Rizal Merged

Life and Works of Rizal
Introduction to the Life and Works of Rizal
Source: Mr. Ray Obispo (NeoLMS: MIDTERM LEARNING RESOURCES)

C. QUILANG
WHY STUDY RIZAL?
1. It is mandated by the law
“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…”
REPUBLIC ACT 1425 - RIZAL LAW

• Formerly: Senate Bill No. 438 and House Bill No. 5561
• Enacted: June 12 1956
• Main Proponent : Senator Claro M. Recto
• Archbishop of Manila : Rufino Santos - Opposed the Bill
• Mayor of Manila: Arsenio Lacson - Supported the Bill
WHY STUDY RIZAL?
1. It is mandated by the law
The Rizal Law, enacted in 1956, seeks to accomplish the following goals:
1. To rededicate the lives of youth to the ideals of freedom and nationalism,

for which our heroes lived and died.
2. To pay tribute to our national hero for devoting his life and works in
shaping the Filipino character
3. To gain an inspiring source of patriotism through the study of Rizal’s life,

works, and writings.
Primarily, its rationale is to foster in the Filipino youth a nationalistic sentiment

both for their appreciation and emulation.
WHY STUDY RIZAL?
Rizal Law: Section
Section 1.
Courses on the life, works and writings of Jose Rizal, particularly his novel
Noli me Tangere and El Filibusterismo shall be included in the curricula of all
schools, colleges and universities, public or private: Provided, that in the
collegiate courses, the original or unexpurgated editions of the Noli Me
Tangere and El Filibusterismo of their English translation shall be used as
basic texts.
WHY STUDY RIZAL?
Rizal Law: Section
Section 2
It shall be obligatory on all schools, colleges and universities to keep in their

libraries an adequate number of copies of the original and unexpurgated editions
of the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works
and biography. The said unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their translations in English, as well as other writings of Rizal
shall be included in the list of approved books for required reading in public or
private schools , colleges and universities.
The board of National Education shall determine the adequacy of the number of
books, depending upon the enrollment of the school, college and university.
WHY STUDY RIZAL?
Rizal Law: Section
Section 3
The Board of National Education shall cause the translation of the Noli me Tangere
and El Filibusterismo, as well as other writings of Jose Rizal into English, Tagalog
and the principal Philippine dialects; cause them to be printed in cheap, popular
editions; and cause them to be distributed, free of charge, to persons desiring to read
them, through the purok organizations and Barrio Councils throughout the country.
Section 4
Nothing in this act shall be construed as amended or repealing section nine hundred
twenty-seven of the administrative code, prohibiting the discussion of religious
doctrines by public school teachers and other person engaged in any public school.
WHY STUDY RIZAL?
Rizal Law: Section
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.

WHY STUDY RIZAL
Laws on Rizal
There are at least two Republic Acts and two Memorandum Orders pertaining to
Jose Rizal:
• Republic Act N. 1425 or the Rizal Law

• Republic Act No. 229 or the Celebration of Rizal Day
• Memorandum Order No. 247 by President Fidel V. Ramos - Implementation of
the Rizal Law in Schools
• CHED Memorandum No. 3, s 1995 by Commisioner Mona D. Valismo - Strict

compliance of Rizal Law in Schools
WHY STUDY RIZAL?
2. The lessons contained within the course
Aside from those mentioned above, there are other reasons for teaching the Rizal
course in Philippine schools:
1. To recognize the importance of Rizal’s ideals and teachings in relation to present

conditions and situations in the society.
2. To encourage the application of such ideals in current social and personal problems
and issues.
3. To develop an appreciation and deeper understanding of all that Rizal fought and
died for.
4. To foster the development of the Filipino youth in all aspects of citizenship.

WHY STUDY RIZAL?
2. The lessons contained within the course
Take note, Rizal’s legacy is very important in changing the condition of our
present society. His teachings challenges us all filipinos to make a difference for
the future of our country by living the teachings of Rizal. Likewise, it teaches us
to be more responsible and brave enough to face the challenges in our present
society by acting on the principles that Rizal had strongly spoken and lived.
Social and Political Context of the 19th Century

C. QUILANG
Panoramic Survey
The World in the 19th Century
The 19th Century stands out as an extremely dynamic and creative age
especially in Europe and the United States. Concepts such as industrialism,
democracy and nationalism had triggered revolutionary changes in science,
technology, economics and politics. It is considered as the birth of modern life
that brought about different revolutions such as:
• Industrial Revolution
• French Revolution
• American Revolution
The Church also took part in the changes of the political condition of the 19th
Century.
Panoramic Survey
Rizal’s life in the 19th Century
Rizal is a product of his era and his message sets forth a human declaration:
“All human beings are born free and equal in dignity and rights”
The essence of the life of Jose Rizal is marked by the conditions that existed
during his lifetime. Rizal’s life experiences challenged him to push his ideals and
limits just to obtain justice and equality among mankind.
He fought against slavery, discrimination and manipulation and served as an

advocate of freedom and equality and aimed at peaceful and harmonious nation.
Panoramic Survey
The Church in the 19th Century
The Catholic Church in Europe was a most powerful institution in Europe. Since
it upheld the status quo and favored the monarchy, the Church in the nineteenth
century had been considered an adversary to the new Republican states and the
recently unified countries;
• The French saw the Church as a threat to the newly formed republican state.
• Bismarck of Germany also saw it as a threat to the unified German Empire.
• In Spain, the liberals considered the Church as an enemy of reforms. Thus
they sought to curtail to influence of the Church in political life and education.
Panoramic Survey
This movement against the Catholic Church called anti-clericalism had gained
strength in the nineteenth century not only for political reasons but also of the
materialistic preferences of the people generated by the economic prosperity of
the period. (1)
However, the declining influence of the Catholic Church in Europe and Spain has
little effect to the control and power of the local Church in the Philippines.
Despite the anti-clericalism in Spain, the power of the friars in the Philippines in
the 19th century did not decline; instead, it became consolidated after the
weakening of civil authority owing to constant change in political leadership. (2)
1 (Romero et al 1978: 17-18).

2 (Zaide 1999: 209).
Panoramic Survey
Filipinos turned more and more to the friars for moral and political guidance as
Spanish civil officials in the colony became more corrupt and immoral. The union
of the Church and State and the so-called “rule of the friars” or “frailocracy”
continued during this period.
In every Christian town in the country the friar is the real ruler, not the elected
gobernadorcillo. He was the supervisor of local elections, the inspector of the
schools, the arbiter of morals, and the censor of books and stage shows. He
could order the arrest of or exile to distant land any filibustero (traitor) or anti-friar
Filipino who disobeyed him or refused to kiss his hands. (1)
1 (Zaide 1999: 209).

Panoramic Survey
One of the aims of Dr. Rizal and the propagandists in order to prepare the
Filipino people for revolution and independence was to discredit the friars.
Exposing the abuses and immoralities of the friars is one way to downplay their
power and influence among the people and thus can shift the allegiance of
the Indios from the friars to the Filipino reformists and leaders. The strengthening
power of the friars in the 19th century has encouraged the nationalists to double
their efforts to win the people to their side.
Panoramic Survey
The Philippines in the 19th Century
19th Century Philippines was largely medieval;
• The inclusivity of the Church in the Political setting was very powerful.
• Its social and economic structure was based on the old feudalistic system.
The Spaniards censorship and racial discriminatory practices were oppressive

and abuses and exploitations were rampant. Moreover, government processes
had no respect for the needs of the people.
This brutal treatment to Indios made Rizal a fighter against Spanish colonialism,
especially their treatment to us Filipinos.
Panoramic Survey
The Philippines in the 19th Century
These conditions that had experienced by many Filipinos led to the development
of:
• Nationhood
• Nationalism
• Patriotism
• Desire for Independence
It made Filipinos strived in uplifting the Filipino spirit and fight for their rights and
freedom.
Panoramic Survey
Social Structure in the 19th Century Philippines
The Philippines was predominantly feudalistic (Spanish land holding system)
with the arrival of conquistadores;
• Conquistadores were the elite class that exploited the masses

• Master-slave relationship between the Spaniards and the Filipinos
• Spaniards exacted all forms of taxes and tributes and forced the natives to
manual labor
These conditions of Rizal’s fellow Filipinos triggered him to resist on the power of
the Spaniards. He eagerly encouraged equality and justice in societal setting
where Filipinos must also be respected as part of the society.
Panoramic Survey
1. Peninsulares - “Kastilas” Highest class in the Philippines. These are Pure
blooded Spaniards born from Spain. The wealthiest and most politically powerful
among the social classes. High positions in the Government.
2. Insulares - Spaniards born in Philippines who took important positions in the

Spanish government in the Philippines. They recieve discrimination from fellow
Spaniards. A son or daughter of a Spanish couple is an insulare.
3. Illustrados - “Enlightened ones" Constituted the Filipino educated class during

the Spanish colonial period in the late 19th century. They were the middle class
who were educated in Spanish and exposed to Spanish liberal and European
nationalist ideals.
Panoramic Survey
4. Principalia - Nobility class. The social and educated class in the towns of
colonial Philippines composed of the Gobernadorcillo, or the Cabeza de
Barangay who governed the districts and the awardees of the medal of Civil
Merit.
5. Mestizo - Filipinos of mixed indigenous Filipino, European or Chinese

ancestry.
6. Indios - Filipinos with pure austronesian ancestry.

