GE 9: Life and Works of Rizal

Introduction
As mandated by Republic Act 1425, this course covers the life and works
of the country’s national hero, Jose Rizal. Among the topics covered are
Rizal’s biography and his writings, particularly the novel Noli Me Tangere
and El Filibusterismo, some of his essays, and various correspondences.
THIS MODULE WILL DISCUSS ONE OF THE MOST IMPORTANT LEGISLATONS IN
THE PHILIPPINE HISTORY, THE RIZAL LAW ALSO KNOWN AS REPUBLIC
ACT NO. 1425 (R.A. NO. 1425).

THIS MODULE WILL HIGHLIGHT THE IMPORTANT POINTS ON HOW THIS LAW
CAME INTO BEING, HOW THIS LEGISLATION BOOSTED FILIPINO NATIONALISM,
ANSWER QUESTIONS ON WHY STUDENTS SHOULD STUDY THE LIFE OF RIZAL
AND THE RELEVANCE OF THIS COURSE TO THEIR RESPECTIVE FIELDS OF
EXPERTISE. THIS MODULE ALSO SINGLE OUT SOME MAJOR ECONOMIC,
SOCIAL, AND POLITICAL DEVELOPMENTS OF THE 19TH CENTURY THAT
INFLUENCED RIZAL’S GROWTH AS A NATIONALIST AND CONDITIONED THE
EVOLUTION OF HIS THOUGHT. THIS MODULE ALSO TACKLES THE DIFFERENT
LIFESTYLES OF FAMILIES DURING THE 19 TH CENTURY. DISCUSS THE
IMPORTANT DETAILS IN LIFE OF RIZAL AND THE SIGNIFICANCE OF HIS BIRTH.
HIGHLIGHTS HIS CHILDHOOD MEMORIES AND HOW IT INFLUENCED HIS
YOUNG MIND. THIS MODULE ALSO DISCUSSES HIS EARLY EDUCATION, EARLY
ACHIEVEMENTS AND THE PEOPLE IMPORTANT TO RIZAL’S JOURNEY.
BACKGROUD AND CONTENT OF REPUBLIC ACT NO. 1425, S.1956

“Republic Act No. 1425 known as the Rizal Law mandates all
educational institutions in the Philippines to offer courses about
Jose Rizal.
-The full name of the law 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.”

The first section of the law concerns mandating the students to read
Rizal’s novels. The last two sections involve making Rizal’s writings
accessible to the general public—they require the schools to have a sufficient
number of copies in their libraries and mandate the publication of the works
in major Philippine languages.

Jose P. Laurel, then senator who co-wrote the law, explained that
since Jose Rizal was the founder of the country’s nationalism and had
significantly contributed to the current condition of the nation, it is only right
that Filipinos, especially the youth, know about and learn to imbibe the great
ideals for which the hero died.
Accordingly, the Rizal Law aims to accomplish the following goals:
1. To rededicate the lives of youth to the ideals of freedom and
nationalism, for which our heroes lived and died
2. To pay tribute to our national hero for devoting his life and works
in shaping the Filipino character
3. To gain an inspiring source of patriotism through the study of
Rizal’s life, works, and writings.
RIZAL IN THE CONTEXT OF THE 19TH CENTURY PHILIPPINES

To be able to understand Jose Rizal in the context of his time, you need to
analyze the various economic, social, political and cultural changes that
occurred in the nineteenth century.

ECONOMIC DEVELOPMENT
The flowering of the nationalist movement in the late nineteenth century-
Philippines could scarcely be possible without the economic growth, which
took place in the 19th century, particularly after about 1830.

Economic growth that took place during Rizal’s time:

1. The Galleon Trade
2. The opening of the Suez Canal
3. The growth of the export industry
4. Opening of Manila Ports to World Trade
5. The rise of the monopolies

The Galleon Trade (Kalakalang Galyon)

- also known in New Spain as “La Nao de la China” (The China Ship)
because it carried largely Chinese goods shipped from Manila.
- The Galleon Trade was a government monopoly.
- Only two galleons were used: One sailed from Acapulco to Manila with
some 500,000 pes0s worth of goods, spending 120 days at sea; the
other sailed from Manila to Acapulco with some 250,000 pesos worth of
goods spending 90 days at sea.
- The Spanish trading ships which for two and a half centuries linked the
Philippines with Mexico across the Pacific Ocean lasted from 1565 to
1815.

When the Spaniards came to the Philippines, our ancestors were

always trading with China, Japan, Siam, India, Cambodia, Borneo and the
Moluccas. The Spanish Government continued trade relations with these
countries, and Manila became the center of commerce in the East. The
Spaniards closed the ports of Manila to all countries except Mexico. Thus, the
Manila-Acapulco Trade, better known as the "Galleon Trade" was born.
Opening of the Suez Canal

⁃ The opening of the Suez Canal in 1869 relatively became an easy

passage between Spain and the Philippines for Spanish trading.
⁃ On November 17, 1869, the Suez Canal was opened to navigation
⁃ When it opened, the Suez Canal was only 25 feet deep, 72 feet wide at
the bottom, and 200 to 300 feet wide at the surface.
⁃ Major improvements began in 1876, however, and the canal soon grew
into the one of the world’s most heavily traveled shipping lanes.

In 1854, Ferdinand de Lesseps, the former French consul to Cairo,

secured an agreement with the Ottoman governor of Egypt to build a canal
100 miles across the Isthmus of Suez. An international team of engineers
drew up a construction plan, and in 1856 the Suez Canal Company was
formed and granted the right to operate the canal for 99 years after
completion of the work.

Opening of Manila Ports to World Trade

- The growing numbers of foreign merchants in Manila spurred the
integration of the Philippines into an international commercial system
linking industrialized Europe and North America with sources of raw
materials and markets in the Americas and Asia.
- In principle, non-Spanish Europeans were not allowed to reside in
Manila or elsewhere in the islands, but in fact British, American,
French, and other foreign merchants circumvented this prohibition by
flying the flags of Asian States or conniving with local officials.
- In 1834 the crown abolished the Royal Company of the Philippines and
formally recognized free trade, opening the port of Manila to
unrestricted foreign commerce.

