MODULE 1: THE RIZAL LAW, THE THEORY OF
NATIONALISM, AND THE 19TH CENTURY
PHILIPPINES
This module introduces R.A. 1425, otherwise known as
the Rizal Law. It discusses nationalism and situates Jose
Rizal in the context of 19th-century Philippines.
SECTION 1: The Rizal Law (Republic Act 1425), the Study
of Rizal and Literature highlights the importance of
studying Jose Rizal in the 21st century and why RA 1425
is considered a landmark legislation.
SECTION 2: The Theory of Nationalism focuses on the
concept of nation and nationalism.
SECTION 3: Rizal in the 19th century Philippines centers
on various social, political, economic, and cultural
changes that occurred in the 19th century.
Section 1: The Rizal Law (Republic Act 1425), THE
STUDY OF RIZAL AND LITERATURE
INTENTED LEARNING OUTCOME
1. Identify the basic facts about Republic Act 1425;
2. Explain the history of the Rizal law and its
important provisions; and
3. Determine the value of studying Jose Rizal in
the 21st century
Republic Act. No. 1425 (RIZAL LAW)
 It mandates all educational institutions in the
Philippines to teach the life, works, and writings
of Jose Rizal.
 Its primary aim is to inculcate in students an
increased sense of nationalism at a time when
the Filipino identity is threatened by various
factors.
 He is the main proponent of the Rizal Bill.
 He believed that studying the life and works of
Jose Rizal would be instrumental in teaching the
youth to stand up for their country.
 However, it was met with stiff opposition from
the Catholic Church when it was sponsored by
Sen. Jose P. Laurel, the head of the senate
committee on education.
Against the bill…
 To read Rizal’s novels Noli Me Tangere and El
Filibusterismo, would violate the freedom of
conscience and religion.
 For Fr. Jesus Cavanna, the novels belonged to
the past and the teaching them would
misinterpret the current situations of the
Philippines.
REPUBLIC ACT 1425 (THE RIZAL LAW) FULL TEXT
An act to include in the curricula of all public and
private schools, colleges and universities courses on the
life, works and writings of Jose Rizal, particularly his
novels Noli Me Tangere and El Filibusterismo,
authorizing the printing and distribution thereof, and for
other purposes
 WHEREAS, today, more than any other period of
our history, there is a need for a re-dedication
to the ideals of freedom and nationalism for
which our heroes lived and died;
 WHEREAS, it is meet that in honoring them,
particularly the national hero and patriot, Jose
Rizal, we remember with special fondness and
devotion their lives and works that have shaped
the national character;
 WHEREAS, the life, works and writing of Jose
Rizal, particularly his novels Noli Me Tangere
and El Filibusterismo, are a constant and
inspiring source of patriotism with which the
minds of the youth, especially during their
formative and decisive years in school, should
be suffused;
 WHEREAS, all educational institutions are under
the supervision of, and subject to regulation by
the State, and all schools are enjoined to
develop moral character, personal discipline,
civic conscience and to teach the duties of
citizenship; Now, therefore,
SECTION 1. Courses on the life, works and writings of
Jose Rizal, particularly his novel Noli Me Tangere and El
Filibusterismo, shall be included in the curricula of all
schools, colleges and universities, public or private:
Provided, That in the collegiate courses, the original or
unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their English translation shall be used
as basic texts.The Board of National Education is hereby
authorized and directed to adopt forthwith measures to
implement and carry out the provisions of this Section,
including the writing and printing of appropriate
primers, readers and textbooks. The Board shall, within
sixty (60) days from the effectivity of this Act,
promulgate rules and regulations, including those of a
disciplinary nature, to carry out and enforce the
provisions of this Act. The Board shall promulgate rules
and regulations providing for the exemption of students
for reasons of religious belief stated in a sworn written
statement, from the requirement of the provision
contained in the second part of the first paragraph of
this section; but not from taking the course provided for
in the first part of said paragraph. Said rules and
regulations shall take effect thirty (30) days after their
publication in the Official Gazette.
SECTION 2. It shall be obligatory on all schools, colleges
and universities to keep in their libraries an adequate
number of copies of the original and unexpurgated
editions of the Noli Me Tangere and El Filibusterismo, as
well as of Rizal’s other works and biography. The said
unexpurgated editions of the Noli Me Tangere and El
Filibusterismo or their translations in English as well as
other writings of Rizal shall be included in the list of
approved books for required reading in all public or
private schools, colleges and universities. The Board of
National Education shall determine the adequacy of the
number of books, depending upon the enrollment of
the school, college or university.
SECTION 3. The Board of National Education shall cause
the translation of the Noli Me Tangere and El
Filibusterismo, as well as other writings of Jose Rizal into
English, Tagalog and the principal Philippine dialects;
cause them to be printed in cheap, popular editions;
and cause them to be distributed, free of charge, to
persons desiring to read them, through the Purok
organizations and Barrio Councils throughout the
country.
SECTION 4. Nothing in this Act shall be construed as
amendment or repealing section nine hundred twenty-
seven of the Administrative Code, prohibiting the
discussion of religious doctrines by public school
teachers and other person engaged in any public school.
SECTION 5. The sum of three hundred thousand pesos is
hereby authorized to be appropriated out of any fund
not otherwise appropriated in the National Treasury to
carry out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
 Approved: June 12, 1956
 Published in the Official Gazette, Vol. 52, No. 6,
p. 2971 in June 1956.
Why Study Rizal in the 21st century?
 As any other course that teaches values that a
student may carry for the rest of his or her life.
 Helps the students make sense of the present
by looking back at the past.
 It may remind and urge to understand the real
essence of being a Filipino.
 It aids in developing critical thinking skills and
be aware and apathetic to the issues happing
around the world.
 Rizal is a worthy role model and a constant
inspiration to all Filipinos.
Section 2: THE THEORY OF NATIONALISM
INTENTED LEARNING OUTCOMES
1. Explain the concept of nationalism;
2. Determine how Rizal’s works embody the
concept of nationalism; and
3. Assess the different views regarding Rizal and
his works.
NATIONALISM
It is a set of systems – political, social, and
economic – characterized by the promotion of the
interests of one nation anchored on the aim to achieve
and maintain self-governance or the total sovereignty.
Five Basic Elements of Nationalism
1. Culture
2. History
3. Language
4. Religion
5. Territory
NATION Based from Benedict Anderson
 It is a fabrication, a bond between people who
did not actually exist prior to its own
recognition.
 It is an imagined community – and imagined as
both inherently limited and sovereign.
RIZAL’S WORKS AND NATIONALISM NOLI ME TANGERE
& EL FILIBUSTERISMO
 It provided the means of representing the
nation as an imagined community that operated
on empty time enabling the reader to be
omniscient to see a delimited society and the
actuations of key people in it.
Section 3: RIZAL IN THE 19TH CENTURY PHILIPPINES
INTENTED LEARNING OUTCOMES
1. Identify the social context within which Rizal
was situated;
2. Analyze the various social, political, economic,
and cultural changes that occurred in the 19th
century;
3. Explain how these changes affected and
influenced Jose Rizal.
 It was him who used the word FILIPINO to refer
to the inhabitants of the country.
