PRELIM

CHAPTER 1 : INTRODUCTION: Republic Act 1425

Republic Act. No. 1425
- also known as the Rizal Law has been enacted on June 12, 1956
- sponsored and authored mainly by the late Senator Jose P. Laurel and Senator Claro M. Recto.
- a mandate to include in the course curricula of all public and private schools, colleges and universities the life,
works and writings of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo.
- before the enactment of the Rizal Law, Senate Bill No. 438 was submitted to the Senate Committee on
Education on April 3, 1956. It is “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.

April 17, 1956

- the bill was sponsored and presented to the members of the Senate or the Upper House by the late Senator
Jose P. Laurel, who was then the Chairman of the Committee.

According to the late Senator Jose P. Laurel the dissemination of ideas and ideals of Jose Rizal through the reading of
his works, notably the NOLI ME TANGERE AND EL FILIBUSTERISMO is the main purpose of the bill.

Congressman Jacobo Z. Gonzales

- also filed a similar bill called House Bill No. 5561 to the House of Representatives. Unfortunately, akin to Senate
Bill No. 438, House Bill No. 5561 had also been opposed, contending its constitutionality and religiosity.

May 12, 1956 and May 14, 1956 Senate Bill No. 438 and House Bill No. 5561 were both unanimously approved on the
second reading and in the Lower House.

June 12, 1956

- the bill was signed into law by President Ramon Magsaysay, giving birth to Republic Act 1425 or the Rizal
Law.

REPUBLIC ACT NO. 1425

AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS, COLLEGES AND
UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS
NOLI ME TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF,
AND FOR OTHER PURPOSES.

WHEREAS, today, more than any other period of our history, there is a need for a rededication to the ideals of freedom
and nationalism for which our heroes lived and died;

WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, Jose Rizal, we remember with
special fondness and devotion their lives and works that have shaped the national character;

WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me Tangere and El Filibusterismo, are a
constant and inspiring source of patriotism with which the minds of the youth, especially during their formative and
decisive years in school, should be suffused;

WHEREAS, all educational institutions are under the supervision of, and subject to regulation by the State, and all
schools are enjoined to develop moral character, personal discipline, civic conscience and to teach the duties of
citizenship; Now, therefore,

SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novel Noli Me Tangere and El
Filibusterismo, shall be included in the curricula of all schools, colleges and universities, public or private: Provided,
That in the collegiate courses, the original or unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their
English translation shall be used as basic texts.
The Board of National Education is hereby authorized and directed to adopt forthwith measures to implement
and carry out the provisions of this Section, including the writing and printing of appropriate primers, readers and
textbooks. The Board shall, within sixty (60) days from the effectivity of this Act, promulgate rules and regulations,
including those of a disciplinary nature, to carry out and enforce the provisions of this Act. The Board shall promulgate
rules and regulations providing for the exemption of students for reasons of religious belief stated in a sworn written
statement, from the requirement of the provision contained in the second part of the first paragraph of this section; but
not from taking the course provided for in the first part of said paragraph. Said rules and regulations shall take effect
thirty (30) days after their publication in the Official Gazette.

SECTION 2. It shall be obligatory on all schools, colleges and universities to 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. The said unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their
translations in English as well as other writings of Rizal shall be included in the list of approved books for required
reading in all public or private schools, colleges and universities.
 The Board of National Education shall determine the adequacy of the number of books, depending upon the
enrollment of the school, college or university.

SECTION 3. The Board of National Education shall cause the translation of the Noli Me Tangere and El Filibusterismo,
as well as other writings of Jose Rizal into English, Tagalog and the principal Philippine dialects; cause them to be
printed in cheap, popular editions; and cause them to be distributed, free of
charge, to persons desiring to read them, through the Purok organizations and Barrio Councils throughout the country.

SECTION 4. Nothing in this Act shall be construed as amendment or repealing section nine hundred twenty-seven of
the Administrative Code, prohibiting the discussion of religious doctrines by public school teachers and other person
engaged in any public school.

SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be appropriated out of any fund not
otherwise appropriated in the National Treasury to carry out the purposes of this Act.

SECTION 6. This Act shall take effect upon its approval.

Approved: June 12, 1956 Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.

