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Course description: As mandated

by Republic Act 1425, this course
covers the life and works of the
country’s national hero, Jose Rizal.
Among the topics covered are Rizal’s
biography and his writings,
particularly the novels Noli Me
Tangere and El Filibusterismo, some
of his essays and various
correspondences.
1. Discuss Jose Rizal’s life within the
context of 19th century Philippines
2. Analyze Rizal’s various works,
particularly the novels Noli me Tangere
and El Filibusterismo
3. Organize Rizal’s ideas into various
themes
4. Demonstrate a critical reading of
primary sources
5. Interpret the values that can be
derived from studying Rizal’s life and
works
6. Display an appreciation for education
and love of country
1. Introduction to the course: Republic
Act 1425
2. 19th century Philippines as Rizal’s
context
3. Rizal’s Life: Family, Childhood and
Early Education
4. Rizal’s Life: Higher Educ. & Life
Abroad
5. Rizal’s Life: Exile, Trial and Death
6. Annotation of Antonio Morga’s Sucesos
de las Islas Filipinas
7. Noli Me Tangere
8. El Filibusterismo
9. The Philippines: A Century Hence
(Other possible topics: Letter to the
Women of Malolos/The Indolence of the
Filipinos)
10. Jose Rizal and Philippine Nationalism
Bayani and Kabayanihan
11. Jose Rizal and Philippine Nationalism
National Symbol
House Bill No. 5561
Senate Bill No. 438
Established on 12th of June 1956 by
Senator Claro M. Recto.
Made effective on August 1956.
Known as Rizal Law – a thorough
knowledge of Rizal’s life, works and
writings.

Policy of the CHED to adhere to the

Constitutional mandate of inculcating
patriotism and nationalism among the
studentry.
 In line with this mandate, all tertiary
learning institutions are urged to devote
special attention to the teaching of Rizal’s
Life, Works and Writings as a separate
subject and as a requirement for
graduation. The study shall focus on the
life, works & writings of Rizal & at the
same time introduce sociological and
historical uses and other related aspects
of this course.
Lesson 1 Republic Act
1425 (The Rizal Law)
 Learning Outcomes:

At the end of this lesson, the student shall be able to

1. Explain the history of the Rizal law and its
important provisions;
2. Critically evaluate the effectiveness and impact
of the Rizal course.
Have you ever asked yourself why we have to
study Jose Rizal?
Here is a video that would enlighten you.

Link:
https://www.youtube.com/watch?v=Z_wtzA32pjo
Republic Act No. 1425
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 or their English
translation shall be used as basic texts.
The Board of National Education is hereby authorized and
directed to adopt forthwith measures to implement and carry out
the provisions of this Section, including the writing and printing
of appropriate primers, readers and textbooks. The Board shall,
within sixty (60) days from the effectivity of this Act, promulgate
rules and regulations, including those of a disciplinary nature, to
carry out and enforce the provisions of this Act.
The Board shall promulgate rules and regulations
providing for the exemption of students for reasons of
religious belief stated in a sworn written statement, from
the requirement of the provision contained in the second
part of the first paragraph of this section; but not from
taking the course provided for in the first part of said
paragraph. Said rules and regulations shall take effect
thirty (30) days after their publication in the Official
Gazette.
SECTION 2. It shall be obligatory on all schools, colleges and
universities to keep in their libraries an adequate number of
copies of the original and unexpurgated editions of the Noli Me
Tangere and El Filibusterismo, as well as of Rizal’s other works
and biography. The said unexpurgated editions of the Noli Me
Tangere and El Filibusterismo or their translations in English as
well as other writings of Rizal shall be included in the list of
approved books for required reading in all public or private
schools, colleges and universities.

The Board of National Education shall determine the adequacy

of the number of books, depending upon the enrollment of the
school, college or university.
 SECTION 3. The Board of National Education shall cause
the translation of the Noli Me Tangere and El
Filibusterismo, as well as other writings of Jose Rizal into
English, Tagalog and the principal Philippine dialects;
cause them to be printed in cheap, popular editions;
and cause them to be distributed, free of charge, to
persons desiring to read them, through the Purok
organizations and Barrio Councils throughout the country.
SECTION 4. Nothing in this Act shall be construed as
amendment or repealing section nine hundred twenty-
seven of the Administrative Code, prohibiting the
discussion of religious doctrines by public school teachers
and other people engaged in any public school.