Panoramic Survey
Political Structure in the 19th Century Philippines
Spain governed the Philippines through the “Ministro de Ultramar” (Ministry of
the Colonies) established in 1863.
• It helped the Spanish monarchs manage the affairs of the colonies

• Governed the Philippines through a centralized machinery
• Exercising executive, legislative, judicial and religious powers
Panoramic Survey
1. The Governor General
• Appointed by the King of Spain, headed the central administration in
Manila. He served as the King’s representative.
• Issues executive and administrative orders over all government officials
• Responsible for all government and religious activities.
• Assisted by Lieutenant General (general segundo cabo)
2. The Guardia Civil

• Headed by Second lieutenant (alferez)
• Performed police duties
• Helped in the maintenance of peace and order
Panoramic Survey
3. Alcaldes Mayores 5. Gobernadorcillo

• Civil Governors • Town mayor
• Led the provincial • Ruled the town government
government (alcaldias) (principalia)
4. Alcaldes en ordinario 6. Cabeza de Barangay

• City mayor and vice mayor • Barangay captain
• Ruled the city government • Ruled the barrio
(ayuntamiento)
Panoramic Survey
The system of courts was a centralized system;
• It was a pyramidical organization
• Headed by the Royal Audiencia
• Served as highest court for civil and criminal cases
• Together with the Governor General, they made laws for the country called
autos acordados
Unluckily, there were abuses of the officials in their power to hold public office.
So, below is the specified sources of abuses and sometimes corruption by the
officials in the administrative system.
Panoramic Survey
Sources of Abuses of the Administrative Government
The main cause of weakness of the administrative system was the appointment
of officials with inferior qualifications. The officials appointed by the King of Spain
were ignorant of Philippine needs. This was the reason behind their bad motives
to our Philippine nation.
Without dedication to duty, there is no moral strength to resist corruption. This

was the reason why instead of focusing on their role as public officers to form a
good and well nation, they focused on getting wealth. The worst thing was that
they became brutal and abusive to native Filipinos to the extent that they
executed most of our fellow native Filipinos who fought and resisted against
them. The most corrupt branch of government was the alcaldias.
Panoramic Survey
• There was also complication in the situation between the union of the
church and state.
• The priest or what we call the “Friars” also became powerful, cruel and
corrupt.
• The checks adopted by Spain to minimize abuses either proved ineffective
or discouraged.
• Dishonest and corrupt officials often exacted more tributes than required by
law and pocketed the excess collections.
• They also monopolized provincial trade and controlled prices and business
practices.
• The parish priests could checked this anomaly but in many cases they
encouraged the abuses in exchange for favors.
Panoramic Survey
• Participation in the government of the natives was confined to the lowest
offices.
• They participate only as gobernadorcillo of a town and cabeza de barangay
of a barrio.
• The position of gobernadorcillo was honorary entitled to two pesos/month.
• The natural and constitutional rights and liberties of the indios were
curtailed. Homes were searched without warrants.
• People were convicted and exiled for being filibusteros.
• Books, magazines and other written materials could not be published
without the approval of the Board of Censors.
Panoramic Survey
Educational System
• There was no systematic government supervision of schools.
• The teaching methods was absolute. The curriculum was limited and there
was a lack of teaching materials.
• Poor classroom facilities
• The friars inevitably occupied a dominant position in the Philippine
educational system. Religion was the main subject in the schools.
• Fear of God was emphasized and obedience to the friars was instilled.
• Indios were constantly reminded that they had inferior intelligence and were
fit only for manual labor.
• These practices resulted in a lack of personal confidence and a
development of inferiority complex.
Panoramic Survey
Educational System
• Students memorized and repeated the contents of books which they did not
understand. Teacher discrimination against Filipinos was present.
• The friars were against the teaching of Spanish in the Philippines
• They believed that the knowledge of the Spanish language would
encourage the people to oppose Spanish rule. Indios might be inspired by
the new ideas of freedom and independence, so they isolate Filipinos in the
light of intellectual attainment.
Challenges of the 19th Century

C. QUILANG
Industrial revolution
• An economic revolution which started with the invention of steam engine and
resulted to the use of machinery in the manufacturing sector in the cities of
Europe.
• Changed the economy of Europe from feudalism (an economic system which
relied on land and agriculture) to capitalism which relied on machinery and
wage labor.
• Karl Marx’s characterized first instance of the domestication of women when
farmers from rural areas migrated to the cities and became industrial workers
while their wives remained as housekeepers at home.
• The merchants of Europe who became rich through trade became the early
capitalists of this emerging economy.
Industrial revolution in the Philippine Context
• The economic opportunities created by the Industrial Revolution had
encouraged Spain in 1834 to open the Philippine economy to world
commerce. As a result, new cities and ports were built.
• Between the middle of 18th and the middle 19th century and an agricultural
revolution happened. There was a concomitant development of agricultural
industries and domestic as well as foreign trade
• Foreign firms increased rapidly. Foreigners were allowed to engage in
manufacturing and agriculture.
• The British and Americans improved agricultural machinery for sugar milling
and rice hulling and introduced new methods of farming.
• The government monopoly of tobacco was removed in 1882.
French Revolution
• The French revolution (1789-1799) started a political revolution in Europe and
in some parts of the world.
• The French governmental structure was transformed from absolute monarchy
with feudal privileges for the rich and clergy to a more democratic government
form based on the principles of citizenship and inalienable rights.
• With the overthrow of monarchial rule, democratic principles of Liberty,
Equality and Fraternity - the battle cry of the French Revolution - started to
spread in Europe and around the world.
• Spain experienced political disturbances during the 19th century which
included numerous changes in parliaments and constitutions, the Peninsular
War, the loss of Spanish America, and the struggle between liberals and
conservatives. Radicals shifts were introduced by the liberals.
French Revolution in the Philippine Context
• From 1834 to 1862, Spain had four constitutions, 28 parliaments, and 529
ministers with portfolio.
• Colonies of Spain had gained momentum for independence owing to the
cracks in political leadership in the motherland.
• Cuba, a colony of Spain, was waging a revolution when Rizal volunteered to
discontinue his exile in Dapitan to work as volunteer doctor there in order for
him to observe the revolution.
• This aspiration had inspired colonies under Spain and Portugal to revolt in
order to gain independence from their colonial masters in the 19th century.
• The divided power of Spain was triggered by successive change of regimes
due to the democratic aspiration created by the French Revolution.
American Revolution
• The American revolution had given the world in the 19th century the idea that
colonized people can gain their independence from their colonizers.
• Political upheaval during the last half of the 18th century in which the 13
colonies of North America overthrew the rule of the British Empire and rejected
the British monarchy to make the United States of America a sovereign nation.
• Did not directly affect the local economy and politics of the Philippines but had
important repercussions to democratic aspirations of the Filipino reformist led
by Rizal during this period.
• Liberal ideas from America began to reach the country and influenced
the ilustrados.
1. Challenge of Industrialization
Industrialization rapidly gained momentum in the 2nd half of the 19th century
• Industrial Revolution had taken its path towards development
• The use of steel, the discovery of oil, gasoline and electricity, invention of
combustion engine triggered the motorized age.
• Safer, faster and more comfortable means of transportation were
constructed.
• Faster means of communication like telephone and telegraph enabled
people to have better contacts
• Closer communication between the Philippines and Spain was now
possible.
1. Challenge of Industrialization
• The Philippines as a source of raw materials and as market of
finished products was eventually drawn into the orbit of international
trade after 1834.
• With the emergence of development, the Philippines was gradually
opened into the changing world.
• This marked a change in the economic and social life of those
Filipinos who came into contact with development in Europe.
2. The Altered Position of the Catholic Church
The Catholic Church in Europe was a powerful influential institution in the 19th
century.
• The Church has been identified with the monarchy and aristocracy.
• The Church therefore was considered an adversary of the young Republican
states and recently unified countries
• The French viewed the Church as a threat to their newly established
republican state.
• In Spain, the liberals considered the Church an enemy of reforms.
• Other countries sought to curtail the Church’s influence, to breakdown its
political power, and destroy its traditional control over education
2. The Altered Position of the Catholic Church
A movement was established called “anti-clericalism”
• To maintain what was left of its power and influence, Pope Leo XIII accepted
the demands of modern society without surrendering its dogmas (beliefs).
• The Italian Parliamentary curtailed the Papal sovereign authority in the Vatican
Rizal and other Filipino leaders were exposed to these reforms and movements.
• The once obedient and passive Filipino now became aggressive in his
struggle for his rights.
• Isolated Philippines activated its citizens into a revolution of change and
economic adjustments.
3. The Philippines is Drawn within the Orbit of the World Trade
The beneficial effects of economic liberalism in Europe and US convinced Spain
to abandon mercantilism. It reluctantly opened the Philippines to world trade.
Spain opened the Philippine ports to foreign trades starting with Manila in 1834,
followed by Iloilo, Zamboanga, Cebu, Legaspi and Tacloban.
• The presence of foreign traders and their investments in the Philippines led to
prosperity.
• These developments encourage social mobility and interaction among the
people facilitating closer understanding and unity.
• These conveniences assisted the people’s awareness of the changes that
would give them a better life.
4. The New Breed of the Native Middle Class
The 19th century economic and social motivation affected a marked improvement in
the standard of living of indios and mestizos.
• Spanish and Chinese mestizos became the foundation of a growing middle class
• They were able to send their children to schools in Manila and Europe.
• This class included the ilustrados who were regarded as filibusteros or rebels by
the friars.
By this time, Philippine education began to share the existing liberals in Europe. The
Educational Reform Decree in 1859 ordered the establishment of public primary
schools.
• A normal school to train teachers for the primary grades was also established.
4. The New Breed of the Native Middle Class
The Jesuits opened a secondary school subsidized by the government.

