Chapters (1 4) Rizal

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RA 1425: Ang Batas Rizal (JUNE 12, 1956)

REPUBLIC ACT NO. 1425

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


SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS
AND WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME
TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND
DISTRIBUTION THEREOF, AND FOR OTHER PURPOSES.
➢ WHEREAS, today, more than any other period of our history, there is a need for a
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,
• 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 of 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 disciplinary nature, to carry out and
enforce the provisions of this Act. The Board shall promulgate rules and
regulations providing for the exemption of students for reasons of religious belief
stated in a sworn written statement, from the requirement of the provision
contained in the second part of the first paragraph of this section; but not from
taking the course provided for in the first part of said paragraph. Said rules and
regulations shall take effect thirty (30) days after their publication in the Official
Gazette.
• Section 2. It shall be obligatory on all schools, colleges and universities to
keep in their libraries an adequate number of copies of the original and
unexpurgated editions of the Noli Me Tangere and El Filibusterismo, as well
as of Rizal's other works and biography. The said unexpurgated editions of
the Noli Me Tangere and El Filibusterismo or their translations in English as
well as other writings of Rizal shall be included in the list of approved books
for required reading in all public or private schools, colleges and
universities. The Board of National Education shall determine the adequacy
of the number of books, depending upon the enrollment of the school,
college or university.
• Section 3. The Board of National Education shall cause the translation of
the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose
Rizal into English, Tagalog and the principal Philippine dialects; cause them
to be printed in cheap, popular editions; and cause them to be distributed,
free of charge, to persons desiring to read them, through the Purok
organizations and Barrio Councils throughout the country.
• Section 4. Nothing in this Act shall be construed as amendment or
repealing section nine hundred twenty-seven of the Administrative Code,
prohibiting
the discussion of religious doctrines by public school teachers and other
person engaged in any public school.
• Section 5. The sum of three hundred thousand pesos is hereby authorized
to be appropriated out of any fund not otherwise appropriated in the National
Treasury to carry out the purposes of this Act.
• Section 6. This Act shall take effect upon its approval.
Approved: June 12, 1956

Pagbabalik-tanaw
• Sa bisa ng R. A. 1425 (Batas Rizal), mahigit 55 taon nang kinukuha ng mga
mag-aaral sa kolehiyo ang kursong tumatalakay sa buhay at mga akda ni
Jose Rizal.
• Mahalagang balikan ang konteksto ng pagpapanukala at ang mga naging
kaakibat na isyu sa pagsusulong nito.

Ang Pilipinas Matapos ang Ikalawang Digmaang Pandaigdig


1. Nagpatuloy ang dominasyon ng Estados Unidos sa Pilipinas partikular na sa
aspetong pampulitika, pangmilitar at pang ekonomiya.
2. Patuloy na pakikibaka ng mga Pilipino para sa tunay at ganap na pagbabagong
Panlipunan
Si Recto at ang Batas Rizal
• Sa gitna ng mga panlipunang suliraning ito, isang makabayang Pilipino ang
pumagitna at naghain ng akmang solusyon.
• Itinuturing si Sen. Claro M. Recto na mahigpit na oposisyon sa mga polisiyang
isinulong nina Pang. Elpidio Quirino at Pang. Ramon Magsaysay.
• Maalam sa mga akda at buhay ni Rizal, naniniwala si Claro M. Recto na integral
sa pagmamahal sa bayan ang pag-aaral sa mga dakilang gawa ng ating
Pambansang Bayani.
“…the reading of Rizal’s novels would strengthen the Filipinism of the youth
and foster patriotism”.
- C. M. Recto
• Sa layuning ito, kanyang isinulong ang sapilitang pag-aaral sa buhay at mga
sinulat ni Dr. Jose Rizal sa mga mag-aaral ng kolehiyo.

“We, too, can prosper, as other nations which have become free and have
known how to rely on themselves with dignity and self-respect have prospered.
Our people deserve a better fate, a destiny realized in happiness and freedom…”

- Claro M. Recto

Ang Batas Rizal (R.A. 1425)


• Inihapag sa Senado ni Sen. Jose P. Laurel ang isang panukalang batas (Senate
Bill 438) na naglalayong pag-aralan ang buhay at mga akda ni Jose Rizal noong Abril
17, 1956.
• Si Sen. Laurel bilang Tagapangulo ng Senate Committee on Education ang
naghapag nito, subalit ang orihinal na panukala ay inakda ni Sen. Claro M. Recto.
Senate Bill 438
An Act to make Noli Me Tangere and El Filibusterismo compulsory reading matter
in all public and private colleges and universities and for other purposes.
Ang panukalang ito ay tumanggap ng maraming mga pagbatikos mula sa mga
Katolikong Senador.
• Ilan sa mga ito ay sina:
➢ Sen. Decoroso Rosales
➢ Sen. Mariano Cuenco
➢ Sen. Francisco Rodrigo
• Ang mga pagbatikos ng mga senador na ito ang nagbigay-daan para sa mga
debate sa pagitan ng mga laban at pumapabor dito.
• Si Claro M. Recto bilang orihinal na may-akda ng panukala ang siyang buong-
giting na nagdepensa sa kahalagahan ng panukala para sa mas malalim na
pagkakilala sa pagiging Pilipino at pagmamahal sa bayan.
• Maliban sa mga nabanggit na Senador, ang Catholic Action of Manila (CAM) ang
isa sa mga pangunahing organisasyon na naglunsad ng mga kampanya laban sa
panukala:
(1) ang kanilang opisyal na pahayagan, Sentinel ay inilabas na araw-araw sa halip
na isang beses lamang sa isang linggo at;
(2) hinikayat ang mga Katoliko na sumulat sa mga Senador at Kongresman na
ibasura ang Batas Rizal

Mga Pahayag Laban sa Panukalang Batas Rizal


“Compulsion to read something against one’s religious convictions was no
different from a requirement to salute the flag, which according to the latest
decision on the matter by the US Supreme Court, was an impairment both of
freedom of speech and freedom of religion.”
- Principal argument of Senators Rodrigo, Rosales and Cuenco

“A vast majority of our people are at the same time Catholics and Filipino
citizens. As such, they have two great loves: their country and their faith. These
two loves are not conflicting loves. They are harmonious affections, like the love
of a child for his father and for his mother.
“This is the basis of my stand. Let us not create a conflict between
nationalism and religion; between the government and the church.”
- Senator Francisco Rodrigo

Rizal’s novels “belong to the past” and it would be “harmful” to read them
because they presented a “false picture” of conditions in the country at that time.
Noli Me Tangere is an “attack on the clergy” and its object was to “put to ridicule
the Catholic faith.”
The novel was not really patriotic because out of 333 pages, only 25
contained patriotic passages while 120 were devoted to anti-Catholic attack.
- Fr. Jesus Cavanna
(speaker on the symposium organized by CAM)
“Since some parts of the novels had been declared “objectionable matter”
by the hierarchy, Catholics had the right to refuse to read them so as not to
“endanger their salvation.”
- Jesus Paredes
Radio commentator

“The bill was Recto’s revenge against the Catholic voters who, together with
Magsaysay, were responsible for his poor showing in the 1955 senatorial
elections.”
- Narciso Pimentel Jr.
Radio commentator

Laban sa Simbahang Katoliko


• Ang lahat ng pagbatikos sa panukalang batas na ito ay bunga ng paniniwala ng
mga Senador na makakasira sa imahe ng Simbahan ang pagbabasa sa mga
nobela at maging sa buhay ni Rizal.
• Sa isang pastoral letter na inilabas ng Simbahang Katoliko, binabanggit na sa 333
pahinang edisyon ng nobela ni Rizal, 25 bahagi lamang ang naglalaman ng
makabayang damdamin. 120 naman ay inilaan ni Rizal bilang pang-atake sa
Simbahang katoliko.
• Kasama rin sa nasabing pastoral letter ang pagbanggit sa 170 bahagi mula sa Noli
at 50 bahagi mula sa Fili na naglalayong sirain ang magandang imahe ng
Simbahang Katoliko.
• Sa pananalita ng isang Senador: “But I cannot allow my son who is now 16 to read
the Noli Me Tangere and the El Filibusterismo lest he lose his faith”.
– Sen. Rodrigo
• Hindi na lamang sa loob ng Senado ang kontrobersiyang idinulot ng panukalang
batas.
• Nakialam na rin ang Simbahang Katoliko tungkol sa isyu.
• Binantaan ng Simbahan si Recto na ipapasara nila ang lahat ng mga paaralang
Katoliko sa sandaling maipasa ang nasabing panukalang batas.

