Rizal - Prelim Lesson Presentation 1 - Midyear 2020-2021

Life and Works
of Rizal
Midyear Term AY 2020-2021
Prepared by Ellen Huele-Vera Cruz, MA

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Course Description
As mandated by Republic Act 1425, this course covers the life and works of the Philippines national hero, Jose Rizal. It
highlights the important events in his life and his relevant works and writings particularly the novels Noli Me Tangere and El
Filibusterismo. Integrated in this course are the three core values of spirituality, academic excellence and community service.
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Week 1
INTENDED LEARNING OUTCOME
1. Explain the history of the Rizal Law and its important provisions and
2. Critically assess the effectiveness of the Rizal Course.

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Republic Act No. 1425

June 12, 1956
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
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● WHEREAS, today, more than any other period of our history, there is a need for a re-dedication 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,
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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.
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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.
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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.
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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.
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Please click on this link
http://nhcp.gov.ph/historical-context-and-legal-basis-of-rizal-day-and-other-memorials-in-honor-of-jose-rizal/
for the HISTORICAL CONTEXT AND LEGAL BASIS OF RIZAL DAY AND OTHER MEMORIALS IN HONOR OF JOSE
RIZAL by Quennie Ann J. Palafox
Read the history and controversy of the Rizal Law. Click on the link below to be automatically directed to the
document.
https://classroom.google.com/u/0/w/MjUwMzc4OTcwMDM4/t/all
https://classroom.google.com/u/0/w/MjUwMzc4OTcwMDM4/t/all
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The Rizal Law directs the National Board of Education as its implementer and authorizes it to come up with its implementing
rules and regulations including those of a disciplinary nature such as the punishment of institutions which refuses to
implement or properly implement the law. It also provides for the exemption of students from reading Rizal’s works that may
affect their religious beliefs. They however are not exempted from taking the course itself.
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Criteria for Heroes
1. Selection and Proclamation of National Heroes
1.1 National Heroes Committee
On March 28, 1993 , President Fidel V. Ramos issued Executive

Order No.75 entitled “Creating the National Heroes Committee
Under the Office of the President”.
The principal duty of the Committee is to study, evaluate and

recommend Filipino national personages/heroes in due
recognition of their sterling character and remarkable
achievements for the country.
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1.2 Findings and Recommendations of the National Heroes Committee

In compliance with Executive Order No. 75 dated March 28, 1993 , the National Heroes
Committee submitted its findings and recommendations.
1.2.1 Criteria for National Heroes

The Technical Committee of the National Heroes Committee held a series of meetings on
June 3, 1993, August 19,1993 , September 12, 1994 and November 15, 1995 , defining,
discussing and deliberating upon the merits of the various definitions and criteria of a hero.
The Committee adopted the following criteria as basis for historical researchers in
determining who among the great Filipinos will be officially proclaimed as national heroes:
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(Adopted by the Technical Committee of the National Heroes Committee on June 3,

1993 , Manila
Members of the Committee included Drs. Onofre D. Corpuz, Samuel K. Tan, Marcelino
Foronda, Alfredo Lagmay, Bernardita R. Churchill, Serafin D. Quiason, Ambeth
Ocampo, then known as Dom Ignacio Maria, Prof. Minerva Gonzales and Mrs. Carmen
Guerrero-Nakpil)
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1. Heroes are those who have a concept of nation and thereafter aspire and
struggle for the nation’s freedom. Our own struggle for freedom was begun by
Bonifacio and finished by Aguinaldo, the latter formally declaring the revolution’s
success. In reality, however, a revolution has no end. Revolutions are only the
beginning. One cannot aspire to be free only to sink back into bondage.
1. Heroes are those who define and contribute to a system or life of freedom
and order for a nation. Freedom without order will only lead to anarchy. Therefore,
heroes are those who make the nation’s constitution and laws, such as Mabini and
Recto. To the latter, constitutions are only the beginning, for it is the people living
under the constitution that truly constitute a nation.
1. Heroes are those who contribute to the quality of life and destiny of a
nation. (As defined by Dr. Onofre D. Corpuz)
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Additional Criteria for Heroes

(Adopted by the Technical Committee of the National Heroes Committee on November 15,
1995, Manila)
1. A hero is part of the people’s expression. But the process of a people’s internalization of a
hero’s life and works takes time, with the youth forming a part of the internalization.
2. A hero thinks of the future, especially the future generations.
3. The choice of a hero involves not only the recounting of an episode or events in history,
but of the entire process that made this particular person a hero. (As defined by Dr. Alfredo
Lagmay)
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No law, executive order or proclamation has been enacted or issued officially

proclaiming any Filipino historical figure as a national hero. However, because of
their significant roles in the process of nation building and contributions to
history, there were laws enacted and proclamations issued honoring these heroes.
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1.2.2 Historical Figures Recommended as National Heroes
On November 15, 1995 , the Technical Committee after deliberation and careful study
based on Dr. Onofre D. Corpuz’ and Dr. Alfredo Lagmay’s criteria selected the following
nine Filipino historical figures to be recommended as National Heroes:
a. Jose Rizal
b. Andres Bonifacio
c. Emilio Aguinaldo
d. Apolinario Mabini
e. Marcelo H. del Pilar
f. Sultan Dipatuan Kudarat
g. Juan Luna
h. Melchora Aquino
i. Gabriela Silang
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1.2.3 Status of the Report/Recommendations Submitted by the National Heroes

Committee.
Since the submission of the report/recommendations by the National Heroes Committee to then
Secretary Ricardo T. Gloria of the Department of Education, Culture and Sports on November
22,1995 , no action has been taken. This was probably because this might trigger a flood of
requests for proclamations. Another possibility is that the proclamations can trigger bitter debates
involving historical controversies about the heroes.
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2. Laws Honoring/ Commemorating Filipino Historical Figures

2.1 Heroes
2.1.1 Jose Rizal
2.1.1.1 Decree of December 20, 1898 , issued by General Emilio Aguinaldo, declared December 30 of
every year a day of national mourning in honor of Dr. Jose Rizal and other victims of the Philippine
Revolution.
2.1.1.2 Act No. 137, which organized the politico-military district of Morong into the Province of Rizal , was
the first official step taken by the Taft Commission to honor our greatest hero and martyr.
2.1.2 Andres Bonifacio
2.1.2.1 Act No. 2946, enacted by the Philippine Legislature on February 16, 1921 , made November 30 of
each year a legal holiday to commemorate the birth of Andres Bonifacio
2.1.2.2 Act No. 2760, issued on February 23, 1918 , confirmed and ratified all steps taken for the creation,
maintenance, improvement of national monuments and particularly for the erection of a monument to the
memory of Andres Bonifacio
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2.1.3 Other Heroes
2.1.3.1 Act No. 3827, enacted by the Philippine Legislature on October 28, 1931 , declared the last Sunday
of August of every year as National Heroes Day.
2.1.3.2 Proclamation No. 510, issued by Pres. Fidel V.Ramos on November 30, 1994 , declared the year
1996 as the year of Filipino Heroes as a tribute to all Filipinos who, directly and indirectly, gave meaning
and impetus to the cause of freedom, justice, Philippine independence and nationhood.
2.1.3.3 R.A. No. 9070, April 8, 2001, declaring the eighteenth of December of every year as a special
working public holiday throughout the country to be known as the Graciano Lopez-Jaena Day
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2.2 Other Historical Figures
2.2.1 R.A. No. 6701, February 10, 1989, declaring September One of every year, the death anniversary of
Gregorio Aglipay y Labayan, as Gregorio L. Aglipay Day and a special non-working holiday in the Municipality
of Batac, Province of Ilocos Norte.
2.2.2 R.A. No. 7285, March 24, 1992, declaring February Nineteen of each year as Doña Aurora Aragon
Quezon Day a special nonworking holiday in the Province of Aurora in order to commemorate the birth
anniversary of Doña Aurora Aragon Quezon, the first President of the Philippine National Red Cross, and
Foundation Day of the Province
2.2.3 R.A. No. 7805, September 1, 1994, declaring January 28 of every year as a non-working special public
holiday in the City of Cavite to be known as Julian Felipe Day
2.2.4 R.A. No. 7950, March 25, 1995, declaring December Eighteen of every year as “Araw ng Laguna” and
a special working day in the Province of Laguna and the City of San Pablo to commemorate the memory and
death of the late Governor Felicisimo T. San Luis
2.2.5 R.A. No. 9067, April 8, 2001 , declaring April 15 of every year as President Manuel A. Roxas Day
which shall be observed as a special working public holiday in the Province of Capiz and the City of Roxas
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Week 2
INTENDED LEARNING OUTCOME
1. Analyze the political, economic, and socio-cultural changes that occurred during Rizal’s time in the nineteenth
century.
2. Acquire a clear understanding of Jose Rizal in the context of his times.

