Rizal'S Life Works and Writings: Sanny Avila-Dante, LPT Teacher

RIZAL’S LIFE
WORKS AND
WRITINGS
SANNY AVILA-DANTE, LPT

TEACHER
RIZAL’S LIFE WORK AND OTHER WRITINGS
CHAPTER I
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LEARNING OUTCOMES:
 Define a hero.
 Analyze the different criteria in selecting a hero.
 Identify the characteristics of a hero.
Pre- Test : Select the correct answer for the following questions.
1. When was the Philippine Centennial Celebrated?
a. June 12, 2000
b. June 12, 1993
c. June 12, 1998
d. June 12, 1999
2. When was the first Rizal day commemorated?
a. December 30, 1897
b. December 30, 1898
c. December 30, 1899
d. December 30,1901
3. Rizal’s first novel
a. El Filibusterismo
b. Noli Me Tangere
c. Camisita
d. To The Young Women of Malolos
4. The first monument erected Filipino masons to honor Rizal was in _____.
a. Luneta
b. Calamba
c. Dapitan
d. Daet,
5. The Philippine President who issued a decree to commemorate the death anniversary of
Rizal.
a. Elpidio Quirino
b. Manuel Quezon
c. Emilio Aguinaldo
d. Sergio Osmena
INTRODUCTION
Rizal in the eyes of the Filipinos

We begin this learning material with a question: Who is the greatest hero of the
Philippines? When asked this question, every Filipino might answer: “Jose Rizal”.
Who was Jose Rizal and why was he well known among Filipinos? Why are there so
many monuments in his honor and why were many streets named after him? To many Filipinos,
their answers might be varied. He was a martyr who died for Filipinos. Some sectors even call
him the “Tagalog Christ” or “Kristong Tagalog”. Many Filipinos admire him as a man of many
talents – poet, doctor, anthropologist, sculptor, surveyor, farmer, novelist, essayist,historian,
teacher and a polyglot with a knowledge of, some authors say, 22 languages. Historians
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consider him as the man who inspired a nation. To some sectors, he was revered as a saint or
messiah who would one day free the Philippines from oppression..
Rizal also had his share of detractors. Some writers depict him as an agitator, a
wanderlust, a man hungry for power, and an unpredictable person. Some write to denigrate him
and question his motives. There can be no Emilio Aguinaldo without Andres Bonifacio. It was
Bonifacio who help found the Katipunan, the organization that launched the 1896 Philippine
Revolution and recruited Aguinaldo into its ranks. There will be no Bonifacio without rizal – it
was Rizal’s achievements which help inspire the foundation of the Katipunan. Even his name is
one of the passwords of one of the ranks of the organization. Going further, there will be no
Rizal without the GOMBURZA priest. It was the unjust execution of these Filipino secular
priests, Father Mariano Gomez, Jose Burgos, and Jacinto Zamora, that inspired Rizal to embark
on his nationalist quest. The trio was his inspiration for his second novel, El Filibusterismo.
The Humanity of Heroes
In the study of the life of heroes, it is important to put in mind that a hero is a human
being. Heroes are made. Heroes, like ordinary human beings, are a product of their time.
Heroes are the product of their environment, which includes their society, surroundings, and the
conditions prevalent at that time. Heroes are made because they responded to the call of the
times and their response to this call had a decisive effect on the lives of their countrymen.
Heroes are actually ordinary human beings who faced challenges with an extraordinary
response. In the end, their humanity will be unveiled through scholarly study. In closely studying
the humanity of heroes, some of their frailties might surface. There may be some writers who
may wish to denigrate their achievements by capitalizing on these frailties. They may even
question their motives by making malicious conclusions about their achievements. These
frailties should not distract a serious student in studying the life of a hero. On the other hand, the
students should be guided on the contribution of heroes to the betterment of their country rather
than on their shortcomings. It is also important to consider how the her’s achievements
outweighed his deficiencies in serving the nation.
The Criteria for Heroes

Who declares if anyone is a hero? How did Rizal become a hero? There is no law or
proclamation which directly made Rizal a hero. Rizal’s hero status was made by the
acclamation of the Filipino people. This became the object of public worship and accolades are
heaped upon him. This could be seen in singular tributes to his honor and it may even be
manifested physically through the erection of monuments and the naming of streets and
buildings after him. The test of a person’s heroism becomes stronger if the person is acclaimed
long after his death and by people who are not of his generation. This means the appreciation of
his life and achievements spans beyond his life.
The National Historical Commission of the Philippines (formerly National Historical
Institute), the country’s agency in charge of historical matters, prescribes the passage of 50
years before a person is finally confirmed as a hero. If the person is still being admired after that
period and his ideas and ideals are still invoked and appreciated, the person has passed the
test of time and is considered a hero.
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The NHCP laid down the definition and according to their definition in 1965, a hero
defined as “an admirable leader towering over his peers, who serves a noble cause, possessing
exceptional talent, distinguished valor and/or hold enterprise, exercising a determinative
influence over the spiritual life of his people in a particular remarkable event.”
The criteria mentioned the following:
a. The hero must, during extreme stress and difficulties, project himself by his own
fortitude, by his own sacrifices to be the inspiration of his countrymen in leading them to
their rightful destiny.
b. He must exhibit self-denial and abandon his personal interests to place those of his
country before any other, and whose deeds and acts are proudly emulated by a grateful
people that, after his death, render him singular tribute, honor him with public worship,
and acknowledge his meritorious services to mankind by spontaneous national
recognition.
c. A hero must exercise a determinative influence over the spiritual life of his people in an
event of great significance.
d. In order to qualify for the distinction of a national hero : one must project himself by his
own fortitude, effort, and sacrifices to be the beacon light of his oppressed countrymen
to their rightful destiny.
The NHCP come out with the characteristics of a person to be examined before he could be
considered a hero:
1. Motives and methods employed in the attainment of the ideal (e.g. welfare of the
country).
 In the attainment of the ideal, did the person concerned sacrifice purely and
exclusively for the welfare of the country or were there any selfish or ulterior
motives in the making of such sacrifices? Were the methods employed in the
attainment of the ideal morally valid?
2. The moral character of the person.
 Did he do anything immoral to taint his personal character? If there was any
immorality, did it affect his work, society, or ideal?
3. The influence of the person to his age or epoch and the succeeding eras.
More definitions on what a hero is were added in the year 1993, as the country was
preparing for the commemoration of the centennial of the declaration of Philippine
Independence.
March 28, 1993 – President Fidel V. Ramos issued Executive Order No. 75, creating the
National Heroes Committee whose aim is “ study ,evaluate and explicity recommend Filipino
national personages as national heroes in due recognition to their sterling character and
remarkable achievements for the country”.
The committee was attended by the prominent historians of the country:
1. Dr. Onofre D. Corpuz
2. Carmen Guerrero- Nakpil
3. Dr. Samuel K. Tan
4. Dr. Marcelino Foronda
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5. Dr. Alfredo Lagmay
6. Dr. Bernardita R. Churchill
7. Dr. Serafin D. Quiason
8. Prof. Ambeth R. Ocampo
9. Minerva Gonzales
On June 3, 1993, the body adapted the definition of a hero drafted by Dr. Corpuz. He said “
heroes are those who define and contribute to a system of life and freedom and order for a
nation. Freedom without order will lead to anarchy.”
The Important Element in considering heroism is the person’s nationalism
 He has a concept of nation and thereafter aspires and struggles for the nation’s
freedom.
 A national hero must be guided by the conviction of national identity.
 The person must identify himself with the nation and would be willing to sacrifice
for its benefit. (e.g. Jose Rizal, Andres Bonifacio, Graciano Lopez Jaena, and
Marcelo h. del Pilar). Who sought to uplift the social conditions of the Philippines
and not just a particular region or ethnoloinguistic group.
 Heroes are those who contribute to the quality of life and destiny of a nation.
In another meeting of historians on November 15, 1995, the committee decided to adapt a
criteria stating that:
 a hero is part of the people’s expression

 a hero thinks of the future, especially the future generations.
 Involves not only the recounting of an episode or events in history but of the entire
process that made this person a hero.
Dr. Serafin Quiason gave a definition saying “ a hero is an event-making man who helps
create the fork in the historical time that he faces. Heroes in a democracy should be great
figures in the pantheon of thought, the men of ideas, and social vision of scientific and artistic
power”.
Presently, the Philippines has set aside four days to honor its heroes:
Bonifacio Day November 30 (Act No. 2946)
Rizal Day December 30 ( decreed by Aguinaldo)
Ninoy Aquino Day August 21 (R.A. 9256)
National Heroes Day Every Last Sunday of August (Public Act No. 3827, R.A. 9492)
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The First Rizal monument erected by Filipino Masons in Daet, Camarines Norte on December 30, 1898
The monument bears the words “ A Jose Rizal”, “Noli Me Tangere”, “El Filibusterismo” and “Morga”.
As for who should recognize heroes, this should be better left to the people through their
popular acclamation. The people are the final judge to the heroes’ achievements and they would
subscribed to the heroes’ ideals as long as these are relevant and classic. Popular acclamation
should be sustained and should withstand the test of time. The role of the government and other
authorities is to continue to keep the memory of these heroes alive and to confirm their heroes
after a long period of study and reflection. In the case of Rizal, more than a hundred years have
passed and we can now say that Rizal has passed the test and is a true Filipino hero. Other
national heroes included Andres Bonifacio, Emilio Jacinto, Apolinario Mabini, Marcelo H. del
Pilar, and all those who helped guide the Philippines to being a nation-state.
Jose Rizal Monuments and Markers erected in different countries to honor him
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PRACTICAL EXERCISES
ACTIVITY 1
1. Go to a plaza or park near you. Take pictures of the monuments and identify at least
one. Using your local library or interview of government or barangay officials, especially
those in the Department of Tourism, try to know the story of the hero represented by the
monument. Share your work to the class either by simple narration or with the aid of
video presentation.
2. A. Identify the names of the streets of your hometown. Who are these people?
b. what have they done for the community? For the country?
C. Using the criteria of a hero, do they answer the criteria of being a hero? Analyze and
prove your answer.
3. According to various Philippine Presidents, the Overseas Filipino Workers are presnt-day
heroes. Using the criteria presented in this reading, are they worthy of being called heroes?
Justify your answers. Could other parameters be used to update the definition of a hero fifty
years after debate of the National Heroes Commission?
Post -Test : Select the correct answer for the following questions.
1. Many Filipinos admired Rizal as _________.
a. Tagalog Christ
b. Martyr
c. Polyglot
d. Many- S[lendored Genius
2. ______ is a person who had an ability to speak many languages.
a. Polemicist
b. Philologist
c. Polyglot
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d. Folklorist
3. He said, “a hero is an event – making man who helps create the fork in the historical
time that he faces”.
a. Carlos Quirino
b. Bernardita Churchill
c. Serafin Quiason
d. Onofre Corpus
4. The old name of National Historical Commission of the Philippines.
a. Historical Commission of the Philippines
b. Philippine institute of History
c. National Historical Institute
d. National Historical of the Philippines
5. Rizal’s second novel.
a. El Filibustirismo
b. Noli Me Tangere
c. Morga
d. Relacion de las islas Felipinas
6. When was the Philippine Centennial Celebrated?
e. June 12, 2000
f. June 12, 1993
g. June 12, 1998
h. June 12, 1999
7. When was the first Rizal day commemorated?
e. December 30, 1897
f. December 30, 1898
g. December 30, 1899
h. December 30,1901
8. The first monument erected Filipino masons to honor Rizal was in _____.
e. Luneta, Manila
f. Calamba, Laguna
g. Dapitan, Zamboanga del Norte
h. Daet, Camarines Norte
9. The Philippine President who issued a decree to commemorate the death anniversary of
Rizal.
e. Elpidio Quirino
f. Manuel Quezon
g. Emilio Aguinaldo
h. Sergio Osmena
10. The American Governor General who enshrined Rizal as National hero.
a. Leonard Wood
b. Theodore Roosevelt
c. William Howard Taft
d. Francis Burton Harrison
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CHAPTER
2
Rizal’s Century: The 19th Century
LEARNING OUTCOMES
At the end of this lesson, the students should be able to:

 State the concept of liberal ideas as opposed to the conservative ideas.
 Point out the countries where its people tried to change the political and social
situations of those countries;
 Discuss the direction of the changes
Pre- Test : Select the correct answer for the following questions.
1. The leading imperialist of 19th Century.
a. Spain
b. England
c. France
d. Portugal
2. Spain ,once upon a time was known as _______.
a. Eagle that rules the waves
b. Queen of the World
c. Mistress of the World
d. Star of the Universe
3. Old name of Sri Lanka.
a. Hindustan
b. Pallava
c. Ceylon
d. Burma
4. The Prime Minister of Sardena during the Unification of Italy.
a. Camillo di Polavieja
b. Camillo di Cavour
c. Camillo di Musca
d. Camillo di Monte
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5. He was the Iron Chancellor of Germany.
a. Enrique Capriles
b. Otto von Bismarck
c. Otto von Kepler
d. Adolph Their
INTRODUCTION:
Rizal’s Century: The 19th Century
To appreciate and understand the life of Dr. Jose Protacio Rizal Alonzo Mercado Y
Realonda, it is necessary to know the historical background of the world and of the
Philipines during his times. The 19th century when he lived was a century of ferment
caused by the blowing winds of history. In Asia, Europe, and the Americas , events
surged inexorably like sea tides, significantly affecting the lives and fortunes of mankind.
The World of Rizal’s Times
February 19, 1861 – four months before Rizal’s birth in Calamba, the liberal Czar
Alexander II (1855-1881) of Russia, to appease the rising discontent of the Russian
masses, issued a proclamation emancipating 22,500,000 serfs.
June 19, 1861 – When Rizal was born, the American Civil War (1861-65) was raging
furiously in the United States over the issue of Negro slavery. This titanic conflict, which
erupted on April 12, 1861, compelled President Abraham Lincoln to issue his famous
Emancipation Proclamation on September 22, 1863 freeing the Negro Slaves.
June 1, 1861 – just eighteen days before Rizal’s birth, Benito Juarez, a full-blooded
Zapotec Indian, was elected President of Mexico. A year after his election (in April
1862) Emperor Napoleon III of the Second French Empire, in his imperialistic desire to
secure a colonial stake in Latin America, sent French troops which invaded and
conquered Mexico. President Juarez, owing to the raging American Civil War, could not
obtain military aid from his friend, President Lincoln, but he continued to resist the
French invaders with his valiant Indian and Mexican freedom fighters. To consolidate
his occupation of Mexico, Napoleon III, installed Archduke Maximilian of Austria as
puppet emperor of Mexico at Mexico City on June 12, 1864. Finally, after the end of the
American civil war, Juarez, with U.S. support, defeated Maximilian’s French forces in
the battle of Queretaro (May 15, 1867) and executed Emperor Maximilian on June 19,
1867 ( Rizal’s sixth birthday anniversary). Thus fizzled out Emperor Napoleon III’s
ambition to colonize Latin America.
In Rizal’s times two European Nations (Germany and Italy) succeeded in unifying their
own countries.
March 17, 1861 – The Italians under the leadership of Count Camillo di Cavour, Prime
Minister of Sardenia and of Giussepe Garibaldi and his army of “Red Shirts” drove out
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the Austrians and French armies from Italy and proclaimed the Kingdom of Italy under
King Victor Emmanuel II, with Rome as capital city.
January 18, 1871 – The Prussians led by Otto von Bismarck, the “Iron Chancellor’,
defeated France in Franco-Prussian War and established the German Empire with king
Wilhelm of Prussia as first Kaiser of the German empire. With his defeat in Franco-
Prussian War, Emperor Napoleon III’s Second French Empire collapsed, and over its
ruins the third French republic arose, with Adolph Thiers as First President.
The times of Rizal saw the flowering of Western Imperialism.
England emerge as the world’s leading imperialist power. On account of her invincible
navy and magnificient army, she was able to conquer many countries throughout the
world and to establish a global colonial empire. Thus the British people during the
glorious reign of Queen Victoria ( 1837-1901) proudly asserted : “Britannia Rules The
Waves. By winning the wars;
First Opium War (1840-1842) – she acquired from the tottering Chinese Empire under
Manchu Dynasty, the island of Hong Kong ( Fragrant Harbor ).
Second Opium war (1856-1860) – she won again and forced the helpless Manchu
Dynasty to cede the Kowloon Peninsula opposite of Hong Kong.
1859 – after suppressing the Indian Rebellion ( Sepoy Rebellion) and dismantling the
Mogul Empire, she impose her raj (rule) over the subcontinent of India ( now consisting
India, Pakistan and Bangladesh).
Arrow war (1856-1858) – joined by French armies forced china to open the whole
country for foreigners.
Three Anglo-Burmese Wars ( 1824-26, 1852 and 1885) – she conquered Burma
( now Myanmar).
Other lands in Asia which became British colonies were Sri Lanka (Ceylon), Maldives,
Aden, Malaya, Singapore, and Egypt. Australia and New Zealand in South Pacific also
became British Colonies.
Other imperialist, following Britain’s example, grapple the weak countries in Southeast
Asia and colonized them.
1858-1863 – France, with the help of Filipino troops under Spanish Officers, conquered
Vietnam.
1863 – annexed Cambodia
1893 – Laos and merge all these countries into a federated colony under the name
French Indochina.
Russia
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Unable to expand westward to Europe, turned eastward to Asia, conquering
Siberia and later occupied Kamchatka, Kuriles, and Alaska ( which she sold in 1867
to the U.S. for $7,200,000).
From 1865 to 1884 – she coquerd the Muslim Khanates of Bokhara, Khiva, and Kokand
in Central Asia. Expanding towards China.
Russia joined England, France, and Germany in the despoliation of the crumbling
Chines Empire, acquiring Manchuria as a “ sphere of influence”, thus enabling her to
build the 5,800 mile Trans- Siberian Railway (the world’s longest railroad) linking
Vladivostok and Moscow.
United States of America
July 8, 1853 – an American squadron under the command of Commodore Matthew C.
Perry re-open Japan to the world. After this event, which ended Japan’s 214 year
isolation (1639-1853), Emperor Meiji (Mutsuhito) modernized the country by freely
accepting Western influences, including imperialism. No sooner had Japan
strengthened her navy and army along Western lines, when she, joining the Western
Imperialist powers, began her imperialist career by fighting weak China in the Sino-
Japanese War (1894-95) and grabbed Formosa (Taiwan) and Pescadores. And later in
1910 she annexed Korea.
Netherlands – after driving away the Portuguese and Spaniards from the East Indies in
the 17th century, colonized this vast and rich archipelago and named it the Netherlands
East Indies now Indonesia.
Germany – the Ilties a German warship seized the islands of Carolines and Palau on
August 25, 1885 and hoisted the German flag. Spain was enrage by the action of
Germany and the populace rose in violent actions, demanding war against Germany. To
avert impending war, Spain and Germany submitted the Carolina Question to Pope Leo
XIII for arbitration. On October 22, 1885 in his decision favoring Spain – recognizing
Spain’s sovereignty over the Carolines and Palau, but granting two concessions to
Germany – (1). The right to trade in the disputed archipelagoes and (2) the right to
establish a coaling station in Yap for German Navy. Both countries accepted the papal
decision.
Spain
While the imperialist powers were enjoying the fruits of their colonial ventures and
achieving global prestige, Spain, once upon a time the “ mistress of the world” was
stagnating as a world power. Gone with the winds of time was the dalliance of the
imperial glory of her vanished Siglo de Oro (Golden Age). She lost her rich colonies in
Latin America – Paraguay (1811), Argentina (!816), Chile (1817), Colombia and
Ecuador (1819),The central American countries ( Costa Rica, Honduras, Guatemala, El
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Salvador, Mexico and Nicaragua) in 1821, Venezuela (1822), Peru (1824), Bolivia and
Uruguay (1825) by achieving their independence. Evidently, Spain never learned a
lesson from the loss of these colonies, for she continued a despotic rule in her
remaining overseas colonies, including Cuba, Puerto Rico and The Philippines (1898).
PRACTICE EXERCISES
I Answer the following questions.
1. Discuss the socio-economic, political and religious developments in Europe

and their impact on the Philippines.
2. List down the events that happened in the 19 th century.
Post-Test
I.Direction: Select the correct answer for the following questions.
6. He was the leader of Red Shirts Army in Italy.
a. Giusseppe Garibaldi
b. Benito Benitez
c. Gordon Praz
d. Nicolaus Kepler
7. He was the Iron Chancellor of Germany.
e. Enrique Capriles
f. Otto von Bismarck
g. Otto von Kepler
h. Adolph Their
8. He issued the famous Emancipation Proclamation freeing the Negro slaves.
a. President Benito Juarez
b. President Abraham Lincoln
c. President Adolf Thier
d. President Napoleon Bonaparte
9. A Cantonese word which means “ Fragrant Harbor”.
a. Kowloon
b. Kow Tow
c. Hong Kong
d. Formosa
10. The old name of Cambodia.
a. Kampuchea
b. Tonking
c. Ceylon
d. Burma
11. The Foundation Day of the German Empire.
a. January 17, 1871
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b. January 17, 1888
c. January 17, 1885
d. January 17, 1886
II. Match the Columns
A B
1.Sri Lanka a. Tongkin

2. Myanmar b. Ma-i
3. Taiwan c.Indonesia
4. Vietnam d. Siam
5. Cambodia e.Burma
6. Netherlands East Indies f. Ceylon
7. Thailand g. Kampuchea
8. Philippines h.Formosa
References:
Gregorio F. Zaide and Sonia M. Zaide; Life, Works and Writings of a Genius,Writer,Scientist and
National Hero;7th ed.,All Nations Publishing C.,Inc.,Quezon City,Phils.,1998
Dr. Augusto V. De Viana, Helena Ma. F. Cabrera, DBA, Emelita P. Samala, Myrna M. de Vera,
Janet C. Atutubo; Jose Rizal: Social Reformer and Patriot, A Study of his Life and Times; 1st ed.,
Rex Book Store, Inc.,Manila,Philippines,2018
CHAPTER
16
3
CONDITIONS IN THE PHILIPPINES IN THE 19TH CENTURY
LESSON OBJECTIVES:
 Review the political and social changes that occurred in Europe in the 19 th
century.
 Analyze how the changes in Europe affected an Asian colony (e.g. the
Philippines was a colony of Spain, a western European country).
PRE- TEST :
Direction: Select the correct answer for the following questions.
1. The most hated symbol of Spanish Tyranny in the Philippine History.