By 1856 there were thirteen foreign trading firms in Manila, of

which seven were British and two Americans; between 1855 and 1873
the Spanish opened new ports to foreign trade, including Iloilo on Panay,
Zamboanga in the western portion of Mindanao, Cebu on Cebu, and
Legaspi in the Bicol area of southern Luzon. The growing prominence of
 steam over sail navigation and the opening of the Suez Canal in 1869
contributed to spectacular increases in the volume of trade.
The Rise of the Export Crop Economy

⁃ By the late nineteenth Century, three crops--tobacco, abaca, and

sugar-- dominated Philippine exports. The government monopoly on
tobacco had been abolished in 1880, but Philippine cigars maintained
their high reputation.
⁃ Because of the growth of worldwide shipping, Philippine abaca, which
was considered the best material for ropes and cordage, grew in
importance and after 1850 alternated with sugar as the islands‘ most
important export.
⁃ Sugarcane had been produced and refined using crude methods at
least as early as the beginning of the eighteenth century. The opening
of the port of Iloilo in Panay in 1855 and the encouragement of the
British vice consul in that town, Nicholas Loney, led to the
deveIopment of the of previously unsettled island of Negros as the
center of the Philippine sugar industry, exporting its product to Britain
and Australia.
⁃ Loney arranged liberal credit terms for landlords to invest in the new
crop, encouraged the migration of labor from the neighboring and
overpopulated island of Panay, and introduces steam-driven sugar
refineries that replaced the traditional method of producing low-grade
sugar in loaves. The population of Negros tripled. Local “sugar barons”
— the owners of the sugar plantations-became a potent political and
economic force by the end of the nineteenth century.

The Rise of the Monopolies

⁃ On March 1, 1782, Spanish governor general Jose V. Basco established
the tobacco monopoly as his economic program. Thus, the tobacco
production in the Philippines was under his total control. The provinces
of Cagayan Valley, Ilocos Provinces, Nueva Ecija, and Marinduque were
ordered to plant tobacco.
⁃ Only the government was allowed to buy the tobaccos. These tobaccos
were then brought to Manila to be made into cigar or cigarettes.
⁃ Basco explained to the Spanish King that the tobacco monopoly would
be able to help the Philippines be financially sufficient.
⁃ The King of Spain issued a royal decree on 9 February 1780 setting in
motion Basco’s plan.
 SOCIAL AND CULTURAL DEVELOPMENT

The Education System

A key factor in the emergence of nationalism in the late nineteenth century

was the cultural development consequent of the rapid spread of education
from about 1861.
⁃ One of the major influences on the educational development of the
nineteenth century was the return of the Jesuits. Expelled from the
Philippines in 1768 they

⁃ finally returned in 1859 to take charge of the evangelization of

Mindanao and they returned with ideas and methods new to the
Philippine Educational System.

Asked by the Ayuntamiento to take over the municipal primary school

in 1859 that became Escuela Municipal, later renamed Ateneo Municipal de
Manila in 1865, now Ateneo de Manila University and opened it to the Filipino
students as well as the Spaniards for whom it had been founded. Rizal
studied at Ateneo Municipal when this school was located at Intramuros
Manila.
⁃ Under the direction of the Jesuits too as the other new educational
insitution:
the Escuela Normal Superior de Maestros (Superior Normal School) for
female teachers. It was opened in 1865 to provide Spanish-speaking
teachers for the projected new primary school system.

Other Schools Opened in the 19th Century

1. On April 28, 1811, the Universidad de Santo Tomas was founded in
Manila initially as the Colegio de Nuestra Señora del Santísimo Rosario
and later renamed as Colegio de Santo Tomas. UST was first located in
Intramuros, Manila where Rizal took his course in Medicine.
2. In 1640, the Universidad de San Felipe de Austria was established in
Manila. It was the first public university created by the Spanish
government in the Philippines. It closed down in 1643.
3. The Jesuits also founded the Colegio de San José (1601) and, took over
the management of a school that became the Escuela Municipal (1859,
 later renamed Ateneo Municipal de Manila in 1865, now the Ateneo de
Manila University).
4. The Dominicans on their part had the Colegio de San Juan de Letran
(1620) in Manila. All of them provided courses leading to different
prestigious degrees, like the Bachiller en Artes, that by the 19th
century included science subjects such as physics, chemistry, natural
history and mathematics.

Secondary Schools
1. A Nautical School was created on January 1, 1820 which offered a four-
year course of study (for the profession of pilot of merchant marine)
2. A School of Commercial Accounting and a School of French and English
Languages were established in 1839.
3. The Don Honorio Ventura College of Arts and Trades DHVCAT) in Bacolor,
Pampanga is said to be the oldest official vocational school in Asia.
- Other important vocational schools established were the Escuela de
Contaduria, Academia de Pintura y Dibujo and the Seminaries of Manila,
Nueva Segovia, Cebu, Jaro and Nueva Caceres.
4. The Manila School of Agriculture was created in 1887, although it was
unable to open its doors until July 1889.
5. The Real Sociedad Economica de los Amigos del Pais de Filipinas (Royal
Economic Society of Friends of the Philippines) was first introduced in the
islands in 1780, and offered local

and foreign scholarships to Filipinos, professorships and financed trips of

scientists from Spain to the Philippines.
6. The Observatorio Meteorologico del Ateneo Municipal de Manila (Manila
Observatory) was founded in 1865 by the Jesuits

The Public School System in the 19th Century

 Free access to modern public education by all Filipinos was made
possible through the enactment of the Education Decree of December
20, 1863 by Queen Isabella II. Primary instruction was made free and
the teaching of Spanish was compulsory. The royal decree provided for
a complete educational system which would consist of primary,
secondary and tertiary levels, finally making officially available to
 Filipinos valuable training for leadership after three centuries of
colonization.

In 1866, the total population of the Philippines was only 4,411,261.

The total public school was 841 for boys and 833 for girls. In 1892, the
number of schools increased to 2,137, 1,087 of which was for boys and 1050
for girls.