SECTION 5. The sum of three hundred thousand pesos is

hereby authorized to be appropriated out of any fund not
otherwise appropriated in the National Treasury to carry
out the purposes of this Act.

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

Approved: June 12, 1956

Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in

June 1956.

After reading RA 1425 do you see the need for.this

course?
Jose Rizal’s Birth and
Childhood
At the end of this lesson, the students will be able to:

1.Identify the details of Jose Rizal's birth;

2. Enumerate and describe the members of Jose Rizal's
family; and
3.Relate the source of Jose Rizal's name.
 Jose Rizal's Birth
• José Protasio Rizal Mercado y Alonso Realonda was born
on June 19, 1861 between eleven and midnight as the
seventh child to proud parents Francisco Mercado Rizal y
Alejandro, a prosperous landowner, and Teodora Alonzo y
Quintos.
• He was born a small child, a physical stature for which he
was known his entire life.
• His sisters would say: “Jose was a very small child.”
 Jose Rizal's Birth
• He was born in Calamba, in La Laguna, as it was called
then, from the words kalan banga, which means jar.
• The house he grew up in was well situated in Calamba;
right next to the church at the edge of the plaza.
• His family’s prosperity was based in agriculture; from
the Dominican hacienda they would lease land.
 Jose Rizal's Birth
• The town he knew was of stone and red tile: three streets,
not quite parallel, running from west to east and
converging on the shores of Laguna de Ba’i, so that the
original shape of the town was a long acute triangle.
• The main street was…Calle Real, where stood the
church, the Casa del Gobierno, the Casa de
Hacienda, the plaza, and the market.
• The population was around 5,000 in Rizal’s time; and
Calamba was then one of the great rice towns of the
country…”
The Rizal-Mercado Calamba Home
• In June 22, 1861 when he turned three days old, Rizal
was baptized in the Catholic of Calamba church by its
parish priest, Father Rufino Collantes, a Batangueño.

• Father Pedro Casanas, a native of Calamba and close

friend of the Rizal family, stood as Rizal’s godfather.

• The parochial church of Calamba and the canonical

books, including the book in which Rizal’s baptismal
records were entered, were burned in September 28,
1862.
Jose Rizal’s Family
• Jose Rizal came from a wealthy family in Calamba, Laguna,
Considered one of the largest families in those times, the
13-member-family consisted of his father Francisco
Mercado II, his mother Teodora Alonso Realonda,
himself, nine sisters and one brother.

• Jose Rizal’s father Francisco was the youngest of 13

children of Juan and Cirila Mercado.
• He was born in Binan, Laguna, studied in San Jose College
of Manila and died in Manila.
Rizal’s Siblings

Saturnina Rizal was the eldest of the offsprings of Francisco

Mercado and Teodora Alonso Realonda. She married Manuel
Hidalgo who hailed from Tanauan, Batangas.

The only brother of Jose Rizal was Paciano Rizal and was the
second child. Paciano studied at the San Jose College in
Manila and worked as a farmer and later as a general of the
Philippine Revolution.
Rizal’s Siblings

The other sisters of Jose Rizal were Narcisa,Olympia, Lucia,

Maria, Concepcion, Josefa, Trinidad and Soledad. Soledad
was the youngest child and later was married to Pantaleon
Quintero.

Visit this link to know more of Jose Rizal's family members.

http://12935964.weebly.com/family.html
Rizal’s Ancestry

• Among the earliest known ancestors of Jose Rizal were Siang-co and Zun-nio
of Fujian, China.

• Their son Lam-co migrated to the Philippines in the late 1600s. Lam-co adopted
the name “Domingo” and married Ines de la Rosa, the daughter of Agustin
Chin-co and Jacinta Rafaela, a Chinese mestiza resident of the Parian.Lam-co
and Ines heeded the invitation of Spanish friars to move to the Dominican
estate of Biñan, Laguna.
Rizal’s Ancestry

• Their son, Francisco Mercado, was born there in 1731.

• To steer clear of the anti-Chinese hostility of the Spanish

authorities, Lam-co changed the family surname to the Spanish
Mercado (“market”), which also signified their merchant roots.

• Francisco Mercado married Bernarda Monica of San Pedro,

Tunasan in 1771 and sired Rizal’s grandfather, Juan.

