un aavnst 2 nooner Warnes ano LEGACIES OF INTRODUCTION TO THE COURSE: [REPUBLIO ACT 1425 The Rizal Bill was as controversial as Jose Rizal himself Rizal subject in the Philippines was the upsho! bill involves mandating educational rhe hero’ life, works, and writings, especially the The transition from Being a bill to becoming was met with intense The mandatory of this bill. which later became a law in 1956. The institutions in the country to offer a course on tl Noli Me Tangere and £! Filibusterism a republic act was, however, not easy as the proposa! opposition, particularly from the Catholic church. einen tne then sence CPSC He Langel: az even dubbed as a communist and an ant-Cath ation if the bill was passed though Recto calmly countered the threat, stating that sf thot happened, the schools would be nationalized. Afterward threatened to be punished in future elections, Recto remained undeterred. Concerning the suggestion to use instead the expurgated (edited) version of Rizal's novels as mandatory readings. Recto explained his firm support for the unexpurgated version, exclaiming: ‘The people who would eliminate the books of Rizal from the schools would blot out from sur minds the memory of the national-hero: This |s not a fight against Recto but a fight against Rizal’ (Ocampo, 1 2012, p. 23 The bill was eventually passed, but with a clause that would allow exemptions to students who think that reading the Noli and Fil would ruin their faith 1 other BS Catholic schools threatened to stop ope! communist and anti-Catholic by critics for proposing the Rizal Bill. the Rizal gubject. The bill was enacted o} (wikipedia.org)2 THE LIFE AND WoRKS OF JOSE RIZAL RA 1425 nd Other Rizal Laws The Rizal Bul became the Repubite Act No 1425, known as the “Rizal Law: The full name of the law is R t suthorizing Printing and Distribution Thereof, and for Other Purposes’ The first section of the law concerns mandating the students to read Rizal's novels, The last eae s ¥y require the schools to have a sufficient number of copies in their libraries and mandate the publication of the works in major Philippine languages. (For the full text of RA 1425, read Appendix A: The Republic Act No. 1425) was the founder cf the country’s nationalism a1 had significantly contributed to the current condition of the nation, it is only right that Filip! s, especially the youth. know about and learn to imbibe the great ideals for which the hero died. Accordingly, the Rizal Lew aims to accomplish the following goals: L Tor dedicate the lives of youth to the ideals of freedom and nationalist, for which our heroes lived and died; 2 To pay tribute to our national hero for devoting his life and works in shaping the Filipino character; and To gain cn inspiring source of patriotism through the study of Rizal's life, works, and writings. So far, no student has yet officially a from reading Rizal's novels. Correspondingly, former through Memorandum Order No. 247, directed the Secretary of Education, Culture and Sports and the Chairman of the Commission on Higher Education to fully implement the RA 1425 as there had been reports that the lew had still not been totally carried out, a Memorandum No. 3 was issued enforcing strict corpliance to Memorandum Order No. 247, Not known to many, there is another republic act that concerns the national al nwo 8onan warrionnnaiscAciesorcuntacanl 3 The Importance of Studying Rizal @ 7 ctival was 20! 1 a of 1e academic subject on the life, works. and renee 3 ina interescinal mandated by law for nothing. Far from being impr offers many benefits that some contemporary ac subject, especially when taught properly, s more ber subjects in various curricula The following are Just some of the significance of the academic subject L The subject provides insights into how ta deal with ‘There is @ dictum, “He who contrels the past controls the future” Our view of history forms the manner we perceive th present. end therefor? influences the kind of solutions we provide for existing preblems. The [°° Rizal course, as. history subject. ts full of historical inforrmation from wie! ‘one could base his decisions in life. In various ways. the subj ademicians decla" rreficial than many o ‘ 2. ithelps ue understand better ourselves as Fillpines The past helps us understand who we are, We coraprehansively ourselves nat only in terms of where we are going, bu’ alsa where We come from, Our heredity, past behaviors, and old habite a3 a nation are all signifleant clues and determinants to our present situathin, iaterestingly. the fe of a very important national historical figure lika Jors Rizal contributes much to shedding light on aur collective experience and identity <3 Filipino The good grasp of the past offered by this subject would help us in dealing wisely with the present. 4. Itteaches nationalism and patriotism. Nationalism involves the desire to attain freedoms and politica! Independence, especially by a country under foreign power while patriotism denotes proud devotion anc loyalty to ones naucr. [o"* Rual's life, works. and writings—especially his novels—e2sentally. if not pertectly. radiate these traits For one thing, the subject helps us to understand our couniry better 4. Itprovides various essential life lessons, We can learn much from the way Rizal faced various challenges life. As a controversial figure in his time he encountered serious dilemmas and predicaments but responded decently and high-mindedly. Threugh the crucial decisions he made tn his lif, we can sense his priorities and convictions, which manifest how noble, selfless. and great our national hero was For exemple. his many resolutions exemplified the aphorism4 & THELIFE AND WORKS OF JOSE RIZAL d an thot in this Ife there are things more important than personal feeling ; happiness. 5 It helps in developing logicol and critica! thinking: Critical Thinking refers to discerning © 7 thinking. A philosophy major: Jos* Rizal unsurprisingly a critical thinking skills in his: ‘argumentative essays. satires: cond written debates. In deciding whet '° being « reasonably reflective thinker, nev! In ‘uhtms and baseless opinions of anyone is af valuated and criticized even the dootrints of the dominant religion : a sso tone A course on Rial fe, works and vuritings. therefore (= 050 216 in critical thinking. valuative, and analytical monstrated his 1 els, speech®s ije made! end inspiration t9 6¥=rY Filipina if one is looking for someone to imitate, then Rizal is a very ae choice. The hero's philosophies. life principles, convictions, thoughts, ide te cepirations, and dreams are « good influence to anyone, Throughout Iie, he valued nationalism and patriotism. respect for parents, love for siblings. and loyalty to friends, and ‘maintained a sense of chivalry. AS © tran of education. he highly regarded academic ‘excellence, logical and vnitcal thinking, philosophical and scientific inquirY: linguistic study. and cchural research. As a person, he manifested versatility and flexibility ‘hile sustaining a strong sense of moral uprightn2ss. 6. Riel can serve asa worthwhi 1. The subeet isa rich source of entertaining narratives people love fictions and are even willing © spend for books or movie tickets just to be entertained by made-up tales. But only © few perhaps know that Rizal's life is full of fascinating non-fictional accounts For instance, it is rarely known that (@) a love triangle with Rizal was invelved | ‘Antonio Luna as also part of the romantic equation: (b) Rizal was a model in some of Juan Luna's paintings; (c) Rizal's common-law wife Josephine Bracken was ‘remarried’ to a man from Cebu and had tutored former President Sergio Osmeiia; (d) Leonor Rivera (Maria Clara‘, Rizal's “true love” had a son who married the sister of the former ae President of the United Natio Segunda Katgbak Riis fst eve'ofwhom Assembly Carlos P. Romulo: (e) ei the sportscastes Chino Tink sa descend is 9 descendant : peak ean beauty queen Gemma Cruz Araneta is aBIOCRAPITY. WuTINGS AND LEGACIES OF OUR BAYAN! 