The Chinese Mestizos in the Philippines

⁃ The Chinese Mestizos rose to prominence between 1741 and 1898,
primarily as a landholder and a middleman wholesaler of local produce
and foreign imports, although there were also mestizos in the
professions.
⁃ The Chinese mestizos in the Philippines possessed a unique
combination of cultural characteristics; Lovers of ostentation, ardent
devotees of Spanish Catholicism.

Rejecters of their Chinese heritage, they were not completely at home with
their indio heritage. The nearest approximation to them was the urbanized,
heavily-hispanized indio. Only when hispanization had reached a high level in
the nineteenth century urban areas could the mestizo find a basis of rapport
with the indio. Thus, during the late nineteenth century, because of cultural,
economic, and social changes, the mestizos increasingly identified
themselves with the indios. In a new kind of “Filipino” cultural and national
consensus.

The Rise of the lnquilinos (Hacienderos)

The rapidly growing population in the nineteenth century needed
in increased amounts of rice. Thus, those who controlled large rice, sugar,
and abaca-growing lands in the Central Luzon, Batangas, parts of Bicol
region, Negros and Panay profited the most. These included not only the
Filipino hacienderos of Pampanga, Batangas, and Western Visayas, and the
friar orders owning the large haciendas of Bulacan, Laguna, and Cavite but
also inquilinos of the friar haciendas.
By this time, many of these inquilinos were equivalently
hacienderos in their own right, pass on from one generation to the next lands
they rented from the flier hacienda and farming them by means of their
“share-tenants or kasama”. To the latter, they stood in a semi feudal
relationship little different from that which existed during Rizal’s time in the
Nineteenth-Century Context between owner-hacienderos and their tenants.
The prosperity which the new export economy had brought to
some may be illustrated by the case of Rizal’s Chinese ancestor Domingo
Lam-co. When he had come to the Binan hacienda in mid eighteenth century,
the average holding of an inquiline was 2.9 hectares; after Rizal’s father had
moved to the hacienda, the Rizal family in the 1890’s rented the hacienda
over 390 hectares. But on the friar haciendas, rising prosperity had also
brought friction between inquilines and haciendas as lands grew in value and
rents were raised.
A combination of traditional methods and modernizing efficiency
led to disputes, ultimately over who should reap the larger part of the fruits
of the economic boom. Eventually, this would lead to a questioning of the
friar’s rights to the haciendas. But it is a gross misnomer to speak of the
Revolution as an ‘’agrarian revolt’’in the modern sense. For it would not be
the kasama who would challenge friar ownership, but the prosperous
inquilines. And their motive would be as much political as economic - to
weaken the friars’ influence in the Philippine political life.

The Social Stratification in the Philippines

 The Spanish Colonization in the Philippines gave way to the
existence of the new social stratification. The Peninsulares or the Spaniards
who were born in Spain and setteld in the country occupied the highest class
in the society and the position in the government. The Insulares or the
Spaniards born in the Philippines were the second class and also enjoyed the
luxuries in the Philippines. The third class was the Creoles or the mixture of
the Spanish and native.
The Creoles class was the group where Jose Rizal, the Gomburza
and other Filipinos who sought reform in the society during the Spanish
colonization belonged. Under the Creoles was the Illustrado or the well
educated Filipinos because during those times there was no public education
so the wealthy Filipinos were the ones who could afford to have an education
and the Principalia or the land owner and the lowest class was the natives
or indios as the Spaniards called them.

POLITICAL DEVELOPMENT

There was an appointment of officials with inferior qualifications, without

dedication of duty and moral strength to resist corruption for material
advancement. Through this power and authority the Spaniards possessed,
they collected and wasted the money of the Filipinos.
The appointment of positions is obtained by the highest bidder which
is the Governor-general of the country. The term of office which is the length
of time a person (usually a politician) serves in a particular office is
dependent on the desire of the King of Spain. There were inadequate
administrative supervisions, they were unable to face and make solve the
problems regarding the Philippines. There were also overlapping of powers
and privileges of officials which made them competitive.
Rise and Gradual Spread of Liberalism and Democracy
The principal ideas of liberalism- liberty and equality- were first realised
successfully in the American Revolution and then achieved in part in the
French Revolution. This political and social philosophy challenged
conservatism in the European continent.
 Liberalism demanded representative government as opposed to legally
separate classes.
 The idea of liberty also meant to specific individual freedoms: freedom
of the press; freedom of speech, freedom of assembly; and freedom
from arbitrary arrest.

Democracy became a way of life in many European countries, like Britain,

Belgium, and Switzerland.
 Democracy was gradually established thru the following means:
*promulgation of laws that advance democracy;
*undertaking of reforms thru legislation; abolition of slavery;
*adoption of a liberal constitution; providing the citizens the
*opportunity to propose laws;
*adoption of manhood suffrage; and
*granting of political, economic and social rights to the people.

Impact of the Bourbon Reforms

 The Bourbon Reforms (Castilian: Reformas Borbonicas) were a set of
economic and political legislation promulgated by the Spanish Crown
under various kings of the House of Bourbon, mainly in the 18th
century.
 The reforms resulted in significant restructuring of the administrative
structure and personnel.
 The reforms were intended to stimulate manufacturing and technology
to modernize Spain. In Spanish America, the reforms were designed to
make the

 administration more efficient and to promote its economic, commercial

and fiscal development. The crown did so, hoping that it would have a
positive effect on the economy of Spain.
  Furthermore, the Bourbon Reforms were intended to limit the power of
Creoles and re-establish Spanish supremacy over the colonies such as
the Philippines.
 The reforms achieved mixed results administratively but succeeded in
alienating the local elites of the Americas (who called themselves
Criollos) and eventually led to the demise of all overseas dominions of
the Spanish crown.

Cadiz Constitution of 1812

 A Spanish Constitution, adopted by the constituent Cortes in Cadiz on

Mar. 18, 1812, and made public on Mar. 19, 1812, during the Spanish
Revolution of 1808-14.