  Under Spanish rule, the native inhabitants were
called indios while inhabitants with Spanish
blood (peninsulares, insulares, mestizo) were
regarded as Filipino.
Different Events Contributed to Form Rizal’s National
Consciousness
INDUSTRIAL REVOLUTION
The transition to new manufacturing processes that
made use of steam powered, special –purpose
machinery, factories, and mass production in Europe.
CATHOLIC CHURCH
The Filipinos turned more and more to the friars for
moral and political guidance as Spanish civil officials in
the country become more corrupt and immoral.
SUEZ CANAL
The first infrastructure that paved the way for the
importation of books, magazines, and newspapers with
liberal ideas from Europe and America.
The Leadership of Gov. General Carlos Ma. Dela Torre
(1869-1871)
 He was a liberal – minded and democratic ruler.
 During his reign, media censorship became
relaxed and limited secularization of education
began.
 He even gave amnesty to the rebel.
RAFAEL IZQUIERDO
 He imposed harsh policies and laws.
 He removed the long-standing personal benefits
of the workers under the encomienda system
and forced labor exemptions among soldiers.
CAVITE MUTINY AND THE EXECUTION OF THE
GOMBURZA
 Cavite Mutiny was a failed uprising against the
Spaniards, resulting in disarmed, imprisoned,
and dead Filipino soldiers.
Rizal’s aim to make the Philippines known as a
country of writers and intellectuals was a result of his
firsthand experience of racial discrimination when he
was in Spain.
Because of this series of events, Rizal led to be a
liberal progressivist.
MODULE 2: RIZAL’S CULTURAL ROOTS
This module recalls the life of Jose Rizal through the
written works of various historian and writers. It also
presents Rizal's background, his roots, and the events
were significant in the formation of his character.
SECTION 1: THE ASCENDANCE OF THE CHINESE MESTIZO
focuses on the cultural roots of Rizal's family and the
significance of the Chinese in the Philippine history and
civilization.
SECTION 2: FAMILY, CHILDHOOD, AND EARLY EDUCATION
OF RIZAL discusses the hero's family background,
childhood experiences, and notable achievements during
his early education.
SECTION 3: AGRARIAN RELATIONS AND THE FRIAR LANDS
presents the issues on land ownership during the
Spanish colonial period.
SECTION 1 THE ASCENDANCE OF THE CHINESE
MESTIZO
INTENTED LEARNING OUTCOMES
At the end of this section, the student should be able to:
1. explain the role of the Chinese mestizos in
Philippine society, and
2. discuss the relationship of Filipinos and Chinese
then and now.
Chinese History in the Philippines
 As early as the 16th century, the Chinese were
already in the Philippine archipelago.
 During the Spanish colonial period that Chinese
became prominent in Philippine society.
 In 1594, the Spanish Governor Luis Perez
Dasmariñas created Binondo as a permanent
settlement for Chinese mestizos who converted
to Catholicism.
 From the beginning of the Spanish colonial
period until 1740, the inhabitants of the
Philippines were classified into three: Spaniards,
Indios and Chinese mestizo.
 In 1741, their legal status was official
established and the Philippines’ population was
reclassified according to tax payment or tribute.
1. Spaniards and Spanish mestizos
2. Indios
3. Chinese
4. Chinese mestizos
At the end of the 19th century, there were almost
500 000 Chinese mestizos in the Philippines with 46 000
living in Manila.
A Chinese mestizo then was:
  Any person born of a Chinese father and indio
mother;
 A Spanish mestiza who married a Chinese
mestizo; or
 A child of a Spanish mestiza and a Chinese
mestizo.
However, a Chinese mestiza and an Indio were
listed as Indios.
SIGNIFICANCE OF THE CHINESE MESTIZO
1. Economic Stability
2. Formation of Filipino Identity
Rizal and the Chinese Mestizo
 He is a 5th generation Chinese mestizo,
however, he and his father were considered as
Indios.
 He manifested his anti-Chinese feelings in his
writing.
SECTION 2 FAMILY, CHILDHOOD, AND EARLY
EDUCATION OF RIZAL
INTENTED LEARNING OUTCOMES
At the end of this section, the student should be able to:
1. Discuss the family background of Rizal; and
2. Identify the important events during Rizal’s
childhood that influenced the formation of his
character.
FAMILY
 He was born to a wealthy family in Calamba,
Laguna.
 7th among the 11 children of Francisco
Mercado Rizal and Teodora Alonzo Realonda.
 He had a Chinese ancestor from his father’s
side, Domingo Lam-Co who married a Chinese
mestiza, Ines de la Risa.
 He also had Japanese, Spanish, and Malay
blood.
EARLY EDUCATION
 Jose Rizal’s first teacher was his mother.
 By 3 years old, he was already able to recite the
alphabet because of his mother.
 In his journal, he wrote, “My mother taught me
how to read and to say haltingly the humble
prayers which I raised fervently to God.”
 Leon Monroy- his private tutor who taught him
the rudiments of Latin.
 Uncle Manuel Alberto and Uncle Gregorio –
they was concerned with the physical
development of Jose and instilled in him the
love for nature and the value of education.
 His early education was in Calamba and Biñan.
 His education was focused on reading, writing,
arithmetic, and religion.
 Maestro Justiniano Aquino Cruz was his first
teacher in Biñan.
Section 3 AGRARIAN RELATIONS AND THE FRIAR
LANDS
INTENTED LEARNING OUTCOMES
At the end of this section, the student should be able to:
1. Identify the different issues on land ownership
from pre-colonial to colonial period; and
2. Explain how the hacienda system impacts the
Philippines
HISTORY OF THE FRIAR LANDS
 At early Spanish colonial period, Spanish
conquistador were awarded lands in form of
haciendas for their loyalty to the Spanish crown.
 Approximately 120 Spaniards were granted sitio
de ganado mayor (large tracts of land) or
caballerias (smaller tracts).
 However, the hacienderos failed to develop
their lands.
 Spanish friars were able to acquire land through
whatever means available to them. (e.g.
donation)
 In the 18th century, the export of agricultural
crops started to blossom and inquilinato system
was put in the place.
 In this system, one who rented land for a fixed
annual amount, an inquilino, was expected to
give personal services to the landlords.
A three-layered inquilinato system:
1. landlords
2. inquilinos
3. kasamas
HACIENDA de CALAMBA DISPUTE
 It was originally owned by a Spaniard who
donated the land to Jesuit friars to allow him to
permanently stay in the Jesuit monastery.
 Jesuits were expelled from the Philippines, the
hacienda went to the possession of the Spanish
colonial government.
  In 1803, the land was sold to Don Clemente de
Azansa.
 After his death, it was eventually sold to the
Dominicans who claimed ownership of the
hacienda until late 19th century.
 Rizal’s family became one of the principal
inquilinos of the hacienda. They rented one of
the largest leased parcel of the land measuring
approximately 380 hectares. The main crop was
sugarcane since it was the most in-demand in
the world then. However, when the conflicts on
land ownership in the hacienda arose in 1883,
the family evidently suffered.
MODULE 3: RIZAL’S NATIONAL
CONSCIOUSNESS
This module outlines the signifucant events in Rizal's
life that shaped his nationalist sensibilities. His
notable experiences abroad eventually become the
catalyst for him to finally draft and finish draft and
finish his first novel.