• The Jesuits had been influential in disseminating general primary education.
• Improving methods of instruction and enriching the curricula for higher
education.
Natives had gone to school and small group of college students was influenced
by modern ideas.
Development of Rizal’s Nationalism
Source: Mr. Ray Obispo (NeoLMS: MIDTERM LEARNING RESOURCES) and an outline of Jose Rizal’s Life
C. QUILANG
JOSE RIZAL
Meaning of the Name
DR. JOSE PROTACIO MERCADO RIZAL ALONZO Y REALONDA
• Doctor - completed his medical course in Spain and was conferred
the degree of Licentiate in Medicine by the Universidad Central de
Madrid.
• Jose - was chosen by his mother who was a devotee of the
Christian saint San Jose (St. Joseph)
• Protacio - from Gervacio P. which come from a Christian calendar
• Mercado - adopted in 1731 by Domigo Lamco (the paternal great-
great-grandfather of Jose Rizal) which the Spanish term mercado
means ‘market’ in English.
JOSE RIZAL
Meaning of the Name
• Rizal - from the word ‘Ricial’ in Spanish means a field where
wheat, cut while still green, sprouts again
• Alonzo - old surname of his mother
• Y - and
• Realonda - it was used by Doña Teodora from the surname of her
godmother based on the culture by that time.
JOSE RIZAL
Rizal’s Parents
Father - Don Francisco Mercado (1818-1898)
• born in Biñan, Laguna on May 11, 1818
• studied Latin and Philosophy at the College of San Jose in
Manila
• became a tenant-farmer of the Dominican-owned hacienda
• died in Manila on January 5, 1898 at the age of 80
• Rizal affectionately called him “a model of fathers”
JOSE RIZAL
Rizal’s Parents
Mother - Doña Teodora Alonso Realonda (1826-1911)
• born in Manila on November 8, 1826
• educated at the College of Santa Rosa, a well-known
college for girls in the city
• is a woman of more than ordinary culture: she knows
literature and speaks Spanish (according to Rizal)
• died in Manila on August 16, 1911 at the age of 85
JOSE RIZAL
Rizal’s Parents
• Francisco Mercado and Teodora Alonso Realonda married
on June 28, 1848, after which they settled down in
Calamba
• The real surname of the Rizal family was Mercado, which
was adopted in 1731 by Domingo Lamco ,who was a full
blooded Chinese.
• Rizal’s family acquired a second surname — Rizal —which
was given by a Spanish alcalde mayor (provincial
governor) of Laguna, who was a family friend.
JOSE RIZAL
Rizal’s Siblings
Rizal was the seventh of eleven children;
1. Saturnina 6. Maria
2. Paciano 7. Jose
3. Narcisa 8. Concepcion
4. Olimpia 9. Josefa
5. Lucia 10. Trinidad
11.Soledad
JOSE RIZAL
The Rizal Home
It was one of the distinguished stone houses in Calamba
during the Spanish times with a two-storey building,
rectangular in shape, built of adobe stones and hard-woods
and roofed with red tiles.
• The Rizal family belonged to the principalia, a town
aristocracy in Spanish Philippines
JOSE RIZAL
Early Life of Rizal
June 19, 1861- moonlit of Wednesday between eleven and midnight Jose
Rizal was born in the lakeshore town of Calamba, Laguna
June 22, 1861- aged three days old, Rizal was baptized in the Catholic church
• Father Rufino Collantes - a Batangueño, the parish priest who baptized
Rizal.
• Father Pedro Casanas - Rizal’s godfather, native of Calamba and close
friend of the Rizal family.
Lieutenant-General Jose Lemery - the governor general of the Philippines

when Rizal was born
JOSE RIZAL
Childhood Years in Calamba
• Calamba was named after a big native jar.
• Calamba was a hacienda town which belonged to the Dominican Order,
which also owned all the lands around it.
Un Recuerdo A Mi Pueblo (In Memory of My Town) - a poem about Rizal’s

beloved town written by Rizal in 1876 when he was 15 years old and was
student in the Ateneo de Manila
The first memory of Rizal, in his infancy, was his happy days in the family
garden when he was three years old. There was the daily Angelus prayer
and by night fall, his mother gathered all the children at the house to pray
the Angelus.
JOSE RIZAL
Early Life of Rizal
In 1864, barely three years old, Rizal learned the alphabet from his mother. He
also began to take a part in the family prayers.
When he was four years old, his sister Conception died. The death of little Concha
brought Rizal his first sorrow. The year after, he was able to read haltingly the
Spanish family bible. Rizal began to make sketches with his pencil and to mould in
clay and wax objects which attracted his fancy.
The Story of the Moth - made the profoundest impression on Rizal “died a martyr
to its illusions”
Sa Aking Mga Kabata (To My Fellow Children)- Rizal’s first poem in native
language at the age of eight. It reveals Rizal’s earliest nationalist sentiment. He
also wrote his first dramatic work which was a Tagalog comedy.
JOSE RIZAL
Early Education in Calamba and Binan
The first teacher of Rizal was his mother, who was
remarkable woman of good character and fine culture
• Maestro Celestino - Rizal’s first private tutor
• Maestro Lucas Padua - Rizal’s second tutor
• Leon Monroy - a former classmate of Rizal’s father became
Rizal’s tutor that instructed Jose in Spanish and Latin. He
died five months later
JOSE RIZAL
In the Sunday afternoon in June of 1869, Rizal left Calamba for Biñan
accompanied by Paciano.
• Maestro Justiniano Aquino Cruz - Rizal’s teacher in a private school
in Biñan. Disciplinarian
• Juancho - an old painter who was the father-in-law of the school
teacher; freely give Rizal lessons in drawing and painting.
• Jose Guevara - Rizal’s classmate who also loved painting and
became apprentices of the old painter. They were dubbed as “the
favorite painters of the class” because of his artistic talent.
JOSE RIZAL
In the Christmas of 1870, Rizal received a letter from his sister
Saturnina, informing him of the arrival of the steamer Talim which
would take him from Biñan to Calamba
Rizal left Biñan after one year and a half of schooling in a Sunday
afternoon of December 17, 1870
Arturo Camps - a Frenchman friend of Rizal’s father who took care

of him on board.
JOSE RIZAL
Life and Studies in Ateneo
Ateneo Municipal (1865) - a college under the supervision of the Spanish Jesuits.
• The Jesuitical system of instruction was considered more advanced than that of
other colleges in that epoch.
• It introduced physical culture as part of its program as well as the cultivation of the
arts, such as music, drawing, and painting.
• It also establishes vocational courses in agriculture, commerce, and mechanics as a
religious institute, its principal purpose was to mold the character and the will of the
boys to comply more easily with the percepts of the Church.
• The students heard mass before the beginning of the class, which was opened and
closed with prayers.
To enter the Ateneo, a candidate was subjected to an entrance examination on

Christian doctrine, reading, writing, grammar, and elementary arithmetic.
JOSE RIZAL
Students were divided into two groups:
1. Roman Empire - consisting of internos (boarders); red banner
2. Carthaginian Empire - composed of the externos (non-boarders); blue banner
(Rizal was assigned here)
• Emperor - the best student in each “empire”
• Tribune - the second best
• Decurion - the third best
• Centurion - the fourth best
• Stand-bearer - the fifth best
The Ateneo students in Rizal’s time wore a uniform which consisted of “hemp-
fabric trousers” and “striped cotton coat” The coat material was called rayadillo
JOSE RIZAL
June 10, 1872 - Rizal accompanied by Paciano went to Manila to enroll in San Juan de
Letran as per his father’s request. His father later changed his mind and opted to enroll
him in Ateneo de Manila.
Father Magin Ferrando - The college registrar, refused to admit Rizal in Ateneo for two
reasons:
1. He was late for registration
2. He was sickly and undersized for his age
However, they sought the intercession of Manual Xerez Burgos, nephew of Father
Burgos. As a result, he was reluctantly admitted at the Ateneo.
Rizal was first boarded in a house outside Intramuros, on Calle Caraballo. This was
owned by a spinster named Titay who owed the Rizal family the amount of 300 pesos
JOSE RIZAL
First Year in Ateneo (1872 -1973)
Father Jose Bech - Rizal’s first professor in Ateneo.
Rizal took private lessons in Santa Isabel College during the noon recesses.
Among Jose’s classmates were Peninsulares and sons of Peninsulares;

