Module 1 – RIZAL LAW
o Antonio Luna
- The name of the author of Rizal Law
was derived from the Spanish words
“claro” which means “clear” and “recto”
which means “straight”. In his law, Recto
made it clear and straight to the Filipino
people, especially the youth, the
importance of studying the life, works
and writings of Dr. Jose Rizal.
How/Why did Rizal become the national hero?
1901
- Idea of having a national hero
- Times when the Philippines fell in the
hands of the Americans
- The Americans who thought of having a
National Hero
- Allows to honor the other Philippine
Hero and allowing the people celebrate
their anniversaries
Filipino Leaders
- Trinidad Pardo H. Tavera
- Gregorio Araneta
- Cayetano Arellano
- Jose Luzuriaga
o Committee who chose the
Philippine National Hero
American Commissioners
- Commissioner William H. Taft
- Morgan Shuster
- Bernard Moses
- Dean Worcester
- Henry Clay Ide
Criteria of becoming a National Hero
- A natural born Filipino
- Deceased
- With high regards to his country
(nationalist) (patriot)
- With calm mind
Narrowed down candidates
- 5 historical figures
o Marcelo H. del Pilar
o Emilio Jacinto
o Graciano Lopez Jaena
o Jose Rizal
Dr. Jose Rizal
- Philippine National Hero
- Rizal’s great impact to the society is the
major reason on why he was chosen to
be the role model to Filipinos especially
to the youth.
Rizal Law
- Mandate the inclusion of RIZAL as a
course in the curriculum of the higher
education.
Brief History of Rizal Law
1887-1956
For 69 years, Dr. Jose P. Rizal’s first
novel, the Noli Me Tangere, was being
condemned and attacked by authorities
(Government and Church).
- Noli me Tangere
o A special faculty committee
analyzed the novel and claimed
the novel to be …
It was claimed to be heretical (against
the accepted beliefs), impious (Showing lack of
respect to God), and scandalous (Offensive) the
religious order and unpatriotic (No love for the
country) and subversive (undermining the
political system/traitor to the motherland) to
the public order, libelous (False statements) to
the government of Spain and to its political
policies in the island (Ocampo, 2003).
- The government general did not believe
this finding, so he asked the Permanent
Commission of Censorship (responsible
of publication of books or documents)
to do another analysis.
o Permanent commission of
censorship ordered that the
importation, reproduction, and
circulation of the book is to be
absolutely prohibited.
 This order made the
Filipino people to be
 curios and the novel
was read behind closed
doors (Secretly)
In 1956, Senator Claro M. Recto and
Jose P. Laurel Sr., authored the SENATE BILL 438
(Rizal Bill) (supported by Congressman Jacobo
Gonzales, House Bill 5561, served as a back-up
plan, if in case the congress will not approve the
Rizal Bill). This bill mandated educational
institutions to include in their academic
curriculum the study of Rizal’s life, works, and
writings putting particular attention to his two
novels- Noli Me Tangere and El Filibusterismo.
This bill aimed to help the Filipino
people to remember Rizal as a hero and his
ideologies which awakened the socio-political
conditions of Filipinos during his time.
- Upon learning about this proposal from
the senate, the catholic church issued a
pastoral letter that tried to stop the
congress in passing the Rizal Bill, they
even threatened the congress that if
ever they are going to approve of the
bill, they are going to close their
institutions. Aside from that, they
threatened Recto in future elections,
that if Recto pushed through with the
Bill, The church will not going to vote for
him in future elections.
o Claro M. Recto remained
fearless, man willing to risk
losing his vote because of his
principles. He believed that the
life experiences of Rizal will
have a great impact to the lives
of Filipino youth
o TRIVIA:
 The name of the author
of Rizal Law was derived
from the Spanish words
“claro” which means
“clear” and “recto”
which means “straight”.
In his law, Recto made it
clear and straight to the
Filipino people,
especially the youth,
the importance of
studying the life, works
and writings of Dr. Jose
Rizal
After long debates, pressure,
oppositions from the Catholic Church and
hearings in the Congress, the Rizal Bill was
passed into a law on June 12, 1956 and was
later known as the Republic Act No. 1425
otherwise known as the Rizal Law.
- Department of Education implemented
the law with emphasis with life, works,
and writings of Jose Rizal particularly his
novels Noli me Tangere and El
Filibusterismo shall be included in the
curricula of all schools, colleges, and
universities may that be public or
private
Legal Mandates to Honor the Life of Rizal
Decree of December 20, 1898 that
every December 30 of every year be a day of
national mourning in commemoration of his
execution in Bagumbayan in 1896 and of other
heroes of the revolution.
- President Emilio Aguinaldo
Act No. 137 (July 11,1901), this is the
conversion of the politico-military district of
Morong (a part of Manila) into the Province of
Rizal as an honor and tribute to the most
illustrious Filipino and the most illustrious
Tagalog in the islands had ever known.
- The Second Philippine Commission
Act No. 1982 (April 19,1910), to
celebrate the 50th birth anniversary of Rizal in
all public schools in the Philippines.