• Juan Mercado served as the capitan municipal of Biñan. With

his wife, Cirila Alejandra, he had 13 children;
How Jose Obtained the ‘Rizal’ Last Name

• The Rizal surname was obtained by Francisco Mercado as suggested to him by a

provincial governor after the Governor General of the Philippines, Narciso
Claveria, issued a decree in 1849 by which native Filipino and immigrant
families were to adopt Spanish surnames from a list of Spanish family names.

• Jose Rizal also obtained the surname Rizal after dropping three other names
that made up his full name.

• Jose Rizal also retained Protasio as his other family name.

• His family never actually recognized their Rizal surname, but Jose Rizal was
forced to use it so that he can travel freely and disassociate himself from his
brother Paciano, who was notorious because of his links with native priests who
were executed after they were found to be subversives.
Jose Rizal's Childhood
What was Jose Rizal like in his childhood?

Read this document and find out

The Childhood of Jose Rizal

The childhood of Jose Rizal can be characterized by his desire

to learn, even frequenting the church nearby his home to watch
and observe people but not to be religiously inclined.
Jose Rizal was not a physically blessed or strong. However, he
had a strong will guided and taught by his mother, his first
teacher. He learned almost without the use of books. His mother
was the one who laid the foundation of his great knowledge
achieved in such a short time. His brilliance was also the
character of the young Jose Rizal.
Jose Rizal learned the alphabet from his mother at the
age of three, after insisting that he be taught to read
and share the lessons learned by his elder sister. Rizal
even tried to spell out the words of his sister’s story book
with the use of a syllabary in such a way that one does
when using a dictionary in a foreign language. He also
spent much of this time in a church nearby his house just
watching or observing the people coming in and out.
Three uncles who were brothers of his mother also had
much influence on the early childhood of Jose Rizal.
The youngest uncle named Jose, took care of
teaching regular lessons to Rizal. His huge uncle
Manuel developed his physique until he had a body
of silk and steel and no longer a skinny and sickly boy.
The last uncle, Gregorio instilled in the mind of Rizal
that it was not easy to obtain something until you put
effort into it.
There was a also a time when Rizal was able to draw a
bird flying nearby without lifting the pencil he was using
from the paper till the picture he drew was finished. He
can also draw a running horse and a chasing dog.
Clay and wax were the favorite play materials of Rizal.
He used these materials in forming modeled birds and
butterflies. This animal molding activity also started his
study of nature.
Jose Rizal also owned a pony and used it to have long rides into the
surrounding country which was rich in scenery. He also took long
walks together with his big black dog named Usman. He also loved
to play with the doves in his neighborhood. He learned about the
myths and legends in Laguna after sleeping through the nut in a little
straw hut used by Laguna farmers during the harvest season. Rizal
was also good in hand tricks which he perfected to amaze the simple
folk and performed magic lantern exhibitions.
Even in his childhood, Rizal already knew how to
respect the rights of others and requested his elders to
reason with him rather than get mad at him for small
offenses. He became a welcome companion for
adults even at his young age since he respected their
moods and was never a hindrance to their activities
When he was four years old, in 1865, his sister
Conception, the eight child in the Rizal family, died at
the age of three. It was on this occasion that Rizal
remembered having shed real tears for the first time.

In 1865 – 1867, Jose Rizal’s mother taught him how to

read and write. His father hired a classmate by the
name of Leon Monroy who, for five months until his
(Monroy) death, taught Rizal the rudiments of Latin. At
about this time two of his mother’s cousin frequented
Calamba.
Uncle Manuel Alberto, seeing Rizal frail in body,
concerned himself with the physical development of his
young nephew and taught the latter love for the open
air and developed in him a great admiration for the
beauty of nature, while Uncle Gregorio, a scholar,
instilled into the mind of the boy love for education. He
advised Rizal: "Work hard and perform every task very
carefully; learn to be swift as well as thorough; be
independent in thinking and make visual pictures of
everything."
In June 6, 1868, with his father, Rizal made a pilgrimage to Antipolo to
fulfill the vow made by his mother to take the child to the Shrine of the
Virgin of Antipolo should she and her child survive the ordeal of delivery
which nearly caused his mother’s life. From there they proceeded to
Manila and visited his sister Saturnina who was at the time studying in the
La Concordia College in Sta. Ana.