5 Gescendant of Rizal sister, Marta: (9 the sportscaster Chino Trinidad Isadescendan of Rizal's ‘first love" (Segunda Katighakt and (g) the original manuscripts of pa FoveliNaliand Fil) were once stolen for ransom. but Alejandro Roces had retrieve' them without paying even a single centavo. Suggested Class Activities 2 Read the “Rizal Lew" (RA 1425) (See Appendix A: Republic Act No 14251 2 Think-Group-Share: The opening question will be posted by the instructor. Think of a recent novel/story that you have read How did you learn from that story? Apply this experience to Rizal's writings. How would reading Rizal's novels impact Patriotism? Raflect individually then discuss as a group. Present results of group discussion in class. 3 Glass Discussion © Explein the history of the Rizal Law and its important provisions. b. Critically assess the effectiveness of the Rizal course. 4. Assessment Writing exercise: Compare the views of those in favor and against RA 1425 considering the context of the 1950s, Would similar arguments still have force today? Or Reflect on your secondary education: Did your school comply with RA 1425? How effective is the Rizal law in Lnstilling patriotism among secondary school students? E-Learning Assignment Interactive Online Activity: = 1 Look for the article “HOW TO START A COOL DISCUSSION?" in OurHappySchool. com” using the Google search engine, / 2 Read and strictly follow the five(5)instructions under “Simple Steps“ Posta topic for discussion that is related to the Rizal subject or Philippine History (eg. Please comment on this, “Jose Rizal should be officially recognized as the hilvetne national hero. Agree or disagree? Why?) Use hash-tags #AssignmentLang! #{YourSchool]. Submit to your teacher the two outputs from this e-learning ony Ve shot of the published comment thread and your “written paper’ Hpad Iocan WRITINGS AND LEGACIES OF OUR BAYAN! ® 19™ CENTURY PHILIPPINES AS RIZAL'S CONTEXT Contextualization aids comprehension. Generally, to contextualize something is to place it within its proper and larger setting in which it presents its true and complete meaning, As Jose Rizal was born and grew up in the 19th century, te contextualize him—so as to properly understand his life, thoughts, and works—is _ to understand the social and political context of that century. Nineteenth century is commonly depicted as the birth of modern life, as well as the birth of many nation-states around the globe, The century: was also a period of massive changes in Europe, Spain, and consequently in the Philippines. It was during this era that the power and glory of Spain, the Philippines’ colonizer, had waned both in its colonies and in the world. ntext are hereby Under these main Discussions on the i9th century PI divided into three headings are major historical events or issues, which characterized the country during that era. The Economic Context Atleast four historical elements basically compose the economic context of the era in which Jose’Rizal was born: (a) the end of the Galleon Trade, (b) the opening of the Suez Canal, (c) the rise of the export of the crop economy, and (d) the established monopolies in the Philippines. :10 © THE LIFE AND Works oF JOSE RIZAL End of Galleon Trade Our locals were alre: Cambodia, Bi came to the toall counts Popularly ‘Ady trading with Ching, Japan, Siam (now Thailand), india, ‘orneo, and the Moluccas (Spice Islands) when the Spanish colonizers Philippines, in 1565, the Spanish government closed the ports of Manila ries except Mexico, thereby giving birth to the Manila~Acapulco Trade, known as the “Galleon Trade? The Galleon Trade (1865 to 1815) was a ship (galleon’ trade got i between back and forth Tt started Urdaneta, in convoy under Miguel Lopez de Legaspi, discovered a return route from @ trade served as the central income- generating’ business for Spanish colonists in the Philippines. Through this trans-Poeific trade, splay, tuba (coconut wine) making went to Mexico. The return voyage, on the other hand, brought numerous and valuable flora and fauna into the Philippines, including guava, avocado. papaya, pineapple, horses, and cattle (Galleon Trade” nid). Other consequences of this 250-year trade were the intercultural exchanges between Asia (especially Philippines), Spanish America, and onward to Europe and Africa, Because of the galleon trade, Manila became a ‘adinglhl) where China, India. Japan, and Southeast Asian countries sent their goods to be consolidated for shipping. Those who ran the hub end did most of the work were primarily Chinese, They arrived in the Philippines in junks yearly, bringing goods and workforce. With the huge migration of Chinese because of the galleon trade, the Spaniards feared them, taxed them, sent them out to the Parian and eventually, when tensions rose, massacred some of them, “Such massacres were at their height in the 17th century from suspicion, unease, and fear, until the Spaniards and the Chinese learned to live with each other in the next few centuries” (Ongpin, nd) The Manila Galleon trade allowed modern, liberal ideas to enter the Philippines, eventually and gradually inspiring the movement for independence from Spain, On September 14,1815, the Galleon Trade ended with Mexico's war of independenceBIOGRAPHY. WRITINGS. AND LEGACIES OF OUR BAYAN! Ct 11 Previously. the Philippines was governed by Spain from Mexico. The Spanish Srown took direct control of the Philippines and adrainivtered ik directly {FO Madrid. The opening of the Suez Canal and the invention of steam ships, which lessened the travel time trom Spain to the country to 40 days, made this more convenient, « Opening of the Suez Canal An artificial sea-level waterway in Egypt. the Suez Canal connects the Mediterranean Sea to the Red Sea i through the isthmus of Suez.Constructed | = by the Suez Canal Company between | “Y "4 1859 and 1969 under the leadership of; EDEL French diploi 8 it was officially opened on 5 With the opening of the canal, the distance of travel between Europe The cation ofthe Suez Canal When completedin and the Philippines was considerably 1869, thecanal measured 100 miles ong. 30 feet btn i gasl Gav vietanlly brome deep, and 100 feet wide, reviated and thus virtually broug! (geographyname) country closer to Spain, Before the the Suez Canal, the voyage The opening of the Suez Canal became a huge advantage in commercial enterprises especially between Europe and East Asia, More importantly, it served as a significant factor that enabled the growth of nationalistic desires of Jose Rizal and other Filipino ilustrados. The Suez Canal expedited the importation not only of commercial products but also of books, magazines, and newspapers with liberal ideas from America and Europe, which ultimately affected the minds of Rizal and other Filipino gine The political views wf Western liberal thinkers entered the Philippines. iho ‘ the reduced route stimulated more and more Spaniards and Europeans w’ libefal ideas to come to the country and interact with local reformists The availability of the Suez Canal has also e1 Jose Rizal. , academic institutions. Their social dealings with liberals in the West have in! their thoughts on nationhood, politics, and government. ne12 TH Lire aN Womns oF FONE RIZAL Rise of uh Xpot of Crop Economy During the Galleon Trade. most of the Spantards in the Philippines were engrossed In maritime. ‘rading undertakings between Mantla and Mexico. The exploitation of the Philippinew natural resources and the progress of an export Stop economy Were phenomena of the nineteenth century, not of the Spanish rule's early period Some years alter the end of the Galleon Trace, between 1820 and 1870, the Philippines was well on its way of developing an export crop economy. Products, such as sugar Manila hemp and coffee were produced for foreign markets while Imported goods of the European factory Industry found thelr way Into many parts 9f the Philippines The various economic activities in the new export-crop economy in the country provided many opportunities for the expanding Chinese