk of a house and wrestled with their arms. 
 Jose having the weaker arm, lost and nearly cracked his head on the sidewalk. In succeeding days, he
had other fights with the boys of Biñan. 
 He was not quarrel some by nature but he never ran from a fight.
Painting Lesson
 Juancho – old painter. father-in-law of the school teacher 
 Jose, lured by his love for painting spent many leisure hours at the painter’s studio.
 Jose and his classmate Jose Guevarra who also loved painting became apprentices of the old
painter.
Daily Life in Biñan

 Rizal led a systematic life in Biñan which is made of house, church and school activvities.

∞ 4:00 AM – Time to attend the mass
∞ 5:00 AM – Study his lesson. Eat breakfast and prepare for school.
∞ 7:00 AM to 10:00 AM – School
∞ 11:00 AM to 2:00 PM – Going home for lunch and rest before coming back to school.
∞ 2:00 PM – 5:00 PM – Afternoon schooling
∞ 5:00 PM – Pray with his cousins and study his lessons after dinner, when the moon is bright,
he played with his nieces to the street.
Best Student in Class

 In academic studies, Jose beat all Biñan boys.

 He surpassed them all in Spanish, Latin and other subjects.
 Some of his older classmates were jealous of his intellectual superiority. 
 They wickedly spilled to the teacher whenever Jose had a fight outside the school and even told lies
too.
End of Schooling at Biñan

 Before the Christmas season in 1870, Jose received a letter from his sister, Saturnina, informing him
of the arrival of the steamer which would take him from Biñan to Calamba. 
 Upon reading the letter, he had a premonition that he would not return to Biñan, so that he became
sad. 
 He left Biñan in Saturday afternoon December 17, 1870. 
 After one year and a half of schooling in the town, he was trailed to take passage on the steamer
“Talim” for it was the first time he ever rode a steamer. On board was a French man named Arturo
Camps a friend of his father who took care of him. 
Martyrdom of Gomburza

 The Spanish authorities in order to liquidate Fr. Mariano Gomez, Fr. Jose Burgos, and Fr. Jacinto
Zamora, leaders of the secular movement of Philippine parishes and their supporters Jose Maria
Basa, Atty. Joaquin Pardo de Tavera and Atty. Antonio Maria Regidor, etc. magnified the
failed mutiny into a revolt for Philippine independence. 
  Gomez, Burgos and Zamora, despite the Archbishops’ plea for clemency because of their innocence
were executed at sunrise February 17, 1872 by order on Governor General Izquerdo.
 Their martyrdom was deeply mourned by the Rizal family and many other patriotic families in the
Philippines. 
 The martyrdom of GomBurZa in 1872 truly inspired Rizal to fight the evils of the Spanish tyranny
and redeemed his oppressed people. 
 At the site of those injustices and cruelties while still a child my imagination was awakened and I swore
to devote myself to avenge one day so many victims and with this idea in mind I have been studying
and these can be read in all my works and writings. God will someday give me an opportunity to carry
out my promise. 
 And later 1891, he dedicated his second novel, El Filibusterismo to GomBurZa. 
Injustice to the Hero’s Mother

 Before June of 1872, Doña Teodora was suddenly arrested on a malicious charge that she and her
brother Jose Alberto tried to poison her sister in law.
 During his absence, his wife abandoned their home and children. When hew arrived in Biñan he found
her living with aother man, infurated by her infidelity, he planned to divorce her. 
 Jose Alberto lived again with his wife, however, the evil wife with the Spanish Lieutenant of the
Guardia Civil filed a case in court accusing her husband and Dona Teodora of attempting to
poison her.
 After arresting Dona Teodora, the sadistic Spanish Lieutenant forced her to walk from Calamba to
Sta. Cruz, Capital of Laguna province, a distance of 50 kms. Upon arrival of Sta. Cruz, she
was incarcerated at the provincial prison.
 Rizal said in his student memoir, our mother was unjustly snatched away from us and by some men
who have been our friends and whom we treated as honored guests.
 My mother was defended by Francisco de Marcaida and Manuel Marzan, the most famous lawyers
of Manila. She finally succeeded to be acquitted and vindicated in the eyes of her judges,
accusers and even her enemies but after high long, after 2 and a half years. 
MODULE 4
Rizal’s Life: Higher Education and Life Abroad  
During the 19th century, education has been perceived by Filipinos as a way to alter or change their
deplorable social and economic conditions. For Rizal, the mission of education is to elevate the country to
the seat of glory and to develop the peoples’ cognitive ability. Since education is the foundation of society and
a prerequisite for social progress, Rizal claimed that only through education could the country be saved from
domination and oppression. 
Rizal at the Ateneo de Manila 
Four months after the martyrdom of Gomburza and Doña Teodora who is still in prison, Rizal was sent
to Manila to continue his studies. Don Francisco first sent him to study at San Juan de Letran were he had
passed the entrance examination but later changed his mind and send him to Ateneo Municipal (formerly
known as Escuela Pia) instead. He studied for a six-year program,Bachiller en Artes.Paciano accompanied
him to Ateneo Municipal. The registrar, Father Magis Fernando (Father Magin Ferrando), refused to admit
him for two reasons, (1) he was late for registration and (2) he was sickly and undersized for his age. He was
able to enter Ateneo through the help of Father Manuel Xerex Burgos, nephew of Father Burgos. He was
advised to used the second surname of the family, “Rizal” because the surname “Mercado” came under
suspicion of Spanish authorities.The surname was identified to be close to Father Burgos
because Paciano who used the surname in his study at College of San Jose is said to be a favorite student of
the priest and confidant as well. The Jesuit educational system during that time used a unique motivation and
stimulation to attain learning from students. He passed the oral examination on March 14, 1877 and
graduated with a degree Bachiller en Artes, with the highest honors. 
 Rizal at the University of Santo Tomas 
After Rizal’s graduation from the Ateneo de Manila, his father Don Francisco sent him to the University
of Sto. Tomas. Initially, Doña Teodora was hesitant, because she had viewed the fate of intelligent young
Filipinos who questioned the Spanish authorities in the Philippines.  
Despite this, Rizal still pursued university education and enrolled in UST. After Rizal’s graduation from
the Ateneo de Manila, his father Don Francisco sent him to the University of Sto. Tomas.  
Initially,  Doña Teodora was hesitant, because she had viewed the fate of intelligent young Filipinos
who questioned the Spanish authorities in the Philippines. Despite this, Rizal still pursued university education
and enrolled in UST.  
 