“ The constitution declared that “sovereignty resides in the nation, which

retains the exclusive right to establish its own fundamental laws”, (art. .3).
Spain was proclaimed a hereditary monarchy (art. 14), with legislative power
vested in the Cortes and the monarch (art. 15) and executive power
represented by the monarch (art. 16). The constitution proclaimed individual
freedom and the inviolability of domicile (arts. 286 and 307) but declared
Catholicism the official religion of Spain and prohibited the practice of any
other religion. (art. 12). The constitution proclaimed the equality of Spaniards
of the mother country and those of the Spanish colonies (art. 18) and
established a national militia in the provinces (art. 362).
 On his return to Spain, King Ferdinand VII revoked the constitution on
May 4, 1814. Restored at the outbreak of the Spanish Revolution of
1820-1823 (it was proclaimed by Riego y Nunez on Jan. 1, 1820, and
Ferdinand Vll swore to uphold it on March 9, 1820), it was again
abolished on Oct. 1, 1823, by Ferdinand VII. On August 12, 1836, the
constitution went into effect for a third time in response to the
demands of the masses and remained in force until the adoption of a
new constitution on June 18, 1837.
LESSON 2:
RIZAL’S FAMILY, CHILDHOOD AND EARLY EDUCATION
RIZAL’S BIRTH
 Jose Rizal was born in Calamba, Laguna on June 19, 1861 between
eleven and twelve midnight, a few days before full moon. Although he
had a skinny physique and frail body, his head is too big which has
almost cause his mother’s death during delivery.
 On June 22, 1861, 3 days after his birth, he was baptized in Calamba
Catholic Church by the paris priest Rev. Rufino Collantes, a Batagueno
priest.

He was named “Jose” in honor of San Jose (St. Joseph) because her
mother was a devotee to the saint. Father Pedro Casanas, a close friend of
the Rizal family stood as Rizal’s god father.
The baby boy, who was destined to be the greatest man and a hero
of all times is Jose Protacio Rizal Mercado y Alonso Realonda.

RIZAL’S ANCESTORS
Jose came from a mixture of Chinese, Spanish, Japanese and Filipino blood.
His great grandfather in the father side was Domingo Lamco, a Chinese
immigrant from China who married Ines de la Rosa, a Chinese Christian girl
from Manila. Domingo adopted the surnmae Mercado (spanish term for
market).
The son of Domingo and Ines, Francisco Mercado resided in Biñan and
married a Chinese woman named Cirila Bernacha. Francisco was elected as
gobernadorcillo of Biñan and later on, his son Juan Mercado. Juan married a
Chinese Filipina named Cirila Alejandro and was blessed with 13 children and
of those was Francisco Mercado, the father of Jose Rizal. He studied Latin
and Philosophy at College of San Jose in Manila and fell inlove with the
student from the College of Santa Rosa, named Teodora Alonzo.
Teodora Alonzo came from the family of Lakandula. Her great grandfather
Eugenio Ursua who had a Japanese ancestry married Benigna. The
daughter of Eugenio and Benigna was Regina who was married to a Chinese-
Filipino from Pangasinan. And their daughter Brigida was married to a
prominent Spanish named Lorenzo Alberto Alonso from Biñan. One their
daughter was Teodora Alonzo.
 The children of Brigida and Alberto adopted the family name
“Realonda” family from a list of Spanish surnames provided by
Governor Narciso Claveria in1849. The purpose of adding or changing a
surname is easy for identification, pronunciation and recollection of the
person’s identity. Thus, Teodora Alonso became Teodora Alonso
Realondo.
 In the case Francisco Mercado (Rizal’s father), he did not like the list of
Spanish surnames sent to him. He chose his own surname – Rizal –
which is Spanish is “Ricial”. He believed that his surname Rizal is more
fitting for his farming clan the “Mercado”. Rizal or “racial” in English
means “greenfield” or “new pasture” . However, Rizal was the only
child who used Rizal, as his surname because there are many
Mercado’s in the Philippines who are not related to the Mercado’s in
Calamba. His parents brother, sisters and relatives, however, preferred
to use the old surname Mercado.

RIZAL’S FAMILY
Rizal’s family belonged to the middle class or a principalia class
or a creoles class. It is one of the riches and distinguished families in
Calamba during those times. Because of frugality and industry, the family
was able to build a large stone house and bought four more different size.
The family was able to own a horse-drawn carriage (caruaje), a big home
library consisting of more than 1000 volumes and general goods store in the
town, operated a small flour-mill and a home-made ham press.
In addition, to farming rice, corn and sugarcane, the family also raised pigs,
chicken, turkeys in their back ground. Because the Rizal family was
considered as illustrados or affluence, the children were able to study in
exclusive schools in Manila.
The Rizal Children
1. Saturnina (1850-1913) – she was the eldest of the Rizal children. Her
husband was Manuel Timoteo Hidalgo of Tanauan, Batangas. Her nickname is
“Neneng”.
2. Paciano (1851-1930) – he was the older brother of Jose. He studied at San
Jose College in Manila. After the execution of Jose, he joined the Spanish-
Philippine revolution and became a general. After the Revolution, he retired
to his farm and became a general. After the Revolution, he retired to his farm
and became a farmer in Los Banos. He died an old bachelor though he has a
common-law wife, Severina Decena. They had two children, a boy and a girl.
3. Narcisa (1852-1939) - she was married toAntonio Lopez, (a nephew of
Father Leoncio Lopez) a school teacher of Morong, Rizal. Her pet name is
“Sisa”
4. Olympia (1855-1887) – she was married to Silvestre Ubaldo, a telegraph
operator from Manila, her nickname is “Ypai”
5. Lucia (1857-1919) – she was married to Matriano Herbosa of Calamba.
Herbosa died of cholero in 1889 and was denied Christian burial because he
was a brother in-law of Jose.
6. Maria (1859-1945) – She was married to Daniel Faustino Cruz of Biñan,
Laguna. Her nickname is “Biang”
7. Jose (1861-1896) – he was considered as the “lucky seven” in the family.
He lived with Josephine Bracken, a pretty Irish girl from Hongkong. Rizal had
a son by her by the name of “Francisco” who was named after his father, but
died a few hours after birth and was buried in Dapitan. Rizal’s nickname is
“Pepe”
8. Concepcion (1862-1865) – Died at the age of three because of illness. Her
death was the first sorrow of Rizal. Her pet name is “Concha”.
9. Josefa (1865-1945) – she remained single, an epileptic, and old maid. Herp
pet name is “Panggoy”. She died at the age of 80
10. Trinidad (1868-1929) – like Josefa, she died an old maid at the age of 83.
Her pet name is “Trining”.
11. Soledad (1870-1929) – she was the youngest of the Rizal children. She
married Pantaleon Quintero of Calamba. Her pet name is “Choleng”.
The Childhood Memories
His childhood memories were full of happiness because of the care and
love of his family.
⁃ Because of his health condition, his parents employed an aya
(nurse maid) who looked after his comfort. His aya told him a lot
of stories about the fairies, asuang, the nuno and the tikbalang.
⁃ His innate brightness made him remember all the trees from the
orchards of his father (Guerero, 2010).
⁃ When he was three years old, his father built a little nipa cottage
in their garden and it was his splendor place where he listened to
the chirping sounds of the birds and smelled the aroma coming
from the flowers of the trees.
⁃ When he was four years old, he experienced his first sorrow
because of the death of his little sister Concha. It was the first
time that he shed tears caused by love and grief.
⁃ He learned to read and write at the age of three with the help of
his mother, his first teacher.