Ang Tagapagtanggol ng Panukalang Batas


• Sa gitna ng mainit na debateng ibinunga ng panukalang batas, nanatiling hindi
natitinag ang nagpanukala nito- si Sen. Claro M. Recto.
• Sa Senado, hindi napigilan si Recto sa pagtatanggol para sa nasabing panukala
• Sa tatlong oras na talumpati sa Senado, binatikos ni Recto ang pastoral letter ng
Simbahang Katoliko. Ayon sa kanya, dinaig pa ng pastoral letter ang pagkundena
ng mga Dominikano sa mga nobela na naging dahilan ng pagbaril kay Rizal sa
Luneta noong ika-19 dantaon.
• Dagdag pa rito, binanggit ni Recto na ang pagbabasa ng nasabing pastoral letter
“should open the eyes of the people to the real enemies of Rizal and true
nationalism”
• Bilang tugon sa bantang ipapasara ng Simbahan ang mga paaralang Katoliko sa
sandaling maipasa ang batas, nakita ni Recto na pabor ito sa bansa upang
maisakatapuran na ang nationalization ng mga paaralan. Katulad ng Senate Bill
438, hakbang din ito upang mapalawak ang nasyonalismo sa mga Filipino.
• Ayon kay Recto, “They (Catholic Church) are making too much profit which they
can ill-afford to give up.”
• “Rizal did not pretend to teach religion or theology when he wrote these books. He
aimed at inculcating civic consciousness in the Filipinos, national dignity, personal
pride, and PATRIOTISM, and if references were made by him in the course of his
narration to certain religious practices in the Philippines in those days and to the
conduct and behavior of erring ministers of the church, it was because he
portrayed faithfully the general situation in the Philippines as it then existed.”
- CM Recto
• “Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must
be taken to heart, for in their pages we see ourselves as in a mirror: our defects
as well as our strength, our virtues as well as our vices. Only then would we
become conscious as a people, and so learn to prepare ourselves for painful
sacrifices that ultimately lead to self-reliance, self-respect and freedom.”
-Senator Jose P. Laurel
• Dahil humigit na sa dalawang linggo ang matindihang debate at tila walang
pinatutunguhang pag-uusap tungkol sa panukala, nirebisa ni Sen. Laurel ang
panukala.
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.
Original text
An Act to make Noli Me Tangere and El Filibusterismo compulsory reading
matter in all public and private colleges and universities and for other purposes.
Revised text
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 Filiobusterismo, authorizing the printing and
distribution, thereof, and for other purposes.
• Malinaw na tinanggal ni Sen. Laurel ang ideya ng “sapilitan” (compulsion).
• Marami pa rin ang umasa na hindi ito maaprobahan (kabilang na si Cong. Miguel
Cuenco) ngunit nabigo ang mga ito, sapagkat…
➢ Senado: Naipasa ang batas na 23 senador ang pabor (Panukalang Batas
bilang 438)
➢ Mababang Kapulungan ng Kongreso: 71 ang pabor; 9 ang hindi pabor; 2
nagpasyang di bumoto (Panukalang Batas bilang 5564)
➢ Ang pinagsamang PB 438 at PB 5564 ay naging Batas Pambansa bilang
1425.
➢ Nilagdaan ang panukalang batas ng dating Pangulong Ramon Magsaysay
at naging Republic Act 1425 noong Hunyo 12,1956 na mas lalong popular
sa tawag na BATAS RIZAL.

Ang Batas Pambansa 1425 noong Dekada ‘90


• Memorandum Order 246 – Pang. Fidel V. Ramos, ika-26 ng Disyembre, 1994
• CHED memos:
bilang 3, 1995
bilang 6, 1996
• Sa gitna ng panlabas at panloob na mga panlipunang suliraning kinaharap ng
bansa noong 1950’s, naniwala si Recto na ang pag-aaral sa buhay at akda ni Rizal
ang gigising sa natutulog na damdaming Makabayan ng mga Pilipinong mag-aaral.
• Taong 1956 nang ipasa at ipatupad ang R.A. 1425. Makalipas ang 55 taon,
nananatili pa rin ang mga suliraning panlipunan; nananatili pa rin ang
pangangailangan ng bansa sa mga bayani; nananatili pa rin ang bisa ng mga
sinulat ni Rizal.
• At nananatili pa rin ang panawagan ni Rizal na mahalin at paglingkuran ang Inang
Bayan.
• Sa panahon natin ngayon na puro banyagang gamit, wika, kultura na lang ang
tinatangkilik natin hindi maiwasan na mawala ang pagmamahal natin sa sarili
nating bayan o ang nasyonalismo na nabaon na sa limot…
“Nasaan ang kabataang dapat mag-alay ng kanyang kasariwaan, ng
kanyang mga panaginip at sigasig ukol sa kabutihan ng kanyang Inang
Bayan?...Hinihintay namin kayo, o mga kabataan! Halikayo sapagkat hinihintay
namin kayo!”
- Padre Florentino
El Filibusterismo
Thoughts to ponder…
• The most predominantly Catholic country in Asia and it chooses a mason and anti-
cleric to be its national hero.
• Either the Filipino is a split personality or the greatest practioner in the art of uniting
opposites.
• What a nation!
- Voltaire de Leon 31 May 2008 at 1pm

PAGPILI NG PAMBANSANG BAYANI


Komisyong Taft (1901)
• Governor-General William Howard Taft: kinakailangang magkaroon ang Pilipinas
ng Pambansang Bayani.
• Ang pambansang bayani na ito ang magiging pambansang huwaran ng mga
mamamayang Pilipino.
Komisyong Taft
1. Wiliam Howard Taft
2. Morgan Shuster
3. Bernard Moses
4. Dean Worcester
5. Henry Clay Ide
6. Trinidad Pardo H. de Tavera
7. Gregorio Araneta
8. Cayetano Arellano
9. Jose Luzurriaga
Pamantayan
1. Isang Pilipino
2. Yumao na
3. May matayog na pagmamahal sa bayan
4. May mahinahong damdamin
Mga pinagpilian
1. Graciano Lopez Jaena
2. Antonio Luna
3. Marcelo H. del Pilar
4. Emilio Jacinto
5. Jose Rizal
Graciano Lopez-Jaena (1856-1896)
• Jaro, Iloilo
• Filipino journalist
• Orator
• Revolutionary from Iloilo
• Founder, editor of La Solidaridad
• Died of tuberculosis on Jan 20, 1896 in Barcelona, Spain
Marcelo H. del Pilar (1850-1896)
• Born on August 30, 1850 in Cupang, Bulacan, Bulacan
• Filipino writer, journalist, satirist
• Revolutionary leader
• Died of tuberculosis in Barcelona, Spain on July 4, 1896
Jose P. Rizal (1861-1896)
• Born in June 19, 1861 in Calamba, Laguna
• Filipino polymath
• Foremost Filipino Patriot
• Wrote the Noli and Fili
• Founder of La Liga Filipina
• Executed by the Spanish on Dec 30, 1896 in Bagumbayan
Emilio Jacinto (1875-1899)
• Born in Trozo, Tondo on Dec 15, 1875
• Filipino revolutionary
• The Brain of the Katipunan
• Studied in San Juan de Letran College then in UST
• Writer – Dimasilaw
• Contracted malaria and died in Magdalena, Laguna in April 16, 1899
Antonio Luna (1866-1899)
• Born October 29, 1866 in Urbiztondo, Binondo, Manila
• Filipino pharmacist
• Wrote for La Solidaridad
• Revolutionary
• Brigadier-general who fought in the Philippine-American War
• Killed by fellow Fililipinos on June 5, 1899
Si Rizal ang napili dahil…
1. Siya ang kauna-unahang Pilipino umakit upang ang buong bansa ay magkaisang
maghimagsik laban sa kolonyalistang Espanya, sa pamamagitan ng dalawa
niyang nobela, ang Noli Me Tangere at El Filibusterismo.
2. Huwaran siya ng kapayapaan.
3. Ang mga Pilipino ay sentimental o maramdamin.

