Chapter 1

UNDERSTANDING THE RIZAL LAW

Learning Objectives

At the end of this chapter, the students should be able to:

➢ locate the passage of the Rizal law within its historical context;
➢ determine the issues and interests at stake in the debate over the Rizal
Bill; and
➢ reflect and relate the issues to the present-day Philippines.
___________________________________________________________________________

Republic Act No 1425 known as Rizal Law was passed in 1956. In this chapter,
you will study RA 1425 within its context, look at its major issues and debates
surrounding the bill and its passage into law, and reflect on the impact and relevance
of this legislation across history and the present time.
Moreover, the process of how a bill becomes a law in the Philippines will be
tackled so you will have an idea regarding the country’s legislative process.

The Rizal Law: Republic Act 1425

Senators Claro M. Recto and Dr. Jose P. Laurel Sr., authored this act commonly
called the Rizal Law. The law passed approved in June 1956, during the presidency of
the late Hon. Ramon Magsaysay. It is of interest for our students to know that Dr.
Recto, a nationalist is an alumnus of CPU, a donor of the Recto scholarship in the
College of Law and the President of the Constitutional Convention that drafted the
Philippine Constitution on February 3, 1936. He died in Rome, October 2, 1962.
Senator Laurel, a nationalist is from Tanawan, Batangas, was also a former Secretary of
the Interior and Justice of the Supreme Court, and President of the Japanese sponsored
Philippine Republic. He died in 1963.

The Rizal Bill

Senate Bill no. 438, was one of Sen. Claro M. Recto’s major fight in the Senate.
Presented by Sen. Jose P. Laurel, Chair of the Senate Committee on Education, on April
17, 1956, but it was generally known that Recto was the author.

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 It was bitterly opposed by some senators and by the Catholic Institution –
pointing out that requiring the teaching of Rizal in schools would be a violation of
religious freedom. The oppositionists were Senators Decoroso Rosales (brother of
Archbishop, then Cardinal Rosales), Sen. Mariano Cuenco (brother of Archbishop
Cuenco), and Francisco “Soc” Rodrigo (President of Catholic Active Group). Fr. Jesus
Cavanna, Paulist Order, wrote a pastoral letter against the bill. Clerics had a closed-door
conference with Senators to dissuade them from passing the bill.
To solve the disunity created by the bill, Laurel sponsored a substitute measure
– as a compromise the word “compulsory” was removed and was stated as … “an act
to include in the curricula of all schools (public or private) courses on the life, works,
and writings of Rizal.” – which was unanimously approved on May 12, 1956.
President Ramon Magsaysay signed into law as RA 1425 on June 12, 1956.

The Implementation of the Rizal Law

➢ 1956, Education Secretary, Jose E. Romero, allowed schools much leeway in
their implementation of the provisions of the law. Some schools issued
exceptions from the reading of Noli Me Tangere and El Filibusterismo;
➢ 1960, schools offered Rizal either as a three (3) unit course, one (1) unit or
integrated with other subjects in college;
➢ 1965, then Education Secretary Alejandro Roces ordered the integration of the
Rizal course with appropriate subjects other than Spanish as practiced;
➢ 1969, thirteen (13) years after the passage of Rizal Law, the three (3) unit course
was ordered to be offered as a regular three unit course and a requisite for
graduation as directed by the Education Secretary Carlos P. Romulo.

House Bill No. 5561

Senate Bill No. 438

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.

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 WHEREAS, today, more than any other period of our history, there is a need
for a re-dedication to the ideals of freedom and nationalism or 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
novels 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 Noli Me Tangere and El Filibusterismo
or their English translation shall be used as basic texts.

The Board of National Education is hereby authorized and directed to adopt

forthwith measures to implement and carry out the provisions of this Section, including
the writing and printing of appropriate primers, readers and textbooks. The Board shall,
within sixty (60) days from the effectivity of this Act, promulgate rules and regulations,
including those of a disciplinary nature, to carry out and enforce the provisions of this
Act. The Board shall promulgate rules and regulations providing for the exemption of
students for reasons of religious belief stated in a sworn written statement, from the
requirement of the provision contained in the second part of the first paragraph of this
section; but not from taking the course provided for in the first part of said paragraph.
Said rules and regulations shall take effect thirty (30) days after their publication in the
Official Gazette.

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Section 2. It shall be obligatory on all schools, colleges and universities to keep in their
libraries an adequate number of copies of the original and unexpurgated editions of the
Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and biography.
The said unexpurgated editions of 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 enrolment 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 writing 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 persons 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.

The Context of the Rizal Bill

The postwar period saw a Philippines rife with challenges and problems. With a
country torn and tired from the stresses of World War I, getting up on their feet was a
paramount concern of the people and the government.
As the Philippines grappled with various challenges particularly the call for
nation-building, prominent individuals who championed nationalism came to action.
They pursued government measures to instill patriotism and love for country in the
hearts and minds of the Filipinos. These people drew inspiration from the Philippine

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experience of the revolution for independence against Spain and from the heroes of
that important period in the country’s history.
One measure sought was the passage of the Republic Act No. 1425 or the Rizal
Law, which was primarily set to address “a need for a -re-direction to the ideals of
freedom and nationalism for which our heroes lived and died.” The passage of the law
was met with fierce opposition in both the Senate and the House of Representatives.

How a Bill Becomes a Law: The Legislative Process

The Senate and the House of Representatives follow the same legislative procedure.
Legislative proposals emanate from a number of sources. They maybe authored by
the members of the Senate of House as part of their advocacies and agenda;
produced through the lobbying from various sectors; or initiated by the executive
branch of the government with the President’s legislative agenda. Once a legislative
proposal, like a bill, is ready, it will go through the steps.

Step Bill is filed in the Senate Office of the Secretary

1 It is given a number and calendared for first reading.
Step First Reading
2 The bill’s title, number, and author(s) are read on the floor. Afterwards, it is
referred to the appropriate committee.
Step Committee Hearings
3 The bill is discussed within the committee and a period of consultations is held.
The committee can approve (approve without revisions, approve with
amendments, or recommend substitution or consolidation with similar bills) or
reject. After the committee submits the committee report, the bill is calendared
for second reading.
Step Second Reading
4 The bill is read and discussed on the floor. The author delivers a sponsorship
speech. The other members of the Senate may engage in discussions regarding
the bill and a period of debates will pursue. Amendments may be suggested to
the bill.
Step Voting on Second Reading
5 The senators vote on whether to approve or reject the bill. If approved, the
bill is calendared for third reading.
Step Voting on Third Reading
6 Copies of the final versions of the bill are distributed to the members of the
Senate who will vote for its approval or rejection
Step Consolidation of Version from the House
7 The similar steps above are followed by the House of Representatives in
coming up with the approved bill. If there are differences between the Senate

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
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 and House versions, a bicameral conference committee is called to reconcile
the two. After this, both chambers approve the consolidated version.
Step Transmittal of the Final Version to Malacañan
8 The bill is then submitted to the president for signing. The President can either
sign the bill into law or veto and return it to Congress.

Rizal: The Selection of the National Hero

“To die is a fact. But the person’s characteristics, his dreams and works can stand
the test of time; his life can be an example of the generations to come. He is worthy to
be honored.”

Members of the Commission (1901)

1. Civil Governor William Howard Taft 6. Trinidad Pardo de Tavera
2. W. Morgan Schuster 7. Gregorio Araneta
3. Bernard Moses 8. Jose Luzurriaga
4. Dean Worcester 9. Cayetano Arellano
5. Henry Clay Ides 10. Benito Legarda

Other Candidates for National Hero:

1. Marcelo H. Del Pilar
2. Graciano Lopez-Jaena
3. Antonio Luna
4. Emilio Jacinto

Criteria for Selection

According to Dr. H. Otley Beyer, an anthropologist and a technical member of
the said commission in the book “Rizal: Ang Bayani” by Crisanto Rivera, there were
four criteria used for choosing the national hero:
1. Filipino
2. Dead
3. Must have adherent love for one’s country
4. A man honored after death by public worship, compassionate and peace loving

What is a hero?
➢ A prominent or central personage taking an admirable part in any remarkable
action or event;
➢ A person distinguished valor or enterprise in danger, or fortitude in suffering;
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 ➢ A man honored after death by public worship, because of exceptional service to
mankind.

Why Rizal?
➢ He was a towering figure in the Propaganda Campaign in 1882 – 1896;
➢ Noli Me Tangere (Berlin, 1887) contributed tremendously to the formation of
Filipino Nationality;
✓ His book was praised and attacked by friends and enemies; by Filipinos
and foreigners
✓ This book made him the most prominent in the Propaganda Movement
➢ No Filipino has yet been born who could equal or surpass Rizal as a “person of
distinguished valor or enterprise in danger, or fortitude of suffering;
➢ Even before his execution he was acclaimed by both Filipinos and foreigners as
the foremost leader of his people;
✓ MH Del Pilar;
✓ Fernando Acevedo – sees in him the model Filipino;
✓ Dr. Tomas Arejola – “your moral influence over us is indisputable”;
✓ Ferdinand Blumentritt – “Rizal was the greatest product of the
Philippines and that his coming to the world was like the appearance of
a rare comet, whose rare brilliance appears only every other century; the
most prominent man of his own people but the greatest man the Malay
race has produced”;
✓ Napoleon M. Kheil;
✓ Dr. Reinhold Rost;
✓ Vicente Barrantes – “the first among the Filipinos”

Other Honors and Acclamations

➢ 1889, Barcelona, he was unanimously elected as honorary president of La
Solidaridad;
➢ 1891, he was unanimously chosen as “RESPONSIBLE” (chief) of the Spanish-
Filipino Association;
➢ July 3, 1892, Manila, he founded La Liga Filipina;
➢ He was named Honorary President, Katipunan; used the name “Rizal” as
password;

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 ➢ December 29, 1897, Emilio Aguinaldo along with other exiles in Hong Kong
held a commemorative program for Rizal;
➢ December 20, 1898, Malolos, Bulacan, President Aguinaldo declared December
30 as “Rizal Day”; flags should be at half-mast from December 29, 12 noon to
December 30, 12 noon;
➢ “La Independencia”, edited by Antonio Luna and “El Heraldo de la Revolucion”
published articles to honor and commemorate the death of Rizal;
➢ Rizal himself, his own people, and the foreigners contributed to make him the
greatest hero and martyr.

Other References to Rizal

➢ “Pearl of a man” (Rost)
➢ “Symbol of that race, one of the few representative men of humanity in general”
(Unamuno)
➢ “Universal genius”
➢ “Intellectual giant”
➢ “Builder of the nation”
➢ “Father of Philippine Nationalism” (Romero, 1978, p. 172)

Note:
MH Del Pilar won according to the votes, but upon knowing that Rizal’s life
and death was more colorful than Del Pilar, the decision was reversed.

Other Reasons for choosing Rizal

1. His being martyr of Bagumbayan may arouse feelings of nationhood and of love
for country. His exile to Dapitan prompted the creation of Katipunan by Andres
Bonifacio, which spread to eight (8) provinces: Cavite, Bulacan, Bataan, Tarlac,
Morong, Batangas, Laguna, and Nueva Ecija.
2. Rizal was peace loving. He wanted reforms but not through bloody revolutions.
(Filipinos are peaceful and peace loving)
3. Filipinos are sentimental. Reading his real-life story would touch the reader’s
heart. Filipinos usually sympathize with the hero that is kind and the underdog.
Rizal’s death was the perfect plot.

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To support the choice, the commission passed the following acts:
➢ Act 137 organized the politico-military district of Morong and named it Rizal
Province.
➢ Act 243 authorized public subscription for the construction of the Rizal
monument in Luneta.
➢ Act 345 set aside December 30 as a national holiday, Rizal Day.
➢ Republic Act 1425 – the Rizal Law

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Name ______________________________________________ Score _________________

Course/Year/Section __________________________________ Date _________________

Activity 1 The Debates about the Rizal Bill

Read the following excerpts from the statements of the legislators who
supported and opposed the passage of the Rizal Law in 1956. Then, answer the
questions that follow.

FOR

“ 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

“ Rizal did not pretend to teach religion when he wrote those 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.”

Senator Claro M. Recto

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AGAINST

“ A vast majority of our people are, at the same time, Catholic

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 for his
father and for his mother.

This basis of my stand. Let us not create a conflict between

nationalism and religion, between the government and the
church.”

Senator Francisco “Soc” Rodrigo

Questions
1. What was the major argument raised by Senator Francisco “Soc” Rodrigo against
the passage of the Rizal Bill?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. What was the major argument raised by Senators Jose P. Laurel and Claro M.
Recto in support of the passage of the Rizal Bill?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. Are there points of convergence between the supporters and opposers of the
Rizal Bill based on these statements?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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 Activity 2 The Rizal Law and the Present Context

In groups, talk about the preceding questions and prepare a short summary of
your discussion points to be presented in class.

Do you think the debates on the Rizal Law

have some resonance up to the present? If yes,
in what way? If no, why?