Early Education at Calamba

 He learned at the of three the alphabet, and prayers from his patient
and conscientious and understanding mother.
 He learned how to read and write from his tutor, Maestro Celestino and
second tutor Maestro Lucas Padua. The third tutor was Leon Monroy, an
old man who was Rizal’s father classmate. Monroy lived at the Rizal’s
house and taught Rizal Spanish and Latin but died five months later.
 Rizal used to visit Father Leoncio Lopez, the town parish priest, to listen
to the stimulating opinions of the priest on current events and sound
philosophy of life.
 On the many stories told by Doña Teodora to Jose, the tragic fate of the
young moth left a deep impact on Rizal’s mind that to sacrifice one’s
life is worthwile.
  Three uncles who were brothers of his mother also had much influence
on the early childhood of Jose Rizal. The youngest uncle named Jose,
took care of teaching regular lessons to Rizal. His huge uncle Manuel
developed his physique until he had a body of silk and steel and no
longer a skinny and sickly boy. The last unle, Gregorio instilled in the
mind of Rizal that it was not easy to obtain something until you put
effort into it.

Rizal’s Life and Education in Biñan

⁃ Rizal left Calamba for Biñan in June 1869 on a Sunday afternoon,
accompanied by his brother Paciano. They road in a carromata for one
a half hour drive to the house of their aunt where Rizal had to lodge.
⁃ On the same night, Jose and his cousin Leandro went sightseeing in
town but Jose did not enjoy well because of home sickness.
⁃ The next morning, he was brought by Paciano to Maestro Justiniano
Aquino Cruz, the former teacher of Paciano. Maestro Cruz was a tall,
thin, long necked, with a sharp nose, he used to wear sinamay shirt,
but was a disciplinarian and a tough teacher. The school was in
Maestro’s house. Rizal learned Spanish, Latin, and other subjects from
Maestro Cruz

At Biñan, Rizal was involved in several fights. First, Rizal and

Pedro, son of Maestro Cruz who was much bigger than Rizal had a fist fight.
They wrestled furiously in the classroom. Rizal, though smaller and with frail
body, defeated Pedro because Rizal learned the art of wrestling from his
uncle Manuel, an athlete. The second brawl was with Andres Salandanan,
challenged Rizal to an arm-wrestling match or “bunong-braso”. At the
sidewalk of a house, they wrestled with their arms but Rizal lost because he
had a weaker arm. He nearly cracked his head on the sidewalk. He had other
fights with his classmates in Biñan.
⁃ Rizal also learned drawing and painting from old Juancho, Maestro
Cruz’s father-in-law. Rizal and his classmate Jose Guevarra became
apprentices of old Juancho.

In academic studies, Rizal beat all Biñan boys in Spanish, Latin and other
subjects
⁃ Rizal left Biñan for Calamba on a Saturday afternoon on December 17,
1870 after one and one-half year of schooling. He boarded the steamer
Talim with a French man Arturo Camps, a friend of his father.

LESSON 3: Higher Education and Life Abroad

Rizal at Ateneo Municipal
In 1872, Rizal was sent by his parents to Manila for further schooling.
He passed the entrance examination of Christian doctrine, Arithmetic and
Reading at the College of San Juan de Letran, a Dominican-owned school.
Don Francisco, who first wanted Rizal to study at Letran changed his mind
and decided to send him to Ateneo instead.
His suppose entrance to Ateneo Municipal (which became Ateneo de
Manila later) was first rejected by Father Magin Fernando, the college
registrar, because Rizal was late from registration and was sickly and
undersized for his age of 11 years. However, his brother Paciano, a former
aid of martyred Father Jose Burgos, pleaded to Manuel Xerex Burgos to
intercede. At last, Jose Rizal (his registered name in Ateneo) was admitted in
the school but was assigned to sit at last row of the class.
At the time Rizal studied at Ateneo, the school was located in
Intramuros. Rizal boarded a house on Caraballo Street was owned by a
spinster, Titay. Rizal boarded her house in order to collect a part of the P300
debt of Titay
 The Jesuit system of education at the Ateneo was more advanced than
other colleges in that period. It trained rigid and religious instruction
and promoted physical culture, humanities, and scientific studies. It
offered courses in Bachelor of Arts and vocational courses. Students
heard mass in the morning before beginning classes. Classes in every
subject were opened and closed in prayers.

To encourage healthy competitions, classes in Ateneo were divided into two

groups:
1. The Roman Empire, comprised the interns (boarders)
2. The Carthaginian Empire, consisted of the externs (non-boarders).