CHAPTER 2. “The Philippines in the 19th Century as Rizal's Context”

Spain and the Philippines in Rizal’s Time


Spanish rule was imposed in the Philippines by conquest.
Miguel Lopez de Legazpi established the first Spanish settlement in 1565 in Cebu.
Before the conquest, the Filipinos had their own indigenous culture and their own
government, the barangay – headed by a native chieftain called “datu”.
The Philippines became a colony of Spain and it belonged to the King of Spain.
Political Instability in Spain
Death of King of Spain – Ferdinand VII
Spain went through a downward spiral as a world power.
Carlist Wars – battle between Isabella and Carlos, the siblings of Ferdinand VII,
for the thrown as successor of their late father.
Isabella defeated his brother allowing her to become the sole female monarch
(sovereign head of state, ex. king, queen, emperor) in Spain.
Canovite System or Rotativism
Liberals and Conservatives
Philippine became a dumping ground of relatives and favorites of Spanish
politicians in Spain.
Abandonment of Mercantilism
Before the 19th century, European practiced mercantilism - the country's wealth
and power can be measured in its stock of gold and silver. It also means that all trade
should be conducted within a certain country and its colonies.
By 18th and 19th centuries, there was a shift towards laissez faire or free market
trade - countries and their colonies began trading with one another.
Before, only the Spaniards benefitted from the Galleon trade, with free trade, the
growers and traders of Philippine products gained wealth.
Middle class families were able to send their children to acquire higher education.
The opening of Suez Canal in 1869 brought Europe closer to the Philippines and
the enlightenment ideas became more prevalent among middle class – became known
as the illustrados or the "enlightened ones”.

Economic Condition
The country was opened to foreign trade in 1834, which resulted to rapid rise of
foreign firms in Manila.
The growing prosperity of the Philippines in the 19th century had significant
consequences:
✓ increased Filipino contacts with foreigners;
✓ able to send their sons for an education in Europe; and
✓ the awareness of a completely different type of society prevalent in Europe
made these European-educated Filipinos disenchanted with Spain.
Unfortunately, problems were really inevitable since Gov. Gen. Legazpi converted
the land of the indios (the unfortunate and discriminated class) into the encomienda. They
abolished the encomienda and convert the land into haciendas.
The word encomienda comes from the word Spanish encomendar which means
“to entrust”.
The encomienda is a grant of inhabitants living in a particular conquered territory
which Spain gave to Spanish colonizer as a reward for his services.

Encomiendero
- tax collector
- monitor peace and order
- govern the parcel of land given to him

3 Types of Encomienda
• Royal – the taxes will go to the King of Spain
• Ecclesiastical – the taxes will go to the church
• Privado – the encomienda given to the friend of the King who had contribution for
the colonization

Haciendas Owned by the Friars and Spanish Officials


The Spanish friars belonging to different religious orders were the richest
landlords, for they owned the best haciendas (agricultural lands) in the Philippines.
The rural folks, who had been living in these haciendas and cultivating them
generation after generation became tenants.
Political Condition
The Spanish colonial government in the Philippines ran indirectly through the
viceroy of the Spain in Mexico.

Systems of Government:
➢ National Government
➢ Provincial Government
➢ Municipal Government
➢ Barrio Government

National Government
• Governor General
- appointed by the Spanish monarch
- head of the Spanish colonial government
- commander-in-chief of the military
- he is the Vice Royal Patron wherein he could nominate priests for
administration of parishes
- president of Royal Audiencia (the Supreme Court in the Philippines during
those times), he had legislative powers
- actos acordados refers to the law enacted by the Governor General
- had the power of cumplace; the power to decide which law or royal decree
should be implemented or disregarded

Miguel Lopez de Legazpi is the first Governor General and Diego de los Rios was
the last one.

Provincial Government
➢ Alcaldia - Alcalde Mayor
- provinces under Spanish control
➢ Corregimiento - Corregidor
- provinces not under Spanish control

• Alcalde Mayor (Provincial Governor)


- the head in the provincial level
- executive and judicial functions
- indulto de commercio; a right given to the Alcalde Mayor to engage in
trading.

Provincial Government is the most corrupt unit in the local government.

Municipal Government
• Gobernadorcillo (Town Mayor)
- at first, he was elected by all married males.
- in the 19th century, he was voted by 13 electors, chaired by the outgoing
gobernadorcillo.
- tax collector
- required to mortgage his properties to the government at the beginning of
his term of office.

Barrio Government
• Cabeza de Barangay (Barangay Captain)
- he is the head of the barangay
- the Filipino was allowed to assume the position of Gobernadorcillo and
Cabeza de Barangay only and only given to a Filipino male, 23 years old, educated
and had a property of 500 pesos.
- maintain of peace and order
- collect of taxes and tributes in barangay

Investigators
King of Spain assigned the Residencia and Visitador to observe and check the
administration of Governor General, Alcalde Mayor, Gobernadorcillo, and Cabeza de
Barangay.

• Residencia – he will live in the Philippines to observe.


• Visitador - he will just visit the country to check the administration.

The Supremacy of the Friars and Guardia Civil over the Colonial Government
Friars
Member of any of certain religious orders of men like Augustinians, Carmelites,
Dominicans, and Franciscans.
They were the supervising representative of the Spanish government for all local
affairs. Their approval was necessary on almost all acts of the local officials.
Eventually, the friars became more powerful and influential that even civil
authorities feared them - this situation was what Lopez Jaena termed as Frailocracia (the
Spanish political philosophy of union of church and state).

Guardia Civil
- national police officer of Spain

Abuses of the Spanish Government Officials


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

Corrupt Spanish Officials


The colonial officials were highly corrupt, incompetent, and cruel.

• General Rafael de Izquierdo (1871-1873) – a boastful and ruthless


governor general, aroused the anger of the Filipinos by executing the
Fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora, the “Martyrs of
1872”.
• Admiral Jose Malcampo (1874-1877) – a good Moro fighter, but
was inept and weak administrator.
• General Fernando Primo de Rivera – a governor general for two
terms (1880-1883) and (1897-1898), enriched himself by accepting bribes
from gambling casinos in Manila which he scandalously permitted to
operate.
• General Valeriano Weyler (1888-1891) – a cruel and corrupt
governor general of Hispanic-German ancestry, arrived in Manila in a poor
man and returned to Spain a millionaire.
- the Filipinos scornfully called him “tyrant”
- the Cubans cursed him as “the butcher”
• General Camilo de Polavieja (1896-2897) – an able militarist but
heartless governor general, was widely detested by the Filipino people for
executing Dr. Jose Rizal.
Philippine Representation in the Spanish Cortes
The first period in the Philippine representation in the Spanish Cortes (1810-1813)
was fruitful with the beneficent results for the welfare of the colony. However, the second
period (1820-1823) and the third period (1834-1837) were less fruitful in parliamentary
work.
The representation of the overseas colonies including the Philippines in the
Spanish Cortes was abolished in 1837. Since then, Philippine condition worsened.

Socio-Cultural Condition
The Spaniards imposed new social stratification which discriminate the natives in
their own land.

• Peninsulares – the highest class, Spanish born in Spain and live in the Philippines
• Insulares – the second class, Spanish born in the Philippines
• Creoles – the third class, they are the mix blood combination of Spanish and
Filipino
Illustrado – the well-educated Filipino
Principalia – the land owners
• Indios – the last class, the unfortunate and discriminated class in the society
Educational System During the Spanish Regime
Up to the middle of the 19th century, schools were under the control of friars.
Primary education was not given attention despite the establishment of parochial
schools in many towns.
Religion is still the center of the educational system imposed by the Spaniards.
Children in schools were taught that they were of inferior intelligence and were
suited only for manual work.
Filipino children were not able to develop self-confidence in their ability to learning.
By the end of 19th century, only the University of Santo Tomas (UST) was the
existing higher education institution in the Philippines.
UST, founded by the Dominicans in 1611, was the only university which offered
courses in medicine, pharmacy. theology, philosophy, as well as canon and civil law.
Girls and boys have separate schools and they also have different curriculum.

For male in secondary education:


▪ Colegio Maximo de San Ignacio – 1589
▪ College of San Idelfonso – 1599
▪ Ateneo de Municipal – 1817
The curriculum for male includes: Spanish, History, Latin, Philosophy, Canon,
Civil Law, and Rhetoric.

For female in secondary education:


▪ Colegios of Santa Potenciana – 1591
▪ Sta. Isabel – 1632
▪ Santa Catalina de Sana – 1696
▪ Sta. Rita College – 1719
▪ Colegio de la Inmaculada Concepcion Concordia – 1868
The curriculum for female includes: Rules of Courtesy, Vocal Music, Language
and Sewing.

During 19th century, the public education for the natives begun.
The Educational Decree of 1863 was implemented in December 20, 1863 - it
required that each major town in the Philippines should establish at least one primary
schools for boys and another for girls, and the medium of instruction is Spanish.
The same decree provided provide trainings for teachers to master Spanish
language (medium of instruction).
The friars resisted the teaching of Spanish language to the Filipinos; keep the
Filipinos from being ignorant.
They believed that having the knowledge of Spanish language would lead to the
development of political and social awareness among the natives - could trigger in them
the desire to work for freedom and independence.
Although the Spanish government exerted efforts to educate the Filipinos in the
19th century, the educational system implemented in the country had serious
weaknesses:
o over-emphasis on religion;
o limited and irrelevant curriculum;
o obsolete classroom facilities;
o inadequate instructional materials;
o absence of academic freedom; and
o racial prejudice against Filipinos in school.
The Different Socio-Economic Policies Imposed by the Spaniards
1. Reduccion - this policy was implemented so that the government and parish priest
could easily monitor the natives and for the easy conversion to Catholicism.
2. Bandala - the natives are obliged to sell their products to the Spaniards.
3. Polo y Sevicio - the forced labor of all Filipino males from 16 to 60 years old for
40-day periods.
- the word polo refers to community work, and the laborer was called polista.
- the only way to avoid being forced to do polo y servicio was to pay the
falla.
- in 1884, the forty days of forced labor was reduced to 15 days.