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 References

Republic of the Philippines. 1956. Republic Act 1425. Available from

http://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425

Romero, Ma. Corona, et. Al. (1979). Rizal and the Development of National
Consciousness. Quezon City: JMC Press, INC.

Website of the Senate of the Philippines. “Legislative Process.” Available from

https://www.senate.gove.ph/about/legpro.asp

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 Chapter 2

REMEMBERING RIZAL

Learning Objectives

At the end of this chapter, the students should be able to:

➢ evaluate Rizal’s heroism and importance in the context of Rizalista

groups;
➢ discuss the history of selected Rizalista groups;
➢ compare and contrast the different views on Rizal among the Rizalistas;
and
➢ develop respect and open-mindedness towards people of diverse
beliefs and reverence to our national hero.
___________________________________________________________________________

Rizal’s execution on December 30, 1896 became an important turning point in

the history of Philippine revolution. His death activated the full-scale revolution that
resulted in the declaration of Philippine independence by 1898. Under the American
colonial government, Rizal was considered as one of the most important Filipino heroes
of the revolution and was even declared as the National Hero by the Taft Commission,
also called the Philippine Commission of 1901. A Rizal monument was built in every
town and December 30 was declared as a national holiday to commemorate his death
and heroism. In some provinces, men – most of whom were professionals – organized
and became members of Caballeros de Rizal, now known as the Knights of Rizal.
Influence by both the Roman Catholic Church and the prehispanic spiritual
culture, some Filipino masses likewise founded organizations that recognize Rizal not
just as an important hero but also as their savior from all the social ills that plague the
country. These groups, which can be linked to the long history of millenarian
movements in the country, are widely known as the Rizalistas. These organizations
believe that Rizal has a Latin name Jove Rex Al, which literally means “God, King of
All.” This chapter will discuss the history and teachings of selected Rizalista groups
founded after Rizal’s execution.

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Rizal as the Tagalog Christ
In late 1898 and early 1899, revolutionary newspapers La Independencia and El
Heraldo de la Revolucion reported about Filipinos commemorating Rizal’s death in
various towns in the country.
➢ Batangas – people were said to have gathered “tearfully wailing before a portrait
of Rizal” (Ileto, 1998) while remembering how Christ went through the same
struggles.
➢ Laguna – peasants regarded him as “the lord of a kind of paradise in the heart
of Mount Makiling” (Ileto, 1998).
➢ The early decades of 1900s witnessed the founding of different religious
organizations honoring Rizal as the “Filipino Jesus Christ” (Ocampo, 2011).
➢ 1907 – Miguel de Unamuno (Spanish writer and philosopher) gave Rizal the title
“Tagalog Christ” as religious organizations venerating him had been formed in
different parts of the Philippines (Iya, 2012).

Other Filipinos known as Tagalog Christ

➢ Apolinario de la Cruz (1815-1841) who founded the religious confraternity
Cofradia de San Jose was also considered as the “Tagalog Christ” by his
followers.
➢ Felipe Salvador (1870-1912), also known as Apo Ipe, who founded the messianic
society Santa Iglesia (Holy Church) was called by his followers as the “Filipino
Christ” and the “King of the Philippines.”

These groups venerated Jose Rizal as the reincarnation of Jesus Christ. They
linked the travails of Jose Rizal to that of Jesus Christ as narrated in the Pasyon during
the Spanish period (Ileto, 1998). Rizalistas believed that Rizal, just like Jesus Christ,
would eventually return to life and will save mankind.

Parallel lives of Jesus and Rizal (Mercado, 1982, p. 38)

✓ Asian
✓ Brilliant minds and extraordinary talents
✓ Believed in the Golden Rule
✓ Cured the sick
✓ Rabid reformers
✓ Believed in the universal brotherhood of men

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 ✓ Closely associated with a small group of followers
✓ Both died at a young age (Christ at 33 and Rizal at 35) at the hands of their
enemies
✓ Their lives changed the course of history

The Canonization of Rizal: Tracing the Roots of Rizalistas

➢ The earliest record about Rizal being declared as a saint is that of his
canonization initiated by the Philippine Independent Church (PIC) or La Iglesia
Filipina Independiente.
➢ As a nationalist religious institution, PIC churches displayed Philippine flags in its
altars as an expression of their love of country and recognition of heroes who
fought for our independence (Palafox, 2012)
➢ In 1903, the PIC’s official organ published the “Acta de Canonizacion de los
Grandes Martires de la Patria Dr. Rizal y PP. Burgos, Gomez y Zamora”
(Proceedings of the Canonization of the Great Martyrs of the Country Dr. Rizal
and Fathers Burgos, Gomez and Zamora).
➢ On September 24, 1903, Jose Rizal and the three priests were canonized
following the Roman Catholic rites.
➢ In the 1950s, Paulina Carolina Malay wrote her observations of Rizal being
revered as a saint (Foronda, 2001, p. 47):
• Many towns of Leyte, among them Dulag, Barauen, and Limon, have
religious sects called Banal which venerate Rizal as god.
• Legaspi City, too has a strange society called Pantay-pantay whose
members are called Rizalinos. The members walk barefoot in possession
to Rizal’s monument and hold a queer sort of a mass. Usually, this
procession is done on Rizal Day (December 30) or on June 19, the natal
day of the hero.
• “Colorum” sects also venerate Rizal as a god. A “colorum” sect in
Tayabas, Quezon has built a chapel for him at the foot of Bundok San
Cristobal, better known as Mt. Banahaw.
• Rizalina in Barrio Caluluan, Concepcion, Tarlac has even a sort of
nunnery for its priestesses. The girls, forbidden to marry during certain
period, are sent to Rizal’s hometown, Calamba for “training.” When
they go back to Tarlac, they perform masses, baptize and do other
religious rites.

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Groups Venerating Jose Rizal
➢ Adarnista or the Iglesiang Pilipina
• In 1901, Candida Balantac of Ilocos Norte, started preaching in Bangar,
La Union.
• Balantac is the founder of Adarnista or the Iglesiang Pilipina, won the
hearts of her followers from La Union, Pangasinan, and Tarlac. She
established the organization in Bongabon, Nueva Ecija where she resided
until the 1960s (Ocampo, 2011).
• Her followers believe that she was an engkantada (enchanted one) and
claimed that a rainbow is formed (like that of Ibong Adarna) around her
while she preached, giving her the title “Inang Adarna” and the
organization’s name, Adarnista. Others call her Maestra (teacher) and
Espiritu Santo (Holy Spirit).
➢ Sambahang Rizal
• Literally the “Rizal Church,” was founded by the late Basilio Aromin, a
lawyer in Cuyapo, Nueva Ecija, in 1918.
• He claims that Sambahang Rizal was established to honor Rizal who was
sent by Bathala to redeem the Filipino race. Like Jesus Christ who offered
His life to save mankind (Foronda, 2001).
• They believe that Rizal is the “Son of Bathala” in the same way that Jesus
is the “Son of God.”
• Noli me Tangere and El Filibusterismo serve as their bible that shows the
doctrines and teachings of Rizal.
➢ Iglesia Watawat ng Lahi
• Samahan ng Watawat ng Lahi (Association of the Banner of the Race) is
said to have been established by the Philippine national heroes and
Arsenio de Guzman in 1911.
• de Guzman preached that Rizal was the “Christ” and the “Messenger of
God.”
• He claimed that God has chosen the Philippines to replace Israel as his
“New Kingdom.”
• Some believe that it was the spirit of Rizal which was working with de
Guzman telling people to live in accordance with Christ’s and Rizal’s
teachings (Iya, 2012).

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 ➢ Suprema de la Iglesia de la Ciudad Mistica de Dios, Inc.
• Registered as an organization in 1952 and founded by Maria Bernarda
Balitaan (MBB) in the Tagalog region who was said to have started her
spiritual missions in the early 1920s.
• Ciudad Mistica is the biggest Rizalista group located at the foot of Mt.
Banahaw in Brgy. Sta. Lucia in Dolores, Quezon with approximately
5,000 members in Sta. Lucia alone. All over Luzon, it has about 100,000
members.
• The group has always been led by a woman.
• They believe that as a result of endless conflicts among countries in West
Asia, God decided to transfer his “Kingdom” to the Philippines.

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Name ________________________________________________ Score ________________

Course/Year/Section ___________________________________ Date _________________

Activity 1 Chapter Questions

Briefly answer the following:

1. How do Rizalista groups view Jose Rizal and other national heroes?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. What are the similarities between Jesus Christ and Rizal as seen by the
millenarian groups?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

3. Name some influential women in various Rizalista groups and explain their
significant roles in their respective organizations.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

4. As a student, what is your POV (point of view) about the beliefs embraced by
the different organizations regarding our national hero?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
distributed for the students of Aklan State University intended for academic purposes only. 19
 Activity 2 Venn Diagram

Choose two of the Rizalista groups, that were discussed. On a separate sheet of
paper, create a Venn diagram showing the beliefs and practices that are similar and
different between the two groups. Afterwards, the other groups will rate your groups
Venn diagram according to the rubrics that follow.

Rubric

15 – 20 8 – 14 0–7
All statements are Most statements Few or none of
Text support of
supported by the are supported by the statements are
comparison
text the text. supported by the
statements
text.
All statements Most statements Few statements are
noting similarities are placed in the placed in the
are placed in the correct circle, but correct circle.
Placement of
center circle and all student has mixed
statements within
statements that up a few
the Venn Diagram
note differences statements.
are placed in the
correct outer circle.
Student is able to Student is able to Student has made
make 5 or more make 3-4 only 2 or fewer
Number of quality
comparison comparison comparison
statements
statements in each statements in each statements in each
circle circle circle.
Total
Source: International Reading Association/National Council of Teachers of English.
(2007). Venn diagram rubric. Available from
http://www.readwritethink.org/files/resorces/lesson_images/lesson54/detectiverubric.p
df

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
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 Activity 3 Audio-Visual Presentation

Form yourselves into groups of five members. Then, make a 5 – 10-minute

audio-visual presentation on Rizalista group using photos of the churches, altars, and
celebrations/activities of the group. Also look for other information not mentioned in
the discussion. Present your work in class.

Rubric

15 – 20 8 – 14 0–7
Presentation shows Presentation shows Presentation lacks
full knowledge by some knowledge; important
providing lacks interpretation information; no
interpretations and and analysis; has substantial
Content
analysis; complete incomplete photos interpretation and
with photos and and illustrations. analysis; has no
illustrations from photo or
research illustration.
Video information is The class cannot The video has no
logical; has sequence follow the sequence clear narrative line.
which the class can because the
Organization
easily follow. presentation jumps
from one theme to
another.
Presentation has high Some photos and Photos and audio
quality photos and audio need editing. are not clear
Technical
audio. making the video
aspect
difficult to
understand.
Total

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 References

Foronda, Marcelino A., Jr. 2001. Cults honoring Rizal. Historical Bulletin (50th
Anniversary Issue): 46-47. Manila: National Historical Institute.

Ileto, Reynaldo. 1998. Rizal and the Underside of Philippine History. In Filipinos and
their revolution: Event, discourse and historiography , pp. 29-78. Quezon City: Ateneo
de Manila University Press.

Iya, Palmo R. 2012. “Jove Rex Al: The Making of Filipino Christ.” Paper presented in
The Asian Conference on Ethics, Religion and Philosophy (ACERP). Osaka, Japan.
Accessed on March 23, 2017 from
https://www.academia.edu/9083764/Jove_Rex_Al_The_Making_of_Filipino_Christ

Mercado, Leonardo V., SVD. 1982. Christ in the Philippines. Tacloban City, Philippines:
Divine Word University Publications.

Ocampo, Nilo. 2011. Kristong Pilipino: Pananampalataya kay Jose Rizal . Quezon City:
Bagong Kasaysayan.

Palafox, Quennie. 2012. “Rizal: A hero-saint?” Accessed on March 24, 2017 from
http://nhcp.gov.ph/jose-rizal-a-hero-saint/

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 Chapter 3

THE NINETEENTH CENTURY PHILIPPINE ECONOMY,

SOCIETY, AND THE CHINESE MESTIZOS

Learning Objectives

At the end of this chapter, the students should be able to:

➢ locate Rizal’s life in the Philippines within the wider context of the
developments in the nineteenth century;
➢ explain the important role of the Chinese mestizos and their ranks within
the changing Philippine economy and society;
➢ discuss the interplay of several factors that contributed to the changing
landscape of Philippine society and economy; and
➢ show empathy on the besetting Philippine conditions that trigger a need
for a Filipino nationalist.
___________________________________________________________________________

To fully appreciate the details of Rizal’s life, one needs to locate him with the
wider context of the Philippines in the nineteenth century. This chapter will discuss the
changing landscape of Philippine economy in the nineteenth century and describe how
these developments had an impact on the society in which Rizal grew up, matured, and
eventually was martyred. It will begin by looking at the tremendous economic
development in the Spanish Philippines and its effect on Spanish policies on education,
social life, and the people of the Philippines. The role of Chinese mestizos will also be
discussed, noting its role on Philippine life and economy as well as change in social
stratification.