At the age of eight, Rizal wrote his first poem entitled "Sa Aking Mga
Kabata." The poem was written in tagalog and had for its theme "Love of
One’s Language."
Lesson 3: Jose Rizal's
Education and Life Abroad
Learning Outcomes:
At the end of the lesson, the student should be able to
1.Describe Rizal’s higher education and
accomplishments abroad;
2.Explain Rizal’s relationship with his fellow
propagandists;
3.Illustrate Rizal’s growth as a propagandist and his
contradiction towards assimilation.
 Jose Rizal's Educational Background
Jose Rizal started being a student under the tutelage of his
mother in Calamba and accomplished a lot more educational
experience until Germany.
Here are two links that will give you a comprehensive
background on our hero's journey with knowledge.
https://ourhappyschool.com/philippine-studies/jose-rizals-
education

https://joserizalproject.weebly.com/index.html
Rizal as a Student Activist

Between 1872 and 1892, a national consciousness was growing

among the Filipino émigrés who had settled in Europe. In the
freer atmosphere of Europe, these émigrés--liberals exiled in
1872 and students attending European universities--formed the
Propaganda Movement. Organized for literary and cultural
purposes more than for political ends, the Propagandists, who
included upper-class Filipinos from all the lowland Christian
areas, strove to "awaken the sleeping intellect of the Spaniard
to the needs of our country" and to create a closer, more equal
association of the islands and the motherland.
DR. JOSE P. RIZAL as PROPAGANDIST

The colony was to be under the protectorate of the North

Borneo Company, he was granted permission by the British
Governor to establish a settlement on a 190,000 acre property
in North Borneo. The colony was to be under the protectorate
of the North Borneo Company, with the "same privileges and
conditions at those given in the treaty with local Bornean
rulers".
To prove his point and refute the accusations of prejudiced
Spanish writers against his race, Rizal annotated the book,
Sucesos de las Islas Filipinas, written by the Spaniard
Antonio Morga. The book was an unbiased presentation of
16th century Filipino culture. Rizal through his annotation
showed that Filipinos had developed culture even before the
coming of the Spaniards.
AIMS OF THE PROPAGANDISTS
•Representation of the Philippines in the Cortes Generales, the
Spanish parliament
•Secularization of the clergy
•Legalization of Spanish and Filipino equality;
•Creation of public school system
•independent of Catholic friars;
•Abolition of the polo y servicios (labor service) and vandala
(forced sale of local products to the government);
•Guarantee of basic freedoms;
•Equal opportunity for Filipinos and Spanish to enter
government service (Macaraig, 2014)
Visit this site to know more about the role of Jose Rizal as a
student activist.

https://www.linkedin.com/sharing/share-
offsite/?url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttps%2Fprezi.com%2Fa9cghwm3uldv
%2Fcopy-of-jose-rizal-forerunner-of-student-activism-in-the-
philippine%2F
Lesson 4 : Jose Rizal's
Exile, Trial and Death
Learning Outcomes:
At the end of this lesson, students will be able to:
1.enumerate the factors that led to Rizal’s execution;
2.state the impact of Rizal’s execution on Spanish colonial
rule as well as to the Philippine revolution; and
3.relate the events that happened during the exile,
execution, and death of Rizal.
 JOSE P. RIZAL'S EXILE IN DAPITAN (1892-1896)
• Jose Rizal's arrival in Manila on June 26, 1892 had become very sensational among the Filipinos.
His popularity feared the Spaniards, and as such, payed careful attention to his every moves – all
houses where he had been were searched and the Filipinos seen in his company were suspected.
As he had planned, on July 3, 1892 he founded the La Liga Filipina in the house of Doroteo
Ongjunco in Tondo, Manila.

• Four days after the civic organization's foundation, Jose Rizal was arrested by the Spanish
authorities on four grounds:

• 1. for publishing anti-Catholic and anti-friar books and articles;

