Lesson 1:

The Rizal Law, The Theory of Nationalism, And The 19th Century Philippines

This module introduces Republic Act 1425, otherwise know 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
Section 2: The Theory of Nationalism
Section 3: Rizal in the 19th-Cetury

Section 1: The Rizal Law (Republic Act 1425) The Study of Rizal and Literature
The Context of the Rizal Bill
Prominent individuals who championed nationalism and patriotism were at the forefront of
forwarding measures to instill such values in Philippine society. These people worked hard to
find ways to aid the Filipino youth in the formation of their national consciousness.
Among these individuals was
1. Sen Claro M. Recto
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, therefore
embodying the values and ideals of Rizal.

There was also strong resistance from various groups like:

The Catholic Action of the Philippines
The Congregations of the Mission
The Knights of Columbus
The Catholic Teachers Guild
However, the Rizal bill also had supporters, namely:
The Veteranos de la Revolucion(Spirit of 1896)
Alagad ni Rizal
The Freemasons
The Knights of Rizal

On May 12, 1956

The bill, with the compromise inserted by Laurel, was approved unanimously.
Specified that only college students would have the option to read the unexpurgated versions
of the clerically-contested reading materials.
Despite all the controversies, arguments, and opposition against the Rizal Bill, it was finally
enacted on June 12, 1956

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??

Studying Rizal in the 21st Century helps students make sense of the present by looking back at
the past.
With students exposed to many foreign influences, studying Rizal may remind and urge them
to understand the real essence of being a Filipino.
Significant historical figure like Rizal help the younger generation navigate Philippine history
and understand why being aware of social issues are important in the formation of one’s
national identity.
The Practicality of studying Rizal in this day and age is seen how Rizal’s experiences and
ideologies are instrumental in grasping the current content of Philippines society.
The mandated course on Rizal aids in developing the critical thinking skills of students.
The different challenges and dilemmas that Rizal faced in his life teaches them to be aware of
and not apathetic to the issues happening around them.
Conclusion:
And finally, Rizal, then and now, is a worthy role model and a constant inspiration to all
Filipinos. In every aspect of his being. Rizal is worthy to emulate especially in the ideals he held
as a nationalist. He was not only intelligent, he was also humane, creative and innovative. As
an inspiration to the Philippine nation, Rizal will always be a valuable subject inside and outside
the classroom in understanding how the Philippine nation came to be.

LESSON 2

THE THEORY OF NATIONALISM

This section introduces the concept of nationalism in the Philippine context. It discusses the
nation as an “imagined community” in connection with Rizal and popular nationalism. It also
explains the theory of nationalism in relation to the enactment of the Rizal Law

NATION AND NATIONALISM

Nationalism is a set of system—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 total sovereignty. It holds that a particular nation should govern itself and should
be free from external interference.
Another important facet of nationalism is that it is oriented towards developing and
maintaining a national identity based on shared characteristics such as culture, language,
race, and religion. It seeks to preserve and reshape a nation’s culture.
The concept of nationalism is essentially modern. While people have historically been
attached to their families, community, and native land, the concept of nationalism only gained
recognition in the late 18th century. The conceptualization of nationalism in a distinctively
modern sense was tied to the political awakening of the lower classes.
Nationalist movements have been invariably populist in outlook and sought to conduct lower
classes into political life.
The five basic elements of nationalism are
1. culture,
2. history,
3. language,
4. religion, and
5. territory.

Nationalism is best understood by first looking into the term nation.

Benedict Anderson, a prominent historian and political scientist who explored the origins of
nationalism, defined the nation as a
fabrication, a bond between people who did not actually exist prior to its own recognition. For
him, the nation “is an imagined community- and imagined as both inherently limited and
sovereign” (2006). Anderson argues that the nation is imagined as a community because
regardless of the actual inequalities that prevail, the nation is always conceived as a deep,
horizontal comradeship. It is imagined because it exists in the figment of the people’s
collective imagination. According to Anderson, nation-ness is a cultural artifact that is felt as
having existed since time immemorial but is objectively modern as it first emerged toward
the end of the 18th century.