SECTION 1 THE HIGHER EDUCATION OF RIZAL
presents the scholastic achievements and ordeals of
Rizal that made him more dedicated to his studies.
SECTION 2 RIZAL'S LIFE ABROAD discusses the
various accomplishments of Rizal abroad and its
impact on his nationalistic ideas.
SECTION 3 THE PROPAGANDA MOVEMENT AND LA
SOLIDARIDAD provides the various nationalist
movements Rizal initiated as influenced by his
education, personal observations, and experiences
abroad.
SECTION 4 IN THE EYES OF NOLI ME TANGERE
reflects on the conditions and problems of the
Philippine society in the nineteenth century.
SECTION 1: HIGHER EDUCATION OF RIZAL
At the end of this section, the students should be
able to:
1. Identify Rizal’s scholastic achievements and
triumphs in his life; and
2. Assess Rizal’s scholastic performance and
criticize his philosophy on education.
The execution of the three martyr priest on
February 17, 1872, left Paciano deeply moved and
expressed his frustrations to the younger Jose, making
him, even at a very young age, aware of the atrocities of
the Spanish colonizers.
Francisco Mercado wanted Jose to study at Colegio
de San Juan de Letran but Paciano convinced him to let
Jose study at Ateneo Municipal de Manila. With the
help of Manuel Xerxes Burgos, the nephew of the priest
Jose Burgos, Rizal was admitted to Ateneo despites
objections from some school administrators.
Ateneo de Manila during the Spanish Regime
 The quality education in Ateneo which was
under the Jesuit priests, was more advanced.
 He adopted the name Rizal.
 Students were divided into two groups: the
“Roman Empire” (interns) and the “Carthaginian
Empire” (externs)
 The students were group into five: the Standard
- bearer, centurion, Decurion, Tribune, and the
Emperor.
 Rizal was grouped into Carthaginian Empire, and
was ranked at the bottom in the start of the
class.
 He kept on getting promoted and attained the
rank emperor.
 On March 23, 1877, he obtained the degree
Bachiller en Artes and was awarded
sobresaliente.
 He wrote poems and crafted sculptures.
 One of these sculptures was the Sagrado
Corazon de Jesus upon the request of his
teacher.
His mother strongly opposed the further studies, for
she believed that gaining more knowledge would only
endanger his life.
 He went to attend the University of Santo
Tomas (UST) to study Philosophy and Letters.
 Why Philosophy & Letters?
1. Don Francisco liked it.
2. Uncertainty on what course to take up.
3. Failure to solicit the advice of Father
Ramon Pablo, Ateneo’s Rector, who was
then at Mindanao.
After a year, he shifted to study medicine.
 Why did Rizal shift to medical course?
1. Don Pablo Ramon advised him to
choose medicine
2. Rizal wanted to cure his mother’s
growing blindness.
 Rizal’s academic life in UST was full of
controversies and hardship compared to his
time in Ateneo.
Reasons of Rizal unhappy days at UST
1. Dominican professors were hostile to him.
2. Filipinos were vulnerable to racial discrimination
3. The method of instruction was repressive.
SECTION 2 RIZAL’S LIFE ABROAD
At the end of this section, the students should be able
to:
1. analyze the experiences Rizal had abroad that
helped shape his nationalist sensibilities;
2. identify the different places that Rizal had been
to and the people he met on his travels who
might have inspired him to be a propagandist;
and
3. assess the significance and success of Rizal’s
mission abroad.
 Rizal left for Spain after his fourth year at UST.
 Only few people aware of his departure, not
even his parents nor his lover Leonor Rivera.
 SECRET MISSION with his brother Paciano - to
observe life abroad and to write a book
displaying Filipino nationalism.
 His trip was primarily funded by Paciano.
RIZAL TRAVEL
 Before finally arriving in Spain, he visited
Singapore, Ceylon (Sri Lanka), Egypt, Italy, and
France.
 In Singapore, he witnessed a carefree attitude in
whatever they did because their rights as
citizens were respected and their authorities
were not abusive.
Life in Barcelona, Spain
 He regularly met with some of his former
schoolmates from Ateneo Municipal.
 El Amor Patrio (Love of Country) his first written
article in Spanish soil and was published in
Diariong Tagalog.
 He also spent his growing his personal library.
Life in Madrid, Spain
 On November 3, 1882, he enrolled in the
Universidad Central de Madrid. He took
Medicine and Philosophy and Letters.
 He was busied himself with learning different
languages such as English, German and French
while drafting his book.
 Practiced fencing and shooting at the Hall of
Arms in Sanz y Carbonell.
 He also met Don Pablo Ortiga y Rey and his
daughter Consuelo Ortiga Y Perez.
 He joined the CIRCULO - HISPANO FILIPINO led
by Juan Atayde. It is an association formed by
Filipino students in Spain composed both
Filipinos and Spaniards.
MARCH 1883
 He joined the Masonic Lodge called ACACIA
through the influence of his uncle Jose Alberto.
His reason for was to secure Freemansonry’s aid
in his fight in the Philippines.
NOVEMBER 1883
 He transferred to LODGE SOLIDARIDAD, where
he become a Master Mason.
JUNE 1884
 Rizal finished his medical education. He was
conferred the degree of Licentiate in Medicine.
The next year, he passed all his subjects leading
to Doctors of Medicine but was only able to get
his Doctor’s Diploma in 1887 for he wasn’t able
to pay corresponding fees.
JUNE 1885
 Rizal was awarded the degree of Licentiate in
Philosophy and Letter by the Universidad
Central de madrid with the rating of “Excellent”
(Sobresaliente)
PARIS
 Rizal went to Paris and Germany in order to
specialize in ophthalmology.
 Dr. LOUIS DE WECKERT - leading French
Ophthalmologist during the period, who found
Rizal such a competent student and make him
as his clinical assistant.
GERMANY
 On February 3, 1886, he arrived at Heidelberg -
a historic city in Germany famous for its old
university and romantic surroundings.
 DR. OTTO BECKER - distinguished
ophthalmologist where Rizal worked - University
Eye Hospital.
 November 1886, arrived in Berlin.
In Berlin, Germany…
He met Dr. Feodor Jagor, a German scientist and
traveler. He was inspired by Dr. Jagor’s book to do
something to emphasize that education is the answer to
the Philippines’ current social condition.
NOLI ME TANGERE PUBLISHED IN BERLIN. (1887) …
with the help of the biggest contributor to Rizal’s
venture in writing DR. MAXIMO VIOLA. He financed the
2, 000 initial copies of Noli Me Tangere.
After the publication of Noli Me Tangere, Viola
accompanied Rizal to Austria to finally meet Dr.
Ferdinand Blumentritt.
SECTION 3 THE PROPAGANDA MOVEMENT AND LA
SOLIDARIDAD
At the end of this section, the students should be able
to:
1. Analyze the different works of Rizal as a
propagandist and their significance to the
development of Rizal’s nationalist
consciousness.
2. Explain the principle of assimilation advocated
by the Propaganda Movement; and
3. Assess Rizal’s involvement in the Propaganda
Movement.
 When Rizal arrived in Spain in 1882, there was
an atmosphere of activism among students.
 He was welcomed in an atmosphere of
liberalism.