The rationale behind the enactment of the Rizal Law, which seeks to accomplish the following objectives:

(OBJECTIVES OF RIZAL LAW)

1) To rededicate the lives of the youth to the ideals of freedom and nationalism, for which our heroes lived
and died;
2) To play tribute to our national hero for devoting his life and works for shaping the Filipino character;
3) To gain an inspiring source of patriotism thru the study of Rizal’s life, works and writings.

Senator Jose P. Laurel

- He sponsored the said law emphasized the need to know and imbibe the great ideals and principles for which
Rizal died.

Rizal was the founder of Filipino nationality and the architect of the Filipino nation.

(GOALS OF RIZAL LAW)

1) To recognize the relevance of Rizal’s ideals, thoughts, teaching, and life values to present conditions in the
community;
 2) To apply Rizal’s ideas in the solution of day-to-day situations and problems in contemporary life;
3) To develop an understanding and appreciation of the qualities, behavior and character of Rizal; and
4) To foster the development of moral character, personal discipline, citizenship and vocational efficiency among
the Filipino youth.

The importance of the study of Rizal’s life, works and writings is to instill in ourselves the idea and ideals of Jose
Rizal, and to develop a deeper awareness and understanding of its relevance so that in the long run, we may be able to
apply them in our daily lives and become an active participant in nation-building.

CHAPTER 2: 19th Century Philippines as Rizal’s Context

The nineteenth century is considered the birth of modern life, more so, the birth of many nation-states all over the
world.
The birth of modernity brought up three revolutions to the world:
● The Industrial Revolution in England,
● The French Revolution in France and
● The American Revolution.
When Governor-General Jose de Basco y Vargas arrived in the Philippines, Galleon Trade was not yet in
progress. But trading with China, Japan, Siam (now Thailand), India, Cambodia, Borneo and the Moluccas (Spice
Islands) was already apparent among our ancestors when the Spaniards came to the Philippines.

The Philippines, allegedly a Spanish colony, was then governed from Mexico

1565
- the Spaniards closed the ports of Manila to all countries except Mexico. Hence, the birth of the Manila-Acapulco
Trade, more known as the “Galleon Trade.”

Galleon Trade
- was a government monopoly. It was a ship (“galleon”) trade going back and forth between Manila and Acapulco
in Mexico. Only two galleons were used:
● one sailed from Acapulco to Manila with some 500,000 pesos worth of goods, spending 120
days at sea and
● the other sailed from Manila to Acapulco with some 250,000 pesos worth of goods spending 90
days at sea.
Galleon Trade started when Andres de Urdaneta, in convoy under Miguel Lopez de Legaspi, discovered a return route
from Cebu (from which the galleon actually landed first) to Mexico in 1565. This served as the economic lifeline for the
Spaniards in Manila, serving most trades between China and Europe.
Chinese silk was by far the most important cargo.

Other goods include

● Tamarind ● fireworks and tuba were shipped via the galleon
● Rice including exotic goods such as perfumes,
● Carabao porcelain, cotton fabric (from India), and
● Chinese tea and textiles precious stones.

Governor Basco thought of making an organization, the Royal Philippine Company, that would finance both
the agricultural and the new trade that were being made between the Philippines and Spain, and other Asian countries.
Some groups like the Catholic Church opposed the new organization as changes brought by the planned reforms and
traders of the Galleon trade were not accepted. There was news that the Royal Philippine Company had issues of
mismanagement and corruption. But the governor-general still continued to develop reforms that prohibited the Chinese
merchants from trading internally. He also introduced the development of cash crop farms (crops cultivated for export)
and became very strict to some policies that allow the continuous opening of Manila to foreign markets; And finally, he
also established monopoly and maximize the production of tobacco.

The tobacco industry was under the government control during General Basco’s time. In 1871, the first tobacco
monopoly was established in Cagayan Valley, Ilocos Region, La Union, Isabela, Abra, Nueva Ecija and Marinduque.
These provinces were the only ones allowed to plant the tobacco, and this is the only plan that was allowed to be
planted on the farmlands.