Following this conceptualization by Anderson, the Philippine nation is an imagined

community because one who identifies himself or herself as a Filipino will never meet all the
other Filipinos around the world, yet he she is convinced that they exist and he or she is related
to them. Anderson also presents the concept of homogenous empty time, borrowed from the
ideas of Walter Benjamin, which replaced the idea of simultaneity-along-time which referred to
the medieval concept of time as situating events in the past, present, and future
simultaneously. Homogenous empty time suggests that a nation can be imagined as unit,
moving through time.

RIZAL’S WORKS AND NATIONALISM

Anderson points out that Rizal’s Noli Me Tangere conjured an imagined community as
if the readers and the author were familiar to and intimate with each other, with the
characters and readers being situated in the same context of time and space. The novel
provided the means of representing the nation as an imagined community that operated on
empty time enabling the reader to be omniscient to see delimited society and the actuations of
key people in it.

Noli Me Tangere and El Fiilibusterismo emerged as the founding texts of the Philippine
nationalism. These novels exposed the ills of the Spanish colonial government and the evils
prevailing in the Philippine society by presenting a narrative that contextualizes the country
in terms of politics, economy, and culture.

Rizal was able to go against the colonizers and show how literature can be used to
arouse people to be catalysts of social change. In both his novels, Rizal was able to portray the
Filipino in different dimensions, from those who had colonial mentality, to those who willingly
fought for the country at all cost.

Through his novels, Rizal emphasized the values of nationalism and

loving one’s country. The scathing national narrative Rizal presented became the
inspiration for strengthening the anti-colonial movement.

Lesson 3:

THE PHILIPPINES DURING RIZAL’S TIME

1. INSTABILITY OF COLONIAL ADMINISTRATION

KING FERDINAND V11 (1808 -1833)

-marked the beginning of political chaos in Spain.

POLITICAL INSTABILITY
 - Affected the Philippines because it brought frequent periodic shifts in colonial policies
and periodic rigodon of colonial officials.
- (1835-1897) the Philippines were rules by 50 governor general, each serving an
average of 1 Year and 3 months.
- December 1853- November 1854. A period q year there were 4 governor general.

MIGUEL LOPEZ DE LEGASPI- the first governor general in the Philippines.

2. CORRUPT COLONIAL OFFICIAL

General Rafael de Izquierdo (1871-73) a boastful and ruthless governor general aroused
the anger of the Filipino by executing the innocent Fathers
Mariano Gomez,
Jose Burgos, and
Jacinto Zamora, the Martyr of 1872.

Admiral Jose Malcampo (1874-77) was a good moro fighter but was an inept and weak
administrator.
General Fernando Primo de Rivera (1880-83) and (1897-98) enriched himself by accepting
bribes from gambling casinos in manila which he scandalously permitted to operate.
General Valeriano Weyler (1888-91) arrived in Manila a poor man and returned to Spain a
millionaire. He received huge bribes and gifts of diamond for his wife from a wealthy
Chinese who evaded anti-Chinese law.
General Camilo de Polavieja (1896-97) an able militarist but heartless governor general,
was widely detested by the Filipino people by executing Dr. Rizal.
Other Spanish colonials were of the same evil breed of men as the corrupt and
degenerate governor general mentioned above.

3. No Philippine Representation in Spanish Cortes

 (1810-1813) the first period of Philippine representation in the Spanish Cortes.
It was fruitful with beneficent results for the welfare of the colony. History
demonstrate that
Ventura De los Reyes -the first delegate who took active part in the framing of the
constitution.
Another achievement of De los Reyes was the abolition of the galleon trade.
(1820 -1823) and (1834-1837) the second and third period of the Philippines
Representation were less fruitful because the Philippine delegate were not as
energetic and devoted in parliamentary works as De los Reyes.

Philippine Representation in Spanish Cortes

1837 the representation of the overseas colonies (including Philippines) in the
Spanish Cortes was abolish. Hence, the Philippine condition worsened because
there was no means by which Filipino people could expose the anomalies
perpetrated by the colonial officials.