a. Frailocracy
b. Guardia Civil
c. Forced Labor
d. Corrupt Colonial Officials
2. _____ are the people born in the colony.
a. Insulares
b. Creoles
c. Peninsulares
d. Royales
3. In this year the Spanish Cortes was abolished.
a. 1823
b. 1810
c. 1820
d. 1837
4. The government of the friars.
a. Frailocracy
b. Meritocracy
c. Oligarchy
d. Plutocracy
5. The first Filipino representative in Spanish Cortes.
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a. Ventura de los Reyes
b. Ventura de los Santos
c. Ventura de la Vera
d. Ventura de Lara
During the times of Rizal, the sinister shadows of Spain’s decadence darkened
Philippine skies. The Filipino people agonized beneath the yoke of Spanish misrule, for
they were unfortunate victims of the evils of an unjust, bigoted, and deteriorating
colonial power. Among these evils were as follows:
1. Instability of Colonial Administration.
The instability of the Spanish politics since the turbulent reign of King
Ferdinand VII (1808-1833) marked the beginning of political chaos in Spain. The
Spanish government underwent frequent changes owing to bitter struggles
between the forces of despotism and liberalism and the explosions of the Carlist
Wars. From 1834 to 1862, Spain had adopted four constitutions, elected 28
parliaments, and installed no less than 529 ministers with porfolios; followed in
subsequent years by party strifes, revolutions, and other political upheavals.
This political instability in Spain adversely affected Philippines affairs because it
brought about frequent periodic shifts in colonial policies and a periodic rigodon
of colonial officials. For instance, from 1835 to 1897, the Philippines was ruled by
50 governors general, each serving an average term of only one year and three
months. A period of less than a year, there were four governor general.
The frequent change of colonial officials hampered thr political and economic
development of the Philippines. Hardly had one governor general begun his
administration when he was soon replaced by his successor. Naturally, no chief
executive, no matter how able and energetic he was, could accomplish much for
the colony.
2. Corrupt colonial officials
With the few exceptions, the colonial officials ( governor general,
judges,provincial executives, etc.) sent by Spain to the Philippines in the !9 th
century were a far cry from their able and dedicated predecessors of the 16 th,
17th, and 18th centuries. They were either highly corrupt,incompetent,cruel and
venal. Apparently ,they symbolized the decadent Spain of the 19 th century – not
Spain of the Siglo de Oro which produced Miguel Cervantes, Lope de Vega,
Calderon de la Barca, El Greco (Domenico Theotocopuli), Velasquez, St Theresa
of Avila, and other glories of Hispanic nation.
a. General Rafael de Iquierdo (1871-1873), a boastful and ruthless governor-
general ,aroused the anger of the Filipinos by executing the innocent Fathers
Mariano Gomez, Jose Burgos, Jacinto Zamora, “the martyrs of 1872”.
b. Admiral Jose Malcampo (1874-1877), was a good, but was an inept and weak
administrator.
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c. General Fernando Primo de Rivera, governor general for two terms (1880-83
and 1897-98), enriched himself by accepting bribes from gambling casinos in
Manila which he scandalously permitted to operate.
d. General Valeriano Weyler (1888-91), a cruel and corrupt governor general of
Hispanic- German ancestry,arrived in Manila a poor man and return to Spain
a millionaire. He received huge bribes and gifts of diamonds for his wife from
wealthy Chinese who evaded the anti-Chinese law. The Filipinos scornfully
called him “tyrant” because of his brutal persecution of the Calamba tenants,
particularly the family of Dr. Rizal. The Cubans contemptuously cursed him as
“ the Butcher” because of his ruthless reconcentration policy during his brief
governorship in Cuba in 1896, causing the death of thousands of Cubans.
e. General Camilo de Polavieja (1896-97), an able militarist but heartless
governor general, was widely detested by the Filipino by the Filipino people
for executing Dr. Rizal.
Other Spanish colonial officials were of the same evil breed of men as the corrupt and
degenerate governors- general mentioned above. After the loss of Mexico, Guatemala,
Chile, Argentina, and other colonies in Latin America, numerous job-seekers and
penneless Spanish sycophants came to the Philippines, where they became judges,
provincial executives, army officers, and empleados (government employees). They
were either relatives or proteges of civil officials and friars. Mostly ignorant and
profligate, they conducted themselves with arrogance and superciliousness because of
their alien white skin and tall noses. They became rich by illegal means or by marrying
the heiress of rich Filipino families.
As early as in 1810, Tomas de Comyn, Spanish writer and government official, bewailed
the obnoxious fact that ignorant barbers and lackeys were appointed provincial
governors, and rough sailors and soldiers were named district magistrates and garrison
commanders.
3. No Philippine representation in Spanish Cortes.
To win the support of her overseas colonies during the Napoleonic invasion,
Spain granted them representation in the Cortes (Spanish parliament). Accordingly,
the Philippines experienced her first period of representation in the Cortes from 1810
to 1813. History demonstrates that the first Philippine delegate, Ventura de los
Reyes, took active part in the framing of the Constitution of 1812, Spian’s first
democratic constitution, and was one of its 184 signers. This constitution was
extended to the Philippines. Another achievement of delegate De los Reyes was the
abolition of the galleon trade.
The first period of Philippine representation in the Spanish Cortes (1810-13) was
thus fruitful with beneficent results for the welfare of the colony. However, the
second period of representation (1820-23) and the third period (1834-37) were less
19
fruitful because the Philippine delegates were not as energetic and devoted in
parliamentary work as De los Reyes.
Unfortunately, the representation of the oversease colonies ( including the
Philippines) in the Spanish Cortes was abolished in 1837. Since then Philippine
conditions worsened because there was no means by which the Filipino people
could expose the anomalies perpetraded by the colonial officials. Many Filipino
patriots valiantly pleaded for the restoration of Philippine representation in the
Cortes. One of them, the siver-tongued Graciano Lopez Jaena, implored in sonorous
Castilian on October 12, 1883, during the 391 st anniversary of the discovery of
America by Columbus in Madrid. “ we want representation in the legislation chamber
so that our aspirations may be known to the mother country and its government”.
Lamentably, Spain ignored the fervent plea of Lopez Jaena and his compatriots.
Their grievance was embittered by the fact that Cuba and Puerto Rico were granted
representation in the Cortes by the Spanish Constitution of 1876. Until the end of
Spanish rule in 1898, Philippine representation in the Cortes was never restored.
4. Human Rights Denied to Filipinos
Since the adoption of the Spanish Constitution of 1812 and other
constitutions in succeeding years, the people of Spain enjoyed freedom of
speech, freedom of the press, freedom of association, and other human rights
(except freedom of religion). The Spaniards ardently guarded these rights so that
no Spanish monarch dared abolish them.
Strangely enough, the Spanish authorities who cherished these human rights or
constitutional liberties in Spain denied them to the Filipinos in Asia. Such
inconsistency was lamented by Sinibaldo de Mas, Spanish economist and
diplomat, who wrote in 1843. “ why do we deny to others the benefit which we
desire for our fatherland”.
5. No equality Before the Law
The Spanish missionaries, who introduced Christianity into the Philippines
as early as in the 16th century, taught that all men, irrespective of color and race,
are children of God and as such they are brothers, equal before God. Fascinated
by this noble Christian faith, most Filipinos (except those in hinterlands of Luzon
and the Visayas and In Mindanao and Sulu) became Christians.
In practice, however, the Spanish colonial authorities, who were Christians, did
not implement Christ’s precept of the brotherhood of all men under the
fatherhood of God. Especially the last decades of Hispanic rule, they arrogantly
regarded the brown – skinned Filipinos as inferior beings, not their Christian
brothers to be protected but rather as their majesty’s subjects to be exploited. To
their imperialist way of thinking, brown Filipinos and white Spaniards may be
equal before God, but not before the law and certainly not in practice.
True the Leyes de Indias ( Law of the Indies) were promulgated by the
Christians monarchs of Spain to protect the rights of the natives in Spain’s
overseas colonies and to promote their welfare. However, these good colonial
20
laws, infused as they were with Christian charity and justice, were rarely enforced
by the officials in the distant colonies, particularly the Philippines. Consequently,
the Filipinos were abused, brutalized, persecuted, and slandered by their
Spanish masters. They could not appeal to the law for justice because the law,
being dispensed by Spaniards , was only for justice because the law, being
dispensed by Spaniards,was only for the white Spaniards.
6. Maladministration of Justice.
The courts of justice in the Philippines during Rizal’s time were notoriously
corrupt. Verily, they were courts of “ injustice”, as far as the brown Filipinos were
concerned. The Spanish judges, fiscals (prosecuting attorneys), and other court
officials were inept, venal, and oftentimes ignorant of law.
Justice was costly, partial, and slow. Poor Filipinos had no access to the courts
because they could not afford the heavy expenses of litigation. Wealth ,social
prestige, and color of skin were preponderant factors in winning a case in court.
Irrespective of the weight of evidence, a rich man or a Spaniard, whose skin was
white, easily achieved victory in any litigation.
To the Filipino masses, a litigation in court was a calamity. The expenses
incurred even in a simple lawsuit often exceed the value of the property at issue,
so that in many instances the litigants found themselves improverished at the
end of the long tussle. Criminal cases dragged on for many years during which
period either the delinquents took to fight, or the documents were lost.
7. Racial Discrimination
Spain introduced Christianity into the Philippines with its beautiful
egalitarian concept of the brotherhood of all men under God the Father. The
Spanish authorities,civil as well as ecclesiastical, zealously propagated the
Christian faith, but seldom practiced its sublime tenets. They regarded the
converted Filipinos not as brother Christians, but as inferior beings who were
infinitely underserving of the rights and privileges that the white Spaniards
enjoyed. With this unchristian attitude, many Spaniards and their mestizo
satellites derisively called the brown-skinned and flat-nosed Filipinos “Indios”
(Indians). In retaliation, the Filipinos jealously dubbed their pale-complexioned
detractors with the disparaging term “bangus” (milkfish). During rizal’s time a
white skin, a high nose, and Castillian lineage were a badge of vaunted
superiority. Hence, a Spaniard or a mestizo, no matter how stupid or mongrel-
born he was, always enjoyed political and social prestige in the community.
8. Frailocracy
Owing to the Spanish political philosophy of union of Church and State,
there arose a unique form of government in Hispanic Philippines called “
21
Frailocracy” (frailocracia),so named because it was a “government by friars”.
History discloses that since the days of the Spanish conquest, the friars
(Agustinians,Dominicans and Franciscans) controlled the religious and
educational life of the Philippines, and later in the 19 th century they came to
acquire tremendous political power, influence and riches.
The friars practically rueld the Philippines through a façade of civil government.
The colonial authorities, from the governor-general down to the alcades mayors,
were under the control of the friars. Almost every town in the archipelago ,except
in unpacified Islamic Mindanao and Sulu and in the pagan hinterlands;
 Supervisor of local elections
 The inspector of schools and taxes
 The arbiter of morals
 The censor of books and comedias (stage plays)
 The superintendent of public works.
 The guardian of peace and order.
So great was his political influence that his recommendations were heeded by
the governor-general and the provincial officials. He could send a patriotic
Filipino to jail or denounce him as a Filibustero (traitor) to be exiled to a
distant place or to be executed as an enemy of God and Spain.
Not all Spanish friars who came to the Philippines were good men and worthy
ministers of God. Among the bad friars who were recrant to their sublime
calling and to the finest traditions of Iberian pundonor were:
 Fray Miguel Lucio Bustamante
 Fray Jose Rodriguez
 Fray Antonio Piernavieja
Other renegrade friars who were portrayed by Rizal in his novels as Padre
Damaso and Padre Salvi and hilariously caricatured by Jaena as Fray Botod.
These bad friars besmirched the noble escutcheon of Spain, tarnished the
reputation of hundreds of their good brethren like;
 Fray Andres de Urdaneta
 Fray Martin Rada
 Fray Juan de Plasencia
 Bishop Domingo de Salazar
 Fray Francisco Blancas de San Jose
 Fray Miguel de Benavides.
9. Forced Labor
22
Polo it is a compulsory labor impose by the Spanish colonial authorities
on adult Filipino males in construction of churches, schools, hospitals, building
and repair of roads and bridges; the building of ships in the shipyards; and other
public works.
Originally, Filipino males from !6 to 60 years old were obliged to render forced
labor for 40 days a year.
Royal decree of July 12, 1883 – implemented by the New regulations
promulgated by the Council of State increasing the minimum age of the polistas
(those who performed the forced labor) from 16 to 18 and reduced the days of
labor from 40 to 15. The same royal decree provided that not only native
Filipinos, but also all male Spanish residents from 18 years old to 60 must render
forced labor, but this particular provision was never implemented in the
Philippines for obvious reasons.
Actually the brown Filipinos did the dirty job of building or repairing the public
works. The well-to-do job among them were able to escape this manual labor by
paying falla.
Falla – a sum of money paid to the government to be exempted from the
polo.
The Filipinos came to hate the forced labor because of the abuses connected
with it;
1. The white Spanish residents contrary to law, were not recruited by the
colonial authorities to perform the obligatory labor.
2. The Filipino polistas according to law, were to receive a daily stipend of
two pesetas (50 centavos) but actuallyrecieved only a part of this amount
and worse, they got nothing.
3. The annual forced labor caused so much inconvenience and suffering to
the common people because they were sometimes compelled to work in
contruction projects far from their homes and towns.
10. Hacienda Owned by the Friars