 Assimilation - the idea wherein the Philippines
can be considered as a province of Spain and
not just a tributary colony.
 Together with M.H. Del Pilar, he started
contributing to Diariong Tagalog.
 He also contributed to other publications led by
Graciano Lopez Jaena, Los Dos Mundos
1883
 Rizal’s resentment against the Spaniards
intensified when he received a letter from his
brother Paciano.
 The new parish priest, Father Villafranca, who
was threatening their father and demanding for
advance rental paymennts.
1884
 Jaena and Rizal delivered speeches at the
Exposicion de Bellas Artes in Madrid where two
Filipino painters were given recognition.
 Juan Luna received an award for his
SPOLIARIUM
 Felix Resurreccion Hidalgo for his Virgenes
Cristianas Expuestas al Populacho.
1888
 Rizal joined an organization composed of
Filipino liberals exiled in Spain, the La
Solidaridad.
 It aims to raise the awareness of Spain on the
needs of its colony.
 Galicano Apacible issued a newspaper of the
same name.
 Jaena and later on, del Pilar edited the
newspaper while Rizal was an active and
significant contributor.
SOME OF RIZAL’S MOST IMPORTANT CONTRIBUTION:
LETTER TO THE YOUNG WOMEN OF MALOLOS
published on February 22, 1889. It recognized the effort
and bravery of 200 women from Malolos who wrote a
petition letter to Governor General Valeriano Weyler to
allow them to put up a night school where they could
study the Spanish language under the tutelage of
Teodoro Sandiko.
THE PHILIPPINES A CENTURY HENCE. Analyzes the
various causes of the miseries suffered by the Filipino
under the Spanish colonizers.
THE INDOLENCE OF THE FILIPINO. As a response to the
accusations of the Spaniards that the Filipino were
indolent.
MODULE 4 THE SEARCH FOR FILIPINO ORIGINS
This module presents a different perspective of
Philippine history prior to the arrival of the Spanish
colonizers. The pre-colonial past became one of Rizal’s
motivation in writing the sequel to Noli Me Tangere.
SECTION 1: PACTO de SANGRE: WHY WE WERE
CONQUERED presents a view of the blood compact
between early Spanish conquistadors led by Miguel
Lopez de Legazpi and community rulers led by Sikatuna
and its significance to the development of Filipino
nationalism.
SECTION 2 PRE COLONIAL PHILIPPINES: RIZAL’S
ANNOTATIONS OF MORGA discusses insights from
Rizal’s research and Annotations of Antonio de Morga’s
Sucesos de las Islas Filipinas.
SECTION 1 PACTO DE SANGRE: WHY WE
WERE CONQUERED
INTENDED LEARNING OUTCOMES
1. Analyze the significance of Pacto de Sangre to
Filipino nationalism.
2. Discuss the possible reasons why the Philippines
was colonized by Spain.
DISCUSSION
  1565- a pact was sealed in the blood- Pacto de
Sangre - between the datu of Bohol, Datu
Sikatuna, and the Spanish Captain-General
Miguel Lopez de Legazpi to ensure peace and
friendship between the two nations that they
represented.
 According to Aguilar (2010), the blood compact
served as a solemn ritual ad agreement
between two equals, constituting a pledge of
eternal fraternity and alliance. It is a symbolic
transfusion that wedded Filipinos to Spanish
culture and civilization.
 The blood compact also became the reason the
Philippines was conquered. As an ancient
tradition in the Philippine archipelago, it was
usually done by parties who were former
enemies and wished to reconcile or those who
wanted to avoid being enemies. In the case of
Legazpi and Sikatuna, the blood compact was
initiated for the second reason.
 In an article that appeared in La Solidaridad on
September 30, 1889, Marcelo H. del Pilar stated
that the blood compact was a political treaty
the Philippines and Spain engaged in good faith
through their representatives. The treaty,
according to del Pilar, was valid but subject to
the fulfillment of its terms, that is, that Spain
would annex the Philippines and in return, the
Philippines could be assimilated. The Philippines
satisfactorily complied with such terms but
Spain reduced the Filipino race to an inherent
position of inferiority.
 It was the same point that Andres Bonifacio
insisted - the blood compact was a valid
agreement but Sikatuna was misled by the
Spaniards in their promise of enlightenment and
prosperity.
 Historically, the Pacto de Sangre between
Sikatuna and Legazpi was integrated in the
founding of Filipino nationhood. It was also the
same Pacto de Sangre that the ilustrados used
in demanding reforms from the Spanish colonial
government, a desire for change fueled by what
has been called nationalism.
SECTION 2 PRE-COLONIAL PHILIPPINES: RIZAL’S
ANNOTATIONS OF MORGA
INTENDED LEARNING OUTCOMES:
1. Analyze Rizal’s ideas on how to read and study
Philippine history;
2. Compare and contrast Rizal’s and Morga’s
differing views of the Philippine culture.
DISCUSSION
 Between 1889- 1890, Dr. Jose Rizal spent several
months in London as he tried to improve his
mastery of the English language. He stayed as a
boarder with Beckett Family at 37 Chalcot
Crescent, Primrose Hill, Camden Town, Greater
London.
 During this time, Rizal was greatly interested in
studying the pre-colonial Philippines.
 He was granted a reader’s pass to the British
Museum where he stumbled upon Antonio de
Morga’s Sucesos de las Islas Filipinas (1609) and
laboriously copied the entire 351- page work
while making annotations. After 4 months of
intense historical research, Rizal finished 639
annotations on every nuance in Filipino cultural
practices that Morga wrote about, and even on
Morga’s typographical errors.
 Rizal’s dedication to annotate Morga’s work was
further enriched by the promise of publication
by a wealthy Filipino exile in London, Antonio
Regidor. Regidor committed to equally divide
the profits between him and Rizal as soon as his
investments were recovered. Unfortunately,
Regidor backed out of the deal prompting Rizal
to publish the manuscript by himself on
September 1889 with the title, Sucesos de las
Islas Filipinas por el Doctor Antonio de Morga,
Obra publicada en Mejico en el año de 1609,
nuevamente sacada a luz y anoda por Jose Rizal
y precedida de un prologo del prof. Fernando
Blumentritt ( Events in the Philippine Islands by
Antonio de Morga, a work published in Mexico
in the year 1609, reprinted and annotated by
Rizal and preceded by an introduction by
professor Ferdinand Blumentritt)
 According to Ambeth Ocampo (1998), Rizal’s
choice of Morga’s work as his primary source for
studying Philippine pre-colonial history instead
of Antonio Pigafetta’s was due to the objectivity
and civil nature of the former in contrast to the
religious nature of the latter. Morga was said to
be not only an eyewitness but also a major
actor as he narrated his account.
Module 5 RIZAL’S CHANGE IN PERSPECTIVE ON THE
SPANISH RULE
This module presents the circumstances that led to
Rizal's change in perspective on the Spanish rule - from
being a propagandist asking for reforms and campaigning
for assimilation to having a more aggressive stance
against the corruption of leaders, particularly the friars.
SECTION 1 INDOLENCE AND THE SPANISH COLONIAL
RULE discusses the root cause of why the Spaniards
called the Filipinos indolent.