4. Human Rights Denied to Filipinos.

Since the adaptation of the Spanish constitution of 1812 and other constitution 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).
But the Spanish authorities who cherished these human rights or constitutional
liberties in Spain denied them to the Filipino in Asia. 

5. Equality Before the Law

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.
Leyes de Indios ( Laws of the Indies) These law were promulgated by the Christian
monarch of Spain to protect the rights of native in Spain ‘s overseas colonies and
to promote their welfare. However this laws were rarely enforced by the Spanish
officials here in the Philippines, instead the Filipino 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 the
white Spaniards.
The Spanish Penal Code – imposed heavier penalties on native Filipinos or
mestizos and lighter penalties on the Spaniards.
 6. Maladministration of Justice
The court of Justice in the Philippines during Rizal’s time were: Notoriously corrupt
Injustice as far as the Filipino were concern Costly, Partial and Slow Because of
this, poor Filipino had no access to the court.

7. Racial Discrimination
Many Spaniards and their mestizos satellites derisively called the brown man and flat
nosed Filipinos Indios (Indians). In response to them, the Filipino called the white complexion
Spaniards as Bangus (milkfish).
During Rizal’s time a white skin, a high nose, and Castilians lineage were badge of vaunted
superiority.

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 frailocracy
(frailocracia) – a government of friars.
The friars
(Augustinians, Dominicans, and Franciscans) controlled the religious education life
of the Philippines and later they came to acquire tremendous political power,
influence and riches.

9. Forced Labor
Known as Polo – the compulsory labor imposed by the Spanish authorities on adult
Filipino male from 16-60 years old render a forced labor 40 days a year.
The same royal decree provide that not only native Filipinos must rendered the
force labor but also male Spanish residents from 18-60 years old.
To avoid the Polo, they will be paying the Falla, which was a sum of money paid to
the government to be exempted from the polo.

10. Haciendas Owned by the Friars

During Rizal’s time, the Spanish friars belonging to different religious orders were
the richest landlords, for the owned the best haciendas (agricultural lands) in the
Philippines.
11. Guardia Civil
The last hated symbol of Spanish tyranny was the guardia civil. Created by the
Royal Decree of February 12, 1852 as amended by the Royal Decree on March 24,
1888 for the purpose of maintaining the peace and order in the Philippine. The
 Guardia civil in the Philippines had rendered meritorious services in suppressing
the bandits, but later they became infamous for their rampant abuses.   

LESSON 4

Advent of a National Hero

 The Birth of the Hero

José Protacio Rizal Mercado y Alonso Realonda or simply known as Jose

Rizal

Was born on Wednesday June 19, 1861, in Calamba, Laguna Province, Philippines.

 He was baptized in the Catholic Church of his town on June 22, aged 3 years old

By the Parish Priest Father

Rufino Collantes, - Batangueño.
Father Pedro Casanas -His Godfather (ninong).

 His name Jose was chosen by his Mother who was devotee of the Christian Saint. San
Jose (St. Joseph).
 Lieutenant- General Jose Lemery (February 2, 1861- July 7, 1862) former Senator of Spain
was the Governor- General the time when Rizal was born.

Rizal’s Parents

Francisco Mercado Rizal – Rizal’ Father, born in Biñan, Laguna on May 11, 1818,
- He studied Latin and Philosophy at the college of San Jose in Manila.
- He was died In Manila on January 5, 1898 at the age of 80.
- He was a hardly and independent – minded man, who talked less and worked more.
- Rizal called him “A model of Fathers”.

Teodora Alonso (1826-1911)

- Rizal’s Mother, was born in Manila on November 8,
1826 and was educated at the college of Santa Rosa, a well-known college for girls In the city.

- Rizal lovingly said that “My mother is a woman of more than ordinary culture; She
Knows literature and speaks Spanish better than I. She corrected my poems and Gave
me a good advice when I was studying rhetoric. She is a mathematicians and Has read
many books.”