The Event and Important Changes of the 18th and 19th Centuries

1. The March of Imperialism

Imperialism is the activity of a nation in extending its control and authority
beyond its territorial boundaries through the acquisition of new territories; the desire of
civilized nations to rule over the “weak nations.”

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Specific Events
➢ The opening of the Suez Canal;
➢ The Voyages and Subsequent Colonization by the British, French, Russians etc;
➢ America’s Territorial Expansion and growth as a world power;
➢ Territorial disputes (such as the Spanish-German Disputes Over the Caroline
Island)

Primary Reasons for Colonization

➢ Economic – secure raw materials, markets for finished products, additional food
supplies. Outlets for surplus population, investment for surplus capital;
➢ Political – national defense; additional territories;
➢ Religious – spread particular religion.

Techniques used:
✓ Engage in business
✓ Political control to protect economic interest

Benefits brought about by colonization

➢ Sanitation, education, transportation, communication, improved way of living,
government, recreation, enriched culture

Bad effects of colonization

➢ Exploitation of natural resources, progress is held back, racial discrimination

2. The Nations Struggle for Nationalism

Nationalism is a feeling of oneness by a group of people who believe that they possess
common traditions, culture and common ideals and goals.

Two major struggles for freedom that influenced the thinking of other nations:
➢ American Revolution (1775-1783), which led to the independence of the
Americans from Great Britain;
➢ French Revolution (1779-1789) which abolished absolutism and feudal privileges
for the French.

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3. The gradual spread of democracy and the fight for human rights and fundamental
freedoms

Major World Events

➢ February 19, 1861 (4 months before birth of Rizal) Czar Alexander of Russia
issued a proclamation emancipating 22,500 serfs (slaves);
➢ Lincoln’s Emancipation Proclamation – on September 22, 1862. President
Abraham Lincoln issued his emancipation proclamation freeing the Negro slaves.

Advances of Democracy
✓ Right to vote (suffrage);
✓ Reforms (political) systems such as referendum and initiative;
✓ Cabinet systems (House of Commons and Lords);
✓ Abolition of slavery;
✓ Public education was provided in many parts of the world.

4. The modernization of living through the Industrial Revolution

➢ Mode of production changed from hard work to machine work;
➢ From domestic system to factory system

Positive Effects brought by the changes

➢ Machines (such as the spinning jenny, cotton gin, and sewing machine) hastened
the revolution in manufacturing;
➢ Establishment of factories;
➢ The use of steel, discovery of oil, gasoline, and electricity, and invention of the
internal combustion engine heralded the advent of the motorized age;
➢ The revolution in transportation (steam boats, locomotives, airplanes, etc.) and
communication (telephone, telegraph, and cable facilities) enabled man to
conquer time and distance;
➢ Increased demands for raw materials and markets for finished products;
➢ Increase in employment and national income;
➢ Improved the standard of living;
➢ Improvement in medicine and public hygiene;
➢ Nationalism was stimulated, the modern means of communication and
transportation brought the people close to each other; they began to realize

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 their common problems and aspirations and the need to solve these problems
and attain their goals;
➢ Increase in population

Negative Effects Brought by the Changes

➢ Dispute between labor and capital;
➢ Ruin of the domestic systems of production;
➢ Exploitation of the working class;
➢ The employment of child or woman laborers;
➢ Concentration of wealth in the hands of a few capitalists.

Responses to the Problems brought by the Industrial Revolution

➢ The adoption of the laissez-faire policy;
➢ Early socialists responded by proposing gradual and peaceful methods of
reforms for they believed that for as long as capitalists controlled the economic
life of the people, there could be no democracy;
➢ Marx responded by advocating revolutionary communism for he believed that
only a violent revolution could improve the lot of working men;
➢ The Catholic Church reacted by advocating Christian principles announced by
Pope Leo XIII in Rerum Novarum (The Conditions of Labor).

5. The Advance of Science

➢ Many used systematized experimentation to discover things and about the facts
of nature;
➢ Researches were funded;
➢ Chemistry or Physics were greatly enhanced;
➢ Medicine science improved dramatically;
➢ Natural sciences brought new understanding of the world and the place of man
in it;
➢ Gave man longer life span

6. The New Current in the Movement of Thought and the Growing Confidence on
Progress
Modern philosophy came to a close around the end of the 18th and 19th centuries
and upon its end began contemporary philosophy that is characterized by political and

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religious outlooks. Many political thinkers emerged brought about by changes then
taking place in Europe. Among these thoughts was the deviation from the divine right
theory, which was the basis of absolute monarchies in Europe and in Asia. Foremost
among the proponents of these new political ideologies were: John Locke, Rousseau,
Hegel, Charles Darwin, Hobbes, Bakunin, Marx, and Edmund Burke. Exposed to their
writings and teachings, Rizal (1861-1896) developed his own philosophy and political
thoughts. Europe became his social and political laboratory while his countrymen the
Indios, as referred to by the Spanish community became his patients. The opening of
the Suez Canal in 1869 allowed liberal ideas to flow into the archipelago. Among others
were the ideas of the French Revolution, anti-clericalism, secularism, and nationalism.
The socio-economic and political conditions provide a fertile ground in the country for
the seeds of revolution to flourish.
The Industrial Revolution brought unprecedented economic progress around the
world, and with this, the confidence that things are becoming better.

Points to ponder:
1. Are changes in the life of a nation inevitable?
2. Why is nationalism a desirable national goal?
3. Is industrialization good for a nation? Does it have pitfalls?
4. How could changes like the ones listed above affect a person?

The Changing Landscape of Philippine Economy and Society

➢ During nineteenth century, vast economic, political, social, and cultural currents
were felt.
➢ By late eighteenth-century Spanish monarchy experience a dynastic shift from
Habsburgs to the Bourbons. Spain then, recalibrated colonial policies that would
have an effect on the Philippines.
➢ The first governor-general to the Philippines under the Bourbon mandate was
Jose de Basco y Vargas who arrived in the Philippines in 1778.
➢ At that time, Galleon Trade, the main economic institution existing in the
Philippines, was already a losing enterprise.

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 ➢ The global wave of industrialization became a silver lining.
➢ Industrialization, increased the demand for raw materials, presented an
opportunity to look into the agricultural potential of the Philippines.
➢ Basco established the Royal Philippine Company in 1785 to finance agricultural
projects and manage the new trade being established between the Philippines
and Spain (and Europe) as well as other Asian markets.
➢ Basco pushed for reforms, he lifted a ban on Chinese merchants that
reinvigorated internal trade; initialized the development of cash crop farms;
relaxed certain policies that allowed the gradual opening of Manila to foreign
markets; and established the Tobacco Monopoly to maximize the production of
this export good.
➢ By 1810, The Mexican War of Independence rattled the Spanish empire, as it
would eventually lead to the loss of the precious Latin American colonies. With
this came the eventual of the Galleon Trade which became a concern in the
Philippines.
➢ Manila was opened to world trade by 1834. As a result, foreign merchants and
traders came and eventually resided in Manila and took over the role of
financing and facilitating the burgeoning agricultural cash crops, export-oriented,
economy.
➢ Some of the major investments came from British and American traders that set
up merchant houses in Manila.
➢ By the first half of the nineteenth century, majority of the exports of the
Philippines came from cash crops like tobacco, sugar, cotton, indigo, abaca, and
coffee.
➢ As the provinces shifted to cultivating cash crops, land ownership and
management began to be a concern. The farmers felt the pressure of the
economy while the hacenderos grabbed the opportunity. For example, when a
small landowner needed capital and money, he would engage in a pacto de
retroventa, an agreement of sale guaranteeing that he could buy the land back
at the same price at which it was sold. However, it became difficult to buy back
land given the continuously increasing demand of the economy and the
renewals of the sale, which further buried the farmers to indebtedness.
Eventually, they would forfeit the land and would be forced to become tenant
farmers, or kasama.

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 ➢ Aside from this, land acquisition also came in the form of land-grabbing. As the
growing economy required better management of lands, inquilinos emerged,
renting land to sublet it to smaller farmers. These factors would bring change to
the social stratification in the countryside that, did not continue without tensions
and contestations.

The Philippine Political System Under Spain

The Social System

➢ Predominantly feudalistic.
➢ An elite class exploited the masses. Classes existed in a master-slave relationship.
➢ All forms of taxation were exacted on the natives.
➢ Natives were assigned to forced labor.
➢ Social system was pyramidal with the peninsulares occupying the top post, the
Mestizos and criollos and the middle class enjoying some privileges while the
Natives or indios were looked down upon.

The Political System

➢ The country was governed through the Consejo de Indias.
➢ The monarchs managed the affairs of the colonies through this council and
exercised executive, legislative and judicial functions.
➢ Ministerio de Ultramar (created in 1863) replaced the council and peninsular
laws were extended to the Philippines.
➢ The Governor-General (appointed by the monarch) headed the central
administration in Manila. He was the king’s representative in all state and
religious matters and as such, he exercised extensive powers. He issues executive
orders and proclamations and he had supervision and disciplinary powers over
all government officials. The immensity of those disciplinary powers made some
governors-general weak and biased. His prerogatives gave him the opportunity
to reward his favorites and penalize those that displease him. He was
Commander-in-Chief of the Armed Forces and had supreme power over
financial matters until he shared this power with the Intendant General (1784).
He exercised cumplase, the power to disregard or suspend any law or Royal
Decree from Spain.

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Bodies Created to Check on the Powers of the Governors-general
➢ The Royal Audiencia, the highest court. It served as the highest court of appeal
for criminal and civil cases and important government affairs were referred to it
as well. The Court and the governor-general, acting separately or together
occasionally made laws called autos acordados.
➢ The Residencia. A body composed of the audiencia and the incoming governor-
general that investigated one’s predecessor for acts of graft and corruption.
➢ The Visitadores. A body commissioned by the Crown to conduct secret
investigations on graft and corrupt practices of government officials.

The Power Hierarchy

➢ The Central Government. The Governor-General, The Lt. Governor (general
Segundo cabo), and the advisory bodies such as the Board of Authorities,
Council of Administration and (since 1874) the Secretariat of the Central
Government.
➢ Alcaldias (Provincial Governments) led by the alcalde mayores.
➢ Cabildo or Ayuntamiento (City Governments) led by two alcaldes en ordinario
and the towns led by gobernadorcillo (or fondy, capitan) elected by the
principalia.
➢ The Barrio or barangay led by the cabeza de barangay.
➢ The cuadrilleros or guardia civil helped maintain peace and order. This was
headed by the alferez.

Laws Used in Governing the Philippines

➢ Leyes de Indias, royal decrees issued at various times and intended for the
colonies.
➢ Las Siete Partidas, Las Leyes de Toro, Codigo Penal, Codigo Civil, and Codigo
de Commercio, these are some laws enacted for Spain but also used in governing
the Philippines.

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 Points to ponder:
1. How was the Philippine government during the Spanish period
structure?
2. What characteristics does the government of the Philippines today
have in common with the government then?

Sources of Abuses in the Administrative System

➢ Appointment of officials with inferior qualifications and lacking the dedication
and moral strength to resist corruption.
➢ Overlapping functions that resulted to confusion and friction.
➢ The union of the church and the state.
➢ Positions were often filled through bidding.
➢ The king’s appointees were often ignorant of the Philippines’ needs.
➢ Lack of continuity; officials were reassigned often to prevent them from creating
a following among the natives thus preventing somebody from instigating a
secessionist move.
➢ Provincial government was the most corrupt in the sense that the alcalde
exercised administrator, judge, and military commander rolled into one. He
could never be prosecuted.
➢ The indulto para commerciar (license to trade) was abused as alcaldes
monopolized the trade, buying the produce cheap from the natives and selling
them at high prices during times of scarcity.
➢ Parish priests often ignored these abuses in exchange for favors.
➢ Higher officials were indifferent to anomalies.
➢ Judges were often incompetent and corrupt. Cases were not decided on merits
but often on the bases of such considerations such as race, money and personal
privileges.
➢ Legal proceedings were costly and decisions often delayed.
➢ Secession of Spain’s other colonies led her to tighten control of the Philippines
through the friars who were often abusive, materialistic and who were playing
on the ignorance of the natives.

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 ➢ Land acquisition by the friars and the raising of rentals.

Points to ponder:
1. What are the flaws to the structure of the government during the Spanish
occupation?
2. If you were living during the Spanish period, would you be contented
of your life? Why or why not?
3. If you were the Spanish King’s representative to the Philippines, what
changes would you recommend to him to be implemented in the
Philippines?

The Educational System

➢ Schools overemphasized religious matter. Religion was the main subject in
schools.
➢ The schools used obsolete teaching methods.
➢ The curricula were limited in scope.
➢ The classroom facilities were inadequate.
➢ Teaching materials were inadequate.
➢ Primary education was neglected.
➢ Academic freedom was not practiced.
➢ There was prejudice against Filipinos in higher learning institutions.
➢ Fear of God was emphasized and obedience to the friars was instilled in the
mind of the people.
➢ The people were constantly reminded that they were of inferior intelligence and
that they were only good for manual labor. Over the centuries, this resulted in
a lack of personal confidence and the development of an inferiority complex.
➢ Learning in every level was largely by rote. Students were made to memorize
things which they could never understand.
➢ The Spanish language was not taught to the people at the friars’
recommendation.
➢ Books had to undergo strict censorship
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 Points to ponder:
1. In your observation, are the problems in the system of education during
the Spanish period of occupation still present today?
2. Cite examples of these flaws still present in the system and what can you
recommend correcting them?