• Francisco G. Oliva, very talented but not very studious
• Joaquin Garrido, endowed with a poor memory but with much talent and
industry
• Gonzalo Marzano, who occupied the throne of Emperor.
A Religious picture - Rizal’s first prize for being the brightest pupil in the whole
class.
At the end of the school year in March, 1873, Rizal returned to Calamba for
summer vacation.
JOSE RIZAL
Second Year in Ateneo (1873 -1974)
This time he boarded inside Intramuros at No. 6 Magallanes Street. His landlady was an
old widow named Doña Pepay. At the end of the school year, Rizal received excellent
grades in all subjects and a gold medal
Favorite Books:
• The Count of Monte Cristo by Alexander Dumas - the first favorite novel of Rizal
which made a deep impression on him
• Universal History by Cesar Cantu - Rizal persuaded his father to buy him this set of
historical work that was a great aid in his studies
• Travels in the Philippines by Dr. Feodor Jagor – a German scientist-traveler who
visited the Philippines in 1859-1860. What struck him most in this book were Jagor’s
keen observations of the defects of Spanish colonization and his prophecy that
someday Spain would lose the Philippines and that America would come to succeed
her as colonizer.
JOSE RIZAL
Third Year in Ateneo (1874 -1975)
• His grades remained excellent in all subjects but Rizal was not impressed by his
own scholastic work.
• He only won a single medal in Latin.
• He failed to win a medal in Spanish because his spoken Spanish was not that
fluent. A Spaniard who delivered Spanish with fluency and right accentuation
defeated him.
JOSE RIZAL
Fourth Year in Ateneo (1875 -1876)
June 16, 1875- Rizal became a boarder in the Ateneo
• Padre Francisco de Paula Sanchez- a great educator and scholar, one of
Rizal’s professors who inspired him to study harder and to write poetry.
Rizal described as “model of uprightness, earnestness, and love for the
advancement of his pupils”
• Rizal topped all his classmates in all subjects and won five medals at the
end of the school term.
• Fr. Leoncio Lopez - best friend of Rizal’s Father
• When Rizal was fourteen, his mother showed one of his poems to
Father Lopez. Fr. Lopez assumed that Rizal copied it from a book.
Because of this, young Jose answered the priest violently.
• Fr. Lopez made a trip to Manila expressly to apologize to Jose.
JOSE RIZAL
Last Year in Ateneo (1876 -1877)
The most brilliant Atenean of his time, he was “the pride of the Jesuits”
Rizal cultivated his literary talent under the guidance of Father Sanchez
• Father Jose Vilaclara - advised Rizal to stop communing with the Muse and pay more
attention to more practical studies
Rizal studied painting under the famous Spanish painter, Agustin Saez, and sculpture
under Romualdo de Jesus, noted Filipino sculptor.
• Rizal carved an image of the Virgin Mary on a piece of batikuling (Philippine hardwood)
with his pocket - knife
• Father Lleonart- impressed by Rizal’s sculptural talent, requested him to carve for him
an image of Sacred Heart of Jesus
March 23, 1877- Commencement Day, 16 year old Rizal received the degree of Bachelor
of Arts, with highest honors
JOSE RIZAL
Extra curricular Activities
• An emperor inside the classroom
• Campus leader
• Active member and became a secretary, the Marian Congregation Religious
Society
• Member of the Academy of Spanish Literature and the Academy of Natural
Sciences
• Poet, Painter, Sculptor
• Engaged in gymnastics and fencing and continued the physical training under his
sports-minded Tio Manuel.
JOSE RIZAL
Surveying course in Ateneo
• During his term in University of Santo Tomas (1877 – 78), Rizal also studied at
Ateneo; he took the vocational course leading to a title of porito agrimensor (expert
surveyor).
• In those days it should be remembered, the college for boys in Manila offered
vocational courses in agriculture, commerce, mechanics and surveying.
JOSE RIZAL
Days in University of Santo Tomas
Rizal found the atmosphere at the UST a suffocating to his sensitive spirit. He was
unhappy of this Dominican Institution of high learning because:
• the Dominican professors were hostile to him
• the Filipino students were racially discriminated, and
• the method of teachings were obsolete and repressive
In April 1877, Rizal, who was barely 16 years old, matriculated in the University of
Santo Tomas taking up Philosophy and Letters. He enrolled in this course for two
reasons:
• His father liked it and
• He was “still uncertain to what career to follow”.
Consequently during his first term (1877-78) in the University of Santo Tomas he
studied Cosmology, Metaphysics, Theodicy and History of Philosophy.
JOSE RIZAL
Days in University of Santo Tomas
Father Pablo Ramon - Rector of Ateneo, who had been good to him during his
student days in that college, asking for advice on the choice of a career but
unfortunately he was in Mindanao
It was during the school term (1878-79) that Rizal took up medicine, enrolling
simultaneously in preparatory medical course and the regular first year medical
course.
The reasons why he studied medicine:

• He wanted to be a physician so that he may cure his mother’s failing
eyesight.
• The Father Rector of the University, whom he consulted for a choice of
career, finally answered his letter, and recommended medicine.
JOSE RIZAL
Secret departure to Spain (1883 - 1885)
After finishing the 4th year of the medical course in the University of Santo
Tomas, Rizal decided to complete his studies in Spain.
• Paciano gave him 700 pesos. Saturnina gave him a diamond ring which
helped him very much during his days of poverty in Europe.
• To maintain his studies and Sojourn abroad, he needed a monthly allowance
of 35 pesos, and this amount Paciano promised to send regularly through
Uncle Antonio.
Rizal’s departure for Spain was kept secret to avoid detection by the Spanish
authorities and the friars
• Jose Mercado - Rizal used this name; a cousin from Biñan
May 3, 1882 - Rizal departed on board the Spanish streamer Salvadora bound for
Singapore
JOSE RIZAL
Singapore
• During the voyage, Rizal keenly observed the persons and things around him
and compared him with those in Philippines.
• He was the only Filipino on board. His fellow passengers were foreign
travelers and some Spanish employees and merchants returning to Spain who
spoke ill of the country for which they have gone for pecuniary reasons”
• After five days of sailing, the Salvadora reached the English colony in
Singapore. For the first time, Rizal saw Singapore and was impressed by its
progress and beautiful sights.
• He particularly admired “the confidence which the native Singapore seemed to
have their government” surely a great contrast to “the fear of their shown in the
Filipinos”.
JOSE RIZAL
First trip through Suez Canal
• In Singapore, Rizal boarded in Djemnah, a French steamer, which
was sailing to Europe. It was Larger and cleaner than the Salvadora.
• He tried to Speak French in some passengers, but to his surprise, the
bookish French which he learned in Ateneo could not be understood.
• A week after leaving Singapore, the steamer reached Point de Galle.
• In the morning of May 18, voyage was resumed, and in the afternoon
on the same day the steamer docked at the Colombo, Ceylon. He also
saw for the first time the coast of Africa.
• On June 2, he arrived in the city of Suez, the Red Sea terminal of the
Suez Canal
JOSE RIZAL
Naples and Marseilles
• From Port Said, the Djemnah proceed to its way to Europe. On
June 11, Rizal reached Naples.
• On the night of June 12, the steamer docked at the French
harbor of Marseilles.
Barcelona
• At Marseilles, Rizal took the train for the last lap for his trip to
Spain.
• After the passport inspection on Port-Bou, Rizal continued his
trip by rail, finally reaching destination, Bacelona.
JOSE RIZAL
Rizal became a Mason
• In Spain, Rizal came in contact with the liberal and republican elements, most
of whom were Masons. In 1883 he joined the Masonic Lodge Acacia in
Madrid. His Masonic name was Dimasalang.
Two reasons why he joined Masonry:
1. The bad friars in the Philippines, by their abuses unworthy of their priestly
habit or calling, Rizal drove to desperation and Masonry.
2. He needed the help of Masons to fight the bad friars in the Philippines, for
Masonry, to Rizal, was a shield to use in his fight against the evil forces of
tyranny.
Rizal became a master of Masons in Lodge Solidaridad on November 15, 1890.
Later, on February 15, 1892, he became a Master Mason of Le Grand Orient
France in Paris.
JOSE RIZAL
Rizal’s salute to Luna and Hidalgo.
• At the National Exposition of Fine Arts in Madrid in 1884, both Luna and Hidalgo
won signal honors for their country.
• They entered this art competition against many painters in Europe, and emerged
triumphant.
Studies completed in Spain.