According to Rafael Palma, “Rizal inherit from his father a profound sense of Dignity and
self-respect, seriousness and self-possession; and from his Mother the Temperament of
the poet and dreamer and bravery for sacrifices.”
The Rizal Children

1. Saturnina (1850-1913) – oldest of the Rizal’s children,

- nickname neneng:
- She Married Manuel T. Hidalgo of Tanawan Batangas.

2. Paciano (1851-1930) – older brother of Rizal.

3. Narcisa (1852-1939) – nickname was Sisa and married to Antonio Lopez.

4. Olimpia (1855-1939)- nickname Ypia. She married to Silvestre Ubaldo.

5. Lucian (1857 – 1919) – She married to Mariano Herbosa of Calamba.

6. Maria (1859-1945) – Biang was her nickname. She married to Daniel Faustino Cruz of
Biñan, Laguna.

7. Jose (1861 – 1896) – The greatest Filipino Hero.

8. Conception (1862 – 1865) – Concha was her nickname, died of sickness at the age

Of 3; her death was Rizal 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 – 1929) – Trining was her nickname. She died also an old maid at the
age of 83.

11. Soledad (1870 – 1929) – youngest of Rizal‘s children. Her nickname was choleng.She
married Pantaleon Quintero of Calamba.

Rizal Ancesty

Domingo Lamco, Rizal’s great-great-grandfather on his father side, immigrant From the
Fukien City of Chang Chow, arrived in Manila about 1690. He married to
- A well-to-do Christian girl Ines de la Rosa.
- Assumed in 1731 the surname Mercado which means “ Market.”

Francisco Mercado son of Domingo Lamco and Ines de la Rosa. He married to a Chinese
Filipino Mestiza Cirilla Bernacha.
Juan Mercado (Rizal’s Grandfather)
-son of Francisco Mercado and Cirilla Bernacha.
- Married to Cirila Alejandro, they have 13 children and Francisco Mercado (Rizal’s Father)
was the youngest.

It said that Doña Teodora’s Family descended from Lakan-Dula, the last native King of Tondo.

Eugenio Ursua - Rizal Maternal great-great-grandfather.

- who married to a Filipina Named Benigna.

Brigida and Lorenzo Alberto Alonzo-Rizal’s Grandparents on his Mother side.

The Surname Rizal

 The real surname of Rizal was Mercado which was adopted by Domingo Lamco.

 Rizal Family acquired the Family “Rizal” which was given by a Spanish Alcalde Mayor
(Provincial Governor) of Laguna who was a Family Friend.

 The term “Rizal” was originated from the word racial which means Green Field.

LESSON 5

Childhood Memories in Calamba

Rizal’s boyhood memories are characterized by playing in the garden while he watched
and marvelled to birds as they chirped and flied from one branch to another listening with
wonder And joy their melodious song.

concha (Concepcion)- Rizal’s first bitter memory

-died when she was only Three years.
He cried bitterly and for the first time, he wept tears to tears of tears of love and intense
Grief.
 Jose as a young boy was very pious and devoted son of Catholic Church.
At an early age Of three, he
- He love to go to church for spiritual nourishment And to join religious activities.
- When Rizal was 15 years old and was a student of Ateneo de Manila, he reminisced
his Beloved town and wrote a poem
- Un Recuerdo A Mi Pueblo (In Memory of my Town). “Calamba

You will remain an important and cherished part of my life” Jose murmured with deep
sight of Happiness.

 Early Schooling

age of 3,- learned the alphabet from his Mother.

age of 9, Rizal was sent by his Father to Biñan to continue his Studies of Latin under
Maestro Joaquin Aquino Cruz.

On December 7, 1871 Rizal left Biñan, after staying there for one and a half Years.

Juancho -was Rizal tutor in paintings and drawing and impressed and awe by Rizal’s artistic
and creative talent.

Rizal’s Mother: A Victim of Injustice

The wife of Jose Albeto (Doña Teodora’s brother) was living with another man While Alberto
was in Europe. When he returned to Biñan he was mad and planning To file an annulment to
his unfaithful wife, but Doña Teodora persuaded him to Forgive his wife and later on Jose
Alberto lived with his wife again.
 While the family problem was settled, Alberto’s wife connived with the lieutenant

Of the Guardia Civil to fabricate unfounded pieces of evidence that her husband

Attempted to poison her, with Doña Teodora’s participation as an accomplice.