Within an empire, members were also in continuous competition as they vied

for the top ranks called dignitaries:
a) Emperor, being the highest position
b) Tribune,
c) Decurion,
d) Centurion, and
e) Standard-Bearer
Initially placed at the tail of the class as a newcomer, Jose was soon
continually promoted—that just after a month, he had become an Emperor,
receiving a religious picture as a prize.
When the term ended, he attained the mark of ‘excellent’ in all the
subjects and in the examinations. The second year, Jose transferred
residence to No. 6 Calle Magallanes and he obtained a medal at the end of
that academic term. In the third year, he won prizes in the quarterly
examinations. The following year, his parents placed him as intern
(boarding student) in the school and stayed there until his graduation.
At the end of the school year, he garnered five medals, with which he
said he could somewhat repay his father for his sacrifices. 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.
Some of his priest-professors in Ateneo were:
a) Jose Bech, a man with mood swings and somewhat of a lunatic and of
an uneven humor
b) Francisco de Paula Sanchez, an upright, earnest, and caring teacher
whom Rizal considered his best professor
c) Jose Vilaclara; and a certain Mineves.
d) Don Augustin Saez, another professor, thoughtfully guided him in
drawing and painting, and
e) Romualdo de Jesus lovingly instructed him in sculpture.

At the Ateneo, Rizal cultivated his talent in poetry, applied himself regularly
to gymnastics, and devoted time to painting and sculpture.
LITERARY WORKS OF JOSE RIZAL IN ATENEO
Along with his success in academics, he also had various achievements in
writing poems, essays and drama in Ateneo.
The first poem that he wrote in Ateneo was for his mother entitled “My First
Inspiration”
In 1876, he wrote poems about the importance of education for the
development of a country entitled “Through Education the Country Receives
Light” and connection between Education and Religion entitled “Intimate
Alliance Between Religion and Good Education”
Aside from poems and essays, he also ventured in writing manuscripts for
play. In June 1876, he handed to Fr. Sanchez the manuscript entitled “St.
Eustache, the Martyr.”
RIZAL’S HIGHER EDUCATION AT UST
The Bachelor of arts course during the Spanish time is only equivalent to
high school diploma or juinor college today.
In 1877, Rizal enrolled in the University of Santo Tomas, taking the
course on Philosophy in Letters for two reasons: (1) his father liked it; (2) he
was uncertain as to what course he would pursue..
At the same time, he took in Ateneo a land surveyor and assessor's
degree (expert surveyor), a vocational course. He finished his surveyor's
training in 1877, passed the licensing exam in May 1878, though the license
was granted to him only in 1881 when he reached the age of majority.
After a year in UST, Jose changed course and enrolled in medicine to be
able to cure the deteriorating eyesight of his mother. But being tired of the
discrimination by the Dominican professors to Filipino students, he stopped
attending classes at UST in 1882.
 It’s worthwhile to note that Rizal’s another reason for not completing
medicine in UST was that the method of instruction was obsolete and
repressive. Rizal’s observation perhaps had served as a challenge for
UST to improve in its mode of instructions.

While at UST, he fell in love with three (3) women:

1. During his first year, he fell in love with a woman simply called “Miss L”,
a woman with a fair, seductive and attractive eye. The romance died
like a natural death because of two reasons : (1) the sweet memory of
Segunda Katigbak (the first sweetheart og Rizal) was
2. still fresh in his memory and (2) Rizal’s father did not like the family of
“Miss L”. The identity of “Miss L” is lost in history.
3. During his sophomore year, he courted Leonor Valenzuela (Orang), a
tall girl with regal bearing. He sent her love notes in invisible ink
(combination of table salt and water). Nevertheless, he taught Orang
to heat it over a candle or lamp so that the words may appear. But as
with Segunda Katigbak, he stopped visiting the woman “Miss L”.
4. During his junior year, Rizal had a romance with Leonor Rivera, of
Camiling, Tarlac. Leonor was a frail, pretty girl and a student of La
Concordia College. Both Rizal and Leonor were engaged. Rizal used a
sign name “Taimis”to camouflage their relationship from their parents.

During his college days at UST and Ateneo, Rizal was involve in brawls and
Spanish brutality.
  During the summer vacation in 1878, while walking on a dimly
street not knowing the figure close to him, he did not greet and
say “good evening”. The vague figure (turned out to be a
lieutenant of the Guardia Civil) struck Rizal’s back with his sword.
The wound though not serious, lasted for two weeks. He reported
the incident to Pardo de Tavera, Spanish Governor General, but
nothing came out of his complaint.
 In another student brawls near Escolta in Manila, Rizal was
wounded in the head. His Filipino friends brought him bleeding
and covered with dust to his boarding house, “Casa Tomasina”.

LITERARY TRIUMPH OF RIZAL IN UST

In April 1880, Jose joined the competition which commemorated the 400 th
death anniversary of Miguel de Cervantes.
 He wrote a play entitled, El Consejo de los Dioses, a play which
recognized Cervantes as equal to Homer and Virgil and even if the jury
was composed of Spaniards, they awarded Rizal the highest prize.

In 1879, Rizal joined the Liceo Artistico-Literario of Manila and won the
competition.
 He wrote the “La Juventud Filipina”(To the Filipino Youth), this poem
encouraged and inspired the Filipino youth to stand up and work harder
to attain the highest objectives.

LIFE ABROAD
After finishing the 4th year of the medical course in UST, Jose Rizal
decided to complete his studies in Spain. He decided to study in Spain for
the following reasons:
a. He was disgusted with the method of instruction of the
Dominican-owned University and the racial prejudice of the
Dominican Professors against Filipino students, and
b. Rizal’s secret mission was to observe keenly the life and
culture, languages, and customs, industries and
commerce, and governments, and laws of the European
nations in order to prepare himself in the mighty task of
liberating his oppressed people from Spanish tyranny.
 Rizal’s departure for Spain was kept secret to avoid detection by the
Spanish authorities and the friars. He used the name Jose Mercado, a cousin
from Binan.