population. Formerly concentrated in Mantld, many Chinese moved to provinces that produced export crops: the hemp:producing areas of southeastern Luzon and the eastern Visayas, the sugar areas of the western Visayas, and the tcbaccco provinces of northeastern Luzon The development of the export crop industry In the Philippines was motivated by the commercial undertakings of North European and North American merchants, who provided capital, organization, and access to foreign markets and sources of imports. But since they based their operations in port cities. especially Manila, they needed agents who could distribute imports In the interior and buy up goods for export, This role was assumed primarily by the Chinese. Monopolies ee Another main source of weglth during the postgalleon era was monopoly contracting. After 1850, government monopoly contracts for the collection of different revenues were opened to foreigners for the first time. The Chinese instantly took advantage of this commercial opportunity and thus, for the rest of the 19" century, enjoyed a pre-eminent position in monopoly contracting in the Philippines. The Spllifh|MGHOpAlY’ was specifically a BROMLGBIE|GHE During the 1840's, the Spanish government had legalized the use of opium (provided it was limited to Chinese) and a government monopoly of opium importation and sales was created. The majority of contracts in the monopoly were held by the Chinese. But even before 1850, ‘on some products had been established, which were basically There were monopolies of special crops and tems, such os spiitueus [liquors (1712.1864)betelnit|O764),yan e019 BRO SASS. a: there manopoly ayatonne th most controversial and aus por tiape the robo mone On March 1,27 ext the Philippine tobace? industry under governt siahing the tebaceo monepelY Iv aued te increase government revenie ance the gamut aubsldy coun) con} Mexico was no longer sufficient to maintaln the colony. An order War Ua it 4 bacco tn the provinces of Cagayan Valley. Hoe CSUR APHEY YURITING AND LEEAAETEROF OU ob th wal for the widespread cultivation af t Nocte losos Sur. La Union, Isabela, Abra, Nueva Kelle and Marinelinque These provinces and sole thelr produce only (© the government at a presdesignated price, leaving Httle or no profit for the local tbe toh for farmers The system set the required number of tobacco plants that mtit to them by each family personal use thereby forcing the local farmer 1 bi planted {rani the government Fines and/or physical punishments were sanctioned to anyone who would transgress any of the decrees uncer the ayster, The colonial government exported the tobacco to other countries and to the oultively ralted revenues for hey themeelver cigarette factories in Manila T! the government and parts in Europe Negatively though, the monopoly brought about since the The tobacco monopoly was finally abolished that the tobacco monopoly in the Philippines was from 1781 to 1881, not 1782 to 1882, although most authors agree that {t lasted for exactly 100 years) A century of hardship and social Injustice caused by the tobacco monopaly prompted Filipinos in general and Novo Zeijanos tn particular, to seek {reedom {rom colonial bondage. The Social Background Concerning the social picture of the 19" century Philippines, at least threo topics are needed to be discussed: (a) education, (b) the rise of Chinese Mestizo, and (o) the rise of the inguilinos. (Some referenct Education in the 19" Century Og re ta ‘With the coming of Spanish colonizers, the European system of education was somewhat introduced to the archipelago. Schools were established and run by Catholic missionaries,14 TE Lint ano views OAL RIZAL ic faith ard rake them abediant th® {Aiming toconvert the natives tothe Cathe aude religion a compulsary subject colontal government and the Cathalle chureh at all levels King Philip It's Leyes de fndias hams of the Indies) mandated Spanish autharities {in the Philippines to educace the Jocals to teach thar haw to read and write and to learn Spanish The Spanish missionaries thus established schools, somewhat educated the natives. but did not seriously wach them the Spanish languag® dios would become so knowledgeable and turn gut wo be their ith of those who went 10 school could read and write ld speak the kanguage propert? fearing that the I co-equal Less than one Spanish, and far fever cot ‘The first farenal schools tn the la parishes by the missonartes, such 25 the: in their Catholic Ch The Spanish friars believed that the natives would not he able to match their sila and wane way forthe locals to learn fast was to use strict discipline. such ax applying eer poral punishinent ent of our high schools today! were Later on collages (which were the equival the Spanish emtablished for boys and girls There was no co-ediaas, in the country during the early part of the arta contury inoaly the colleges and universities werw opan only tothe Spaniards vd those with Spanish blood insta! twas only in Ube Mh century that these started aceepting native Finpinot Stil giving emphasis on religion teach science and mathematics. University educatich Was ope uuniveraities universities then did not earnestly coly wos ts finaly administered by the government uring the lax aif of the 1S* century though ever: teclusive for Spaniards and Spanish mestizos universities became open to natives though they imted their accommodations tothe sons of wealthy lad families Nonetheless os @ result of the growing number of educated natives. ‘SaaS SeRRRgORAENE wc come 1 be owes cx But ‘wealt: and education, the Jastrador were still deemed by the eae With the opening of the Suez Canal. which made the travel to Europe faster. ‘easier and more affordable, many locals tock advantage of the chance to pursueee als IIOCRAPIIY, WRITINGS AND LEGACIES OF OUR BAYAN education in that continent typically in There. Rationalism and the thirst for reform bloomed in the liberal atmosphere. The new enlightened class in Philippine society would later lead the Philippine independence movement. using the Spanish language as their key means of Communication. Out of this talented group | of students from the Philippines arose what came to be known as th The moct prominent of the llastrado: was Jose Rizal who inspired the craving for freedom and independence with his novels written in Spanish. Some Fiipine liustrades in Mound Rizal ‘simthe second row, fith from right (ournappyschoctcom) The Rise of Chinese Me: 0 At the beginning of the 19 century, economic and political changes in Europe were finally starting to affect Spain and consequently the Philippines. Significant Canal in 1869, The development of commercial agriculture in the archipelago resulted in the Presence of a new class. Alongside the landholdings of the church and the rice estates of the pre-Spanish nobility, there emerged haciendes of sugar. coffee, and hemp. typically owned by enterprising Chinese-Filipmo mestizos. In fact, some of the families which attained reputation in the 19th century have continued to play a vital role in the country's economics and politics. Ina larger perspective, the fast rhythm of economic progress in the Philippines during the 19th century expedited by some mentioned factors resulted in the rise of a new breed of rich and influential Filipino middle class. Non-existent in earlier ce1 a e + the ilustrados who belonged to the landed gentry and who were highly eras ‘n their respective pueblos or towns, though regarded as filibusteros or rebels y ad (riars. The relative prosperity of the periad has enabled them to send their sens to Spa1 6 i THe tite AND WORKS OF JOSE pIZAL end Eurepe for by r active inv - : oe Studies. Most of them later became membere of freemazonry and turned to radien uganda Movement Some of them sensed the [ailure of reformism and lem, and looked up to Real az their leader” (Vallone, nd) The Rise of the Inquilinos emit Spanish. the fSria AUR has th the Contextually, the 19” Century inquilina system in the Philippines od a @ qualified system of tenancy, or