Rizal’s Travels for a Cause 
For Rizal, it was necessary to travel, to be educated, to experience life away from home, and to trace
the evils of the country and procure their remedies. (Palma, 1949). The relevant travels of Rizal were intended
for him to gain further knowledge in the medical, cultural, and historical fields. In the beginning, Rizal’s travels
were motivated by his desire to specialize in ophthalmology. Later on, however, most of his travels were
prompted by his drive to learn about the culture and political history of European countries. He traveled a lot
because he believed that he could gain and learn more liberal ideas abroad than in the Philippines.  
Rizal in Europe 
In 1882, Rizal and Paciano made a secret pact–Rizal would go to Europe to complete his medical
studies there and prepare himself for the great task of liberating the country from Spanish
tyranny. Rizal’s dissatisfaction in his studies at the University of Santo Tomas and bad experience under a
repressive Spanish regime in the Philippines. This made him decide to leave the country and proceed to
Europe, where he continued his course in the field of Ophthalmology. His relatives supported him after
consultation with his brother Paciano. However, his parents who only knew that he would have his vacation
in Biñan, Laguna, they did not know the plan. Rizal’s Tio Antonio and brother-in-law Manuel T. Hidalgo, gave
the information to Paciano, regarding the ship Salvadora  that Rizal would board. On May 1,
1882, Paciano gave Jose Rizal 356 Pesos, afterwards the servant called a Carromata, a local transportation
that would take Rizal to Biñan. 
Rizal in Singapore 
The British Colony in Singapore  was the first stop in Salvadora on May 9, 1882. This was also the first
Asian country he that reached in his life. He stayed there for two days where he visited a Botanical Garden,
historic places, and shopping areas. Later on May 11, the passengers of Salvadora including Rizal transferred
to Djemnah. 
Rizal in Barcelona Spain 
Rizal arrived in Barcelona on June 16, 1882, his first day  in Barcelona were unfavorable. His money
amounted to only 12 Euros, and by the time he boarded the Christian house, he had only
seven Euros.He lived in a damp, dark and poorly ventilated room, which had only straw chairs, dirty
bed, broken washbasin and no mirror. This place in Barcelona was situated in an old dirty street called San
Severino.  
In the succeeding days, luck was on the side of Rizal, because in the nearby Barcelona Hospital, he
met his compatriot named Tomas Cabangis from Tondo, Manila and other Filipino students studying in
Barcelona. Later, he also met fellow citizens named Cuesta and other Filipino friends. With the strong letter of
recommendation of Jesuits from Ateneo de Manila, which Rizal presented to the Jesuit Fathers of Barcelona,
they decided to support Rizal financially by lending him money, that he paid upon arrival of his allowance from
the Philippines. This financial assistance allowed him to tour the city of Barcelona and developed an
appreciation for its architecture of Arabic and Greco-Roman designs. The arrival of Rizal’s allowance from the
Philippines enabled him to transfer to a better boarding house located at Calle de Sitjes where he was
relieved with better amenities than his first house. Rizal was also treated well by his
landlady Señorita Silvestre who called him “Don Pepe” as a sign of respect to a young talented Filipino
student. 
While Rizal had adjusted in Barcelona and met his former classmates in Ateneo, they shared
experience about Spain. With such exchanges and actual experience of living in Barcelona, Rizal began to
realize the different social and political atmosphere of Spain compared to the Philippines.  
There was freedom of the press, assembly and he could travel to places without restrictions and
suspicion, unlike in the Philippines. With this newfound freedom, Rizal wrote the following articles for his
country: Amor Patrio (Love of Country) – Rizal explains in this essay, that the Philippines is the country for the
Filipinos not for Spain. Under the pen name, Laong Laan, the essay was sent to the Philippines and
translated in Tagalog by M. H. del Pilar, which was published in the Diariong Tagalog a local newspaper in
Manila on August 30, 1882. Rizal encouraged his compatriot in Spain and the Filipino people to love the
Philippines as the country of their own 
Rizal decided to move to Madrid where he enrolled in Medicine and in Philosophy and Letters at the
Central University of Madrid (presently the Universidad Complutense de Madrid) on November 3, 1882. When
Rizal felt at ease in Madrid, he also studied painting and sculpture in the Academia of San Fernando. While
studying he was engaged in physical fitness, practicing shooting and fencing at the school of Sanz
and Carbonell, and in his personal financial capacity, he took up lessons in French, German and English
languages 
Rizal was awarded with the degree and title of Licentiate in Medicine for passing the medical
examinations in June 1884.With this title Rizal was able to practice medicine. He continued enrolling in
courses that would have led to a Doctorate in Medicine but the degree was not given to him because he failed
to pay the fee to defend his thesis. Rizal also took examinations in Greek, Latin, and world history. He won
the first prize in Greek and a grade of “excellent” in history. 
He also obtained the degree Licenciado en Filosofia y Letras (Licentiate in Philosophy and
Letters) from the Universidad Central de Madrid on June 19, 1855 with a rating of sobresaliente. 
While in Madrid, Rizal’s political ideas were widened. He became witness to Spain’s political turmoil of
the Liberals and Conservatives; he witnessed greater paradox in terms of politics and social life in the
Philippines compared to its Spanish colonizer. With this paradox in mind, Rizal became active in Filipino and
Spanish organizations focused on improving the Philippine social and political situations. Rizal joined
the Circulo Hispano – Filipino an association of Filipino scholars, students and Spaniards interested
in Philippines concerns and issues. In one of the reunions at the house of Pedro Paterno in Madrid on
January 2, 1884, Rizal proposed the writing of a novel about the Philippine society. The group approved the
project but this plan did not materialized. His fellow Filipinos who agreed to help him did not write anything so
Rizal drafted he novel alone. 
It was in Madrid that he was able to write the first half of his novel, Noli Me Tangere. 
While in Madrid, Rizal was exposed to the idealism carried by Masonry through well-known Spaniards
such as Miguel Morayta and Francisco Pi y Margal. In March of 1883, Jose Rizal officially joined the Masonic
lodge Acacia in Madrid, Spain, where he was further exposed to liberalism and views that criticized the
Catholic Church and friars in the Philippines. 
 