Effects:
- decrease in production of agriculture
- decrease in population
- rebellion of natives
4. Taxation
➢ Cedula – male and female 18 years old and above will pay every year for
the cedula.
➢ Sanctorum - tax for the church.
➢ Donativo de Zamboanga – a tax specifically used for the conquest of Jolo.
➢ Tribute - it may be paid in cash or in kind.
5. The Tribute (Buwis) or Tributo
Miguel Lopez de Legazpi was first to order the payment of tribute. His
successors followed this practice.
The tribute or buwis was collected from the natives both in cash (gold or
money) and in kind (e.g. rice, cloth, chicken, coconut oil, abaca, etc.).
The King of Spain preferred the payment of gold, but the natives paid largely
in kind.
6. Galleon Trade
This trading policy changed the system of free trading in the Philippines
where in the other nationalities like the Chinese are free to exchange their goods
with the Filipinos who had extra goods.
Boletas - the ticket for the Galleon trade.

Effects:
- decrease in the production of the native industry
- loss of profit of the local industry
- intercultural exchange
CHAPTER 3. Rizal’s Life

Chapter 1.
Advent of A National Hero
The Birth of a Hero – Jose Rizal was born on Wednesday, June 19, 1861, in the
lakeshore town of Calamba, Laguna Province, Philippines. He was baptized in the
Catholic Church on June 22, aged three days old by the parish priest Father Rufino
Collantes. His name “Jose” was chosen by his mother who was a devotee of the Christian
saint San Jose (St. Joseph).
Noted: at the time Rizal was born, the governor general of the Philippines was Lieutenant-
General Jose Lemery, former senator of Spain. He governed the Philippines from
February 2, 1861 – July 7, 1862. Incidentally, on the same date of Rizal’s birth, he sent
an official dispatch to the Ministry of War and the Ministry of Ultramar in Madrid,
denouncing Sultan Pulalun of Sulu and several powerful Morodatus for fraternizing with
a British consul. Among his achievements as governor general were (1) fostering the
cultivation of cotton in the provinces and (2) establishing the politico-military governments
in the Visayas and in Mindanao.
Rizal’s Parents – Jose Rizal was the seventh of the eleven children of Francisco
Mercado Rizal and Teodora Alonso Reolanda. Francisco (1818 – 1898) was born in
Biñan, Laguna, on May 11, 1818. He died in Manila on January 5, 1898, at the age of 80.
In his student memoirs, Rizal affectionately called him “a model of fathers”. Doña Teodora
(1826 – 1911), was born in Manila on November 8, 1826 and was educated at the College
of Santa Rosa, a well-known college for girls in the city. Rizal lovingly said of her: “My
mother is a woman of more than ordinary culture; she knows literature and speaks
Spanish better than I. she corrected my poems and gave me good advice when I was
studying rhetoric. She is mathematician and has read many books.” Doña Teodora died
in Manila on August 16, 1911, at the age of 85.
The Rizal Children – God blessed the marriage of Francisco Mercado Rizal and Teodora
Alonso Realonda with eleven children – two boys and nine girls. The children were as
follows:
1. Saturnina (1850 – 1913) – Oldest of the Rizal children, nicknamed Neneng; she
married Manuel T. Hidalgo of Tanawan, Batangas.
2. Paciano (1851 – 1930) – Older brother and confidant of Jose Rizal; after his
younger brother’s execution, he joined the Philippine Revolution and become a
combat general; after the Revolution, he retired to his farm in Los Baños, where
he lived as a gentleman farmer and died on April 13, 1930, an old bachelor aged
79.
3. Narcisa (1852 – 1939) – Her pet name was Sisa and she married Antonio Lopez.
4. Olimpia (1855 – 1887) – Ypia was her pet name; she married Silvestre Ubaldo, a
telegraph operator from Manila.
5. Lucia (1857 – 1919) – She married Mariano Herbosa of Calamba, who was a
nephew of Father Casanas.
6. Maria (1859 – 1945) – Biang was her nickname; she married Daniel Faustino Cruz
of Biñan, Laguna.
7. Jose (1861 – 1896) – The greatest Filipino hero and peerless genius; his nickname
was Pepe; during his exile in Dapitan he lived with Josephine Bracken, Irish girl
from Hong Kong; he had a son by her, but this baby-boy died a few hours after
birth; Rizal named him ‘Francisco” after his father and him in Dapitan.
8. Concepcion (1862 – 1865) – her pet name was Concha; she died of sickness at
the age of 3; her death was Rizal’s first sorrow in life.
9. Josefa (1865 – 1945) – Her pet name was Panggoy; she died an old maid at the
age of 80.
10. Trinidad (1868 – 1951) – Trining was her pet name’ she died also an old maid in
1951 aged 83.
11. Soledad (1870 – 1929) – Youngest of the Rizal children; her pet name was
Choleng; she married Panteleon Quintero of Calamba.
Rizal’s Ancestry – Rizal was a product of the mixture of races. Predominantly, he was a
Malayan and was a magnificent specimen of Asian manhood. Rizal’s great-great-
grandfather on his father’s side was Domingo Lameo, a Chinese immigrant from the
Fukien city of Changchow, who arrived in Manila about 1690. He became a Christian,
married a well-to-do Chinese Christian girl of Manila named Ines de la Rosa, and
assumed in 1731 the surname Mercado which was appropriate for him because he was
a merchant. The Spanish term Mercado means “market” in English. Domingo Mercado
and Ines de la Rosa had a son, Francisco Mercado, married a Chinese-Filipino mestiza,
Cirila Bernacha and was elected gobernadorcillo (municipal mayor) of the town. One of
their sons, Juan Mercado (Rizal’s grandfather), married Cirila Alejandro, a Chinese-
Filipino Mestiza. Capitan Juan and Capitana Cirila had thirteen children, the youngest
being Francisco Mercardo, Rizal’s father. Doña Teodora’s family descended from Lakan-
Dula, the last native king of Tondo. Her great-grandfather (Rizal’s maternal great-great-
grandfather) was Eugonio Ursua (of Japanese ancestry), who married a Filipina named
Benigna (surname unknown). Their daughter, Regina, married Manuel de Quintos, a
Filipino-Chinese lawyer.
The Surname Rizal – The real surname of the Rizal family was Mercado, which was
adopted in 1731 by Domingo Lamco (the paternal great-great-grandfather). Rizal’s family
acquired a second surname – Rizal – which was given by a Spanish alcalde mayor of
Laguna. Dr. Rizal, in his letter to Blumentritt (without date or place)
The Rizal Home – The house of the Rizal family, where the hero was born, was one of
the distinguished stone houses in Calamba during Spanish times. It is described by Dr.
Rafael Palma. One of Rizal’s prestigious biographers:

A good and Middle-Class Family – The Rizal family belonged to the principalia, a town
aristocracy in Spanish Philippines. It was one of the distinguished families in Calamba.
Home Life of the Rizals – The Rizal family had a simple, contented, and happy life. In
consonance with Filipino custom, family ties among the Rizals were intimately close. Don
Francisco and Doña Teodora love their children, but they never spoiled them.

