LWR LESSONS 1-16
Lesson 1 : Introduction to the Course: Why
Study the Life and Works of Rizal?
History of the Rizal Law and Its Essential
Provisions
 Gen. Emilio Aguinaldo made Dec. 30 as
the anniversary of Jose Rizal’s death
 Philippine National Hero in 1901
 On the recommendation of Trinidad
Pardo de Tavera, the Taft Commission
renamed the district of Morong into the
Province of Rizal
 Rizal’s death anniversary was made an
official holiday
 Act No. 243 was enacted on September
28, 1901 granting the right to use public
land upon the Luneta in the City of
Manila upon which to erect a statue of
Jose Rizal.
History of the Rizal Law
 Jose Rizal’s vast role in the attainment of
the nation’s freedom led to the issuance
of Republic Act 1425 on June 12, 1956.
Commonly known as the Rizal Act.
 It is Senator Claro M. Recto who authored
the Rizal Bill. While Senator Jose P. Laurel,
Sr., who was then the Chairman of the
Committee on Education, sponsored the
bill in the Senate.
Rizal Law and the Study of Life and Works of Rizal
 As mandated by Republic Act No. 1425,
an act to include in the curricula of all
public and private schools, colleges and
universities courses on the life, works and
writings of Jose Rizal, particularly his
novels Noli Me Tangere and El
Filibusterismo.
Rizal Law and the Study of Life and Works of Rizal
 According to Senator Jose P. Laurel, who
sponsored the law, Rizal was the founder
of Filipino nationality and the architect of
Filipino nation that there is a need to
know more and imbibe the great ideals
and principles for which he died. As the
Chairman of the Committee on
Education when the law was enacted,
Laurel believed that by reading and
studying Rizal’s life, teachings and
writings, Filipino youth will be able to gain
incorruptible confidence, direction,
courage and determination to move
forward in our people’s journey towards
an abundant life.
 There are other reasons of teaching the
Rizal course in higher education
institutions which are anchored on the
patriotic policy statements of Rizal Law
and the patriotic goals set by the then
Board on National Education. These are
the following:
o To recognize the relevance of
Rizal’s ideals, teachings as well as
life values in relation to present
conditions and situations in the
society;
o To apply Rizal’s ideas in the
solutions of social problems and
issues in the contemporary;
o To develop an appreciation and
deeper understanding of the
qualities, behavior and character
of Rizal; and
o To foster the development of
moral character of the Filipino
youth in all aspects of citizenship.
Lesson 2 Republic Act 1425
Sections
1. included in the curricula of all schools,
colleges and universities, public or
private:
2. obligatory on all schools, colleges and
universities to keep in their libraries an
adequate number of copies
3. The Board of National Education shall
cause the translation
4. prohibiting the discussion of religious
doctrines
5. P300,000.00 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.
6. This Act shall take effect upon its
approval.
Republic Act 1425 known as Rizal Law
When the law was enacted in 1956, it is clearly
understood that the study of the life and works
of Rizal calls the attention of the youth to fully
live its objectives. These are the following:
 To re-dedicate the youth to the ideals of
freedom and nationalism for which our
heroes lived and died
 LWR LESSONS 1-16
 To pay tribute to the heroes particularly
our national hero for devoting his life and
works in shaping the Filipino character;
 To gain inspiring source of patriotism thru
the study of Rizal’s life, works and writings
with which the minds of the youth,
especially during their formative and
decisive years in school, should be
suffused.
THE GATES TO HEROISM: DEFINING A FILIPINO
HERO
THE CRITERIA IS COMPOSED OF 10 STANDARDS
1. The extent of a person’s sacrifices for the
welfare of the country.
2. The motive and methods employed in the
attainment of the ideal (was his ideal
purely for the welfare of the country and
without any taint of self-interested motives, most
of all the method of attainment should be
morally valid).
3. The moral character of the person
concerned ( the person should not have any
immorality issue that affected his ideal).
4. The influenced of the person concerned of his
age and or the succeeding age.
5. That heroes are those who have a concept
of nation and thereafter aspire and struggle for
the nation’s freedom (they must have desired
the country’s freedom in any situation
especially when there’s a threat of invasion in
any form).
6. That heroes are those who define and
contribute to a system of life of freedom and
order for a nation (one who helps in the
orderliness and betterment of the country).
7. Those who contribute to the quality of life and
destiny of a nation.
8. A hero is part of the people’s expression (the
citizen must have recognized and
acknowledged the person as a hero).
9. A hero thinks of the future, especially the
future generations, his concern for the
generations must be seen in his decisions and
ideals).
10. The choice of a hero involves not only the
recounting of an episode or events in history,
but of the entire process that made this
particular person a hero.
Lesson 3 (a) The Philippines in the 19th
Century: Social Structure
1. Peninsulares- they were pure Spaniards
who were born in Spain but/and lived in
the Philippines
2. Insulares- also known as criollos in
Spanish-held country in South America.
They were pure Spaniards who were
born in the Philippines. Some historians
called them Filipinos
3. Indio/s-refer to native Filipino
4. Mestizos- were of mixed ancestry,
example Chinese-Filipino, Spanish-
Filipino
The Filipino
The term Filipino was used only in 1898 or after
the Spanish rule. The use of the term Filipino in
this discussion is only to refer the natives of the
country in our context. But then again, it was
used only after the Spanish rule.
Filipino Social Structure
 The feudalism established by the Spanish
colonial government in the Philippines in
the 19th century resulted to master-slave
relationship by the Spaniards.
 The Spanish government imposed and
collected all forms of taxes and tributes
from the native Filipinos and even
required them to render polo y servicio
or forced labor to the government and
the Catholic Church.
 Lands were owned by the wealthy
Spanish officials, businessmen and even
friars.
 The native Filipinos became tenants of
their own land due to transfer of
ownership.
Level 1| enjoyed by the peninsulares or the
Upper Spaniards born in Spain. They held
Class the most important government
jobs, and made up the smallest
number of the population.
Also in the upper class is the group
of friars who were members of any
of certain religious orders of men,
especially the three mendicant
orders such as Augustinians (1565),
Dominicans (1587), and
Franciscans (1577). Because of the
union of Church and State,
these people in the upper class
have the power and authority to
rule over the native Filipinos.
Level 2 | include the insulares or Spaniards
Middle born in the Philippines, the Spanish
Class (or European) and Chinese
 LWR LESSONS 1-16
mestizos, and the principalia or the
ruling class of native elites
composed of the gobernadorcillo,
cabeza de barangay,
landowners, merchant and
wealthy native families.
Level 3 | Lower Class which placed only the
Lower native Filipinos known during that
Class time as the indios. Lowest level.
The social pyramid during Spanish colonial
government manifested the superiority
complex, and social tensions were prevalent as
the lower class were victimized by the Upper
class. However, racial discrimination came to
be institutionalized which Rizal even
experienced it inside the schools he attended.
Members of the middle and lower classes were
considered inferior by the upper class and
unworthy of education and higher government
positions. However, in the next chapter of
Philippine history, these two social ranks were
those who criticized the government and
church and worked for to claim freedom from
Spanish tyranny.
Social Structure: Highest Class
Highest class – the people that belong in this
class include the Spaniards, peninsulares and
the friars. They have the power and authority to
rule over the Filipinos.
 The Spanish officials
 The Peninsulares
(Spaniards who were born in Spain). They held
the most important government jobs, and
made up the smallest number of the
population.
 The Friars are members of any of certain
religious orders of men, especially the
four mendicant orders (Augustinians,
Carmelites, Dominicans, and
Franciscans).
Social Structure: Middle Class
Middle Class – the people that belongs into this
class includes the natives, mestizos and the
criollos (Insulares was the specific term given to
criollos, a full-blooded Spaniards born in the
colonies; Philippines or the Marianas)
 Natives – the pure Filipinos
 The Mestizos are the Filipinos of mixed
indigenous Filipino or European or
Chinese ancestry.
Social Structure: Lowest Class
Lowest class – this class includes the Filipinos
only. The Indios are the poor people having
pure blood Filipino which ruled by the
Spaniards.
On Education
 The social pyramid manifested also the
privileges and rights of the people
according to their rank in the society.
Thus, it affects their social relationship,
economic development, and
attainment of education.
 The first schools were the parochial
schools opened by the missionaries in
their parishes. In addition to religion, the
Filipino native children in these schools
were taught reading, writing, arithmetic
and some vocational and practical arts
subjects but most of the time centered
on the teaching of fear of God and
obedience to the friars.
 These schools were under the control of
the friars up to the middle of the 19th
century. However, the primary
education was not given attention
despite the establishment of parochial
schools in the towns of the provinces.
Many of the Filipino native children
attended these schools were not able to
develop self-confidence in their ability to
learn and only developed inferiority
complex.
 The separate colleges for boys and girls
were also opened by the missionaries.
These colleges were the equivalent of
our high schools today. The subjects
taught to the students included history,
Latin, geography, mathematics and
philosophy. Some of these colleges
offered degree which is equivalent to
present degrees in colleges
 Originally, these colleges were open only
to the Spaniards and those with Spanish
blood or the mestizos. It was only during
the 19th century that these colleges
began accepting native Filipinos. The
university education was started in the
Philippines during the early part of the
17th century. By the end of the 19th
century, only the University of Santo
Tomas remained as the higher education
institution in the country.
 LWR LESSONS 1-16
Governor-General Head of the Spanish colonial
 On 1853, the Educational Decree was government
implemented in the country which
 Head of the Spanish colonial
required the establishment of one
government in the country; thus, he
elementary school for boys and one
represented the Crown in all
elementary school for girls in each town
governmental matters.
of the Philippine provinces. The decree
 He was the Vice Royal Patron over
also provided for the establishment of
religious affairs; thus he could choose
school for the training of mostly girls with
priests for ecclesiastical administration of
a mastery of the Spanish language as
the parishes.
the medium of instruction in all schools
 He was the Commander-in-Chief of the
but under the direction of the Jesuits.
colonial army.
 He was an ex-officio president of the
 The friars reacted negatively to the
Royal Audiencia; the Supreme Court in
teaching of the Spanish language to
the Philippines during Spanish colonial
native Filipinos. For the friars, the learning
period
of Spanish language to Indios would lead
 He had legislative powers to make laws
to their knowledge and development of
for the colony.
political and social awareness about the
 He had the power of cumplase or the
Spanish government. These friars
power to decide which law or royal
suppressed the opportunity to learn and
decree should be implemented or
thus wanted the Filipino natives or Indios
disregarded in the colony.
to remain ignorant.
 He had the power to appoint and dismiss
public officials
Lesson 3 (b) The Philippines in the 19th
Century: Political Structure

Political System (administrative organization)

Only the peninsulares or pure blooded

Spaniards could have a higher position in the
government. Mostly, the positions were done by
appointment. The Philippines was governed by
the Spanish Crown thru the Ministry of Colonies
(1863-1898) in the 19th Century. The
government was unitary as policies
implemented by colonial administrators to the
entire country emanated from Manila as the
seat of the central government. It was
centralized colonial government in the
Philippines that was composed of a national
government and the local governments that
administered provinces, cities, towns and
municipalities with roles:

 Maintained peace and order

 Collected taxes
 Built schools and other
 Public works

 Governed directly by the Spanish Crown

thru Ministry of Colonies (appointing
Governor-General)
 Policies were unitary
 Manila was the seat of government
 LWR LESSONS 1-16
The pacified provinces were known as the
alcaldias and unpacified provinces or not yet
fully under Spanish control were known as
corrigimiento. The alcaldias were headed by
alcalde mayor who represented the Spanish
king and the governor general in their
respective provinces. They managed the day-
to-day operations of the provincial
government, implemented laws and supervised
the collection of taxes and enjoyed the indulto
de comercio, a privilege to engage and
monopolize commercial matters.
The Residencia
To ensure the government efficacy, a
residencia was created. It was a special judicial
court that investigates the performance of a
governor general who was about to be
replaced. The residencia, of which the
incoming governor general was usually a
member, submitted a report of its findings to the
King.
The Visita
The Council of the Indies in Spain (1565-
1837) sent a government official called the
Vistador General to observe conditions in the
colony. He reported his findings directly to the
King.
Union of the Church and State
 Friars were supervising representatives of
the Spanish government for local affairs.
Guardia Civil
 Organized in 1867 as a corps of native
police
Lesson 4(a) The Philippines in the 19th
Century: Economic Development
Pre-colonial Economic Activity
Trading relationship with
✓ China
✓ India
✓ Indonesia
✓ Malaysia
✓ Borneo
Economic Development
1. When the country was opened to foreign
trade at the end of the 18th century,
there were foreign firms established in
Manila which gave opportunity to the
Filipino natives engaged in business;
basically, agricultural produce such as
sugar, rice, hemp and tobacco. These
opportunities increased Filipino contacts
with foreigners and peninsular Spaniards,
gave knowledge about the privileges,
freedom and rights of people.
2. It was an economic development in the
country where many of the natives
engaged in agriculture, which
eventually enriched them. The rise of the
Chinese-Filipino is also one of the results
of this event. They were able to send their
sons to school in Manila and some of
them went for further studies in Europe,
mostly in Spain. These Filipinos, who were
educated abroad, were able to absorb
the intellectual developments in Europe
and later played significant roles in
nation-building.
 Increasing prosperity to the Filipino
middle and upper classes.