the right to Welland As earlier explained. the elimination of the Galleon Trade and the opening of the Suez Canal gave way for more intensive rice cultivation 1} such as sugar cane and tobacco. Consequently, But since the friars and secular Spanish were Formally absentee landlords, estate management was granted toan administrator who was typically a lay Spanish mestizo or ino lay brethefliDaning REEVES ‘ne, ei st eC. se ee of the harvests to the local market or to Manila. and remit the income from sales ‘and rents to the estate owners, In some estates thoug! Acting as overlords. some inguilines would make innumerable and irrational demands from farm workers Inquilines paid a fixed rent and the amount was determined by the size and quality of the land being worked on. But with the expansion of land owned by missionary congregations (friar estates) the proportions of farmlands leased to inguilines also increased allowing many of them to sub-lease parcels of their land to sharecroppers or kasamas. This system eventually became very profitable that some inguilinos acquired lands of their own and entered in other goinful commercial ventures. Some inguilinos even ceased becoming farmers and relegated the job completely to their sub-tenants. As friar estates enlarged. outlining the boundaries that separated these estates from communal lands became a common cause of conflict" Disputes over communal woodcutting and grazing areas occured regularly between villages and estates, with the latter denying to the former their traditional communal privileges. In Bulacan, for instance, the villagers once complained that the friars took illegal possession of their land and to compound this crime, they even denied the use of rivers for fishing and the forests for collecting firewood and wild fruits. In Cavite and Laguna, the Dominicans and Tagalogs frequently fought over border lands. In one incident the former claimed that the pasture lands in a nearby mountain was included in their Jand grant, while the latter denied this and regularly Killed the estate cattleall gh Lecactes oF OUR BAYAN < ovi grazing there. Land border conflicts became so acute in these i they served as catalysts for agrarian uprisings. (Sobritehes- Pt There were also conflicts between estate owners and workers. Thes ment from collection of excessive taxes and land rent the decline of sharing 9 extreme demands for labor services and capricious fixing AND BIOGRAPHY. WRITINGS. aces that j ‘ med. ; of crop prices J der : wae the Jeasehol * the hacienda structure consisted of three strata: the estate 0 mali inquilino, or inquilino and the tenant-sharecropper: Between the owner i luce, over however, was the administrator who often demanded a share of the pro’ and above the stipulated land rent. Fach year at harvest time, the inquiine pa the land rent separated the seed. and divided the remaining crop equally be ni the sharecropper and himself Since the sharecropper was at the bottom rung of hierarchy, he suffered most abuses and demands of the (wo non-producing sectors above him. (Sobritchea, n.d) asants taking armsto protest the alleged Consequently, there were instances of pe ustinians, and abuses and usurpation of their lands by the Jesuits, Dominicans, Aug' the Recollects, The relative freedom, which the inguilinos acquired by sub-leasing their farms provided them a tactical advantage for arranging and leading these peasant protest movements. [The Political Landscape The so-called political influences affecting the 19" century-Philippines largely impacted the locals, particularly Jose Rizal. Under these political influences, worthy of mention are (a) Liberalism, (b) the impact of the Bourbon reforms, and (c) the Cadiz constitution. Liberalism 0s ange eEE aE a wide range of political philosophies that consider individual liberty to be the most significant political goal, and underscore individual rights and equality of opportunity. Liberals normally believe that government is necessary to protect individuals from being abused by others though they are also aware that18 > Tie Lire anp Wonks oF (OSE HIZAL The Fronch revolution (1700-1700) started a political revolution in furope and consequently in come other parts of the globe “Having ‘Liberty, Bq and Fraternity’ as its battle cry, thia revolution became 4 period of fundarnental change in the political history of France as the French governmental structure yas changed (rom absolute monarchy (with feudal privileges for the rich and clergy) Intoa more liberal government system founded on the principles of citizenship and inalienable righta ‘Asan eventual reparcussion of the French Revolution, Spain later experienced @ stormy century of political disturbances, which Included “numeraus changes In parliaments and constitutions, the Peninsular War, the loss of Spanish America. and the struggle between liberals and conservatives: (Vallano, nd). The liberals in Spain considered the Catholic Church aa an enerny of reforms They thus i pursued curbing It influence in political life and education In the 19th century, this movement against the Catholic Church, called antt-clericalism, had gained sone strength Radical modifications in government form were also introduced by liberals in, Spain. These political changes had thelr repercussions in the Philippines, “cracking the fabric of the old colonial system and Introducing through cracks perilous possibilitios of reform, of equality and even emancipation’ (be la Costa, as cited in Vallano, n.d) When the Philippines was opened to .es9 political thoughts included the Ideologies of the American and French Revolutions Furthermore, the opening of the Suez Canal eased the importation of books, magazines, and newspapers with liberal ideas from the West, which eventually impacted the thoughts of local reformists, such as Jose Rizal. The political views of liberal thinkers, such as Jean Jacques Rousseau (Soclal Contract), John Locke (Two Treatises of Government). Thomas Paine (Common Se fe Thomas jefferson, Montesquieu, Voltaire, and some others thus entered the Philippines, The valuable canal also encouraged more and more liberal Spaniards and. Europeans tocome to the country and intermingle with the natives The abbreviated 4 } route has also stimulated the /Justrados like Rizal to puraue higher studies abroad | and learn liberal ideas in European universities. For sure, their social interaction with liberals In foreign lands had affected their beliefs on politics and nationhood. Philippines’ actual experience of liberalism came from the role modeling of the “first liberal governor-general in the Philippines’ Governor-General Carlos Maria De Ia Torre. After the liberals in Spain had deposed Queen Isabela Il in the 1862 mutiny, a provisional government was formed, and the new government to Spain’s colonies the reforms they implemented in the mherionalg (OUR BAYANI BIOGRAPHY WRITINGS. AND LEGACIES OF \ \ ; as appointed le held the pesition | {rem 1869 to 1871 and is widely considered to be the most beloved of the Spanish Governors- | General ever assigned in the country. General De Ja Torre's rule was essential in 7 é i | the dawn of national consciousness of the locals } in the 19th century. His liberal and demecratic i i severance had provided Jose Rizal and the : : others a preview of a democratic rule and way ; of life © practice his liberal -c? ara eer orpeatn by avoiding luxury and __Palippines:(kabimyang.cor uring his two-year term, re had Many significant hed censorship. He recogniz the press, which were guaranteed by the Spa tolerant policy, Father Jove Burgos and other Fi j ‘0 Pursue their dream of Feplacing the friars “De la Torre put int and democratic ways living a simple life. Dy . Governor De la Tor Schievements, He encouraged freedom and abolis} ed the freedom of speech and of nish Constitution. Because of his lipino priests were encouraged with the Filipino clergy as parish vement was the peaceful solution i Patdoned the latter and hie followers, *© curtail contra! thi Provided them with decent livelihood ond appointed vate ‘ them as members Of the police force with Camerino as captain” 3 i i The Impact of the Bourbon Reforms } When the Spanish Bourbon ki acer ing P) 1 fond his successors Ferdinary Win V(b. 1700. 