Chapter 2
Childhood Years in Calamba
Jose Rizal grew up in a happy home, ruled by good parents, bubbling with joy, and
sanctified by God’s blessings. His native town is Calamba. Its scenic beauties and
industrious, hospitable, and friendly folks impressed him during his childhood years and
profoundly affected his mind and character.
Calamba, the Hero’s Town – Calamba was a hacienda town which belonged to the
Dominican Order, which also owned all the lands around it. Rizal loved Calamba with all
his heart and soul. In 1876, when he was 15 years old and was a student in the Ateneo
de Manila, he remembered his beloved town. Accordingly, he wrote a poem Un
Recuerdo A mi Pueblo (In Memory of My Town).
Earliest Childhood Memories – The first memory of Rizal, in his infancy, was his happy
days in the family garden when he was three years old. Because he was a sick child, he
was given the tenderest care by his parents. His father built a little nipa cottage in the
garden for him to play in the day time. Another childhood memory was the daily Angelus
prayer. By nightfall, his mother gathered all the children at the house to pray the Angelus.
Another memory of his infancy was the nocturnal walk in the town. The maid took him for
a walk in the moonlight by the river.
The Hero’s First Sorrow – Jose loved most the little Concha (Concepcion). He was a
year older than Concha. He played with her and from her he learned the sweetness of a
sisterly love. Unfortunately, Concha died of sickness in 1865 when she was three years
old. Jose, who was very fond of her, cried bitterly at losing her. “When I was four years
old, I lost my little sister Concha, and then for the first time I shed tears caused by love
and grief…”
Devoted Son of the Church – At the age of three, he began to take part in the family
prayers. His mother was a devout Catholic, taught him the Catholic prayers, when he was
five years old, he was able to read haltingly the Spanish family Bible. Father Leoncio
Lopez- he is the town priest. Jose Rizal used to visit him and listen to his stimulating
opinions on current events and sound philosophy of life.
Pilgrimage to Antipolo – On June 6, 1868, Jose and his father left Calamba to go on a
pilgrimage to Antipolo, in order to fulfill his mother’s vow which was made when Jose was
born. It was the first trip of Jose across Laguna de Bay. After praying at the shrine of the
Virgin of Antipolo, Jose and his father went to Manila. It was the first time Jose saw Manila.
They visited Saturnina, who was then a boarding student at La Concordia College in Sta.
Ana.
Artistic talents
• Since early childhood Rizal revealed his God-given talent for art. At the age of 5
he began to make sketches with his pencil and to mold in a clay and wax objects
which attracted his fancy.
• Upon the request of the town mayor, he painted in oil colors a new banner that
delighted the town folks because it was better than the original one.
• Jose had a soul of a genuine artist
• Introvert
• One interesting anecdote about Rizal was the incident about his clay and wax
images.

First poem by Rizal


• Aside from sketching and sculpturing talent he possessed a God-given gift for
literature
At the age of eight he wrote his first poem in native language entitled “Sa Aking
Mga Kababata” (To My Fellow Children).

• This poem reveals Rizal’s earliest nationalist sentiments “the bird which soars
freer space above”
First drama by rizal
• Rizal who was eight years old, wrote his first dramatic work which was a Tagalog
comedy. It is said that it was staged in calamba festival and was delightfully
applauded by the audience.
• A gobernadorcillo from Paete, a town in Laguna famous for lanzones and
woodcarvings happed to witness the comedy and liked it so much that he
purchased the manuscript for two pesos and brought it to his home town. It was
staged in Paete during its town fiesta.

Rizal as Boy magician


• Since early adulthood Rizal had been interested in magic.
• He also gained skills in manipulating marionettes. (puppet shows)
• In later years he continued his keen predilection for magic
• In his second novel (el filibusterismo - treason) he revealed his wide knowledge of
magic.

Lakeshore Reveries
• During the twilight hours of summertime Rizal, accompanied by his pet dog, used
to meditate at the shore of Laguna de bay on the sad conditions of his oppressed
people, years later he related.
• When he became a man, many years later he wrote to his friend Mariano Ponce.
Influences on the Hero’s Boyhood
• Father Leoncio Lopez, fostered Rizal’s love for scholarship and intellectual
honesty. The death of his sister Concha and the imprisonment of his mother,
contributed to strengthen his character, enabling him to resist blows of adversity in
later years. The Spanish cruelties and abuses awakened his spirit of patriotism
and inspired him to consecrate his life and talents to redeem his oppressed people.

• Influences were the following – Hereditary Influence, Environmental Influence and


Aid of Divine Providence

Hereditary Influence – From his Malayan ancestors, Rizal inherited his love for
freedom, his innate desire to travel, and his indomitable courage. From his Chinese
ancestors, he derived his serious nature, frugality, patience, and love for children.
From his Spanish ancestors, he got his elegance of bearing, sensitivity to insult,
and gallantry to ladies. From his father, he inherited a profound sense of self-
respect, the love for work, and the habit of independent thinking. And from his
mother, he inherited his religious nature, the spirit of self-sacrifice, and the passion
for arts and literature.

Environmental Influence – The scenic beauties of Calamba and the beautiful


garden of the Rizal family stimulated the inborn artistic and literary talents of Jose
Rizal. The religious atmosphere at his home fortified his religious nature. His
brother, Paciano, instilled in his mind the love for freedom and justice. From his
sisters, he learned to be courteous and kind to women. His three uncles, inspired
him to develop his artistic ability, to develop his frail body and intensified his
voracious reading of good books.

Aid of Divine Providence – Rizal was providentially destined to be the pride and
glory of his nation. God had endowed him with the versatile gifts of a genius, the
vibrant spirit of a nationalist, and the valiant heart to sacrifice for a noble cause.
Chapter 3
Early Education
In Calamba and Biñan

• Rizal had his early education in Calamba and Biñan. It was a typical schooling that
a son of an ilustrado family received during his time, characterized by the four R’s
– reading, writing, arithmetic, and religion.
• Instruction was rigid and strict. Knowledge was forced into the minds of the pupils
by means of the tedious memory method aided by the teacher’s whip. Despite the
defect of the Spanish system of elementary education, Rizal was able to acquire
the necessary Instruction preparatory for college work in Manila and abroad. It may
be said that Rizal, who was born a physical weakling, rose to become an
intellectual giant not because of, but rather in spite of, the outmoded and backward
system of instruction obtaining in the Philippines during the last decades of
Spanish regime.

The Hero’s First Teacher


• The first teacher of Rizal was his mother, who was a remarkable woman of good
character and fine culture. On her lap, he learned at the age of three the alphabet
and the prayers. “My mother,” wrote Rizal in his student memoirs, “taught me how
to read and to say haltingly the humble prayers which I raised fervently to God.”
As a tutor, Doña Teodora was patient, conscientious, and understanding. It was
she who first discovered that her son had a talent for poetry. Accordingly, she
encouraged him to write poems. To lighten the monotony of memorizing the ABCs
and to stimulate her son’s imagination, she related many stories. As Jose grew
older, his parents employed private tutors to give him lessons at home.
• The first was Maestro Celestino and the second, Maestro Lucas Padua. Later, an
old man named Leon Monroy, a former classmate of Rizal’s father, became the
boy’s tutor. This old teacher lived at the Rizal home and instructed Jose in Spanish
and Latin. Unfortunately, he did not live long. He died five months later.
Jose Goes to Biñan
• One Sunday afternoon in June, 1869, Jose, after kissing the hands of his parents
and a tearful parting from his sisters, left Calamba for Biñan. He was accompanied
by Paciano, who acted as his second father. The two brothers rode in a carromata,
reaching their destination after one and one-half hours’ drive. They proceeded to
their aunt’s house, where Jose was to lodge. It was almost night when they arrived,
and the moon was about to rise. That same night, Jose, with his cousin named
Leandro, went sightseeing in the town. Instead of enjoying the sights,
• Jose became depressed because of homesickness. “In the moonlight,” he
recounted, “I remembered my home town, my idolized mother, and my solicitous
sisters. Ah, how sweet to me was Calamba, my own town, in spite of the act, that
it was not as wealthy as Biñan.”

First Day in Biñan School


• The next morning (Monday) Paciano brought his younger brother to the school of
Maestro Justiniano Aquino Cruz. The school was in the house of the teacher,
which was a small nipa hut about 30 meters from the home of Jose’s aunt. Paciano
knew the teacher quite well because he had been a pupil under him before. He
introduced Jose to the teacher, after which he departed to return to Calamba.
Immediately, Jose was assigned his seat in the class.

The teacherasked him:


“Do you know Spanish?”
“A little, sir,” replied the Calamba lad.
“Do you know Latin?”
“A little, sir.”

• The boys in the class, especially Pedro, the teacher’s son, laughed at Jose’s
answers.
The teacher sharply stopped all noise and began the lessons of the day.
First School Brawl
• In the afternoon of his day in school, when the teacher was having his siesta, Jose
met the bully, Pedro. He was angry at this bully making fun of him during his
conversation with the teacher in the morning. Jose challenged Pedro to a fight.
The latter readily accepted, thinking that he could easily beat the Calamba boy
who was smaller and younger. The two boys wrestled furiously in the classroom,
much to the glee of their classmates.
• Jose, having learned the art of wrestling from his athletic Tio Manuel, defeated the
bigger boy. For this feat, he became popular among his classmates.
• After the class in the afternoon, a classmate named Andres Salandanan challenge
him to arm-wrestling match. They went to a sidewalk of a house and wrestled with
their arms, Jose, having the weaker arm, lost and nearly cracked his head on the
sidewalk. In succeeding days he had other fights with the boys of Biñan. He was
not quarrelsome by nature, but he never ran away from a fight.