 Agricultural products (rice)
 Those who controlled rice, sugar and
abaca growing lands in Central Luzon,
Batangas, Bikol, Negros and Panay
profited much
 Development of inquilino of friar
haciendas
Inquilino-tenant or a laborer indebted to a
landlord who allows him to form a farm in parts
of his property and who in exchange works
without pay for the landlord
In conclusion, because of this economic
development many of the natives engaged in
agriculture which enriched themselves. The rise
of the Chinese-Filipino also one of the results of
this event. They were able to send their sons to
school in Manila and some of them went further
studies in Europe. The economic development
also resulted the intellectual development of
the Filipinos during that time.
Lesson 4(b) The Philippines in the 19th
Century: The Rise of Nationalism
Definition of Nationalism
 belief,
 creed or
 political ideology that involves an
individual identifying with, or becoming
attached to one's nation.
 LWR LESSONS 1-16
Definition of Nationalism
Nationalism is a sense of loyalty or
psychological attachment members of a
nation share, based on common language,
history, culture and desire for independence
(Jackson & Jackson, 2000). It is a condition of
mind, a feeling and sentiment of a group of
people (cited by Agoncillo, 1990).
Nationalism in the Philippines
The birth of nationalism went rather slowly due
to
 topography,
 language problems and
 colonial policy.
Nationalism is not a product of a sudden
outburst of sentiment. It is brought about by
certain factors that gradually develop.
According to John Schumacher, the
development of nationalist thoughts was due to
the development of these social factors:
economic, political and cultural. Economic
growth brought changes as the middle class
emerged that later became prominent and,
politically, became leaders in society.
Lastly, the cultural development due to the
spread of education, where liberal ideas and
foreign nationalist thoughts reached the curious
minds of the middle class and even to the lower
class.
FACTORS OF THE RISE OF NATIONALISM
1. Opening of the Philippines to World
Trade
2. Influx of liberal ideas
3. Secularization Movement
4. Liberal regime of Carlos Ma. de la Torre
5. Cavite Mutiny
6. Execution of GOMBURZA
Opening of the Philippines to World Trade
- Rise of the middle class (intelligentsia or
ilustrado)
- Transformed the Philippines as the center for
World Trade.
- Provincial ports were opened for foreign
merchants – rice, sugar, abaca, tabacco, and
indigo.
- Broke her dependency on the treasury of
Mexico
- The economy of the Philippines rose rapidly
and its local industries developed.
Influx of Liberal Ideas
The possibility of applying Western
thoughts as a means to solve existing problems
in the country
The intellectuals of the country gained
access to western political thought from the
books and newspapers brought by foreign
travelers -- Ideologies of the French and
American Revolution -- Voltaire, Rousseau,
Locke, Montesquieu, Jefferson.
Secularization Movement
Regular Priests and Secular Priests
 Regular priests belonged to religious
orders. Their main task was to spread
Christianity.
 Secular priests were trained to run the
parishes and were under the supervision
of the bishops.
Conflict began when the bishops insisted on
visiting the parishes that were being run by
regular priests
Secular priests must fill in the vacancy left by the
regular clergy
Liberal regime of Carlos Ma. de la Torre
 Welcomed by both Filipinos and
Spaniards -- June 23, 1869
 Practiced liberal and democratic
principles
 Abolished flogging, relaxed media
censorship, and began limited
secularization of education
 Developed a close relationship with the
ilustrados
 The peaceful settlement of agrarian
unrest in Cavite
Cavite Mutiny
 Gen. Carlos Maria de la Torre ended and
replaced by General Rafael Izquierdo -
marked the end of liberal policies 200
Filipino Soldiers (Cavite arsenal)
 abolition of exemption from polo
y servicio and payment of annual
tribute
 January 20, 1872 the mutiny broke
out under the leadership of
Sergeant La Madrid
 January 27, 1872 41 mutineers
were executed
 General Rafael Izquierdo – Boasted that
he ruled with a crucifix in one hand and
a sword in the other.
 LWR LESSONS 1-16
 Execution of GOMBURZA
February 17, 1872 -- executed by the
Spanish colonizers on charges of
subversion (charged as supporters of the
Cavite Mutiny)
 Father Mariano Gomez
 Father Jose Burgos
 Father Jacinto Zamora
In conclusion, these events in Philippine
history, the characteristics of nationalism
were felt and put into practice.
Lesson 5: Rizal’ s Family and Ancestry
According to the psychologists, what a person
is results from the interaction of nature and
nurture. Therefore, to understand the life of Rizal,
it is necessary to know the factors that
influenced him during his childhood and his
formation into the greatest hero we have in the
country.
Calamba at the Time of Rizal’s Birth
Calamba (Laguna) at the time of Rizal’s
birth was a hacienda town where people
engaged in agricultural activities. Calamba
was a progressive among the towns of Laguna
because of the massive production of sugar. Its
fertile soil and favorable climate, people were
able to raise and harvest different crops. But the
lands were almost owned by the Dominican
friars, thus, as a friar estate farmers rented the
land and paid taxes. The tenants, however,
were resilient despite hardships and cruelties
from the owners due to increase of taxes and
suppress production of their agricultural
products.
The Birth of Jose Rizal
Taken from his memoirs as cited by Zaide, Rizal
was born on Wednesday night of June 19, 1861
in Calamba, Province of Laguna. His mother
almost lost her life during his birth because of his
big head but was believed being relieved by
the Virgin of Antipolo. After three days, he was
baptized in Calamba Church by Fr. Rufino
Collantes with Fr. Pedro Casañas, a family friend
as his godfather. The name Jose was chosen by
his mother who was a devotee to St. Joseph.
Rizal’s Ancestry
Rizal came from a mixture of different races-
Chinese, Filipino, Spanish and Japanese
ancestry.
Below is the ancestry of Rizal both from his
parents
 The Rizal genealogy started from Lam Co
who became Domingo Lamco was a
Chinese immigrant from Changchow,
China arrived in Manila about 1690. He
became a Christian and married a
wealthy Chinese mestiza, Ines dela Rosa
in 1731.
 To avoid prejudices and by the order of
the Spanish government, he assumed a
surname of Mercado. The couple moved
to Biñan ended as tenants of the
Dominican hacienda. Their son named
Francisco Mercado married a wealthy
Chinese mestiza, Cirila Bernacha.
 Because of economic status of the
family, Francisco Mercado became a
gobernadorcillo of Biñan. One of their
sons named Juan Mercado became a
gobernadorcillo also who married to a
Chinese mestizo, Cirila Alejandro. The
latest couple had thirteen children; the
youngest was Francisco Mercado, Jose
Rizal’s father.
 The Alonso genealogy started from
Eugenio Ursua believed to have a
Japanese ancestry who married to a
Filipina named Benigna. Their daughter,
Regina Ursua married a Chinese mestizo
lawyer, Manuel de Quintos from
Lingayen, Pangasinan. One of their
daughters named Regina de Quintos
married a Spanish-Filipino mestizo
Lorenzo Alberto Alonso of Biñan. The
latest couple had five children, the
second was Teodora Alonso, Jose Rizal’s
mother.
Rizal’s Family
Rizal was raised in a middle class family which is
considered as principalia or ruling elite in the
19th century. The family source of income was
agriculture; farming and stockraising. From the
Dominican hacienda, they rented the lands
where they owned farms of rice, corn and
sugarcane. The following are the evidences
and the properties which made Rizal’s family as
an affluent family:
 stone house of adobe and hardwood
located in calle real
 a carriage which is a status symbol of the
ilustrados
 a private library in their house with
numerous volumes of books
 LWR LESSONS 1-16
 sent their children to Manila for
education
 presence of personal servants taking
care of the needs of the children
 private tutors to improve Spanish
language and the academics of the
children
 participated prominently in some social
and religious affairs in the community
 Rizal’s father, Don Francisco Mercado
was an educated man who studied Latin
and Philosophy courses at the Colegio
de San Jose in Manila. Rizal described
him “a model of all fathers” because of
his honesty, frugality and industry that
makes their family more progressive than
others. He was one of the reasons why
Rizal studied and completed the course
on Philosophy.
 Rizal’s mother was also an educated
woman who completed education at
the Colegio de Santa Rosa , a prestigious
college for girls in Manila. Rizal described
her as “a woman of more than ordinary
culture”, a dedicated wife and mother.
She inspired Rizal in literature particularly
in poetry.
 The family of Rizal kept Filipino tradition as
close to one another. They were
together in the practices of the Angelus
during sunset, attending mass during
Sundays and Catholic holidays.
According to Zaide, Rizal’s parents were
strict and they trained the children to
love God, to behave well, to be
obedient, and to respect the people
especially the elderlies.
Lesson 5 : RIZAL FAMILY TREE
RIZAL’S FAMILY
Francisco Mercado - father of the national hero
Dr. Jose Rizal, was born in Biñan, Laguna. He first
attended a Latin school in his hometown, and
later was sent to study Philosophy and Latin at
the College of San Jose in Manila. He got
married to Teodora Alonzo on June 28, 1848
and had eleven children, including Jose Rizal.
Francisco Mercado a young industrious and
efficient farmer, was able to raise a family that
was financially comfortable. Jose Rizal called
him as “model of fathers”, who talk less and
work more. Through his hard work he had
increased his rented landholdings from the
Dominican state in Calamba.
He was respected by the towns people that he
becme cabeza de Brngy. The name Mercado,
was changed to Rizal after an order from
Governor General Nariso Clveria that all natives
Filipino should adopt a distinctive Spanish
Surname.
Teodora Alonso Realonda y Quintos (8
November 1826 – 16 August 1911) she was born
in Santa Cruz, Manila. She was known for being
a disciplinarian and hard-working mother and
best known as the mother of the
Philippines’national hero Jose Rizal.
At the age of 20, she got married to Francisco
Mercado, a native of Biñán, Laguna. The
couple resided in Calamba Laguna and built a
business from agriculture. Being a hands-on
mother and educated, was able to manage
their farm to sustain the family’s well-to-do
lifestyle and basic finances. From agriculture,
she branch out their business to textile, and flour
and sugar milling in the ground floor of their
home.
She was accused of poisoning her brother’s
wife, and was incarcerated in Santa Cruz,
Laguna fortwo and a half years. For the second
time she
Saturnina Rizal Mercado de Hidalgo, she was
also known as Neneng, the eldest sister of
Philippine national hero Jose Rizal who was born
on June 4, 1850. She was married to Manuel T.
Hidalgo, a native and one of the richest persons
in Tanauan, Batangas. She was died on She
died on September 14, 1913
Paciano Alonso Mercado was born in
Calamba, Laguna on May 7, 1851. He was also
known as “Ciano” the older brother and
confidant of Jose Rizal. He joined the Philippine
Revolutionary and became a combat general,
when he retired, he lived as a gentleman
farmer. He got married to Severina Rizal a father
of Emiliana Rizal-Lopez and Baby Boy Decena
Rizal. He was died on April 13, 1830 at the age
of 79 because of tuberculosis.
Narcisa Alonso Rizal (Mercado) also known as
Sisa. She was the third sibling of Jose Rizal. She
was a teacher and a musician by profession.
And she got mrried to Antonino Manapat
Lopez. She was the one who looked for and
found the unmarked grave of Dr. Jose Rizal at
the Paco cemetery after his martyrdom.
Olimpia Alonso Rizal (Mercado) also known as
Ypia. She was born on 1855 and was died on
August 1887 She was married to Silvestre
Ubaldo, a telegraph operator in Manila and a
mother of Aristeo Rizal Ubaldo.
 LWR LESSONS 1-16
Lucia Alonso Rizal (Mercado)- 1857 - 1919
She was the fifth child in the Rizal family and was
married and a mother of Delfina Rizal Herbosa,
José Rizal Herbosa, and Estanislao Herbosa. Her
husband was Mariano Herbosa of Calamba,
Laguna. He was chargeof inciting the Calamba
townsfolk not to pay land rent and causing
unrest, the couple was once ordered to be
deported along with some Rizal family
members. and was died during the cholera
epidemic in May 1889. He was refused a
Catholic burial because he was the “brother-in-
law of Rizal”.
Maria Alonso Mercado Rizal (1859 - 1945) Her
nickname was “Biang”. she got married to
Daniel Faustino Cruz of Bińan, Laguna, and a
mother of Petrona Rizal Cruz,Encarnacion Rizal
Ban, Mauricio R. Cruz, Prudencio Rizal Cruz and
three others.
Jose Protasio Rizal Mercado y Alonso Realonda
(June 19, 1861 – December 30, 1896) was a
Filipino nationalist and polymath during the tail
end of the Spanish colonial period of the
Philippines. He is tagged as the national hero
(pambansang bayani) of the Filipino people.
An ophthalmologist by profession, Rizal
became a writer and a key member of the
Filipino Propaganda Movement, which
advocated political reforms for the colony
under Spain. He was executed by the Spanish
colonial government for the crime of rebellion
after the Philippine Revolution, inspired in part
by his writings, broke out. Though he was not
actively involved in its planning or conduct, he
ultimately approved of its goals which
eventually led to Philippine independence.
He is widely considered one of the greatest
heroes of the Philippines and has been
recommended to be so honored by an officially
empaneled National Heroes Committee.
However, no law, executive order or
proclamation has been enacted or issued
officially proclaiming any Filipino historical figure
as a national hero. He was the author of the
novels Noli Me Tángere and El filibusterismo, and
a number of poems and essays.
CONCEPCION RIZAL: The Hero's First Grief
Also called ‘Concha’ by her siblings,
Concepcion Rizal (1862-1865) was the eight
child of the Rizal family. She died at the age of
three.