• 2. for having in possession a bundle of handbills, the Pobres Frailes, in which advocacies were in
violation of the Spanish orders;
• 3. for dedicating his novel, El Filibusterismo to the three “traitors” (Gomez, Burgos and Zamora) and
for emphasizing on the novel's title page that “the only salvation for the Philippines was separation
from the mother country (referring to Spain)”; and
• 4. for simply criticizing the religion and aiming for its exclusion from the Filipino culture.
 Arrival in Dapitan
• Aboard the steamer Cebu and under heavy guard, Rizal
left Manila, sailing to Mindoro and Panay, until he
reached Dapitan at seven o'clock in the evening of June
17. From that day until July 31, 1896, Dapitan became
the bare witness to one of the most fruitful periods in
Rizal's life. His stay in the province was more than “he”
living in exile – it was the period when Rizal had been
more focused on serving the people and the society
through his civic works, medical practices, land
development and promotion of education.
 Challenging the Religion
• In Dapitan, Rizal had a scholarly debate with
Father Pablo Pastells regarding religion. This
exchange of heated arguments revealed the anti-
Christian Rizal – his bitterness on the abuses
performed by friars, doing such under the name of
the sacred religion. Father Pastells tried his best
to win Rizal back to the faith but fortunately or
unfortunately, in vain. These series of debate
ended inconclusively in which neither of them
convinced the other of his judgments/arguments.
 Careers and Contributions
• Rizal had maximized his stay in Dapitan by devoting much of his time in improving
his artistic and literary skills; doing agricultural and civic projects; engaging in
business activities, and writing letters to his friends in Europe, particularly to
Ferdinand Blumentritt and Reinhold Rost. His careers and achievements in
different fields were as follows:

• § As a physician, Rizal provided free medicine to his patients, most of them were
underprivileged. However, he also had wealthy patients who paid him well enough
for his excellent surgical skill. Among them were Don Ignacio Tumarong who gave
Rizal 3000 pesos for restoring his sight, an Englishman who gave him 500 pesos,
and Aklanon haciendero, DonFrancisco Azcarraga, who paid him a cargo of
sugar.

• His skill was put into test in August 1893 when his mother, Doña Teodora Alonzo,
was placed under opthalmic surgery for the third time. The operation was a
success, however, Alonzo, ignored her son's instructions and removed the
bandages in her eyes which lead to irritation and infection.
• § As an engineer, Rizal applied his knowledge through the waterworks system he constructed in
Dapitan. Going back to his academic life, Rizal obtained the title of expert surveyor (perito
agrimensor) from the Ateneo Municipal. From his practical knowledge as agrimensor, he widened
his knowledge by reading engineering-related books. As a result, despite the inadequacy of tools at
hand, he successfully provided a good water system in the province.

• § As an educator, Rizal established a school in Dapitan which was attended by 16 young boys from
prominent families. Instead of charging them for the matriculation, he made the students do
community projects for him like maintaining his garden and field. He taught them reading, writing in
English and Spanish, geography, history, mathematics, industrial work, nature study, morals and
gymnastics.

• He encouraged his students to engage in sports activities to strengthen their bodies as well. There
was no formal room, like the typical classroom nowadays. Classes were conducted from 2 p.m to 4
p.m. with the teacher sitting on a hammock while the students sat on a long bamboo bench.
• § As an agriculturist, Rizal devoted time in planting important crops and fruit-bearing trees in his
16-hectare land (later, reaching as large as 70 hectares). He planted cacao, coffee,sugarcane,
and coconuts, among many others. He even invested part of his earnings from being a medical
practitioner and his 6000-peso winnings from a lottery on lands.

• From the United States, he imported agricultural machinery and introduced to the native farmers
of Dapitan the modern agricultural methods. Rizal also visualized of having an agricultural colony
in Sitio Ponot, within the Sindañgan Bay. He believed that the area was suitable for cattle-raising
and for cash-crops as the area had abundant water. Unfortunately, this plan did not materialized.

• § As a businessman, the adventurous Rizal, with his partner, Ramon Carreon, tried his luck in
the fishing, hemp and copra industries. In a letter to his brother-in-law, Manuel T. Hidalgo, he
pointed out the potential of the fishing industry in the province (as the area was abundant with
fish and good beach). He also requested that two good Calamba fishermen be sent to Dapitan to
teach the fisher folks of the new fishing methods, using a big net called pukutan. But the industry
in which Rizal became more successful was in hemp, shipping the said product to a foreign firm
in Manila.
• § As an inventor, little was known of Rizal. In 1887, during his medical practice in Calamba, he
invented a special type of lighter called sulpukan which he sent to Blumentritt as a gift. According to
Rizal, the wooden lighter's mechanism was based on the principle of compressed air. Another of his
inventions was the wooden brick-maker can manufacture about 6,000 bricks a day.

• § As an artist, he had contributed his talent in the Sisters of Charity who were preparing for the arrival
of the image of the Holy Virgin. Rizal was actually the person who modeled the image's right foot and
other details. He also conceptualize its curtain, which was oil-painted by a Sister under his instruction.
He also made sketches of anything which attracted him in Dapitan.