SECTION 2 RIZAL'S ABANDONMENT OF ASSIMILATION
tackles the circumstances that made of Rizal reconsider
the idea of assimilation and turn to other means of
achieving reformation.
SECTION 3 EL FILIBUSTERISMO focuses on the significant
changes in Rizal's ideas from Noli Me Tangere to El
Filibusterismo
SECTION 1: INDOLENCE AND THE SPANISH COLONIAL
RULE
At the end of this section, the students should be able
to:
1. analyze the significance of Rizal’s Sobre La
Indolencia de los Filipinos and Los Agricultores
Filipinos in relation to Filipino nationalism; and
2. assess the presumed indolence of the Filipinos
and its correlation to the inferiority of Filipinos
to the Spanish colonizers.
Sobre La Indolencia de los Filipinos
 Rizal acknowledge Gregorio Sancianco’s El
Progreso de Filipinas (1881) and recognized the
evident indolence of the Filipinos.
 He believed that such indolence was not
inherent but was caused by the climate of the
Philippines and in a sociopolitical sense.
 For Rizal, indolence can ultimately be traced to
the abuse and discrimination experienced by
Filipinos under the Spanish.
Two Factors to the Indolence of the Filipinos:
1. The limited training and education provided to
the Filipinos for the Spanish government feared
possible insubordination and retaliation.
2. The lack of national sentiment of unity among
Filipinos caused by the stigma that Filipino
culture was inferior to foreign culture which
compelled humble submission.
RIZAL CONCLUDED THAT THE SOLUTION TO FILIPINO
INDOLENCE WAS EDUCATION AND LIBERTY FROM
OPPRESSION.
Los Agricultores Filipinos
 Rizal commended the intention of the Spanish
colonizers to develop agriculture in the
Philippines as a means to social and economic
advancement.
 In his essays, he recommended to the Minister
of Colonies to consult Filipino tillers who would
be affected by any agrarian problem and to
assist them.
 He also brought to attention the problem of
banditry and thievery in rural farms.
SUCESOS DE LAS ISLAS FILIPINAS
- An account of Spanish observations about the
Filipinos and the Philippines.
Background information / Important information
1. Antonio De Morga - Author of Sucesos de las
islas Filipinas.
2. This is one of the first books ever to tackle
Philippine history.
3. Book that describes the events inside and
outside of the country from 1493 to 1603,
including the history of the Philippines.
4. Consist of 8 Chapters.
5. Discuss the political, social and economic
aspects of a colonizer and the colonized
country.
6. The content of the book is based on
documentary research, observation and
personal experience of Morga.
7. Rizal is a secondary source of the book due to
his Annotations.
Dr. Antonio de Morga
- Spanish lawyer and official in the Philippines
during the 17th century.
What is Las Islas Filipinas?
- The Philippines was named in honor of King
Philip II of Spain.
What is Sucesos?
- EVENTS, HAPPENINGS, and OCCURRENCE
- The Sucesos is the work of an honest observer, a
versatile bureaucrat, who knew the workings of
the administration from the inside.
Rizal’s Objectives
1. To awaken the consciousness of the Filipinos
regarding their glorious ways of the past
2. To correct what has been distorted about the
Philippines due to Spanish conquest
3. To prove that Filipinos are civilized even before
the coming of the Spaniards
Blumentritt’s Influence on Rizal
 - Ferdinand Blumentritt has encouraged Rizal to
write about the Philippines’ pre-colonial History.
ON RIZAL’s ANNOTATION
The First Objective
 THE EARLY FILIPINO PRIDE
- Rizal strove to establish that the Filipinos
could be proud of their pre-conquest past.
The Second Objective
 HISTORY AS A PROPAGANDA WEAPON
- Rizal aimed to use history as a propaganda
weapon.
 EARLY GOVERNMENT
- Our forefathers in the pre-colonial Philippines
already possessed a working judicial and
legislative system
 HIGH LITERACY RATE
- The Spanish missionaries exploited the
baybayin for their own ends, learning and
using it to translate their goals
 EARLY ARTILLERY
- Our ancestors were very proficient in the art
of war. Aside from wielding swords and
spears, they also knew how to make and fire
guns and cannons.
 SMOOTH FOREIGN RELATIONS
- The pre-colonial Filipinos had already
established trading and diplomatic relations
with countries as far away as the Middle
East
 SELFSUFFICIENT
- In terms of food, our forefathers did not
suffer from any lack thereof. Blessed with
such a resource-rich country, they had
enough for themselves and their families.
 ADVANCED CIVILIZATION
- Our ancestors possessed a complex working
society and a culture replete with works of
arts and literature
Important Points
 Sucesos De Las Islas Filipinas is the first book to
tackle the Philippine history.
 The book discusses the political, social and
economical aspects of a colonizer and the
colonized country.
 The book that describes the events inside and
outside of the country from 1493 to 1603,
including the history of the Philippines.
 The pre-colonial Philippines already possessed a
working judicial and legislative system
 Spanish missionaries put an end to the baybayin
written system of the Philippines to translate
their goals
 Our ancestors possessed a complex society and
culture filled with arts and literature
Rizal’s Annotations vs. De Morga’s Sucesos
RIZAL’s Annotations
1. Philippines was NOT DESERTED and was actually
HABITABLE.
2. Spaniards, like any other nation, treat food to
which they are not accustomed or is unknown
to them with disgust. This fish that Morga
mentions is bagoong (salted & fermented fish).
Morga’s Sucesos
1. Philippines was DESERTED and INHABITABLE.
2. Beef and fish they know it best when it has
started to rot and stink
Rizal’s 3 Propositions
1. The people of the Philippines have a culture on
their own, before the coming of the Spaniards.
2. Filipinos were decimated, demoralized,
exploited, and ruined by the Spanish
colonization.
3. The present state of the Philippines was not
necessarily superior to its past
Jose Rizal as Philippines’ National Hero
 Rizal gave us freedom by using goodness.
 Jose Rizal became the Philippines’ National Hero
because he fought for freedom in a silent but
powerful way.
 He expressed his love for the Philippines
through his novels, essays and articles rather
than through the use of force or aggression.
“To foretell the destiny of a nation, it is necessary to
open the books that tell of her past.” – Rizal
Importance of Rizal’s Annotations to the present
generation
 To awaken in the Filipinos the consciousness of
our past
 To devote ourselves to studying the future
 To first lay bare the past, in order to better
judge the present and to survey the road
trodden during three centuries
 To prove Filipinos had a culture of their own,
prior to colonization, that the Filipinos were
NOT inferior to the white man
  To shatter the myth of the so-called “Indolence
of the Filipinos”
 To reduce those Filipinos who denied their
native tongue into rotten fish
 To seriously study Tagalog and produce a
comprehensive Tagalog dictionary
 To embrace the generic term “Indio”, or in
today’s case, Filipino, with all its negative
connotations, and turn it into one of dignity
and nobility
Section 2: RIZAL’S ABANDONMENT OF
ASSIMILATION
At the end of this section, the students should be able
to:
1. outline the ilustrado campaign for assimilation;
2. analyze the events that prompted Rizal to
consider other means of achieving justice and
demanding reforms from Spain; and
3. Explain the implications of Rizal’s abandonment
of the campaign for assimilation
 The lack of significant progress in the campaign
for reform led by the ilustrados and other
propagandist prompted many Filipinos to
believe that such campaign were futile.