1746) assented to the throne, he Ve reason ~.- 48-1758), Charles IM (r 1759-1788) ang band com, 'e church's Power, Sghter adminis Merce, recla; Teform state ces t trative and Politica] Contro]20 9 THELIFE AND Wonks oF Jote RIZAL eT eis Teform policies were advantageaus to the Philippines hay -w68 gin ty S In from 1565 to 1298. They surely impacted the way the thing, che Pipe spanish administrators but enly toa limited extent. Fer one alae }es Was practically far from Spain. and 30 t was hard for Bourbon eck if reform policies were properly implemented in Spain's colony in the Far East. Moreover, there were questionable matters as regards the effectiveness of the Bourbon reform project. The policies lacked some ideological coherence, with the diverse and frequently contradictory aims of Madrid policy makers, who struggled haltingly to balance the crown’s several commercial administrative. fiscal and military aims. The reform process was also seen as so complex. much 30 that Spanish reformers sometimes promoted distinctly different kinds of policies for provinces in its diverse empire. Furthermore, there were Instances when European conflicts forced Charles IV to go from one policy to another by the mid: 1790s to meet the needs of financing Spain's wars As aconsequence. there were very different impacts of reform in the diverse Spanish empire, having deep consequences of colonial policy innovations in areas. such as Mexico. while in some other regions. such as the Philippines Chile and New Granada, the reforms had a much more limited impact Sut while historians are questioning the overall timing, impact and effectiveness of the Bourbon Reforms, {ts Impact at least is that it gave people. especially the natives in the Philtppines, the idea that colonization could be done without much intervention from the Catholic Church, The Cadiz Constitution During the Napoleonic occupation of Spain. a liberal constitution was promulgated in Cddiz in March 1812 Drafted by elected representatives, the Cadiz Constitution was put in practice in almost all the areas of the Hispanic Monarchy stil] under control of the Spanish crown This milestone constitution had an impact on many other European constitutions, as well as on the American states after independence. The Cadiz Constitution was the first constitution in Europe to deal with national sovereignty. recognizing sovereignty as coming {rom the people and not from the king. Unlike the French constitution, which applied to all French-speaking citizens of France. this Spanish Constitution of 1812 had a universal character as it included everyone from overseas, like the Italian kingdoms and even the Philippines. During the occupation of almost all of the tberian peninsula by the French army in that fateful year. a group of around 300 deputies from Spain. Spanish America. cand the Philippines promulgated a liberal constitution in the Mediterranean porta aa BrOORAMAY WRITINGS AND LECACIES OF OUR BAYAN the of Cadiz This become possible especially because the ety was protected PY Briush Navy The lirst delegates from the Philippines were Pedro Perez de Tagle sail Manuel Corette who took thelr oath of office in Madrid. The Cadiz Const pies f which was formally implemented in Manila soon after. established the oe od of universal male suffrage national sovereignty. constitutional monarchy: ig freedom of the press and odvecated land relerm and free enterprise, P89 ‘with policies on Spain's colonies including the Philippines. the constitution isst! decree “granting all its colonies representation as provinces In the Spanish Cortes through deputies chosen by the various capital cities” Pedrosa, nd} Under the Cadiz Constitution: Governor General Manuel Gonzales Aguilar called for an election of Manila officials which resulted in the selectioitof Don Ventura de les Reyes. a wealthy merchant and member of the Royal Corps of Artillery of Manila, as the deputy. ‘The Vigan-bora Don Ventura de los Reyes was a son of poor llocano parents. He took part in the Hlocos revolt led by Diego Silang in 1762. but later on engaged in the vegetable and indigo business. He wes one of the delegates who signed the Constitution but it was only after a year that those in Manila knew about itz decrees” Pedrosa. nd) The constitutional monarchy that the Cadiz Constitution attempted to put in place did not come to fruition because in May of 1814, King Fernando VII declared it invalid and restored absolutism. However, Cadiz was a very significant period in the political history of the Spanish-speaking world at least On the part of the Jecals in the Philippines, one crucial creed embodied in the constitution was the exemption of the natives from paying tributes and rendering public services based on its equality clause. For the freedom-loving people of the Philippines in the 19° century, the constitution was very influential as it was a Uberal constitution. which vested sovereignty in the people, recognized the equality of all men and the individuel Uberty of the citizen. and granted the right of suffrage. Seeing Rizal's Life in His Society In various social sciences, itis a widely accepted principle that we see the life of an individual in his/her society, and society in the life of an individual. This is precisely the reason that 19% century Philippines, as Rizal's society, is discussed here as a preliminary in studying the hero's life and works. One unique feature of Rizal, nonetheless, is that he did not only know the | Valuable information about his society but also had a quality of mind that helped _ _ himuse the information in a way that he could think about what was going on in22 © THELIFE AND Works OF [OSE RIZAL the World and of what might be happening within himself. Sociologists call this i quality of mind the “sceiologieal imagination” . | Having this sociological imagination. people can career in terms of larger historical forces. Those who can understand their own experiences by locating. themselves In history; they ‘ble to them by becoming aware of all of the view their inner life and possess this quality of mind can recognize the responses availa individuals who share the same'situation as themselves. ir lives in history are unlikely to know how to respond effectively toa world in which the lives of people around the globe are interconnected and in which one society's problems are part of larger global problems, On the other hand, those who have the sociological Imagination can grasp history in the context of realities they face and the connections between the two. As will be discussed in this book, Rizal had this quality—he knew his place in the greater scheme of thinge, he understood the societal forces shaping his life, and thus able to respond in ways that benefitted others. People who cannot locate thet 1 Film viewing of *Ganito Kami Noon, Paano Kayo Ngayon" 2 Assessment Pop quiz: Graphic organizer/table mapping the changes in the nineteenth- century Philippines, categorizing social. policial. economic, cultural changes. 