SINGAPORE
May 3, 1882 - Rizal departed on board the Spanish steamer Salvadora
bound for Singapore
May 9, 1882 - The Salvador docked at Singapore. In Singapore, Rizal
transferred to another ship Djemnah.
May 17, 1882 - Djemnah reached Point Galle, and he found this place
lonely and Quiet.
The following day, the Djemnah reached Colombo, from Colombo, it
continued the voyage crossing the Indian Ocean to the cape of Guardafui,
Africa.
Rizal had a stopover at Aden, from Aden, the Djemnah proceeded to
the city of Suez, the red sea terminal of the Suez Canal.
NAPLES AND MARSIELLES
From the port, the Djemnah proceeded on its way to Europe.
On June 11, 1882 - Rizal reached Naples which really pleased him
because of its business activity, its lively people, and its panoramic beauty.
June 12, 1882 - The steamer docked at the French Harbor of
Marseilles.
SPAIN
BARCELONA
June 16, 1882 – Rizal reached Barcelona
 In here, Rizal wrote a nationalistic essay entitled “Amor Patrio” (Love of
Country), his first article written on Spain’s soil.

He sent this article to his friend in Manila, BasilioTeodoro Moran, publisher

of Diariong Tagalog, the first Manila bilingual newspaper. Rizal’s “Amor
Patrio” under his pen-name Laong Laan, appeared in print in Diariong
Tagalog.
 Aside from “Amor Patrio”, Rizal wrote his second article for Diariong
Tagalog entitled “Los Viajes” (Travels) and his third article was entitled
“Revista de Madrid” (Review of Madrid) which he wrote in Madrid on
November 29, 1882.

Rizal also felt sad when he heard the news in the Philippines about (a) a
cholera outbreak where more Filipinos died daily (b) Leonor was very lonely
when she heard that Rizal left .
MADRID
November 3, 1882 - Rizal went to Madrid as advised by his brothe
Paciano. Rizal enrolled in the Universidad Central de Madrid in two courses-
Medicine and Philosophy and Letters.
He also studied painting and sculpture in the Academy of Fine Arts of
San Fernando and took lessons in French, German, and English under private
instructors.
 Rizal joined the Circulo Hispano-Filipino (Hispano-Philippine Circle) and
wrote a poem entitled “Me Piden Versos” (They ask me for Verses)

Rizal Joined the Masonry

In Madrid, Rizal was able to meet different personalities with liberal
ideas like Miguel Morayta, Francisco Pi y Margal and other people who were
brave to openly criticize the government and friars during their time. And
these people were part of the Masonic Lodge so Rizal also joined the Masonry
hoping that he could utilize the Free Masonry as his sheild against the friars
who according to him were the hindrance for the development and reform of
the society in the Philippines. On February 15, 1884, he received his diploma
as the Master Mason.
RIZAL IN PARIS
July 17, 1883 – Rizal travelled to Paris, he visited the different tourist spots in
the city, the museums, the Opera House, Cathedra of Notre Dame, Bois de
Boulogne, Madeline Church, the Column of Vendome, the Invalides and the
libraries.
HIS TRAVELS IN EUROPE WITH MAXIMO VIOLA (savior of the Noli Me Tangere)
After publising Noli Me Tangere with the aid of Maximo Viola, who
saved Rizal by funding the publication of Noli Me Tangere, the two planned to
tour Europe to celebrate their success;
 a) Germany - at the dawn of 1887, Rizal and Viola left Berlin for Dresden,
cited as one of the best cities in Germany. They have attended the
“Regional Flower Exhibition”. They also visited Meyer and Jagor
b) Lietmerritz – On May 12, 1887, Rizal and Viola planned to visit
Ferdinand Blumentritt. They traveled to Blumentritt. They traveled to
Bohemia, the beergarden where they met the burgomaster or town
mayor. They also met the great naturalist names, Prof. Robert
Klutschak
c) Prague – They visited the historic city as well as meet Dr. Willkomm, a
professor of natural history; aside from that they visited the caves,
botanical gardens and the famous tomb of the great astronomer,
Nicholas Copernicus
d) Vienna – Known to be the “Queen of Danube”. Both Viola and Rizal
were amazed at the historic and magnificent structures in the city.
They toured churches, museums, art galleries, theatres and parks.
e) Lintz – Rizal and Viola went to Lintz. The two sailed from Vienna to
Lintz. They observed different sights as well as the culture like the use
of table cloth and napkins during meals
f) Rheinfall. Salzburg, Munich and Nuremberg – in Rheinfall, the two
observed the beautiful waterfull in Europe. From Salzburg they crossed
going to Munich. In Munich they tasted the “Munich Beer” known to be
the best tasting beer at that time. In Nuremberg, Rizal observed the
different “torturing machines” that were used in Inquisitions.
g) Switzerland – Geneva, Switzerland had wonderful surroundings which
attracted most of the tourists. Rizal observed that most of the people
in Geneva spoke many languages.
h) Italy – Known to be a “boot shoe”peninsula located in the western part
of Europe.

The Propaganda Movement

Propaganda means “a campaign of information as well as a bid for

sympathy”. This movement was a campaign by the native Filipinos calling for
reforms in the Philippines. It started in 1880 up to 1886 but the most critical
period of activity is between 1880 and 1895, a year before Rizal’s execution.
AIMS OF PROPAGANDA MOVEMENT:
 Representation of the Philippines in the Cortes Generales, the Spanish
parliament
 Secularization of the clergy
 Legalization of Spanish and Filipino equality
 Creation of a public school system independent of Catholic friars
 Abolition of polo y servicious (labor service) and the bandala (forced
sale of local products to the government)
  Guarantee of basic freedoms
 Equal opportunity for Filipinos and Spanish to enter government
service

RIZAL’S RELATIONSHIP WITH OTHER PROPAGANDISTS

(a) Rizal’s relationship with Graciano Lopez Jaena – Rizal once reproved
Graciano for not finishing his medical studies. In spain, he became known
as a great orator in socio-political clubs and a member of the Progressive
Republican Party
(b)Rizal’s relationship with Mariano Ponce – Ponce was the one who
introduced Del Pilar to Jose, however, it was only in December 1888 when
Rizal first met Ponce and Del Pilar when he visited his compatriots in
Madrid and Barcelona. Ponce willingly helped Rizal in the distribution of
the Noli Me Tangere
(c) Rizal’s relationship with Jose Alejandro – Alejandro joined the movement
and served as an editorial staff of La Solidaridad. In the Pilaristas-
Rizalistas rivalry, Alejandro supported Rizal. He was also the roommate of
Rizal in Belgium and he was the one who canvassed printing press for El
Fili. He delivered proofs and revisions to the publisher F. Meyer van Loo in
Ghent
(d)Rizal’s relationship with Edilberto Evangelista - reaching Madrid, he
befriended and collaborated with Filipino expatriates in Europe like Jose
and sensin Evangelistas potential, Rizal counseled him to take
engineering. Rizal’s suggestion proved fruitful as Evangelista finished civil
engineering and architecture with highest honors.