• Among his collections were the three rare fauna species that he discovered (dragon/lizard, frog and
beetle) and the fishes he caught. He also sculptured the statuette called “The Mother's Revenge” which
represented his dog, Syria, avenging her puppy to a crocodile which killed it.

• § As a linguist, Rizal was interested in the languages used in Dapitan, thus, studied and made
comparisons of the Bisayan and Malayan languages existing in the region. In fact, Rizal had
knowledge in 22 languages: Tagalog, Ilocano, Bisayan, Subanun, Spanish, Latin, Greek, English,
French, German, Arabic, Malayan, Hebrew, Sanskrit, Dutch, Catalan, Italian, Chinese, Japanes,
Portuguese, Swedish and Russian.
• § As a scientist, Rizal shared his interest with nature to his students. With his boys, they explored the
jungles and searched for specimens which he sent to museums in Europe, particularly in Dressed
Museum. In return, scientific books and surgical instruments were delivered to him from the European
scientists. He also made a bulk of other researches and studies in the fields of ethnography,
archaeology, geology, anthropology and geography. However, Rizal's most significant contribution in the
scientific world was his discovery of three species:

• § Draco rizali – flying dragon

• § Apogonia rizali – small beetle

• § Rhacophorus rizali – rare frog

• § Rizal also partakes in civic works in Dapitan. Upon arriving in the province, he noticed its poor
condition. He drained the marshes of Dapitan to get rid of malaria-carrying mosquitoes. He also
provided lighting system – coconut oil lamps posted in dark streets – in the province out of what he
earned from being a physician. He beautified Dapitan by remodelling the town plaza, with the aid of his
Jesuit teacher, Fr. Francisco Sanchez, and created a relief map of Mindanao (footnote: using stones,
soil and grass) right in front the church.
 Romantic affair with Josephine Bracken
• Rizal had always been missing his family and their happy moments together in Calamba and his despair
doubled upon the announcement of Leonor Rivera's death. Not soon, to his surprise, an Irish girl
enlightened his rather gloomy heart. This girl was the 18-year old Josephine Bracken who, to Wenceslao
Retana's words, was “slender, a chestnut blond, with blue eyes, dressed with elegant simplicity, with an
atmosphere of light (gaiety).”

• From Hongkong, she arrived in Dapitan in February, 1895 with his blind foster father, George Taufer, and
a Filipina named Manuela Orlac. Rizal's fame as an opthalmic surgeon reached overseas, and one of
Rizal's friends, Julio Llorente referred the group to Rizal. Rizal and Bracken instantly fell in love with each
and in just one month, they agreed to marry which appalled and disturbed Taufer. However, the parish
priest of Dapitan, Father Pedro Obach, refused to do so unless they be permitted by the Bishop of Cebu.

• On the other hand, Taufer returned to Hongkong uncured. Because no priest was willing to marry the two,
the couple exchanged their vows before God in their own way, which scandalized Fr. Obach. In 1896, their
love bear its fruit – Josephine was pregnant. Unfortunately, Bracken gave birth to a one-month premature
baby boy who lived only for three hours. The child was buried in Dapitan, bearing the name Francisco,
after Rizal's father.
 Katipunan seek Rizal’s Advice
• Prior to the outbreak of the revolution, the Katipunan leader, Andres Bonifacio, seek the advise of Jose
Rizal. In a secret meeting on May 2, 1896 at Bitukang Manok river in Pasig, the group agreed to send Dr.
Pio Valenzuela as a representative to Dapitan who will inform Rizal of their plan to launch a revolution
against the Spaniards.

• On board the steamer Venus, Valenzuala left Manila on June 15, 1892 and in 6 days, arrived at Dapitan
with a blind companion, Raymundo Mata. At night, Rizal and Valenzuela had a talk in the former's garden.
There, Valenzuela told him of the Katipunan's plan. Regarding this, Rizal outspokenly objected Bonifacio's
“premature” idea for two reasons:

• 1. the Filipinos were still unready for such bloody revolution; and

• 2. the Katipunan lacked machinery – before plotting a revolution, there must be sufficient arms and funds
collected.

• Valenzuela also told Rizal of their plan to rescue him in Dapitan. Again, the exiled hero disagreed because
he had no plan of breaking his word of honor to the Spanish authorities.
 As a Volunteer in Cuba
• During the peak of the Cuban revolution, Rizal offered his services as a military
doctor to compromise with the shortage of physicians in the said country. It was
his friend Ferdinand Blumentritt who informed him of the situation in Cuba and
suggested that he volunteer himself as army doctor.