Of his sisters, it is said that Pepe loved
most the little Concha who was a year younger
than him. Jose played games and shared
children stories with her, and from her he felt the
beauty of sisterly love.
When Concha died of sickness in 1865,
Jose mournfully wept at losing her. He later
wrote in his memoir, “When I was four years old,
I lost my little sister Concha, and then for the first
time I shed tears caused by love and grief.”
From Concha’s life we could learn that
not a few children in those times died young. If
records are correct, more than ten of Rizal’s
nieces and nephews also died young, not to
mention that Jose’s child himself experienced
the same fate. (by Jensen DG. Mañebog.
Josefa Rizal, or Panggoy, was the ninth child in
the family and she did not married. In Jose Rizal's
letter to his sister, Jose praised her for nearly
mastering the English language. Jose also wrote
about the 20 pesos he sent, the 10 pesos of the
amount was supposed for a lottery ticket. This
indicates that Jose did not stop ‘investing’ in
lottery tickets despite winning 6, 200 pesos in
September the previous year. After Jose’s
death, the epileptic Josefa joined the
Katipunan.
Trinidad Rizal (1868-1951) or ‘Trining’ was the
tenth child and the custodian of Rizal’s last and
greatest poem.
In March 1886, Jose wrote to Trining
describing how the German women were
serious in studying. He thus advised her: “now
that you are still young and you have time to
learn, it is necessary that you study by reading
and reading attentively.”
Perhaps sensing that studying is not
Trinidad’s thing, Jose continued, “It is a pity that
you allow yourself to be dominated by laziness
when it takes so little effort to shake it off. It is
enough to form only the habit of study and later
everything goes by itself.” Four years later,
Trining surprised Jose by writing him, “Dearest
Brother: I left the College two years, one month
and a half ago.”
In August 1893, Trinidad, along with their
mother, joined Rizal in Dapitan and resided with
him in his casa cuadrada (square house). It is
said that Trinidad had once planned Rizal’s
escape from his exile. In January 1896, Jose
invited Trinidad to return to Dapitan. Jose
though had one hesitation: “Thedifficulty is,
whom you are going to marry here? The town is
lonely still, for there is almost no one.”
Trining once wrote to Jose: “I have read
your letter to our brother Paciano in which you
asked how I'm getting along with Señora
 LWR LESSONS 1-16
Panggoy. Thank God we are getting along well
and we live together peacefully.” Never
married, Trinidad and Josefa lived together until
their deaths.
Right before Jose’s execution, Trinidad
and their mother visited him in the Fort Santiago
prison cell. As they were leaving, Jose handed
over to Trining an alcohol cooking stove, a gift
from the Pardo de Taveras, whispering to her in
a language which the guards could not
understand, “There is something in it.” That
‘something’ was Rizal’s elegy now known as “Mi
Ultimo Adios.”Like Josefa and two nieces,
Trinidad joined the Katipunan after Rizal’s
death.
In 1883, Trining was in bed for five months,
from April to August, being sick with intermittent
fever—that kind which rises and falls and then
returns, occurring in diseases such as malaria.
Astonishingly however, she was the last of the
family to die.( © 2013 by Jensen DG. Mañebog)
Soledad Rizal Also called ‘Choleng,’(1870-1929)
was the youngest child of the Rizal family. Being
a teacher, she was arguably the best educated
among Rizal’s sisters. In his long and meaty letter
to Choleng dated June 6, 1890, Jose told her
sister that he was proud of her for becoming a
teacher. He thus counseled her to be a model
of virtues and good qualities “for the one who
should teach should be better than the persons
who need her learning.”
Rizal nonetheless used the topic as
leverage in somewhat rebuking her sister for
getting married to Pantaleon Quintero of
Calamba without their parents’ consent.
“Because of you,” he wrote, “the peace of our
family has been disturbed.” Some timeless
lessons in ethics and good manners can be
learned from the letter. For instance, it reveals
that Jose was very much against women who
allow themselves to be courted outside their
homes. He said to Choleng, “If you have a
sweetheart, behave towards him nobly and
with dignity, instead of resorting to secret
meetings and conversations which do nothing
but lower a woman's worth in the eyes of a
man... You should value more, esteem more
your honor and you will be more esteemed and
valued.” (Copyright by author Jensen DG.
Mañebog)
Favorable influences on the Hero’s Boyhood
We might ask who are the ancestors of
Dr. Jose Rizal to whom he inherited his unique
characteristics. According to the book of Zaide
(Jose Rizal:The Life and Work and Writing of a
Genius Writer, Scientist and Ntional Hero p18)
Hereditry Influence
that Jose Rizal inherited his love of
freedom, his innate desire to travel, and
indomitable courage to his Malayan ancestors.
In his Chinese ancestors, he inherited his serious
nature, frugality, patience and love for children.
From his Spanish ancestors, he got his elegance
in bearing, sensitivity to insult, and gallantry to
ladies. Being profound sense of self-respect, the
love for work, and the habit of independent of
thinking which can be trace from his father. And
being religious in nature, the spirit of self-
sacrifice and the passion for arts and literature
was inherited from his mother.
Environmental influence
In addition, according to psychologist,
not only genes affect the nature of person but
also our environment. So, we have to consider
both physical or natural environment and social
environment.
Natural environment includes scenic
panoramas, verdant fields, the trees, the
garden such environment and the breeze from
the lake provides the right temperature that
give human being physically and
psychologically comfortable. Behind their
house was a big garden of tropical fruits such as
atis, balimbing, chico, macopa, papaya,
santol, tampoy and etc. that provides fresh air.
The people that surrounds the young
Jose that stimulates his innate artistic and literary
talents. Both parents and all his siblings were
educated except conception who died early.
His parents trained them to love God, to
behave well, to be obedient, and to respect
people especially the old folks. Their parents
love their children but they never spoiled their
children, evidently they believed in the maxim
“Spare the rod and spoil the child”. Everyday
the family heard mass particularly on Sundays
and Christian holidays. They pray together at
home - the Agelus at sunset and the rosary
before retiring to bed at night. After the prayers,
all children kissed the hands of their parents as
a form of respect. These religious atmosphere at
his home fortified his religious nature. At the age
of three the young Jose take part in the family
prayers, and at the age of five he was able to
read haltingly the Spanish family Bible. He loved
to go to church to pray, to take part in the
novenas, and to join the processions.
 LWR LESSONS 1-16
His brother Paciano, instilled in his mind
the love of freedom and justice. From his sisters,
he learned to be courteous and kind to women.
And the fairy tales told by his aya during his
childhood awakened his interest in folklore and
legends. His Tio Jose Alberto who had studied
for eleven years in British School in Calcuta,
India and had traveled in Europe inspired him
to develop his artistic ability.
So lets take a look at the artistic young
Jose. At the age of five, he began to sketches
with his pencil and mold in clay and wax objects
which attracted his fancy. One day, upon the
request of the town mayor, he painted in oil
colors a new banner that delighted the town’s
folks because it was better than the original
one.
Tio Manuel - a husky and athletic man,
encourage him to develop his frail body
by means of physical exercises, including
horse riding, walking, and wrestling.
Tio Gregorio - who was a book lover
intensified his voracious reading of good
books.
Fr. Leoncio Lopez, the old and learned
parish priest of Calamba, fostered the
young Jose love for scholarship and
intellectual honesty.
Moreover, are events may contribute in shaping
our behavior. There are events which are
beyond our control. Some events are good and
attractive, and some events my hurts us, but
thinking it positively, it strengthen us. According
to Stoics idea of determinism that there are
events beyond our control, but the only things
within our control is our attitudes. Moreover,
according to Victor Frankl that the meaning of
life is found in every moment of living; life never
ceases to have meaning, even in
suffering and death.
To continue, the first sorrow, of his family
was the death of his younger sister Concepcion
who has died at the age of three. She was his
playmate and he learned sisterly love from her.
He was very fond of her and cried bitterly at
losing her.
Second, the imprisonment of his mother
from a malicious charge that his mother and Tio
Jose Alberto tried to poison the wife of the
latter. The death of his sister concha and the
imprisonment of his mother strengthen his
character enabling him to resist blows of
adversities in later years.
The Spanish abuses and cruelties such as
the brutal acts of the Lieutenant of the guardia
civil and the alcalde and the execution of the
three priest awakened his spirit of patriotism and
inspired him to consecrate his life and talents to
redeem the oppressed Filipino people. To recall,
Jose Rizal experienced the first brutality on dark
night during the summer vacation of 1878, while
he was walking on the street, it was dimmed
and he failed to salute or courteously said
“Good Evening”. The vague figure was the
Lieutenant of the Guadia Civil who turned upon
Jose and whipped his sword and brutally
slashed Jose’s back.
The Execution of GomBurZa
Late in the night of the 15th of February
1872, a Spanish court martial found three
secular priests, Jose Burgos, Mariano Gomez
and Jacinto Zamora, guilty of treason as the
instigators of a mutiny in the Cavite navy-yard a
month before, and sentenced them to death.
The judgement of the court martial was read to
the priests in Fort Santiago early in the next
morning and they were told it would be
executed the following day. Upon hearing the
sentence, Burgos broke into sobs, Zamora lost
his mind and never recovered it, and only
Gomez listened impassively, an old man
accustomed to the thought of death.
When dawn broke on the 17th of
February there were almost forty thousand of
Filipinos (who came from as far as Bulakan,
Pampanga, Cavite and Laguna) surrounding
the four platforms where the three priests and
the man whose testimony had convicted them,
a former artilleryman called Francico Saldua
and was executed before the three priests.
Burgos ‘weeping like a child’, Zamora with
vacant eyes, and Gomez head held high,
blessing the Filipinos who knelt at his feet, heads
bared and praying. He was next to die. When
his confessor, a Recollect friar, exhorted him
loudly to accept his fate, he replied: “Father, I
know that not a leaf falls to the ground but by
the will of God. Since He wills that I should die
here, His holy will be done.”
The death of the three priest mourned by
many patriotic like Rizal. Paciano was enrage
by the execution of his beloved friend, teacher,
and housemate and told this heroic story to his
younger brother. And this inspired the young
Jose Rizal to fight the evils of Spanish tyranny
and redeemed his oppressed people.
The aid of the Divine Providence may be
considered as the great factor in our life,
 LWR LESSONS 1-16
especially shaping and attaining our destiny.
Even if a person have everything in life - the
intelligence, wealth, power good health but the
aid of the divine providence he cannot attain
greatness in the annals of the nation. God
endowed him with versatile gifts of genius, the
vibrant spirit of a nationalist, and the valiant
heart to sacrifice for a noble cause. For he was
providentially destined to be the pride and
glory of his nation.
His artistic talent start at the age of five. He
began to make sketches with his pencil and
mould clay and wax objects which attracted his
fancy. One day his sister was laughed at him for
spending so much time in making images other
than playing with them. But as they we’re
departing, he told them: Alright right laugh at
me now! Someday when I die, people will make
monuments and images of me!”
Lesson 6: Rizal’s Childhood Memories and
Influences Story of the Moth
Childhood Memories
With hardworking parents, Rizal had a
happy and confortable life. Because of his poor
health, an old woman was employed as nanny
to take care of him while his parents manage
family business. Though the old woman, Rizal
was fascinated with tales, legends, folklores and
fables. His nocturnal walks in the moonlight by
the river greatly fascinated him. As mentioned
by Zaide, Rizal recounted this childhood
experience in his student memoirs, he wrote;
“Thus my heart fed on sombre and melancholic
thoughts so that even while still a child, I already
wandered on wings of fantasy in the high
regions of the unknown”.
At the age of three, he knew to lead
family prayers. He was five when he was able to
read the Bible in Spanish. These, because of his
mother who patiently taught him everything
about Catholic faith and traditions. At the
young age, he appreciated Father Leoncio
Lopez, one of the esteemed and respected
men and the town priest of Calamba. Thus, Rizal
had frequent attendance in the church to listen
to his opinions on current events and philosophy
in life.
 Not only good memories Rizal had during
his childhood because he observed and
witnessed violence acts against some
people of Calamba by the Guardia Civil
and the Gobernadorcillo.
 Another sad memory he had was the
death of his younger sister Concepcion.
Little Concha as he fondly called, died in
sickness in 1865 when she was only three
years old. On his diary, he said; When I
was four, I lost my little sister Concha, and
then for the time I shed tears caused by
love and grief.” Her death brought him
his first sorrow.
Another unforgettable memory Rizal had
was his first trip across the Laguna de Bay. He
and his father left Calamba on June 6, 1868 for
a pilgrimage in order to fulfil his mother’s vow as
a gratitude to the Virgin of Antipolo for his birth.
After the pilgrimage, they visited Saturnina in
Manila who was a boarding student at La
Concordia College in Santa Ana. It was the first
time Rizal saw Manila. On his diary, he said;
Writing many years later of this experience, with
what pleasure I saw the sunrise; for the first time
I saw how the luminous rays shone, producing a
brilliant effect on the ruffled surface of the wide
lake”.
Influences
It is important to note that Rizal was shaped
because of his environment. The places,
associates and events greatly affected him. His
characters were formed at home with parents
and siblings who are educated, disciplined,
religious and hardworking. His philosophy,
ideals, talents, the love of country and travels to
learn are not innate to Rizal but because of his
association to people, interpretation of events
and personal experiences. Later in his life, it had
an impact on the shaping of his political and
social ideas.
Story of the Moth
 It was Doña Teodora who influenced
Rizal on the love of stories that made him
a writer in his later life. One story that
turned out as having the same fate to
Rizal was the Story of the Moth.