Rizal’s Disapproval of Assimilation

Two myths have been perpetuated in the history of the late 19 th
century Philippine Nationalist Movement.
1. The 1st myth is that Rizal was a bourgeoisie reformist who (a) opposed
the 1896 Revolution, & (b) advocated the assimilation of the
Philippines to Spain

According to this myth, Rizal’s primary goal was the Hispanization of the
Filipino, and not the creation of an independent Filipino nation.
 2. The 2nd myth pits Rizal and his La Liga Filipina against Bonifacio and his
Katipunan. This myth asserts that (a) Bonifacio was a poor and
unlettered laborer, and (b) that the Katipunan was an organization of
the “poor and ignorant” masses.

As we celebrate the centennial of the Bonifacio-led Revolution and Rizal’s

martyrdom, these myths should be exposed and relegated to the dustbin of
history. It should be emphasized that as early as 1887, Rizal had expressed
the view that independence through peaceful struggle is nothing but a
dream and that seeking assimilation to Spain was a mistake, in two letters to
his friend and mentor, the German scholar Ferdinand Blumentritt

The Conflict between Jose Rizal and Antonio Luna

Antonio Luna and Jose Rizal were close friends but when Antonio knew
that Nelly Boustead, the lady whom he was courting had special feelings for
Jose Rizal their friendship was shaken. In one incident, when Antonio was
drunk, he stated negative things about Nelly and Rizal did not like the words
that Antonio said so he challenged Luna to a duel. Being an expert in guns
and swords, Rizal was confident that he would win the duel but the other
Filipinos present prevented the duel to happen. After the incident, Antonio
realized his mistakes and talked to Rizal. Upon realizing that Nelly was in love
with Rizal, Antonio just helped Rizal win the heart of Nelly Boustead.

The Conflict Between Rizal and Wenceslao Retana

Wenceslao wrote an article which stated that the Dominican
friars evicted Rizal’s family from their land in Calamba which they rented
from the Dominican because Rizal’s family did not pay enough amount to the
corporation. And because of the negative comments of Retana about his
family, he challenged Retana to a duel but again having in mind that Rizal
was an expert in gun and sword, Retana did not agree to the challenge.

The Conflict Between Marcelo H. del Pilar and Rizal

Marcelo H. del Pilar and Rizal had a conflict because of leadership. The
members in the association were divided as Pilarit (for del Pilar) and Rizalist
(for Rizal) and to end the conflict they held an election. On the first election,
Rizal won the presidency but did not get the minimum vote needed, in the
second election, Rizal again won the presidency but again did not get the
minimum voted needed in the third election finally Rizal got the minimum
vote need. However, Rizal did not accept the leadership because of the lack
of unity. The conflict between the Rizal and Marcelo was published in La
Solidaridad which was opposed by Rizal.
The conflict of Rizal with other reformists made him think that his real
battle was in the Philippines so inspite of the advice of his other friends and
family for him not to go back to the country, he decided to return to the
Philippines.

The Toast for Luna and Hidalgo

On June 25, 1884, the Filipinos in Madrid had a gathering to celebrate
Juan Luna’s success because his painting Spolarium gained gold medal and
Felix Resurrecion Hidalgo’s Christian Virgins to Populance received a silver
medal on prestigious painting competition in Madrid. And Rizal was
requested to deliver an impromptu speech that would be a salute for the two
Filipino Painters --- Brindis Speeh of Jose Rizal ( The Toast)
 The Concepts of Brindis

The independence of the Philippines in the future because the Filipinos

already had education from Spain and their achievements were recognized
abroad
The genius could come from any nations so the people in a particular race
shoud not treat themselves as superior
The talents and intelligence of the Filipinos are innate and Spain gave them
education which polished their capabilities
The Filipinos are ready for the reforms that the Spanish government will give
The Union of Spain and the Philippines is not impossible and he recognized
the contributions of Spain for our country.
The credit should be given to Juan Luna, Felix Hidalgo, to the students
who choose to be apart from their families to continue their education and to
the parents who worked hard and bore the longing for their children for the
sake of their education.

FIRST HOMECOMING OF RIZAL

May 1892 - Rizal made up his mind to return in Manila and the following are
the main reasons:
 To confer with Governador Despujol regarding his borneo colonization
project.

 To establish Liga Filipina in manila

 To prove that Eduardo de Lete was wrong in attacking him in Madrid

Rizal returned to Manila in August 1887, after five years in Europe.

However, his homecoming was met by the friars’ furor over Noli Me Tangere.
The Archbishop of Manila issued an order banning the possession and
reading of the novel, an order that was later reinforced by the governor-
general. Six months later, pressured by the Spanish authorities as well as by
his family and friends to leave the country and avoid further persecution,
Rizal left Manila for Hong Kong.
From Hong Kong, Rizal traveled to Macau and Japan before going to America.
Entering San Francisco, California, in April 1888, he visited the states of
Nevada, Utah, Colorado, Nebraska, Illinois, and New York.

SECOND HOMECOMING AND THE LIGA FILIPINA

Other interview with Despujol – after the arrival Rizal has been interviewed
by Governor General Despujol.
Founding of the Liga Filipina- a civic league of Filipinos, which he desired to
established and its role on the socio-economic life of the people. Liga Filipina
officers were Ambrosio Salvador(President); Deodato Arellano(Secretary);
Bonifacio Arevola Agustin de la Rosa(Treasurer)
Fiscal Conditions of Liga Filipina
 To unite the archipelago into one compact and homogenous body
 Mutual Protection in every want and Necessity
 Defense against all violence and injustice.
 Encourage of Education, agriculture and commerce.
 Study of application and reforms.

Motto of Liga Filipina: ONE LIKE THEM (unus instar omnium)