3. Reflection paper about the film: Guide questions: a. Describe the nineteenth-century Philippines as represented in the film. b. Based on your reading and class discussion, what can you say about the lilm’s representation of the nineteenth century? ¢ What is the main question that the film seeks to answer? What is your own reflection based on the film and your understanding?Learning Outcome 4 Class Discussion: a. Appraise the link between the individual and the seciety. b. Analyze the various social, political, economic, and cultural changes that occurred in the nineteenth century. © Understand Jose Rizal in the context of his times, Make « brief summary of Spanish colonization of the Philippines. d Prove: The nineteenth century was a cen tury of change,ue = HOCKANY Nick av tecacusoroue davies et 27 Chapter siapter ia RIZAL’ LIFE: RIZAL's FAMILY, CHILDHOOD, AND EARLY EDUCATION José Protasic Rizal Mercado ¥ Alonso Realonda was born on in Salemba. tnguaa The born toe relatively well-off family in a Dominlecara tenant land in Calor, dled during the Spanish elon Laguna, jose Rizal lived and ial era in the Philippines Tote hod mastered the alphabet and read. His early recdi "g} included the Spanish “varsion of the Vulgate: Bible Ata young age be aleady showed ‘linens tothe art Hs mated fie farnily by his penetl drawings thetches and mela Ils childhood. he showed Special talent in ge of clay. Later ig Fainting and sculpture, wrote a 7 ted ot o town fi | resen ‘ts fand later penned a short pl + Presented In scheci} [Don Francisco Mercado Jott’ lather. Feanetseo Engracio Riza © productive farmer fram oR Logusa. He was an independent minded pri : Fa, but dynamic gentleman from whom Be ited his ‘tree: Le cise Sie i pec Colombe and ‘was thus neck, sudenter i ond leerned to write Tagaleg ploy: which wed ny tn Spanieh, which was l Mercode, was2B Fo TwELIrE AND Wonks OF JOSE RIZAL . yrned pro-poor 9 Lamce, @ leorne’ rnc rel greater We PoTTE rried « SERS moke-masa Chinese immigrant business™= anil ri one of their two ert, ESSE? reste of Manta named Ielide onan oe ee oe cd a ne gular raayor) of BiRan. LSE ae taalaandeond they bd he youngest belt marr n he wes eight tn Bafan, Laguna. Wher on Franeisee was born on May 11. a icles or owed as he took Latin and yaoreclt te ee et ele ‘where he met and fell in leve with tlosaphy at the College of San : 6, 1848, eee. « student in the College of Santa Roso. Married on june 2 they settled dow in Coloma where they the Dominicar-owned haciendas (For life and deep relation with his son J Tiaiente Kiko of Colamba") of were granted lease ‘an article that focuses on Francisco Mereado's ose, read Appendix D: “Francisco Mercado: ___ Doria Teodora Alonso Jose's mother, Teodora Alonzo (also spelled. was born on November 8 1826 in Santa Cruz Manila and. baptized, at the Santa. Cruz Church. Strangely however, the volume in the church books thet supposedly contained Teodorc's : baptismal records was the only one missing from the ‘TeadoraAlonuc.dose Raalsmother otherwise complete records down to the eighteenth (ouhappysehoolcom) = century (Ocampo, 2012. p39}, Asuncion Rizal-Lopez Bantug, the granddaughter of Jose's sister Narcisa, contrarily claims that Lola Lolay and all her siblings were born in Calamba, but (just) lived in Manila (Bantug & Ventura, 1997, p. 18), Dofia Lolay was educated at the College of Santa Rosa, an e: Pe an esteemed school for girls in Manila, She was usually described as a diligent business minded woman, er gee but courageous, well-mannered, religious, and wellread. Very ignified, she disliked gossip and vulgar conversation, Possessing refined culture ‘ond literary talents, she influenced her children music. Herself an educated woman, aie Ee e . Lolay sent her children to coll Mani woe economy of the family, she ran sugar and flour nee a ve nse ling homemade har, ausges amet ond sneny etersMOCAAPITY WRITINGS. AND LECACIESOF OUR Bavass ca 29 mead Bock her business: tn @ Way. predated the meat grocessing commerce of webatsetes today and the ube fom production of soma nuns in Baguic} iS Believed thot Dota Teodoras family descended from Lakanduls, the ; ora Fer Young Plipine genacations, Lakiodcl won to be who rae iene the Enotfical Fars 2g Terde. Asizng Salonga. the Manila kingpin * Tmortalized tn the movie incidentally by Lagunas wn governor E R ae SPestgrendiather was Eugenio Ursin (of Japanese descent) who vo filipina named Benigng-Reging. their daughter married a Fi Manuel de Oui: oe “cs Jese Ptzals mother. Teodera Alonso Quintos Arsugh the Claveria decree of 1849 which changed the Fill 5 ipino native Surnames. the Alensot adopted the ‘Strname Realonda Rzals mother thus became jeer = Sater Realonda. (For lecture that concentrates ‘on Teodora onso’s life a: * love for Jose. read Appendix ¢ . hoes PI “Teodora Alonze: Lele Lolay of | Jose's Siblings San ina Rizal 1850-1933)is the eldest child of Don, Francisco and Teodora Alonsa She and her mothes Provided the little Jose with good basic ‘education that by the age of three Pepe (oses nickname) already knew his alphabet Paciano Rizal. Jose's only brother. was bern on March 7. 1851 in Calamba. Laguna He wus fondly addressed by his siblings as Nor Pocans short for “Sedir Poctane’ The 10-year older brother of Jose studied at San Jose College in Manila. became 2 former and later a general of the Philippine Revolution (A detailed discussion on Pactano’ le and his influence on Jose is Available in Appendix E “Paciano Rizal Pinoy Hero's Big Brother") After Jose's execution in December 1896. Paciano joined. the Katipuneros in Cavite under General Emilie Aguinalde As Xatipunere Pactano was commissioned 88 general of the revolunonary forces and elected as secretary of finance in the Department Government of Centre! Luzon. (For Jose and Paciang’s collaboration Gnd connection to Emilio Aguinalda, read the Appendix N: “jose Rizal and Emilio Paclano Rizat jose Rizal's brother (ourhappyschootcom)[30 19 THe LiFe Ano WORKS OFOSERIZAL sed child in the fornlly. Loter I's studies In EUrOP® said she jonal hero. {Discussions sjoge Rizal's Poems" Narcisa Rizal 18521939) or simply “Sie in history, Nareisa (like Sturnine) ‘would help (7 fi even pawning her jewelry and pede could recite fram memory almost allof the poems of on Jose's known poems are “available in Appendix veil in the Rizal fomily Jose loved t0 ‘olympia Ricol (1855-1887) wot the fourd tease hen sometimes good-humoredly describing her 05 ‘his stout sister: ove, Segunda Katighak. was Colyrmpia's schoolmate att contided to olympia also spelled vplimpia’) about Segunda. OF gerved os the mediator betwee the two teenage lovers For Jos Segunda Katigbak’s love story: read Appendix P: “Jose Rizal's Filipit Lucia Rizal 41957-1919) was the fifth child in the family. She marr! he Calamba townsfolk not t Herbosa of Calamba, Laguns. charged of inciting © tthe couple was once ordered to be deported Rizal family members. (Luca's husband died during the cholera ppurtal for not going { confession ‘Solidaridad titled Una profanacion ‘epidemic in May bury In ‘saers since his marriage 10 ‘Lucia. In Jose's article in la {a Profanation he scornfsliy nttacked the friars for declining '° ground’ a “good Christian’ simply because he was the ‘brother-in-low of Rizal.) Maria Rizal u9592945) was the sixth child in the family. It was t her whom yose talked about wanting t2 marry Josephine Bracken ‘when the majority of the Rizal family was’ apparently not a er dated December menable to the tdea. In his let 12, 1691, Jose had also brought up '° aria his plan of establishing 0 Filipine colony tn North British Borneo. Innis eter dated December 28, 1891, Jose wrote 12 Maria. stm totd that your children are Very pretty’ Today, we have historical proof that Maria's progenies were indeed nice-looking (lahing mogando). Maric, and Daniel iclo, Petrona, Pridencio, Paz, on had five children: Maur! .d Encarnacion. Their san Mauricio married Conception Arguelles ‘and the couple had a son named Ismael Arguelles Cruz. Ismael wos the father of Gemma Cruz Arane'c. the first Filipina to tional title, also the firstSoutheast Asian to winan international win the Miss Internat beauty-pageant title. (For more interesting discussions about Saturnina. Nareisa, Maria Rizal. read Appendix F:“Jose Rizal’s Older Sisters") olympia, Lucia, an ‘Algo called ‘Concha by her siblings, Cmcepeion Rizal (18621865) was the eighth child of the Rizol family. She died at the age of three. Of his sisters, it was said that the young Pepe loved most litle Concha whe was 9 Year younger than he, Jose.played games and shared children stories ‘with her, and from her he felt the peauty of sisterly love ata young age. ae Rizal's nickname is “Panggoy” (1865-1945) She was the ninth child in Lt er heal died a spinster. Among Jose's letters to Josefa. the one dated © 26, 1893 was