• Rizal completed his medical course in Spain.
• He was awarded the degree of Licentiate in Medicine by the Universidad Central
de Madrid on June 21, 1884.
• The next academic year (1884-85) he studied and passed all subjects leading to
the degree of Doctor of Medicine.
• Due to the fact that he did not present the thesis required for graduation nor paid
the fees, he was not awarded his Doctor’s Diploma
JOSE RIZAL
Continuation of Studies
Paris to Berlin
• After completing his studies in Madrid, Rizal went to Paris and Germany in
order to specialize in ophthalmology.
In Gay Paris (1885-86)

• Shortly after terminating his study in Universidad Central de Madrid, Rizal, who
was then 24 years old and already a physician, decided to go to Paris in order
to acquire more knowledge in ophthalmology.
• On his way to Paris, he stopped at Barcelona to visit his friend, Maximo Viola,
a medical student and a member of rich family in San Miguel, Bulacan.
• In October, 1885, Rizal was living in Paris, where his sojourned for about four
months. He worked as an assistant to Dr. Louis de Weckert (1852-1906),
leading French ophthalmologist.
JOSE RIZAL
In Historic Heidelberg
• After acquiring enough experience as an ophthalmologist in Dr.
Weckert’s clinic, Rizal reluctantly left Gay Paris, where he spent
so many happy days.
First letter to Blumentritt

• On July 31, 1886, Rizal wrote his letter in German to Professor
Ferdinand Blumentritt, Director of the Ateneo of Leitmeritz,
Australia. He had heard of this Australia ethnologist and his
interest on Philippine language.
JOSE RIZAL
Fifth Centenary of Heidelberg University
• Rizal was fortunate to be sojourned in Heidelberg when the

famous University of Heidelberg held his fifth centenary
celebration on August 6, 1886. It was two days before his
departure, and he was sad because he came to love the
beautiful city and its hospitable people.
• Rizal welcomed in Berlin’s Cientific Circles. Rizal was
enchanted by Berlin because of its scientific atmosphere and
the absence of race prejudice.
JOSE RIZAL
Rizal’s Life in Berlin
In Berlin, Rizal was not a mere student or a curious tourist.
He lived in this famous capital for five reasons:
• To gain further knowledge in ophthalmology.

• To further his studies in sciences and languages.
• To observe the conditions of German Nation.
• To finish his novel, Noli Me Tangere
JOSE RIZAL
Rizal’s tour of Europe with Viola (1887)
• After the Noli came off the press in Berlin, Rizal planned to visit the
important places in Europe.
• Dr. Maximo Viola agreed to be his traveling companion.
• Rizal had received Paciano’s remittance of 1,000 pesos which was
forwarded by Juan Luna to Paris.
• He immediately paid Viola the sum of 300 pesos which the latter kindly
loaned so that the Noli could be printed. Having paid his debt, and with
adequate fund in his pocket, he was ready to see Europe before
returning to Calamba.
• First, he and Viola visited Potsdam, a city near Berlin, which Frederick
the Great made famous.
JOSE RIZAL
The tour begins
• At the dawn of May 11, 1887, Rizal and Viola, two brown-skinned doctors
on roaming spree, left Berlin by train. It was an ideal reason for traveling.
• According to Viola the luggage of Rizal included all the letters he had
received from his (Rizal’s) family and friends. Their destination was
Dresden, “one of the best cities in Germany.”
Dresden
• Rizal and Viola tarried for some times in Dresden. Their visit coincided with
the regional floral exposition.
• Rizal was interested in botany, studied the “numerous plant varieties of
extraordinary beauty and size.”
• They visited Dr. Adolph B. Meyer, who was overjoyed to see them.
JOSE RIZAL
Beautiful Memories of Leitmeritz
• Rizal enjoyed the warm hospitality of the Blumentritt family.
• After Leitmeritz, Rizal and Viola visited the historic city of Prague, Vienna.
• On May 20, Rizal and Viola arrived in the beautiful city of Vienna, capital of
Austria-Hungary.
Danubian Voyage to Lintz.

• On May 25, Rizal and Viola left Vienna on a river boat to see the beautiful sights
of a Danube river.
From Lintz to Rheinfall

• The river voyage ended in Lintz.
• They traveled overland to Salzburg, and from there to Munich where they
sojourned for a short time savor the famous Munich beer, reputed to be the best
in Germany.
JOSE RIZAL
Crossing the Frontier to Switzerland
• From Rheinfall, they crossed the frontier to Schaffhausen, Switzerland.
They continued their tour to Bassel, Bern, and Lausanne.
Geneva
• After sightseeing in Lausanne, Rizal and Viola left on a little boat,
crossing the foggy Leman Lake to Geneva.
Rizal in Italy
• Fom Geneva, Rizal went to Italy. He visited Turin, Milan, Venice, and
Florence.
• On June 27, 1887, he reached Rome, the “City of the Ceasar”
• After a week, he prepared to return in Philippines.
Romances of Rizal
Source: An outline of Jose Rizal’s Life

C. QUILANG
ROMANCES OF RIZAL
Segunda Katigbak
• Rizal first romance that was then sixteen years old
• A pretty fourteen-year old Batangueña from Lipa
• She was the sister of Rizal’s friend, Mariano Katigbak
• Close friend of Rizal’s sister Olimpia, was a boarding student in La Concordia
College
• Engaged to be married to her town mate, Manuel Luz
• The love of Rizal and Segunda was indeed “a Love at first sight”
• The last time they talked to each other was one Thursday in December, 1877 when
the Christmas vacation was about to begin
• Rizal returned home, dazed and desolate, with his first romance “ruined by his own
shyness and reserve.”
ROMANCES OF RIZAL
Miss L (Jacinta Ibardo Laza)
• Young woman in Calamba
• After visiting her in her house several times, Rizal suddenly
stopped his wooing, and the romance died a natural death
• Rizal gave two reasons for his change of heart namely
1. The sweet memory of Segunda was still fresh in his heart
2. His father did not like the family of “Miss L”
ROMANCES OF RIZAL
Leonor Valenzuela
• During Rizal sophomore year at the University of Santo Tomas, he
boarded in the house of Doña Concha Leyva in Intramuros wherein the
next-door neighbors of Doña Concha were Capitan Juan and Capitana
Sanday Valenzuela
• Charming daughter of Capitan Juan and Capitana Sanday Valenzuela
from Pagsanjan, Laguna
• Rizal sent her love notes written in invisible ink—ink consisted of common
table salt and water—the secret of reading any note written in the invisible
ink by heating it over a candle or lamp so that the words may appear
• Orang was her pet name
• Rizal stopped short of proposing marriage to Orang
ROMANCES OF RIZAL
Leonor Rivera
• Rizal’s cousin from Camiling, Tarlac
• In 1879, at the start of his junior year at the university, Rizal lived in
“Casa Tomasina” at No. 6 Calle Santo Tomas, Intramuros owned by
his uncle Antonio Rivera
• A student at La Concordia College, where Soledad, youngest sister,
was then studying
• Born in Camiling, Tarlac on April 11, 1867
• In her letters to Rizal, she signed her name as “Taimis” in order to
camouflage their intimate relationship from their parents and friends
• Died on August 28, 1893
ROMANCES OF RIZAL
Consuelo Ortiga y Perez
• A young woman in Madrid
• Rizal was attracted by Consuelo’s beauty and vivacity
• Rizal composed a lovely poem on August 22, 1883 dedicated to her, entitled
A La Señorita C.O.y.P (to Miss C.O.y.P) expressing his admirations for her
• Before Rizal romance with Consuelo could blossom into a serious affair, he
suddenly backed out for two reasons:
1. He was still engaged to Leonor Rivera
2. His friends and co-worker in the Propaganda Movement, Eduardo de
Lete, was madly in love with Consuelo and he had no wish to break their
friendship because of a pretty girl.
ROMANCES OF RIZAL
Seiko Usui
• Rizal affectionately called her O-Sei-San
• A lonely Japanese Girl of 23 years old and had never yet
experienced the ecstasy of true love
• The beautiful romance between Rizal and O-Sei-San inevitably
came to a dolorous ending. Sacrificing his personal happiness, Rizal
had to carry on his libertarian mission in Europe, leaving behind the
lovely O-Sei-San
• Married Mr. Alfred Charlton, a British teacher of chemistry, and was
blessed by only one child—Yuriko
• Died on May 1, 1947 at the age of 80
ROMANCES OF RIZAL
Gertrude Beckett
• Oldest of the three Beckett sisters
• Called Gettie or Tottie by her friends
• A buxom English girl with brown hair, blue eyes, and rosy cheeks
• Rizal affectionately called her “Gettie”, in reciprocation; she fondly
called him “Pettie”
• Rizal suddenly realized that he could not marry Gettie for he had a
mission to fulfill in life
ROMANCES OF RIZAL
Petite Suzanne Jacoby
• Pretty niece of his landladies
• Rizal found certain bliss in the company of this pretty Belgian girl
• Rizal might flirted with Petite Suzanne, but he could not stoop low
to a deceptive amorous relationship
• She fell in love with Rizal and cried when Rizal left toward the end
of July, 1890 for Madrid, stopping for a few days in Paris
ROMANCES OF RIZAL
Nellie Boustead
• The prettier and younger daughter of Eduardo Boustead
• Rizal found her to be a real Filipina, highly intelligent, vivacious in
temperament, and morally upright
• Rizal wrote to his intimate friends, except Professor Blumentritt, of his love
for Nellie and his intention to propose marriage to her
• Rizal’s marriage proposal failed for two reasons:
1. He refused to give up his Catholic faith and be converted to
Protestantism, as Nelly demanded
2. Nelly’s mother did not like Rizal as a son-in-law
ROMANCES OF RIZAL
Josephine Bracken
• An Irish girl of sweet eighteen
• Born in Hong Kong on October 3, 1876 of Irish parents—James
Bracken, a corporal in the British garrison and Elizabeth Jane
Macbride
• She was adopted by Mr. George Taufer, who later became blind
• Rizal and Josephine fell in love with each other at first sight
• After a whirlwind romance for one month, they agreed to marry
but Father Obach, the priest of Dapitan, refused to marry them
without the permission of the Bishop of Cebu
ROMANCES OF RIZAL
Josephine Bracken
• Since no priest would marry them, Rizal and Josephine held hands
together and married themselves before the eyes of God. They lived as
man and wife in Dapitan
• Rizal wrote a poem for Josephine
• In the early part of 1896, Rizal was extremely happy because Josephine
was expecting a baby
• Unfortunately, Rizal played a prank on her, frightening her so that she
prematurely gave birth to an eight-month baby boy who loved only for
three hours
• The lost son of Rizal was named “Francisco” in honor of Don Francisco
(hero’s father) and was buried in Dapitan
The Propaganda Movement
Source: Mr. Ray Obispo (MIDTERM LEARNING RESOURCES)