During Rizal’s times the Spanish friars belonging to different religious
orders were the richest landlords, for they owned the best haciendas in the
Philippines. The rural folks, who had been living in these haciendas and
cultivating them generation after generation became tenants. Naturally, they
resented the loss of their lands which belonged to their ancestors since pre-
Spanish times; legally, however, the friars were recognized as legal owners of
said lands because they obtain royal titles of ownership from the Spanish crown.
No wonder, these friar haciendas became hotbeds of agrian revolts, in as much
as the Filipino tenants regarded the friar owners as userpers of their ancestral
lands. One of the these bloody agrarian revolts was the agrarian upheaval in
1745-1746.
As early as in 1768 Governor Anda, realizing the danger of the friar-owned
haciendas to Filipino-Spanish relations,strongly recommended to the Madrid
23
government the sale of the friar estates. Unfortunately, his wise recommendation
was ignored. Filipino odium towards the friars, who turned hacienda owners,
persisted unabated until the end of Spanish rule.
Rizal, whose family and relatives were tenants of the Dominican estate of
Calamba, tried to initiate agrarian reforms ignited the wrath of the Dominican
friars, who retaliated by raising the rentals of the lands leased by his family and
other Calamba tenants.
11. Guardia Civil

The last hated symbol of Spanish tyranny was the Guardia Civil
(Constabulary) which was created by the Royal Decree of February 12, 1852, as
amended by the Royal Decree of March 24, 1888, for the purpose of maintaining
internal peace and order in the Philippines. It was patterned after the famous and
well-disciplined Guardia Civil in Spain.
While it is true that the Guardia civil in the Philippines had rendered meritorious
services in suppressing the bandits in the provinces, they later became infamous
for their rampant abuses, such as maltreating innocent people, looting their
carabaos, chickens, and valuables belongings, and raping helpless women. Both
officers (Spaniards) and men (natives) were ill-trained and undisciplined, unlike
the Guardia Civil in Spain who were respected and well-liked by the populace.
Rizal actually witnessed the atrocities committed by the Guardia Civil on the
Calamba folk. He himself and his mother had been victims of the brutalities of the
lieutenant of the Guardia Civil.
Liberals stirring from Europe reached the Philippines, In the Ilocos, leading
citizens there, called Kailanes, refused to believe that the Cadiz Constitution was
abolished by King Ferdinand and rose up in revolt.they were crushed by troops
from the other provinces. In 1826, Mexican soldiers led by Lt. Andres Novales
( whom considered by some historians as First Emperor of the Philippines)
mutinied. They complained of discrimination and unfair treatment from
peninsulares ( Spaniards born in Spain) officials following the independence of
Mexico from Spain. Mutineers, mostly the insulares ( Spaniards born in
Colonies)tried to rally the Filipinos to their support and promised to fight for the
independence of the Philippines. The munity, however, was crushed and rebels
were executed.
The last of the series of revolts took place in 1841-1842 when Apolinario de la
Cruz refused to disband his religious organization, the Cofradia de San Jose. De
la Cruz aspired to be a priest but was refused by the Spaniards because of his
race. Instead, he founded the Cofradia which gained popularity among ordinary
people and was seen as a threat by the Catholic Church. After his execution and
the suppression of the Cofradia, members of the Tayabas Regiment of the
Spanish army, who turned out to be province-mates of de la Cruz, munitied and
24
almost took over Manila. The arrival of native reinforcements saved the Spanish
colonizers from certain defeat.
PRACTICAL EXERCISES
ACTIVITY 1 :
1. What are the causes of uprising during Spanish regime? Explain each of
them.
2. Defined and explain the following:
a. Insulares
b. Peninsulares
c. Polistas
d. Frailocracia
e. Siglo de Oro
POST- TEST : Match the correct answer from column A to column B

A B
__1. A law promulgated by Christian a. Constitution of 1812
monarchs to protect the rights of the b. Dominicans
natives. c. Sinibaldo de Mas
__2. A Spanish economist and diplomat, d. Tomas de Comyn
who wrote about the anomalies of the e. GOMBURZA
Spanish regime. f. Magistrates
__3. A militarist and heartless governor g. Polo
who signed the death warrant of Rizal h. Graciano Lopez Jaena
__4. The first democratic constitution of i. Leyes de Indias
Spain. j. Augustinian
__5. Forced Labor k. Camilo de Polavieja
__6. First missionaries arrived in the
Philippines.
__7. Author of Fray Botod
__8. The Martyrs of 1872
__9. oidor
__10. A Spanish writer and government
officials, bewailed the obnoxious fact the
incompetent were appointed as officials.
__11. The richest missionary order in the
Philippines.
25
References:
26
CHAPTER
4
THE RELIGIOUS FRONT: SECULARIZATION
Lesson Objectives:
 Define the word secularization and apply this to the Philippine situation in
the 19th century.
 State a working definition of the word secularization
 Differentiate a regular priest and a secular priest.
Pre-Test:
Direction: Select and answer the following questions
1. They were well-known as “ the best teachers of Europe”.
a. Recollectos
b. Augustinians
c. Dominicans
d. Jesuits
2. The first missionary order that arrive in the Philippines.
a. Dominican
b. Augustinian
c. Franciscan
d. Jesuits
3. The Richest missionary order in the country.
a. Jesuits
b. Dominicans
c. Franciscans
d. Recollectos
4. They were known as the best musician and composers of religious songs
a. Franciscans
b. Recollectos
c. Franciscans
d. Jesuits
27
5. They carefully studied the dialects of the country and preached the Gospel in
these language.
a. Franciscans
b. Dominicans
c. Benedictines
d. Augustinians
THE SECULARIZATION CAMPAIGN

Aside from the need to secure political and social reforms, there was also the
persisting issue of the secularization of the Philippine Church. This was basically a
matter involving the Catholic clergy in the Philippines. As early as the 16 th century, it
was the wish of the King of Spain and of the Pope to turn over the country’s parishes to
the secular priest. At the beginning of the Spanish colonization, the tasked of
establishing and administering the country’s parishes was done by the regular priest
who belong to different missionaries/religious orders. These were the following:
1. Augustinian - arrived in 1565
2. Dominicans – arrived in 1587
3. Franciscan – arrived in 1577
4. Jesuits - 1581
5. Recollectos – 1606
Originally, they came as missionaries to the Philippines. During the course of
Spanish rule, there were demands by the seculars to implement the royal and papal
orders. For a time, this was actually implemented but turned out to be failures, as the
secular priests, who were mostly composed of Filipino priest, were found to be wanting
and deemed to be unready to head the parishes. The expulsion of the Jesuits in 1767
created some oppurtunities for seculars to occupy some parishes. However, when the
Jesuits were allowed to return 1858, parishes held by the seculars were given back to
the regulars once the secular priest holding the post died. What happened was a
reverse secularization of the churches, where the parishes held by the seculars were
reverted to the regulars. Since the issue pitted Filipino seculars against the Spanish
regular clergy, the secularization issue has become a race issue. During the Spanish
colonization, the Spaniards in the Philippines who were born and who grew up in Spain
were called peninsulares, while the Spaniards born in the Philippines were called
Filipinos. This issue was between the Spanish regulars versus the Filipino seculars. In
the forefront of this struggle were Filipino priest like Fathers Pedro Pablo Pelaez,
Jacinto Zamora ,Mariano Gomez, and Jose Burgos who championed the cause of equal
rights with Spaniards and reduction of the influence of the church in politics. Also among
the suspects were the leaders of the Filipino secular clergy who fought for secularization
of the Philippine Catholic Church.
28
The King of Spain and the Pope himself gave instructions for the secularization
of the country’s parishes, but this was resisted by the orders of friars who contented that
the Filipino seculars were never ready to take over. During the previous administration
of the liberal Governor -General Carlos Ma. de la Torre, these Filipino liberals and
seculars were allowed to voice their grievances. Under Governor-General Izquierdo’s
regime, this was suppressed. The Filipinos, on the other hand, struggled defend their
gains under the old regime. They were already identified by the conservative Spaniards
for eliminate the Filipino liberals. The Spanish forces arrested several known liberals,
among them were Jose Ma. Basa, Antonio Ma. Regidor, Balbino Mauricio, Joaaquin
Pardo de Tavera and Filipino secular priest like Pedro Dandan and Toribio H. del Pilar,
the brother of propagandist Marcelo H. del Pilar.
Fathers Gomez, Burgos, and Zamora were identified by a false witness named
Francisco Zaldua, who pointed out that the three priests were indeed out to lead a
government that would overthrow the Spaniards and install Father Burgos as the future
leader of the Philippines. Despite the protests and insufficient evidence, three priest
were garroted at Bagumbayan on February 17, 1872. The others who were identified as
sympathizers of the secularization issue also underwent trial and were found guilty.
They were sentenced with deportation to Guam in the Marianas and were never allowed
to return as long as Spain ruled the Philippines.
Reinforcing Spanish domination in the country were the Spanish clergymen. At
the beginning of Spanish rule, thy helped establish the country’s parishes and even
several towns in the course of their evangelization. Through centuries of Spanish rule,
they performed an important role not only as spreaders of the Christian faith but also as
representatives of the colonial government. Very often, the Spanish religious officials
acted as the eyes and ears of the colonial government, and in many cases, they served
or held positions in the government. They also controlled education in the country as the
country’s educational institutions were controlled by the religious orders. On the local
level, the Church operated parish schools which were the primary schools until the
enactment of religious reforms in 1868. Religious officials were also guardians of public
morals as they sat on the bodies such as those concerning censorship. In the local
level, the parish priest often endorsed candidates for political positions. This gave him a
political role in addition to a religious role. In the national level, religious officials acted
as advisers to the governor-general. Many of these officials belong to the regular orders
such as the friar orders. More often than not, religious officials serves longer than the
governor-general whose average term lasted around three years. Given this condition,
the religious officials were deeply entrenched and it was difficult for a new governor-
general to enforce sweeping reforms especially those that threaten the supremacy of
the religious officials. With the cries for reform, especially those concerning
secularization, the religious orders strongly opposed the efforts.
29
PRACTICAL EXERCISES
ACTIVITY 1.
1. Emphasize the definition of the words “Filipino’, “Regular Priests”, “ Secular
Priest”, and “ Securalization issue”.
2. Discuss the arguments of the pro-secularization group and the anti-secularization
group.
3. If the word “Propaganda” means to give out information, analyze why the
secularization issue became a crucial point in the Propaganda Period of
Philippine History.
Post-Test
Direction:
List down at least five (5) contributions of each Missionaries during Spanish
Colonization
Missionaries Contributions
1.Augustinians
2.Franciscans
3.Dominicans
4.Jesuits
5.Recollectos
References:
30
CHAPTER
5
THE RIZAL LAW
Lesson Objectives:
 Identify the opposing groups on the issue of the Rizal Law;
 State the opposing groups points of contention and determine the interests of the
contending groups;
 Draw parallels to the present time.
Pre-Test:
Direction: Read and select the correct answer of the following questions.
1. The Upper House of the Philippines.
a. Economic council
b. Senate
c. National Sate Council
d. House of Representatives
2. The branch of government that is responsible for enforcement and implementing
of laws.
a. Executive
b. Judiciary
c. Legislative
d. Constitutional Commission
3. The Lower House of the Philippines.