 Doña Teodora, the accused should have been confined in the municipal jail of Calamba,
but for no valid reason the judge ordered to send her immediately to the Provincial jail of
Santa Cruz the capital of Laguna.

 Doña Teodora forced to walk from Calamba to Santa Cruz.

 Inspite of Doña Teodora injustice experience, she remained calm and courageous.

She believed that with God’s help, the court would finally recognized her innocent

And the truth would prevail.

GOMBURZA ‘s Martyrdom

 On February 17, 1872 Fathers Gomez, Burgos, Zamora was accused of Conspiracy of the
Cavity Mutiny and Publicly garrotted.

 The execution of GOMBURZA was very painful for Paciano (Rizal’s older Brother),
because Father Burgos was his Professor and friend.

 Jose Rizal was almost 11 years old when the three unfortunate Fathers GOMBURZA was
executed. Inspite of Rizal’s tinder age he was deeply Affected with the pathetic incident.
 LESSON 6:
Medical Studies at the University of Santo Tomas

Rizal at the University of Santo Tomas (1877-1882)

- After finishing the first year of a course in Philosophy and Letters (1877-1878), Rizal
transferred to the medical course.

Mother’s Opposition to Higher Education

- “Don’t send him to Manila again; he knows enough. If he gets to know more, the
Spaniards will cut off his head.” – Doña Teodora, vigorously opposed the idea that
Rizal pursue higher learning in the university

• April 1877 – Rizal who was then nearly 16 years old, matriculated in the University of Santo
Tomas, taking the course on Philosophy and Letters because (1) his father like it (2) he was
“still uncertain as to what career to pursue”
• Father Pablo Ramon – Rector of Ateneo, who had been good to him during his student days
in that college, asking for advice on the choice of a career but unfortunately he was in
Mindanao.
• It was during the following term (1878-1879) that Rizal, having received the Ateneo Rector’s
advice to study medicine.

“To the Filipino Youth” (1879)

•During Rizal’s first school term in the University of Santo Tomas (1877-1878), Rizal also
studied in Ateneo. He took the vocational course leading to the title of perito agrimensor
(expert surveyor)
• Rizal excelled in all subjects in the surveying course in Ateneo, obtainiobtainingng gold
medals in agriculture and topography
• November 25, 1881 – the title was issued to Rizal for passing the final examination in the
surveying course
• Liceo Artistico-Literario (Artistic-Literary Lyceum) of Manila – a society of literary men and
artists, held a literary contest in the year 1879.
• A La Juventud Filipina (To the Filipino Youth) – Rizal, who was then 18 years old, submitted
this poem.
This winning poem of Rizal is a classic in Philippine literature for two reasons: (1) it was the
great poem in Spanish written by a Filipino, whose merit was recognized by Spanish literary
authorities (2) it expressed for the first time the nationalistic concept that the Filipinos, and
not the foreigners, were the “fair hope of the Fatherland”
• The Board of Judges, composed of Spaniards, was impressed by Rizal’s poem and gave it the
first prize which consisted of a silver pen, feather-shaped and decorated with a gold ribbon.

“The Council of the Gods” (1880)

• El Consejo de los Dioses (The Councils of the Gods) – an allegorical drama written by Rizal
which he entered in the literary contest of Artistic
- Was a literary masterpiece based on the Greek classics
• The prize was awarded to Rizal, a gold ring on which was engraved the bust of Cervantes.

• D.N. del Puzo – a Spanish writer, who won the second prize.

Other Literary Works

• Junto al Pasig (Beside the Pasig) – a zarzuela which was staged by the Ateneans on
December 8, 1880, on the occasion of the annual celebration of the Feats Day of the
Immaculate Conception, Patroness of the Ateneo.
• A Filipinas – a sonnet written by Rizal for the album of the Society of Sculptors; in this
sonnet, he urged all Filipino artists to glorify the Philippines.
• Abd-el-Azis y Mahoma – Rizal composed a poem in 1879 which was declaimed by an
Atenean, Manuel Fernandez, on the night of December 8, 1879, in honor of the Ateneo’s
Patroness.