 Filipinos in Spain were also losing motivation.
 Personal rivalries among Filipinos also arose and
became a hindrance to the formation of
concrete plans and actions.
Graciano Lopez Jaena and Jose Rizal’s withdrawal
from La Solidaridad was caused by disagreement and
differences in ideals and aspiration.
Representation in the Spanish Cortes
This move would have given Filipinos a voice in
the Spanish government, through in a limited capacity.
Such representation was previously granted to the
Filipinos but was taken back.
Troubles of Hacienderos in Calamba
“The peaceful struggle must remain a dream, for Spain
will never learn from her earlier colonies in South
America… But in the present circumstances we want no
separation from Spain; all we demand is more care,
better instruction, better officials, one or two
representatives, and more security for ourselves and
our property. Spain can still win the Philippines for
herself forever, if only Spain were more reasonable.”
- Rizal’s letter to Blumentritt in 1887
Rizal’s mother and his sister were arrested in Manila...
“If our countrymen hope in us here in Europe, they are
certainly mistaken… The field of battle is the Philippines;
there is where we should be.”
Rizal set the course for his return to Manila after
the publication of his second novel, El Filibusterismo. All
copies of the novel were shipped to the Philippines.
Upon his arrival, he established a new organization - the
La Liga Filipina, a secret society that embodied the ideas
Rizal presented in El Filibusterismo. This included the
calls for the provision of mutual protection, defense
against all injustices, and promotion of instruction and
education among Filipinos.
SECTION 3 EL FILIBUSTERISMO
At the end of this section, the students should be able
to:
1. compare and contrast the characters, plot, and
theme of Noli Me Tangere and El Filibusterismo;
2. determine the importance of the youth in
nation-building; and
3. assess the significance of Rizal’s Noli Me
Tangere and El Filibusterismo in the 21st-
century Philippines. VALENTIN VENTURA Rizal’s
friend who offered him financial assistance
which led to the novel’s publication in
September 1891
1. Social climbers
2. Abusive Power
3. Family Devotion
4. Self-sacrifice
5. Patriotism
El Filibusterismo
 Socio-Political Conditions
 Bitterness, hatred and antipathy
 It offers various means of attaining social reform
by the persistence of the main character to push
through rebellion.
 “Violence is not the answer.”
Noli Me Tangere
 Social Conditions
 Aspiration, beauty, romance and mercy
 It is a charter of nationalism. It calls on the
Filipino to recover his self-confidence, to
appreciate his own worth, to return to the
heritage of his ancestors, to assert himself as
the equal of the Spaniard. It insists on the need
of education, of dedication to the country, of
 absorbing aspects of foreign cultures that would
enhance the native traditions.
“I shall die without seeing the dawn break upon my
homeland. You, who shall see it, salute it! Do not forget
those who have fallen during the night.” Elias to Basilio
MODULE 6
Section 1: RIZAL’S EXILE IN DAPITAN
At the end this section, the students should be able
to:
1. explain how Rizal spent "the most productive
years of his life" in exile; and
2. evaluate Rizal's disposition about an armed
rebellion for Philippine independence.
 Rizal was brought under a maximum security to
the steamer S.S. Cebu headed by Capt. Delgras
on the 15th of July, 1892, which sailed to
Dapitan.
• Rizal carried a letter by Father Pablo Pastells,
Superior of the Jesuit Society in the Philippines, to
Father Antonio Obach, Jesuit missionary in Dapitan.
Father Superior Pastells informed Father Obach that
Rizal could live at the parish convent on the following
conditions:
1. That Rizal publicly retract his errors concerning
religion, and make statements that were clearly
pro-Spanish and against revolution.
2. That he perform the church rites and make a
general confession of his past life.
3. That henceforth he conduct himself in an
exemplary manner as a Spanish subject and a
man of religion.
However, Rizal did not agree . . .
Consequently . . .
• He lived in the house of the commandant, Captain
Carnicero.
 The relations between Carnicero and Rizal were
warm and friendly.
 Rizal admired the kind, generous Spanish
captain.
 He then wrote a poem, A Don Ricardo
Carnicero, on August 26, 1892 on the occasion
of the captain's birthday.
Wins in Manila Lottery
On September 21, 1892 the mail boat Butuan was
approaching the town of Dapitan carrying a Lottery
ticket No. 9736 jointly owned by Captain Carnicero, Dr.
Rizal and Francisco Equilior won the second prize of P
20, 000 in the government-owned Manila Lottery. (P 6,
200 - Rizal’s share)
 P 2, 000 - He gave to his father
 P 200 - To Basa in Hong Kong
 Rest of his Money - He invested by purchasing
agricultural lands along the coast of Talisay.
Three (3) pesetas – amount Rizal allotted for lottery
tickets every month
"This was his only vice," commented Wenceslao E.
Retana, his first Spanish biographer and former enemy.
Rizal-Pastells Debate on Religion
 The debate started when Pastells sent Rizal a
book by Sarda along with an advice that Rizal
should desist from his majaderas (foolishness)
in viewing religion from the perspective of
individual judgement and selfesteem.
 The debate can be read in four (4) letters. Rizal
was bitter against the friars because they
commit abuses under the cloak of religion.
Father Pastells tried to bring back to Catholicism
Rizal by telling him that human intelligence is
limited, thus he needs the guidance of God.
Behind the debate, Pastells and Rizal were friends as
evidently pictured when:
 Pastells gave Rizal a copy of Imitacion de Cristo
by Fr. Thomas Kempis.
 Rizal gave Pastells a bust of St. Paul which he
had made Rizal continued to hear mass and
celebrate religious events.
Rizal Challenges a Frenchman to a Duel
 Mr. Juan Lardet – a French businessman whom
Rizal had a conflict.
Rizal and Father Sanchez
In his aspiration to reconcile Rizal with the Church,
Father Pastells sent to Dapitan:
1. Father Obach, Cura of Dapitan
2. Fr. Jose Vilaclara, Cura of Dipolog
3. Fr. Francisco Paula de Sanchez, Rizal’s favorite
teacher at Ateneo de Manila
 Estudios sobre la lengua tagala – manuscript
which Rizal gave to Sanchez on his birthday
(Study of the Tagalog language)
Idyllic Life in Dapitan
Among his family members who visited Rizal were:
1. His mother
2. His sisters Trinidad, Maria and Narcisa
3. Nephews Teodosio, Estanislao, Mauricio and
Prudencio Rizal built a house by the seashore of
Talisay surrounded by fruit trees, a school for
boys, and a hospital for his patients.
Rizal’s Encounter with the Friar’s Spy
 Pablo Mercado – assumed name of the spy who
visited Rizal at his house and pretended to be a
relative by showing a photo of Rizal and a pair
of buttons with the initials P.M. as evidence of
kinship.
 The spy offered to be Rizal’s courier of letters for
the patriots in Manila. Rizal became suspicious
and wanted to throw the spy outside but
considering his values and late hour of the
night, he offered the spy to spend the night at
his house. The next day, he sent the spy away.