a. National State Council
b. Senate
c. Economic Council
d. House of the Representatives
31
4. The third highest Philippine Government official.
a. Speaker of the House of Representatives
b. Senate President
c. Chief Justice of Supreme Court
d. Prime Minister
5. The Lawmaking body of the Philippines.

a. Congress/Legislative
b. Executive
c. Judiciary
d. National State Council
The Story of the Rizal Law

In 1956, Senator Claro M. Recto filed a measure, which became the original
Rizal Bill, recognizing the need to instill heroism among the youth at the time when the
country was experiencing social turmoil. It was a time when the country was being
ravaged by the Hukbalahap insurgency. The imperialist presence in the form American
influence was strong in the country’s economy and political policies. The Communist
insurgency was fought through American guidance and materials aid. The Philippines
became part of the global network to contain the spread of communism with the
conclusion of a mutual defense agreement with the United States in 1951 and its joining
the Southeast Asia Treaty Organization (SEATO). On the economic front, the United
States still reigned supreme with the enforcement of the Bell Trade Act back in 1947
and the Parity Rights granted in the Philippines Constitution which allowed the
Americans to exploit the country’s natural resources. In 1956, the Laurel-Langley
Agreement ensured the free entry of American products, thus ensuring the preference
of Filipinos for American goods. Internally, the country was buffeted by corrupt party
politics and news of political corruption was rampant. The 1950’s was indeed confusing
times.
This was the period when Recto submitted his bill, calling for a return to patriotic values
enunciated by Filipino heroes like Jose Rizal. Under the bill, it shall be obligatory for
college and university students to study the life and works of Jose Rizal. The issuance
of the bill was not welcomed by various quarters. The Catholic Church assailed the
Rizal bill as anti-Church because it forces the students to read Rizal’s works like Noli
Me Tangere and El Filibusterismo which contain passages that were anti-Church.
They presented fears that the religious beliefs of the young students would be harmed
by reading Rizal’s works while they were at their formative years. Forcing the students
to read Rizal’s which have religious overtones would be a violation of the constitutional
freedom of religion and of conscience. The Church made use of lobbyist as well as
priest in opposing the Rizal Bill. Among them were Catholic organizations such as the
32
Accion Catolico which was formerly headed by Senator Francisco “Soc” Rodrigo. Priest
attended and actively participated in the hearings of the Senate.
Many of these priest were foreigners who sought audience with senators to convince
them to oppose the bill. This was a clear interference of the church on the making of
policies by the State.
Seminars were held across the countryside to oppose the bill. In one seminar, one of
the oppositors,
Fr. Jesus Cavanna – commented that Rizal’s novels belonged to the past and it would
be harmful to read them because they presented a false picture of the conditions of the
country at that time. He also said that out of the 333 pages of the Noli Me Tangere,
there were only 25 patriotic statements compare to 120 anti-Catholic statements.
Jesus Paredes – said the novels contain objectionable matters and Catholics had the
right to refuse to read them, so as not to endanger their faith.
Narciso Pimentel – offered a speculation that Recto introduced his Rizal Bill to get back
at the Catholic voters, who, together with President Magsaysay, were responsible for
his poor showing in the 1955 elections.
Lawmakers such as Representative Miguel Cuenco and Senator Francisco “Soc”
Rodrigo voiced the opposition of the Church in Congress.
Senator Rodrigo – commented that he would not let his teenage son read the Noli Me
Tangere and El Filibusterismo lest he endangers his Catholic faith. He proposed that
the footnoted or annotated versions of the novels be used instead of the unexpurgated
versions required in the Recto Bill.
The Church continued its opposition of the bill by calling voters to reject lawmakers who
supported Recto’s Rizal Bill. Pastoral letters were read in masses voicing opposition.
Bishops threatened to close down Catholic Schools if the bill was approved. Recto,
however, stood his ground and dared the Catholic Church to shut down their schools,
knowing that this was only an idle threat since the Catholic Learning institution were its
major source of income. He also rejected senator Rodrigo’s suggestion that the
annotated or edited versions of the Noli Me Tangere and El Filibusterismo should be
used.
After a month-long standoff, a compromise bill was filed. It was authored by Senator
Jose P. Laurel and it was based on the proposals of Senators Roseller Lim and
Emmanuel Pelaez,
June 12,1956 – The Republic Act No. 1425 otherwise known as Rizal Law, came into
effect.The law accommodated the objections of the Catholic Church. This could be seen
in the second paragraph of the section 1, allowing students to seek exception from
reading Rizal’s work for religious reasons. To the authors of the original bill, it was a
complete victory but its oppositors felt satisfied that at least they achieved something.
33
The law, however, still requires the reading of unexpurgated versions of Rizal’s novels.
It also provided the funding of publication of Rizals works and their distribution to the
countryside. It was,however, a one time appropriation and provision, for future
publication was not given. The Rizal Law is more than 50 years old now and it may
need revisions to make it more relevant.
REPUBLIC ACT No. 1425

Rizal Law
( House Bill No. 5561 and Senate Bill No. 438)
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 P. RIZAL, PARTICULARLY HIS NOVELS NOLI ME
TANGERE AND EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND
DISTRIBUTION THEREFORE, AND FOR OTHER PURPOSES.
WHEREAS, Today, more than any other period of our history, there is a need for a re-
dedication to the ideals of freedom and nationalism for which our heroes lived and died;
WHEREAS, it is meet that in honoring them, particularly the national hero and patriot,
Jose Rizal, we remember with special fondness and devotion their lives and works that
have shaped the national character;
WHEREAS, the life, works, and writings of Jose P. Rizal, particularly his novel 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 suffesed;
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 P. Rizal, particularly his
novels Noli Me Tanger and El Filibusterismo, shall be included in the curricula of all
schools, colleges and universities, public or private; PROVIDED, that in the collegiate
courses, the original or unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their English translation shall be used as basic texts.
The Board of National Education is hereby authorized and directed to adopted forthwith
measures to implement and carry out the provisions of this Section, including the writing
34
and printing of appropriate primers, readers, and textbooks. The Board shall, within sixty
(60) days from the effectivity of this Act, promulgated rules and regulations, including
those of a disciplinary nature, to carry out and enforce the regulations of this Act. The
Board shall promulgate rules and regulations providing for the exemption of students for
reasons of 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 thirty (30) days after their publication in the Official Gazette.
SECTION 2, it shall be obligatory on all schools, colleges, and universities to keep in

their libraries an adequate number of copies of the original and unexpurgated editions of
the Noli Me Tangere and El Filibusterismo ,
as well us Rizal’s other works and biolography. The said unexpurgated editions of the
Noli Me Tangere and El Filibusterismo or their translations in English as well as other
writings of Rizal shall be included in the list of approved books for required reading in all
public or private schools, colleges, and universities.
The Board Of National Education shall determine the adequacy of the number of books,
depending upon the enrollment of the school, college or university.
SECTION 3, The Board of National education shall cause the translation of the Noli Me
Tangere and El Filibusrismo, 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 distributed, free of change, to persons desiring to read
them, through the Purok organizations and the Barrio Councils throughout the country.
SECTION 4, Nothing in this Act shall be construed as amendment or repealing section

nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of
religious doctrines by public school teachers and other person engage 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 purpose of this Act.
SECTION 6, This act shall take effect upon its approval.
Approved: June 12, 1956
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HOW BILLS ARE TURNED INTO LAWS
The Congress
The legislative or lawmaking functions of our government are handled by the Senate
and the House of Representatives – two independent but interactive bodies that form
the Congress.
Laws can be initiated in either of the two chambers of congress. If a bill originates from
the Senate, it is aptly called a Senate Bill. If its from the House of Representatives, it is
called a House Bill.
The Two Houses