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Political, Economic and Social Context of the Rizal Course

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The World During Rizal’s Time

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In order to fully appreciate Rizal’s life and achievements, it is important to place

him in the proper context of history. Rizal belonged to the 19th century (January
1, 1800 to December 31, 1899).
 Most Spain’s colonies such as those in the South and Central America,
such as Mexico Chile, Argentina, Venezuela, Colombia, Ecuador, Peru,
Nicaragua, El Salvador, Honduras and others have already won their
independence from Spain through revolution.
 The Philippines was one of Spain’s remaining colonies along with Cuba,
Puerto Rico and Spanish Sahara. The Philippines was the richest among
these four.
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 The 19th century was also the time for change, the Age of Enlightenment - period that emphasized reason and science -
reached its zenith in France culminating in the Revolution of 1789. In this age, ideas of freedom, liberty and equality and
the belief in the sovereignty of the people in determining government thundered all across Europe.
 French citizens razed and redesigned their country’s political landscape, uprooting centuries-old institutions such as
absolute monarchy and the feudal system. The French Revolution played a critical role in shaping modern nations by
showing the world the power inherent in the will of the people.
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 The rise of Napoleon Bonaparte: Napoleon worked to restore stability to post-

revolutionary France. One of his most significant accomplishments was
the Napoleonic Code, which streamlined the French legal system and continues to
form the foundation of French civil law to this day.
Napoleonic Code - recognizing the principles of civil liberty, equality before the law
(although not for women in the same sense as for men), and the secular character of
the state.
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 The ideas of the French Philosophers such as John Jacques Rousseau,

Baronde Montesquieu, Francois-Marie Arouet de Voltaire as well as the
Englishman John Locke would spread around the world like a John Locke - “Father of Liberalism.”
conflagration. Baron de Montesquieu - was a French
political philosopher of the Enlightenment
period, whose articulation of the theory of
separation of powers is implemented in many
constitutions throughout the world.
Voltaire - was a French

Enlightenment writer, historian, and
philosopher, who attacked the Catholic
Church and advocated freedom of religion,
freedom of expression, and separation of
church and state.
Jean-Jacques Rousseau - was a

Francophone Genevan philosopher and
writer, whose conceptualization of social
contract, the theory of natural human, and
works on education greatly influenced the
political, philosophical, and social western
tradition.
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 The Needs for Reforms: Representation

Power struggle between and among Spanish patriots and
Napoleon Bonaparte resulted to the Philippines gaining a seat in
the Cortes – Spanish parliament - and losing them and being
placed under the Overseas Ministry.
 Spain continued its downward spiral as a European-power.

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 Aside from the need to secure and political and social

reforms, there was also the persisting issue of the
secularization of the Philippine church.
Secularization - separation from religious or spiritual

connection or influences
 At the beginning of Spanish colonization, the task of

establishing and administering the country's parishes were
done by the regular priests who belong to the religious order
(Augustinians, Recollects, Jesuits, Franciscans and
Dominicans)
 For sometime in the 18th century, secularization of the

parishes was actually implemented but it turned out to be a
failure. The native-secular priests were found to be wanting
and deemed to be not ready to head the parishes. When the
Jesuits were allowed to return in 1858, after their expulsion,
the parishes held by the seculars where returned to the
regular priests which caused reverse secularization. In 1826,
King Ferdinand VII ordered the transfer of parishes from the
seculars to the regular clergy.
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 The secularization became a racial issue. In the forefront of

the seculars are Fathers Pedro Pablo Pelaez, Jacinto
Zamora, Mariano Gomez, Jose Burgos.
 Aside from the issue of secularization, the clergy held

extensive powers. Compared to officials like Spanish
Governor General had fixed term, religious officials may
remain in the colony for decades.
 The Church has also great economic influence as the owner

of large tract of lands. By the 19th century, the landholdings
owned by the church grew because of donations, purchase
and outright land grabbing. Not surprisingly, the Philippine
revolution first broke out in the provinces where the
religious orders have extensive landholdings.
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The Conditions in Europe Asia and America

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 Europe went up in revolution from 1848 with the regimes of the absolute
monarchs in France and Austria being toppled by the people seeking more
responsible governments.
 In 1861, the year of Rizal’s birth, Tsar Alexander II emancipated Russian

serfs.
 That year, the Italians under Giuseppe Galibaldi threw out the Austrian's,
took over papal lands.
 Italian nationalism ended the domination of the Church and they united the
various Italian states to unite as one country.
 Germany was on the process of unification which would last until 1871.
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 In the United States, President Abraham Lincoln emancipated the black

slaves but triggered the American Civil War which lasted from 1861 to 1865.
 South of the US border, Mexican forces dealt a humiliating defeat on the

French-supported regime of Archduke Maximillian. In France, the regime
of napoleon III was crumbling after the debacle in Mexico.
 Later the French overthrew the monarchists and established a republic.
 In Asia, there were renewed efforts of European penetration with the

weakening of Spain and Portugal and the rise of the British and the French
empires.
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 The British gained its colony in Hong Kong and forced China to open
five ports to its traders after defeating China in the Opium War of 1839-
1842. China will again be humiliated with another defeat in the Arrow
War 1856-1858 when British now joined by the French forced China to
open the whole country to foreigners.
 Britain furthermore enlarged its colony in Hong Kong by taking over

Kowloon.
 Japan was forced open by the Americans under Commodore Mathew

Perry in 1854.
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 India on the other hand became a Crown Colony of Britain in 1858

following the suppression of Sepoy Mutiny in 1857.
 Burma became a colony of Britain after three Burmese Wars in 1824-

1826, 1862-1863 and 1885-1886.
 Near the Philippines, Indo-China became protectorate of France

following the suppression of the kingdoms of Annam and Cochin-
China.
Indian Mutiny, also called Sepoy Mutiny or First War of

Independence, widespread but unsuccessful rebellion against
British rule in India in 1857–59.
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Background: Spanish
Colonization of the Philippines
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Conditions in
the Philippines
in the 19th
Century
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 In the Philippines, meanwhile, liberal stirrings from Europe reached

Philippines.
 The Cadiz Constitution, (the Constitution abolished practices such

forced labor and monopolies), was revoked in 1814. When it was
revoked the citizens of Ilocos Norte called Kailanes, staged a revolt,
believing that it was just a ploy of the principals and authorities in
Manila. The revolt spread in the neighboring towns but it was crushed
by the Spanish troops.
 In 1826, Mexican-born soldiers let by Lt. Andres Novales mutinied.

They complained of discrimination and unfair treatment from
peninsular officials following independence of Mexico from Spain.
 The last serious revolt in the Philippines took place in 1840 – 1841
when Apolinario de la Cruz refused to disband his religious
organization, the Confradia de San Jose. De la Cruz aspired to be a
priest but he was refused by the Spaniards because of his race.
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 The failure to enter priesthood prompted Apolinario de la Cruz to found

Confradia which gained popularity among ordinary people. Being an
Indio, he attracted many followers because he worked with the people and
his eloquent sermons. He was popularly called Hermano Pule. His
organization, however, was seen as threat by the Catholic Church.
 Hermano Pule’s followers called him King of the Tagalogs. On November

1, 1842, the saintly Hermano Pule, was captured and beheaded. His body
was quartered or cut into quarters or were drawn and displayed by placing
his body parts in baskets. His head was hung in front of Lucban while his
hands and feet where displayed inside cages in the guardhouse at Tayabas.
 The brutal suppression of Hermano Pule’s revolt spurred a mutiny by a

regiment in the Spanish army. Seargent Samaniego of Tayabas regiment,
led a mutiny on January 20 and almost took over Manila. But they were
defeated by the native reinforcements sent by the Spanish colonizers.
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 The defeats of the native revolts demonstrated that the Philippines

was fragmented because of lack of national identity. The
Spaniards used this disunity to divide and rule the country.
 The Spaniards, despite their inferior number, managed to retain

the loyalty of the native officials by giving them certain privileges
that kept them separate from the rest of the population. The
Principales, or leading citizens were granted the titles of capitan
municipal, teniente and cabeza. Originally, those were hereditary
positions but later they became elective positions in the 19th
century and were open only to the members of the principalia.
 Aside from the local officials, the Spaniards controlled the military
and police. No native rose from the rank of lieutenant. Elite units
like the artillery were reserved for the peninsulares. Reinforcing
Spanish domination in the country were the Spanish clergymen.
On the local level, the Spanish religious acted as they eyes and ears
of the colonial government and reported suspicious developments
to the authorities.
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 The first 2 centuries of Spanish domination, Spain’s monopolistic policy

prohibited the Philippines to trade with other countries. Galleon Trade
and the Compania Real de Filipinas were the only company authorized
to conduct foreign trade. However colonial officials ignored this
instructions and traded continuously with other countries because of
financial benefits from these transactions.
 By 1815, the Galleon Trade ended and Compania Real de Filipinas were
losing money because of inefficiency and corruption.
 By 1834, the monopolistic policy of not allowing the Philippines to trade

with other countries finally ended with the opening of Manila to world
trade. Other ports in the colony like Iloilo and Zamboanga later
followed.
Galleon – is a Spanish sailing vessel that made an annual round trip (one vessel per
year) across the Pacific between Manila, in the Philippines, and Acapulco, in
present Mexico, during the period 1565–1815. They were the sole means of
communication between Spain and its Philippine colony and served as an economic
lifeline for the Spaniards in Manila.
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Political Context: Rise of Liberalism,

Impact of the Bourbon Reforms, and
the Cadiz Constitution
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 The principal ideas of liberalism- liberty and equality- were first realized 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 autocratic monarchy,

equality before the law 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.
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 After the Spanish Bourbon King Philip V (b. 1700–d. 1746) acceded to the
throne, he and his successors, Ferdinand VI (r. 1746–1759), Charles III (r. 1759–
1788), and Charles IV (r. 1788–1807), sponsored a century-long effort to
reform and renovate the Spanish Empire.
 These policy changes, known collectively as the Bourbon Reforms,

attempted to curb contraband commerce, regain control over
transatlantic trade, curtail the church’s power, modernize state finances
to fill depleted royal coffers, and establish tighter political and
administrative control within the empire.
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 In 1812, an army, a group of around 300 deputies from Spain, Spanish America, and
the Philippines promulgated a liberal constitution in the Mediterranean port
of Cádiz. This document meant a radical change from the way in which the
Spanish Empire had worked for centuries.
 The constitutional monarchy that the Constitution of 1812 tried to put in place did
not come to fruition because in May of 1814 king Fernando VII declared it
invalid and restored absolutism.
 However, Cádiz and the Constitution of 1812 was a very important period in the
political and intellectual history of the Spanish-speaking world and represents a major
contribution to Western political thought and practice during the Age of Revolutions.
https://www.oxfordbibliographies.com/view/document/obo-9780199766581/obo-9780199766581-0161.xml
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 The Cadiz Constitution is regarded as the founding document of

liberalism in Spain. It is one of the first examples of classical
liberalism or conservative liberalism worldwide.
 It came to be called the "sacred code" of the branch of liberalism that rejected
a part of the French Revolution.
 During the early nineteenth century it served as a model for liberal

constitutions of several Mediterranean and Latin American nations. It served
as the model for the Norwegian Constitution of 1814, the Portuguese
Constitution of 1822 and the Mexican one of 1824, and was implemented with
minor modifications in various Italian states by the Carbonari during their
revolt of 1820 and 1821.
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 The Cadiz Constitution of 1812, published in the Philippines in 1814, led some to
believe (despite official explanations to the contrary) that they were now
exempted from paying tribute and rendering statute labor.
In Ilocos they demanded that, like the aristocracy (principales), the ordinary people be
relieved of statute labor. The revolt was suppressed because the people of the other
towns did not join the rebellion and remained under thecontrol of the principales
(Montero [1894:421-427]; Nieto [1898:3-10]). (The Sarrat Revolt of 1815)
The incident is remarkable because it was not an uprising against Spanish rule—the
rebels even asked the Augustinian parish priest for his blessing—but against the local
aristocracy.
The Cadiz constitution would continue to affect the whole Spanish empire for many
more years despite its being overridden by royal mandates.
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Week 3
Intended Learning Outcomes
1. Analyze the political, economic, and socio-cultural changes that occurred during Rizal’s time in the nineteenth century.
2. Acquire a clear understanding of Jose Rizal in the context of his times.
3. Appraise the link between the individual and society.