 The story left a deep impression on Rizal.
As a child, Rizal interpreted the death of
the young moth as a victim of its illusion
in search for the light. Then, he came to
realize that dying in search for the light is
noble and worthwhile. In the later part of
Rizal’s life, he was like a moth that
attracted to a light even though warned
by his mother. The light that being meant
here is what Rizal attracted the most;
truth, freedom and justice. And just like
the moth, he was fated to die as a martyr
for his noble ideal.
 LWR LESSONS 1-16
How did the Story of the Moth affect Rizal’s life?
The tragic fate of the young moth, which died
a martyr to its illusions, left a deep impress on
Rizal’s mind. He justified such noble death,
asserting that “to sacrifice one’s life for it,”
meaning for an ideal, is “worthwhile”. And, like
that young moth, he was fated to die as a
martyr for a noble ideal.
Lesson 7 : From Calamba to Binan: Early
Education
Education during the time of Rizal
The friars controlled the educational
system in the Philippines and they were able to
own different schools comprising from the
primary level to the tertiary levels of education.
The people who took charge in teaching,
implementation of the rules and regulations
and the monitoring of students were assigned to
the missionaries during that time. The teachings
of the Catholic religion were emphasized to the
levels of education in the schools owned by the
friars. In the primary level, they were taught of
the Christian Doctrines, how to read Spanish
books and a little of the native’s language.
In the universities, Science and
Mathematics were not very much introduced to
the students. Instead of Spanish, students were
taught how to speak and understand Latin.
 Education under the Spanish
administration was privileged only to
Spanish students.
 Filipinos were only able to attend school
in the late 19th century. Some schools also
limited their lodging to the sons of
wealthy Filipino families.
 Most of the schools were exclusively for
Spanish boys.
A Good and Middle Class Family
The Rizal family belonged to the principalia, a
town aristocracy in Spanish Philippines. It is one
of the distinguished families in Calamba. Rizal’s
parents were ilustrados. This means that the
family was able to send their children in school
in Manila.
 On his diary, he said, “My mother taught
me how to read and to say haltingly the
humble prayers which I raised fervently
to God.”
 Dona Teodora considered as the first
teacher of Jose Rizal.
Home Education in Calamba
 His first private tutor was Maestro
Celestino,
 the second was Maestro Lucas Padua
 The third tutor was an old man named
Leon Monroy who was a former
classmate of Rizal’s father. He shortly
lived at Rizal’s family and instructed the
young Jose in both Spanish and Latin but
died after five months.
 Rizal was able to learn the languages.
Doña Teodora, despite managing family
business did not fail as a mother and a
teacher to young Rizal. With her patience,
diligence, and understanding, the young
Rizal was able to learn the Roman alphabets
and prayers even at the age of three. It was
Doña Teodora who discovered the ability of
Rizal in poetry. In fact, she even asked him to
write poems
Moves to Biñan
On Sunday afternoon of June 1869, Rizal
kissed the hands of his parents, bid goodbye to
them and to his sisters for his travel to Biñan. He
was accompanied by his older brother Paciano
on his trip on board a carromata. It was already
midnight when they arrived in the place and
proceeded to their aunt’s house where Jose will
stay while attending school in Biñan.
On the same night, he was invited by his
cousin Leandro to have a walk around the town
so he could familiarize the place. Instead of
enjoying the stroll around the town, he felt
homesick as he remembered his parents
especially his mother, his sisters and Calamba.
He recounted; In the moonlight, I remembered
my home town, my adored mother, and my
solicitous sisters. How sweet to me was
Calamba, my own town, in spite of the fact,
that it was not as wealthy as Biñan.
Formal Education in Biñan
 The next morning, Paciano brought the
young Jose to the village school under
the charge of Maestro Justiniano Cruz.
He was also the teacher of Paciano
before. After introducing Rizal to the
teacher, Paciano returned to Calamba
leaving the young and small Jose.
 The first day of school was not worth
celebrated for Rizal as he felt different
and even experienced violent clash with
some of his. He was given a permanent
seat by his teacher and asked if he can
speak Latin and Spanish. His knowledge
 LWR LESSONS 1-16
of the two languages was only light and
not well fluent. He responded this to his
teacher which led Pedro (the teacher’s
son) made fun of him and caused other
classmates to do the same.
Best Student in School
 His good reputation as best student in
many subjects was quite different to his
teacher for he always received
punishment from him.
 His classmates who were jealous of his
intellectual superiority did everything to
destroy him by reporting to their teacher
when he had a fight outside the school.
He once said, “in spite of the reputation I
had of being a good boy, the day was
unusual when I was not laid out on a
bench and given five or six blows.”
End of Biñan Schooling
 Rizal received a letter from Saturnina
informing him the arrival of the steamer
Talim which would take him from Biñan to
Calamba. Afterwards, he took a last visit
to the town church, collected some
pebbles in the river for souvenir and
bade farewell to his teacher and
classmates.
 After one and a half year in Biñan, he will
return home to reunite with his parents
and siblings. He was thrilled to take the
passage on the steamer because for the
first time he was going home by himself.
He left Biñan on Saturday afternoon,
December 17, 1870.
Conclusion
Despite discrimination of the friars to the native
Filipino students, Rizal was privilege to study in
the school they controlled. Thanks to his parents
who were ilustrados.
The educated Filipinos were called as ilustrados
and they began movements directed towards
change in the government of the Philippines.
They wanted to be the same level with the
proud Spaniards. Jose Rizal was able to achieve
this perception while studying in Ateneo and in
UST.
The growing number of ilustrados in the
Philippines is considered as one of the major
effects of education by the Spaniards in the
Philippines.
Lesson 8 : From Ateneo to UST: Higher
Education
He had not yet celebrated his eleventh
birthday when he was accompanied by his
brother to Manila to take the entrance
examination. It was four months after the
execution of GOMBURZA, the Jesuits priests he
liked. He was unhappy of leaving again
Calamba and while his mother was still in prison
who was accused of poisoning her sister-in-law.
On his memoirs he said, “Our mother was
unjustly snatched away from us and by whom?
By some men who had been or friends and
whom we treated as honored guests. We
learned later that our mother got sick, far from
us and as an advanced age”.
Don Francisco Mercado decided not to
send him in the Colegio de San Jose because
of the sad experiences of Paciano in the said
school where Fr. Burgos was his mentor.
Ateneo was formerly known as Escuela Pia, a
school for boys in Manila which was established
in 1817. On 1859, Jesuits administered the school
after they returned to the Philippines from their
expulsion in the country in 1768. The school
became Ateneo Municipal which later
became the Ateneo de Manila. During Rizal’s
time, Ateneo was the most prestigious college
for boys because of their excellent teachers.
Enrolment at Ateneo
 Rizal took the entrance examination in
Colegio de San Juan de Letran on June
10, 1872. Paciano accompanied Rizal
when he took the exam which covered
on Christian doctrine, arithmetic and
reading. During this time, all the entrance
exams for the incoming freshmen in the
different colleges were administered at
the Colegio de San Juan de Letran
because the Dominicans exercised
power of inspection and regulation over
Ateneo (Guerrero, 1998).
 After passing the qualifying examination,
again, accompanied by Paciano, Rizal
sought admission at the Ateneo
Municipal. Jesuit-run Ateneo as the
second option was the bitter rival of
Dominican-owned Colegio de San Juan
de Letran. At first, he was rejected to
enroll by the college registrar, Fr. Magin
Fernando for two reasons:
 he was late for registration
 he looked very frail and
undersized for his age.
 LWR LESSONS 1-16
 Upon the intervention of Manuel Burgos,
nephew of Fr. Jose Burgos and an
acquaintance of Paciano, Rizal was
finally admitted.
 Jose was the first to adopt the surname
Rizal when he was finally as regular
student in Ateneo. It was also a decision
of Don Francisco that he will no longer
use the surname Mercado because it
became under suspicion of Spanish
authorities since it was the surname used
by his brother Paciano while studying in
Colegio de San Jose.
Jesuit System of Education
 Compared with other colleges in Manila,
Ateneo was known for best secondary
education for boys. They trained the
character of every student by rigid
discipline and religious instruction. The
students were required to hear Mass in
the morning before the beginning of the
daily classes. The classes were usually
began and ended with prayers.
 Ateneo, at that time, offered a six-year
program that entitled their student to the
academic title, Bachiller de Artes. This
academic program exposed students to
five learning areas, namely;
 Christian doctrine,
 Languages (Spanish, Latin, Greek
and French),
 History and Geography (World
Geography and History, History of
Spain and the Philippines),
 Mathematics and Sciences
(arithmetic, geometry,
trigonometry, mineralogy,
chemistry, physics, botany and
zoology) and the
 Classical disciplines (poetry,
rhetoric and philosophy). The
school also offered vocational
courses in agriculture, commerce,
mechanics and surveying
. Calamba.
 To stimulate the spirit of competition
among the students for excellence in
academics, Atenean teachers enforced
a program of dividing a class into two
competing empires: the Romans and the
Carthaginians.
 Students who belonged to the Roman
Empire were the boarding students at
Ateneo (the internos), while those at the
Carthaginian Empire were non-boarding
students. Both empires had their ranks and
dignitaries, namely;
 emperor as the best scholar, followed by
a
 tribune,
 decurion,
 centurion and the
 standard bearer
Academic Performance at Ateneo
 Rizal studied at Ateneo from 1872-1877.
Despite his loneliness due to the arrest of
his mother, his first year in Ateneo was
commendable but only placed second
in the class.
 He graduated the degree, Bachiller en
Artes with the highest academic honors.
From the foregoing scholastic records of
Rizal, it is evident that he excelled in his
academic studies during the entire
duration of his stay at Ateneo. Rizal’s
academic triumph at Ateneo can be
attributed to three factors; racial pride,
monastic discipline, and seclusion of
boarding school life (Guerrero, 1998).
Extra-curricular Activities at Ateneo
Rizal did not only devote his time to
academic excellence, he became actively
involved in extra-curricular activities. He
became a member and eventually an officer in
the religious confraternities at Ateneo-Sodality
of Our lady, and the Apostleship of Prayer.
These religious confraternities were opened only
to students who demonstrated the highest
degree of scholarship and leadership.
Literary Works at Ateneo
 Mi Primera Inspiracion (My First
Inspiration) which was dedicated to his
mother on her birthday.
 Un Recuerdo a Mi Pueblo ( A Memory of
My Town). It was written in 1876 of his way
of paying homage to his birthplace,
 Por la Educacion Recibe Lustre la Patria
(Through Education Our Motherland
Receives Light) , significant role which
education lays in the progress and
welfare of a nation.
 La Alianza Intima Sobre Religion y la
Buena Educacion, showed the
importance of religion in education
 LWR LESSONS 1-16
Enrollment at the University of Santo Tomas
 Rizal’s completion of the Bachiller en
Artes at Ateneo Municipal entitled h for
admission to higher studies at a
university. Although Doña Teodora was
opposed to Rizal’s pursuit of higher
education for fear of what might
happen to him due to the martyrdom of
GOMBURZA.
 For Doña Teodora, Rizal’s Ateneo
education was already knows enough.
Rizal was surprised why his mother who
was a woman of education and culture
should object his desire for a university
education.
 Don Francisco decided him to send him
to UST,the Pontifical Catholic university in
the Philippines managed by the
Dominicans. Enrollment at the University
of Santo Tomas
 Uncertain of what to take up, at the age
of sixteen, Rizal enrolled the course
Philosophy and Letters during his first year
in the university (1877-1878). The course
was his father’s choice for him to pursue.
He wanted also to solicit advice of Father
Ramon Pablo, but the rector of Ateneo
was then in Mindanao that time.
 Rizal also took one year vocation course
in Ateneo which is land surveying.
 On his second year at UST, Rizal received
the advice from Father Pablo to pursue
medicine and enrolled in the said
course. Rizal also wanted the course due
to the failing eyesight of his mother.
Academic Performance at UST
 Rizal did not show commendable
academic performance in UST because
he was not happy in the university (Zaide
& Zaide, 1998). His unhappiness at UST
can be traced to three factors, namely;
the Dominican professors were hostile to
him, racial discrimination against Filipino
students, and the method and
instruction was obsolete and repressive.
 Rizal’ scholastic records was obviously
not good enough for him in a medical
course. His academic performance was
affected because he was attributed to
many distractions such as joining parties
with Filipino students and attending fights
against the Spanish students.
Literary Works at UST
 A la Juventud Filipina. Written when Rizal
was 18 years old, an inspiring poem
which beseeched the Filipino youth to
rise from lethargy, to let their genius fly
swifter than the wind and descend with
art and science to break the chains that
have long bound the spirit of the people.
 El Consejo de los Dioses (The Council of
the Gods). Rizal joined the competitions
to prove one thing-that the Filipinos can
equal and even surpass the Spaniards in
literary prowess.
Decision To Go To Europe
There were hidden purposes for his voyage to a
new world. It can be inferred from Paciano’s
letter to Rizal that the following were the real
purposes of Rizal’s voyage to Europe: to make a
name for himself in the realm of journalism, to
observe and study European society; and to
prepare himself for the task of liberating the
Filipinos from Spanish tyranny.
Lesson 9 : Rizal as a Lover
Rizal as a Lover
Education
Country
Family
Jose Rizal
 His life has been highly documented, the
most documented, in fact, of all the
heroes in Asia.
 Rizal has his duty towards his family and
the country.