Painting Lessons in Biñan


• Near the school was the house of an old painter, called Juancho, who was the
father-in-law of the school teacher. Jose, lured by his love for painting, spent many
leisure hours at the painter’s studio.
• Old Juancho freely gave him lessons in drawing and painting.
• He was impressed by the artistic talent of the Calamba lad. Jose and his
classmate, Jose Guevarra, who also love painting, became apprentices of the old
painter. They improved their art, so that in due time they became “the favorite
painters of the class”.

Best Student in School


• In academic studies, Jose beat all Biñan boys. He surpassed them all in Spanish,
Latin, and other subjects. Some of his older classmates were jealous of his
intellectual superiority.
• They wickedly squealed to the teacher whenever Jose had a fight outside the
school, and even told lies to discredit him before the teacher’s eyes. Consequently
the teacher had to punish Jose. Thus Rizal said that “in spite of the reputation I
had of being a good boy, the day was unusual when I was not laid out on a bench
and given five or six blows.”

End of Biñan Schooling


• Before the Christmas season in 1870, Jose received a letter from his sister
Saturnina, informing him of the arrival of the steamer Talim which would take him
from Biñan to Calamba. Upon reading the letter, he had a premonition that he
would not return to Biñan, so that he became sad. He prayed in the town church,
collected pebbles in the river for souvenirs, and regretfully bade farewell to his
teacher and classmates.
• He left Biñan on Saturday afternoon, December 17, 1870, after one year and a half
of schooling in that town. He was thrilled to take passage on the steamer Talim,
for it was the first time he ever rode on asteamer. On board was a Frenchman
named Arturo Camps, a friend of his father, who took care of him.
Martyrdom of Gom-Bur-Za
• On the night of January 20, 1872 , about 200 Filipino soldiers and workmen of the
Cavite arsenal under the leadership of Lamadrid , Filipino sergeant, rose in violent
mutiny because of the abolition of their usual privileges, including exemption from
tribute and polo (force d labor) by the reactionary Governor Rafael de Izquierdo.
Unfortunately, this Cavite Mutiny was suppressed two days later by troop
reinforcements from Manila.
• The Spanish authorities, in order to liquidate Fathers Mariano Gomez, Jose Burgos
and Jacinto Zamora, leaders of the secular movement to Filipinize the Philippine
parishes, and their supporters (Jose Ma. Basa, Attorneys Joaquin Pardo de
Taveraand Antonio Ma. Regidor, etc.) Magnified the failed mutiny into a “revolt” for
Philippine independence. Accordingly, Gom-Bur-Za (Gomez, Burgos, and
Zamora), despite the archbishop’s plea for clemency because of their innocence,
were executed at sunrise,
• February 17, 1872, by order of Governor General Izquierdo. Their martyrdom was
deeply mourned by the Rizal family andmany other patriotic families in the
Philippines. Paciano, enraged by the execution of Burgos, his beloved friend,
teacher, and housemate, quit his studies at the College of San Jose and returned
to Calamba, where he told the heroic story of Burgos to his younger brother Jose,
who was then nearly eleven years old.
• The martyrdom of Gom-Bur-Za in 1872 truly inspired Rizal to fight the evils of
Spanish tyranny and redeem his oppressed people. And later, in 1891, he
dedicated his second novel, El Filibusterismo, to Gom-Bur-Za.

Injustice to Hero’s Mother


• Before June of 1872, tragedy struck the Rizal family. Doña Teodora was suddenly
arrested on a malicious charge that she and her brother, Jose Alberto, tried to
poison the latter’s perfidious wife.
• Jose Alberto, a rich Biñan ilustrado, had just returned from a business trip in
Europe. During his absence his wife abandoned their home and children. When
he arrived in Biñan, he found her living with another man. Infuriated by her infidelity,
he planned to divorce her. Doña Teodora, to avert family scandal, persuaded him
to forgive his wife. The family wife. However, the evil wife, with the connivance of
the Spanish lieutenant of the Guardia Civil, filed a case in court accusing her
husband and Doña Teodora of attempting to poison her. This lieutenant happened
to have an ax to grind against the Rizal family, because at one time Don Francisco
(Rizal’s father) refused to give him fodder for his horse. Taking the opportunity to
avenge himself, he arrested Doña Teodora, with the help of Calamba’s
gobenadorcillo, Antonio Vivencio del Rosario, a menial of the friars. These two
ungrateful men had been frequent guests at the Rizal home.
• After arresting Doña Teodora, the sadistic Spanish lieutenant forced her to walk
from Calamba to Santa Cruz (capital of Laguna Province), a distance of 50
kilometers. Upon arrival in Santa Cruz, she was incarcerated at the provincial
prison, where she languished for two years and a half until the Manila Royal
Audiencia (Supreme Court) acquitte her of the alleged crime. Recounting this
incidence of his mother’s imprisonment, Rizal said in his student memoirs: “Our
mother was unjustly snatched away from us and by whom? By some men who had
been our friends and whom we treated as honored guests. We learned later that
our mother got sick, far from us and at an advanced age. My mother was defended
by Messrs.
• Francisco de Marcaida and Manuel Marzan, the most famous lawyers of Manila.
She finally succeeded to acquitted and vindicated in the eyes of her judges,
accusers, and even her enemies, but after how long? After two and a half years.”

CHAPTER 4: Rizal’s Life- Higher Education and Life Abroad

RIZAL’S HIGHER EDUCATION

FORMAL SEARCH FOR KNOWLEDGE AT ATENEO MUNICIPAL


• Rizal entered Ateneo Municipal when he was 11 years old, four months after the
execution of GOMBURZA and Dona Teodora still in prison.
• His father decided not to send him at the Colegio de San Jose because of the
unhappy experience his brother Paciano had in the said school.
• His father wanted to send Rizal to Colegio de San Juan de Letran but later decided
to have enrolled at Ateneo Municipal, formerly known as Escuela Pia.

ATENEO
• Rizal took the entrance examination at Colegio de San Juan de Letran on June 10,
1872.
• After passing the qualifying examination, Rizal sought admission at the Ateneo
Municipal.

ENROLLMENT AT ATENEO
• Father Magin Fernando, the college registrar, was at first very firm in denying Rizal
admission.
• Rizal was refused to be admitted in this institution for two reasons: late registrant
and frail and undersized for his age.
• Due to the intervention of Manuel Burgos, the college registrar finally admitted the
young Jose.
• Jose adopted the surname Rizal at the Ateneo because their family name Mercado
had come under suspicion of the Spain authorities.
• Ateneo was located in Intramuros, Manila. He boarded in a house on Caraballo
Street, 25 minutes’ walk from campus. The boarding house was owned by Titay,
who owed Rizal family P300. Jose boarded there to collect part of the debt.
THE ATENEAN SYSTEM OF EDUCATION
• Jesuits trained the character of every student through rigid discipline and religious
instruction. Students were required to hear masses in the morning before the start
of the classes. Classes were usually began and ended with prayers.
• Atenean teachers enforced a program of dividing class into two competing
empires: the Romans and the Carthaginians.
• Roman Empire were the boarding students at Ateneo and the Carthaginian
Empire were the non-boarding students.
• Both empires had their ranks and dignities
1. Emperor
2. Tribune
3. Decurion
4. Centurion
5. Standard bearer
• Rizal understood the seriousness and severity of his studies. In order to excel he
made himself follow a daily timetable, which he rigidly observed
• Rizal lagged behind his classmates. But in a month’s time, he emerged as the
emperor in his class.

ACADEMIC PERFORMANCE AT ATENEO


RIZAL’S FIRST YEAR
• Rizal’s first professor in Ateneo was Fr. Jose Bech.
• Rizal was placed at the bottom of the class since he was a new comer and knows
little Spanish.
• He was an externo (Carthaginian), occupying the end of the line. But at the end of
the month, he become emperor of his Empire.
• He was the brightest student in the whole class and he was awarded a prize, a
religious prize.
• Rizal took private lessons in Santa Isabel College during noon recess to improve
his Spanish language, paying three pesos for those extra lessons.
• Rizal didn’t enjoy his summer vacation because his mother was in prison so
Neneng (Saturnina) brought him to Tanauan.
• But without telling his father, he went to Santa Cruz to visit her mother in prison.
He told her of his brilliant grades.
• After summer, he returned to Manila and now boarded in Intramuros at No. 6
Magallanes Street.

RIZAL’S SECOND YEAR


• At the end of the school year, Rizal received excellent grades in all subjects and a
gold medal.
• The Count of Monte Cristo by Alexander Dumas – the first favorite novel of Rizal
which made a deep impression on him.
• Universal History by Cesar Cantu – Rizal persuaded his father to buy him this set
of historical work that was a great aid in his studies.