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Economic Context:
End of the Galleon

Trade, Opening of the
Suez Canal, Opening
of Philippine Ports to
World Trade, Rise of
the Export Crop
Economy and
Monopolies
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Galleon - A sailing ship in use (especially by Spain) from the 15th to the
18th centuries, originally as a warship, later for trade. Galleons were
typically square-rigged and had three or more decks and masts.
(https://www.lexico.com/definition/galleon)
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 The suppression of the galleon trade, which took effect

when the last galleon returned to Manila in 1815, was
not the end of trade with Mexico but rather marked its
privatization. Cargoes would now be carried to the
ports of Acapulco and San Blas, or Sonsonate in
Central America, on private vessels, not the state
galleon. This manifested the increasing confidence and
assertiveness of a small but growing class of private
businessmen.
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 The opening of the Suez Canal in 1869 cut the travel

time to Europe from three months to one month, and
direct steamship service to Spain was inaugurated in
1873.
 The intellectuals of the country gained access to western

political thought from the books and newspapers
brought by foreign travelers -- Ideologies of the French
and American Revolution -- Voltaire, Rousseau, Locke,
Montesquieu, Jefferson
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 Opening of Philippine Ports to World Trade
When Manila ports opened to world trade, other ports in

the colony such as Iloilo and Zamboanga followed.
There was a brisk demand for Philippine products such as sugar,

coffee, abaca, tobacco dyestuff and rice. This created opportunities as
anybody with capital and initiative may engaged in trade.
Soon the economy of the islands changed from being a subsistence

economy to cash crop.
Subsistence Economy - is an economy directed to

basic subsistence (the provision of food, clothing, shelter)
Cash Crop - a crop produced for its commercial value rather than for
use by the grower
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Transformed Philippines as the center for world trade

Provincial ports were opened to foreign merchants -- rice,
sugar, abaca, tobacco and indigo Broke her dependency on
the treasury of Mexico The economy of the Philippines rose
rapidly and its local industries developed.
Rise of the middle class -- intelligentsia or ilustrado --

comprised of the Spanish and Chinese mestizos.
Modernization of the country –

1839 : Mail service –
1852 : 1st paper money (Philippine bank) –
1880 : Hotel de Oriente (Binondo) –
1846 : 1st newspaper
60
Many families began trading in these products for the international market.
Families which were products of Spanish and Chinese intermarriage with
the natives became traders while others open new lands for farming. In the
process, these families became more affluent and formed the nucleus of the
middle class. The increased wealth allowed them to have better homes and
send their children to colleges and universities for higher education.
During the 19th century, the education of choice was the priesthood and
many families sent their sons to seminaries in Manila. They obtained
higher education degrees which made them equals of the Spaniards.
Eventually, they will become concerned with issues of equality including
secularization.
By the time of the birth of Jose Rizal, the quest of equality would be the cry
of the times.
61
Socio-Cultural:
Rise of the Chinese

Mestizo and the
Filipino Middle
Class (Clase Media),
Rise of the Inquilino
and Education
62
 As a result of great economic transformations in the life of the

Filipinos, a middle class (media clase) of Asian and Eurasian mestizos
emerged in the Philippines social pyramid. They formed the town
principalia – heirs of pre-Spanish nobility and were able to hold the
positions of Gobernadorcillo, who was later referred to as Capitan
Municipal, Lieutenants of Justice, and the Cabezas de
Barangay (heads of the barangays).
 The wealth of the pricipalia particularly the inquilinos came from the
profits generated from owned or rented lands.
inquilino (leaseholders of agricultural land)
 The Ilustrados (“the enlightened‟) emerged from the principalias or

middle class families and were educated in universities in the
Philippines and in Europe.
63
 Coincident with the rising commercial prosperity came educational

reforms. On December 20, 1863, a Royal decree provided for a system
of compulsory primary education with free instruction for the poor
and for the establishment of a normal school to graduate teachers for
primary schools. Some of the reasons for the decree were: to
propagate the Castilian language, to more effectively teach the
Christian religion, and to raise the standard of civilization of the
natives.
 Obviously, the families of the principales were in the best position to

take advantage of the decree; and opportunities to enter the normal
school would generally be confined to them. In 1864, the normal
school in Manila started to function.
64
 In 1875, another Royal decree established a faculty of Medicine

and Pharmacy in Santo Tomas, although selected courses in both
fields were offered a few years earlier. In the next year, courses in
notary public were offered. Consequently, natives who had been
able. to consistently take opportunities of the decree of 1863 and
then studied in the colleges were able to enter the university. Out of
this first batch, were men like Jose Rizal and Marcelo H. del Pilar,
who initiated the movement for reforms in the colony. A
succeeding group consisted of Apolinario Mabini and Emilio
Jacinto who were to play leading roles in the ensuing revolution.
6
5
 The ilustrados, as can be seen, were the educated elite that emerged
from the principalia class. As such they began to enjoy a special
prestige among the native population. Thus, among the natives,
prestige along educational lines had ceased being confined generally
to the priests.
The Ilustrados, considering that many Spaniards in the colony were

illiterate or uneducated, were able to demonstrate what
achievements natives were capable of. They would soon verbalize the
aspirations of the principalia for a greater share in determining the
destiny of the colony.
66
The Chinese in the Philippines
The Spanish government in the Philippines had a suspicious

relationship between the Chinese. But the Spaniards did not want to
get rid of the Chinese in the Philippines entirely.
The Spaniards tolerated the Chinese because they were economically

useful. During the height of the Galleon Trade or the Manila-Acapulco
trade, which really mostly carried goods from China, many Chinese
merchants in the Philippines imported all the things that the colonists
craved back at home: butter, flour, walnuts, oranges, salt pork, ham,
beef, and more. They knew how to monetize the Spaniards’ needs.
Retrieved from https://www.esquiremag.ph/long-reads/manila-s-chinese-in-the-17th-to-19th-centuries-a00293-20190515-lfrm August 15, 2020 How Manila’s Chinese in the 17th to 19th Centuries
Were Ostracized and Yet Considered as Essential Outsiders article by Mario Alvaro Limos
67
 According to Abinales and Amoroso, The Chinese took a very

prominent economic role in the 19th century as wholesalers, retailers,
and producers, especially of abaca and tobacco. They also became
monopoly contractors, which suited the needs of the Spanish colonial
government.
 In the social stratification in the 19th century, the Chinese had

significantly improved their status, from being a despised outsider to
being an essential economic asset in the Philippines. In that period, the
Spanish were still considered the altas – they were at the top, while
the Indios were at the base. Meanwhile, the Chinese mestizos became a
neutral populace that served as an economic link for the Spaniards and
the Indios.
Retrieved from https://www.esquiremag.ph/long-reads/manila-s-chinese-in-the-17th-to-19th-centuries-a00293-20190515-lfrm August 15, 2020 How Manila’s Chinese in the 17th to
19th Centuries Were Ostracized and Yet Considered as Essential Outsiders article by Mario Alvaro Limos
68
Week 4
1. Narrate the significant information about Jose Rizal’s family, childhood and early education.
2. Evaluate people and events and their influence on Rizal’s early life.
69
III. Rizal’s Life: Family, Childhood and Education