Reforms Passed
➢ Gov. Crespo’s commission to study and recommend remedial measures to
improve elementary education in the Philippines.
➢ Educational Decree (1863), the establishment of primary schools for boys and
girls in every town.
➢ The Moret Decree (1870), sought to secularize higher education in the colony.
➢ The opening of schools to Filipinos toward the end of Spanish rule.

The Chinese and Chinese Mestizos

➢ Since pre-colonial times, the natives of the Philippines had trade relations with
the Chinese.
➢ During the height of the Galleon Trade, it was Chinese products that comprised
most the goods being traded.
➢ The influx of Chinese settlements in the Philippines made the Spaniards
suspicious of the Chinese. These feelings led to stringent state policies towards
the sangley ranging from higher taxes, the restriction of movement with the
establishment of the Chinese enclave (the Parian). To actual policies of
expulsion.
➢ The Chinese, however, proved to be “necessary outsiders” in Philippine colonial
economy and society. Spaniards realized the importance they played in
sustaining the economy.
➢ From the goods loaded on the galleons to the development of retail trade, the
Chinese enlivened the economy. Eventually and gradually, they became
integrated into colonial society, giving rise to intermarriages with indios that
gave birth to Chinese mestizos.

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 ➢ The Chinese mestizos assumed an important role in the economy all throughout
the Spanish colonial period. They influenced the changing economy in the
nineteenth century by purchasing land, accumulating wealth and influence.

Impact on Life in the Colony

➢ The economic development, precipitated social, political, and cultural
developments. For example, the new economy demanded a more literate
population to address the rising need for a more professionalized workforce to
man the trading activities in Manila and other centers.
➢ This demand compelled the issuance of the colonial government order in 1836
that required all towns to set up primary schools to teach the population how
to read and write. It eventually led to the passage of an educational decree in
1863 that mandated free primary education.
➢ Eventually, the nineteenth century also gave birth to many schools that
addressed the growing demand for more professionals. Schools like Ateneo
Municipal were established during this time.
➢ As Manila became a trading center, it became a viable destination for people
seeking better opportunities or those wanting to escape the worsening
conditions in the farmlands.
➢ The increased rate of internal migration raised several concerns.
✓ People flocked the centers of trade like Manila. Overcrowding implied
issues in living quarters, sanitation and public health, and increase in
criminality.
✓ The continuous movement of people made tax collection extra difficult.
➢ To mitigate these concerns, one measure implemented was the 1849 decree of
Governor-General Narciso Claveria that urged the people in the colony to adopt
surnames.
➢ With the catalogo de apellidos drawn up, the colonial government assigned
surnames to people and forbade changing names at will.
➢ Policies like the registration and possession of a cedula personal bearing one’s
name and residence, the colonial government sought to have a better
surveillance mechanism.
➢ Guardia civil was established to help carry out policies better.
➢ As new economy afforded the colonial state new opportunities, it also
prompted the state to be more regulatory to assert its authority.

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Renegotiating Social Stratification
The Philippine society felt the impact of the developing economy. As a result,
social relations underwent redefinitions and the changing dynamics brought about a
renegotiation of social stratification. With the growing relevance of the mestizo
population, new lines were drawn with the following social strata:

Peninsular Pure-blooded Spaniard born in the Iberian Peninsula (i.e., Spain)

Insular Pure-blooded Spaniard born in the Philippines
Mestizo Born of mixed parentage, a mestizo can be:
Spanish mestizo – one parent is Spanish, the other is a native; or
Chinese mestizo – one parent is Chinese, the other is a native
Principalia Wealthy pure-blooded native supposedly descended from the
kadatoan class
Indio Pure-blooded native of the Philippines
Chino infiel Non-Catholic pure-blooded Chinese

➢ As the Spaniards lost economic power in the nineteenth century, they asserted
dominance by virtue of their race.
➢ This issue brought complications with the rising principalia and the mestizo
populations who realized their indispensable position in society as movers and
facilitators of the economy.
➢ The renegotiation continued throughout the century as the mestizos and
principalia elite eventually demanded social recognition that the pure-blooded
Spaniards had consistently denied them.
➢ These wealthy mestizos and members of the principalia continued to amass
economic and cultural capital.
➢ They also availed themselves of the opportunity to obtain higher degrees of
education not only in the Philippines but also in Europe.
➢ These activities augmented their relevance in society as it was from these ranks
that articulations of nationalism would emerge.

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Name _______________________________________________ Score ________________

Course/Year/Section ___________________________________ Date _________________

Activity 1 Summative Activity

Create a worksheet containing the table illustrated below. Write the changes
and developments that were felt in the nineteenth-century Philippines. After listing the
changes, plot them within Rizal’s biography and write which aspects you think had a
direct or indirect impact on Rizal while citing events in his life.

Change and Development Relation to Rizal’s Life

Economic

Political

Socio-
cultural

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 Activity 2 Life in a Cigar Factory

Read the following excerpts about the cigar factories in Manila in the nineteenth
century

Note: As the economy developed with tobacco being one of the most profitable crops,
cigar became a prime export from the Philippines. This allowed the proliferation of cigar
factories in Manila that often employed women, called cigarreras. In the following
excerpts, you will get glimpses about the life in a cigar factory.

ABOUT THE WORK IN THE FACTORY:

From foreign observer:

I was surprised by the order and decency which reigned over the multitude of women
and young girls; they certainly did not belong to the lowest rung of society and usually
worked by families.

All were silent and none said a word but their eyes functioned very effectively and their
hands even more so.

I noticed the celerity with which the women rolled each cigar and pasted both ends.
However, their work was not considered done until after both ends of the cigar were
cut following a given model and afterwards strictly inspected by the maestra of the
section. Then only was the cigar allowed to be part of a pack of 32; a thousand packs
made up one chest and 500, a half chest.

ABOUT THE STRUGGLES OF THE CIGARRERAS:

From a complaint as reported by an inspector:

The many abuses committed by the soldiers against the female workers of the factory
(if the abuses cannot be stopped) might cause the closing down of the factory as a result
of manpower shortage. These workers are mostly the poor and needy people of the
towns of Obando, Polo and Meycauayan and the remote towns of Bulacan who seek
employment in the establishment, starting either as bustaquems or sorters of tobacco
until they learn how to make cigars. They live miserably in the nearby poblaciónes and
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go to their homes only during fiestas or after having been paid their wages. However,
a group of soldiers would get together at night and search their homes under the pretext
of looking for tulisanes and then would mercilessly maltreat them.

On the night of March 20 of this year (1856) at 12 midnight, a maestra by the name of
Maria Tac came to me weeping to denounce the abuses of these soldiers. While she and
her son and two other companions were sleeping, the door was forced open and four
or five armed men broke into it and searched the house and their belongings for
smuggled items. Not having found more than a peso and some cuartos which they took,
they left uttering profanities, showing no respect for the maestra. The following day I
went to see the gobernadorcillo of the mestizos to present the attached report. Without
knowing what decision was taken in this regard, all I assure you is that the money taken
was not returned and the abuses continue to be committed.

On the night of the 14th of this month between 9 and 10 in the evening, some soldiers
led by their lieutenant, while on patrol in barrio Dampalit, met female cigarette workers
residing in other towns and forced the workers to follow them to fields and forest. They
(the cigarette workers) were only allowed to go after much begging on their part and
after bribing the soldiers.

With this kind of behavior, it is certain that very soon the workshops of this factory shall
run out of employees. This is why I bring all these to your knowledge so that the Central
Government can adopt measures to curb such abuses which may adversely affect the
factory established in that area.

Source: Camagay, Maria Luisa, “The Cigarreras of Manila” Philippine Studies. Vol 34.
No. 4 (1986): 507-517.

Questions for Reflection

Divide the class in groups of five members and discuss the following questions.
Prepare a short report and share your discussion with the class:
1. What can you say about the conditions of the cigarreras in Manila?
2. What do these excerpts reveal about the life in nineteenth century Manila?
3. How can these excerpts be related to a discussion about the situation of women
in nineteenth century Manila?

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
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 References

Abinales, Patricio and Donna Amoroso. 2005. State and society in the Philippines. Pasig:
Anvil Publishing, Inc.

Camagay, Maria Luisa. 1986. The cigarreras of Manila. Philippine Studies 34 (4): 507-
517

Daquila, Sonia. 1997. Seeds of Revolution. Bacolod City: Master Printing Press.

Ocampo, Ambeth. 1997. Rizal Without the Overcoat. Pasig City: Anvil Publishing.

Schumacher, John N. 2008. Rizal in the context of nineteenth century. In The Making
of a Nation, pp. 16-34. Quezon City: Ateneo de Manila University Press.

Wickberg, Edgar. 2000. The Philippine Chinese before 1850. In The Chinese in
Philippine life, 1850-1898, pp. 25-36. Quezon City: Ateneo de Manila University Press.

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
distributed for the students of Aklan State University intended for academic purposes only. 39
 Chapter 4

RIZAL’S LIFE: FAMILY, CHILDHOOD AND EARLY EDUCATION

Learning Objectives

At the end of this chapter, the students should be able to:

➢ discuss about Rizal’s family, childhood, and early education; and
➢ describe people and events that influenced Rizal’s early life;
➢ relate personal experiences with Rizal’s experiences that shaped his
identity as a learner and as individual; and
➢ derive inspiration from Rizal’s student-experiences for personal quest for
learning and future endeavours.
___________________________________________________________________________

A biography narrates how a person has lived during a certain period of time. It
presents not only the life of an individual and how/she has influenced the society but
also how an individual and his/her ideas have been shaped by historical events. Jose
Rizal lived in the nineteenth century, a period in Philippine history when changes in
public consciousness were already being felt and progressive ideas were being realized.
Studying Rizal’s biography therefore, will lead to a better understanding of how Rizal
devoted his life in shaping the Filipino character. This chapter will cover Rizal’s life and
how he became an important hero of the Philippines.

Rizal’s Ancestry and Childhood (1861-1869)

Geography of Calamba
➢ Small agricultural town at the foot of Mt. Makiling sloping down to Laguna de
Bay.
➢ Sugar was the major product.
➢ Calamba named after a big native jar.
➢ Estates were owned by the Dominican friars.
➢ The scenic beauty helped develop Rizal’s poetic and artistic creativity.
➢ Their hardships as tenants developed his noble and heroic spirit.

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 ➢ Home: a two story, rectangular house made of adobe stones and hardwood;
roofed with red tiles; had a cistern (reservoir) for water, had an orchard and
poultry of turkeys and chicken.

Rizal’s Family Ancestry

He is a mixture of East and West races: Negrito, Indonesian, predominantly

Malayan, Chinese, Japanese, Spanish.

➢ Paternal – Domingo Lamco from Fukien City who arrived in Manila in 1690,
married a Chinese Christian: Ines de la Rosa. He assumed the name MERCADO
(he was a merchant), which meant “market”, in English, in order to free the
family from prejudice of Chinese name. RIZAL, a second surname given by the
Spanish alcalde mayor (provincial governor) of Laguna RIZAL means a field
where wheat, cut while still green sprouts again.
➢ Maternal – Manuel de Quintos, a Chinese mestizo from Lingayen, Pangasinan,
married to Regina Ursua (of Japanese ancestry) was a lawyer, their daughter
Brigida married Lorenzo Alberto Alonso, an engineer. They had five children,
including Teodora, Rizal’s mother, the Alonso family produced lawyers, priests,
engineers, and government officials.
➢ The family belonged to then privileged class, the principalia; they owned
carriages and horses which were symbols of wealth and respectability.

Rizal’s Family
➢ Father: Francisco Mercado Rizal (1818 -1898); “a model of fathers”. Father of
Jose Rizal who was the youngest of 13 offsprings of Juan and Cirila Mercado.
Born in Biñan, Laguna on April 18, 1818; studied in San Jose College, Manila;
and died in Manila.
➢ Mother: Teodora Alonzo y Realonda (1827-1913); Mother of Jose Rizal who
was the second child of Lorenzo Alonso and Brijida de Quintos. She studied at
the Colegio de Santa Rosa. She was a business-minded woman, courteous,
religious, hard-working and well-read. She was born in Santa Cruz, Manila on
November 14, 1827 and died in 1913 in Manila.
➢ Brother and sisters
▪ Saturnina (1850-1913)- Eldest child of the Rizal-Alonzo marriage. Married
Manuel Timoteo Hidalgo of Tanauan, Batangas.