 Rizal focused on uniting Filipinos, building
networks through connections, creating
links with the Propaganda Movement.
 Rizal is known for hi nationalistic ideas,
bravery, and as a national hero in the
Philippines.
Jose Rizal: Love of Education
 Through Education Our Motherland
Receives Light
 The demand for sacrifices to obtain
an education
 Education is the most precious gift
and treasure that Motherland can
give to us
 A nation where educated people
outnumbers uncivilized ones,
 LWR LESSONS 1-16
excavates more cherished than any
stones of the earth.
 Education is portrayed as a torch lighting
darkness
 Rival offered that the power or light of
education is endless
Jose Rizal: Love of Country
 To the Filipino Youth
 The poem’s theme, Grow, O timid
Flower - Shows persuasion
 He advocated for rising and waking
up
 Pen is mightier than a sword.
 Rizal wants to communicate the
means of making peaceful process.
 Filipino youth, must maximize their
knowledge and skills in chosen their
fields.
Jose Rizal: Love of Family
 My First Inspiration
 It was his mother’s birthday.
 His mother was freed from prison.
 The environment was rich during
Rizal’s time.
 A return of a love one is very
important.
 We should honor our parents.
 Let your parents be a role model or
inspiration in your life.
 We need to value God’s wonderful
creation.
Lesson 11 : Life Abroad (Part II) 1888-92
First Homecoming 1887-1888
 After five years of being away from
home, Rizal left Rome by train headed for
Marseilles, France on July 3, 1887. He
boarded the Djemnah the same vessel
that ferried him from Singapore in 1882.
He arrived in Manila in August 5, 1887.
 His homecoming lasted only from August
8, 1887 to February 3, 1888 as it was his
last option to secure the safety of his
family, and friends. During his
homecoming, he received harassed
and persecution by the friars to his novel,
the Noli, and his involvement with
Calamba agrarian problem as he spoke
in behalf of the oppressed Calamba
tenants and farmers.
Hong Kong
 Rizal arrived in the British colony of Hong
Kong on February 8, 1888.
 In Hong Kong, he wrote on his diary
about the friars of the Dominican Order
as the richest religious order in Hong
Kong, had million of dollars deposited in
various banks earning very high interests.
 Visited Macau for 2 days
Japan
 Rizal arrived in Japan on February 28,
1888 and stayed at Tokyo Hotel for a few
days.
 While at Japan, he learned and studied
the Niponggo and Japanese arts and
culture.
 He had a short romance with Seiko Usui
or O-Sei-San.
 Rizal felt that he had other duties to fulfill
for his country. So he left Japan.
 On the eve of his departure, he wrote on
his diary about his affection to Japan
United States of America
 arrived in the United States on April 28,
1888 but was only allowed to disembark
until May 4 due to the quarantine
protocols which he felt dismayed.
 Stayed for two days in San Francisco and
boarded a train for week bound for
Albany, New York. Rizal’s Impressions to
United States of America (from his letter
to Mariano Ponce July 27, 1888 trans. G.
Zaide)
 The material progress of the country as
shown in the great cities, huge farms,
flourishing industries and busy factories
 The drive and energy of the American
people
 The natural beauty of the land
 The high standard of living
 The opportunities for better life offered to
poor immigrants
 Lack of racial equality
London
 Rizal arrived in London on May 25, 1888,
and stayed as a guest at the residence
of Dr. Antonio Ma. Regidor, a practicing
lawyer in London and an exile of 1872
event. Later, Rizal boarded of the
Beckett Family.
 In London, Rizal was acquainted with Dr.
Reinhold Rost the librarian of the Ministry
of Foreign Affairs who allowed him to
undertake research in the British
Museum.
 While in London, he had a short romance
with Getrude Beckett but he suppressed
his emotions towards her.
 LWR LESSONS 1-16
 Some of his notable works while in
London were the following; annotation of
de Morga’s Sucesos de las Islas Filipinas,
and became member of the Asociacion
la Solidaridad, and the letter upon the
request of Marcelo H. del Pilar, the Letters
to Young Women of Malolos.
Paris Exposition of 1889
 founded the Kidlat Club on March 19,
1889 upon his arrival in Paris. The only aim
of the club was their camaraderie while
enjoying their stay in Paris during the
entire duration of the exposition.
 Witnessed the opening of the Eiffel Tower
on May 6, 1889
 Participated in the painting competition
 Founded Indios Bravos (replacement of
Kidlat) , member pledged to excel in
intellectual and physical powers.
Brussels, Belgium, 1890
 Rizal moved to Brussels from Paris on
January 28, 1890. In Brussels, he was busy
writing his second novel while
contributing articles in La Solidaridad.
 Lived in the house managed by Jacoby
sisters
 While in Brussels, he criticized Filipinos in
Madrid for gambling
 He received letters informing him the
bad condition of the Calamba farmers
including his family.
Madrid, Spain 1890-1891
 In August of 1890, he returned to Madrid
and tried the best he could to seek
justice for his family and the Calamba
tenants.
 His family were persecuted in Calamba,
Paciano and his two brothers-in-law
(husband of Narcisa and Olimpia) were
deported to Mindoro while Saturnina’s
husband was banished in Bohol.
 His returned in Madrid were all
disappointments because of the
following; failed to get justice for his
family, his friend Jose Ma. Panganiban
died, he had conflict with Antonio Luna
because of Nelly Boustead, and the
consistence attack of Wenceslao
Retana against him and his family.
Biarritz
 Rizal arrived in the French Riviera of
Biarritz and was welcomed by the
Boustead Family.
 On his one month vacation, he had a
short romance with Nelly Boustead
whom he found her to be a real Filipina.
 He even proposed a marriage to her but
never realized because he need to give
up his Catholic faith because Nelly’s
family was protestant, also Nelly’s mother
did not like Rizal.
 While in Biarritz, the El Filibusterismo was
already finished, and he stopped writing
for la Solidaridad.
Ghent
 Rizal moved to Ghent and lived in an
affordable boarding house with Jose
Alejandro as roommate.
 The El Filibusterismo came off the
press September 18, 1891.
 A friend Valentin Ventura of Paris
financially helped Rizal published the
Fili.
Hong Kong, 1891-92
 Rizal arrived in Hong Kong on
November 20, 1891. He was
welcomed by the Filipino residents,
especially his old friend, Jose Ma.
Basa.
 On December, Rizal was reunited
with his family. Together in
celebrating Christmas were his
parents, Paciano, sisters Lucia, Josefa
and Trinidad and Olimpia’s husband
Silvestre Ubaldo.
 While in Hong Kong, Rizal practiced
as ophthalmic surgeon while
continue writing essays
Lesson 12 : RIZAL ’S LIFE: EXILE IN DAPITAN
ARRIVAL 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
statement 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 be conduct himself in an
exemplary manner as a Spanish subject
and a man of religion.
 LWR LESSONS 1-16
Career and Contributions  Rizal also visualized of having an
agricultural colony in Sitio Ponot, within
 Rizal had maximized his stay in Dapitan
the Sindañgan Bay.
by devoting much of his time.
 Improving his artistic and literary skills and AS A BUSINESSMAN
doing agricultural and civic projects
 1992 : Rizal, with his partner, Ramon
 Engaging in business activities and
Carreon, tried his luck in the fishing, hemp
writing letters to his friends in Europe to
and copra industries.
Ferdinand Bluementritt and Reinhold
 2004 : To teach the fisher folks of the new
Rost.
fishing methods, using a big net called
 His careers and achievements in
pukutan.
different fields
 2015 : But the industry in which Rizal
AS A PHYSICIAN became more successful was in hemp,
shipping the said product to a foreign
 Rizal provided free medicine to his
firm in Manila.
patients, most of them were
underprivileged. AS AN INVENTOR
 August 1893, when his mother, Dońa
 According to Rizal, the wooden lighter's
Teodora Alonzo, was placed under
mechanism was based on the principle
ophthalmic surgery for the third time.
of compressed air he invented a special
 He had also wealthy patients who paid
type of lighter called sulpukan which he
him well for his excellent surgical skills
sent to Blumentritt as a gift.
 However, Alonzo, ignored her son’s
 Another of his inventions was the
instructions and removed the bandages
wooden brickmaker can manufacture
in her eyes which lead to irritation and
about 6,000 bricks a day.
infection
AS AN ARTIST
AS AN ENGINEER
 He had contributed his talent in the
 Rizal applied his knowledge through the
Sisters of Charity who were preparing for
waterworks system he constructed in
the arrival of the image of the Holy Virgin.
Dapitan.
 Rizal was actually the person who
 From his knowledge as agrimensor, he
modeled the image's right foot.
widened his knowledge by reading
 He also conceptualize its curtain, which
engineering – related books.
was oil- painted by a Sister under his
 He successfully provided a good water
instruction.
system in the province.
 He also sculptured the statuette called
AS AN EDUCATOR “The Mother's Revenge” which
represented his dog, Syria, avenging her
 Rizal established a school in Dapitan
puppy to a crocodile which killed it.
which was attended by 16 young boys
 Instead of charging them for the AS A LINGUIST
matriculation, he made the students do
 Rizal was interested in the languages
community projects for him like
used in Dapitan.
maintaining his garden and field
 He studied and made comparisons of
 He taught them reading, writing in English
the Bisayan and Malayan languages
and Spanish, geography, history,
existing in the region.
mathematics, industrial work, nature
 Rizal had knowledge in 22 languages:
study, morals and gymnastics.
Tagalog, Ilocano, Bisayan, Subanun,
AS AN AGRICULTURIST Spanish, Latin, Greek, English, French,
German, Arabic, Malayan, Hebrew,
 Rizal devoted time in planting important
Sanskrit, Dutch, Catalan, Italian, Chinese,
crops and fruit- bearing tress.
Japanes, Portuguese, Swedish and
 From the United States, he imported
Russian.
agricultural machinery and introduced
to the native farmers of Dapitan the AS A SCIENTIST
modern agricultural methods.
 They explored the jungles and searched
for specimens which he sent to museums
 LWR LESSONS 1-16
in Europe, particularly in Dressed
Museum
 In return, scientific books and surgical
instruments were delivered to him from
the European scientists.
 He also made a bulk of other researches
and studies in the fields of ethnography,
archaeology, geology, anthropology
and geography
 Rizal's most significant contribution in the
scientific world was his discovery of three
species: Draco rizali – flying dragon,
Apogonia rizali – small beetle, and
Rhacophorus rizali – rare frog
 Rizal also partakes in civic works in
Dapitan.
 He also provided lighting system –
coconut oil lamps posted in dark streets
 He beautified Dapitan by remodelling
the town plaza, with the aid of his Jesuit
teacher, Fr. Francisco Sanchez, and
created a relief map of Mindanao right
in front the church.
Lesson 13 : Rizal’s Trial
 received a confirmation on being a
volunteer doctor to Cuba
 left Dapitan on July 31, 1896
 arrived in Manila on August 6, 1896
 stayed in steamer Castilla for almost a
month while waiting for a vessel bound
for Spain
After Exile in Dapitan
 Rizal Sails to Spain for Cuba
 boarded the steamer Isla de Panay
bound for Barcelona, Spain (September
3, 1896)
 the captain of Isla de Panay informed
Rizal that he received an order through a
telegram from the Minister of War that
the former has to be arrested and
detained in captain’s cabin
 arrived in Barcelona (Oct. 3, 1896) but
only to be informed he will ship back to
the Philippines
 the steamer arrived in Manila (Nov. 3,
1896) under tight security
 Rizal was brought and incarcerated at
Fort Santiago
 the Spanish authorities commenced their
expedition of fishing all evidence that
can b used against Rizal
The arrival of the steamer Colon in Manila
brought too much jubilation on the part of the
friars and the Spaniards, as the leader of the
revolution could now be made to answer for a
crime he committed against the Spanish
government. Under heavy guard, Rizal was
brought to Fort Santiago pending the
persecution of his case. He was held
incommunicado for almost four weeks in his
detention cell.
In the meantime, the Spanish authorities
were very much preoccupied with the
gathering and fabrication of evidences to be
used against him.
The Preliminary Investigation
 Col. Francisco Olive, the Judge
Advocate of the Spanish military tribunal
summoned Rizal to appear before him
(Nov. 20, 1896).
 Two kinds of evidences presented by
Olive to Rizal; documentary and
testimonial.
 Documentary, includes the letters of
Antonio Luna, MH del Pilar, the poems,
transcripts speeches of Emilio Jacinto
and Jose Santiago.
 Testimonial, includes oral statements of
people who had been associated with
him.
The Arraignment of Rizal
 Rizal chose Luis Taviel de Andrade, the
brother of Jose taviel de Andrade who
was his bodyguard during his six-month
stay in Calamba four years ago (1892).
 He was accused of the complex crime of
rebellion as he was the principal
organizer and the living soul of the
insurrection, the founder of societies,
periodicals and books dedicated to the
fomenting and propagating the ideas of
rebellion.
The Trial
 Rizal’s case was turned over to Capt.
Rafael Dominguez (Special Judge
Advocate) on December 19, 1896 for
prosecution
 Dominguez urged the court to give a
verdict of death penalty to the accused
 For Taviel de Andrade Rizal was not guilty
as the following conditions were not
existed; ocular inspection, confession of
the accused, credible witnesses, official
documents or conclusive evidences
 LWR LESSONS 1-16
Rizal’s Defense  The verdict of the military court was
submitted to Governor Polavieja.