The House of Representatives is composed 300 plus members, representing the
different congressional and partylist. Sectoral representatives protect the interest of
sectors that normally have a hard time getting voted into Congress like the student and
youth sector, urban poor, labor, women, cultural communities, and other sectors.
The House of Representatives, also known as the Lower House, holds the so-called
“POWER OF THE PURSE”. Only they can propose laws that involve money- the
imposition of taxes and tariffs to generate money for various government undertakings,
the government abilities to borrow money, and the allocation of money from the National
Treasury for specified projects. Moreover, they have the exclusive right to propose bills
concerning their districts.
The Senate or Upper House, on the other hand, is composed of 24 senators elected
by the nation. They represent national rather that regional interests. Although the
Senate does not have the power of purse, it has the sole authority to approve or revoke
a treaty entered into by the national government.
Here are the steps how the Bills turned into Laws
STEP 1
Bill is filed in the Senate/House of representative Secretary.
It is given a number and calendared for First Reading.
STEP 2
First Reading – The Bills title, number and author(s) are read on the floor.Afterwards ,
it is refered to the appropriate committee.
36
STEP 3 – Committee Hearing
The is discussed within the committee and a period of consultations is held. The
committee can approved (without revisions, approve with amendments or recommend
substitution or consolidation with similar bills) or reject. After the committee submits the
committee submits the committee report, the bill is calendared for second reading.
STEP 4
Second Reading – The bill is read and discussed on the floor. The author delivers a
sponsorship speech. The other members of the Senate/House of Representatives may
engage in the discussions regarding the Bill and a special debate will pursue.
Amendments may be suggested to the bill.
STEP 5
Voting on the second Reading – The senators/congressman vote on wether to
approve or reject the bill. If approved the bill is calendared for third reading.
STEP 6
Voting on the Third Reading – Copies of the final versions of the bill are distributed to
the members of the Senate/House of representatives who will vote for its, approval or
rejection.
STEP 7
Consolidation of version from the House and Senate
The similar steps above are followed by the House and Senate in coming up with the
approved bill. If there are difference between the Senate and the House versions, a
Bicameral conference committee (the Bicam) is called to reconcile the two. After this,
both chambers approved the consolidated version.
STEP 8
Transmittal of the Final Version to Malacanan Palace
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 the Congress.
PRESIDENTIAL ACTION
The President has two options when a bill is forwarded to his office. He can,
within 30 days, approve the bill and sign it into law; or veto it and return it to Congress
with his objections.
37
If the bill is not acted upon after 30 days, it automatically becomes a law as if the
President signed it. In case of a veto, the committee which handled the bill considers
the objections of the President. If they no merit in the objections, they can override the
veto by a two-thirds vote of all members of the Chamber. Then the bill will become a
law.
PRACTICAL EXERCISES
ACTIVITY 1: Answer the following guide questions.
1. Analyze the issues still and interests that were upheld to push the Rizal Law. Are
these issues still valuable at present?
2. What current bills are being proposed? How will you be affected by these bills?
Can you suggest some bills that are needed?
POST- TEST:
A. Direction: : Read and select the correct answer of the following questions.
1. It is composed of House and Senate members whose main objective is reconcile

the two version and to approved a consolidated version.
a. Bicameral Committee
b. Ways and Means Committee
c. Committee of the whole
d. Committee on Laws
2. The House of Representatives was known also as ______.
a. Upper House
b. Lower House
c. Sangguniang
d. Magistrates
3. The Republic Act No. 1425 was otherwise known as _______.
a. Rizal Law
b. Recto Law
c. Hero Law
d. Quezon Law
4. The Lawmaking body of the Philippines.
a. Congress/Legislative
b. Executive
c. Judiciary
d. National State Council
38
5. Which branch of government was responsible for enforcing and implementing of
laws.
a. Executive
b. Judiciary
c. Legislative
d. Constitutional Commission
6. The third highest Philippine Government official.

a. Speaker of the House of Representatives
b. Senate President
c. Chief Justice of Supreme Court
d. Prime Minister
7.The principal author of Rizal Law.
a. Jose P. Laurel
b. Roselle Lim
c. Claro M. Recto
d. Francisco Rodrigo
8. The Upper House was known as ______.
a. Cabinet
b. State Council
c. Senate
d. Committee
REFERENCE:
39
CHAPTER
6
LIFE OF RIZAL
LESSON OUTCOMES:
At the end of this Lesson, the Students should be able to;