• On December 17, 1895, Rizal sent a letter to Governor General Ramon Blanco
rendering his service for Cuba. But for months Rizal awaited in vain for the
governor's reply, and loss hope that his request will be granted. It was only on
July 30, 1896 when Rizal received a letter from Governor Blanco, dated July 2,
1896, accepting his offer. The letter also stated that Rizal will be given a pass so
that he can go to Manila, then to Spain where its Minister of War will assign shim
to the Army of Operations in Cuba.
 Farewell in Dapitan
• At midnight of July 31, 1896, Jose Rizal left Dapitan on board the steamer España, together with
Narcisa, Josephine, Angelica (Narcisa's daughter), three nephews and six of his students. Many were
saddened as the adopted son of Dapitan left.

• In Cebu, on their way to Manila, Rizal successfully performed an opthalmic operation to a merchant
who paid him fifty silver pesos. After almost a week, on August 6, 1896, España arrived in Manila. Rizal
was supposedly to board the Isla de Luzon for Spain, but unfortunately, left ahead of time.

• Instead, he was transferred to the Spanish cruiser Castilla to stay and wait for the next mail boat that
woul sail for Spain next month. He was prohibited from leaving the vicinity but was allowed to accept
visitors so long as they were his immediate family. Of course, all these delays were part of the drama –
Rizal has now fallen to the critical/deadly Spanish trap.

• Rizal lived in exile in far-away Dapitan, a remote town in Mindanao which was under the missionary
jurisdiction of the Jesuits, from 1892 to 1896. This four-year interregnum in his life was tediously
unexciting, but was abundantly fruitful with varied achievements (Zaide, 2008).
 THE TRIAL AND EXECUTION OF DR. JOSE RIZAL
• Martyrs are rare stars in the vast firmament of humanity. Every Instance of
martyrdom is distinct in magnitude and direction. Indeed martyrs are the
meteors of history, they flash across the sky and light the world and in the
process consume themselves. They are the person who is put to death or
made suffer greatly or other beliefs because of religion. Other elements of
martyrdom are usefulness of life and dedication to a high purpose.
• Rizal’s death was an emotional event in our history as it produced a
“martyr” and resulted in some form of social change or transformation in
our lives as a people. Rizal was put to death for “subversion” by the
dominant political forces. He presented a sector of society which had
begun to trouble and therefore constituted a real Threat to the existing
social order.
• The Spanish colonial government accused Rizal of three crimes:

(a) The founding of La Liga Filipina, an “illegal organization” Whose single aim was to “Perpetrate the crime of rebellion”.

(b) Rebellion which he promoted through his previous activities.

(c)Illegal association

• -The penalty for those accusations is life imprisonment to death and correctional imprisonment and a charge of 325 to
3,250 Pesetas.

• The prosecution drew information from the dossier on Rizal which Detailed his” subervise activities” some of which are the
following:

1. The writing and publication of “Noli me Tangere”, the Annotations to Morga’s History of the Philippines, “El Filibusterismo”,
and the various articles which criticized the friars and suggested their

• expulsion in order to win independence. The El Filibusterismo was dedicated to the three martyr priests who were executed
as traitors to the Fatherland in 1872 because they were the moving spirit of the

• uprising of that year.

2.The establishment of masonic lodges which became the propaganda and fund raising center to support subvervise activities
and the establishment of centers in Madrithe ,Hongkong and Manila to propagate his ideas.