INDUSTRIAL REVOLUTION
- About the inventions of steam engines and machines that were used in the manufacturing sector in different
cities of Europe.
- This revolution was considered as one of the most significant developments in the 19th century — from being a
country that relied on machines and wage labor, Europe’s economic status totally changed.
- At this time, traders were fortunate to become the first capitalists. The industrial workers were former farmers
who migrated from rural areas and remote provinces of Europe.

From this, positive effects took place as the industrial revolution contributed many things to the people:
1. The Philippines was opened for world commerce.
2. Foreigners were engaged in manufacturing and agriculture.
 3. The Philippine economy became dynamic and balanced.
4. There was a rise of a new influential and wealthy Filipino middle class.
5. People were encouraged to participate in the trade.
6. Migration and increase in population were encouraged.

1810
- the end of Galleon trade transpired because of the loss of Latin American colonies brought by the Mexican War
of Independence from the Spanish empire.

Manila was open for world trade in 1834.

Suez Canal
The opening of the Suez Canal provided a shorter route for trades. Built by Ferdinand de Lesseps, a French
man, the opening of the Suez Canal for world shipping took place on November 17, 1860.
Inquilinos
- a laborer indebted to a landlord who allows him to form a farm in parts of his property and who, in exchange,
works without pay from the landlord.

Feodor Jagor
- Considered the Chinese mestizo as the richest and most enterprising portion of the entire population.

Accordingly, the increasing population of the mestizos prompted the emergence of the following social status in the
society:
● 1st Peninsulares (pure-blooded Spaniard born in the Iberian Peninsula such as Spain)
● 2nd Insulares (pure-blooded Spaniard born in the Philippines)
● 3rd Spanish Mestizo (one parent is Spanish, the other is a native or Chinese Mestizo; or one parent is Chinese,
the other is a native)
● 4th Principalia (wealthy pure-blooded native supposedly descended from the kadatoan class)
● 5th Indio (pure-bloodedd native of the Philippines or the Filipinos)
● 6th Chino Infiel (non-Catholic pure blooded Chinese)

inquilinato system
- The process for the system was: somebody or someone, known as canon, will be renting a piece of land for a
fixed amount for the year. The inquilino or lessee should be working for the landlords. If the inquilino did not
meet the requirements, he would be evicted from the land. In return, the inquilino would rent the land to a
kasama or a sharecropper, who would do the cultivating of the land. A system of three-tiered began where the,
 landlords or landowners stay at the top,
the inquilinos in the middle and
the kasama at the bottom.

French Revolution
- allowed for the changing of political views among the people. It started in Europe and other parts of the world.
Since politics, not only in France but Spain, too, were disturbed during the 19th century, a revolution arose. The French
governmental structure changed from absolute monarchy, which gave privileges to the nobles and religious officials. It
was an era of political disturbances which included some changes in the ministries, constitutions and parliaments.
American revolution
- somehow about the political disturbance during the mid-18th century. There were thirteen (13) North American
colonies that forcibly removed the British empire from power and ignored the British government for United
States of America to become a sovereign nation.

The American revolution has given the idea that the colonized people will have their independence from their
colonizers in the 19th century. The overthrowing of the British colonial masters to gain independence and achieve the
status of becoming a sovereign nation had reached the European countries and other parts of the world. This motivated
the people to follow. Filipino reformists like Rizal also got the same idea from the American revolution to pursue freedom
and independence for the country. During the 19th century, when the Philippines was opened for world trade, new ideas
coming from the Americans and
people from other places arrived in the Philippines and greatly influenced the ilustrados.

BOURBON REFORMS AND CADIZ CONSTITUTION

The Spanish monarchs decided on implementing Bourbon reforms, a set of economic and political laws that
contributed to the expansion of the gaps between the peninsulares and the creoles (those born in America). This made
the independence of the Spanish American colonies possible through a revolution. The Bourbons’ purpose was to
strengthen and support the Spanish empire during the 18th century but led to its destruction in the nineteenth.
During the reorganization of the colonial military, the bourbons sought to ensure that all officers were Spanish
born, but it was difficult for them to apply the
policy because most of the officers were natives, although the highest ranking officials belonged to the Peninsulares.
Said reforms were aimed at the following:
1) to control over the American colonies;
2) 2) for the crown to obtain resources through exploitation;
3) 3) to professionalize the army;
4) 4) to subdivide New Spain into mayors;
5) 5) to diminish the viceroy’s political power; and
 6) 6) to prohibit the natives from participating in political or ecclesiastical commands.