C. QUILANG
• The limited higher education in the Philippines was entirely under
clerical direction, but by the 1880s many sons of wealthy
Filipinos were sent to Europe to study. There, nationalism and a
passion for reform blossomed in the liberal atmosphere.
• In the freer atmosphere of Europe, these émigrés - liberals exiled
in 1872 and students attending European universities - formed
the Propaganda Movement.
• Its aim is to increase Spanish awareness of the needs of its
colony and to propagate a closer relationship between the colony
and Spain. Members were from the middle class families
representing the group of Filipino Inteligencia.
• The Propaganda Movement was a period of time when native
Filipinos were calling for reforms, lasting approximately from
1880 to 1886 with the most activity between 1880 and 1895.
• In the freer atmosphere of Europe, these émigrés - liberals exiled
in 1872 and students attending European universities - formed
the Propaganda Movement.
• Its aim is to increase Spanish awareness of the needs of its
colony and to propagate a closer relationship between the colony
and Spain. Members were from the middle class families
representing the group of Filipino Inteligencia.
• Unifying Forces during the unorganized years - The propaganda
worked individually, in the beginning, writing articles expressing
their nationalistic sentiments for liberal and radial Spanish
newspapers.
• Revival of Activities in the Philippines - As the campaign for
reforms In Spain became more intense, the nationalist reformists
in the Philippines were busy with their won plans led by Marcelo
H. del Pilar.
• Filipino Nationalists formally organized - Since the propagandists
had started their crusade for reforms in Spain in the 1880.
• Movement inspired by GomBurZa - Fathers Mariano Gomez ,
Jose Burgos , Jacinto Zamora who were executed on February 17,
1872. Awakened Filipinos and inspired the organization of the
Propaganda Movement.
• Glimpses of propaganda Literature - The spirit of the movement
was predominantly political, however, it produced nationalistic
literary works which contributed to the blossoming Filipino
literature.
• Masonry and the Propaganda movement - Disgusted with the role
of the friars in the Philippine affairs, the Filipino propagandists in
Spain affiliated with the Masonic lodges in Spain
On Dec 13, 1888 they established in Barcelona the La Solidaridad.
The Propaganda movement was not a radical agitation to overthrow
Spanish rule by a bloody revolution but instead it was a peaceful
campaign following these aims:
1. Equality of Filipinos and the Spaniards before the law
2. Assimilation of the Philippines as a regular province of Spain
3. Restoration of Philippine representation in the Cortes, the law
making body of Spain
4. Filipinization of Philippine parishes, Secularization of the clergy
5. Guarantee basic freedoms of speech and association; Individual
liberties for the Filipinos, such as freedom of speech, freedom of the
press, freedom to assembly and freedom of petition for action on all
complaints
6. Equal status and opportunities for both Filipinos and Spaniards
especially when entering to government service
7. Creation of a public school system independent of the friars
8. Abolishment of polo (labor service) and vandala (forced sale of
local products to the government)
• The reformists did not demand separation from Spain for they
believed that their people were not yet ready for an independent
life. The only reform they demanded were those conducive to the
preservation of harmonious relation between their country and
Spain and the advancement of the Filipino people.
• The Propaganda Movement never asked for Philippine
independence because its members believed that once Spain
realizes the pitiful state of the country, the Spaniards would
implement the changes the Filipinos were seeking.
La Asociacion Hispano-Filipino
• Established in January 12, 1889
• A civic society in Madrid of the propagandists and their Spanish
friends
• Filipino Members included Graciano Lopez Jaena, Marcelo H. del
Pilar, Jose Rizal, Antonio Luna, Mariano Ponce, Jose M.
Panganiban, Eduardo de Lete, and a few others. (1)
• The Spanish members of the society were Miguel Morayta and

Felipe de la Corte
• Miguel Morayta was the first president
(1) Philippine News Agency archives
The Death of GOMBURZA
The rise and cause of the propaganda is due to the Cavite mutiny of
the GOMBURZA. This drove Rizal and companions to organize a
propaganda movement.
• In February 17, 1872, Fathers Mariano Gomez, Jose Burgos and
Jocinto Zamora, all Filipino priests, were executed by the
Spanish colonizers on charges of subversion.
• The charges against Fathers Gomez, Burgos and Zamora were
their alleged complicity in the uprising of workers at the Cavite
Naval Yard.
The Death of GOMBURZA
The rise and cause of the propaganda is due to the Cavite mutiny of the
GOMBURZA. This drove Rizal and companions to organize a propaganda
movement.
• In February 17, 1872, Fathers Mariano Gomez, Jose Burgos and
Jocinto Zamora, all Filipino priests, were executed by the Spanish
colonizers on charges of subversion.
• The charges against Fathers Gomez, Burgos and Zamora were their
alleged complicity in the uprising of workers at the Cavite Naval Yard.
• The martyrdom of the three priests apparently helped to inspire the
organization of the Propaganda Movement, which aimed to seek
reforms and inform Spain of the abuses of its colonial government.
The Propagandists
The Filipinos in Europe were much more active in seeking reforms than
those in Manila.
They were divided into three groups:
1. Filipinos who had been exiled to the Marianas Islands in 1872 after
being implicated in the Cavite Mutiny.
2. Illustrados in the Philippines who had been sent to Europe for their
education.
3. Filipinos who had fled their country to avoid punishment for a
crime, or simply because they could not stand Spanish atrocities
any longer.
The Major Propagandists
Masonry
• One of the oldest fraternities in Europe
• Became a popular organization for Filipino liberals and democrats
• Revolucion – 1st Filipino Masonic lodge in Barcelona founded by
Lopez Jaena
• Solidaridad – Founded by M. del Pilar in Madrid
• Nilad – 1st Masonic Lodge in the Philippines founded by Pedro
Serrano Laktaw.
Graciano Lopez Jaena
• A native of Jaro, Iloilo.
• Famous for his satirical work entitled “Fray Botod”
• Left the Philippines in 1880 after “Fray Botod” was published
• A Brilliant Orator
• Other works include “Esperanza” and “La Hija del Fraile” which
all criticized the abuses of Spanish friars in the Philippines
• Founded “La Solidaridad” in 1889
Marcelo del Pilar
• A fierce lawyer and writer from Malolos, Bulacan
• Identified by Spanish authorities in Madrid as “the most dangerous
Indio”
• Founded the “Diariong Tagalog” in 1882, the first Filipino newspaper
written in the vernacular.
• One of the first Filipinos initiated into the mysteries of Masonry in
Europe.
• He co-founded Logia Revoluccion in Barcelona
• Revived La Solidaridad when it floundered into stormy seas where he
became its Worshipful Master and with Jose Rizal as Orator.
Del Pilar’s Famous works include:
1. La Soberania Monacal en Filipinas (Monastic Supremacy in the
Philippines)
2. La Frailocracia Filipina (The Friars in the Philippines)
3. Caiingat Kayo
4. Dasalan at Tocsohan (parody of the Lord’s prayer)
5. Kadakilaan ng Diyos Sagot ng Espanyasa Hibikng Pilipinas
6. Ten Commandments of the Friars
Jose Rizal
• Known for his novels Noli Me Tangere and El Filibusterismo
• Rizal returned to the Philippines in June 1892, partly because the
Dominicans had evicted his father and sisters from the land they
leased from the friars’ estate at Calamba, in Laguna Province.
• Founded La Liga Filipina (1892) after the failure of the
Propaganda Movement
• It was dissolved, however, following his arrest and exile to the
remote town of Dapitan in northwestern Mindanao.
Other Propagandists and their Literature
1. Pedro Paterno - wrote Ninay and Sampaguita
2. Gregorio Sanciangco - wrote El Progreso de Filipinas
3. Antonio Luna - wrote Impresiones
4. Jose Maria Panganiban - wrote La Universidad de
Pilipinas: Plano de Estudios
5. Mariano Ponce - wrote Celebres Filipinos
6. Isabelo delos Reyes - wrote Historia de Ilocos and El
Folklore Filipino
Other Propagandists and their Literature
Problems of the Propagandist
• Differences of opinion and personal problems
• Their inadequate financial resource
• The patience of the people back home was rapidly
waning
• The publication of La Sol ceased to exist
• Personal and health problems of reformists
• Homesickness
La Solidaridad
• In order to help achieve its goals, the Propaganda Movement put up its
own newspaper, called La Solidaridad.
• The Soli, as the reformists fondly called their official organ, came out
once every two weeks (biweekly)
• The first issue saw print was published on November 15, 1895.
• The Solidaridad’s first editor was Graciano Lopez Jaena. Marcelo H.
delPilar took over in October 1889. Del Pilar managed the Soli until it
stopped publication due to lack of funds.
• Jose Rizal, Marcelo H. Del Pilar and Mariano Ponce comprised the
main staff of La Solidaridad, official organ of the Philippine propaganda
movement in Spain; they were called the “Glorious Trinity of the
Propaganda Movement”
La Solidaridad
Aims:
• To work for political and social reforms peacefully
• To present the sad conditions in the Philippines so that
Spain can remedy them
• To oppose the evil influences of reaction and outmoded
beliefs and practices
• To advocate liberal ideas and progress
• To champion the just aspirations of the Filipinos to life,
democracy and happiness
La Solidaridad
Pen Names of the Members
• Marcelo H. Del Pilar - Plaridel
• Jose Rizal - Laong Laan and Dimasalang
• Mariano Ponce - Naning, Tikbalang or Kalipulako
• Antonio Luna - Taga-ilog
• Jose Ma. Panganiban - Jomapa
• Dominador Gomez - Ramiro Franco
La Liga Filipina
In 1892, Jose Rizal returned to the Philippines and proposed the
establishment of a civic organization called “La Liga Filipina”
The motto Unus instar Omnium (One like All).
On July 3, 1892, the following were elected as its officers:
• President - Ambrosio Salvador
• Fiscal - Agustin dela Rosa,
• Treasurer - Bonifacio Arevalo
• Secretary - Deodato Arellano
• Adviser - Jose Rizal
La Liga Filipina
• On July 6, 1892,( Three days after the formation of La
Liga ) Jose Rizal was secretly arrested.
• The next day, Governor General Eulogio Despujol
ordered Rizal’s deportation to Dapitan, Zamboanga.
• La Liga Filipina's membership was active in the
beginning; but later, they began to drift apart.
• Andres Bonifacio was one of those who believed that the
only way to achieve meaningful change was through a
bloody revolution.
La Liga Filipina
The constitution was written in Hong Kong with the help of
Jose Ma. Basa. The Constitution states:
• Union of the Philippine Archipelago into a compact, strong
and homogeneous body.
• Mutual protection of the members
• Defense against all violence and injustice
• Encouragement of education, agriculture and commerce
• Study and application of reforms
La Liga Filipina
Objectives:
• Unification of the archipelago into a one compact, vigorous
and homogenous body;
• Mutual protection in every want and need;
• Defense against all forms of violence and injustices;
• Encouragement of education, agriculture and commerce;
• The study of application of reforms
La Liga Filipina
Significance of the Movement
• Succeeded in influencing profound political
developments
• Politicized a great number of Filipinos
• Establishment of a group that yearned for reforms, the
Katipunan
The Arrest of Rizal
July 7, 1892: Gen. Eulogio Despujol ordered Rizal’s
imprisonment at Fort Santiago
July 15: He was put into exile in Dapitan
• This marked the fall of the La Liga Filipin
• Some members, led by Apolinario Mabini, tried to revive
the league but the failed because many members,
including Andres Bonifacio, believed that it was useless
to expect reforms from the corrupt Spaniards.
Birth of National Consciousness
Source: Mr. Ray Obispo (MIDTERM LEARNING RESOURCES)