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 ▪ Paciano (1851-1930) - Only brother of Jose Rizal and the second child.
Studied at San Jose College in Manila; became a farmer and later a
general of the Philippine Revolution. (10 years older than Jose; Pilosopo
Tasio in “Noli”; “most noble of Filipinos; was a Maj. Gen. under Emilio
Aguinaldo; tortured by Spaniards); he later retired to his farm in Los
Baños and led a quiet life until his death in 1930;
▪ Narcisa (1852-1939) - The third child. Married Antonio Lopez at
Morong, Rizal; a teacher and musician in Morong;
▪ Olimpia (1855-1887) - The fourth child. Married Silvestre Ubaldo; died
in 1887 from childbirth. Became a telegraph operator in Manila;
▪ Lucia (1857-1919) - The fifth child. Married to Mariano Herbosa who
was denied a Christian burial;
▪ Maria, nicknamed “Biang”(1859-1945) - The sixth child. Married Daniel
Faustino Cruz of Biñan, Laguna.
▪ Jose - The second son and the seventh child. He was executed by the
Spaniards on December 30,1896.
• Was born June 19, 1861, on a Wednesday between 11 PM
midnight
• He was the 7th of 11 children
• His mother made a vow to the Virgin of Antipolo to take the
baby to the sanctuary by pilgrimage; mother named him “Jose”,
who was a devotee of St. Joseph.
• He was baptized after 3 days by Fr. Rufino Collantes (he
commented that he will be a great man with the big head of the
baby).
• His Godfather was Fr. Pedro Casanas
• Rizal called his sisters Doña or Señora (if married) or Señorita (if
single)
▪ Concepcion (1862-1865)- The 8th child. Died at the age of three. Rizal’s
first sorrow;
▪ Josefa (1865-1945) - an epileptic, died an old maid at 80 years old;
▪ Trinidad (1868-1951)- the last of the family to die; died an old maid at
83;
▪ Soledad “Choleng” (1870-1929)- The youngest child married Pantaleon
Quintero.

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Hometown
➢ His mother was his first teacher.
➢ Private tutors – Maestro Celestino, Maestro Lucas Padua, Leon Monroy.
➢ At 9 years old, he was sent to Biñan to study under Maestro Justiniano Aquino
Cruz.
➢ Formal lessons in Latin and Spanish.
➢ Developed his painting skills.
➢ Referred to himself as a “fashionable” painter.

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Name _______________________________________________ Score ________________

Course/Year/Section ___________________________________ Date _________________

Activity 1 Creating an Infographic of Rizal’s Life

I. Divide yourselves into groups. As a group, pick one aspect of Rizal’s life (e.g.,
family, early education, etc.). Research further on this aspect of Rizal’s life and
create an infographic. Present your infographic in class.
Rubric

Criteria 3 2 1
Use of class time Used class time Used some of the Did not use the
well to get the class time to get class time to get
project done the project done the project done
Relevance of All graphics are Some of the None of the
graphics related to the graphics are graphics are
topic, thus making related to the topic related to the
the topic easy to topic.
understand
Accuracy of At least 5 accurate At least 3 accurate No accurate facts
content facts are displayed facts are displayed are displayed on
on the infographic. on the infographic the infographic.
Attractiveness The infographic is The infographic is The infographic is
attractive in its attractive but incredibly messy
design, layout, and slightly messy. and poorly
colors used. designed.
Choice of words The choice of The choice of The choice of
and grammar words is words is slightly words is
appropriate and appropriate and inappropriate and
there are no there are a few there are many
grammatical errors grammatical errors. grammatical errors.

II. Write a short essay comparing yours and Jose Rizal’s student-life experiences.

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
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 References

Daquila, Sonia. (1997). Seeds of Revolution. Bacolod City: Master Printing Press.
De Viana, Augusto V. 2011. Jose Rizal in our times: A guide for the better
understanding of the Philippines’ foremost national hero. Mandaluyong City: Books
Atbp. Publishing Corp.

Guerrero, Leon Ma. 2010. The first Filipino: A biography of Jose Rizal . Manila:
Guerrero Publishing, Inc.

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
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 Chapter 5

FORMAL SEARCH FOR KNOWLEDGE

Learning Objectives

At the end of this chapter, the students should be able to:

➢ explain Rizal’s growth as a propagandist;
➢ give accounts on the observations and experiences of Rizal in the
European States;
➢ analyze the factors that led to Rizal’s execution;
➢ analyze the effects of Rizal’s execution on Spanish colonial rule and the
Philippine Revolution; and
➢ become conscious to important Rizalian traits and virtues.
___________________________________________________________________________

To fully understand Dr. Jose Rizal, it is important to describe his formal

schooling, which contributed much to shaping his values and character. This chapter
focuses on the journey and experiences of Dr. Jose Rizal in Europe and other countries.
Rizal was also exiled to Dapitan after his summons to Malacañang Palace. In the four
years that he stayed in Dapitan, he demonstrated practical nationalism and inspired his
fellow Filipinos living there to do the same. Likewise, this chapter also discusses the
events that transpired in Rizal’s life after his formal notification of the charge against
him.

Ateneo Education: Refinement of Rizal’s Skills (1872-1877)

➢ Managed by the Jesuit priests
➢ Passed the admission to Ateneo
➢ Obtained his Bachelor of Arts with Highest honors
➢ Had good scholastic records
➢ His favorite novel: The Count of Monte Cristo by Alexander Dumas
➢ Mother was imprisoned while he was in Ateneo
➢ Extracurricular activities:
✓ Bookworm; Campus leader; “Emperor” in the class room; Member:
Marian Congregation; Poetry lessons; Fine arts - sculpture

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 ➢ Wrote poems in Ateneo
➢ There were only 12 students who graduated, 9 of them (including Rizal)
got grades with “excellent” marks
➢ Fr. Francisco de Paula Sanchez: Rizal’s best professor in Ateneo
➢ Segunda Katigbak: First Romance of Rizal

University of Santo Tomas (1877-1882)

➢ Managed by the Dominican priests (Dominicans and Jesuits were rival
educators)
➢ April 1877, enrolled in Philosophy and Letter for two reasons: His father liked it
and he was not certain as to the career he would pursue.
➢ Mother opposed son’s pursuit for higher learning that if he gets to know more,
they will cut off his head.
➢ 1877-1878: finished surveying at Ateneo
➢ It was during this period that he experienced the Spanish brutality when he failed
to salute a Guardia Civil.
➢ Spanish students on campus called the Filipino students “chongos” (monkeys);
in return the Filipinos called them “Bangus” (Milkfish).
➢ 1880: Founded the secret society in UST called Compañerism (comradeship);
this led Filipino students into combats against Spanish students in street fights;
members were called Campañerismo of Jehu.

Disadvantage at UST
➢ Dominican professors were hostile.
➢ There was racial discrimination.
➢ The method of teaching was obsolete.

▪ He took up medicine to help the failing eyesight of his mother.

▪ Paciano advised him to go to Europe
• To seek more knowledge on Western medicine
• Help the Filipino cause
• Observe the life and culture, language, commerce, government, laws in
Europe to liberate the people
• He left for Europe on May 3, 1882 (SS Salvador)

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Education in Europe
➢ On November 2, 1882, he enrolled in the Universidad Central de Madrid;
➢ On June 21, 1884, he was given the license in medicine by the Universidad
Central de Madrid;
➢ He studied and passed all subjects leading to the degree of Doctor of Medicine.

Reasons why he was not awarded his Doctor’s Diploma

a. He did not present the thesis required for graduation.
b. He did not pay the corresponding fees.
▪ M.D. was conferred to him posthumously – in 1961- 100 years after his
birth.
▪ June 19, 1885 (Rizal’s 24th birthday).
▪ He was awarded the degree of licentiate in Philosophy and letters by the
Universidad Central de Madrid with the rating of “EXCELLENT”
(Sobresaliente)
▪ He also became qualified to be a professor in humanities in any Spanish
Universities.
▪ He became a full-pledged physician and qualified to practice medicine.

The Travels of Dr. Rizal

Rizal’s Secret Mission

To observe keenly the life and culture, languages and customs, industries and
commerce, and governments and laws of the European nations in order to prepare
himself in the mighty task of liberating his oppressed people from Spanish tyranny.

Secret Departure for Spain

Purpose: to avoid detection by the Spanish authorities and friars. Paciano, his
only brother, knew about his secret departure for Spain.

To Singapore:
➢ Departure: May 3, 1882 on board Spanish Steamer Salvador and arrived in
Singapore on May 9, 1882.
➢ Registered at Hotel de La Paz (and stayed for 2 days there)

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From Singapore to Colombo:
He boarded the ship Djemnah (French Steamer) on May 11, 1882. On May 18,
1882, he reached Colombo, capital of Ceylon (now Sri Lanka). He had a brief stop-over
at Aden, proceeded to city of Suez, the Red Sea terminal of the Suez Canal and passed
by port Said, to see the interesting sights.

To Europe:
He reached Naples on June 11, 1882. On June 12, 1882, his ship docked at French
harbor, Marseilles, where he spent 2 ½ days; he visited the famous Chateau d’ If, the
prison house of Dantes in “The Count of Monte Cristo.” On June 15, 1882, left
Marseilles by train and reached Barcelona by June 16.
He wrote his first article “Amor Patrio” at Plaza de Cataluña where his friends
gave him a welcome party.

Two sad news he received:

➢ Cholera was ravaging Manila according to Paciano’s letter date September 15.
➢ Chengoy related the unhappiness of Leonor Rivera.

Life in Madrid
➢ On November 3, 1882, he enrolled in the Universidad Central de Madrid.
➢ He enrolled in Medicine, Philosophy and Letters all at the same time.
➢ He wrote La Senorita, a poem dedicated to C.O.y P.; written on August 22,
1883. He led a SPARTAN (disciplined life): tight budget, spent most of his time
reading; his only extravagance was on lottery tickets.

First visit to Paris

➢ In March 1883 – joined Masonic Lodge. His reason why he became a Mason:
To ensure aid in his fight against the friars in the Philippines.
➢ June 17 – August 20 – journeying to Paris
➢ Financial worries: failure of farm produce due to drought and locusts
➢ Rizal’s Salute to Luna and Hidalgo
▪ Spolarium – Juan Luna won first prize
▪ Christian Virgins Exposed to the Populace – by Felix Resurreccion
Hidalgo

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 ➢ Dr. Miguel Morayta – professor of history; his address resulted to student
demonstrations

Paris to Berlin (1885-1887)

➢ November 1885 – left Paris
➢ Rizal went to Paris and Germany to specialize in ophthalmology
➢ Reason: he wanted to cure his mother’s eye ailment
➢ German scientists he met: Dr. Feodor Jagor, Dr. Hans Meyer, Dr. Adolph B.
Meyer, and Dr. Rudolph Virchow
➢ Maximo Viola was his friend in Barcelona (a medical student and a member of
a rich family of San Miguel, Bulacan.
➢ Rizal served as an assistant to Dr. Louis de Wecker, French ophthalmologist
(1852 -1906)

Outside of his working hours at Dr. Wecker’s clinic, Rizal relaxed by visiting his friends:
➢ Family of Pardo de Tavera (Trinidad, Felix and Paz)
➢ Juan Luna – engaged to Paz Pardo de Tavera – a pretty girl
➢ Felix Resurreccion Hidalgo

Historic Heidelberg:
➢ February 1, 1886 – left gay Paris for Germany
➢ Worked at the University Eye Hospital under Dr. Otto Becker – distinguished
German Ophthalmologist
➢ July 31, 1886 – Rizal wrote his first letter in German to Professor Ferdinand
Blumentritt, director of the Ateneo of Leitmeritz, Austria.
➢ Leipzig – was cheapest in Europe; so, he stayed two months and a half (2 ½)
➢ Worked as proof-reader in a publisher’s firm (because of his knowledge of
German, Spanish, and other European languages)
➢ October 29, 1886 – left Leipzig for Dresden where he met Dr. Adolph B. Meyer
– director of the Anthropological and Ethnological Museum.
➢ November 1, 1886 – left Dresden by train reaching Berlin in the evening.

Rizal Welcomed in Berlin’s Scientific Circles

➢ He met for the first time Dr. Feodor Jagor; German scientist-traveler and author
of Travels in the Philippines.

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 ➢ Dr. Jagor introduced Rizal to Dr. Rudolph Virchow, a famous German
anthropologist; son of Dr. Hans Virchow.
➢ He worked in a clinic of Dr. Karl Ernest Schweigger; a famous German
ophthalmologist.

Rizal’s lived in this famous Capital of Unified Germany for Five Reasons:
➢ To gain further knowledge of ophthalmology
➢ To pursue his studies of sciences and languages
➢ To observe that the economy had political conditions of the German nation
➢ To associate with famous German scientists and scholars
➢ To publish his novel, Noli me Tangere

By day, he worked as an assistant in the clinic of Dr. Schweigger, a German

ophthalmologist; at night – he attended lectures in the University of Berlin.