These reforms emerged because of the need for free trade and open new ports to improve trading with other
countries; to promote the extraction and processing of silver by putting up a college of mining and the court of mines,
and to evict the Jesuits from the Spanish territories since they were disobedient before Spanish empire. The reforms
achieved in growing the production, trade and income was not that easy.

King Fernando VII declared it invalid and restored absolutism in May of 1814.

The 1812 Constitution was deemed essential if one is to understand the political, ideological, and intellectual
aspects of liberalism.

Cádiz was, more than anything else, a political revolution; however, this fact should not neglect or minimize the
social and cultural implications of a period of the history of the Spanish-speaking world that evidently transcends a legal
document.

CHAPTER 3: Rizal’s Life: Family, Childhood, and Early Education

Family Origin: Calamba, Laguna

- One of the biggest families
- Belonged to the PRINCIPALIA class/ ruling elite of their town
- 13 members family consists of:
FATHER: Don Francisco Mercado II
MOTHER: Teodora Alonso Realonda
SIBLINGS: Saturnina Rizal (eldest)
Paciano Rizal
Narcisa Rizal
Olympia Rizal
Lucia Rizal
Maria Rizal
Jose Rizal
Concepcion Rizal
Josefa Rizal
Trinidad Rizal
Soledad Rizal (youngest)
Domingo Lamco - Rizal’s paternal ascendant; full-blooded Chinese

Ines de la Rosa - Chinese Mestiza; wife of Domingo Lamco

Domingo Lamco adopted the surname Mercado, which means “market”.

Parian in Manila Binan, Laguna

(Dominican hacienda)

Rizal’s grandparents (father):

Juan Mercado became a gobernadorcillo of Biñan Laguna
Cirila Alejandrino, a Chinese-Filipino mestiza

Rizal’s great grandparents (mother):

Manuel de Quintos, a Chinese mestizo from Lingayen, Pangasinan.
Regina Ursua, with a Japanese ancestry

Rizal’s grandparents (mother):

Brigida who married Lorenzo Alberto Alonso

DON FRANCISCO RIZAL MERCADO (1818-1898)

Rizal’s father was born on May 11, 1818 and was the youngest of his 13 siblings. Mercado was a well-respected man in
their home town of Calamba in which citizens made him the their "cabeza de barangay" (head of town.) He was of part
Chinese descent, having been related to a Chinese entrepreneur by the name of Domingo Lamco. Mercado die shortly
after Rizal in the home of his daughter, Narcisa Rizal in Binondo, Manila on January 5, 1898.

TEODORA ALONSO (1827-1913)

Doña Teodora Alonso was born on November 14, 1827 in Santa Cruz Manila. Her parents were Lorenzo Alonso, a
municipal captain and Brijida de Quintos, an educated housewife and had four other siblings . It is said that her great
grandfather, Eugenio Ursua was of Japanese ancestry making her of Japanese descent. When Teodora was 20 years
old, she married Francisco Mercado, a native from Binan, Laguna. Together they prospered in Calamba after involving
themselves in business and agriculture. She was known to be a hardworking, intelligent, business minded woman. She
died in 1913 in Manila.
SATURNINA RIZAL (1850-1913)
Saturnina Mercado Rizal Hidalgo was born in 1850 and was the eldest sister of Jose Rizal. She had five children
together with husband Manuel T. Hidalgo and died the same year as her mother in 1913.

PACIANO RIZAL (1851-1930)

General Paciano Mercado Rizal aka "Lolo Ciano" was the only brother of Jose Rizal. He was born in 1851 and
studied in Biñan later attending school at the Colegio de San Jose in Manila. After the execution of his brother, he
joined in the Philippine Revolution where he rose up to the ranks of a General. He later married Severina Decena of
Los Banos and had two children of which one died at an early age. Paciano passed away in 1930.

NARCISA RIZAL (1852-1939)

Narcisa Rizal Lopez was born in 1852 and was the one who found the unmarked grave of her brother, Jose in the
abandoned Old Paco Cemetery. Narcisa married Antonio Lopez who was a teacher and musician from Morong,
Rizal. She died in 1938.