C. QUILANG
National Consciousness
• A national consciousness is a shared sense of national identity
and a shared understanding that a people group shares a
common ethnic, linguistic or cultural background.
• Historically, a rise in national consciousness has been the first
step towards the creation of a nation.
• National consciousness binds together men of diverse castes
and creeds, clans and colors, and unites them into one people,
one family, one nation with common aspirations and ideals
• The Philippine experience in the formation of national identity
had its roots in the pre-hispanic period.
1. Foundation of Indigenous Culture
• Our racial origin and the types of cultures the early migrants
brought to the Philippines, have hypothesized that:
1. Our indigenous culture began do develop on the pre-historic
and pre-Christian eras
2. These early cultures ranged from the crude Old Stone Age to
the Metal Age with organized community life
3. The early settlers came from Borneo, Indo-China, South China
and other parts of Southeast Asia.
2. Unification of the country by Spain
• The more than three centuries of Spanish domination in the Philippines was one
of the longest in the Southeast Asia by a Western colonizer.
• In those times, they have done so many things in the Philippines like Unification
of a widely scattered people, bringing Catholicism and a system of education.
3. Early Revolt
• Because of the unjust way the Spanish are treating the Filipinos, the Filipinos
revolted for reasons like exploitation of manpower and many more.
4. Challenge of the 19th Century

• Meantime, economic and political developments that were to affect the
Philippines either directly or indirectly were shaping up in Europe.
5. The Challenge of Industrialization
• Industrialization rapidly gained momentum in the second half of the
19th century as the knowledge of man gets vaster. These changes fueled
the industrial revolution
6. The Altered Position of the Catholic Church in the 19th Century

• The Catholic Church in Europe was a most powerful and influential
institution. The church has been identified with the monarchy and
aristocracy since the medieval era
7. The Philippine is drawn Within the Orbit World trade

• The beneficial effect of economic liberalism in Europe and the United
States had finally convinced Spain to abandon mercantilism and reluctantly
open the Philippines to world trade
8. The New Breed of Native middle class
• These 19th century economic and social stimuli effected a marked improvement
in the standard of living of small group of indios and mestizos who were
engaged in commercial agriculture and trade.
9. Initial Response to 19th Century Challenges

• Even before the emergence of an active educated middle class, which directly
worked for reforms, Francisco “Balagtas “ Baltazar (1788-1862) had already
voiced his disgust in the prevailing social order through his literary pieces,
particularly Florante at Laura.
10. Futile Spanish Attempt to initiate