70
Ancestry and Birth of Rizal

and
Family and Family Life
71
Family Tree
made by Rizal
in Dapitan.
72
 Rizal descended from the line of Chinese immigrants. His great grandfather was Lam Co, the son
of Siang Co and Zun Nio in the village of Singque in the district of Chin Chew in Fujian province.
 In 1690, Lam Co migrated to the Philippines and settled in Manila. At the age of 35, he was
baptized into the Catholic faith in Binondo, then a parish managed by the Dominicans. He
acquired the Christian name Domingo, after the founder of the Dominican order.
 He married a Chinese mestizo named Ines de la Rosa, the daughter of Agustin Chin-co and Jacinta
Rafaela, a Chinese mestiza resident of the Parian. Domingo Lam Co (now spelled as Lamco)
developed friendly relations with two Dominican friars, Franciso Marquez and Juan Caballero who
convinced him to settle in the Dominican estate located in San Isidro Labrador Biñan, Laguna.
There, he helped construct the irrigation system of the farms which supported the Order.
73
 The marriage of Domingo Lamco and Ines de la Rosa produced many children, among whom a son named
Francisco, after one of Domingo’s friar friends. Francisco who assumed the name Mercado, was born in
1731. The name Mercado in Spanish meant “market”. (To steer clear of the anti-Chinese hostility of the
Spanish authorities, Lam-co changed the family surname to the Spanish Mercado (“market”), which also
signified their merchant roots.)
 Francisco Mercado grew up to be a merchant and married Bernarda Monica, a native of the hacienda at
the nearby town of San Pedro. The hacienda was also managed by the Dominicans.
 The union of Francisco Mercado and Bernarda Monica produced two sons, Clemente and Juan. Juan
Mercado would be Rizal’s grandfather.
74
 In 1783, Franciso Mercado was elected gobernadorcillo or municipal mayor of Biñan. His son Juan
Mercado was elected capitan del pueblo in 1808. He was again reelected to this position in 1813 and
1823.
 Juan Mercado married Cirila Alejandro, a Chinese mestiza. The marriage produced 13 children, among
whom was Rizal’s father, Francisco Engracio Mercado who was born in 1818. Juan Mercado died when
Francisco Engracio was only eight years old. As a child, he helped his mother run the family business.
In theh Dominican hacienda of Biñan, Francisco Mercado cultivated rice, corn and sugarcane.
 As a young man, Francisco ventured to Calamba, then a new Dominican frontier. He applied for a land
grant and was even rewarded with more land, so that he shortly became one of the top landholders of
the hacienda.
75
 When he was 30, Francisco married Teodora Alonso, a Manila-born girl 10 years younger than him.
Teodora’s great-grandmother was Regina Ursua of Cavite, who wedded Manuel Facundo de Quintos, a
lawyer from Pangasinan. They made their home in San Pedro Makati and gave birth to Teodora’s mother,
Brigida, who married Lorenzo Alberto Alonso of Biñan.
 In 1848, Governor General Narciso Claveria decreed that all natives adapt new family names so that they
can be taxed properly. Filipinos of noble descent like the Lakandulas and Makapagals whose ancestors
helped in the colonization of the Philippines were exempted from this decree. Also exempted were pure
Chinese who were taxed separately. The Mercado family which already intermarried with mestizos and had
lived in the island for considerable period were now considered as natives of the islands.
76
 Francisco Mercado chose to use the name “Ricial” which means green fields. But the new surnames caused
confusion among his business associates and clients forcing him to use a modified surname “Rizal Mercado”.
 When he was 30, Francisco married Teodora Alonso Realonda, a Manila-born girl 10 years younger than
him. Doña Teodora’s lineage began with Eugenio Ursua, a man of Japanese origin. Teodora’s great-
grandmother was Regina Ursua of Cavite, who wedded Manuel Facundo de Quintos, a lawyer from
Pangasinan. They made their home in San Pedro Makati and gave birth to Teodora’s mother, Brigida, who
married Lorenzo Alberto Alonso of Biñan. They had a daughter named Brigida Quintos who was Doña
Teodora’s mother.
77
 After the marriage, the couple relocated to another hacienda in the neighboring town of Calamba. The
Hacienda de Calamba was another landholding of the Dominican Order. It was originally owned by the
Jesuits but they were forced to give it up when their order was expelled by the Spanish authorities in 1868.
 The colonial government managed the hacienda until 1803 when they sold it in a public auction to a
layman named Jose G. Azanza. In 1831, Azanza was saddled with financial difficulties and he was forced to
sell his landholdings to the Dominicans.
 Under the Dominicans, lay administrators worked full time in the hacienda and rented out portions to
inquilinos or primary tenants. One of those inquilinos was Francisco Mercado.
78
 Don Francisco developed good relations with the Dominicans and was bale to lease from them 500 hectares.
Like in Biñan, Don Francisco grew rice, sugarcane and corn. His venture proved to be highly succesful as his
family became the richest in Calamba in a short period of time. He was able to build a “bahay na bato” house
near the town plaza, the location, indicative of the status, a principalia. The Doña managed a store at the
residence and worked the ham press.
 Aside from farming, the Mercados were involved in the trading of sugar and dye stuff. According to Jose Rizal,
Don Francisco managed to build a second “bahay na bato”in another part of town. The Mercado home also has
a library with a thousand books. As a prominent resident of Calamba, Don Francisco accommodated many
people in his main house including visitors from Manila consisting of priests and government officials.
79
 Don Francisco maintained good relations with the Dominicans that every time the Dominican administrator
would come to collect the rent, he would be given a fat turkey. It became a habit for the Dominican
administrator to go to the Mercados whenever he felt like having turkey for dinner.
 The good relations between the Mercado and Dominicans prompted Paciano (Rizal’s older brother) to write
Jose in 1883 to refrain from upsetting the friars as they had been very good to him and his family. At that
time, Jose was already in Spain and greatly influenced by freethinkers in Spain.
80
 The marriage of Don Francisco and Doña Teodora produced 11 children.
 Rizal was born at the midnight of June 16, 1861, a Wednesday.
 Rizal in his autobiography likened his birth as an entry into “this vale of tears”.
 It was a difficult childbirth and Doña Teodora almost died giving birth to him. As a thanksgiving, she
promised to bring the young Jose on a pilgrimage to Our Lady of Peace and Good Voyage in Antipolo
when it became possible.
 Rizal was given the name Jose after St. Joseph, the patron saint of workers. His second first name,
Protasio, after St. Protasius who was elected archbishop of Milan in 328 AD during the Roman Period.
81
 Jose was the first to use the surname “Rizal” exclusively by dropping his second last name Mercado when
he enrolled at the Ateneo de Manila Municipal in 1872, to dissociate himself from Paciano who was linked
to the martyred Filipino priests Mariano Gomez, Jose Burgos, and Jacinto Zamora. At that time Paciano
was under surveillance by the Spanish authorities.
82
 The Mercado Children
SATURNINA RIZAL (1850-1913) - Eldest child of the Rizal-Alonzo marriage. Married

Manuel Timoteo Hidalgo of Tanauan, Batangas.
PACIANO RIZAL (1851-1930) - Only brother of Jose Rizal and the second child.
Studied at San Jose College in Manila; became a
farmer and later a general of the Philippine
Revolution.
NARCISA RIZAL (1852-1939) - The third child. married Antonio Lopez at Morong, Rizal;
a teacher and musician.
OLYMPIA RIZAL (1855-1887) - The fourth child. Married Silvestre Ubaldo; died in 1887
from childbirth.
83
LUCIA RIZAL (1857-1919) - The fifth child. Married Matriano Herbosa.
MARIA RIZAL (1859-1945) - The sixth child. Married Daniel Faustino Cruz of Binan,
Laguna.
JOSE RIZAL (1861-1896) - The second son and the seventh child. He was executed by
the Spaniards on December 30,1896.
CONCEPCION RIZAL (1862-1865) - The eight child. Died at the age of three.
8
4
JOSEFA RIZAL (1865-1945) - The ninth child. An epileptic, died a spinster.
TRINIDAD RIZAL (1868-1951) - The tenth child. Died a spinster and the last of the
family to die.
SOLEDAD RIZAL (1870-1929) - The youngest child married Pantaleon Quintero.

85
RIZAL'S BAPTISMAL CERTIFICATE
His baptismal certificate reads:
"I, the undersigned parish priest of Calamba, certify that from the investigation made with proper
authority, for replacing the parish books which were burned September 28, 1862, to be found in Docket No.
1 of Baptisms, p.49, it appears by the sworn testimony of competent witnesses that Jose Rizal Mercado is
the legitimate son, and of lawful wedlock, of Don Francisco Rizal Mercado and Dona Teodora Realonda,
having been baptized in this parish on the 22nd day of June in the years 1861, by the parish priest Rev.
Rufino Collantes, Rev. Pedro Casanas being his godfather. -- Witness my signature."
(Signed): Leoncio Lopez

86
Rizal as a Child
and Adolescent
87
 Rizal had generally pleasant memories of his childhood. At the age

of seventeen, he wrote about this stage in his life in his
autobiography entitled, “Memorias de un Estudiante de Manila”.
Rizal used his pseudonym “P. Jacinto” to keep details of his life
private but eventually revealed himself by signing his name at the
end of his work.
 Rizal wrote beautiful memories of his birthplace as the surroundings

of his hometown of Calamba were beautiful, green and verdant
fields.
 Rizal’s home had a large yard planted with various fruit trees and
flowers. Rizal’s surroundings were conducive to the awakening of
the artist in him which manifested in later life. He would later
immortalize the town of his birth in a poem entitled, “Un Recuerdo
A Mi Pueblo”which he wrote when he was fifteen years old.
88
 Rizal’s big family was a happy one. It was full of joy and
tempered reverence.
 He described his father as “a model of all fathers”. His mother

as a “cultured woman of Manila”. She knew literature and spoke
Spanish better than he did. She was also a mathematician and
has read many books.
 His brother Paciano studied at the Collegio de San Jose which

was managed by the society of Jesus. His sisters were educated
at the Collegio dela Immaculada Concepcion a fashionable
boarding school in suburban Manila.
 Mercado children were tightly bound by love and