 Point out important landmarks in the of Jose Rizal;
 Analyze how thes landmarks moldedthe mind and heart of Jose Rizal;
 Uing the definition of the word”hero” in the previous lessons, justify how
these definitions apply to Jose Rizal.
LIFE OF RIZAL
I. Family Background
A. Birth
1. Date: June 19, 1861
2. Place: Calamba, Laguna
B. Parents
Father : Francisco Mercado
Mother : Teodora Alonzo y Realonda
C. Rizal Children
1. Saturnina (1850-1913) – Oldest of the Rizal Children, nickname
Neneng; she married Manuel T. Hidalgo of Tanauan, Batangas.
2. Paciano (1851-1930) – Older brother and confidant of Jose Rizal;
after his brother’s execution, he joined the Philippine Revolution, he
retired to his farm in Los Banos, where he lived as a gentleman
farmer and died on April 13, 1930, an old bachelor aged 79. He had
two children by his mistress ( Severina Decena) – a boy and a girl.
3. Narcisa ( 1852- 1939) – her pet name was Sisa and she married
Antonio Lopez (nephew of Father Leoncio Lopez), a school teacher
of Morong.
4. Olimpia (1855-1887) – Ypia was her pet name; she married
Silvestre Ubaldo, a telegraph operator from Manila.
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5. Lucia ( 1857-1919) – She married Mariano Herbosa died of cholera
in 1889 and was denied Christian burial because he was a brother-
in-law of Dr. Rizal.
6. Maria (1859-1945) – Biang was her nickname; she made Daniel
Faustino Cruz of Binan, Laguna.
7. Jose ( 1861-1896) – the greatest Filipino hero and peerless genius;
his nickname was Pepe; during his exile in Dapitan he lived with
Josephine Bracken, an Irish girl from Hong Kong; he had a son by
her, but this baby-boy died a few hours after birth; Rizal named him
“Francisco” after his father and buried him in Dapitan.
8. Concepcion (1862-1865) – her pet name was Concha; she died of
sickness at the age of 3; her death was Rizal’s first sorrow in life.
9. Josefa (1865-1945) – her pet name was Panggoy; she died an old
maid at the age of 80.
10. Trinidad (1868-1951) – Trining was her pet name; she died also an
old maid in 1951 aged 83.
11. Soledad ( 1870-1929) – youngest of the Rizal children; her pet
name was Choleng; she married Pantaleon Quintero of Calamba.
III.Education
A Early Childhood:
1. First teachers hired by his father:
a. Maestro Celestino
b. Maestro Lucas Padua
c. Maestro Leon Monroy
2. His mother, Dona Teodora
a. Reader used: El Amigo de los Ninos ( The Children’s Friend)
b. Prominent lesson learned as a young boy was from “ The story the moth”.
B . Influences from other Members of his Family
1. Uncle Gregorio, who taught him the value of hard work, to think for him,and to
observe his surroundings keenly.
2. Uncle Jose, who encouraged him to sketch, paint, and make sculptures.
3. Uncle Manuel, who encouraged him to pursue his physical development. He
taught the young boy swimming, fencing, wrestling, and other sports.
4. His yaya (nanny) who told stories that awakened the imagination and creativity of
the young boy. She told stories of duwendes (dwarves), ghosts, and aswang (evil
spirits), of the beautiful Mariang Makiling and other tales on the beautiful
surroundings of hometown, Calamba.
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C. Artistic Endeavors
1. Poems written:
a. Sa aking mga kababata
b. Un Requerdo de Mi Pueblo (A memory of my Town) a poem about Calamba
2. He made sculpture out of mud.
3. He drew things surrounding their house like trees, flowers, birds, butterflies, and
anything, he saw around him. He used charcoal and juices of leaves and flowers for
colors.
D. Formal Education
1. Place: BInan,Laguna
a. Teacher : Justiniano Aquino – Cruz
b. Process used in teaching: He was quick to discipline his students for any
infraction using a short, thin stick.
2. Injustice to the Rizal Family
a. Dona Teodora was accused as an accomplice of Jose Alberto of trying to
poison his wife.
b. Dona Teodora tried to mediate between the spouses but she was accused of
trying to poison the wife.
c. Dona Teodora was thrown to jail.
3. As a student of Ateneo (1872-1877)
a. Jose Rizal entered Ateneo Municipal as an eleven-year-old.
b. His close friendship with Fr. Francisco de Paula Sanchez, S.J. inspired the
young student.
b.1 Some poems written under the guidance of Sanchez:
 “ The Tragedy of St. Eustace”
 “ In the Memory of My Town”
 “ intimate Alliance Between Religion and Good Education”
 “ Through Education Motherland Recieves Enlightenment”
b.2. He had excellent achievements and graduated highest in his class.
b.3. Other activities while in Activities:
b.3.1. he studied painting under Agustin Saez
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b.3.2. he studied sculpture under Teodoro Romualdo de Jesus.
b.3.3He carved the image of the Blessed Virgin Mary on a batikuling wood.
b.3.4. He carved the image of the sacred Heart.
b.3.5. He joined the organization Marian Congragation. His mentor was Fr,
Pablo Pastells, S.J.
b.3.6. He was a member of the Academy of Spanish Literature.
b.3.7. He was a member of the Academy of Natural Sciences.
b.3.8. Fr. Jose Villaclara, S.J. encouraged him to pay attention also to the
sciences and philosophy.
4. As a student of the University of Sto. Tomas:
a. He enrolled at the Faculty of Philosophy and Letters; majored in
Philosophy, 1877-1878.
b. In S.Y. 1877-1878, he returned to Ateneo and took up a course on land
surveying which was offered then as a vocational course .
b.1. He completed the surveyors’s course and was awarded the
title perito agrimensor.
b.2. He passed the final examination for the course.
b.3. He could not practice the surveyor’s profession since he was
still underaged when he passed the couse.
b.4. He was issued his certificate on November 25, 1881,at the age
of 20.
c. He pursued medicine at the Univerisity of Sto. Tomas.
c.1. Some of his grades were still excellent but he also had lower grades.
d. He submitted an entry in the Liceo Artistico Literario de manila in 1879, entitled “A la
Juventud Filipina ( To the Filipino Youth)
d.1. He won first prize in the contest.
d.2. He was awarded a silver quill.
d.3. For the first time, he used the phrse “ the youth ,the fair hope of my country”
( kabataan, pag-asa ng bayan).
e. in 1880, a literary contest was held by Liceo Artistico Literario de Manila.Jose Rizal
submitted an entry entitled El consejo de los Dioses (council of the Gods).
43
e.1. This was held in commemoration of the 400 th death anniversary of Miguel de
Cervantes, Spain’s national poet.
e.2. This poem was in praise of Cervantes and made him coequal with Homer
and Virgil.
e.3. He was awarded the grand prize.
e.4. The award was a gold ring with an endangered bust of Cervantes.
f. Other literary works:
f.1. “ Junto al Pasig” – this one – act play was requested by the Jesuits on the
feast day of the Immaculate Conception. This was a satire showing the good elements
and bad elements. In the end, it was a victory for the good elements.
f.2. “ A Filipinas”
g. He decided to discontinue his studies in the Philippines and continue in Spain:
g.1. to widen his knowledge;
g,2. To avail of more conductive conditions in Europe; and
g.3. he wanted to learned a cure on the worsening eye condition of his mother.
III. First trip to Europe
A. Jose Rizal left Manila on May 3, 1882.
1. He left for Spain with the blessings of his brother Paciano and his uncle,
Antonio Rivera.
2. He decided not to seek his parent’s bleesing knowing they would never
approve of his plan.
3. He secure endorsements from Pedro Paterno.
4. He first stopped in Singapore; Colombo in Sri Lnka; Aden in Yemen and
crossed the entire length of the Suez Canal. They landed at Port said, Egypt;
Naples in Italy; and disembarked in Marseilles, France.
B. Activities in Marseilles, France
1. Jose Rizal went to Chateau d’If, the venue of alexander Dumas’s novel, The
Count of Monte Cristo.
2. He Boarded in Portbou. He noticed the indifference of the Spanish
immigration officers compared to the courteous French counterparts.
C. He arrived in Spain
1. The first stopped in Barcelona, the capital of the Spanish Province, Cataluna.
According to him, the people were indifferent and he arrived during the
summer vacation of the students.
a. In this city, he found out that the people of the city enjoyed freedom and
liberalism.
b. He wrote essays for Diariong Tagalog.
44
b.1. “Amor Patrio” (Love of Country)
b.2. “ Los Viajes’ (Travels)
b.3. “Revista de Madrid” (Review of Madrid”
c. He met his classmates from Ateneo at the Plaza de Cataluna.
2. Madrid
a. He enrolled at the Universidad Central de Madrid on November 3, 1882. He
enrolled in the following course.
a.1 Medicine
a.2. Philosophy and Letters
b. He took courses at the Academy of San Carlos
b.1. Painting and sculpture
b.2. Lanuages: French, German, and enlish
c. He took private lessons at the Hall of Sanz and Carbonell
c.1. Shooting
c.2. Fencingl
d. Important people he met:
d.1. Dr. Miguel Morayta, an advocate of freedom and self-determination.
Students from South America Hailed him as their champion. He joined his students and
other supporters to his end.
d.2. Don Pablo Orttega y Rey, a Spanish liberal who used to live in the
Philippines.
e. Jose Rizal joined the Circula Hispano Filipno.
e.1. It was a social organization where the members talked on the reforms
needed in the Philippines.
e.2. this group was mostly made up of elder Filipinos who were the exiles of
1872.
e.3. it held informal programs which included poetry reading and debates.
f. He joined freemansonry
f.1. He became a member and his masonic name was “Dimasalang”.
f.2. Freemansory was an organization outlawed by the Catholic Church because
its beliefs are contrary to the docrines of the Church.
45
f.3. A mason’s outlook in life and adapted their view that knowledge should be
achieve by the light of reason and universal brotherhood of men.
f.4. Masonry attacked the Church for what they believed its because they believe
it promoted of religious superstition and obscurantism, hiding truth behind the veil of
religion.
g. He was an avid book collector. He scrimped on food and clothes, and lived in modest
accommodations but he bought books. Important books he collected:
1. Uncle Tom’s cabin written by Harriet Beecher Stowe
2. Works of Alexander Dumas
3. The Wandering Jew written by Eugene Sue
4. Lives of the Presidents of the United States
5. The Complete Works of Horace
h. Events on June 25, 1884
1. Juan Luna was awarded the top prize his painting Spoliarium while Felipe
Resurreccion Hidalgo took the second place for his painting Virgines Christianas
Expuestas al Populacho (Christian Virgins Exposed to the population).
2. The Filipino painters joined the National Exposition of Fine Arts.
3. Jose Rizal gave a speech in a public audience saying that Luna and Hidalgo
were the pride of the Filipino people; that genius is not a monopoly of any race and their
prizes were products of both the Philippines and Spain. He voiced the hope that,
someday, Spain will grant the reforms needed by Filipinos.
4. This speech was published in the newspaper El Liberal. This reached the
Philippines and there elements in the Philippines who were not pleased with this
development.
i. Completion of His Studies
1. He completed his Licenciado en Medicina on June 21, 1884. He did not have
his Doctorate in Medicine because he did not present the thesis required for graduation.
He can practices medicine with the aacquisition of this degree but he cannot teach
medicine.
2. He finished his studies in Philosophy and Letters and obtained the degree
Licenciado en Filosofia y Letras with the rating of sobresaliente.
j. He started writing the novel Noli Me Tangere when he was still a student at the
Central University of Madrid.
46
1. He was inspired to write after reading Uncle To’s Cabin by Harriet Beecher
Stowe. This book is about the trial and hardship of the black slaves and awakened in
him his inherent love and concern for the afflicted.
2. On January 2, 1884, the Filipino expatriates had a meeting at the house of the
Paterno brothers. It was during this meeting that the Filipinos who attended agreed to
write a novel about the Philippines. These were Pedro Paterno, Maximo Paterno,
Antonio Paterno, Graciaciano Lopez Jaena, Evaristo Aguirre, Eduardo de Lete, Juliuo
Llorente, Valentin Diaz and Jose Rizal.
3. The Plan did not materialize and Jose Rizal was left to write the novel. He
started writing in Madrid and he continued to write while he was in France and
Germany. Final revisions made in Berlin.
4. He could not afford the printing cost but was saved by his friend, Maximo
Viola. He lent Jose P300, the needed amount for the first 2,000 copies of the novel.
5. On March 29, 1887, the novel was printed in Berlin. The first recipients of the
novel were Dr. Ferdinand Blumentritt, Dr. Antonio Ma. Regidor, Graciano Lopez Jaena,
Mariano Ponce, and Felix resurreccion Hidalgo.
6. As a way of showing his appreciation,he gave the original manuscript of the
Noli Me Tangere and complimentary copy to Maximo Viola.
7. Jose Rizal explained the title” Noli Me Tangere” means “Touch Me Not”. This
was from the bible, from the Gospel of St. John.
8. The book was dedicated to the Philippines, his fatherland.
D. Paris, France
1. He arrived in Paris on November 1885.
2. He worked as an assistant to Dr. Louis de Weckert.
3. He found time to be with his friends, Pardo de Taveras, Juan Luna, and felix
resurreccion Hidalgo.
4. He posed for juan Luna’s paintings.
5. composed songs: “ Alin Mang Lahi” and “La Deportacion”.
E. Germany
1. On February 1886, he arrived in Heildelberg. An old university town.
a. He worked as an assistant to Dr. Otto Berker at the University Eye Hospital.
b. He listened to the lectures of Dr. Becker and Prof. Wilhelm Kuehne.
c. He wrote the poem, “ To the Flowers of Heidelberg”.
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d. He spent his summer vacation in 1886 in Wilhelmsfeld where he lived with
Protestant Pastor Karl Ulmer to perfect his ability to speak German.
e. He started his correspondence with Prof. Ferdinand Blumentritt, The Director
of Ateneo of Leimeritz, Austria. He sent a book to Prof. Blumentritt, Aritmetica by Rufino
Baltazar.
2. On August 1886, he arrived in Leipzig.
a. He met prof. Friedrich ratzel and Dr. Hans Meyer who wrote a book on the
Philippines.
b. He translated Schiller’s William Tell to Tagalog. The book narrates how the
Swiss attained their independence in a peaceful manner.
c. He translated Hans Christian Andersen’s Fairy Tales to tagalog for his
nephews and nieces.
3. On October 29, 1889, he arrived in Dresden.
a. He saw the painting of Rafael, the Sistine Madonna.
b. At the Zoological, Anthropological and Ethnographic Museum, he saw the
collection on the Philippines.
4. Berlin
a. He met Dr. Feodor Jagor who wrote Travels in the Philippines.
b. He met Drs. Rudolf and his son, Hans Virchow, two known German
anthropologist; Dr. W.Joest; and Dr. Ernest Schweigger, a known ophthalmologist.
c. He became a member of the Anthropological Society, The Ethnographic
Society, and the Geographic Society.
c.1. His paper entitled Tagalishe Verkunst was deliverd before the
members.
c.2. He was accepted and became a very respected member.
d. He made the final revisions on the novel Noli Me Tangere. On March 29, 1887,
the novel was finally printed.
5. He went to Prague to visit the tomb of Nicolaus Copernicus.
6. In Geneva, Switzerland, Maximo Viola and Jose Rizal parted ways. Viola returned to
Spain while Rizal continued to Rome, Italy then Marseilles, France where he boarded
Djemnah to Saigon,Vietnam and Finally, Manila.
F. Jose Rizal Returned to Calamba
1. He established a clinic and his first patient was his mother.
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2. He successfully removed the double cataract on his mother’s eyes.
3. He worked as a town physician.
4. He was called to Malacanang by Gov.Gen. Emilio terrero due to the
controversy raised by Noli Me Tangere. The first copies had arrived in Manila.
5. Lt. Jose Taviel de Andrade was assigned to watch over Jose Rizal.
6. After a review of the Noli Me Tangere, it was found out that the book was
heretic, impious, unpatriotic, subversive and injurious to the government of Spain in the
Philippines. It was recommended that the importation,reproduction and distribution of
the book should be prohibited.
7. Gov. Gen. Terrero requested Jose rizal to leave the country.
8. Investigation on the Calamba problem.
9. Before leaving the Philippines, he wrote the poem “ hymn to Labour”, to
commemorate the elevation of Lipa, Batangas into a Villa.
IV. Second Leg of Jose Rizal’s Trip to Europe
A. He travelled through Asia.
1. In Hong Kong
a. He was met by Jose Ma. Basa and other Filipinos who were exiled due to
the secularization issue of 1872.
b. He studied the Chinese language, Chinese drama and theater, Chines
cultures, and Chines Values.
c. He visited Macau, a Portuguese colony near Hong Kong.
2. He visited Japan.
a. He stayed in Yokohama.
b. He studied the Japanese language, Japanese culture, theatre, martial
arts, and he visited shrines.
c. On the way to the United states, on board a ship, he met tetcho Suehiro.
c.1. Suehiro wrote the book Dead Traveler. In this book, he described his
travel from Japan to the U.S. and his association with Jose Rizal.
c.2. He wrote another book, Storm Over the Southern sea. This is said to
be similar to Rizal’s Noli Me Tangere.
B. In the United States of America
1. the entire boat was quarantined when it docked in San Francisco on April 28,
1888. The reason given was because the boat came from a land where cholera was
rampant. In reality, it was because the boat carried several Chinese coolies and
laborers who accepted cheap labor, displacing the American laborers. This situation
was resolved and the passengers were allowed to disembark safely.
49
2. He travelled westward through Reno, Utah, Colorado, Nebraska, Chicago,
Albany, and New York City.
3. His comments on America:
a. The United States was a progressive and prosperous country.
b. There was lack of racial of racial equality because there was racial
prejudice against the black.
c. America was a land of fairness and justices but only for the whites.
C. He reached Liverpool, England on May 24, 1888. Immediately after his arrival, he left
for London.
1. He was met by Dr. Antonio Ma. Regidor, also an exile of 1872. He practiced
law in London.
2. Jose Rizal was introduced to Reinhold Rost, the librarian of the ministry of
Foreign Affairs in England. He was also an authority on Malay languages and customs.
3. His objectives for choosing to live in London:
a. To do research on Philippine History; and
b. To analyze Antonio Morga’s Sucesos de las Islas Filipinas, a rare
Philippine history book available at the British Museum.
4. Works of Jose Rizal
a. Letter to the Women of Malolos ( published in February 1889) in the tagalog as
requested by M.H.del Pilar. This letter was to honor the young ladies of Malolos who,
inspite of the opposition of the parish priest, requested Gov. Gen. Valeriano Weyler to
give his perssion to this endeavor. He finally consented to the opening of a night school
for women.
b. Specimen of Tagal Folklore ( published in the Asian Studies Journal Trubler’s
Record on May 1889). This article consisted of Filipino proverbs and puzzles.
c. An articles on two eastern fables which compared the Filipino fable “ Monkey
and Turtle” with the Japanese fable “ Monkey and the crab”.
d. He received news that Graciano Lopez Jaena founded the La Solidaridad, a
fornightly periodical of the Propaganda.
d.1. When Marcelo h. del Pilar arrived in Barcelona, Spain, he took over
as the editor.
d.2. he wrote articles for the periodical from 1889-1890.
d.3. he used the pen name “ Laong Laan”.
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5. Sculptural Works:
a. Prometheus Bound
b. Triumph of death over Life
c. triumph of Science over Death
D. He transferred to Paris.
1. He continued his research on Philippine history at the Bibliotheque Nationale
or the National library in Paris.
2. He continued to work on his annotation of Antonio Morga’s Sucesos de las
Islas Filipinas. He publish his annotation version.
3. He studied the French language.
4. He wrote a volume of French exercises that the students of the French
language may use as a textbook or workbook.
5. He founded the Kidlat Club and the Indios Bravos. These were social clubs
which aimed to proved that the Filipinos could excel intellectually and physically.
6. He published Por Telefono. This answered Fr. Salvador Font, a Spanish friar
who attacked the Noli Me Tangere.
E. His Activities in Brussels
1. He continued to write El Filibusterismo, his second novel.
2. He wrote articles for the La Solidaridad.
a. “ La Verdad Para Los Todos” or “The Truth for for All People”.
b. “ Verdades Nuevas” or “New Truth”.
c. “ Una Profanacion” or “ A Profanation”.
d. “Filipinas Dentro de Cien Anos” or The Philippines A Century Hence”.
e. “ Sin Nombre” or “Without Name”.
f. “Sobre La Nueva”
g. “Sobre la Indolgencia de los Filipinos”
3. Publication of the El Filibusterismo. Like Noli Me Tangare, money was very
scare and it was financed by Valentin Ventura.
4. He received the news that the members of his family were deported to
different places. They also lost the agrarian case in Calamba.
5. Publication of El Filibusterismo.
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F. The Decision to Transfer to Madrid
1. The case of Rizal was elevated to the Supreme Court in Madrid. Rizal wanted
to pay attention to the case. The Calamba residents were forced to leave the town, their
houses were burned and more people were exiled, including the entire Rizal family.
2. He wrote a poem entitled “ A Mi Musa “
3. Rivalry Between Jose Rizal and M.H. del Pilar.
a. Another group of Filipinos was being formed in Madrid. This was
composed of disgruntled students who viewed that the members of the Circulo
Hispano Filipino were more inclined to accommodation, moderation, and
politeness toward the Spaniards than actually fighting for reforms in the
Philippines.
b. Another organization was formed, this was the Asosacion Hispano
Filipino. It was headed by Dr. Miguel Morayta, a Spanish professor and a Mason
grandmaster. In a meeting to decide where the direction of the Propaganda was
going, the group started with an election of the leader. There were 90 filipino
members. An election was held and it was a contest between Jose Rizal and
M.H. del Pilar. For two canvassings, del Pilar lead the votes but there was no
majority. Finally, on the third attempt, Jose Rizal won but Jose chose to leave
than divide the Filipinos in Madrid.
4. Paciano, his elder brother, advise Jose not to return to the Philippines but he
compromised that Jose can return to the East, near enough for his parents and relatives
to visit him but he cannot be disturbed by the Spaniards. He left for Hong Kong.
G. His Productive Life in Hong Kong