 The spy stayed in Dapitan and spread talks
among the people that he was a relative to
Rizal. Rizal went to the comandancia and
reported the impostor to Captain Juan Sitges
(successor of Carnicero) Sitges ordered Pablo
Mercado’s arrest and told Anastacio Adriatico to
investigate him immediately.
 Florencio Namanan a.k.a Pablo Mercado, single
and about 30 years old who was hired by the
Recollect friars to spy on Rizal’s activities .The
secret mission of Pablo Mercado was not an
assassination attempt but espionage only.
Rizal as a Physician
 Dona Teodora and Maria lived with Rizal for a
year and a half. It is here when Rizal operated
his mother’s right eye. Though the operation
was successful, his mother had a wound
infection after ignoring Rizal’s instruction of not
removing the bandages. However, the infection
was immediately treated. Rizal as a Physician
 Don Ignacio Tumarong Rizal’s patient who was
able to see again after his operation;-he paid
Rizal P3,000
 Don Florencio Azcarraga, rich haciendero of
Aklan who was cured of eye ailment, in turn he
gave Rizal a cargo of sugar.
 Rizal prescribed medicinal plants to his poor
patients.
Rizal as an Engineer
 As a perito agrimensor (expert surveyor), Rizal
applied his engineering knowledge by
constructing a system of waterworks to furnish
clean water to the townspeople.
 Mr. H.F. Cameron, an American engineer who
praised Rizal for his engineering ingenuity. Rizal
as an Engineer
 Rizal had drained the marshes to get rid of
malaria that was infesting Dapitan; equipped
the town with lighting system using P500 one of
his patients paid him. The lighting system
consisted of Coconut oil lamps; beautified the
town of Dapitan by remodelling the town plaza
and making a huge relief map of Mindanao out
of earth, stones and grass.
Rizal as an Educator
 Rizal established in Dapitan a school. It began
with 3 pupils who increased to 16 and
eventually 21. 16 of his pupils did not pay
tuition. Instead of charging them fees, Rizal
made them work in his gardens and
construction projects.
 Formal classes were between 2:00 p.m. and
4:00 p.m. He also applied the “emperor” system
like that of Ateneo.
 During recess, pupils built fires to drive away
insects, pruned fruit trees and manured the soil.
Outside class hours, students had gymnastics,
boxing, wrestling, stone- throwing, swimming,
arnis and boating.
 Hymn to Talisay - a poem Rizal wrote in honor of
Talisay which he made his pupils sing.
Rizal as a Scientist
Contributions to Science
 Rizal sent specimens he found to the museum
of Europe especially the Dresden Museum. In
turn, he received scientific books and surgical
instruments.
 He had built up a rich collection of conchology
(consisting of 346 shells of 203 species)
 He had discovered rare specimens like:
1. Apogonia rizali ( a small beetle)
2. Rhacophorus rizali (a rare frog)
3. Draco rizali (a flying dragon)
Rizal as a Linguist
 Continuing his study of languages, Rizal learned
in Dapitan:
1. Bisayan
2. Subanun
 3. Malay languages Rizal as a Linguist
 He knew by that time 22 languages as follows
Tagalog, Malay, Ilokano, Hebrew, Bisayan,
Sanskrit, Subanun, Dutch, Spanish, Catalan
Latin, Italian, Greek, Chinese, English, Japanese,
French, Portuguese, German, Swedish, Arabic,
Russian.
Rizal as an Artist
To pursue his artistic activities, Rizal:
1. Contributed paintings to the Sisters of Charity
who were preparing the sanctuary of the Holy
Virgin.
2. Made sketches of persons and things that
attracted him in Dapitan.
3. Modeled a statuette called “The Mother’s
Revenge” to stress the moral of the incident
where a puppy of his dog, Syria, was eaten by a
crocodile.
4. Constructed a statue of a girl called “The
Dapitan Girl”, a woodcarving of Josephine
Bracken.
5. Made a bust of St. Paul for Father Pastells
Rizal as Farmer
 Rizal acquired total land holdings of 70 hectares
where 6,000 hemp plants, 1,000 coconut trees
and numerous fruit trees, sugarcane, corn,
coffee and cacao were planted.
 He planned to establish an agricultural colony in
Sitio Ponot because it was ideal for raising
cacao, coffee, coconuts and cattle. However, this
did not materialize due to lack of support from
the government.
Rizal as Businessman
 Ramon Carreon – Rizal’s business partner in
Dapitan Rizal made profitable business ventures
in fishing, copra and hemp industries.
 Hemp industry – Rizal’s most profitable
business.
 Once he shipped 150 bales of hemp to Manila.
He purchased hemp in Dapitan at P7 and 4
reales per picul and he sold it to Manila at P10
and 4 reales.
 Rizal also engaged in lime manufacturing. Their
lime burner had a monthly capacity of more
than 400 bags of lime.
 He organized the Cooperative Association of
Dapitan Farmers to break Chinese monopoly.
Rizal as Inventor
The death of Leonor Rivera left a poignant void in Rizal’s
heart. In his loneliness, he met Josephine Bracken…
 Irish girl
 born in Hong Kong
 James Bracken and Elizabeth Jane MacBride –
Josephine’s parents who are both Irish in
citizenship.
Mr. George Taufer
 man who adopted Josephine after her mother
died of childbirth
 became blind so he sought for an ophthalmic
specialist
Rizal and Josephine Bracken
 Manuela Orlac – Filipina companion who
accompanied Josephine Bracken to Dapitan.
 Rizal and Josephine Bracken decided to get
married but Father Obach refused to marry
them without the permission of Bishop of Cebu.
 Hearing of the planned marriage and unable to
endure the thought of losing Josephine, Mr.
Taufer tried to commit suicide by cutting off his
throat with a razor but Rizal was able to prevent
this.
 To avoid a tragedy, Josephine accompanied Mr.
Taufer back to Manila. Mr. Taufer returned to
Hong Kong alone while Josephine stayed with
the Rizals in Manila. Having no priests to marry
them, Rizal and Josephine married themselves
before the eyes of God.
 The two were happy for they were expecting for
a baby. However, Rizal played a prank on
Josephine making her give birth to an eight-
month baby boy. The baby lived for only three
hours. He was named “Francisco” in honor of
Rizal’s father.
Rizal and the Katipunan
 Pio Valenzuela – emissary to Dapitan in order to
inform Rizal of the plan of Katipunan during the
meeting at a little river called Bitukang Manok.
 Venus – steamer Valenzuela boarded to reach
Dapitan.
 Raymundo Mata – blind man who came with
Valenzuela to camouflage his mission. Rizal
objected Bonifacio’s project because: 1.The
people are not ready for a revolution. 2. Arms
and funds must first be collected before raising
the cry of revolution.
Volunteers as Military Doctor in Cuba
  When Cuba was under revolution and raging
yellow fever epidemic, Rizal wrote to Governor
General Ramon Blanco offering his services as
military doctor.
 Governor Blanco later notified Rizal of the
acceptance of the offer. The notification came
along with an instruction of acquiring first a
pass for Manila from the politico-military
commander of Dapitan.
“The Song of the Traveler”
 Upon receiving the acceptance of his offer to go
to Europe then to Cuba to help in the curing of
patients suffering yellow fever, he wrote a poem
“El Canto del Viajero”. “The Song of the
Traveler”
 España – steamer which brought Rizal to Manila
from Dapitan. Rizal was accompanied by
Josephine, Narcisa, Angelica (Narcisa’s
daughter), his three nephews and six pupils.