Ateneo

 Escuela Pia (Charity School) – a school for poor boys in manila Established by the city government
in 1817.
 Ateneo Municipal – a college under the supervision of the Spanish Jesuits
o Bitter rival of the Dominican owned College of San Juan de Letran.
 Ateneo de Manila – Acquired prestige as an excellent college for boys
Rizal Enters Ateneo 

 Father Magin Fernando, the college registrar, was at first very firm in denying Rizal admission. 
 Rizal was refused to be admitted in this institution for two reasons:
1. He was late for registration
2. He was frail and undersized for his age. 
 However, upon the intercession of Manuel Xerez Burgos, nephew of Father Burgos, he was
reluctantly admitted at the Ateneo which was located at Intramuros, outside the walls of Manila.
Education at the Ateneo

 Rizal took the entrance examination at Colegio de San Juan de Letran but Don Francisco sent him
to enroll instead in Ateneo Municipal in June 1872.
 Jesuit System of Education- the system of Education given by the Jesuits was more advanced than
the other colleges in that period.
 It trained the student by rigid discipline and religious instruction:
 physical culture, humanities scientific studies, agriculture, commerece, mechanics surveying
 Paciano found Jose a boarding house in Intramuros but Jose later transferred to the house of a
spinster situated on Calle Carballo in the Santa Cruz area.
 Students were divided into two groups : 
o The Roman Empire - consisting of the internos (boarders) 
o The Carthaginian Empire - composed of the externos (non-boarders)
o Ranks:
 Emperor – Best Student
 Tribune – Second best
 Decurion – Third best
 Centurion – Fourth best
 Standard-bearer - Fifth best
Rizal’s First year in Ateneo (1872-1873)

 Fr. Jose Bech – first professor in Ateneo.

 Took private lessons in Santa Isabel College during the noon recesses to improve his Spanish, which
was actually P3 per session.
 Placed second at the end of the year
Summer Vacation (1873-1874)
  Went to Calamba
 Did not enjoy his vacation because his mother was in prison
 Brought to tanawan by his sister Saturnina to cheer him up, but did not cure his melancholy
 Went to Sta. Cruz without telling his father in order to visit his mother.
Second Year in Ateneo (1873-1874)

 Once more, he became “emperor”

 Three of his new classmates were boys from Biñan, who had been his classmates in the school of
Maestro Justiniano
 Received excellent grades in all subjects and a gold medal at the end of the school year
Third Year in Ateneo (1874-1875)

 Rizal did not make an excellent showing in his studies as in the previous year
 His grades remained in all subjects, but he won only one medal-in Latin. 
 He failed to win the medal in Spanish because his spoken Spanish was not fluently sonorous and was
beaten by a Spaniard who could naturally speak fluently and with right accentuation.
Fourth Year in Ateneo (1875-1876) 

 Fr. Francisco de Paula Sanchez 

 one of his professors 
 a great educator and scholar 
 inspired the young Rizal to study harder and to write poetry 
 became and admirer and friend of the great Calamba lad
 considered by Rizal as his best professor in Ateneo 
 "model of uprightness, earnestness, and love advancement of his pupils“
 Became an interno on June 16, 1875
 Topped all his classmates in all subjects and won five medals at the end of the school term.
Last Year in Ateneo (1876-1877) 

 On March 23, 1877, he received the Bachelor of Arts degree, graduating as one of the nine students in
his class declared "sobresaliente" or outstanding.
 The most brilliant Atenean of his time 
 “The pride of the Jesuits”
 Obtained the highest grades in all subjects-philosophy, physics, biology, chemistry,
languages, mineralogy, etc.
Graduation with Highest Honors
Rizal graduated at the head of his class. His scholastic records at the Ateneo from 1872-1877 were as
follows: 
1872-1873 
Arithmetic - EXCELLENT 
Latin I-EXCELLENT 
Spanish I-EXCELLENT 
Greek I-EXCELLENT 
1873-1874 
Latin 2- EXCELLENT 
Spanish 2- EXCELLENT 
Greek 2- EXCELLENT 
Universal Geography - EXCELLENT
1874-1875 
Latin 3-EXCELLENT 
Spanish 3-EXCELLENT 
Greek 3- EXCELLENT 
Universal History – EXCELLENT History of Spain and the Philippines - EXCELLENT 
Arithmetic and Algebra - EXCELLENT 
1875-1876 
Rhetoric and Poetry -EXCELLENT French I - EXCELLENT 
Geometry and Trigonometry - EXCELLENT

Teenage Interest in Reading

 First favorite novel

The Count of Monte Cristo by Alexander Dumas -made a deep impression on him. His
boyish imagination was stirred by the sufferings of Edmond Dantes (the hero) in prison, his
spectacular escape from the dungeon of Chateau d'If, his finding a buried treasure on the rocky island
of Monte Cristo, and his dramatic revenge on his enemies who had wronged him.
 Read not only fiction, but also non-fiction.
 Persuaded his father to buy him a costly set of Universal History by Cesar Cantu
 Read Travels in the Philippines by Dr. Feodor Jagor, a German scientist-traveler who visited the
Philippines in 1865-1890. 
1. Jagor's keen observations of the defects of Spanish colonization 
2. His prophecy that someday Spain would lose the Philippines and that America would come
to succeed her as a colonizer
Literary Works at Ateneo

 The first poem he wrote as a student was entitled Mi Primera Inspiracion (My First Inspiration). This
poem was dedicated by Rizal to his mother on the occasion of the latter's natal day. 
 Un Cuerdo de Mi Pueblo (In Memory of My Town) - this poem was his way of paying homage to his
birthplace, Calamba.
 Al Niño Jesus (To the Child Jesus) - written by Rizal during his student days, when he was 14 years
old. This poem was his expression of his devotion to Catholicism.
 Through Education The Country Receives Light - Rizal compared education to a lighthouse,
considering that it can guide people in their behaviors and actions. 
 The Intimate Alliance Between Religion and Good Education - Rizal stressed the importance of
religion to education. For Rizal, education not centered on God cannot be considered true education.
Sculptural Works in Ateneo