RIZAL’S THIRD YEAR


• Rizal grades remained excellent in all subjects but he won only one medal – in
Latin.
• At the end of the school year, Rizal returned to Calamba for summer vacation. He
himself was not impresses by his scholastic work.

RIZAL’S FOURTH YEAR


• June 16, 1875 – Rizal became an interno in Ateneo.
• Padre Francisco de Paula Sanchez – a great educator and scholar, one of Rizal’s
professors who inspired him to study harder and to write poetry.
• Rizal topped all his classmates in all subjects and won five medals at the end of
the school term.
RIZAL’S LAST YEAR
• Rizal – the most brilliant Atenean of his time, and was truly pride of the Jesuits.
• Graduated With Highest Honor
• March 23, 1877 – Rizal received from his Alma mater, Ateneo Municipal, the
degree of Bachelor of Arts, with highest honors.

ACADEMIC PERFORMANCE AT ATENEO


• Rizal’s academic triumph at Ateneo can be attributed to three factors, namely:
racial pride, monastic discipline, and seclusion of boarding school life.
• He exerted extraordinary efforts to prove to his Spanish classmates that Filipino
students can compete with them academically.
• The monastic discipline of competition inside the classroom triggered in him the
motivation to outdo his classmates.
• Owing to the seclusion of his boarding school life, he was able to devote more time
to his studies.

EXTRA-CURRICULAR ACTIVITIES AT ATENEO


• He became a member of and eventually an officer in the religious confraternities
at Ateneo – Sodality of Our Lady and Apostleship of Prayer.
• He also joined the Academy of Spanish Literature and the Academy of Natural
Sciences.
• Rizal took painting lessons under Agustin Saez and the sculpture lesson under
Romualdo de Jesus.
• As a result of the talent he had in fine arts, Rizal was able to carve the image of
the Virgin Mary and the Sacred Heart of Jesus.
• He also sustained the physical fitness training he started under his Tio Manuel.
LITERARY WORKS AT ATENEO
• The first poem he wrote as a students was entitled Mi Primera Inspiracion (My
First Inspiraton). This poem was dedicated by Rizal to his mother on the occasion
of the latter’s natal day.
• Un Cuerdo de Mi Pueblo (In Memory of My Town). This poem was his way of
paying homage to his birthplace, Calamba.
• Al Niño Jesus (To the Child Jesus) – written by Rizal during his student days,
when he was 14 years old. This poem was his expression of his devotion to
Catholicism.
• Through Education The Country Receives Light – Rizal compared education to a
lighthouse, considering that it can guide people in their behaviors and actions.
• The Intimate Alliance Between Religion and Good Education – Rizal stressed the
importance of religion to education. For Rizal, education not centered on God
cannot be considered education.

UNIVERSITY OF SANTO TOMAS


• Rizal’s completion of the Bachelor of Arts at Ateneo Municipal entitled him for
admission to higher studies at a university.
• Although Dona Teodora was opposed to Rizal’s pursuit of higher education to fear
of what might happen to him due to the martyrdom of GOMBURZA, Don Francisco
decided to send him to UST.

ENROLLMENT AT THE UNIVERSITY OF SANTO TOMAS


• At first, Rizal was not certain of what course to pursue after graduating with highest
honor at Ateneo. His former Jesuit mentors were suggesting that Rizal should take
either priesthood or farming.
• Rizal considered going into literature, law, or medicine.
• His brother Paciano discourage him to pursue law, owing to his belief that Rizal
will not be able to practice the profession later due to the political conditions in the
country during those times.
• Uncertain of what to take up, the sixteen-year-old Rizal enrolled the course
Philosophy and Letters, during his freshman year at UST.
• In the first place, the said course was what his father wanted him pursue. Secondly,
his decision to enroll in the said academic program could also be attributed to his
failure to solicit the advice of Father Ramon Pablo.
• After his freshman year, Rizal shifted his course from philosophy and letters to
medicine. This was brought about by two factors.
• He was advised by Father Ramon to pursue the course. Owing to his mother’s
failing eyesight, Rizal felt that he should finish medicine so that he could cure his
mother’s physical ailment.
ACADEMIC PERFORMANCE AT UST
• Rizal’s academic performance at UST was not comparable with how fared in
Ateneo.
• His unhappiness at UST can be traced to three factors:
1. The hostility of Dominican professors to Rizal
2. Racial discrimination against Filipino students
3. Obsolete and repressive method of instruction at UST
• From Rizal’s scholastic records, it was obvious that he was not a good material for
a medical course. His grades in most of his medical subjects were generally
average, indicating that medicine was not his real vocation but in the arts.
• Rizal’s unsatisfactory performance can also be attributed to the exciting
destructions of youth he experienced as a student in Manila. Rizal became
fascinated with women during his student days at UST.
• At first, he became infatuated with Segunda Katigbak of Batangas, whom he
visited often in her boarding house frequently.
• In fact, there is a time he was courting Leonor “Orang” Valenzuela and Leonor
Rivera. After learning that Orang was already enagaged with another man, Rizal
concentrated his efforts on Leonor Rivera.

LIBERALISM AND FILIPINO STUDENTS AT UST


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

IMPORTANT LITERARY WORKS AS A UNIVERSITY STUDENT


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

STUDENT ACTIVITISM AT UST


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

FIRST TASTE OF SPANISH BRUTALITY


• Rizal had his first taste of Spanish brutality during his first summer vacation at
Calamba after his freshman year at UST. While he was walking in the street, he
failed to see the man passing by owing to the darkness of the night. Because he
was not able to recognize the man, who happened to be lieutenant of the Guardia
Civil, Rizal did not bother to salute nor greet him Buenas noches. Since, the
lieutenant was expecting that he be treated with respect and courtesy by
everybody in the town, what he did was to whip out his sword and slashed it at
Rizal’s back.
• Rizal was wounded. He sent a written complaint to Governor-General Primo de
Rivera about the incident. Nothing positive came out from his complaint,
considering that he was an Indio. This incident left a deep impression on Rizal.

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

RIZAL’S LIFE ABROAD

• After finishing the 4th year of the medical course in the University of Santo Tomas,
Jose Rizal decided to complete his studies in Spain.
• Rizal has his “secret mission”—was to observe keenly the life and culture,
languages and customs, industries and commerce, and government and laws of
the European nations in order to prepare himself in the mighty task of liberating his
oppressed people from Spanish tyranny.
• This Rizalian secret mission was likewise disclosed by Paciano in his letter to his
younger brother dated Manila, May 20, 1892
• Rizal’s departure for Spain was kept secret to avoid detection by the Spanish
authorities and the friars.
May 1, 1882 – Rizal began writing farewell letters to his friends and family
• Paciano gave him money for his allowance
• Saturnina gave him a diamond ring
May 3, 1882 – Rizal left the Philippines for the first time to spend bordered on the SS
Salvadora bound for using a passport and name of Jose Mercado.

SINGAPORE
• During the voyage to Singapore, he carefully observed the people and things on board
the steamer. There were sixteen passengers including himself. He played chess with
his fellow passengers who were much older than him. Also, the ship captain - Donato
Lecha from Asturias, Spain befriended Rizal
• On May 8, 1882, while the steamer was approaching Singapore, Rizal saw a beautiful
island. Fascinated by its scenic beauty, he remembered ―Talim Island with the
Susong Dalaga”.
• May 9, 1882 – SS Salvadora docked in Singapore and he stay in Hotel dela Paz for
two days. In Singapore Rizal transfer to another ship Djemnah a French streamer
which left for Singapore for Europe on May 11, 1882.

FROM SINGAPORE TO COLOMBO


• May 17, 1882 – Djemnah reached Point Galle, a seacoast town in southern Ceylon
(now Sri Lanka) and he found this place lonely and Quiet. The following day, the
Djemnah reached Colombo, and he found this place “Beautiful, Smart, and Elegant”.
Rizal was enamored by Colombo because of its scenic beauty and elegant buildings
“Colombo is more beautiful, smart and elegant than Singapore, Point Galle and
Manila”.
• May 27, 1882 – He landed at Aden, Yemen at about 8:30 AM he made observation at
that time
Aden is a city hotter than Manila rizal was amused to see the camels for the first
time.
• June 2, 1882 – He arrived at the Suez Canal en route to the Marsielles. Rizal was
impressed in the beautiful moonlight which reminded him of Calamba and his
family.

ITALY
• June 11, 1882 – Rizal disembark and accompanied by a guide went around the City
of Naples for one hour this was the first European ground he set foot on. Rizal was
please on this Italian City because of its business activity, it’s lively people and its
panoramic beauty.