companionship. They were well trained by their loving parents
to love each other and behave properly in front of others.
89
 Jose was called several nicknames by his brother and sisters like Ute or Moy.
Outside of the house, he was called Pepe or Pepito.
 Pepe was small and had a fragile physique. His head was large and it was a
laughing matter that he would fall after standing up.
 He developed a love for sculpture and when his sisters joked about the head
of his sculpture disproportionately large compared to his body. Jose retorted
that “someday people will make statues of me.”
 Jose developed a strong bond with his brother Paciano whom he considered
as a second father. Paciano on the other hand, respected the potentials of his
younger brother and supported him in his endeavors in the coming years.
90
 When Jose Rizal was four years old, he experienced the first sad episode of his
life. His sister Concha died of a disease. According to Rizal, for the first time,
he wept tears of love and grief.
 At an early age, Rizal was first taught by his mother. His superior intelligence
induced his parents to hire tutor for him. Among them were Lucas Padua and
Leon Monroy who taught Rizal Latin. His mother encouraged his passion for
poetry. He also had a passion for anything new and his eyes lit up for every new
discovery. He draw things that he saw, like, trees, flowers and birds. He would
make his own ink using charcoal and the juices of various leaves and flowers.
 Rizal also had a taste for mischief. One afternoon, when most family were
having their siesta, Jose and Josefa were playing in the yard. Jose lit up a bottle
of gunpowder and the resulting explosion burned his sister’s face. Doña
Teodora gave him a severe spanking from her fearsome slipper. In latter life,
Jose appreciated the stern discipline of his mother saying that “Surely a man
owes everything to God.”
91
 One of the memorable anecdotes between the young Rizal and his
mother was the time his mother was reading to him a Spanish reader
entitled “El Amigo de los Niños” (The Children’s Friend). She noticed
him not paying attention, instead was attracted to a pair of moths circling
the flame of the oil lamp. Of the two moths, one was larger and it was
assumed that it was the mother of the smaller one.
 The smaller moth got so attracted to the flame that it flew too close that
its wings got burned and fell into the oil and died.
 The story of the moths had a change in the mind of the young boy and as
Doña Teodora put him into bed and she said, “Don’t be disobedient or
you may get burned as it did.” Rizal, however, had a different view. The
story revealed to Rizal things then unknown. ‘Moths were no longer
insignificant insects’. Moths talked; they know how to warn. They
advised 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.
92
 Aside from his immediate family, Rizal’s three uncles added to Rizal’s inspiration. His uncle Gregorio
influenced his interest to read books. His uncle Jose Alberto who was educated in Calcutta, India
encouraged him to sketch, paint, and sculpt. While his other uncle Manuel looked after his nephew’s
physical development. He taught him swimming, fencing, wrestling and other sports.
 The young Rizal made various statuettes molded of clay and wax. He spent time riding on a pony his
father bought and his black dog named Usman was his companion.
 In latter life, his sister Trinidad recounted that Rizal’s entertaining skills and sense of humor attracted
many women who loved his company.
93
 When Rizal’s tutor Leon Monroy died, Don Francisco decided that his son should have his first taste
of formal education.
 In June 1870, Paciano brought his younger brother to the school managed by Maestro Justiano
Aquino Cruz. Rizal was nine years old at that time. The school was the house of his teacher. Rizal
described him as a tall, thin, long necked man with a body slightly bent forward.
 Maestro Justiano Aquino Cruz was quick to discipline his students for infraction with a short thin
stick especially if the wrong answer is given. This was a severity to young Jose’s mind, and not a day
pass when he did not receive not a few sharp strokes from his teacher’s short stick.
94
 Immediately after he was assigned a seat in the classroom, his teacher asked him if
he knew Spanish and Latin. His answer to both questions was “Un poco Señor” (a
little Sir), which elicited laughter from his fellow students. He got mocked for his
small size because he only knew Un Poco.
 Later, the young frail boy became the object of bullying from his classmates
especially from Pedro the son of the schoolmaster. It came to a point of a brawl.
With the wrestling skills he learned from his uncles, Jose eventually defeated the
class bully. Jose never backed down from a fight. At times, he was defeated by
stronger students and one time, he nearly cracked his skull after arm-wrestling with
his classmate named Pedro Lakundanan.
 Jose was an outstanding student surpassing his classmates in Spanish, Latin and
other subjects. He was very popular that some his classmates spread rumor to
discredit him.
95
A Taste of Injustice
In June 1871, an incident in the family forever changed Rizal’s view of Filipino society. Doña
Teodora was accused as an accomplice of Jose Alberto of trying to poison the latter’s wife. Don Jose Alberto
was a rich landowner who went on a trip to Europe and when returned home he found his household in
disarray and that his wife who was her namesake, Doña Teodora Formoso de Alberto, was committing
adultery as she was found living with another man. Enraged, Don Jose tried to seek divorce from his wife.
According to Rizal, his mother tried to mediate between the feuding spouses. Don Jose’s wife
connived with the alferez (a military officer) or the police chief of Calamba to have Don Jose and Doña
Teodora arrested for trying to poison her. According to him the alferez had a grudge against his family
because he did not provide fodder for his horse for a time; he and his men were so brutal in placing her
under arrest.
96
When brought before the gobernadorcillo or town mayor who was also the justice of the peace of
Calamba, Jose’s mother was also treated harshly. Jose attributed the treatment to the fact that one tome the
gobernadorcillo was not given a place of honor in one of the banquets in their house and that the family refused
his requests for free chickens and turkeys.
Instead of just confining Doña Teodora in the town jail, he sent her on foot to the provincial jail of
Santa Cruz more than 50 kilometers away. The gobernadorcillo tried to make her admit the crime by promising
leniency. After 2 years, Doña Teodora was released.
Rizal had witnessed official injustice before having seen as a young boy ordinary folk being whipped
for not saluting the Civil Guard. He never thought that injustice could be so severe as depriving his family of his
mother during the early years of his life. In his writings about his life, Rizal wrote that he developed a distrust of
people especially when it came to power.
(Watch the video ang “Lihim ng Pamilya ni Rizal” in youtube)

97
Another incident which carved an indelible mark on Rizal’s mind was the execution of the
Filipino secular priests Fathers Mariano Gomez, Jose Burgos and Jacinto Zamora. The three priests were
implicated in the Cavite Mutiny of January 20, 1872. The mutiny began when workers joined by the
soldiers of the arsenal led by Sergeant Lamadrid were discontented with the revocation of their exemption
from their compulsory community labor and increased tax deduction from their monthly pay.
During the previous administration of the liberal Governor Carlos Maria de la Torre, Filipino
liberals and seculars were allowed to voice out t heir grievances. While displaying a sympathetic face to the
Filipinos, de la Torre discreetly ordered his officials that the leaders and followers of the reformists and pro-
secularists be identified as potential trouble-makers.
98
When Governor Izquierdo took over, he ruled with an iron fist and revoked many of his predecessors reforms. The
Filipinos on the other hand, struggled to defend their gains under the previous regime.
The Cavite Mutiny provided the pretext for the conservatives to eliminate the Filipino liberals. At that time, was a
young eleven year old boy. When asked why the three secular priests were executed, he was told to hush up as the Spaniards
had become suspicious abut anyone wishing to know about what happened in 1872.
The GOMBURZA execution awakened the nationalism of the Filipinos and they became aware of the fact that
anyone or anything threatening Spanish superiority in the country would be severely dealt with.
99
The Mercado family had a special relationship with one of the priests as Father Burgos was a professor and friend of
Paciano. Their link with the martyred priests would be treated with suspicion by authorities. Paciano quit college after the
exution and related the story of martyrdom to his younger brother.
Several years later, Jose wrote abour Burgos:

“He awakened my intellect and made me understand goodness and justice. His farewll words I will always
remember- I have tried to pass on to you what I received from my teachers. Do the same for those who come after you.”
Rizal dedicated his second novel “El Filibusterismo” to the memory of the GOMBURZA priests offering it as a “tardy
wreath on your unknown tombs!”
100
Week 5
1. Narrate and analyze the experiences of Rizal’s formal education in the Philippines and abroad.
2. Appraise Rizal’s relationship with other Filipino propagandists in Spain.
3. Trace and appreciate the importance of Jose Rizal’s travels to Europe, the United States of
America, and to other Asian countries.
101
Rizal’s Formal / Higher Education

1
0
2
The Ateneo Years,1872- 1877
 In June 1872, Jose was sent to Manila to study at the Ateneo Municipal. It was only 4
months after the execution of GOMBURZA. The Domincan authorities who were
tasked to supervise secondary education in the Philippines since 1866, sent notice to
the provinces about the holding of entrance examination for students wishing to take
up secondary education. The announcement or aviso for the entrance examination
was issued by Don Antonio Estrada , the Secretary General of the University of Sto.
Tomas.
 Earlier in1865, Queen Isabela II gave the authority for the Domican run University of
Sto. Thomas to supervise secondary and higher education in the islands.
 Accompanied by his brother Paciano, Jose left for Manila on une 10 1872. It was his
first trip to Manila and he took his examination at the Colegio de San Juan de Letran.
103
 After passing the examination, Jose was given a choice where to study. He chose
Ateneo which was also the choice of his father who at first wanted him to study in
Letran. At that time, Ateneo was inside Intramuros near the western walls facing the
Manila Bay.
 Jose almost did not make his matriculation in Ateneo because the school registrar Fr.
Margin Fernando believed that he was late for registration and because he appeared to
be frail and sickly. Through the intercession of Manuel Xeres Burgos, Jose was able to
enter the Jesuit institution. Jose used the surname “Rizal” for the first time and he
was the first in the brood to do so to avoid in association to the martyred Fr. Jose
Burgos. This fear turned out to be unfounded as records at the University of Sto.
Tomas showed that Rizal continued to use the surname “Mercado” and there was no
reprisal or suspicion from the authorities.
104
 Jose was called an externo or a living out student during his days in the Ateneo
Municipal. He lived in a house in Caraballo Street in Santa Cruz, outside the walled
city. It was some twenty-five minutes from his school. The house was owned by a
certain Titay who owned the Mercado family P300.00.
 For the next ten years from 1872 to 1882, Rizal would be a Manila student
(Estudiante de Manila). This was what he called himself in his memoirs. Of these
years, five years were spent at the Ateneo. The stykle of education practiced by the
Jesuits gave empahisis to rigid discipline, characted building and religious
instruction. All classes began and ended with prayers. At the first day of classes in
June, Rizal heard mass at the college chapel.
105
 In Rizal’s class, they were divided in to two groups, namely the Romans and the
Carthaginians. Rizal was grouped with the Carthaginians. The empires have
ranks and the leaders were the standard bearers, which was the fifth best student
in the group, higher than the standard bearer was the centurion; next was the
tribune and the highest rank is the emperor. Within the “empire” the students
fought for these positions by challenging the one’s holding the ranks to answer
questions based on the day’s lesson.
 Rizal’s first day in the Ateneo and all the days he spent as a student there began
with attendance to mass held at the chapel. Hearing mass everyday was part of
his training. On his first day of class, Jose prayed fervently for success and
guidance. Then he went to his class which was composed of peninsular
Spaniards, insulars, mestizos and natives.
106
 He remembered his first professor, Fr. Jose Bech whom he gave an unflattering
description: “a tall, thin man with a body slightly bent forward, with a hurried walk,
an ascetic face, sever and inspired, small deep-sunken eyes and a sharp nose which
was almost Greek and thin lips forming an arc whose ends fell toward the chin.”
 Being a late comer in the class and having the little knowledge of Spanish, Rizal was
placed at the bottom of the class and assigned with the Carthaginians. His having
crude knowledge of Spanish was a source of ridicule from his Spanish classmates. Jose
studied hard and and spend long hours reading.
 He convinced his father to acquire a whole set of Historia Universal by Cesar Cantu.
He became a lover of books, both fiction and nonfiction.
107
 Among his favorite books were the count of Monte Cristo by Alexander Dumas and
Travels to the Philippines by the German scientist Feodor Jagor. To improve his
knowledge of Spanish, he took private lessons at the Santa Isabel College during break
time. In time he became an excellent student during his first year and landed as the
emperor of the Carthaginians. His prize was a religious picture which he fondly
remember as his first prize ever won in Ateneo.
 There was a fraternity in the Ateneo called the Fraternity of Mary and Saint Louis
Gonzaga in which admitted only those who distinguished themselves in class. This
group meet on Sundays and after mass held programs where poems where recited and
debates were held. These activities impressed on Rizal the need for emulation and that
there is a need to surpass oneself and his colleagues and strive for excellence. This was
necessary for one to become a worthy person.
108
 Rizal placed second at the end of the second semester but his grades remained
excellent. Rizal’s life at this time was marked by sadness because his mother was still in
prison.
 At the beginning of his second year , he moved into the house of his new landlady, Doña
Pepay who had a widowed daughter and two sons. Rizal regretted having neglected his
studies during the last semester and he regained the title of emperor. By the end of the
school year, he received a gold medal for his excellent grades.
 When Rizal returned for his third year, his mother was released from prison. He was
able to concentrate more on his studies. However, at the end of the year, he remained
dissatisfied even as his grades remained excellent. He won only a single medal in Latin
as his Spanish classmate beat him in Speaking Spanish.
109
 By the time he entered the fourth year in Ateneo on June 14, 1875, he had as one
of his professors Fr. Francisco de Paula Sanchez whom he describe as a great
educator and scholar, a model of rectitude, and had a great devotion to the
student’s progress. Under Fr. Sanchez, Rizal was inspired to study harder and
write poetry. The older man became an admirer and a friend of the lad from
Calamba. Rizal gave him his highest affection and respect and considered him his
beloved professor in Ateneo.
 At this time, Rizal wrote many poems which were inspired by Fr. Sanchez. All of
Rizal’s poem in Ateneo were pro-Spanish in nature. These were about history,
childhood memories and more.
1
1
0
Poems written by Jose Rizal during his Ateneo days:
Felicitacion (Feleicitation)
El Embarque: Himno a la Flota de Magallanes (The Departure Hymn to Magellan’s Fleet)
Y Es Espanol: Elcano, El Primero en dar la Vuelta Mundo (And He is Spanish: Elcano the first
to Circumnavigate the Globe)
El Combate: Urbiztondo, Terror de Jolo (The Battle: Urbiztondo, Terror of Jolo. The last
poem was a tribute to the Spanish conquest of Jolo by Governor General Antonio
de Urbiztondo in 1851.
111
Other outstanding poems written by Rizal in 1876 showed the unmistakable influence of Fr.
Sanchez. These included themes which were religious in nature, others were about history and
education. These were
La Tragedia de San Eustaquio (The Tragedy of St. Eustace) – this poem narrates the
tragic story of St. Eustace.
Un Recuerdo a Mi Pueblo (In Memory of My Town) - this is a poem written by Rizal