 Carved an image of The Virgin Mary on a piece of batikuling (Philippine hardwood) with his pocket

knife 
 Requested by Father Lleonart, who was impressed by his sculptural talent, to carve him an image of
the Sacred heart of Jesus
o Placed at the door of the dormitory of the Ateneo boarding. students.
o Reminded all the Ateneans the greatest alumnus of their Alma Mater, Dr. Jose Rizal 
o Played a significant part in Rizal's last hours at Fort Santiago

Rizal’s Higher Education: UST

 In 1877, Rizal enrolled in the University of Santo Tomas, taking the course on Philosophy and
Letters
 At the same time, however, he took at the Ateneo a land surveyor and assessor's degree (expert
surveyor), a vocational course. He finished his surveyor's training in 1877, passed the licensing
examination in May 1878
Academic Performance At UST

 Rizal's academic performance at UST was not comparable with how he fared in Ateneo. 
 His unhappiness at UST can be traced to three factors, namely: the hostility of Dominican
professors to Rizal; racial discrimination against Filipino students; and obsolete and repressive
method of instruction at UST. 
 From Rizal's scholastic records, it was obvious that he was not a good material for a medical course.
His grades in most of his medical subjects were generally average, indicating that medicine was not
his real vocation but in the arts
 Rizal's unsatisfactory performance can also be attributed to the exciting distractions of youth he
experienced as a student in Manila. Rizal became fascinated with women during his student days at
UST. 
 At first, he became infatuated with Segundina Katigbak of Batangas, whom he visited often in her
boarding house frequently. 
 In fact, there is a time that he was courting Leonor "Orang" Valenzuela and Leonor Rivera. After
learning that Orang was already engaged with another man, Rizal concentrated his efforts on
Leonor Rivera.
Liberalism and Filipino Students at UST

 The influx of liberal ideas can be attributed to the opening of the Suez Canal, and the opening of the
Philippines to world trade. 
 To encourage the production of literary works in Manila, the Liceo Artistico Literario de Manila, an
organization of art lovers in the city, conducted regular competition in literary writing. 
 Rizal joined the contests. His entries, A La Juventud Filipina (To the Filipino
Youth) and El Consejo de los Dioses (The Council of the Gods) were adjudged as the best entry in
the said competition.
Important Literary Works as a University Student

 A La Juventud Filipina. A La Juventud Filipina was a classic in Philippine literature for two reasons.
First, it was the first great poem in Spanish written by a Filipino, recognized by the Spanish authorities.
Second, it was the first expression of the nationalistic concept that the Filipinos were the fair hope of
the motherland. 
 Another important point that Rizal stressed in the poem relates to the role of the youth in nation
building. From the poem, he called the youth, The Fair Hope of the Motherland.
 Rizal challenged the youth of his day to do three things: to cultivate their talents in the arts; to develop
their knowledge of the sciences; and to look forward and break their chain of bondage.
 El Consejo de los Dioses. It was an allegory in praise of Cervantes as a co-equal of Homer and
Virgil. The entry was judged the best entry in the competition that year. The jury, however, upon
discovering that its author was a Filipino decided to confer the grand prize to a Spaniard.
 Junto al Pasig. It is a play written by Rizal at the request of the Jesuits and was staged at Ateneo, in
connection with the celebration of the Feast Day of Immaculate Conception. 
 A Filipinas. This sonnet was written by Rizal in 1880 not only to praise the Philippines for its beauty
but to encourage Filipino artists to glorify the country through their art works.
Student Activism at UST

 In order to show their Spanish detractors that Filipino students were united, Rizal organized a secret
society of Filipino students. This society came to be called Compañerismo. The members called
themselves Companions of Jehu. Rizal naturally became the president of this secret society,
with Galicano Apacible as secretary. 
 He criticized the humiliating treatment of brown Filipino students, who were often insulted by their
Dominican mentors. 
 He also condemned the archaic/old method of instruction at UST.
 He described comically the teaching of Physics devoid of laboratory experiments. Students could not
even touch the different laboratory apparatus and equipment.
 Moreover, favoritism and skin color, not meritocracy and intellectual brilliance, were the criteria for
judging the actual academic performance of students.
Decision to Go to Europe

 After completing his fourth year in the medical course, Rizal decided to leave the country for Europe.
While obviously, Rizal was to leave the country to complete his medical course in Barcelona, Spain,
this was not the real reason for his sudden departure.
 There were hidden purposes for his voyage to a new world. It can be inferred from Paciano's letter to
Rizal that the following were the real purposes of Rizal's voyage to Europe: to make a name for
himself in the realm of journalism; to observe and study European society, and to prepare himself for
the task of liberating the Filipinos from Spanish tyranny.

In Hong Kong and Japan

 February 3, 1888- Rizal sailed to Hong Kong onboard "Zafiro" and just stayed inside the ship during
its short stop at Amoy. 
 visited the nearby city Macao for two days along with friend, Jose Maria Basa
 Rizal experienced in Hong Kong the noisy firecracker-laden Chinese New Year and
the marathon lauriat party characterized by numerous dishes being served. 
 February 28 – Rizal reached Yokohama, Japan and proceeded to Tokyo.
 He lived in the Spanish legation in Tokyo upon the invitation of its secretary. Juan Perez Caballero. 
 Rizal himself who was amused by the Japanese girl who would pass by the legation every day. The
23-year old Seiko Usui whom he fondly called ‘O-Sei-San’ became his tour guide and sweetheart
rolled into one. 
Sail to the West

 April 13, 1888 -  Rizal boarded the Belgic. He had befriended Tetcho Suehiro, a Japanese

novelist and human rights fighter who was also forced by his government to leave his country. 
 April 28 - The ship arrived in San Francisco. the ship's passengers were quarantined,
allegedly because of the cholera outbreak in the Far East. 
 He had visited also the states of Utah, Colorado, Nebraska, Illinois, and finally reached New York
on May 13.
In Great Britain, Paris and Spain 