• After finishing as much evidence as possible on November 20, 1896 the preliminary on Rizal began. During the five-day
investigation, Rizal was informed of the charges against him before Judge advocate Colonel Francisco Olive.
Two kinds of Evidences Endorsed by Colonel Olive to Governor Ramon Blanco:
1. Documentary -fifteen exhibits
2.Testimonial -Provided by Martin Constantino, Aguedo del Rosario, Jose Reyes, Moises Salvador, Jose
Dizon,Domingo Franco, Deodato Arellano, Pio Valenzuela , Antonio Salazar, Francisco Quison, and
Timoteo Paez.
The Judge Rafael Dominguez advocate was assigned with the task of deciding what corresponding
action should be done. After a brief review, the records were transmitted to Don Nicolas de la Pena.
• Pena’s recommendations were as follows:
• - Rizal must be immediately sent to trial
• ·He must be held in prison under necessary security
• · His properties must be issued with order of attachment
• And as indemnity, Rizal had to pay one million pesos
• ·Instead of a civilian lawyer, only an army officer is allowed to defend Rizal.
The lawyer of Rizal is Lt. Luis Taviel de Andrade Brother of Lt. Jose Traviel de
Andrade who worked as Rizal’s personal body guard in Calamba in 1887.In the
presence of his Spanish Counsel on December 11, 1896, charges against Rizal
were read in the presence of his Spanish counsel. When they asked regarding his
sentiments or reaction on the charges, Rizal replied that in his defense.
• -He does not question the jurisdiction of the court.
• -He has nothing to amend except that during his exile in Dapitan in 1892, he had
not dealt in political matters.
• -He has nothing to admit on the charges against him.
• -He had nothing to admit on the declarations of the witnesses; he had not met
nor knew, against him.
 THE EXECUTION OF DR.JOSE RIZAL
• Despite all valid pleadings the military court, vindictive as it was, unanimously voted for the sentence of
death. Polavieja affirmed the decision of the court martial and ordered to be shot at 7:00 in the morning of
December 30 1896 at Bagumbayan field.
• Rizal was heavily guarded and was accompanied by the Jesuits as He walked from Fort Santiago to
Bagumbayan. He wore a black woolen suit and a derby hat and his arms were tied behind him.
• During the walk, he recalled his youth and his student days at the Ateneo, and in Bagumbayan itself, the
Spanish troops held back the crowd while the artillery group stood on alert to prevent any attempt to rescue
Rizal.
• His brother Paciano who had joined the Revolution forces was said to have discouraged groups who might
want to save Rizal since they would not be able to match Spanish firepower. The captain in charge of the
execution instructed Rizal where to position himself, to turn his back against the squad and to face the sea.
However, Rizal requested to face the firing squad, as such position instructed was only taken by traitors
and he was not one of them. The captain could not do anything for he was only following orders. Hence,
failing to have his request granted, he asked to be shot at the back instead of the head so that he may, at
the end, turn his head and body sidewise and fall with his face upward. The captain agreed, he also asked
if he would like to kneel but Rizal refused nor did he agree to be blindfolded. A Jesuit priest now came
running and asked Rizal to kiss the crucifix that he held. Rizal turned his back on the crucifix and thus,
against the firing squad. He was ready for the execution.
 DR.JOSE RIZAL LAST DAY AND HIS EXECUTION
• Rizal spent his 24 hours in his death cell where he received members of his family and writes his
letter,the first one to his “second brother” Ferdinand Blumentritt. He gave his sisters, Trinidad and old
petroleum lamp and whispered to her in English that there is something inside the lamp .Thus is Rizal’s
famous Farewell poem. “Ultimo Adios”, (Last Farewell) was found. Rizal was said to have married his
Irish girlfriend according to Catholic rites in the very last hours of his life, after living with her for
sometime in Dapitan. They were previously married civilly. On the morning of December 30, 1896.
Rizal set on his walk from Fort Santiago to the Bagumbayan square, the same place where the three
priests had been killed in 1872, now Luneta Park, in the center of Manila at 6:30 O’clock.
• When the time came to march to Bagumbayan, Rizal was ready to face his ultimate death, he was
seen as a man of peace and bravery. At exactly 7:03 am RIZAL shouted “Consummatum Est” before
the shot run out. The hero’s life ended. In the background could be heard, “Viva Espana! Death to
traitors!
• Rizal’s Family was not able to take hold of his body. The military had secretly buried the body of Rizal
at the Paco cemetery. Her sister Narcisa looked for the cadaver everywhere but could not find it.
• She passed by the unused Paco cemetery and saw through the open gate some civil
guards. Finding this uncommon, she entered the cemetery and searched the place.
She saw a grave with freshly turned earth and knew at once his was her brother’s body.
• With a little money, she asked the gravedigger to place a plaque on it with her
brother’s initial reverse. That is R.P.J. for Protacio Jose. That afternoon the books,
letter, and alcohol burner were delivered to Rizal’s family. At the base of the alcohol
burner they found Rizal’s last masterpiece the MI ULTIMO ADIOS. The copies were
given to each family member and some to the Cavite insurgents.
• After the Americans had taken Manila, Narcisa requested the new government to grant
her permission to exhume the body of his brother. They found out that the body was
never placed in a coffin, nor even wrapped by anything. Rizal’s family had possession
of the body the remains were instituted at the base of the Rizal monument which was
erected at the center of the Luneta.