Champion of Filipino Students

•Compañerismo (Comradeship) – Rizal founded a secret society of Filipino students in
University of Santo Tomas in 1880.
• Companions of Jehu – members of the society whose after the valiant Hebrew general.
• Galicano Apacible – Rizal’s cousin from Batangas who is the secretary of the society.

Unhappy Days at the UST

Rizal found the atmosphere at the University of Santo Tomas suffocating to his sensitive
spirit. He was unhappy at this Dominican institution of higher learning because
(1) the Dominican professors were hostile to him
(2) the Filipino students were racially discriminated against by the Spaniards
(3) the method of instruction was obsolete and repressive
In Rizal’s novel, El Filibusterismo, he described how the Filipino students were humiliated and
insulted by their Dominican professors and how backward the method of instruction was,
especially in the teaching of the natural sciences.

Decision to Study Abroad

After finishing the fourth year of his medical course, Rizal decided to study in Spain. He could
no longer endure the rampant bigotry, discrimination, and hostility in the University of Santo
Tomas.
For the first time, Rizal did not seek his parents’ permission and blessings to go
abroad, because he knew that they, especially his mother, would disapprove it.
LESSON 7

In Sunny Spain (1882-1885)

Rizal’s Secret Mission
Aside from completing his studies in Spain, Rizal has his “secret mission”— was to observe
keenly the life and culture, languages and customs, industries and commerce, and
government and laws of the European nations in order to prepare himself in the mighty
task of liberating his oppressed people from Spanish tyranny
This Rizalian secret mission was likewise disclosed by Paciano in his letter to his younger
brother dated Manila, May 20, 1892.

Rizal’s departure for Spain was kept secret to avoid detection by the Spanish authorities
and the friars.
• Jose Mercado – Rizal used this name; a cousin from Biñan
• May 3, 1882 – Rizal departed on board the Spanish streamer Salvadora bound for
Singapore.

Singapore
• Donato Lecha – the ship captain from Asturias, Spain befriended Rizal. He described him
as an affable man, “much more refined than his other countrymen and colleagues that I
have met.”

May 8, 1882 – while the steamer was approaching Singapore, Rizal saw a beautiful island,
fascinated by its scenic beauty, he remembered “Talim Island with the Susong Dalaga”
• May 9, 1882 – the Salvadora docked at Singapore
Hotel de la Paz – Rizal registered here and spent two days on a sightseeing soiree of the
city, which was a colony of England.

From Singapore to Colombo

•In Singapore, Rizal transferred to another ship Djemnah, a French steamer, which left
Singapore for Europe on May 11, 1882.
• May 17, 1882 – Djemnah reached Point Galle, a seacoast town in southern Ceylon (now
Sri Lanka)
• Rizal wrote on his travel diary: “The general appearance of Point Galle is picturesque
but lonely and quiet and at the same time sad”
• Colombo – capital of Ceylon

•Rizal was enamoured by Colombo because of its scenic beauty and elegant buildings
–“Colombo is more beautiful, smart and elegant than Singapore, Point Galle and Manila”

•Aden – city hotter than Manila.

•City of Suez – the Red Sea terminal of the Suez Canal.

Rizal was impressed in the beautiful moonlight which reminded him of Calamba and his
family.
• Suez Canal – canal which built by Ferdinand de Lesseps (French diplomat-engineer)
which was inaugurated on November 17, 1869.
• Port Said – the Mediterranean terminal of the Suez Canal.

• Port Said – the Mediterranean terminal of the Suez Canal.

BARCELONA
•Afternoon of May 15, 1882 – Rizal left Marseilles by train for the last lap of his trip to
Spain.
• Rizal crossed the Pyrenees and stopped for a day at the frontier town of Port Bou.
• June 16, 1882 – Rizal finally reached his destination—Barcelona
• Rizal’s first impression of Barcelona, the greatest city of Cataluña and Spain’s second
largest city, was unfavorable.
• Las Ramblas – the most famous street in Barcelona.