 May 16, 1888- Rizal sailed for Liverpool, onboard the ship "City of Rorne" and arrived there on
May 24.
 He reached London and stayed briefly at Dr. Antonio Ma Regidor's house. He then boarded at the
Beckett residence where he was lovingly served by Gertrude, the daughter of his landlord.
 June 1888 - Rizal made friends with Dr. Reinhold Rost. He described Rizal as 'a pearl of a man"
(una perla de hombre).
 In London, Rizal manually copied and annotated Morga's Sucesos de las Islas Filipinas, a rare
book available in the British Museum. 
 He also became the honorary president of the
patriotic society Asociacion La Solidaridad (Solidaridad Association) and wrote articles for
the La Solidaridad.
 Jose Rizal and Marcelo H. Del Pilar Del Pilar was one of the renowned members of the Propaganda
 Movement along with Graciano Lopez Jaena (publisher of La Solidaridad) and Mariano Ponce.
 Propaganda was a patriotic socio-political organization founded in 1872 by Filipinos who had settled
in Europe.
 The Propaganda primarily aimed to bring to Spain's attention the real needs of its colony, the
Philippines. 
 Propagandists specifically advocated:
(a) the recognition of the Philippines as a province of Spain and its (Philippines) representation in
the Spanish parliament (Cortes Generales)
(b) the secularization of the Philippine parishes and clergy:
(c) the equality between the Spanish and the Filipina, especially in entering government service
(d) the establishment of government funded schools not run by the friars;
(e) the abolition of the polo" (forced labor) and "vandala" (forced sale of local products to
the government)
(f) the recognition of human rights and freedom, especially the freedoms of speech and association.
In Belgium

 January 28, 1890- Rizal left Paris for Brussels with Jose Albert.

 The two stayed in a boarding house administered by the Jacoby sisters (Suzanne and Marie) where
Rizal met and had a transitory affair with (another) Suzanne (also called Petite), the niece of
his landladies.
 In Belgium, Rizal busied himself with writing the Fili and contributing for La Solidaridad using the
pen names Dimas Alang and Laong Laan.
In Madrid

 August 1890 - Rizal traveled to Madrid along with his lawyer, Marcelo del Pilar, he tried to seek justice
for his family but could not find any influential Spaniard who could help them.
 Rizal encountered many adversities and tribulations in Madrid. He heard that his family was forced to
leave their land in Calamba, and some family members were even deported to far places.
 In Madrid, Rizal also heard the news of Leonor Rivera's marriage to the Englishman Henry
Kipping who was the choice of Leonor's mother.
In Biarritz, Paris, and Brussels

 February 1891- Rizal proceeded to take a more-than-a-month vacation in Biarritz, a tourist town

in southwestern France.
 Rizal was welcomed as a family guest in the house of the Bousteds, especially by Nellie with whom
he later had a serious, but failed romantic relationship.
 Rizal revised and prepared for printing his second novel until the end of May. By June 1891, he
was already looking for a printing firm to print the El Filibusterismo.
In Ghent

 July 1891 - Rizal went to Ghent because the cost of printing in the place was cheaper. 
 The publisher F. Meyer-Van Loo Press, No. 66 Viaanderen Street agreed to print the El Fili on
an installment basis. 
 Rizal ran out of funds, and the printing had to be suspended on August 6. 
 But through Valentin Ventura's "salvific" act, the 'El Filibusterismo" came off the press on
September 18, 1891.
In Hong Kong and Sandakan

 October 1891- Rizal left Europe for Hong Kong onboard the ship Melbourne" on which he began
writing his third (but unfinished) novel.
 In Hong Kong, Jose opened a medical clinic. A Portuguese friend, Dr. Lorenzo P. Marques, helped
him to get many patrons of various nationalities. His successful operation on his mother's left eye
allowed her to read again.
 March 1892- he went to Sandakan (East Malaysia) aboard “Menon” to negotiate with
British authorities
 March 21- Rizal asked Governor-General Eulogio Despujol 
Second Homecoming

 On the evening of July 3, Rizal spearheaded the meeting in the house

of Doroteo Ongjunco on Ylaya Street, Tondo, Manila attended by at least 20 Filipinos, including
Andres Bonifacio and Apolinario Mabini. Rizal explained the aims of the civic association La Liga
Filipina Officers were then elected, having Ambrosio Salvador as the president, thereby officially
establishing the league. 
 Rizal was arrested during his interview with the governor-general. Despujol showed him anti-friar
leaflets Pobres Frailes (Poor Friars) allegedly discovered in his sister Lucia's pillow cases.