perhaps the most fascinating. Written in English, the letterey venir cern or \ NOOMARHY, WRITINDS ANTS LEGACIES OF OU pte addressed Josefa as “Miss Josephine Rizal’ (After Jose's martyrdom, the ms is | Josefa joined the Xotipunan and was even supposed to have be sane president of its women section. She was ane of the original 29 wornen Stet te the Xotipunan along with Gregoria de’ Jesus, wile of Andra Bonifacio. he safeguarded the secret papers and documents of the society and danced ust sang during sessions so that civil guards would think that the meetings were J harmless soeial gatherings) Trinidad Rizal (18681951) or “Trining” was the tenth child. Historically, she became the custodian of Rtzal’ last and greatest poem. Right before Jose's execution. Trinidad and their mother visited him in the Fort Santiago prison cell. As they were leaving, Jose handed over to Trining an alcohol cooking stove. a gift from the Pardo de Taveras, whispering to her in a Janguage. which the guards could not understand, ‘There is something in it That “something* was Rizal's elegy now i known as “Mi Ultimo Adios” Like Josefa, Pacino, and two nieces, Trinidad joined the Katipunan after Jose's death.” : Also called ‘Choleng; Soledad Rizal (1870-1929) was the youngest child of the Rizal family. Being a teacher, she was arguably the best-educated among Rizal's sisters, in his long and meaty letter to Choleng dated June 6, 1890 (Jose Rizal on Facebook Courtship’ 2013) Jose told her sister that he was proud ef her for becoming « S teacher. He thus counseled her to be a model of virtues and good qualities “for the one who should teach should be better than the persons who need her learning” Rizal nonetheless used the topic as leverage in somewhat rebuking her sister for getting married to Pantaleon Quintero of Calamba without their parents’ consent. “Because of yous he wrote, “the peace of our family has been disturbed* Choleng’s union with Pantaleon, nonetheless, resulted in the Rizal family's becoming connected by affinity to Miguel Malvar (the hero who could have = been listed as the second Philippine President for taking over the revolutionary government after Emilio Aguinaldos arrest in 1901), Soledad and Pantaleon had five children: Trinitario, Amelia, Luisa, Serafini and Felix. Their daughter Amelia married Bernabe Malvar, son of Gen, Miguel Malvar. (For more fascinating discussions about Concepcion Josefa, Trinidad, anid Soledad Rizal, read Appendix G: “Jose Rizal's Younger Sisters") ¥ The Surname Rizal : Had their forefathers not adopted other names, Jose and Paciano could have been known as “Lamco* (and not Rizal) brothers, Their paternal great-great grandfather, Chinese merchant Domingo Lamco, adopted the name “Mercado” which means “market: But Jose's father, Francisco, who eventually became primarily a farmer, adopted the surname ‘Rizal* (originally i | | | i$Q. a THELIFE AND WORKS OF JOSE AIZAL ) The name WOS " Id: rowth' on ‘green fil ae sRicial’, which means "the green of young 3 suggested by a provincial governor who was a friend of the family. The however, caused confusion in the commercial affairs of the farnily- eyed His thus settied on the name "Rizal Mercado’ 35 9.55 and often Jos more known surname "Mereado” : ae When Paeiano was a student at the college of Son Jose He sae eee his last name. But because he had gained notoriety with bis ti a te yore’ ow ave ne “comburaa’ he suggested tt Jose wae (De surname “Rin ‘ gate ey family Jose once wre 1], but now I had to use it. ted in Arriza, 2012. commenting an using the name spinal’ at Ateneo, econd surname Rizal never paid much attention {ta our ss i Be thus giving me the appearance of an illegitimate ehildi" (as & pare. 8) ut this very name suggested by Pacian® 12 be used by his bro! i iibusterisme. so well known by 1891, the year Jose finished his £l Fil ‘friend. “All my faraily now carry the name Rizal instead of Mercado Berause the ame Rizal means persecution! Good! | 109 want to join them and be worthy of this family name.’ (as cited in Array 2012, para. 8) her had become As Jose wrote (© Rizal's Birth Dofia Teodara was said to have suffered the greatest pain during the delivery “atherseventh child Jose. Her daughter Narciso recalled: “1 was nine years.of age ly becouse my mother suffered when my mother gave birth to Jose. 1 recall it vivi eis pan, She labored for a long time. Her pain was later attributed to the fact that Jose's head was bigger than normal (as cited in ‘Lola Lelay” 2013, para- 8). Jose Rizal was born in Calamba. In 1948, his parents decided to build a home in this town in Laguno, southern Luzon. The name Calamba was derived from kalan- dango, which means “elay stove’ (kalan) ond ‘water jor* (banga}, Jose's adoration of its scenic beauty—punctuated. by the sights of the Laguna de Bay, Mount Makiling. palm-cavered mountains, curvy hills, and green fields— was recorded in the poem he would later write at Ateneo de Manila in 1876, Un Recuerda A Mi Pueblo {in Memory of My Town). (If Rizal's poem were written today, he might mention the three-floor SM mall. shopping centers, and the ‘South Luzon sepene, el ea Ee eine aoe pital of the Philippines" for its more than 600 resorts in the place today.) The first massive stone house (or bahay na bate) in Calamba was the ver birthplace of our national here. It was a rectangular two-storey building. ettesoraun BAYAME 33 nd [aor the rao!. back. Its th and brocrariy WRITivcR. AND LIGAE! indows. Its grou except (2° atthe ef adobe stones and solid wood, with stiding capi ‘wos made of lime and stone, the second flear of hard wood which was of red tiles. There was on orteoanda water reservont architectural style and proximity to the church implied Rizal family’ political influence The Childhood of a Phenom ally talented or odmir' idhood, was none less’ than a phenom. n A pheno ts someone whe Is exception ed, especially 9 up-and-comer. Rizal especially during his chi Jose Rizal's first memory, in his infancy, wos his happy days {n thelr family garden when he was three years old, Their courtyord ‘contained tropical fruit trees, pouliry yard. a carriage hause, and a stable for the ponies, Becaus? oe young Pepe was weak. sickly, and undersized, he was given the fondest care by his parents so his father built a nipa cottage for Peps ta play in the daytime. Memory of his infancy included the nocturnal walk in the town, especially whon there was a moon. jose also recalled the ‘aya’ (nursemaid) relating to the Rizal children some fabulows stories, like those about the fairies, tales of buried treasure and trees blooming with diamonds. ‘Another childhood memory was the dally Angelus prayer in their home. Rizal recorded in his memoir that by nightfall. his mother vrould gather all the children in thelr home to pray the Angelus. At the early agg of three, he started to take @ part in the family prayers. When Concha died of sickness in 1865, Jose mournfully wept at loting her. He Jater wrote in his memoir, "When I was four years old, | lost my little sister Concha, and then for the first time I shed tears caused by love and grief" (Memoirs of o Student in Manila’ nd} At the age of five, the young Pepe learned to read the Spanish family Bible. which he would refer to later in bis writings, Rizal himself remarked that perhaps the education he received since his earliest infancy was what had shaped his habits (Memoirs of a Student’ n.d. para. 3) Asa child, Rizal loved to go to the chapel, pray; participate iri novenag, and join. religious processions. In Calamba, ane of the men he esteemed and respected was the scholarly Catholic priest Leoncio Lopez, the town priest. He used to visit him and listen to his inspiring opinions an current events and thorough life views. Also at the age of five, Pepe started to make pencil sketches and mold in clay and wax objects, which attracted his fancy. When he was about six years old, his sisters once laughed at him for spending much time making.clay and wax images. Initially keeping silent, he then prophetically told them *All right laugh at me now! Someday when | die, people will make monuments and images of me.Sy Tere ane WONTON FERC wided tim the exit syhen jose wasswvenyeorseid bis (Per FT) t ef riding 2 *conee’ fo flew! bottomed boat with jan thelr way 19.9 ‘smog? in ‘Antipolo. The plgrumage was © (ol the vaw mode bY Jose's to toe ie tothe Shrine of the Virgin of sate should she and Ber child survive the oF af delivery, which RESP” ly caused life. From Ant tipale- Pe and his fa" = proceeded to ‘Manila ta west his si8t2 sarureina ‘who wos.at the time awdyiog the La Concardla ‘college in Ste. Ane 7 a Asagilt the child fost recowwed & ; : 3S pony named -alipatot from Is father (partug & Ver" entura. 