• June 12, 1882 – At 10:00 o’clock in the evening the boat anchored at Marseilles. He
slept in board. Rizal visited the famous Chateau d'if, where Dantes hero of the count
of Monte Cristo was imprisoned. Rizal stayed two and half days in Marsielles.

SPAIN
• June 16 1882 – At 12 noon, Rizal arrived at Barcelona and boarded in the Fonda De
España. Rizal first impression of Barcelona the greatest city of Cataluña and in Spain
second largest city was unfavorable.

LIFE IN BARCELONA
• He wrote an essay entitled “Amor Patrio” (Love of Country)
• His next article was entitled “Los Viajes” (Travels) and followed by Revista de
Madrid (Review of Madrid) but the letter was returned because the publication was
ceased because of lack of funds.
• August 20, 1882 – His article “Amor Patrio” was published in the Diaryong
Tagalog, a Manila newspaper edited by Basillo Teodoro. This was the first article
he wrote abroad.
• Amor Patrio (Love of Country) – Nationalistic essay, Rizal’s first article written on
Spain’s soil. Under his pen-name Laong Laan. It was published in two texts –
Spanish and Tagalog. The Spanish text was the one originally written by Rizal in
Barcelona, the Tagalog text was a Tagalog translation made by Marcelo H. del
Pilar.
• September 2, 1882 – Rizal move heading to Madrid in order to continue his medical
studies.
• November 3, 1882 – Rizal enrolled at the Universidad Central de Madrid in two
courses – Medicine and Philosophy and Letters.
LIFE IN MADRID
• Academy of Fine Arts of San Fernardo – Rizal studied painting and sculpture.
• He took lessons in French, German and English under private instructors.
• He practiced fencing and shooting at the Hall of Arms in Sanz y Carbonell.
• March 1883 – He joined the Masonic Lodge called Acacia. His reason for was to
secure Freemasonry’s aid in his fight for the Philippines.
• November 1883 – He transferred to Lodge Solidaridad where he become a Master
Mason
• June 1884 – Rizal finishes medical education. He has conferred the degree of
Licentiate in Medicine. The next year he passed all his subject leading to the
Doctors of Medicine but was only able to get his Doctor’s Diploma in 1887 for he
wasn’t able to pay corresponding fees.
• June 1885 – Rizal was awarded the degree of Licentiate in Philosophy and Letters
by Universidad Central de Madrid with the rating of Excellent (Sobresaliente)

PARIS TO BERLIN
• Rizal went to Paris and Germany in order to specialize in ophthalmologists. Rizal
choose this branch of medicine because she wanted to cure his mother.
• Dr. Louis De Wecker – He is the leading French Ophthalmologist during this
period. He is the leading authority among the oculist of France who found Rizal
such a competent student and make him as his clinical assistant.
• During his free time, he visited his fellow countrymen – Pardo de Taveras
(Trinidad, Felix and Paz) and Juan Luna. Rizal posted in Luna’s canvas like, “The
Blood Compact” in which he posed as Sikatuna and Trinidad as Legazpi. He also
posed for a group picture called “The Death of Cleopatra” wherein the dressed as
an Egyptian.

GERMANY
February 1, 1886 – He left Paris to Germany and arrived on February 3, 1886 in
Heidelberg – a historic city in Germany, famous for its old university and romantic
surroundings.

Dr. Otto Baker – distinguished German Ophthalmologist where Rizal worked in University
Eye Hospital.

November 1886 – Rizal arrived in Berlin. He was enchanted by the scientific atmosphere
and the absence of racial prejudice in Berlin. Rizal met Dr. Feodor Jagor, great
scientists and author of “Travels in the Philippines”, one of the books Rizal admired
during his study student days. He also met Dr. Rudolph Virchow known to be a Father
of Modern Pathology.
Rizal’s reason in staying in Berlin:
1. to gain further knowledge in Ophthalmology;
2. to improve further his study of science and languages;
3. to observe the economic and political condition of the German nation;
4. to associate with famous German scientists and scholars; and
5. to publish his novel, Noli Me Tangere.

November 1886 – One’s Rizal important letters written while he was in Germany that
addressed his sister, Trinidad. In his letter, Rizal express his high regard and
admiration for German womanhood. The German woman, said the Rizal to his sister,
is serious, diligent, educated and friendly. She is not gossipy, frivolous and quarrelsome.

Noli Me Tangere (published in Berlin 1887)


The bleak winter of 1886 in Berlin was Rizal darkest winter because no money
arrived from Calamba and he was flat broke. The diamond ring which his sister
Saturnina gave him was in the pawnshop. It was memorable in the life Ruzal for two
reasons:
1. It was painful episode for he was hungry, sick and despondent in strange city;
2. It brought him great joy after enduring so much sufferings, because his 1st
novel, Noli Me Tangere came off the press in March 1887.

Uncle Toms Cabin ‘Harriet Beecher Stowe’ – It inspired Dr. Rizal to prepare a noble that
would depict the miseries of his people under the lash of Spanish tyrant.

Maximo Viola – Rizal friend from Bulacan, arrived in Berlin at the height of Rizal
despondency and loaned him the needed funds to publish the novel; savior of Noli

February 21, 1887 – The Noli was finally finished and ready for printing. Berliner
Buchdruckrei- Action-Gesellschaft is a printing shop which charged the
lowest rate, that is 300 pesos for 2000 copies of the novel.

March 21, 1887 – The Noli Me Tangere came off the press. The title Noli Me Tangere is
the Latin praise which means “Touch Me Not”. It is not originally conceived by Rizal
for he admitted taking it from the Bible.

RIZAL GRAND TOUR OF EUROPE WITH VIOLA


• May 21, 1887 – Rizal and Viola lefft Berlin by train going to Dresden, one of the
best cities in Germany.
• Prometheus Bound a painting wherein Rizal was deeply impressed.
• Teschen (now Decin, Czechoslovakia) next stop over after leaving Dresden.
LEITMERITZ
• At 1:30 PM of May 13, 1887 – The train with Rizal and Viola on board, arrived at
the railroad station of Leitmeritz, Bohemia for the first time, the two great scholars
– Rizal and Blumentritt, met in person.
• Professor Ferdinand Blumentritt – a kind-hearted old Australian professor

VIENNA (May 20, 1887)


• Rizal and Viola arrived the beautiful city of Vienna the capital of Australia Hungary.
• Vienna was truly “The queen of Danube” because it’s beautiful building religious
image haunting waltzes and majestic charm.

RHEINFALL
• The Cathedral of Uim, the largest and tallest Cathedral in Germany. From Uim,
they went to Sluttgart, Baden and then Rheinfall.
• At Rheinfall, they saw the waterfall, “the most beautiful waterfall of Europe”

CROSSING THE FRONTIER TO SWITZERLAND


• June 2 to 3, 1887 stayed at Schaffhausen, Switzerland

GENEVA
• The Swiss City in one of the most beautiful city in Europe, visited by world tourists
every year
• June 19, 1887 – Rizal treated Viola to a blow-out. It was his 26th birthday, Rizal
and Viola spent fifteen delightful days in Geneva.
• June 23 1887 – Viola and Rizal parted ways. Viola returned to Barcelona while
Rizal continued the tour to Italy.
• Exposition of the Philippines in Madrid, Spain – Rizal was outraged by this
degradation of his fellow countrymen, the Igorots of Northern Luzon.

RESULT IN ITALY
• June 27, 1887 – Rizal reach Rome, the internal city and also called the City of
Caesar. Rizal was thrilled by the sights and memories of the internal city.
Describing to Blumentritt, the grandeur that was Rome he wrote on June 27, 1887.
• June 29, 1887 – The Feast Day of Saint Peter and St. Paul. Rizal for the first time
the Vatican, the City of Popes and the capital of Christendom.
• Every night after sightseeing the whole day, Rizal returned to his hotel very tired.
“I am tired as dog”, he wrote to Blumetritt, “but I will sleep as a God”.
• Rizal prepared to return to the Philippines. He had already written to his father that
he was coming home. Rizal wrote to his father, announcing his homecoming, “on
the 15th of July, I shall embark for our country, so that from the 15th to the 30th
of August, we shall see each other”.
• On August 3, 1887, the calm sea, illuminated by the silvery moonlight, was a
magnificent sight to him. The moon was full and Rizal slept soundly the whole
night. Near midnight of August 5, 1887, the Haiphong arrived in Manila.
• He stayed in the Philippines for a long period of time. But then he after some time
hounded by powerful enemies, Rizal was forced to leave his country for a second
time in February 1888. He was then a full-grown man of 27 years of age, a
practicing physician, and a recognized man-of-letters.

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