MODULE 5
Rizal’s Life: Exile, Trial, and Death 
The basic freedom of Filipinos during Rizal’s time was suppressed by the Spanish colonial
government. Rizal was one of the pioneers of the campaign for liberal ideas and reforms. The continued
circulation of his novels alarmed the Spanish friars mainly because of what they deemed as radical ideas
espoused in the novel. The ideas revealed in the novels were considered too subversive by the Spanish
clergy. With mounting pressure from the friars, Governor-General Terrero ordered the immediate investigation
of Rizal’s case. Rizal was charged with propagating subversive ideas through his novel Noli Me Tangere.
Rizal was arrested in Malacanang and later deported to Dapitan in 1892.  
Rizal’s Exile in Dapitan 
Rizal arrived in Dapitan on board the streamer Cebu on July 17, 1892. Dapitan (now a city within
Zamboanga del Norte) was a remote town in Mindanao which served as a politico-military outpost of the
Spaniards in Mindanao. It was headed by Captain Ricardo Carnicero, who became a friend of Rizal during
his exile. He gave Rizal the permission to explore the place and required him to report once a week to his
office. The quiet place of Dapitan became Rizal’s home from 1892 to 1896.Here, he practiced medicine,
pursued scientific studies, and continued his artistic pursuits in sculpture, and painting, sketching, and writing
poetry. He established a school for boys and promoted community development projects. He also found time
to study Malayan Language and other Philippine languages. He engaged himself in farming and commerce
and even invented machine for making bricks. On September 21, 1892, Rizal won the second prize in a
lottery together with Ricardo Carnicero and another Spaniard. His share amounted to 6,200 pesos. A portion
of Rizal’s winnings was used in purchasing land approximately one kilometer away from Dapitan in a place
known as Talisay. He built his house on the seashore of Talisay as well as a school and a hospital within the
area. Rizal’s Exile in Dapitan. Relative to Rizal’s project to improve and beautify Dapitan, he made a big relief
map of Mindanao in the plaza and used it to teach geography. With this map, which still exists today, he
discussed to the town people the position of Dapitan in relation to other places of Mindanao. Assisted by
his pupils, Rizal also constructed a water system to supply the town with water for drinking and irrigation. He
also helped the people in putting up lampposts at every corner of the town. 
Rizal as a Physician in Dapitan 
He rendered free medical services to the poor townsfolk of Dapitan. Some of his medical tools came
from Europe, which were sent by his friends and doctors who knew him.  In his last two years he became a
famed doctor; his patients came not only from nearby places in Mindanao, but in areas such as Negros,
Cebu, Luzon, Panay, Bohol and from foreign countries. He treated an English man who paid him 500 Pesos;
Don ignacio Tamorong of Misamis was impressed of Rizal restoring his eyesight paid him 3,000 Pesos.  
 On the eve of June 21, 1896, Dr. Pio Valenzuela visited Rizal and informed him about the founding of
the Katipunan and the planned revolution. Rizal objected to it, citing the importance of a well-planned
movement with sufficient arms. He sent two letters asking for a review of his case – one in 1894 and another
in 1895. He said that if his request would not be granted, he would volunteer to serve as a surgeon under the
Spanish army fighting in the Cuban revolution. 
Rizal departs to Cuba 
On July 30, 1896, Rizal’s request to go to Cuba was approved. The next day, he left for Manila on
board the streamer España. And on September 3, 1896, he boarded the streamer Isla de Panay which would
bring him to Barcelona. Rizal returns to Manila and was brought to Fort Santiago. Upon arriving at the fort of
Barcelona, Governor-General Despujol told him that there was an order to ship him back to Manila. On
November 3, 1896, Rizal arrived in Manila and was immediately brought to Fort Santiago. 
Trial and Execution 
November 20, 1896 – the preliminary investigation of Rizal’s case began. He was accused of being
the main organizer of the revolution by having proliferated the ideas of rebellion and of founding illegal
organizations. Rizal pleaded not guilty and even wrote a manifesto appealing to the revolutionaries to
discontinue the uprising. Rizal’s lawyer, Lt. Luis Taviel de Andrade, tried his best to save Rizal. However, on
December 26, 1896, the trial ended and the sentence was read. Jose Rizal was found guilty and sentences to
death by firing squad. Governor-General Camilo de Polavieja signed the court decision. He later decreed that
Rizal be executed by firing squad at 7:00 a.m. of December 30, 1869. 

Daily Life as an Exile

 Practice medicine
 Teach 
 Farming and horticulture
Achievements in Dapitan

 Improvement of drainage system

 Taught town folks about health and sanitation
 Made a huge relief map of Mindanao
 Forest facility improvement: Added trails, stairs and benches
 Invented a wooden machine for the mass production of bricks
 Served as town doctor
 Assisted abaca farmers in trading their crops in Manila
 Gave lessons in Abaca weaving
As a Scientist and Philologist

 Dapitan Frog (Rhacophorus rizali)

 A type of beetle (Apogonia rizali)
 Flying dragon (Draco rizali)
As a Philologist

 Local folklores and customs

 Tagalog grammar and Malay language
Spies and Secret Emissary

 Matias Arreta – cured by Rizal 

 Pablo Mercado  ( real name: Florencio Nanaman)
 Dr. Pio Valenzuela (secret emissary of Andres Bonifacio)
Visited by Loved Ones
Josephine Bracken came to Jose's life. Josephine was an orphan with Irish blood and the
stepdaughter of Jose's patient from Hong Kong. Rizal and Bracken were unable to obtain a church wedding
because Jose would not retract his anti Catholic views. He nonetheless took Josephine as his common-law
wife who kept him company and kept house for him. Before the year ended in 1895, the couple had a child
who was born prematurely. The son who was named after Rizal's father (Francisco) died a few hours after
birth.
From Dapitan to Trial in Fort Santiago

 Attempt of Katipunan to rescue Rizal

 August 29 & 30 – Katipunan’s 1st major assault
 August 30 – Rizal transferred to the ship Isla de Panay
 October 6, 1896- an order was received to bring Rizal back to Manila.
 November 3, 1896 – Rizal arrived in Manila and was detained in Fort Santiago
 Rizal’s friends, acquaintances, members of the La Liga and family members were tortured and
questioned by the Spanish Government
 15 pieces of documentary evidences were gathered against Rizal
 December 8 – Rizal was given the right to choose his lawyer ( Lt. Luis Taviel de Andrade)
 December 26 – The trial of Jose Rizal
 December 28 – Governor-General Polavieja signed the court decision to execute Rizal by firing
squad.
Rizal’s Last Hours

 Dec. 29, 1896. 6:00 – 7:00 a.m. 