2997, p 2b AT T child, he loved wo ride this pany oF Take long walks 1 the meadows #7 Jokeshore with black deg © Usman" ees ed ical | of 2 met which the rmunieipal captain rewarded him with two Pes (game references | specily that it war stoged #2 & Calamba gabernadereille. from Poets whe purchased the manuscript contrary to the “farmer” cornmon knowledge however Filipino poem “Sa Aking Mga ‘Kababata/Kabots’ (Te My Fellow: children) The poem was previously ‘pelieved to be Rizal’s first written poem at the age of eight and wos said to have been published jished posthumously many years after Rizal's death. Howawer, Jose bad a vjence (letters) with his brother Pasion? edeiteing thot he Qosel hod only encountered the word ‘knlayeas? when he war ‘already 23 years old. The term (tholayoan') was: wsed not just ance in the poem "Ba Afing Mpa Kababata/Kabaio” [FOF mmePe details concerning “bid joxe Riza! Write the Peer "Sa ‘aking Migo Kobato"™ (i in Ourrlappyschaol fesrival and that It was for two peso8l preserved correspon! article, com} The young Rizal was als interested In mogie, He read many books an magic. He learned different tricks, euch os making a coln disappear and making o handkerchief vanish in thin air, some other Influences of Rizal's childhood involved his three uncles: his Tie Jose Alberto wha inspired him to cultivate hjs artistie ability: his Tie Manuel whe ‘encouraged him to fortily his frail body through physical exercises: and his Tio Gregorio who intensified Rizal's avidness to read good books.JOUR BAYANL © 6 iocnanity WaITINoS. AND LECAGT f The Story of The Moth sessions with telling ‘To impart essential Ife lessons, Lolay held regular sary the young Rizal. Dofia Teodora loved to read to Pepe stor Sing drawing ke Nn (The Children’s Friend), One day, she scolded his son tt earen. Be ate pages of the stary book To teach the value of obedience afterward read hima story in it Lolay chose the story about a dau; against going too near a lamp flame ' the later sticcumbed to the pull of the lights mys! nothing bad would happen if she approached it wit! close to the flame. Feeling comforting warm th at first. sl im bit by bit, until she flew toa close enough to the flame and perish {dent while he was listening to the flame of from the ghter moth who was warned by her fai Though the young moth promised (© i i terious charm. believing that h caution. The moth then flew he drew closer and closer. Incidentally, Pepe was watching a similar inc! ne storytelling. Like a live enactment, a moth was fluttering too near to the Cf the oll lamp on their table. Not merely acting out. it did fall dead as a. consequence. Both moths in the two tales paid the price of getting near the fatal light. Many years later, Rizal himself felt that the moths’ tale could serve as an allegory of his own destiny. (A good summary of Rizal's life is presented in Appendix B: Jose Rizal: A Biographical Outline) About himself, he wrote: Years have passed since then. The child has become a man. Steamships have taken him across seas and oceans. He has received from experfence bitter lessons, much more bitter than the sweet lessons that his mother gave him. Nevertheless, he has preserved the heart of a child. He still thinks that light 1s the most beautiful thing in creation, and that it is worthwhile for a man to sacrifice his life for its (as elted in *My First Reminiscence, nd. para 9) [Education in Calamba The familiar statenent that Dofia Teodora was Rizal's first teacher is not just a sort of “venerating™ his mother who sacrificed lot (0 a technical truth, In his memoirs, Rizal wrote, and to say haltingly the humble prayers whicl In Rizal's time, seldom would one see a hig lke Dofia Teodora who had the eq values through rare story books. Lol teaching him Spanish, correctin rhetoric, On her lap, Jose learned three, and learned to read and r our here. It was actually “My mother taught me how to read h | raised fervently to God: ihly educated woman of fine culture, pacity to teach Spanish, reading, poetry, and lay, indeed, was thé first teacher of the hero— g his composed poems, and coaching him in the alphabet and Catholic prayers at the age of write at age of 5, ook Amigode tai baa it 236 © He Lire AN Won, FLOP JOSE RIZAL Aside from hig mentored him, Uncle Gregorio developed Rizal mother, Jos His uncle pi Als three maternal uncles also Influenced himn tego him painting, sketching. and sculpture, fs nhynical tig further love reading Uncle Manual, for his part a @l skills tn martial arte, like wrestlin urther enhance what Rizal ei him lessons at home. Thus, Maestro later succeeded Celestina, After Monroy, lived at the Rizal hem Sadly, Monroy died five months students’ comical had learned, private tutors were hired to give Celestina tutored him. and Moestro Lucas Padua ‘ward, a former classmate of Don Francisca, Leon i@ to become the bay's tutor in Spanish and Latin. later: (Of course, there Is no truth tosame naughty Insinuation that Rizal had something to do with his death) [Education in Bifian Rizal was subsequently sent to private schoal in Bifian. In June 1869, his brother Paciano brought him te the school of Maestro Justiniana Aquino Cruz. The school was In the teacher's house, a small njpa house near the home of Jose’s aunt where he stayed, In Rizal's own words. his teacher “knew by the heart the grammars by Nebrija and Gainza> During Rizal's first day at the Bifian school, the teacher asked him: “Do you know Spanish?" “A little, siry replied Rizal “Do you know Latin?* “A little, sin” Because of this, his classmates, especially the teacher's son Pedro. laughed at the newcomer So later in that day, Jose challenged the bully Pedro to a fight. Having learned wrestling from his Uncle Manuel, the younger and smaller Jose defeated his tormenter: (Compared to bullying victims today, we can say that Rizal did not wait for anyone to enact a law against bullying, but rather tack matters Into his own hands) Alter the class, he had an arm-wrestling match with his classmate Andres however, Jose lost and even almost cracked his head ‘salandanan, In that match. : 1a on the sidewalk. (That only proves that merely being a desperado won' win all your fights.) In the following days. Jose was 5 (If his average was two fights per day, aid to have some other fights with Bifian boys. as what happened during his first daySuggested Class Activities 1 Reed Rizals ‘Memoirs ofa Student in Manila" Chapter 1 favailable online in the article “Mezotrs of « Student in Mantlar by F, lacinte (a Pen Name of José Rizaly in OurHappySchocleem 2 Create timeline of Rizal's childhood ond early eduestion 3 Assessment Writeo short biogra; with Rizal's own, 4 Class Discussion: & Analyze Rizal's family. childhood, and early education, 6 Mention and evaluate the people and eventsand their influence on Rizal's early life. E-Learning Assignment Taking Exciting E-Learning Fun Quiz Game: . h engine (upper 1 Go online to wwwOurHappySchoolcom Through its seare! right section] look far the entry ‘How much do you know’ Jose Rizak A Fun Guiz Game” 2 Take the exciting electranic fun quiz game. Share the page on your Bald Facebook account (using hash tags #NATReviewer #UPCATRevi SJensenismo fRizall ; 3. Printscreen your score, print the file, and submit {t to your teacher Have fun! phical essay that compares your early childhood education