1. I am not guilty of rebellion as I even
 The verdict stated the found Rizal guilty
advised Dr. Pio Valenzuela in Dapitan not
beyond reasonable doubt and therefore
to rise in revolution
should be condemned to death by firing
2. The revolutionists used my name without
squad.
my knowledge. If I were guilty, I could
 Rizal’s trial was a clear case of mistrial-a
have escaped from Singapore.
very clear confirmation of the injustice of
3. If I had a hand in the Katipunan
the Spanish Regime (Zaide&Zaide). It
revolution, I could have escaped
was a deliberate effort to condemned
Dapitan and should have not built a
Rizal to death for the following reasons:
house there.
1. Rizal was a civilian but was tried by a
4. If I were the chief of the revolution, why
military tribunal.
did they not consult me on their plans?
2. Rizal was already condemned guilty
5. I was not the founder of La Solidaridad
even before the trial.
and the Association Hispano- Filipino
3. All allegations against Rizal were
6. I had nothing to do with the introduction
accepted by the court but not the
of masonry in the Philippines. Serrano
arguments and evidence in his favor;
had a higher degree than I had. If I were
4. Rizal was not allowed to confront
the head, since when does an officer
witnesses against him nor his counsel to
permit himself to be promoted to a
cross-examine then; and
captain general?
5. Evidence to convict Rizal did not have
7. The La Liga did not live long. It died a
any bearing on his alleged commission
natural death after my banishment to
of the complex crime of rebellion.
Dapitan.
8. If the La Liga was re-organized nine Rizal’s Trial According to Guerrero
month later, I was totally unaware of it.
 Rizal was neither guilty nor innocent
9. It was true that I wrote statutes of the La
 Evidences used by the military court
Liga. The La Liga, however, is a civic
were not sufficient to warrant the finding
association whose purposes are unity
of guilty and the concomitant imposition
and development of commerce and
of death penalty
industry.
 Rizal was really innocent of the
10. While it was true that there were some
accusation that he was the moving spirit
bitter statements in my letters, it was
behind the revolution started by
because they were written when my
Bnofacio and the Katipunan.
family was being persecuted, being
dispossessed of their houses and lands; READINGS ON THE ARREST AND TRIAL OF RIZAL
and my brother and brother-in-law were
rusticated without due process of law. THE LAST TRIP ABROAD
11. It was not true that the revolution was Steamer Espaῆa – brought Rizal, Josephine,
inspired in one of my speeches at the Narcisa and Agelica (daughter of Narcisa) his 3
houses of Doroteo Ongjungco, as nephews and six pupils.
alleged by the witnesses whom I would
like to confront. My friends knew very well Dumaguete (Capital of Negros Oriental) – was
about my vehement opposition to an their first stopover (Saturday, August 1, 1896)
armed rebellion.
 Herero Regidor – was the judge of the
12. Why did the Katipunan send an emissary
province, was a former Rizal’s friend and
to me in Dapitan, who was a total
classmate. Rizal visited hi and including
stranger to me? Because those who
the Periquet and rzufina family.
knew me were cognizant that I would
never sanction any violent movement. Cebu – was their 2nd stopover, they left
13. My life in Dapitan had been exemplary, Dumaguete at 1:00 PM and arrived at Cebu on
as evidenced by my productive the next morning.
activities for the welfare of the people.
 Rizal considered Cebu as “Beautiful”
Even the politico- military commanders
 He visited the house of Atty. Mateos
and missionary priests could attest to this.
where he met the old couple whom he
had known in Madrid.
 LWR LESSONS 1-16
 In his diary he wrote “I made 2 operations
in stereotomy, one in the ears and
second was tumor.
Iloilo – they left Cebu in August 3, and reach
Iloilo on the next morning.
 Rizal went in shopping in the city and
visited Molo Church which he describes
as pretty outside and interior was not
bad considering that it was painted by a
lad. And the painting was mostly copied
at biblical scenes of Gustave Dore.
From Iloilo the made a short stopover at Capiz
and proceeded to Manila via Romblon.
RIZAL MISSES THE SHIP GOING TO SPAIN
Mail ship Isla de Luzon – Rizal was not able to
catch this ship bound to Spain for it was
departed previous day before they arrived
Thursday morning August 6, 1896. He was
greatly disappointed and worried about his
stayed in Manila that might bring him troubles.
Castilla – a Spanish cruiser where Rizal was
transferred from steamer Spaña. To wait for the
next steamer bound to Spain as by order by
Gov. Gen. Ramon Blanco.
 Rizal stayed almost a month waiting for
the next steamer which was schedule to
sail for Spain on the following month.
 Enrique Sanatlo – the gallant captain of
the ship and had given him a good
accommodation not a prisoner but a
guest detained onboard I order to avoid
difficulties from friends and enemies.
Andes Bonifacio – and the rest of the
Katipuneros attempt to save Rizal from the
cruiser Castilla.
 They tried to persuade Rizal to escape
but Rizal politely refused, as a man of
principle he was ready to face the
consequences of his decision.
 And his Katipunan followers had already
proclaimed their defiance of the Spanish
gov’t by tearing their cedula certificates
during the famous historical “Cry of the
Balintawak”.
The Cry of Pugad Lawin or Cry of Balintawak -
w/c proclaimed their defiance to the Spanish
gov’t, the Katipuneros tore their cedulas
personales (certificates). Bonifacio stop all the
talking “Thre is no other Way” and told them
“enough is enough” and angrily tore his cedula
and they shouted “Long Live Philippines”, Long
Live the Katipunan”.
Fray Mariano Gil – was an Augustinian cura of
Tondo who discovered evidences about the
Katipunan plot.
 with the Spanish witnesses found out the
evidence in the printing shop of Diario de
Manila and rushed to denounced the
revolutionary plot of the Katipunan.
Teodoro Patiῆo – a member of the Katipunan
and an employee of the Diario de Manila w/
the advice of the mother portress of
Mandaluyong Orphanage and his sister Honoria
Patiῆo went to the convent of Tondo and
revealed the secrets of the Katipunan to Fr.
Mariano Gil.
 Governor-General Ramon Blanco – gave
Rizal a letter of introduction for the
Minister of War and the Minister of
Colonies.
 General Marcelo de Azcarraga – the
minister of war
 During his four years as exile in Dapitan
had been exemplary and no way
involve in the chimerical (unreal or
imaginary) attempt we are now
deploring, neither in the conspiracy nor
in any of the secret societies that have
been formed.
 Isla de Panay – steamer bound to Spain
before going to Cuba on Sept. 30 1896.
 During this time Revolution had begun in
nearby provinces around Manila.
 While cruising the Mediterranean Sea,
Rizal was informed by the captain of the
ship about the telegraph order from the
minister of war to arrest and confined him
in his cabin.
Governor-General Despujol – deported Rizal in
Dapitan who in-charge of Mont Juich Prison are
now came and informed Rizal that he would be
sent back to Manila.
 S.S. Colon – was a warship carrying
Spanish troops to the Philippines.
 It was also the ship carried Rizal from
Barcelona to Manila via Singapore.
UNSUCCESSFUL RESCUE IN SINGAPORE
 Dr. Antonio Ma. Regidor and Sixto Lopez
– sent a telegram to an English lawyer to
rescue Rizal when the Spanish steamer
reached in Singapore.
 Atty. Hugh Fort - try to rescue Rizal by
means of habeas corpus file at
Singapore Court to remove Rizal in the
ship upon arriving in Singapore.
 LWR LESSONS 1-16
 His contention state that Rizal was
illegally detained in the ship
 Chief Justice Lionel Cox – denied the writ
on the ground that Colon was a warship
of a foreign power w/c under
international law and beyond their
jurisdiction.
Arrival in Manila
 Governor-General Blanco - wired back
the most ominous warning for Rizal
 Prosecutor request Rizal to be returned
as prisoner under his disposal, because
Rizal had a serious charge filed against
him for causing insurrection.
 Fort Santiago – Rizal was detained after
the steamer reached back in Manila
(Nov. 20 1896)
 He was held incommunicado while
Spanish authorities were busy looking for
evidences against him.
 Filipinos who sympathized Rizal – were
arbitrarily harassed and some were even
tortured.
 Among the Filipino patriots were:
Deodato Arellano, Dr. Pio Valenzuela,
Moises Salvador, Domingo Franco, Jose
Dizon, Temoteo Paez, and Pedro Serrano
Laktaw, were brutally tortured. Paciano
was arrested and cruelly tortured. He
suffered all pains from Spanish Diabolic
torturers but he never signed any
damaging statement incriminating his
younger brother.
 Colonel Francisco Oliver Garcia – Judge
Advocate whom Rizal appeared during
the preliminary investigation on Nov. 20,
1896. And Rizal was subjected for 5 days
of very tiring and severe investigation for
Rizal was accused of the crimes of
rebellion, sedition and forming illegal
association.
 He transmitted the result of the
preliminary investigation to Gov.-Gen
Ramon Blanco for appropriate action.
 Captain Rafael Dominguez – appointed
by Gov-Gen. Blanco as Judge Advocate
to evaluate the case
 And subsequently made the
corresponding decision against Rizal.
 Judge Advocate General Nicolas dela
Peña – received the summary of charges
against Rizal from Dominguez for legal
opinion and adjudication.
Recommendations;
1. The accused be brought to trial
without delay.
2. The accused be incarcerated in
prison
3. The accused should be defended
in the court by the army officer.
 Lieutenant Luis Taviel de Andrade – Rizal
chose this name from the list of names
given by the Spanish
 Authorities to be his defender, because
Rizal was denied for experienced civilian
lawyer.
 The name seemed familiar to Rizal
because he was the brother of Jose
Taviel Andrade who was assigned to
surveillance Rizal during his homecoming
in Calamba.
 Some charges were read in the
presence of his defender and other
persons in the court and were refuted by
Rizal to wit.
1. Since his deportation to Dapitan
within a period of 4 years, he had
not engaged in any political
activities.
2. The declarations of the witnesses
against Rizal were fabricated and
not true.
 Governor Camilo de Polavieja –
replaced Gov-Gen Blanco
 The case of Rizal was referred to him on
Dec.13, 1896
 By virtue of the authority granted on him
by the Spanish authorities, he orders the
creation of the Court Martial consisting of
a military personnel who could try the
accused.
 Dec. 15 1896 – Rizal wrote a public
declaration appealed to the Filipinos to
stop shedding of blood and to achieve
their freedoms through education and
hard work.
 In addition, the country is in need of
individuals not only have a sense of vision
and purpose and the most important is
men of conscience.
 Declaration was written in his prison cell
in Fort Santiago.
 Ordinary Martial Court was constituted
on Dec.24, 1896 with seven members
1. Colonel Jose Tagores Arjona –
cavalry
2. Ricardo Muños Arias - Captain,
Artillery
3. Manuel Reguera – Captain
Cavalry
4. Santiago Osorio – Captain,
Rangers
5. Manuel Escribano – Captain,
Engineer
 LWR LESSONS 1-16
6. Fermin Rodriguez – Captain,
General Ordinance
7. Enrique de Alcocer – assistant
judge advocate general and
appointed as prosecutor.
 Hall of Banners of Cuartel del España –
the name of the court room.
There were other persons in the
courtroom aside from the seven Spanish
army officers.
1. Capt. Rafael Dominguez – the Judge
Advocate
2. Lieutenant Enrique de Alcocer –
Prosecuting Attorney
3. Dr. Jose Rizal – the accused
4. Lieutenant Taviel de Andrade
5. Josephine Bracken
6. Sister of Rizal
7. Filipino and foreign newspaperman
8. His defender and other spectators
 Dominguez opened the trial by
reading the charges against Rizal
(rebellion, sedition and illegal
association).
 Atty. Alcocer giving his remarks by
giving the summary of the charges
against Rizal and urged the members
of the military tribunal to decide by
imposing death penalty to the
accused.
 Taviel de Andrade presented his
eloquent defense characterized by
forceful and appropriate expression.
 Rizal presented his own brief-
memorandum of points of facts after
he was asking by the military court in
addition to his confidence.
1. I could not be guilty of rebellion, for I
even advised Dr. Pio Valenzuela in
Dapitan not to rise in revolution.
2. The revolutionists used my name without
my knowledge, if I were guilty, I could
have escaped from Singapore.
3. If I had a hand in the revolution, I could
have escaped in a Moro vinta and
would not build a house and bought
lands in Dapitan.
4. If I were the chief of the revolution, why
was I not consulted by the revolutionists?
5. The La Liga Filipina did not live long, for
after the first meeting, I was deported to
Dapitan and it died out.
6. If the La Liga Filipina was recognized nine
months later, I did not know about it.
7. It was true I wrote the constitution and By-
Laws of the La Liga Filipina, but this is only
civic association not a revolutionary
society.
8. While it was true that there were some
bitter statements in my letters, it was
because they were written when my
family was being persecuted, being
disposed of their houses and lands; and
my brother and my brother-in-law were
deported without due process.
9. It was not true that the revolution was
inspired by one of my speeches at the
house of Doroteo Onjunco, as alleged by
witnesses whom I would like to confront.
My friends knew very well about my
vehement opposition to an armed
rebellion. Why did the Katipunan send an
emissary to Dapitan who was a stranger
to me?
10. Because those who knew me were
aware that I would never sanction any
violent movement.
11. My life in Dapitan had been exemplary
as evidenced by my productive
activities for the welfare of the people;
the politico-military commanders and
missionary priest could attest to these.
 The so-called trial – was a virtual
pantomime because no prosecution
witness was allowed to testify so the
defense could not ask question on cross-
examination.