Sr. S. Mataix asks Rizal’s permission to interview him. Capt. Dominguez reads death sentence to
Rizal.
 7:00 – 8:00 a.m. 
Rizal is transferred to his death cell. Fr. Saderra talks briefly with Rizal. Fr. Viza presents statue of the
Sacred hearth of Jesus and medal of Mary. Rizal rejects the letter, saying , "Im little of a Marian,
Father."
 8:00 – 9:00 a.m. 
Rizal shared his milk and coffee with Fr. Rosell. Lt. Andrade and chief of Artillery come to visit Rizal
who thanks each of them. Rizal scribbles a note inviting his family to visit him. 
 9:00 – 10:00 a.m. 
Sr. Mataix, defying stringent regulation, enters death cell and interviews Rizal in the presence of
Fr. Rosell. Later, Gov. Luengo drops in to join the conversation. 
 10:00 – 11:00 a.m. 
Fr. Faura persuades Rizal to put down his rancours and order to marry josephine canonically. a
heated discussion on religion occurs between them ion the hearing of Fr. Rosell. 
 11:00 – 12:00 noon. 
Rizal talks on "various topics" in a long conversation with Fr. Vilaclara who will later conclude (with Fr.
Balaguer, who is not allowed to enter the death cell) that Rizal is either to Prostestant or rationalist
who speaks in "a very cold and calculated manner" with a mixture of a "strange piety." No debate or
discussion on religion is recorded to have taken place between the Fathers mentioned and Rizal. 
 12:00 – 1:00 p.m. 
Rizal reads Bible and Imitation of Christ by Kempis, then meditates. Fr. Balaguer reports to the
Archbishop that only a little hope remains that Rizal is going to retract for Rizal was heard saying that
he is going to appear tranquilly before God. Sources: Rizal’s habits and Rizal y su Obra.
 1:00 – 2:00 p.m. 
Rizal denies (probably, he is allowed to attend to his personal necessities). Source: "Notes" of Capt.
Dominguez.
 2:00 – 3:00 p.m. 
Rizal confers with Fr. March and Fr. Vilaclara. Sources: "Notes" of Capt. Dominguez in conjunction
with the testimonies of Fr. Pi and Fr. Balaguer.
 3:00 – 4:00 p.m. 
Rizal reads verses which he had underlined in Eggers german Reader, a book which he is going to
hand over to his sisters to be sent to Dr. Blumentritt through F. Stahl. He "writes several letters . . .
,with his last dedications," then he "rest for a short.“
 4:00 – 5:30 p.m. 
Capt. Dominguez is moved with compassion at the sight of Rizal’s kneeling before his mother and
asking pardon. Fr. Rosell hears Rizal’s farewell to his sister and his address to those presents
eulogizing the cleverness of his nephew. The other sisters come in one by one after the other and to
each Rizal’s gives promises to give a book, an alcohol burner, his pair of shoes, an instruction,
something to remember. 
 5:30 – 6:00 p.m.
The Dean of the Cathedral, admitted on account of his dignity, comes to exchange views with Rizal.
Fr. Rosell hears an order given to certain "gentlemen" and "two friars" to leave the chapel at once.
Fr. Balaguer leaves Fort Santiago. 
 6:00 – 7:00 p.m.
Fr. Rosell leaves Fort Santiago and sees Josephine Bracken. Rizal calls for Josephine and then they
speak to each for the last time. 
  7:00 – 8:00 p.m. 
Fr. Faura returns to console Rizal and persuades him once more to trust him and the other professors
at the Ateneo. Rizal is emotion-filled and, after remaining some moments in silence, confesses to
Fr. Faura.
 8:00 – 9:00 p.m. 
Rizal rakes supper (and, most probably, attends to his personal needs). Then, he receives
Bro. Titllot with whom he had a very "tender" (Fr. Balaguer) or "useful" (Fr. Pi) interview. 
 9:00 – 10:00 p.m.
Fiscal Castaño exchanges views with Rizal regarding their respective professors. 
 10:00 – 11:00 p.m. 
Rizal manifests strange reaction, asks guards for paper and pen. From rough drafts and copies of his
poem recovered in his shoes, the Spaniards come to know that Rizal is writing a poem.
 11:00 – 12:00 midnight
Rizal takes time to his hide his poem inside the alcohol burner. It has to be done during night rather
than during daytime because he is watched very carefully. He then writes his last letter to
brother Paciano.
 12:00 – 4:00 a.m. 
Rizal sleeps restfully because his confidence in the goodness of God and the justness of his cause
gives him astounding serenity and unusual calmness.
 Dec. 30, 1986. 4:00 – 5:00 a.m. 
Rizal picks up Imitation of Christ, reads, meditates and then writes in Kempis’ book a dectation to his
wife Josephine and by this very act in itself he gives to her their only certificate of marriage.
 5:00 – 6:15 
Rizal washes up, takes breakfast, attends to his personal needs. Writes a letter to his parents. Reads
Bible and meditates. Josephine is prohibited by the Spanish officers from seeing Rizal, according to
Josephine’s testimony to R. Wildman in 1899.
 6:15 – 7:00 
Rizal walks to the place of execution between Fr. March and Fr. Vilaclara with whom he converses.
Keeps looking around as if seeking or expecting to see someone. His last word, said in a loud voice:
"It is finished"
 7:00 – 7:03 
Sounds of guns. Rizal vacillates, turns halfway around, falls down backwards and lies on the ground
facing the sun. Silence. Shouts of vivas for Spain.

RIZAL'S LIFE AND WORKS

(Additional Information)

1. The reasons why they don’t want to pass Rizal Bill.

• The Catholic Church Against Rizal Law and Senator Claro M. Recto. Those who opposed the Rizal Bill painted
Recto as communist and anti-Catholic. According to Abinales and Amoroso (2005), the Church (1) feared the bill
would violate freedom of conscience and religion.
• Among the most active groups that opposed the Rizal Bill were the Catholic Action of the Philippines, the Knights
of Columbus, the Congregation of the Mission, and the Catholic Teachers Guild. 
• In one of these symposiums, Fr. Jesus Cavanna allegedly argued the novels would (2) misrepresent current
conditions in the church.
• It came to a point when a number of Catholic schools (3) threatened to close down if the Rizal Bill became law. 
• The Rizal Law was enacted on June 12, 1956, coinciding with the Philippines’ Independence Day.

2. Republic Act No. 229: An act prohibiting cockfighting, horse racing, and jai-alai on the 30th day of December of
each year and creating a committee to take charge of the proper celebration of Rizal day in every municipality and
chartered city, and for any other purposes

3. Josephine Bracken was remarried from a man from Cebu.

4. Who are ilustrados.

• Ilustrados belonged to the European- educated middle-class Filipinos.

• Members: (1) Juan Luna (2) Graciana Lopez Jaena (3) Marcelo H. Del Pilar (4) Felix Resureccion Hidalgo (5)
Antonio Luna, and (6) Mariano Ponce.
• These names are the names of Filipinos whose works of art shaped the society and the history of the Philippines.
5. Leyes de Indias

• Laws of the Indies, the entire body of law promulgated by the Spanish crown during the 16th, 17th, and 18th
centuries for the government of its kingdoms (colonies) outside Europe, chiefly in the Americas; more specifically,
a series of collections of decrees (cedulas) compiled and published by royal authorization, culminating in
the Recopilación de las leyes de los reinos de Indias (1680). 