• Sensing the prevalent social discontent, political insecurity and the growing anti
Spanish feelings in the islands.
Filipino Nationalism
• Filipino Nationalism is an upsurge of patriotic
sentiments and nationalistic ideals in the Philippines of
the 19th century that came consequently as a result of
more than two centuries of Spanish rule and as an
immediate outcome of the Filipino Propaganda
Movement from 1872 to 1892.
• It served as the backbone of the first nationalist
revolution in Asia, the Philippine Revolution of 1896.
The Creole Age
• The term 'Filipino' in its earliest sense referred to Spaniards
born in the Philippines or Insulares (Creoles) and from
which Filipino Nationalism began.
• Traditionally, the Creoles had enjoyed various government
and church positions—composing mainly the majority of
the government bureaucracy itself.
• Characterized mostly in Philippine history as corrupt
bureaucrats, the Creole gradually changed from a very
government-dependent class into capital-driven
entrepreneurs because of the decline of the Galleon Trade.
The Creole Age
Luis Rodriquez Varela - a Creole educated in liberal France. The
earliest signs of Filipino Nationalism could be seen in his writings
• Only Philippine creole that is part of the European Nobility
• The court gazzette in Madrid announce that he was to become a
Conde and from that point on proudly called himself 'Conde
Filipino’.
• He championed the rights of Filipinos in the islands and slowly
made the term applicable to anyone born in the Philippines.
• In 1823 he was deported together with other creoles (allegedly
known as Hijos del Pais), after being associated with a Creole
revolt in Manila led by the Mexican Creole Andres Novales.
The Creole Age
Creole Padre Pelaez - Campaigned for the rights of Filipino
priests and pressed for secularization of Philippine parishes.
• Due to the Latin American Revolutions, Filipino priests were
being replaced by Spanish friars and Pelaez demanded
explanation as to the legality of replacing a secular with
regulars—which is in contradiction to the Exponinobis.
• Pelaez brought the case to the Vatican almost succeeded if
not for an earthquake that cut his career short.
• His ideology would be carried by his more militant disciple,
Jose Burgos who was one of the GOMBURZA
The Creole Age
The Cavite Mutiny
• The death of Jose Burgos, and the other alleged
conspirators Mariano Gomez and Jacinto Zamora,
seemingly ended the entire creole movement in 1872.
• Governor-General Rafael de Izquierdo unleashed his reign
of terror in order to prevent the spread of the creole
ideology - Filipino nationalism.
• The creole affair was seen by the other natives as a
simple family affair - Spaniards born in Spain against
Spaniards born the Philippines
Causes of The Awakening of the Filipino’s National Consciousness
The 19th century was the birth of Filipino nationalism. This
important phenomenon was caused by the following:
1. The opening of the Philippines to world trade
2. The influx of liberal ideas into the country
3. The rise of the Middle Class
4. Opening of Suez Canal
5. The liberal regime of Governor-General de la Torre
6. The martyrdom of Fathers Mariano Gomez, Jose
Burgos and Jacinto Zamora
1. Opening of the Philippines to world trade from 1834 to 1873
• The opening of Manila (1834) and other parts of the Philippine to foreign
trade brought not only economic prosperity to the country but also a
remarkable transformation in the life of the Filipinos.
• This stimulated the economic activities in the country which brought
prosperity to some of the Filipinos but most of all to the Chinese and the
Spaniards.
• It resulted to the rise of a new social class referred to as “Middle Class” or
the “Illustrados”
1. Acquired material wealth
2. Improved their social stature and influence
3. Clamored for social and political equality with the colonial masters .
2. Influx of Liberal Ideas
• With the opening of the Philippines to world trade,
European ideas freely penetrated the country in form of
printed books, newspapers, and treatises made
available to the natives as they participated in the
process of exchange of goods and products.
• The new knowledge and current events they learned
and acquired outside affected their ways of living and
the manner of their thinking
3. The Rise of the Middle Class
• The middle class or the Illustrado families sent members of
their family particularly male children to study abroad.
• These students would be exposed to European thoughts and
would later lead in call for reforms
• The Intelligencia, Filipino patriots and propagandist mostly
came from this class.
• Among these were Father Pedro Pelaez, Father Jose Burgos,
Dr. Jose Rizal, Marcelo H. del Pilar, the Luna Brothers, Jose
Ma. Panganiban, Mariano Ponce, Graciano Lopez Jaena and
Pedro A. Paterno.
4. Opening of Suez Canal
• The Suez Canal was created by a French engineer named
Ferdinand de Lesseps
• It took 10 years to build, and was officially opened on November 17,
1869.
• The Suez Canal stretches 103 milesand connects the
Mediterranean with the Gulf of Suez and hence with the Red Sea
and the Indian Ocean.
• This man-made canal made transportation easier, making the
transfer of goods and ideas better and faster.
• With this canal, the trip to Barcelona to the Philippines which took 3
months was reduced to only 32 days.
5. The liberal regime of Governor - General de la Torre
Spanish Revolution of 1868
• The period when Queen Isabella was ousted by Generals
Francisco Serrano and Juan Prim
• This incident had proven that Spain was not invincible and
that even how powerful it was it cannot escape social
unrest and political upheavals.
• In 1873, the first Spanish Republic was established and the
Liberals installed Carlos Ma. Dela Torre as the governor
general in the Philippines.
Governor General Carlos Ma. Dela Torre
• General Carlos Ma. De la Torre was appointed by the
provisional government in Spain as Governor General of
the Philippines following the Spanish Revolution.
• De la Torre’s liberal and pro-people governance had given
Rizal and the Filipinos during this period a foretaste of a
democratic rule and way of life.
• He encouraged freedom and abolished censorship.
• He recognized the freedom of speech and of the press,
which were guaranteed by the Spanish Constitution.
• He was concerned with the needs of the natives
• He ordered the abolition of flogging as punishment
for military disobedience
• He implemented the Educational Decree of 1863
and the Moret Law which delimit the secularization
of educational institutions and allowed the
government to take control among different
schools and academic institutions.
• Governor De la Torre’s greatest achievement was the
peaceful solution to the land problem in Cavite.
• Agrarian uprisings led by the local hero, Eduardo
Camerino, erupted several times in Cavite.
• This agrarian problem was only solved without bloodshed
when Governor De la Torre himself went to Cavite and
had a conference with the rebel leader.
• He pardoned the latter and his followers, provided them
with decent livelihood and appointed them as members of
the police force with Camerino as captain.
6. The Martyrdom of the GOMBURZA
In 1870, Spanish monarchy was restored with Amadeo de
Savoy as new king.
• This king eventually sent Rafael Izquierdo as the governor
general in Manila
• Izquierdo was the exact opposite of De la Torre
• He ordered that the exemptions and privileges enjoyed by
workers of the arsenals and ship yards be repealed, giving
reason for these workers to launch a mutiny that took place
in 1872.
6. The Martyrdom of the GOMBURZA
Cavite Mutiny
• An uprising of the arsenal and shipyard workers of Cavite
as a response to the repeal of their privileges such as
exemption from paying tributes and performance of forced
labor.
• This took place on January 20, 1872 and was headed by
Sergeant La Madrid
• The Cavite Mutiny is a failed uprising against the
Spaniards due to miscommunication.
Cavite Mutiny
• This unfortunate incidence became an opportunity for the
Spaniards to implicate the three Filipino priests who had been
campaigning for Filipino rights, particularly the right of Filipino
priests to become parish priests or “Filipinization” of the parishes
in the country.
• The Spanish government then wanted them to be placed behind
bars or executed. To do this, it magnified the event and made it
appear as a “revolt” against the government.
• To implicate them, the government bribed Francisco Zaldua, a
former soldier, as the star witness.
Governor Izquierdo approved their death sentence
and at sunrise of February 17, 1872, Fathers Gomez,
Burgos and Zamora were escorted under heavy guard
to Luneta and were executed by garrote (strangulation
machine) before a vast crowd of Filipinos and
foreigners (Ibid.).
The Three Martyr Priest
1. Jose Burgos
• Born in Vigan, Ilocos Sur on 9 February1837
• Youngest among the three
• One of the major advocates of secularization
• During that time was the curate of the Cathedral and
Canonigo Magistral
• Burgos was a close friend and associate of Paciano
Rizal, José Rizal's older brother and mentor.
2. Mariano Gomez
• Born in Sta. Cruz, Manila
• On June 2, 1824, he was designated as the head priest
of Bacoor, Cavite.
• At the age of 72, First to be executed
• Founded La Verdad, which served as the mouthpiece
of secularization
• Oldest among the martyr priests
3. Jacinto Zamora
• Born August 14, 1835,
• Zamora handled parishes in Marikina, Pasig, and Batangas.
• Zamora had a habit of playing cards after saying Mass. On the night
of the Mutiny, he received an invitation stating that his friend had
"Powder and Munitions"; in a gambler's language, "Powder and
Munitions" meant that the player had much money to gamble with.
• The Spanish used this letter against him, implying that he was part of
the mutiny.
• He already lost his mind during the proceedings
Significance of the martyrdom of the three priests
1. Filipinos forgot their regional hostilities and felt the need
of being united for a common cause
2. The Filipinos instead of developing fear from the
Spaniards, developed hatred instead
3. The GOMBURZA served as inspiration to future patriots
to selflessly fight the Spaniards in order to put a stop on
injustices and abusiveness committed by the colonizers.
Secularization Movement
1. An interest group consisted of Filipino priests
who demanded that they be allowed to handle
parishes in accordance with the provisions of the
Council of Trent
2. It was once headed by Father Pedro Pelaez and
was followed by Fr. Jose Burgos.

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Life and Works of Rizal

Introduction to the Life and Works of Rizal

Source: Mr. Ray Obispo (NeoLMS: MIDTERM LEARNING RESOURCES)

REPUBLIC ACT 1425 - RIZAL LAW

1. To rededicate the lives of youth to the ideals of freedom and nationalism,

3. To gain an inspiring source of patriotism through the study of Rizal’s life,

Primarily, its rationale is to foster in the Filipino youth a nationalistic sentiment

It shall be obligatory on all schools, colleges and universities to keep in their

The sum of three hundred thousand pesos is hereby authorized to be

This act shall take effect upon its approval.

• Republic Act N. 1425 or the Rizal Law

• CHED Memorandum No. 3, s 1995 by Commisioner Mona D. Valismo - Strict

1. To recognize the importance of Rizal’s ideals and teachings in relation to present

4. To foster the development of the Filipino youth in all aspects of citizenship.

Source: Mr. Ray Obispo (NeoLMS: MIDTERM LEARNING RESOURCES)

He fought against slavery, discrimination and manipulation and served as an

1 (Romero et al 1978: 17-18).

1 (Zaide 1999: 209).

The Spaniards censorship and racial discriminatory practices were oppressive

• Conquistadores were the elite class that exploited the masses

2. Insulares - Spaniards born in Philippines who took important positions in the

3. Illustrados - “Enlightened ones" Constituted the Filipino educated class during

5. Mestizo - Filipinos of mixed indigenous Filipino, European or Chinese

6. Indios - Filipinos with pure austronesian ancestry.

• It helped the Spanish monarchs manage the affairs of the colonies

2. The Guardia Civil

3. Alcaldes Mayores 5. Gobernadorcillo

4. Alcaldes en ordinario 6. Cabeza de Barangay

Without dedication to duty, there is no moral strength to resist corruption. This

Source: Mr. Ray Obispo (NeoLMS: MIDTERM LEARNING RESOURCES)

The Jesuits opened a secondary school subsidized by the government.

Lieutenant-General Jose Lemery - the governor general of the Philippines

Un Recuerdo A Mi Pueblo (In Memory of My Town) - a poem about Rizal’s

Arturo Camps - a Frenchman friend of Rizal’s father who took care

To enter the Ateneo, a candidate was subjected to an entrance examination on

Among Jose’s classmates were Peninsulares and sons of Peninsulares;

The reasons why he studied medicine:

Studies completed in Spain.

In Gay Paris (1885-86)

First letter to Blumentritt

• Rizal was fortunate to be sojourned in Heidelberg when the

• To gain further knowledge in ophthalmology.

Danubian Voyage to Lintz.

From Lintz to Rheinfall

Source: An outline of Jose Rizal’s Life

Source: Mr. Ray Obispo (MIDTERM LEARNING RESOURCES)

• The Spanish members of the society were Miguel Morayta and

Source: Mr. Ray Obispo (MIDTERM LEARNING RESOURCES)

4. Challenge of the 19th Century

6. The Altered Position of the Catholic Church in the 19th Century

7. The Philippine is drawn Within the Orbit World trade

9. Initial Response to 19th Century Challenges

10. Futile Spanish Attempt to initiate

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