in honor of his birthplace Calamba.
Alianza Intima Entra la Religion y la Buena Education (Intimate Alliance Between

Religion and Good Education)
1
1
2
El Cautiverio y el Triunfo: Battala de Lucena y Prision de Boabdil (The

Captivity and Triumph: The Captivity and Imprisonment of Boabdil) – This poem
describes the defeat , capture and imprisonment of Boabdil, the last Moorish Sultan of
Granada, the last Muslim Kingdom to fall to the hands of the Spaniards in 1492
La entrada Triunfal de los Reyes Catolicos en Granada (The Triumphal Entry

of the Catholic Monarchs into Granada) – This poem narrates the entry of King
Ferdinand and Qqueen Isabela I into Granada following their conquest of the Moorish
kingdom.
113
During his final year in Ateneo, he wrote:
El Heroismo de Colon (The Heroism of Columbus) – was Rizal’s tribute to

Christopher Columbus, the discoverer of America;
Colon y Juan II (Columbus and John II) – the poem narrates how King John
II of Portugal missed fame and riches by failing to finance
Columbus expedition to the Americas
Gran Consuelo en la Mayor Desdicha (Great Comfort and Great Misfortune) –

the poem is a legendary narration in verse of the voyage of
Columbus
Al Niño Jesus – dedicated to the Child Jesus and Ala Virgen Maria which was
offered to the Virgen Mary
114
 Under Father Sanchez’s guidance, Rizal topped all his examinations in

all subjects, won five medals and at the end of the school year proudly
went back to Calamba to show his excellent achievements to his parents.
 In June 1876, Rizal returned to Manila to complete his studies in

Ateneo and on March 23 1877, he received his degree of Bachiller en
Artes with honors. The degree is equivalent today to a high school
diploma.
115
116
 Other aspect of Jose Rizal at the Ateneo
 The Painter and Sculptor – he studied painting under Agustin Saez, a famous
Spanish painter. He also studied under Romualdo Teodoro de Jesus a noted
Filipino sculptor who had his studio in Santa Cruz, Manila. De Jesus was known as
“Lolong”, impressed upon the young Rizal the need to preserve and protect the
identity of the Filipino nation. He was likely the model for the character Filosopo
Tasio in his novel “Noli Me Tangere”, not Paciano Rizal, as written by other
historians. De Jesus taught Rizal to sculpt and carve.
 Rizal impressed his Jesuit professor by carving the image of the Blessed Virgen
Mary on a piece of batikuling, a very hard Philippine wood, using just a pocket
knife. One of his professors, Fr. Lleonart requested Rizal to carve an image of the
Sacred Heart which he did in a few days. Long after Jose left for Ateneo, the image
remained in the school for twenty years where it was placed at the door of the
dormitory. Later this sculpture was shown to Jose during his final hours at Fort
Santiago in 1896.
117
 A Devout Catholic – Rizal Became a member of the Marian Congregation in

which he later served as the secretary. He also regularly attended mass in the
morning before going to class which became his habit even as a young student in
Biñan.
 A Lover of the Arts and Sciences – Rizal was also an actie member of the
Academy of Spanish Literature and the Natural Sciences.
118
 The First Romantic Episode
Rizal’s days just after leaning the Ateneo had a romantic climax
– his first romance. He was just sixteen years old when he was attracted to a
young lass from Lipa, Batangas named Segunda Katigbak, the sister of his
friend Mariano. Describing the then fourteen year old, “she was rather
short, with eyes that were eloquent and ardent times and languid at others,
rosy-cheeked, with an echanting and provocative smile that revealed very
beautiful teeth and the air of a sylph; her entire self diffused a mysterious
charm.”
Rizal was smitten by intoxicating poison of love as his heart

palpitated with strange ectasy when he saw her among the guests in his
grandmother’s house. His grandmother’s guests knowing about his skill in
painting cajoled him into drawing a portrait. Rizal complied and as he was
doing his sketch of her, Segunda smiled and he blushed.
119
It was also apparent that Segunda reciprocated Rizal’s overtures and

had feelings for the young lad. However, whatever love they had for each other
was hopeless one as Segunda was already engaged to be married to her to her
town mate Manuel Luz. At that time, boys at the age of sixteen and girls at the
age of fourteen are already considered marriageable.
Rizal and Segunda met for the last time during Christmas in 1877.
He was going home to Calamba while she was going to Lipa the following day to
take care of her baby sister.
Three years later, Rizal would write of his first romance:
“Ended at an early hour my first love! My virgin heart will always

mourn the reckless step it took on the flower-decked abyss. My illusion will
return, yes but indifferent, uncertain, ready for the first betrayal on the path of
love.”
De Viana, Augusto V. Jose Rizal In Our Times: A Guide For The Better Understanding Of The Philippines’ Foremost National Hero. Mandaluyong City: Books Atbp Publishing Corp., 2014.
120
 In the University of Santo Tomas, 1877 – 1882
After completing his education at the Ateneo, Rizal’’s mother wanted

him to return home and look after the family business. Doña Teodora feared that
with additional knowledge, the Spanish authorities might cut off Jose’s head. She
blamed the fate of the Filipino intellectuals to the level of education they received
which they used to challenge Spanish rule in the islands. A family council was held
and Don Francisco and Paciano were able to prevail over Doña Teodora’s
objections. Rizal would later write whether his mother had intuition to know what
will happen to him decades in the future.
De Viana, Augusto V. Jose Rizal In Our Times: A Guide For The Better Understanding Of The Philippines’ Foremost National Hero. Mandaluyong City: Books
Atbp Publishing Corp., 2014.
121
 In April 1877, Rizal, then sixteen years old enrolled at the University of Sto. Tomas
taking up Philosophy and Letters.
 Rizal was unsure of what course to take but a lawyers course would have been fine and
his father liked it. Rizal himself was inclined towards the arts. For his first terem in
1877 – 1878, Rizal studied at the Philosophy program which was actually a course
which prepares the student for the study of law or priesthood. In the following term in
1878-1879, Rizal decided to shift to medicine, prompted by his desire to cure his
mother’s failing eyesight.
 Another reason for shifting to medicine is the glamor of the medical profession along
with its employment opportunities.
 Rizal was given the rare privilege of taking up the Curso de Ampliacion or the
Preparatory course to medicine proper and First Year Medicine at the same time. This
practice was not allowed and it required the approval of the Governor General of the
Philippines.
122
When he entered the University of Sto. Tomas, Rizal entered into a

different world. At the University of Sto. Tomas, the students attended the classes
for three hours. The rest of the day was free time. This was th epractice in Europe in
which the college students were given more freedom because they were believed to
be more mature and responsible.
Many of the students used their spare time to do la cuacha or play truant.
They would cross over the Pasig River to the neighboring arrabal or district of
Binondo and spend time at the cafes, panciterias, and other watering holes of
Escolta, Sacristia (now Ongpin) and San Fernando Streets.
123
Rizal spent his time studying and went back to Ateneo in 1877 – 1878
to take up land surveying course which was then a vocational course. He
competed the course and was awarded the title of perito agrimensor. He passed
the final examination for the course but could not practice the profession because
he was only seventeen, underage. He was issued a certificate on November 25,
1881.
Even as a student at the University of Sto. Tomas, Jose often visited

his old school and active in Ateneo’s extracurricular scene.
124
Photo of Jose Rizal’s grades in the University of Sto Tomas. Photos were taken from the
facebook page of the University of Sto. Tomas.
125
 The Thomasian Student
Rizal’s first class in medicine consisted of 24 students, these are, three