Rizal’s Darkest Winter

On the bleak winter of 1886, he experienced the following:
➢ He lived in poverty at Berlin; the diamond ring which his sister, Saturnina gave
was pawned. He could not pay his landlord. He ate only once a day (bread,
water and some cheap vegetable soup). His clothes were old and threadbare.
He washed his own clothes because he could not afford to pay laundry. Paciano
was delayed in raising necessary funds. Rizal starved in Berlin and shivered with
wintry cold; began to cough and feared that he was going to be sick with
tuberculosis.
➢ Brought him great joy after enduring so much suffering because his first novel
Noli Me Tangere came off the press in March 1887.
➢ Noli Me Tangere published in Berlin (1887), dedicated to the Philippines, “To
my Fatherland.” The idea of writing a Novel on the Philippines was inspired by
Harriet Beecher Stowe’s Uncle Tom’s Cabin.
➢ On January 2, 1884, at a reunion of Filipinos at the Paterno write on women
and his residence in Madrid. Rizal proposed the writing of a novel about the
Philippines by a group of Filipinos. Unfortunately, Rizal’s project did not
materialize because almost everybody wanted to write on women and his
companions wasted their time gambling or flirting with Spanish señoritas. So,
Rizal wrote the novel alone.

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 ➢ February 21, 1887 – Noli is finally finished and ready for printing.

Rizal suspected as French spy

➢ Chief of police in Berlin visited Rizal’s boarding house asking for passport. Rizal
had none. Chief told him to secure a passport within four days.
➢ Rizal, accompanied by Viola, went to the Spanish ambassador, the Count of
Benomar. But the ambassador failed to keep his promise because he had no
power to issue the required passport.
➢ Rizal presented himself at the office of the German police chief at the expiration
of the four-day ultimatum.
➢ Police chief received intelligence reports that Rizal has frequent visits to villages
and little towns in the rural areas. Resided there where he was apparently a
lover of France. (France and Germany relationship was strained on account of
Alsace-Lorraine).
➢ Rizal, fluent in German told the police chief that he was not a French spy but a
Filipino physician, an ethnologist.

Rizal’s Grand Tour in Europe with Maximo Viola (1887)

➢ Dr. Maximo Viola was his companion during his tour in Europe.
➢ In Teschen (now Decin, Czechoslovakia) the first meeting with Blumentritt.
➢ It was during their tour in Europe, an Exposition of the Philippines was also held
in Madrid, Spain. The primitive Igorots were exhibited in this exhibition.

His First Homecoming (August 5, 1887-1888)

➢ In his trip back to Manila: rode Djemnah, same boat he road on five years
earlier.

Reasons why he returned to the Philippines:

➢ To operate on his mother’s eyes.
➢ To serve his people who had long been oppressed by Spanish tyrants.
➢ To find out for himself how the Noli and his other writings were affecting
Filipinos and Spaniards in the Philippines.
➢ To inquire why Leonor Rivera (his girlfriend) remained silent.

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Governor-General Emilio Terrero sent him a letter, requesting him to come to
Malacañang Palace.
➢ Eight pamphlets (Questions of Supreme Interest) to blast the Noli and other anti-
Spanish writings written by Fr. Rodriguez were sold daily in the churches after
Mass.
➢ Lt. Jose Taviel de Andrade, assigned body guard for Rizal by the generosity of
Gov. Gen. Terrero.
➢ Opened a gymnasium to introduce European sports, gymnastics, fencing, and
shooting to discourage cockfighting and gambling.
➢ One failure in his trip: He was not able to see Leonor Rivera.
➢ Upon advice of Terrero, Rizal had to leave the Philippines to avoid danger.

Second Trip outside the Country

Rizal’s Stay in Hong Kong and Macao

➢ He left Calamba on February 3, 1888, at 27 years old; only stayed in the
Philippines for six months.
➢ He was 27 years old when he left. He stayed at Victoria Hotel.
➢ Jose Ma. Basa, welcomed Rizal in his house.
➢ Jose Sainz de Varanda – showed Rizal’s movement in Hong Kong.

Romantic Interlude in Japan (1888)

➢ His stay in Japan lasted 45 days (1 ½ months)
➢ Juan Perez Caballero, secretary of Spanish Legation, invited him to live at the
Spanish Legation.
➢ He agreed for two reasons: to economize and because he had nothing to hide
from the Spanish authorities.
➢ Met Seiko Usui (O Sei-San) – an ideal girl for Rizal.
➢ Negative impression: Rickshaws (carts pulled by men)

Visit to United States

➢ He arrived on April 28, 1888

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Positive Impressions of America
➢ Material progress of the country as shown in the great cities, huge farms,
flourishing industries and busy factories;
➢ Drive and energy of the American people;
➢ Natural beauty of the land;
➢ High standard of living;
➢ Opportunities for better life offered to poor immigrants

Negative Impressions of America

➢ Lack of racial equality
➢ “America is the land par excellence of freedom but only for the whites”

London (1888-1889)
➢ On May 16, 1888, he left New York for Liverpool
➢ On May 24, 1888, he arrived at Liverpool, England
➢ On May 25, 1888, he went to London

Three reasons why he chose to live in London

➢ To improve his knowledge of the English language.
➢ To study and annotate Morga’s Sucesos de las Islas Filipinas, a rare copy of which
he heard to be available in the British Museum.
➢ Safe place for him to carry on his fight against Spanish tyranny.

Other activities in London

➢ Completed annotating Morga’s book.
➢ Wrote many articles of La Solidaridad.
➢ Penned a famous letter to the young women of Malolos.
➢ Carried on his voluminous correspondence with Blumentritt and relatives.
➢ Romance with Gertrude Beckett.
➢ He came to know Dr. Reinhold Rost, librarian of the Ministry of Foreign Affairs;
he called Rizal, “a pearl of a man.”

Bad News from Home

➢ Persecution of the Filipino patriots who signed the “Anti-Friar Petition of 1888”
➢ Persecution of the Calamba Tenants.

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 ➢ Furious attacks on Rizal in Spanish newspapers.
➢ Manuel T. Hidalgo was executed by Gov. Gen. Weyler to Bohol without due
process of law.
➢ Laureano Viado was arrested and jailed in Bilibid Prison.

Good News
➢ Rev. Vicente Garcia’s defense of the Noli against the attacks of the friars.
➢ On December 11, 1888, he went to Spain visiting Madrid and Barcelona and met
Marcelo H. del Pilar and Mariano Ponce for the first time.
➢ On February 15, 1888, Graciano Lopez Jaena founded La Solidaridad in
Barcelona.
➢ On December 31, 1888, inauguration of Association La Solidaridad; chosen as
honorary president.
➢ He wrote La Vision del Fray Rodriguez (The vision of Fray Rodriguez), a
pamphlet in defense against the attack on his Noli and used the pen name
“Dimas Alang” in Barcelona.
➢ March 19, 1889, he bade goodbye to London.

Paris
➢ On March 19, 1889, he arrived in Paris.
➢ He organized a society called Kidlat Club; its members pledged to excel in the
intellectual and physical prowess in order to win the admiration of the
foreigners, particularly the Spaniards.
➢ He published his annotated editions of Morga’s Sucesos.
➢ Founded three Filipino societies, the Kidlat Club, Indios Bravos, RDLM (RDLM
Society – founded by Rizal in Paris during the Universal Exposition. Dr. Leoncio
Lopez-Rizal – the grand nephew of the hero, the society has a symbol of
countersign represented by the circle divided into three parts by two semi-circles
placed outside an upper, lower, left, and right sides of the circle. RDLM is
believed to be stand for Reddecion de los Malayos (Redemption of the Malays).
➢ He wrote for Telefono, a satire against Fr. Salvador Font, a reply to another
slander.

Belgium
➢ On January 28, 1890 – left Paris for Brussels, capital of Belgium.

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 ➢ Wrote his second novel which was a continuation of his Noli.
➢ Wrote articles for La Solidaridad and letters for his family and friends.

Bad news from home:

➢ The Calamba agrarian trouble was getting worse.
➢ Dominican order filed a suit in court to dispose the Rizal family of their lands in
Calamba.
➢ Paciano, Antonio Lopez, and Silvestre Ubaldo were deported to Mindoro.

▪ He planned to go home but something happened that made him change his
mind. (They lost the case against the Dominicans in Manila, but they appealed
it to the Supreme Court in Spain).
▪ Romance with petite Susanne Jacoby, pretty niece of his land lady.
▪ Left toward the end of July 1890 for Madrid.

Madrid (1890-1891)
➢ Leonor Rivera (his long-time girlfriend) married a British engineer.
➢ Failure to get justice for family.
➢ Unfortunate deportees were arrested in Calamba and shipped out in Manila in
September 6, 1890.
➢ Towards the end of August 1890, Rizal attended a social reunion of the Filipinos
in Madrid. After drinking so many glasses of wine, the guests became more
loquacious and the conversations flow freely. One of them, Antonio Luna,
became drunk. At that time, Luna was bitter because of his frustrated romance
with Nelly Boustead. Rizal heard him and they had a duel. And then Luna
realized that he made a fool of himself and apologized for his bad remark which
was accepted by Rizal and they became good friends again.
➢ Del Pilar, the fearless lawyer and journalist, was gaining prestige in Madrid for
his vigorous editorials in La Solidaridad, which he came to own.

Aims of La Solidaridad
✓ Portray vividly the deplorable conditions of the Philippines.
✓ Work peacefully for political and social reforms.
✓ Combat the evil forces of medievalism and reaction.
✓ Advocate liberal ideas and progress.

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 ✓ Champion the legitimate aspirations of then Filipino people for
democracy and happiness.

Contributors and their pen names:

▪ Rizal – Dimas Alang
▪ Del Pilar – Plaridel
▪ Lopez-Jaena – Diego Laura (Del Pilar’s editor)
▪ Jose Ma. Panganiban – Jomapa
▪ Antonio Luna – Taga Ilog
▪ Mariano Ponce – Naning Tigbalang, Kalipulako

➢ The editorial policy of policy La Solidaridad under Del Pilar’s management

enhanced the cleavage between Rizal and Del Pilar.
➢ January 1, 1891, New Year’s day – It was decided in a meeting, for a leader to
be called RESPONSIBLE – be chosen to direct the affairs of the Filipino
community and to determine the editorial policy of La Solidaridad.
➢ It was agreed that responsible should be elected by 2/3 vote of the Filipino
community. Rizal was elected to become the Responsible. Rizal wrote a brief
note thanking his compatriots for electing him as Responsible. But sadly, he was
leaving for Biarritz.

Biarritz Vacation and Romance with Nelly Boustead (1891)

➢ It was in Biarritz where he had a romance with Nelly and finished the last chapter
of his second novel, El Filibusterismo.
➢ As a family guest, he was treated with friendliness and hospitability.
➢ February 4, 1891 – Del Pilar learned him about changing the “o” in Noli to “e”,
which turns Noli to Nelly!
➢ Antonio Luna – who previously loved and lost Nelly, encouraged Rizal to woo
and marry her.
➢ Rizal’s marriage proposal failed for two reasons:
1. He refused to give up his catholic faith and be converted to protestant, as
Nelly demanded. Nelly Boustead, being a good protestant, wanted Rizal to
espouse Protestantism before their marriage.
2. Nelly’s mother did not like Rizal as a son-in-law.

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 ➢ On March 29, 1891, the eve of his departure from Biarritz to Paris, he finished
the manuscript of El Filibusterismo.
➢ By the middle of April 1891, Rizal was back in Brussels, where he was happily
received by Marie and Suzanne Jacoby (his landladies) and above all by Petite
Suzanne (The Belgian girl who loved him).
➢ Rizal retired from the Propaganda Movement or reform crusades.
➢ Rizal ceased writing articles for La Solidaridad; M.H. Del Pilar himself realized
the need for Rizal’s collaboration in both propaganda movement and in the La
Solidaridad newspaper because the enthusiasm from the reform crusades in
Spain was declining.
➢ August 7, 1891, he wrote to Rizal begging forgiveness for any resentment and
requesting him (Rizal) to resume writing for the La Solidaridad.
➢ In Brussels, Rizal worked day after day revising the finished manuscript of El
Filibusterismo and readied it for printing; the revision was completed on May
30, 1891.

Two Reasons why he left Europe

1. Political differences with Del Pilar and other Filipinos.
2. To be nearer the Philippines and his family.

Hong Kong (1891-1892)

➢ He worked as an ophthalmic surgeon in Hong Kong.
➢ On October 3, 1891, Rizal left Europe for Hong Kong.
➢ On November 20, 1891, Rizal arrived in Hong Kong.
➢ Family reunion in Hong Kong before Christmas in 1891.
➢ Dr. Lorenzo P. Marquez, a Portuguese physician, helped build a wide clientele
for Rizal.
➢ Borneo Colonization – Borneo was willing to give 100 acres of land, a beautiful
harbor, and a government for 999 years, free of charge. He visited the place
and by April 20, he was back in Hong Kong.
➢ May 1892 – made up his mind to return to Manila for the following purpose:
confer with Gov. Despujol about the Borneo colonization; establish La Liga
Filipina; to disprove Eduardo de Lete’s accusation that he was comfortable in
Hong Kong and abandoned the country’s cause.