 Rizal was a civilian but he was tried I in
the military tribunal composed of military
officials and this is already a prejudged in
the absence of a due process. Rizal was
not given the right to face the accusers
and the witnesses against him in an open
court.
 Rizal concluded that “he never sought
liberty to rebel but only political liberties”.
His last message to the court was
attached to the brief for the defense as
ordered by the president of the Military
Court.
 Military Tribunal – went to into secret
session (after Rizal concluded his
defense) to deliberate and render its
decision.
 The presiding officer made its
deliberation to resolve the charges and
unanimously voted of the extreme death
penalty.
 December 26, 1896 – Innocence Day
 The Military court submitted their verdict
on the charges against Rizal to Gov Gen
Polavieja who affirmed the death
sentence and decreed that the
accused Dr. Jose Rizal should be
 LWR LESSONS 1-16
executed before a firing squad at 7 am
on Dec. 30 1896 on the field of
Bagumbayan (now Rizal Park).
 December 29, 1896 – Rizal was advised
about the judgment, he signed in witness
that it had been made known to him.
 Wenceslao Retana – writes on Rizal
signature – “it was written in a very
steady, clear and beautiful hand, every
stroke denoting the most complete self-
possession; the most beautiful signature
of Rizal I have across”.
 The trial – was a sham, ridiculous and
utter display of power, arrogance and
total mockery of the law.
 Rizal personified a lesson that cannot be
reversed by time and circumstances and
be remained steadfast and firm in his
faith and conviction.
 Most admirable in Rizal’s Life – his
complete self-denial and his complete
abandonment of his personal interests in
order to think only of those of his country.
The execution of the National Hero
Dr. Jose Rizal – was detained in Fort Santiago
 He formally noticed the sentence 24
hours before the exact time of the
execution.
He received a number of visitors from his prison
cell.
1. Fr. Father Miguel Saderra Mata – rector
of Ateneo
2. Fr. Antonio Ruosell
3. Fr. Luis Viza
4. Fr. Jose Vilaclara
5. Fr. Federico Faura
6. Fr. Vicente Balaguer.
7. Don Santiago Mataix – correspondent of
the Heraldo de Madrid
8. Lieutenant Taviel de Andrada
9. Doña Teodora Alonzo
10. Josephine Bracken
11. Trinidad – he gave his alcohol cooking
stove, inside w/c he had written his
Ultimo Adios
 Before his family left the prison cell, Rizal
kissed his mother’s hand with a soft and
emotional voice “I know I caused you
pain and moments of unhappiness,
please forgive me”
 Josephine Bracken – a tender kiss as if to
say “goodbye my dear and unhappy
wife.”
The Retraction:
 His retraction in Catholic Faith continues
to intrigue historians and academicians
because Rizal’s life has become public –
he has little or no private life. References
showed that Rizal was multi – talented,
liberal – minded, self – denying, and
reformist intellectual w/ emotional
sensitivity, a man of strong character and
conviction and even at his last breath,
he did not embrace back to Catholic
faith.
A draft of retraction was made by:
 Archbishop Bernardo Nozaleda – Rizal
did not like it because it too wordy and
too long.
 Father Pio Pi – prepared a draft of
retraction and it was presented to Rizal
by Fr. Balaguer, Rizal like it however
wanted some portions be changed.
 Finally, Rizal relented and wrote a letter
of retraction to Catholic and
denounced Masonry w/c was published
in the Spanish newspaper.
 The renunciation of Masonry and
returning back to Catholicism made Rizal
even a greater man because it takes
moral courage for any man to recognize
his errors and misconceptions and to
rectify what was conceived bad and
immoral.
 Dec. 30, 1896 – he woke up early in the
morning and recited the morning prayer
taught by his mother when he was young
boy
 He heard the holy mass, and confessed
before Father Balaguer during the mass.
 He also read the Acts of Faith, Hope and
Charity from the prayer book entitled
Aceptacion dela Muerte (Acceptance
of Death) and Imitacion de Cristo (The
Imitation of Christ) by Thomas A Kempis.
 Josephine and Trinidad came after Rizal
made his last breakfast.
 Rizal requested Fr. Balaguer to solemnize
a canonical marriage with Josephine
Bracken before His death.
Rizal’s last letter to his father
Dear Papa,
Forgive me for all the pains and sorrows that I
had caused you to repay you for your sacrifices
for my education.
Goodbye, Father. Pepe
 LWR LESSONS 1-16
Rizal’s last letter to Blumentritt
My dear friend,
I shall be dead by the time you receive my
letter. Tomorrow, I shall be shot by a firing squad
at 7am at Bagumbayan Field (now Rizal Park).
I am innocent of the charges against me and I
die with a clear conscience.
Goodbye.
Jose Rizal
The death march begins
 The trumpet w/ its deafening tone
sounded out that the death march
begins at about 6:30 am on Dec. 30, 1896
at Fort Santiago.
 The Spanish soldiers w/ drawn bayonets
ostentatiously displayed their gala
uniforms.
 Rizal wore a black suit and vest w/ black
hat arms were tied behind his back and
walk calmly w/ Lieutenant Taviel de
Andrade and two priest while a platoon
of Spanish guards marched behind.
 Spectators lined along the street as the
participants of the death march pass
from Fort Santiago to plaza del Palacio in
front Manila Cathedral, then to Malecon
street (now Bonifacio Drive) until they
reached to Bagumbayan Field.
 Dr.Jose Rizal bade farewell to his
defender, the two priests who blessed
him.
 Josephine Bracken – farewell, sweet
foreigner, my darling, my delight.
 Dr. Felipe Castillo – examined Rizal and
was surprised that the pulse was
perfectly normal.
 Rizal was quite pale, his lips shaded by
thin moustache smiled at the world as if
he wanted to bid goodbye to all.
 Rizal died at exactly 7:03 am after the
guns of firing squad rang out.
 “Viva España (Long Live Spain! Death to
the traitors”) filled the air as Rizal lifeless
on the ground.
 Howard Q. Bray – eye witness of the
execution of the national hero.
 Wrote: “Never while life last, shall I forget
the awful morning no the thrilling
sensation I felt when the riffles cracked
and his mangled body fell on the public
promenade amid the jeers of the
Spaniards and the monks, thus
consummating on of the most cold-
blooded crimes registered in history since
the tragedy of Golgota.”
 Paco cementery – the remains of the
great hero were buried.
 Dec.30 1912 – the remains was
transferred to the base of the present
Rizal monument at the Luneta
 Ultimo Adios (Last Farewell, Huling
Paalam) – the famous and the longest
untitled poem wrote by Rizal on Dec. 29,
1896 eve of his execution in his prison cell
at Fort Santiago
 It was full of beautiful and sublime
thoughts characterized/ a sense of lofty
ideals, love of country and his
countrymen.
 Full of emotions filled w/ sadness and
nostalgic memories because he was
leaving his loved ones and his beloved
country, and this poem was translated in
different languages
 Charles E. Derbyshire – translated the
poem from Spanish to English.
 Jose Gatmaitan – translated the poem to
Tagalog.
 Biographer Wenceslao Retana, Rafel
Palma, and Leon Ma. Guerrero
recounted Rizal’s gift of genius,
methodical lifestyle and productive
hours all of w/c would negate the logic
Rizal had waited until Dec. 29 to fill his
remaining few hours with the most
important decisions and testament of his
agony.
 Lieutenant Adrade – learned that the
maximum penalty of death could not be
evade because the gov’t. has arranged
even the most inclusive and flimsy
evidence against Rizal
Rizal’s remains
 Luis R. Sioson – a member of the Historical
Commission, shows that Rizal request
that his mother would took his corps was
denied by the Spanish authorities.
 Manuel Luengo – manila mayor who
allow Doña Teodora to claim the body of
Rizal but she found none.
 Rizal’s family searches the dead body of
Rizal for the whole day after they found
out that it was not therein Bagumbayan.
 Narcisa - went from one cemetery to
another in the city and beyond search
for her brother body brought small
marble slab which family wanted to
place in the grave .
 Paco cemetery – Narcisa saw several
Guardia civil and there she found the
 LWR LESSONS 1-16
unmarked grave of his brother. And Noli Me Tangere – is a Latin phrase w/c means
Narcisa placed the marble slab on the “touch Me Not”
grave.
 Is a classical novel, definitive adhering to
 R.P.J. – initial for Jose Protacio Rizal
an established set of artistic standard,
intentionally reverse by the family so that
punctuated w/ humor and wit and of
the authorities would not notice.
sustained interest, quality and style,
 Doroteo Onjungco - the one who design
vigorous and elegant, full of profound
the marble slab.
ideas and sublime thoughts, something
 August 17, 1898 – the family led by
worthy of its kind and worth
Narcisa , Agelica and several sculptor-
remembering.
friend had Rizal’s body exhumed almost
 Uncle Tom’s Cabin by Harriet Beecher
2 years after his death.
Stowe – portrayed the brutalities of the
 Rizal was buried w/o coffin which shoes
America-slave owner and the pathetic
and clothes still identified by his family.
conditions of the unfortunate Negro
 Narcisa kept the vertebra (the bullet
slaves.
scared bone) in a glass covered w/ silver
 Was pacifist, choosing peaceful reforms
cap in her house and she also bring the
through education of the youth.
rest of the bones in their house.
 Rizal political ideal was to bring
 Higinio Franciso & Romualdo Teodoro de
enlightenment to his country in general
Jesus – was the bones of Rizal w/
and to its educated youth in particular
reverence.
making them see for themselves as they
 Romualdo Teodoro de Jesus – made an
really were – a people under the tyranny
urn serves as receptacle of Rizal’s
and misrule of the colonial masters.
remains, and by the turn of the century
 He also wish that the Spaniards can see
became the center of frequent public
for themselves as they were – the
display of respect as Filipinos began to
oppressor; thereafter leaving it to events
know the Rizal’s heroism.
to take their course.
 Dec. 29, 1912 – the ivory urn w/ Rizal’s
 Rizal believed that Philippines were not
remain was carried in a procession to the
ready to stand on its own feet and still
Ayuntamiento in Intramuros a symbol of
need an assistance and support from
the mighty Spanish rule. Mounted on a
Spain.
splendid catafalque adorned w/ flowers,
 He only yearned that the rights of the
became the object of patriotic and civic
Filipinos not be trampled and were
groups’ vigil the whole day.
respected.
 Later it was transferred to Luneta on
 That freedom due them was duly
“artillery caisson drawn by six horses.”
granted and the policy of the
 Rizal’s remains was placed in the midst of
government was carried out judiciously
a foundation over which the Rizal
w/o treachery or deceit.
monument has to rise almost 90 years
 Noli did not advocate for full
later he had fallen in that ground.
independence but hoped to bring
 Rizal’s parents did not live long to see
about an improvement in the relation
that monument offered by a grateful
b/n the rulers and the ruled.
nation to their martyred son.
 He emphatically advocate that “there
Noli and Fili would no tyrants if there were no slaves”,
and the tyranny of some was possible
 Rizal consecrated his God-given talents
only through cowardice and negligence
and even sacrificed his own life for the
of others.
redemption of his countrymen. His entire
 He believed that the YOUTH was the
political life, both in the thought and
HOPE of the Fatherland.
action, applied morality in politics, the
fundamental belief that “violence El Filibusterismo – political novel, dramatized,
breeds violence” and no good could bitterness hatred pain, violence, sorrow, greed
come of it. and vengeance.
 He believed that his life and death were
 Dedicated to the three martyr priest
for a purpose and God desired him to
(Mariano Gomez, Jose Burgos &Jacinto
act as he did.
Zamora) who were executed in
Bagumbayan Field on Feb. 28, 1872.
 LWR LESSONS 1-16
 Was a novel that bore an irresistible urge
to revolution, while promising nothing
from it.
 It achieved a dual purpose: an
excitement to revolution or dreadful
warning against revolution, w/c
appeared very realistic.
 It was a description of revolt, with all the
urgency of its demands and w/ all the
shortcomings in their fulfillment.
 To Spain it was a last warning.
Synopsis of Noli
A classic novel that described the true socio-
political conditions during the last decades of
the Spanish rule.
Capitan Tiago – made a dinner in honor of
honor of the young wealthy Filipino who had just
return after his successful study I Europe.
Crisostomo Ibarra – the name of that young
man.
Don Rafael Ibarra – father of Crisostomo
Maria Clara - fiancé of Crisostomo
The guest of the occasion were: Padre Damaso
(Franciscan Parish Priest of San Diego), Padre
Sibilya (Dominican Priest) Señor Guevara
(lieutenant of the GuardiaCivil), Don Tiburcio
(pseudo Spanish Physician lame and with
physically deformity), henpecked and husband
of Doña Victoria.
The guest were all impressed by the
gentle manners and winsome personality as
Crisostomo was introduced, and became the
center piece of the conversation especially the
young ladies. Padre Damaso seemed not
interested at all and was sulking like a child
because he was displeased with the bony neck
of chicken tinola as dinner was served.
Ibarra learned the sad story about the
death of his father told by Lieutenant Guevara.
His father was died in jail after accidentally killed
the tax collector upon defending the boy
pushed by the said collector.
Crisostomo was looking for the body of
his father. Padre Damaso the one who ordered
the sepulterero that the corpse be buried in the
Chinese Cemetery. Due to bad weather (heavy
rains, gusty winds, and lightning and thunder)
and the heavy corpse, the sepulterero (grave-
digger) threw it in the lake.