• Las Ramblas – the most famous street in Barcelona.

• Amor Patrio (Love of Country) – nationalistic essay, Rizal’s first article written on Spain’s
soil.
Under his pen-name Laong Laan, appeared in print in Diariong Tagalog on August 20,
1882.
It was published in two texts—Spanish and Tagalog.
The Spanish text was the one originally written by Rizal in Barcelona, the tagalog text was
a Tagalog translation made by M.H. del Pilar
• Basilio Teodoro Moran – a friend of Rizal in Manila and the publisher of Diariong
Tagalog where Rizal sent this article.

• Diariong Tagalog – the first Manila bilingual newspaper (Spanish and Tagalog)
• Los Viajes (Travels) – Rizal’s second article for Diariong Tagalog.
• Revista de Madrid (Review of Madrid) – Rizal’s third article written in Madrid on
November 29, 1882 but returned to him because the Diariong Tagalog had ceased
publication for lack of funds.
• In one of his letters (dated May 26, 1882), Paciano advised his younger brother to finish
the medical course in Madrid.
• Rizal left Barcelona in the fall of 1882 and established himself in Madrid, the capital of
Spain.

Life in Madrid
•November 3, 1882 – Rizal enrolled in the Universidad Central de Madrid (Central
University of Madrid) in two courses—Medicine and Philosophy and Letters
Academy of Fine Arts of San Fernando – Rizal studied painting and sculpture
Antigua Café de Levante – during the summer twilights, this is where Rizal sipped coffee
and fraternized with the students from Cuba, Mexico, Argentina, etc.
Circulo Hispano-Filipino (Hispano-Philippine Circle) – a society of Spaniards and Filipinos
which Rizal joined shortly after his arrival in Madrid in 1882.

Rizal’s First Visit to Paris (1883)

• June 17 to August 20, 1883 – Rizal sojourn in Paris.
• Hotel de Paris – located on 37 Rue de Maubange wherein Rizal billeted but later, he
moved to a cheaper hotel on 124 Rue de Rennes in the Latin Quarter.

• Laennec Hospital – where Rizal observed Dr. Nicaise treating his patients.
• Lariboisiere Hospital – where Rizal observed the examination of different diseases of
women.

Rizal as a Mason
Miguel Morayta – was a Spanish freemason, statesman, professor, historian, and writer.
March 1883 – Rizal joined the Masonic lodge called Acacia in Madrid.
Lodge Solidaridad (Madrid) – Rizal transferred where he became a Master Mason on
November 15, 1890.
February 15, 1892 – Rizal was awarded the diploma as Master Mason by Le Grand Orient
de France in Paris.
Science, Virtue and Labor – Rizal’s only Masonic writing; a lecture which he delivered in
1889 at Lodge Solidaridad, Madrid.
Rizal’s Salute to Luna and Hidalgo
Evening of June 25, 1884 – a banquet was sponsored by the Filipino community to
celebrate the double victory of the Filipino artist in the National Exposition of Fine Arts in
Madrid
- Juan Luna’s Spoliarium winning the first prize and
- Felix Resurreccion Hidalgo’s Christian Virgins Exposed to the Populace (Virgenes
Cristianas Expuestas al Populacho), second prize.

Rizal Involved in Student Demonstration

November 20, 21, and 22, 1884 – the serene city of Madrid exploded in bloody riots by
the students of the Central University
These student demonstrations were caused by the address of Dr. Miguel Morayta,
professor of history, at the opening ceremonies of the academic year on November 20, in
which he proclaimed “the freedom of science and the teacher”
June 21, 1884 – Rizal completed his medical course in Spain; he was conferred the degree
of Licentiate in Medicine by the Universidad Central de Madrid.
June 19, 1885 – on his 24th birthday, Rizal was awarded the degree of Licentiate in
Philosophy and Letters by the Universidad Central de Madrid with the rating of
“Excellent”: (Sobresaliente)