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 ➢ Last Hong Kong Letters –
1. Addressed: To my Parents, Brethren and Friends;
2. To The Filipinos.
➢ They were kept by a friend for safekeeping “to be opened after his death”.
➢ Arrival with in Manila (with sister Lucia): June 26, 1892; Gov. Eulogio Despujol
set a trap for him and ordered his exile to Dapitan.
➢ On July 3, 1892 he formed La Liga Filipina.
➢ On July 6, 1892, he went to Malacañang and was arrested. He was charged for
the following:
▪ Bringing anti friar pamphlets;
▪ For dedicating his second novel to the three priests who had been
proven traitors but were extolled as martyrs.
➢ On July 14, 1892, he sailed into exile in Dapitan
➢ On July 17, 1892, Sunday, he reached Dapitan

Women in Rizal’s Life

➢ Segunda Katigbak – First crush; referred to as “K”
➢ Leonor Rivera – immortalized as Maria Clara; code name: “Taimis”, “The Little
Landlady”; she could have been Mrs. Rizal.
➢ Leonor Valenzuela – “The winsome Orang”
➢ Consuelo Ortigas y Perez – wrote her a poem entitled “A La Señorita C.O.y P.”;
Rival: Eduardo de Lete.
➢ Suzanne Jacoby – the girl from Brussels, Belgium; “Petite Suzanne”
➢ Seiko Usui/O Sei San – the girl from the “Land of Cherry Blossoms”
➢ Nelly Bousted – the girld from London; He had a rival, Antonio Luna; he found
her to be “A real Filipina”
➢ Gertrude Beckett – affectionately called “Gettie”; he did not pursue this
relationship since he had to finish his second novel
➢ Josephine Bracken – Rizal’s mistress

The Propaganda Movement Objectives

✓ Equality of Filipinos and Spaniards before the laws.
✓ Assimilation of the Philippines as a regular province of Spain.
✓ Restoration of Philippine representation in the Spanish Cortes.
✓ Filipinization of the Philippine parishes and expulsion of the friars.

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 ✓ Human rights for Filipinos such as freedom of speech, freedom of the press,
freedom to meet and petition for grievances.

The propaganda movement itself was a peaceful campaign that promoted

reforms. The movement itself began in 1872 when Fathers Mariano Gomez, Jose
Burgos, and Jacinto Zamora were executed. The movement ended on December 30,
1896, the day Jose Rizal was executed.

The La Liga Filipina Objectives

✓ Unite the whole archipelago.
✓ Have mutual protection in every want and necessity.
✓ Have defense against all violence and injustice.
✓ Encourage infrastructure, agriculture, and commerce.
✓ To study and appreciate reforms.

Rizal’s Reaction to the Revolution

➢ The Filipinos are not yet ready.
➢ It would be a veritable suicide due to the lack of arms.
➢ He suggested that if the revolution ever breaks out, they should make Antonio
Luna the military leader.
➢ Ask the support of the rich in Manila.

Trial and Execution

➢ Testimonial and documentary evidences were presented against him.
➢ Go. Gen. Blanco approved his request to serve as a military doctor in Cuba.
➢ Gov. Gen. Polavieja signed his execution.
➢ Rizal was charged with sedition, rebellion, and insurrection

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 Points to ponder:

1. What conditions and events influenced Dr. Rizal’s life?

2. Defend or refute: “Leaders are not born, they are made.” And
“Heroes make history or history creates heroes.”
3. Are the present conditions in our country conducive to the making of
modern-day heroes?
4. What are these conditions and how could these conditions contribute
to the making of a hero?

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Name _______________________________________________ Score ________________

Course/Year/Section ___________________________________ Date _________________

Activity 1 Chart Completion

Complete the following chart to show the major differences of the educational
system of UST and Ateneo during Rizal’s time.

Category University of Santo Tomas Ateneo Municipal de Manila

Aim/goal

Curriculum

Educational System

Method of Teaching

Adopted from Duka, Cecilio and Rowena Pila. 2010. Rizal His Legacy to Philippine
Society. Pasig City. Anvil Publishing, Inc.

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
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 Activity 2 Graphic Organizer

Research on Rizal’s activities and experiences when he was in Europe, and then
make a comic strip based on such. Supply dialogues to the comic strip, placing these in
conversation bubbles.

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 Activity 3 Graphic Organizer

Trace the travels of Rizal by writing in the chart below the countries that Rizal
visited and his experiences in each.

City/ Country Visited Learning Experiences

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On the map below, trace the first trip of Rizal to Europe in 1882.

Adopted from Duka, Cecilio and Rowena Pila. 2010. Rizal His Legacy to Philippine
Society. Pasig City. Anvil Publishing, Inc.

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 Activity 4 Graphic Organizer and Film Viewing

Complete the chart below to compare the three films’ depiction of our
national hero.

Dapitan Jose Rizal the Bayaning 3rd

Movie World

Director

Actor who
portrayed Rizal

The cast and their

roles

The different
characteristic(s) of
Rizal based on the
movie

Serious historical
error(s) observed

Strength(s) of the
film

Weakness(es) of
the film

Lesson learned
from the film

Other comments

Adopted from Duka, Cecilio and Rowena Pila. 2010. Rizal His Legacy to Philippine
Society. Pasig City. Anvil Publishing, Inc.

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 Activity 5 Graphic Organizer

Jose Rizal and Benigno Aquino Jr. both shed their lives to obtain freedom for
their people. Compare these two great leaders by completing the chart below.

Benigno Aquino Jr. Jose Rizal

Qualities/characteristics

Advocacy/ideology

Influence on the Filipinos

Legacy to the Philippine

society

Adopted from Duka, Cecilio and Rowena Pila. 2010. Rizal His Legacy to Philippine
Society. Pasig City. Anvil Publishing, Inc.

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 Activity 6 Graphic Organizer

Complete the diagram below by supplying what is asked for in the empty
boxes.

Why:

What: Who:

The Trial and

Execution of Rizal

How: When/Where:

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 References

Daquila, Sonia. (1997). Seeds of Revolution. Bacolod City: Master Printing Press.

De Viana, Augusto V. 2011. Jose Rizal in our times: A guide for the better
understanding of the Philippines’ foremost national hero . Mandaluyong City: Books
Atbp. Publishing Corp.

Duka, Cecilio and Rowena Pila. 2010. Rizal His Legacy to Philippine Society. Pasig
City. Anvil Publishing, Inc.

Guerrero, Leon Ma. 2010. The first Filipino: A biography of Jose Rizal . Manila:
Guerrero Publishing, Inc.

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 Chapter 6

NOLI ME TANGERE CONTEXT AND CONTENT

Learning Objectives

At the end of this chapter, the students should be able to:

➢ describe the context of the publication of the Noli Me Tangere;
➢ discuss the major elements of the Noli Me Tangere as a novel; and
➢ visualize and reflect on how Filipino society was characterized based
on the characters of the novel.

___________________________________________________________________________

Jose Rizal’s first novel, Noli Me Tangere, is considered one of the most
important written outputs by the national hero at the height of his intellectual
endeavors in Europe. In this novel, Rizal mustered his academic acumens as he tapped
his knowledge of various fields and wove a narrative that aimed to represent, if not
expose, the realities of nineteenth century colonial life in the Philippines. Many
appreciate the Noli for its narrative that takes the readers, through the eyes of its
characters, on a journey of love and deception, struggles and triumphs; and in the
process, presents pressing questions about power and social inequalities.
This chapter will explore the context of the publication of the Noli. The novel’s
major elements will also be appraised from its main characters and settings and its plot
and major conflicts will be tackled.

The Publication of the Noli

➢ As a sojourner in Europe, Rizal participated in the movement of the ilustrados
to utilize propaganda to campaign for reforms in the Philippines.
➢ The ilustrados released various written outputs from news bits, to feature
articles, and commentaries. They also produced creative outputs from satirical
pieces to world-class paintings.
➢ Within this artistic and literary collection, Rizal’s exemplary mastery of worlds
was clearly evident in one of his most celebrated works, his first novel, Noli Me
Tangere.

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 ➢ In a meeting of the ilustrados in 1884, he proposed to write a book project to
be done collaboratively with his fellow writers. Unfortunately, the project did
not materialize.
➢ He decided to write a novel on his own. He started work on the project in 1884
and completed it in 1887.
➢ Many of his biographers cite several works that influenced Rizal in the writing
of the Noli. One of these is Juan Luna’s painting, Spolarium, which depicted the
sufferings faced by humanity in the face of inequalities. Another is Uncle Tom’s
Cabin, a novel by Harriet Beecher Stowe that dealt with slavery in America.
➢ Rizal finished half of the novel in Spain, supposedly the other half in France,
then completed the draft in 1886. The novel was published the following year
in Germany.
➢ Lack of funds delayed the book’s publication until a fellow ilustrado, Maximo
Viola, insisted on lending him 300 pesos for printing of the first 2,000 copies.
By 1887, Rizal was already sending out copies of the Noli to his friends and the
book began to take flight.

Motivations behind Writing the Noli

➢ The title, Noli Me Tangere, had Biblical reference to the Gospel of John in which
Jesus appeared to Mary Magdalene and uttered these words: “Touch me not,
for I am not yet ascended to my Father.”
➢ The choice of title according to Rizal was fitting because he intended to write
about themes that were taboo in the Philippines for centuries; things that people
dared not touch.
➢ According to his biographers, Rizal first planned to write his novel in French,
considered to be the language of the intellectuals in Europe at that time. He,
however, shifted to Spanish because he intended to reach out to his countrymen
in the Philippines.
➢ Rizal explained: “I must wake from its slumber the spirit of my country… I must
first propose to my countrymen and example with which they can struggle
against their bad qualities, and afterwards, when they have reformed, many
writers would rise up to present my country to proud Europe” (qtd. In
Schumacher, 1991, p.93).
➢ In the initial pages of the Noli, the dedication titled “A Mi Patria” clearly
articulated Rizal’s purpose for writing the novel:

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 To my Motherland

In the annals of human adversity, there is etched a cancer, of a breed so malignant

that the least contact exacerbates it, and stirs in it the sharpest of pains. And thus,
many times amidst modern cultures I have wanted to evoke you, sometimes for
memories of you to keep me company, other times, to compare you with other
nations – many times your beloved image appears to me afflicted with social cancer
of similar malignancy.

Desiring your well-being, which is our own and searching for the best cure, I will do
with you as the ancients of old did with their afflicted, expose them on the steps of
the temple so that each one who would come to invoke the Divine would propose
a cure for them.

And to this end, I will attempt to faithfully reproduce your condition without much
ado. I will lift part of the shroud that conceals your illness, sacrificing to the truth
everything, even my own self-respect, for, as your son, I also suffer in your defects
and failings.

Jose Rizal, 1886

Sources: Rizal, Jose (Translated by Ma. Soledad Lacson-Locsin). 1996. Noli me tangere.
Makati: Bookmark.

➢ The project of writing the Noli, as stated, was geared towards exposing the ills
of Philippine colonial society under Spain. Thus, through the passages within the
Noli, readers also get glimpses of how Rizal saw his country.

Noli Me Tangere: The Plot

Noli Me Tangere is the story of Juan Crisostomo Ibarra, scion of a wealthy
family, who returns home to San Diego from his seven-year education in the German
section of sophisticated Switzerland. During his absence, his father Don Rafael Ibarra
was imprisoned for the accidental death of a Spanish tax collector. Don Rafael died in
prison and he was denied a Christian burial by Father Damaso, San Diego’s parish priest
because he had stopped going to confession long before his death, and was a subscriber
to liberal publications.
The young Ibarra finds the deplorable conditions of his country virtually
unchanged since he had left for Europe. Inflamed with a desire to educate his people
and bring progress to his hometown, he establishes a school patterned after the
progressive schools he had known in Europe. His project, though enthusiastically
endorsed by the townspeople, is met with skepticism by the old scholar Tasio who years
before had attempted to do the same thing but failed. The new parish priest, Father

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
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Salvi, also looks at the school disapprovingly for he sees it as dangerous threat to his
authority over the natives.
During the laying of the school’s cornerstone, an attempt is made on Ibarra’s life
but he was saved by Elias, the mysterious boatman whom he had earlier rescued from
death during the picnic at the lake. The friars constantly harass and persecute Ibarra at
San Diego. At one gathering, the vilification hurled against his dead father almost
provoke Ibarra to kill Father Damaso, but his hand was stayed by his fiancée Maria
Clara. He is excommunicated by the friar and later absolved by the Archbishop.
Finally, a false rebellion is plotted and through forged documents, Ibarra is
implicated as its leader. Unwittingly, his fiancée had lent support to the plotters by
providing them with a specimen of his signature when she was forced to exchange his
love letter for some letters which contained the hidden secret of her paternity.
Ibarra is imprisoned and later rescued once again by Elias who hides him in a
banca covered with grass and rows him under a barrage of gunfire. Elias is wounded
and sacrifices his life for his beloved friend. Elias died and Ibarra fled the country, leaving
the impression that he had died from the guards’ bullets.
The distraught, Maria Clara is urged by Father Damaso to marry the Spaniard
Alfonso Linares. She refuses and enters the nunnery of the poor Clares instead. When
she joined the cloister, she was warned by Father Damaso of mysteries in the convent.
When Father Salvi later assumed the post of spiritual director of the nunnery, a lady in
white was seen about to jump from the roof of the convent. A guard who witnessed
the event deridingly concluded that indeed, the monastery is an asylum for the insane.