 As farewell, the town brass of Dapitan played
the dolorous Funeral March of Chopin. He
stayed in Dapitan for four years, thirteen days
and a few hours.
SECTION 2: TRIAL AND EXECUTION OF RIZAL
At the end of this section, the students should be able
to:
Don Nicolas de la Peñas, Judge Advocate General, for an
1. identify the accusations that led to Rizal's trial
opinion. Peñas recommendations were as follows:
and execution;
2. analyze the effects of Rizal's execution on
Spanish colonial rule and the Philippine
revolution; and
PRELIMINARY EXAMINATION
 November 20, 1896
 Rizal was questioned by Colonel Francisco Olive
but he was not permitted to confront the
witness who testified against him.
Lt. Luis Taviel de Andrade
2 Kinds of Evidences Endorsed by Colonel Olive to
Governor Ramon Blanco:
1. Documentary - 15 exhibits
2. Testimonial
- by Martin Constantino, Aguedo del Rosario,
Jose Reyes, Moises Salvador, Jose Dizon,
Domingo Franco, Deodato Arellano, Pio
Valenzeula, Antonio Salazar, Francisco Quison,
and Timoteo Paez.
Documentary Evidences
1. A letter from Antonio Luna to Mariano Ponce
dated Oct. 16, 1888, Madrid.
2. A letter of Rizal to his family dated Aug. 20,
1890, Madrid.
3. A letter from M.H. Del Pilar to Deodato Arellano
dated Jan 7, 1889, Madrid
4. A poem entitled “Kundiman” allegedly written
by Rizal.
5. A letter of Carlos Oliver to an unidentified
person, Sept. 18, 1891.
6. A Masonic document dated Feb. 9, 1892.
7. A letter signed “Dimasalang” to Ten Luz (Juan
Zulueta) dated May 24, 1892, H.K.
8. A letter signed Dimasalang to unidentified
committee dated June 1, 1892, Hong Kong.
9. An anonymous and undated letter to the Editor
of the Hong Kong Telegraph.
10. A letter of Ildefonso Laurel to Rizal, dated Sept.
3, 1892.
11. A letter of Rizal Segundo, dated Sept. 17, 1893.
12. A letter to M.H. Del Pilar to Juan A. Tenluz
13. A transcript of the speech of Pinkian (Emilio
Jacinto) in a meeting of the Katipunan on July
23, 1893.
14. Transcript of a speech Tik-Tik (Jose Turiano
Santiago) during the same Katipunan meeting.
15. A poem by Laon Laan (Rizal) entitled A Talisay.
After a brief review, the records was transmitted to
 Rizal must be immediately sent to trial.
 He must be held in prison under necessary
security.
 His properties must be issued with order of
attachment, and as indemnity, Rizal had to pay 1
million pesos.
 Instead of civilian lawyer, only army officer is
allowed to defend Rizal.
 Lawyer of Rizal
 Brother of Lt. Jose Taviel de Andrade who
worked as Rizal’s personal body guard in
Calamba 1887.
 December 11, 1896: Charges against Rizal were
read in the presence of his Spanish counsel.
 December 13, 1896: Rizal’s case was endorsed
to Blanco’s successor, Governor Camilo de
Polavieja.
 December 15, 1896: Inside his cell at fort
Santiago, Rizal wrote the controversial
Manifesto addressed to his countrymen.
  December 26, 1896: ( about 8 o’clock in the
morning)
 The court-martial of Rizal commenced
 Hearing was actually moro-moro – a
planned trial wherein Rizal, before hearing
his verdict, had already been prejudged.
Military Court
 Remained indifferent to the pleads of Rizal
 He was sentenced to be shot in musketry until
death at 7 o’clock in the morning of Dec. 30,
1896 at Bagumbayan.
December 28, 1896
 The decision of the court martial and ordered
the execution or Rizal on December 30th at
Bagumbayan Field (Luneta) by Governor
General Camilo de Polavieja
The Last Hours of Rizal
December 29, 1896. Captain Domiguez read the death
sentence to Rizal. He refused to sign the notification
sentence as required by law, saying he was innocent he
could not do so.
 While he was inside Fort Santiago, he was
visited by Jesuits Father, Fr. Saderra and Father
Viza, he gave Rizal the statue of the Sacred
Heart of Jesus which himself carved during his
days in Ateneo.
 Fr. Santiago Mataix was able to interview Rizal,
he noticed Rizal’s calmness throughout the
interview in the afternoon, Rizal read the bible
and Imitation of Christ by Kemphis afer which
he meditated.
 The women in his family visited him in prison
cell.
 Later that night he finished writing “Mi Ultimo
Adios”
December 30, 1896. He awakened early and wrote the
dedication he had promised to Josephine. He also wrote
his last letters to his parents asking for forgiveness for all
the sorrows he had caused them. No one was allowed
to enter his prison cell.
6:15 A.M: Luis Taviel de Andrade, his lawyer arrived. He
noticed that Rizal was calm.
6:30 A.M: The drum and bugle with the squad army
came to an assembly. He came out of his cell, bound to
elbow with the Jesuits.
 The Captain in charge of the execution
instructed Rizal where to position himself, to
turn his back against the squad and face the
sea. However Rizal requested to face the firing
squad.
 He was asked to be shot at the back instead of
the head so that may, at the very end, turn his
head and body sidewise and fall with his face
upward.
 The military physician, Ruiz y Castillo
approached him and asked for Rizal’s wrist and
felt his pulse. Surprisingly he found it normal.
 7:30 A.M: Rizal shouted “Consummatum Est!”
before the shot ran out. The hero’s life had
ended. In the background could be heard, “Viva
Espana! Death to traitors”
 Rizal’s family was not able to take hold of his
body. The military secretly buried the body of
Rizal at the Paco cemetery.
 Narcisa passed by the unused Paco cemetery
and saw through the opened gates and some
civil guards. She saw a freshly turned earth and
knew at once that this was her brother’s body.
 With a little amount of money, she asked the
gravedigger to place a plaque on with her
brother’s initial reverse.
 That is, R. P. J for Rizal, Protacio Jose
 1911: Rizal’s family had possession of the body.
Were instituted at the base of the Rizal
monument which was at the center of Luneta.
Section 3 Ideals and Philosophies
1. His social philosophy deals with man in
society, influential factors in human life, racial
problems, social conflicts, and social justice,
This also includes poverty and wealth, social
ideals and reforms, youth and greatness,
history and progress, and the future
Philippines.
2. Colonies should not be abused but instead
trained for self-governance.
3. Contrary to what the Spaniard thought, Rial
held that salvation was not only for the
Catholics; that fasting is not a sacrifice. He did
not agree with the sale of religious items -
cross, medals, rosaries, and the like.
4. People should aim for the study of human
behavior and the tendencies of being good
and evil.
5. The body of knowledge that a person should
acquire includes the wisdom of humanhood
 developed through people's experience in
society.
6. Education was foremost for Rizal. He believed
that education is vital in national development
as it frees people from ignorance. Education
can save the country from domination.