OLYMPIA RIZAL (1855-1887)

Olympia Rizal Ubaldo was born in 1855. She married Silvestre Ubaldo and together they had three children. She died
in 1887 from childbirth when she was only 32 years old.

LUCIA RIZAL (1857-1919)

Lucia Rizal Herbosa was born in 1857. She married Mariano Herbosa and had 5 children together. In 1889 Mariano
died due to an epidemic but was denied a
Christian burial. This was due to the fact that he was the brother in law of Jose Rizal. This showed the beginning of the
persecution of the Rizal family by Spanish friars. Lucia died in 1919.

MARIA RIZAL (1859-1945)

Maria Rizal Cruz was born in 1855. She married Daniel Faustino Cruz of Biñan, Laguna and together they had 5
children. Mauricio Cruz, one of Maria's children became a student of Jose Rizal in Dapitan and was known to be one of
his uncle's favorites. Maria was a known recipient of many od Jose's letters during his lifetime. Maria died in 1945.

JOSE RIZAL
Jose Protacio Rizal was the second son and the seventh child. He was executed by the Spaniards on December
30,1896.

CONCEPCION RIZAL (1862-1865)

Concepcion Rizal was born in 1862. Concepcion did not live very long as she died at the age of 3 in 1865.
JOSEFA RIZAL (1865-1945)
Josefa Rizal was born in 1865. She was unmarried lived together with sister Trinidad until death. Josefa was said to
have suffered from epilepsy. She died in 1945.

TRINIDAD RIZAL (1868-1951)

Trinidad Rizal was born in 1868. She remained unmarried and lived together with her sister Josefa. Trinidad was the
one who received an alcohol lamp from brother Jose, in which he secretly hid the "Last Farewell" better known as
"Mi Ultimo Adios," a poem Rizal wrote on the eve of his death in 1896. Trinidad died in 1951, outliving all her siblings.

SOLEDAD RIZAL (1870-1929)

Soledad Rizal Quintero was born in 1870 making her the youngest of the Rizal siblings. She married Pantaleon
Quintero and together they had 5 children. Soledad died in 1929.

RIZAL’S CHILDHOOD AND EARLY EDUCATION

Jose Rizal (Jose Protacio Mercado Rizal y Alonso Realonda) was born on June 19, 1861 at Calamba,
Laguna. According to some readings, his mother nearly died during his delivery because of his big head. Three days
after his birth, Rizal was baptized on June 22 of the said year with the name Jose Rizal Mercado at the Catholic
church of Calamba by the parish priest Rev. Rufino Collantes. He was the seventh child of Francisco Mercado
Rizal and Teodora Alonso y Quintos.

During 1865-1867, his mother taught him how to read and write. At the age of three, Rizal mastered and learned
the alphabet taught by his mother. At a very young age, he has shown great interest in reading. He enjoyed reading
books in their library at home, with his mother who acts as his reading teacher and a critic. At this time, he also learned
how to pray and even read the bible.

When Jose Rizal grew older, his parents acquired private tutors to give him lessons at home in preparation for
his formal education. One of them was Leon Monroy, a classmate of his father who taught him the rudiments of Latin.
At about this time, his mother’s cousin, Uncle Manuel Alberto, who frequently visited the family in Calamba, was
worried about his nephew’s physical development. He then taught Rizal to develop the skills in swimming, fencing,
wrestling and other sports, while Uncle Jose taught him to love and admire the beauty of nature.

On the other hand, Uncle Gregorio, a scholar, has instilled in Rizal’s mind the love for education and its
importance, the value of hard work, to think for himself, and to observe his surroundings carefully. When he was four
years old, his sister Concepcion, the eighth child in the Rizal family, died at the age of three. This was the first time he
cried as a young boy.
 As sad as he was, the parish priest of Calamba, Father Leoncio Lopez, helped Rizal understand the
philosophy of life and learned the value of scholarship and intellectual honesty.