The Characters and What they Symbolize

Characters On the Story Based on Truth Their Personification
Today and Yesterday
Ibarra A rich young man who Intellectuals and
studied in Europe, only patriots
son of Don Rafael
Ibarra
Elias He believes that justice
can be obtained only Jose Rizal
through revolution – he
symbolizes the very
root of the Filipino
culture before the
coming of the
Spaniards, which
remained strong and
unbroken by the
Spaniards

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 Pilosopo Tasio Wise old man whose Paciano Intellectuals and
(Tasio, The ideas were too patriots. Tasio,
Lunatic) advanced for his times however, has grown
so that people don’t bitter and has ceased
understand him to believe that
change would be
possible in an utterly
corrupt society. He
has lost the fervor of
his idealism when
dreams collapsed
one by one.
Maria Clara Beautiful lover of Leonor Rivera Innocence,
Ibarra, daughter of Pia submissiveness and
Alba and Father passivity of a
Damaso Philippine society
that has allowed
itself to be abused.
Father Damaso Franciscan friar who Arrogant, Immoral Hypocrisy, cruelty,
Verdolagas had been parish priest and Anti-Filipino self-centeredness and
of San Diego. Biological Friars promiscuity
father of Maria Clara
Father Bernardo Parish priest who Padre Antonio Deceit, covetousness,
Salvi replaced Father Piemavieja hypocrisy and
Damaso. He had hidden promiscuity
desires for Maria Clara
Father Hernando His conversation with Trader’s mentality;
Sybila an old priest reveals arrogance of
that monetary gains and religious orders or
not the salvation of a institutions
people was their main
concern
Capitan Tiago Friend of Don Rafael Captain Hilarion Social climber
Ibarra who acted as the Sunico of San Nicolas Filipino, who would
father of Maria Clara go to a great extent
to attain power and
social status like
bribery and giving
lavish parties and
gifts.
Donya Victorina Flamboyantly dressed Donya Agustina Alienated Filipina
wife of henpecked Medel woman bent on
Spanish quack doctor; marrying one with
uses the title Doña prestige and high
Victorina de de station in life; a
Espadaña, doubling the social climber, her
“de” to stress her fanatical adulation of
imagined social rank the Spaniards leads
her to imitate the
very actions and
attitude of the
Spanish women. She
symbolizes the
Filipino in our
society who are
ashamed of their

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 own race and
nationality
Donya Vulgar mistress of Pretended as Spanish
Consolacion Alferez; inspiration of who did not know
the Alferezes and civil how to speak
guards Tagalog and holds
Filipinos in
contempt; social
climber
Basilio and Sons of Sisa. They are Crisostomo Brothers Children abuse and
Crispin sacristans in the church of Hagonoy broken dreams
of San Diego
Sisa Foremerly, a responsible Externalize vicious
rich girl, who became cycle of poverty. Her
poor because of shortsightedness
marrying a gambler and made her give up
irresponsible man freedom in pursuit of
temporary desires.

Other Characters:
▪ Doña Pia is the wife of Capitan Tiago and Maria Clara’s mother. She is a symbol
of unquestioning blind obedience to authority. She died upon giving birth to
Maria Clara, her child by Padre Damaso.
▪ The contrast between right and might is seen on Don Rafael Ibarra and Capitan
Tiago. The former, rich and possessed of a liberal mind was a victim of
persecution while the later, shrewd and opportunistic, was an influence-peddler.

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Name _______________________________________________ Score ________________

Course/Year/Section ___________________________________ Date _________________

Activity 1 The Setting

Answer these questions pertaining to the setting of the novel.

1. Is the novel set in a particular time period?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Where do the events take place? Are there multiple locations?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

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 After reading the novel, complete the table to describe the setting of the novel.
Cite the chapters where the descriptions appear.
Aspects Descriptions
The town of San Diego

The house of Capitan Tiago

Manila

Pasig River

The townspeople

The church and the clergy

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 Activity 2 The Characters

Character relationship map

Work in pairs. After reading the novel, make a character map of the main
characters listed below. Describe each of the characters and write your impressions
about them. Afterwards, connect the characters to each by stating their relationship in
terms of the roles or parts they play in the story. Make a creative presentation of your
work in class.

Crisostomo Ibarra Padre Salvi

Elias Sisa
Maria Clara Pilosopo Tasio
Capitan Tiago Basilio
Padre Damaso Doña Victorina
Schoolmaster Doña Victorina
Doña Pia

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Below is a sample characters relationship map of Shakespeare’s Hamlet:

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 Activity 3 Noli and colonial society

Complete the table below by identifying what the major characters in Noli Me
Tangere symbolize in relation to colonial Philippine society.

Character Symbolism
Crisostomo Ibarra

Maria Clara

Capitan Tiago

Padre Damaso

Sisa

Pilosopo Tasio

Dona Victorina

Basilio

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 References

Daquila, Sonia. (1997). Seeds of Revolution. Bacolod City: Master Printing Press.

De Viana, Augusto V. 2011. Jose Rizal in our times: A guide for the better
understanding of the Philippines’ foremost national hero . Mandaluyong City: Books
Atbp. Publishing Corp.

Duka, Cecilio and Rowena Pila. 2010. Rizal His Legacy to Philippine Society. Pasig
City. Anvil Publishing, Inc.

Guerrero, Leon Ma. 2010. The first Filipino: A biography of Jose Rizal . Manila:
Guerrero Publishing, Inc.

Rizal, Jose (Translated by Ma. Soledad Lacson-Locsin). 1996. Noli me tangere. Makati:
Bookmark.

Schumacher, John. 1991. The making of a nation: Essays on nineteenth century Filipino
nationalism. Quezon City: Ateneo de Manila University Press.

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
distributed for the students of Aklan State University intended for academic purposes only. 81
 Chapter 7

NOLI ME TANGERE CONTINUING RELEVANCE

Learning Objectives

At the end of this chapter, the students should be able to:

➢ Describe the importance of Rizal as a thinker through his Noli;
➢ Relate the issues raised in the novel to the changing landscape of the
contemporary world; and
➢ Foster fairness and justice.

___________________________________________________________________________

While the Noli Me Tangere triggered social conversations in the late nineteenth
century Philippines, it is important to note how the novel continues to resonate beyond
its time. The success of Rizal’s novel also rests on its timelessness in terms of present-day
social issues and political/economic realities. In this chapter, Noli’s legacy and continuing
relevance will be explained as a text not only in the field of literature but also in the
areas of history and the social sciences. The chapter will also look at Rizal as a social
scientist who espoused early articulations of a social-scientific manner of understanding
and presenting the way of life, in this case, within a colonial context. The lesson will
start with a discussion of the incarnations of the Noli as it was published after Rizal’s
time. This will be followed by a section on the study of colonial society.

Noli After Its First Publication

➢ Noli Me Tangere is considered by many as a landmark piece of literature. Resil
Mojares even went to the extent of naming Rizal as the father of the Filipino
novel (Testa-De Ocampo, 2011).
➢ As discussed previously, the novel revolved around societal issues experienced
in the Philippines under the Spanish colonial rule. As such, the novel did not go
unnoticed and became a subject of discussion and debate.
➢ After its release in 1887, the Noli generated reactions from readers, Filipinos and
foreigners alike.

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
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 ➢ One sector that espoused utmost disdain for the novel was the Spanish clergy as
well as some Spanish colonial officials. The Spanish friars vehemently prohibited
the circulation of the novel in 1887 when Fray Salvador Font, chair of the
censorship commission, outlawed the reading and possession of Rizal’s novel.
Friars assessed it as pernicious and enjoined devout Catholics not to read the
novel to avoid committing capital sins.
➢ Another staunch critic of the novel was the Spanish academic Vicente Barrantes
who wrote several articles in Spanish newspapers ridiculing Rizal as a “man of
contradictions.” He said that Rizal’s lambasting of the friars and the Spaniards
was reflective of the author and telling more about the Filipinos.
➢ Many of his colleagues in the Propaganda Movement praised his novel. Marcelo
H. Del Pilar wrote essays in response to critics of the Noli. Rizal’s friend,
Ferdinand Blumentritt also expressed support for the novel.
➢ In the immediate years after its publication, the Noli was translated into several
languages. One of the earliest translations of the novel was done in French.
Arguably the most circulated versions were English translations of Charles
Derbyshire. By the 1930s, Rizal’s Noli had several Spanish editions, translations
into English, French, Japanese, and also into several languages in the Philippines
including Tagalog, Cebuano, Waray, Iloko, and Bikol (Testa-De Ocampo, 2011)
➢ The very controversy that surrounded the passage of the Rizal Law indicated the
relevance of the text in the 1950s and even beyond.
➢ Many scholars have also made it a point to discuss the politics of translation and
the nuances of transforming the text in several forms.
➢ Testa-De Ocampo points out, as much as the novel is elevated in the highest
echelons of Philippine literary history, seldom do we find Filipinos reading it in
the original Spanish.
➢ Versions and translations of the Noli also did not go without scrutiny from
academics like Benedict Anderson.

Noli and the Study of a Colonial Society

➢ A remarkable aspect of Rizal’s Noli lies in its text which espoused the national
hero’s articulations of a social-scientific view of the nineteenth century
Philippines he was describing. Sociologist Syed Fareed Alatas even went as far as
describing Rizal as “probably the first systematic social thinker in Southeast Asia.”

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
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 ➢ Taken together with Rizal’s other writings, the Noli makes an important
contribution to the understanding of a colonial society and of the workings of
the Spanish empire in the Philippines.
➢ Many scholars interpret the Noli as Rizal’s diagnosis of the ills of colonial society
as he assessed the role played by the church, the state, and the people. He
underscored the importance of education as a powerful tool to achieve progress.
He also exposed the complexities and constraints wrought by the colonial
condition not only on foreigners, but also on some misguided Filipinos that
contributed to the ills of society.
➢ As Rizal exposed the vile realities of the context he wrote about, he also
emphasized the good qualities of the Filipinos, which needed to be harnessed in
order to succeed in the struggle for emancipation.

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Name _______________________________________________ Score ________________

Course/Year/Section ___________________________________ Date _________________

Activity 1 Noli Today

Form yourselves into groups of three to four members. Imagine yourselves

writing an updated version of the Noli Me Tangere today. Juxtapose your observations
about the contemporary society with what Rizal saw in late nineteenth century
Philippines. In the second column on the table below, write Rizal’s observations about
the aspect mentioned. In the third column, write your own observations of present-day
conditions.
Make a creative presentation about the comparison and present your output in
class.

Aspect of Society Rizal’s observations as Your observations in the

depicted in the Noli Me present context
Tangere

Government and officials

Church and religion

Education

Romantic relationships
(courtship, marriage, etc.)

Pastimes/ hobbies

The rich and the poor

Life in the city

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Rubric
8-10 4-7 0-3
Content Group accurately Group captured Group identified
captured Rizal’s Rizal’s Rizal’s
observations of observations observations but
nineteenth century effectively and some were not
Philippines and soundly compared accurate and there
compared them them with were unfair
with contemporary contemporary comparisons with
conditions using situations. present-day
the same categories conditions.
and tracking Group cited the
changes effectively. sources where the Group did not cite
observations or the passages where
Group gave the interpretations the information
chapters/passages were based on. came from or the
where Rizal’s group misused
observations were them.
obtained.

Group justified the

interpretations.

Views about the

present are also
based on reliable
sources and sound
interpretations.
Creativity and Group had an Presentation was Apparently, the
ingenious and creative and group did not
presentation
innovative way of innovative. exert much effort
presenting the in thinking of a
comparison. Group presented way to present
ideas clearly with their ideas.
Group presented minor glitches.
ideas in a clear, Group presented
concise, and Group could have the ideas clearly.
organized manner. had better
dynamics among Group needed to
Group interaction members. be more organized
and participation in their
were observably presentation.
ideal with all
members
participating.

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 Activity 2 Response and Reflection

Based on the output from the first activity, work individually and reflect on your
material. Imagine that you are writing a letter to Jose Rizal. Try to explain to him the
differences and similarities you can point out. In your letter, tell Rizal your thoughts
about the following questions:
1. What are the three most salient problems that Philippine society is facing today?
2. What factors contribute to the persistence of these problems?
3. What should be done to address these problems?

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
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 References

Guerrero, Leon Ma. 1974. The first Filipino. Manila: National Historical Institute.

Rizal, Jose (Translated by Ma. Soledad Lacson-Locsin). 1996. Noli me tangere. Makati:
Bookmark.

Testa-De Ocampo, Ana Melinda. 2011. The afterlives of the Noli me Tangere.
Philippine Studies 59(4): 495-527.

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mechanical, electronic, photocopying, recording or otherwise without the prior written permission of the author/s. This module is
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