Peninsular Spaniards, three Philippine-born Spaniards and the rest were natives.
Rizal finished his Ampliacion studies without incident. He was not the best
student in class but he ranked high among his classmates. For all his first year medical
course, all of his grades were bueno or good.
There was one small but interesting event which happened during Rizal’s
first year in his medical studies.
126
The University undertook a fund-raising campaign in December 1878 to erect a

staute in honor of the University’s benefactor and founder, Arcbishop Miguel de Benavides.
The then University Rector Fr. Joaquin Fonseca asked Governor General Domingo Moriones
to raise funds from students and professors the statue and construct the monument with
needed 30, 000 pesos.
The fund-raising effort reflected in Chapter 12 of El Filibusterismo in the

conversation between Placido Penitente and Juanito Pelaez in the campaign to collect funds
for the statue of “Father Baltasar” – alluding to Bishop Benavides. “Father Baltasar was not
entirely fictitious. It referred to Father Baltasar Fort, the executor of Archbishop Benavides’
will which led to the founding of the University in 1611.
127
The project however, was called off after raising only 4,000 pesos and
thirteen years had to pass before the monument is finally completed. The statue
which was cast in France was installed at the Plaza Santo Tomas in front of the
university building in Intramuros in 1891. It was relocated to Sampaloc campus in
1946.
In his second year of Medicine in 1879-1880, Rizal’s subjects were

handled by two lay professors, Jose Franco and Carlos Nalda. Rizal remembered
Professor Franco in unfavorable terms. “He was notorious for failing his students”,
according to Rizal. Most likely Franco was the model for Padre Million in the
Chapter the Class in Physics in his novel El Filibusterismo. Rizal would meet Franco
again, that time as his classmate at the Universidad Central de Madrid in 1884.
128
At the end of the school year, eleven students passed Professor Franco’s
subject. Seven students failed. Rizal got the consistent grade of Bueno (Good) and
placed sixth in the class standing.
The school year saw the passing of Fr. Francisco Gainza, the famous
Bishop of Nueva Caceres (Naga) on July 31, 1879. He was perhaps the most
learned professor at the University during the time of Fr. Jose Burgos and describe
as the leading Dominican in the Philippines 19th Century unsurpassed in wisdom,
literary output and administrative capability. However, Rizal remembered him in
a negative way, recalling Fr. Gainza’s opposition of teaching Spanish in
Elementary.
129
The three poems written by Rizal during his second year in medicine:
Abd-el Azis y Mahoma in December 8, 1879
A Filipinas – a sonnet entitled which was written in February 1880
A la Juventud Filipina – won first prize at the Liceo Literario Manila, became
known for its immortal words when it referred the youth as the fair
hope of mother land (La bella esperanza de la patria mia – the fair
hope of my country).
130
In 1880, Rizal submitted a literary work which he

presented to Liceo Artistico-Literario which held a contest
commemorating the 400th death anniversary of Spain’s national
poet, Miguel Cervantes. Members of the Spanish community
which included newspapermen, priests and professors participated
in the contest.
Rizal joined the competition with his entry El Consejo

de Los Dioses. – a play written in praise of Spains national poet
Miguel de Cerevantes in which Rizal wrote about him being the co-
equal of Homer and Virgil.
131
The jury which composed of Spaniards awarded Rizal the grand prize. The
Spanish community especially the press were appalled that an Indio won the prize and
the Castillian community howled in protest. The Board of Judges however stood firm
on their decision and awarded Rizal the grand prize – consisting of a gold ring on
which there was an engraved bust of Cervantes.
When the prize was finally awarded to Rizal there was practically silence.
Nobody clapped or cheered. Spanish pride was really hurt. It was the first time a
Filipino, an Indio, excelled in that national literary contest besting the best Spanish
writers of the Philippines at that time.
132
During his third year, Rizal’s class dwindled to only eleven

students consisting of two Spaniards and nine Filipinos.
Notable events during this period included the political

changing of the guard as the Gov. Gen. Moriones was replaced by Gov.
Gen. Fernando Primo de Rivera. The school began with the University
without a Rector, Fr. Fonseca was ordered by the Master General of the
Dominicans to relinquish his post, Fr. Jose Cueto became its acting
Rector.
Classes began on July 3 and on the 18th a very strong

earthquake struck leaving the chapel and the several rooms of the
University seriously damaged. Classes were suspended for one month to
allow the students to go to the provinces and to allow the priests-
professors to occupy other rooms as their living quarters were rendered
uninhabitable.
133
Schools resumed on August 30. During that year Jose Rizal

wrote a one-act play entitled Junto al Pasig at the requests of the Jesuits
and it was staged at the Ateneo on the occasion of the feast day of the
Immaculate Concepcion. It was a subtle satire which showed his
nationalist ideas.
At the end of the school year, Rizal’s class was reduced by two students.
Rizal’s grades were Aprovado, Sobresaliente and Bueno.
School Year 1881-1882 will be the last for Rizal before deciding to
continue his education outside of the Islands. At the end of the school year, Rizal
garnered a garde of Notable in all of his subjects.
134
 Decision to Continue Studies in Spain
The best possible reason why Rizal left for abroad was that his family
had the means to send him abroad to continue his education since having a foreign
education especially obtained in Europe was a prestigious and status symbol.
The second reason was Europe was seen as the center of scientific and
educational advancement at that time and Rizal went to Europe to train at the
guidance of experts and to acquire valuable knowledge. Universities in Europe may
provide the needed training in curing his mother’s eye disease.
135
 The Discrimination in UST
Most of Rizal’s biographers paint a rather unfavorable picture of the University of

Santo Tomas and its Dominican Administrators. The Chapter “Class in Physics” in El
Filibusterismo was used by teachers to reflect the type of education in UST. Rizal’s decision to
study abroad was attributed to these reasons.
Reasons that Rizal was thought to be discriminated in Santo Tomas
1. Rizal’s grades in Ateneo were often compared with those in Santo Tomas.
2. Hostility of the university professors against Filipino students.
3. Allegations that Santo Tomas was below standard.
136
There was no discrimination
1. It would be unfair to compare Rizal’s Ateneo grades with those at the UST.
Bachiller en Artes from Ateneo was only equivalent to high school. The medical
course was more advanced, intensive and grueling.
2. Rizal was given the rare privilege of taking up Curso de Ampliacio or

Preparatory Course to Medicine and First Year Medicine at the same time. This
practice was anomalous and could only be undertaken with the permission of the
Governor General.
3. In the first year of Rizal’s class in medicine, there were 24 students, only seven
managed to reach the fourth year with Rizal placing second in ranking; only one
Philippine born Spaniard remained. Rizal would not have lasted until this stage if
he was really persecuted.
137
4. On the alleged below standard education, the University recruited applicants that met
the qualifications set by Spain. Though the Faculty of Medicine was established six years
before Rizal enrolled it was in the continuing process of modernization. It also ssent
professors to pursue specialized studies. In 1883, the UST Museum reported having a
collection of 5, 747 biological specimens.
5. The University had the facilities, trained staff and materials which were at par with
other institutions of the era.
138
6. Rizal’s not so stellar grade could be attributed to other causes. There were no Fr,
Sanchez to guide and watch over him.
7. Rizal was not very inclined to the sciences but to humanities and the fine arts.
8. He was active in extracurricular activities in the Ateneo. It was also inevitable that
he became involved with groups of boys his age. Among these groups were El
Compañerismo (The Comradeship). Members of the group figured in clashes with the
Spanish students and Rizal was reportedly involved in one of the clashes as he was an
expert in fencing and wrestling.
9. Another source of distraction for Rizal was the opposite sex. After recovering from
the loss of Segunda Katigbak, Rizal courted a young woman whom he hid under the
name “Miss L” and he described as “fair with seductive and attractive eyes”.
139
After several visits to her house, Rizal ended his romance with her. Nobody knows who
Miss L isas Rizal never gave her name. She was probably one of the daughters of her
landlady Doña Concepcion Leyva.
When Rizal was in Second Year, he was often invited in the house of Capitan Juan
Valenzuela, his landlady neighbors. They had a charming daughter name Leonor. Rizal
began courting Leonor; he called her Orang. He exchanged letter with her using water
saturated with table salt as ink. The contents of the letter revealed themselves when
passed over a candle. Rizal stopped short of proposing to Leonor.
140
Rizal’s next love was another young girl named Leonor Rivera, hailing from
CMILING Tarlac and was six years younger than Rizal being born on April 11, 1867. Rizal lived
in Casa Tomosiana which was managed by Leonor’s Father, Antonio.
Rizal described her as a “frail, beautiful girl, tender as a budding flower with kindly
beautiful eyes.” Romance bloomed between the two who tried to hide their intimate relationship
from relatives and friends. Often the couple wrote to each other in code with Leonor writing her
name as “Taimis”. Leonor’s mother objected to the relationship and would later hinder the
romance in latter years.
Aside from the two Leonors, there was a third girl, Vicenta Ybardaloza from
Pagsanjan whom Rizal courted at the same time. It appeared that the relationship between
Rizal and the three women overlapped each other before Rizal settled with Leonor Rivera.
141
Also the decision to send abroad was in keeping with the Spanish tradition that the
eldest son, in this case, Paciano, will take care of the family business and eventually inherit all
of the family’s wealth while the younger son, will have to seek out and build his personal
fortune.
Rizal’s decision to leave for Spain had the blessing of his brother and his Uncle
Antonio Rivera, Leonor’s Father. He decided not to seek his parent’s blessings knowing that
they will not approve of his plan. He also did not inform Leonor Rivera that he was leaving
the country.
142
Rizal’s Life Abroad (1881-1867):