Ibarra Crisostomo became furious
because of what he learned about the corpse
of his father. On his he met Fr. Salvi and tol him
about the corpse of his father, the pries said that
he had nothing to do with it because it was Fr.
Damaso the parish priest at that time.
One Sunday morning Ibarra and friends gave
picnic to the family of Capitan Tiago (Maria
Clara and few close friends). While they enjoy
the serenity of the lake, their big banca was
almost capsized because of the huge wave
created by a big crocodile. Elias – the boatman
bravely grappled with the ferocious crocodile.
Ibarra sensing that the life of Elias was in danger,
he immediately jumped into the water and with
his dagger he gave a hard thrash on the
crocodile’s belly and the reptile was dead.
Meanwhile the people were busy
preparing the celebration of the annual fiesta.
The highlight of the celebration was the lying
the cornerstone of the construction of the
school building. Ibarra was one among the
huge crowd, but when he went down into the
trench when all of the sudden a mysterious man
attacked and attempted to killed him.
Fortunately Elias was and save his life.
The hearing was actually a kind of moro-moro –
a planned trial wherein Rizal, before hearing his
verdict, had already been prejudged. Unlike
other accused, Rizal had not been allowed to
know the people who witnessed against him.
Lesson 14 : Rizal’s Death
 The verdict of death sentence was read
to Rizal on December 29, 1896. Rizal
refused to sign it owing to his innocence
and objection to his being labeled as a
Chinese mestizo... later he affixed his
signature as law required it.
 The last 24 hours spent on writing and
accommodating visitors especially his
family.
 Rizal asked Doña Teodora to secure the
permission of the authorities for his family
to bury his dead body.
Rizal’s Last Remaining Hours
 He gave a wicker chair to Narcisa
 He gave handkerchief to her niece,
Angelica
 He gave the alcohol burner to Trinidad
(contained a copy of a poem, the Mi
Ultimo Adios)
Knowing that his message and poem could
be kept for posterity, Rizal then rested, feeling
that his mission was over. One by one, his
memory of the distant and immediate past
flashes back to him. His tranquility, however, was
 LWR LESSONS 1-16
disturbed by the footsteps and voices outside
his prison cell.
Meantime, the Jesuits came back to see
Rizal to convince him to retract his alleged
religious errors and return to the fold of
Catholicism.
The Execution
 Woke up early and took time to write two
letters; for his family and the other one for
Paciano
Excerpt from National Heroes Commission, 1964
To My Family,
I ask your forgiveness for the pain I cause
you, but someday I shall have to die and it is
better that I die now in the plenitude of my
conscience.
Dear parents, brother, and sisters give
thanks to God that I may preserve my tranquility
before my death. I die resigned, hoping that my
death you will be left in peace. Ah! It is better to
die than to live suffering. Console yourselves.
I enjoin you to forgive one another the
little meanness of life and try to live united in
peace and good harmony. Treat your old
parents, as you would like to be treated by your
children. Love them very much in my memory.
Bury me in the ground. Place a stone and
a cross over it-my name, the date of my birth,
and of my death. Nothing more. If later you wish
to surround my grave with fence, you can do
so. No anniversaries. I prefer Paang Bundok.
Have pity on poor Josephine.
Dear brother,
It has been four and a half years that we
have not seen each other or have addressed
one another in writing or orally. I do not believe
this is due to lack of affection either on my part
or yours, but because knowing each other so
well, we had no need of words to understand
each other.
Now I am going to die, it is to you I
dedicate my last words to tell you how much I
regret to leave you alone in life bearing all the
weight of the family and of our old parents.
I think of how you have worked to enable
me to have a career. I believe that I have tried
not to waste my time. My brother, if the fruit has
been bitter, it is not my fault, it is the fault of
circumstances. T know that you have suffered
much because of me. I am sorry.
I assure you brother, that I die innocent
of this crime of rebellion. If my former writings
had been able to contribute towards it, I should
not deny absolutely, but then I believe I
expiated my past with my exile.
Tell our father that I remember him, but
how? I remember my whole childhood, his
tenderness and his love. Ask him to forgive me
for the pain I cause him unwillingly.
 Rizal gave Josephine Bracken the book
of Thomas Kemphis’ Imitation of Christ
 Rizal’s last letter for his father
My Beloved Father,
Pardon me for the pain I repay you for
sorrows and sacrifices for my education. I did
not want or prefer it.
The Last Walk
 Rizal sported a black suit and vest with a
black hat
 His arms were tied behind his back
 Accompanied by Lt. Taviel de Andrade,
Fr. March, Fr. Villaclara and the platoon
of Spanish soldiers
 A crowd of Filipinos and foreigners was
able to inch to the cordon formed by the
Spanish soldiers to take a last glimpse of
Rizal
 Rizal requested the commander of the
cavalry that he be shot facing his
executioners considering that he was not
a traitor, the request was denied.
 As the commander shouted fuego, the
guns of the firing squad rang out in a row
 Rizal slowly turned his back to the firing
squad, faced the sea and fell to the
ground
 The military band played the Marcha de
Cadiz, Spain’s national hymn and
muerte a los traidores (death to the
traitors) was heard all over the place.
 Rizal died, in the morning of Dec. 30, 1896
Rizal had died but he lives in the hearts of the
people, as a martyr to Filipino freedom (Capino
et.al, 1977). His leadership- being direct,
enlightened, liberal, democratic, progressive,
compassionate and peaceful- was the
crowning glory of his service to the Filipino
people. This kind of leadership that he
manifested can be gleaned from his writings
and personal examples. Here lies his excellence
as an individual, a man with a purpose and
conscience.
 LWR LESSONS 1-16
Rizal’s Mi Ultimo Adios
 This poem was the longest and untitled
 According to Coates (1968), this poem is
remarkable for it achieves 4 separate
purposes
1. It is a poem of farewell
2. It is an appeal to the Filipinos, not forget
him
3. It is Rizal’s last will and testament
4. It is Rizal’s autobiography
 When it was published in La
Independencia, the title was made as
 For Osias (1972), the poem depicts Rizal,
the supreme patriot
 An epic poem expressive of idealism,
morality and spirituality
Lesson 15 : Annotation of Antonio de
Morga’s Sucesos de las Islas Filipinas: Rizal’s
View of Philippine History and Historiography
Sucesos de las Islas Filipinas
Rizal, on his travels, familiarized himself with
each country's history, customs, ways of life and
language. He held the common sense belief
that learning a people's language "will open the
treasures of a country, that is, the knowledge,
the learning" and "its own way of thinking”.
 based on personal experiences
 documentation from eye-witnesses of
the events described
 work of an honest observer
 first history of the Spanish Philippines to be
written by a layman
 praised, quoted, and plagiarized, by
contemporaries or successors
 Filipinos have found it a useful account of
the state of their native culture
Three purposes for Rizal’s annotation of the
Sucesos
1. Awaken the consciousness of the
Filipinos of their glorious or dignified ways
of the past;
2. Correct what has been distorted and
falsified about the Philippines prior to
Spanish conquest; and
3. Prove that the Filipinos were civilized,
even before the coming of the
Spaniards.
Prior to his annotation of the Sucesos, Rizal
painstakingly read historical accounts about
the Philippines as written by Pigafetta, Chirino
and other Spanish chroniclers and historians. He
even went to the extent of searching for
historical materials as the Bibliotheque National
in Paris.
Nonetheless, it was Morga’s Sucesos that
appealed to Rizal since according to him, it was
the best account of the 16th century culture of
the Filipinos.
Rizal spent 4 months for research and
writing and 1 year to have his manuscript
printed. Ferdinand Blumentritt wrote the
preface of the annotation.
Sucesos de las Islas Filipinas
The salient points emphasized by Blumentritt
were the following:
 That the Spaniards have to correct their
erroneous conception of the Filipinos as
children of limited intelligence:
 That Rizal’s comments on Spanish
government were unique as they were
given from the point of view of the
victims of colonialism;
 That there existed 3 kinds of Spanish
delusions about the Philippines:
1. that the Filipinos were an inferior race;
2. that the Filipinos were not ready for
parliamentary representation and
other reforms; and
3. that denial of equal rights can be
compensated by strict dispensation
of justice.
 That Spain had to learn Philippine realities
from Rizal’s new edition of Morga’s
Sucesos; and
 That if Spanish authorities will not listen to
the Filipinos, the Philippines will be lost
through their own fault.
Sucesos de las Islas Filipinas
 Has 8 chapters about the events in the
Philippines Islands
 1st to 7th chapters tells about the
political events of the country during the
colonial period from 11 Governor-
Generals started from Miguel Lopez de
Lagaspi (1565- 1572) to Pedro Bravo de
Acuña (1602-1606)
 The 8th chapter focused on customs and
usages of the Filipinos
 Published in Mexico (1609)
His notes were of 3 categories, namely;
 Anti-clerical
 Sociological
 Historical
 LWR LESSONS 1-16
There were 3 main propositions in Rizal’s new Lesson 16 : Annotation of Antonio de
edition of Morga’s Sucesos Morga’s Sucesos de las Islas Filipinas:
1. That the people of the Philippines had a Filipino Culture and Civilization
culture of their own before the coming of Pre-colonial Philippines
the Spaniards;
2. That the Filipinos were decimated, Sucesos de las Islas Filipinas
demoralized, exploited and ruined by
In this historical work, Rizal proved that the
Spanish colonization;
Filipinos were civilized before the advent of
3. The present state of the Philippines was
Spain. They had
not necessarily superior to its past.
 Clothes
With the new edition of Morga’s Sucesos,
 Government
Rizal was able to produce the first history book
 Laws
of the Philippines, written for the Filipinos.
 Writings
Dr. Antonio de Morga  Literature
 Religion
 Spanish lawyer and historian  Arts
 Written while serving the country as  Science
lieutenant governor (1593) based on his  Commerce with neighboring Asian
observation, documentary research and countries
personal experiences
(Rizal and Morga’s View in Filipino Culture)
Rizal's intent was not only to provide the
Filipino people their early history, a pre-Spanish Morgas Rizal
history, but to present to them their own Geograp Philippines was The Philippines was
hy deserted and not deserted and
authentic culture and identity.
uninhabited. was actually
For Rizal, de Morga’s Sucesos was; habitable.

 the best of the many histories of the Tribes Violent and They will always
Philippines written by the early Spanish not safe. choose violence
until the
writer,
government enters
 being accurate in the narrations of because of their in
events, humane ways as
 unbiased in judgment and unmarred by answers to those
childish fantasies who do not submit
to the friars.
Rizal’s View on Philippine History Fascinated Emphasized that
with the social native women
 Rizal proved that the Filipinos were organization of unlike their
already civilized before the advent of the natives. He European
Spain. described counterparts never
origins, lost their noble
 Rizal offered the annotated Sucesos to
differences, titles. In marriage, it
the Filipinos with the wise counsel that privilege of was the groom who
social classes, gave the bride’s
To foretell the destiny of a nation, it is upward and parents a dowry
necessary to open a book that tells on downward because they were
her past. mobility, losing a precious
inheritance of daughter.
-----Jose Rizal-----
possessions
and titles.
Governm Critical of the “Why should the
ent system of communities be
government beholden to one
“existed leader who didn’t
because there even live among
were no them and was not
powerful figure familiar with their
that needs and
ruled over problems? How
myriad could he have
communities, solved disputes,
measure justice,
 LWR LESSONS 1-16
most of them implement policies increased the
coastal, if he didn’t even number of tyrants.
each with its live in the Superstiti They made (Colin) ordinary
own set of community? ous prayers and and are rich
leaders belief/s offered people and
Tradition Dress worn by A wrong phonetic ceremonies to well dressed and
& natives of translation had their idols in adorned with
Lifestyle Luzon been behalf of their jewels,
Men; clothes made of chinina sick people; but they were not
made of the word tinina they believed honored or
cangan fabric (from in omens and esteemed because
without collar, tina) which in superstitions they considered
sewn in front Tagalog means which the devil them loafers who
with short dyed. inspired them lived by the sweat
sleeves to do, so that of their fellowmen.
extending they could tell
down to whether their
beyond the sick persons
waist, some would live or
blue and some die.
black, while
the headmen
used red  Rizal’s annotation is to clarify some
called chininas perspectives of the Spaniards to the
and a colored early Filipinos and to change it into more
blanket
acceptable to the Filipinos during his
wrapped
around the time.
waist and
Rizal’s clarification on de Morga’s Sucesos
between the
legs, in order to
Sucesos Rizal
cover their
private parts
- Filipinos eat salty fish - It is bagoong, a way
In the middle Bahag which is that rots and has a of preservation.
of the waist “rich colored cloth foul odor. - Not all inhabitants of
they wore and white often - The Roman Catholic the country are
bahaque the with gold stripes” is is a Christian religion. Roman Catholic,
legs being the cloth among there are tribe in
bare and feet the chiefs. Mindanao which
also bare, the Spain did not
head successfully
uncovered
colonized.
with a narrow
kerchief tied
around it  Thus, Rizal blasted the historical heresies
tightly over the
forehead and of the Spanish writers who claimed that
temples called the early Filipinos were savages and
potong. were of low mentality.
Both men and Rather than the
women dyed bark it is the body
their hair with itself of a shrub that
black and they is crushed but not
shampoo it cooked.
with the boiled It mentioned that
bark of the gogo is use in mines
tree called and washing
gogo. clothes and not its
common use which
is for washing the
hair.
Religion Catholicism did not
only free the poor
class from the
tyranny of the
oppressor but with
its coming to the
Philippines it