1. Jose Ma. Basa initially paid for his fare to Hong Kong.
2. With his undesirable experience in Madrid, he decided to leave the political life in
Europe and concentrate on his endeavors.
3. He applied for his license to practice medicine in Hong Kong and this was granted.
4. He had a reunion with his siblings and his parents. He supported them in Hong Kong.
5. His friendship with Dr. Lorenzo P. Marquez helped him start his practice in Hong
Kong.
6. He went to Sandakan, Borneo to look for an alternative place for displaced Calamba
farmers.
7. Writings
52
a. He translated The rights of Man written in French to Tagalog, Ang Mga
Karapatan ng Tao.
8. Jose Ma. Basa thought of the idea of an organized group of Filipinos towards the
attainment of the liberty of the people of the Philippines.
a. Jose Rizal wrote the constitution of the organization called La Liga Filipina.
9. Return to the Philippines
a. He wanted to face Gov. Gen. Eulogio despujol on the fate of his North Borneo
project since the governor general remained silent on Jose Rizal’s petition.
b. Together with his sister Lucia, Rizal left Hong Kong and returned to Manila.
H. The End Part of his Life

1. On his arrival, he was met by Aolinario Mabini, Anders Bonifacio, Ambrocio Salvador,
Pedro Serrano Laktaw, Deodato Arellano, and other patriots. They met in Ilaya Street
and formed the la Liga Filipina ( The Filipino League).
2. He took a train in Tutuban and visited Malolos,Bulacan; San fernado, Pampanga;
tarlac; and Bacolor, Pampanga.
3. Handbills were found in Lucia’s pillow Pobres frailes. Jose Rizal was oedred arrested
by Despujol.
4. he was ordered exiled to Dapitan, Zamboanga del Norte.
a. the prisoner was handed over to Capitain Ricardo Carcenero, the political
military governor of Dapitan, an isolated Spanish outpost in northern Mindanao.
b. one of the passengers was Fr, Pablo Pastells, S.J.
c. He won in a lottery with Captain Carcenero and Francisco Equilor. He bought
land in Talisay. He constructed his house, a clinic and a school.
d. He continued to correspond and send various species of plants, animals and
insects to other European scientists.
e. Animal species named after Jose Rizal:
 Rhacophorus rizali, a frog
 Apogonia rizali, a bettle
 Draco rizali, a flying lizard
 Spathalmes rizali, a fungus bettle
 Hydropsyche rizali, caddis fly (moth)
 Cyrestis Maenalis rizali, a butterfly
53
 Dolochopeza rizalensis, a mosquito
 Glenochrysa rizali, a dragonfly
 Cervus, a deer
 Leptocorisa acuta, a paddy bug
f.He constructed a huge relief map of Mindanao at the town plaza with the help
of Fr. Sanchez.
g. He help in the livelihood of the people.
 He modeled an invention on a Belgian example of making bricks.
 He taught the people to run a cooperative to ensure they have an income
from buying and selling abaca and its products.
h.Poems written while he was in Dapitan:
 “ El Canto del Viajero”
 “A Ricardo Carnicero”
i.He did an operation on his Mother’s eye.
j. He studied the native medicinal plants of Dapitan so he could prescribed these
to his patients.
k. Mr George Tauffer was brought to him in Dapitan with Josephine Bracken.
l. Revolution broke out in Manila in 1896. Dr. Pio Valenzuela arrived in Dapitan
with a blind man, Raymundo Mata.Dr. Valenzuela imparted to Jose Rizal the intents of
the revolution.
m. Dr. Ferdinand Blumentritt updated Jose Rizal on world events. He suggested
that Rizal volunteer his services to the Spanish government and join forces as a doctor
in Cuba as a means to end his exile.
n. Gov. Gen. Ramon Blanco granted Jose Rizal’s request. On July 30, 1896, he
was granted a safe conduct pass. Rizal returned to Manila on board steamer Espana.
I.His last trip to Europe
1. While on board the steamer Espana, awaiting another ship that will tansport him to
Spain and eventually to Cuba, Philippine Revolution broke out.
2. He was transferred to another ship and left for Spain.
3. He was arrested while cruising the Mediiterranean Sea, He was imprisoned in
Barcelona,Spain and was immediately deported back to Manila.
4. in Manila, he was imprisoned in Forts Santiago. He was tried on the charges
sedition, rebellion and illegal association.
54
5. He was found guilty and was sentenced to death through a firing squad on December
30, 1896.
PRACTICAL EXERCISES:
ACTIVITY 1: Briefly answer the following:
1. Who were the important persons that influenced Rizal in his intellectual pursuits?
2. Describe the background of Rizal’s ancestry that might have contributed to his
life and education.
3. What is the importance of writing/studying a biography?
4. How is biography related to national history?
5. What were Rizal’s achievements and activities in Dapitan and their impact.
POST-TEST
DIRECTION: : Match the correct answer from column A to column B
A B
1. A doctor and practicing lawyer in a. Miguel Morayta
England. b. Foedor Jagor
2. The founder of La Solidaridad. c. Antonio Morga
3. The editor-in- chief of La Solida d. Fr. Francisco de Paula Sanchez
ridad. e. Fr Pablo Pastells
4. The author of Travels in the f. Graciano Lopez Jaena
Philippines. g. Ferdinand Blumentritt
5. The savior of Noli Me Tangere. h. Antonio Ma. Regidor
6. Rizal’s bestfriend and the Director i. Maximo Viola
of Ateneo of Leitmeritz. j. Opthalmic Surgeon
7. Savior of El Filibusterismo k. Marcelo H. del Pilar
8. Rizal’s favorite Professor in Ateneo l. Perito Agrimensor
9. Rizal’s first Profession. m. Valentin Ventura
10. The author of Sucesos de las n. Fr. Jose Rodriguez
Filipinas.
55
REFERENCES:
56

Rizal'S Life Works and Writings: Sanny Avila-Dante, LPT Teacher

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RIZAL’S LIFE

SANNY AVILA-DANTE, LPT

Rizal in the eyes of the Filipinos

The Criteria for Heroes

 a hero is part of the people’s expression

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

1. Discuss the socio-economic, political and religious developments in Europe

1.Sri Lanka a. Tongkin

CONDITIONS IN THE PHILIPPINES IN THE 19TH CENTURY

1. The most hated symbol of Spanish Tyranny in the Philippine History.

5. The first Filipino representative in Spanish Cortes.

10. Hacienda Owned by the Friars

11. Guardia Civil

POST- TEST : Match the correct answer from column A to column B

THE RELIGIOUS FRONT: SECULARIZATION

THE SECULARIZATION CAMPAIGN

3. The Lower House of the Philippines.

5. The Lawmaking body of the Philippines.

The Story of the Rizal Law

REPUBLIC ACT No. 1425

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

SECTION 2, it shall be obligatory on all schools, colleges, and universities to keep in

SECTION 4, Nothing in this Act shall be construed as amendment or repealing section

SECTION 5, The sum of three hundred thousand pesos is hereby authorized to be

SECTION 6, This act shall take effect upon its approval.

Approved: June 12, 1956

The Two Houses

1. It is composed of House and Senate members whose main objective is reconcile

6. The third highest Philippine Government official.

7.The principal author of Rizal Law.

8. The Upper House was known as ______.

At the end of this Lesson, the Students should be able to;

G. His Productive Life in Hong Kong

H. The End Part of his Life

3. What is the importance of writing/studying a biography?

4. How is biography related to national history?

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