Student, Traveler, and
Propagandist
143
Dr. Jose Rizal was considered as the “Most Travelled Filipino Hero”. He
travelled to almost 20 countries and about 40 island cities.
 Rizal Departure for Spain
Before Rizal’s secret departure, he wrote a farewell letter to his parents and sweetheart
Leonor Rivera which was delivered to them – after he sailed away.
May 3, 1882 – On board the Spanish steamer, Salvadora, Rizal departed for Spain using
Jose Mercado on his travel documents. His main reason in leaving the
Philippines was to transfer at the Universidad Central de Madrid in Spain to finish his
medicine course. On board the steamer were 16 passengers, including Rizal. He was the
only Filipino, the rest were Spaniards, British and Indian Negroes.
Ariola, Mariano M. Life, Works, and Writings of Dr. Jose P. Rizal. Manila: Purely Books Trading and Publishing Corp., 2013 .
144
May 8, 1882 – On his way to Spain, he had a two-day stopover in Singapore, an English
colony. He reached the island considered by him as “Talim Island with the Susong
Dalaga” on May 8, 1882. The following day, May 9, Rizal registered at Hotel de la Paz and
spent two-day sightseeing sorties of the city. He saw the Botanical Garden, the famous
Buddhist Temple and the founder of Singapore Sir Thomas Stanford Raffles.
May 11, 1882 – He was onboard the steamer Djemnah, a French steamere, much larger
and cleaner than Salvadora. On board the vessel were British, French, Dutch, Spaniards,
Malays, Siamese and Filipinos like Mr. and Mrs. Salazar, Vicente Pardo and Rzal himself.
French was mostly spoken on board because it was a French vessel.
Ariola, Mariano M. Life, Works, and Writings of Dr. Jose P. Rizal. Manila: Purely Books Trading and Publishing Corp., 2013.
145
May 17, 1882 – He arrived at Point Galle, a seacoast town in southern Ceylon (now Sri
Lanka). The town is picturesque, lovely, quiet and sad at the same time, according to
Rizal.
May 18, 1882 – He had a stopover at Colombo, the capital of Ceylon. According to
Rizal, Colombo is more beautiful, smart, elegant than Singapore, Point Galle and
Manila.
May 28, 1882 – From Colombo, Ceylon, the Djemnah continued voyage and crossed the
Indian Ocean until he reached Cape of Guardafin, Africa. Rizal called Africa
inhospitable land but famous. Then, he reached Aden. Here he went ashore for
sightseeing. He found the city hotter than Manila. For the first time, he saw the
camels.
146
June 2, 1882 – From Aden, he proceeded to Suez Canal. It took five days to travel
the Suez Canal. Upon arrival, Rizal disembarked and went sightseeing. It was his
first trip in this canal. He was impressed of the moonlight which reminded him of
Calamba. Then he proceeded to the Red Sea Terminal before reaching Port Said
(Mediterranean terminal of Suez Canal), Rizal went ashore for sightseeing. He was
fascinated to hear the multiracial inhabitants speaking a babel of tongues – Arabic,
Egyptians, Greek, French, Italian and Spanish.
June 11, 1882 – From Port Said, the steamer proceeded to Europe and reached
Naples City, Italy. Rizal was fascinated by Mount Vesuvius, the Castle of St. Elmo,
and the historic sights of the city. The city was busy because of its business activity,
lively people and panoramic beauty.
147
June 12, 1882 – The steamer doecked at the French harbor of Marseilles. Rizal
disembarked to visit the famous Chateau d’ef where Dantes, the Hero of the Count of
Monte Cristo was jailed. He stayed at the Marseilles for two and a half days at Hotel
Noailles for three days.
June 15, 1882 – The Steamer left Marseilles and Rizal boarded a train to Spain. At the
Spanish border of Port Bou, Rizal saw the indifference by the Spanish immigration
officers accorded to tourists in comparison to the courtesy by the French immigration
officers
June 16, 1882 – Rizal finally reached his destination, Barcelona, Spain. Rizal stayed in
Hotel de Espana and in Sitges Street with Thomas Cabangis and boarded a house in San
Severo Street. At first Rizal had a bad of Barcelona – he happened to stay in a stingy inn
upon his arrival. Later he changed his mind and came to like the city, with an
athmosphere of freedom and liberalism and the people were open-hearted, hospitable
and courageous. He enjoyed promenading along Las Ramblas, the famous Barcelona
Street.
148
 Life in Barcelona
Rizal was welcomed by the Filipnos in Barcelona, some of whom

were his classmates in Ateneo. They gave him a party at their favorite café –
Plaza de Cataluña.
He found time to write a nationalistic essay Amor Patrio (Love of

Country) using the pen name Laon-Laan. The essay appeared in Diariong
Tagalog on August 20, 1882. The editor of the Diario requested Rizal for
more arcticles to which he dutifully submitted two articles entitled Los
Viajes (The Travels) and Revista de Madrid (Review of Madrid). The last
article never saw print as the Diario went out of business.
149
 The University Student in Madrid
With the end of Summer vacation, Rizal proceeded to Madrid and

enrolled in two courses of Medicine and Philosophy and Letters at the
Universidad Central de Madrid on November 3, 1882. He also studied
painting and sculpture and French and German and English at the Academy
of San Carlos. He also took lessons from a private instructor who taught him
shooting and fencing at the Hall of Sanz and Carbonell. Despite that, he only
had with him 700 pesos given to him by Paciano and allowed himself to spend
35 pesos a month for food, clothing and books. All his expenses were listed
down to the last peseta in his diary.
150
Retrieved 4 August 2020 from

https://loraquitane.wordpress.com/2014/12/27/book-rizal-without-
the-overcoat-chapter-4-everyday-rizal/ Posted Dec. 7, 2014
151
Since it was cold in Spain, Rizal took baths less often. Baths
were also drain in the pocket since they cost 35 centavos each. Rizal
once bragged that his last bath was a month ago. His only vice was
perhaps the lottery in which he spent three pesetas a draw. Another
activity he liked was attending shows at the theatres in Madrid.
He spent most of his time in libraries, attending lectures,

religious fiestas and operas. His pastime was visiting friends at the
Paterno residence or sipping coffee at Puerta del Sol. There was no time
or money for wine and women.
Universidad Central de Madrid hosted a mixture of people of various

beliefs; there were liberals, conservatives, republicans, monarchists and
revolutionists.
152
 Rizal was drawn to liberals especially to Dr. Miguel Morayta who

was an advocate of freedom and self-determination of all peoples. While
liberal students including those from South America and Spain’s colonies
hailed Dr. Morayta as their champion he was viewed as a maverick by his
colleagues.
153
Reference
De Viana, Augusto V. Jose Rizal In Our Times: A Guide For The Better Understanding Of The Philippines’
Foremost National Hero. Mandaluyong City: Books Atbp Publishing Corp., 2014.
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Life and Works

Prepared by Ellen Huele-Vera Cruz, MA

INTENDED LEARNING OUTCOME

2. Critically assess the effectiveness of the Rizal Course.

Republic Act No. 1425

AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE SCHOOLS,

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

Please click on this link

Criteria for Heroes

1. Selection and Proclamation of National Heroes

1.1 National Heroes Committee

On March 28, 1993 , President Fidel V. Ramos issued Executive

The principal duty of the Committee is to study, evaluate and

1.2 Findings and Recommendations of the National Heroes Committee

1.2.1 Criteria for National Heroes

(Adopted by the Technical Committee of the National Heroes Committee on June 3,

Additional Criteria for Heroes

2. A hero thinks of the future, especially the future generations.

No law, executive order or proclamation has been enacted or issued officially

1.2.2 Historical Figures Recommended as National Heroes

1.2.3 Status of the Report/Recommendations Submitted by the National Heroes

2. Laws Honoring/ Commemorating Filipino Historical Figures

2.1.1 Jose Rizal

2.1.2 Andres Bonifacio

2.1.3 Other Heroes

2.2 Other Historical Figures

INTENDED LEARNING OUTCOME

2. Acquire a clear understanding of Jose Rizal in the context of his times.

Political, Economic and Social Context of the Rizal Course

The World During Rizal’s Time

In order to fully appreciate Rizal’s life and achievements, it is important to place

 The rise of Napoleon Bonaparte: Napoleon worked to restore stability to post-

 The ideas of the French Philosophers such as John Jacques Rousseau,

Voltaire - was a French

Jean-Jacques Rousseau - was a

 The Needs for Reforms: Representation

 Spain continued its downward spiral as a European-power.

 Aside from the need to secure and political and social

Secularization - separation from religious or spiritual

 At the beginning of Spanish colonization, the task of

 For sometime in the 18th century, secularization of the

 The secularization became a racial issue. In the forefront of

 Aside from the issue of secularization, the clergy held

 The Church has also great economic influence as the owner

The Conditions in Europe Asia and America

 In 1861, the year of Rizal’s birth, Tsar Alexander II emancipated Russian

 In the United States, President Abraham Lincoln emancipated the black

 South of the US border, Mexican forces dealt a humiliating defeat on the

 Later the French overthrew the monarchists and established a republic.

 In Asia, there were renewed efforts of European penetration with the

 Britain furthermore enlarged its colony in Hong Kong by taking over

 Japan was forced open by the Americans under Commodore Mathew

 India on the other hand became a Crown Colony of Britain in 1858

 Burma became a colony of Britain after three Burmese Wars in 1824-

 Near the Philippines, Indo-China became protectorate of France

Indian Mutiny, also called Sepoy Mutiny or First War of

 In the Philippines, meanwhile, liberal stirrings from Europe reached

 The Cadiz Constitution, (the Constitution abolished practices such

 In 1826, Mexican-born soldiers let by Lt. Andres Novales mutinied.