Rizal, in his childhood, used to take long rides through all the surrounding country by riding his pony that his
father gave him. Among his pets were doves and a dog. Owing to the continuous teaching of Doña Teodora, Rizal was
persuaded to express his feelings through verses. He was able to write his first poem when he was eight years old.
The poem was entitled “Sa Aking Mga Kababata” (To My Fellow Children), which showed that Rizal, even at a
young age, already had love for his country. Here, he similarly incorporates the love for the native language with God’s
gift of freedom. He compared his native language or Tagalog to Latin, English and Spanish. Tagalog, like any other
languages, had its own alphabet and system writing, which according to Rizal, disappeared because they were
neglected or ignored. With this, he encourages his fellow children to love their native tongue.

Then, after Rizal’s tutor Leon Monroy died, his parents decided to transfer Rizal to a private school in Biñan,
Laguna. He was accompanied by his older brother Paciano, who acted as his second father during his school days in
Biñan. The school was then supervised by Maestro Justiniano Aquino Cruz.

Rizal’s first day of class in the school was not easy. The maestro asked him if he knows how to speak Latin or
Spanish, but in response, he only knew a little of the languages. As a result, one of his classmates named Pedro, the
son of the maestro, laughed at him. Pedro was always bullying him that eventually resulted to a brawl. But knowing
Rizal’s acquired knowledge and skill in the art of wrestling from his Tio Manuel, he defeated Pedro. After the said
incident, Rizal became popular in his class. Here, Rizal was able to show his intellectual superiority.

He excelled in his class in Latin, Spanish and other subjects in the curriculum for elementary pupils. Because of
this, many of the students became jealous to him and do everything to destroy Rizal’s name to Maestro Cruz. While
Rizal’s interest in painting was nurtured early on by an old painter named Juancho of Biñan. During this time,
knowledge was taught in the minds of the students by doing tedious memorization method. Despite some lack of the
elementary education in Spanish system, Rizal was able to have the needed instruction preparatory for college work in
Manila.
 TO MY FELLOW CHILDREN
Whenever people of a country truly love
The language, which by heaven they were taught to use
That country also surely liberty pursue
As does the bird which soars to freer space above.

For language is the final judge and referee

Upon the people in the land where it holds sway;
In truth our human race resembles this way
The other living beings born in liberty.

Whoever knows not how to love his native tongue

Is worse than any beast or evil smelling fish.
To make our language richer ought to be our wish
The same as any mother loves to feed her young.

Tagalog and the Latin language are the same

And English and Castilian and the angel’s tongue;
And God, whose watchful care o’er all is flung,
Has given us His blessing in the speech we claim.

Our mother tongue, like all the highest that we know

Had alphabet and letters of its very own;
But these were lost – by furious waves were overthrown
Like bancas in the stormy sea, long years ago.
 FULL NAME BIRTHDAY SPOUSE CHILD DIED AGE

Don Francisco Rizal Mercado May 11, 1818 Teodora Alonso 11 Jan. 5,1898 80

Dona Teodora Alonso Nov. 14, 1827 Francisco Rizal Mercado 11 1913 86

Saturnina Mercado Rizal Hidalgo 1850 Manuel T. Hidalgo 5 1913 63

Paciano Mercado Rizal 1851 Severina Decena 2 1930 79

Narcisa Rizal Lopez 1852 Antonio Lopez 1938 87

Olympia Rizal Ubaldo 1855 Silvestre Ubaldo 3 1887 32

Lucia Rizal Herbosa 1857 Mariano Herbosa 5 1919 62

Maria Rizal Cruz 1859 Daniel Faustino Cruz 5 1945 86

Jose Protacio Mercado Rizal y Alonso June 19, 1861 Dec. 30, 1896 35
Realonda

Concepcion Rizal 1862 - - 1865 3

Josefa Rizal 1865 – – 1945 80

Trinidad Rizal 1868 – – 1951 83

Soledad Rizal Quintero 1870 Pantaleon Quintero 5 1929 59

DATE EVENT DATE EVENT

June 12, 1956 R.A. 1425 Rizal Law was enacted

April 3, 1956 Senate Bill No. 438 was submitted

April 17, 1956 No. 438 was sponsored and presented to the Senate

May 12, 1956 Senate Bill No. 438 approved

May 14, 1956 House Bill No. 5561 approved

1565 Galleon Trade

1871 First Tobacco Monopoly

1810 End of Galleon Trade

1834 Manila was open for World Trade

Nov. 17, 1860 Opening of Suez Canal