6. Cadiz Constitution

• The study of the Cádiz Constitution, of liberalism, and of its manifold relations with Spanish America during the
first quarter of the 19th century has witnessed such a revival in the past two decades that it may be a temptation
to say that this is a “new” field in the Western academic world. If this may be an exaggeration in the case of Spain
and a couple of Latin American countries, it may be correct if we consider the rest of the Western world. 

7. Teodora Alonso’s nickname : Lolay / Doña Lolay

8. Teachers of Rizal- Maestro Leon Monroy- taught Rizal Spanish and Latin

9. Family of Rizal, Uncle and Teachers

The Mercado - Rizal Family

• The Rizals is considered one of the biggest families during their time. Domingo Lam-co, the family’s paternal
ascendant was a full-blooded Chinese who came to the Philippines from Amoy, China in the closing years of the
17th century and married a Chinese half-breed by the name of Ines de la Rosa.
• Researchers revealed that the Mercado-Rizal family had also traces of Japanese, Spanish, Malay and Even
Negrito blood aside from Chinese.
• José Rizal came from a 13-member family consisting of his parents, Francisco Mercado II and Teodora Alonso
Realonda, and nine sisters and one brother.

FRANCISCO MERCADO (1818-1898)

• Father of José Rizal who was the youngest of 13 offspring’s of Juan and Cirila Mercado. Born in Biñan, Laguna on
April 18, 1818;
• He studied Latin and Philosophy at the San José College in Manila. After his parents death he moved to Calamba
and became a tenant-farmer of the Dominican-owned hacienda. He was a hardy and independent man, a
hardworking man of few words.
• He died in Manila on January 5, 1898 at the age of 80. Rizal called his father affectionately “a model of fathers”.

TEODORA ALONSO (1827-1913)

• Dr. Rizal’s mother was born in Manila on November 8, 1826 as the second child of Lorenzo Alonso and Brijida de
Quintos. She went to school at the College of Santa Rosa. She was a remarkable woman, she possessed refined
culture, literary talent, business ability and the fortitude of Spartan women. Rizal wrote about his loving mother
“My mother is a woman of more than ordinary culture; she is a mathematician and has read many books.”
• She died in Manila on August 16, 1911, at the age of 85, in her house in San Fernando Street, Binondo. Shortly
before her death, the Philippine government offered her a life pension. She Courteously rejected it saying, “My
Family has never been patriotic for money. If the government has plenty of funds and does not know what to do
with them, better reduce taxes.” Such remark truly befitted her as a worthy mother of a national here !

Their Children

1. SATURNINA MERCADO (1850-1913)

• Eldest child of the Rizal-Alonzo marriage. Her nickname was Neneng. She had five children by her husband
Manuel T. Hidalgo of Tanawan, Batangas.

2. PACIANO MERCADO (1851-1930)

• Only brother and confidant of José Rizal and the second child. He became as a second father to Jose Rizal.
Studied at San José College in Manila. Just like his father, Paciano became a farmer. It was his idea to send Jose to
continue his studies in Spain.
• After his younger brother´ excecution, he joined the Philippine revolution and became a combat General. After
the Revolution, he retired to his farm in Los Boños where he lived as a gentleman farmer and died on April 13,
1930, an old bachelor aged 79. he had two children by his mistress (Severina Decena).

3. NARCISA MERCADO (1852-1939)

• The third child. married Antonio Lopez at Morong, Rizal; a teacher and musician.

4. OLYMPIA MERCADO (1855-1887)

• The fourth child. Ypia was her pet name. Married Silvestre Ubaldo, a telegraph operator from Manila; she died in
1887 from child birth.

5. LUCIA MERCADO (1857-1919)

• The fifth child. Married Mariano Herbosa of Calamba. He was the nephew of Father Casanas. Herbosa died of
cholera in 1889 and was denied a Christian burial because Dr. Rizal was his brother-in-law.

6. MARIA MERCADO (1859-1945)

• The sixth child. Her nickname was Biang. Married Daniel Faustino Cruz of Biñan, Laguna.

7. JOSE RIZAL (1861-1896)

• The second son and the seventh child. The greatest Filipino hero and a tremendous genius. His nickbname
was Pepe. During his excile in Dapitan he lived together with Josephine Bracken, an Irisch girl from Hong-Kong.
They had a son with her but their baby son died a few hours after birth. Rizal named him Francisco after his father
and buried him in Dapitan. José was executed by the Spaniards on December 30,1896.

8. CONCEPCION MERCADO (1862-1865)

• The eighth among the Rizal children, died at the age of three due to an illness. Her pet name was Concha. As an
older brother, Jose, who was four at that time (in 1865), grieved so bitterly. He recalled having cried so hard for
the first time due to love and sorrow for their loss. According to him, “Till then I had shed tears only for my own
faults which my loving, prudent mother well knew how to correct.”

9. JOSEFA MERCADO (1865-1945)

• Josefa Rizal or Panggoy had epilepsy. She was the ninth child of the family. She died in 1945 at the age of 80.
Due to her illness she never got married and died as spinster.

10. TRINIDAD MERCADO (1868-1951)

• The tenth child. She was the longest living family member. They gave her the pet name Trining. Like her sister
Josefa, she never got married and also died an old maid at the age of 83.

11. SOLEDAD MERCADO (1870-1929)

• She was the youngest child of the Rizal-Mercado clan. Choleng was het pet name. She later got married to
Pantaleon Quintero, a native from Calamba, Laguna.

• Uncle Manuel Alberto, seeing Rizal frail in body, concerned himself with the physical development of his young
nephew and taught the latter love for the open air and developed in him a great admiration for the beauty of
nature, while Uncle Gregorio, a scholar, instilled into the mind of the boy love for education. He advised Rizal:
"Work hard and perform every task very carefully; learn to be swift as well as thorough; be independent in
thinking and make visual pictures of everything."

10. Leoncio Lopez - Catholic town priest in Calamba who was esteemed and respected by Rizal

11. Narcisa Rizal helped in financing Rizal’s studies in Europe, even pawning her jewelry and peddling her clothes if
needed.