On April 9,1931, acting Governor-
General Gorge C. Butte proclaimed that June
19, the anniversary of the birth of Dr. Jose Rizal,
be celebrated in all schools in the Philippines.
1948, Republic Act No. 229 was
legislated prohibiting gambling (such as
cockfighting, etc.) on the thirtieth day of
December each year and to create a committee
for the celebration of Rizal Day in every
municipality and chartered cities.
Module 1.5
TEXT OF THE RIZAL LAW (1956)
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, authorizing the printing
and Distribution thereof, and for other
purposes.
Third Congress of the Philippines
WHEREAS, today, more than any other period of
our history, there is a need for a rededication to
the ideals of freedom and nationalism for which
our heroes lived and died;
WHEREAS, it is meet that in honoring them,
particularly the national hero and patriot, Jose
Rizal, we remember with special fondness and
devotion their lives and works that have shaped
the national character;
WHEREAS, the life, works, and writings of Jose
Rizal, particularly his novels Noli Me Tangere
and El Filibusterismo, are a constant and
inspiring source of patriotism with which the
minds of the youth, especially during their
formative and decisive years in school, should
be suffused;
WHEREAS, all educational institutions are under
the supervision of, and subject to regulation by
the State, and all schools are enjoined to
develop moral character, personal discipline,
civic conscience, and to teach the duties of
citizenship;
Now, therefore:
Be it enacted by the Senate and House of
Representatives of the Philippines in Congress
assembled:
Section 1. Courses on the life, works, and
writings of Jose Rizal, particularly his novel Noli
Me Tangere and El Filibusterismo, shall be
included in the curricula of all schools, colleges,
and universities, public or private: Provided,
that in the collegiate courses, the original or
unexpurgated editions of the Noli Me Tangere
and El Filibusterismo or their English translation
shall be used as basic texts.
The Board of National Education is hereby
authorized and directed to adopt forthwith
measures to implement and carry out the
provision€, of this Section, including the and
printing of appropriate primers, readers, and
textbook. The Board shall, within sixty (60) days
from the effectivity of this Act, promulgate rules
and regulations, including of those of
disciplinary nature, to carry out and enforce the
provisions of this Act. The Board shall
promulgate rules and regulations providing for
the exemption of students for reason of
religious belief stated an a sworn written
statement, from the requirement of the
provision contained in the second part of the
first paragraph of this section; but not from
taking the course provided for in the first part of
said paragraph. Said rules and regulations shall
take effect thirty (30) days after their publication
in the Official Gazette.
Section 2. It shall be obligatory on all schools,
colleges, and universities to keep in their
libraries an adequate number of copies of the
original and unexpurgated editions of the Noli
Me Tangere and E/ Filibusterismo, as well as of
Rizal's other works and biography. The said
unexpurgated editions of the Noli Me Tangere
and El Filibusterismo or their translations in
English as well as other writing of Rizal shall be
included in the list of approved books for
required reading in all public or private schools,
colleges and universities.
The Board of National Education shall determine
the adequacy of the number of books,
depending upon the enrolment of the school,
college, or university-
Section 3. The Board of National Education shall
cause the translation of the Noli Me Tangere
and El Filibusterismo, as well as other writings
of Jose Rizal into English, Tagalog, and the
principal Philippine dialects; cause them to be
printed in cheap, popular editions; and cause
them to be distributed, free of charge, to
persons desiring to read them, through the
Purok organizations and Barrio Councils
throughout the country.
Section 4. Nothing in this Act shall be construed
as amending or repealing section nine hundred
twenty-seven of the Administrative Code,
prohibiting the discussion of religious doctrines
by public school teachers and other person
engaged in any public school.
Section 5. The sum of three hundred thousand
pesos is hereby authorized to be appropriated
out of any fund not otherwise appropriated in
the National Treasury to carry out the purposes
of this Act.
Section 6. This Act shall take effect upon its
approval. Approved: June 12, 1956
EXCERPTS FROM THE STATEMENT OF THE
CATHOLIC PHILIPPINE HIERARCHY ON THE
NOVELS OF DR. JOSE RIZAL: 1956
We present these to all Filipinos, especially to
the law-giving bodies of our government, for
calm study and fair consideration. They are Our
expression of the Catholic stand concerning the
novels of Dr. Jose Rizal, NOLI ME TANGERE and
EL FILIBUSTERISMO:
l. We, the Catholic Philippine Hierarchy, in our
name and in the name of millions of faithful
Filipino Catholics, wish on this occasion to
restate our unshakable loyalty to our fatherland,
as well as to the lawfully constituted authorities
of the country.
II. Faithful Catholics wish to be second to none
in love and veneration for our national hero, Dr.
Jose Rizal, whose patriotism remains for us a
noble inspiration.
Ill. We assert that he is our greatest patriot and
our greatest national hero, not however for
what one day he wrote against our religion and
which at the end he retracted "with all his
heart”, but for what he did on behalf of the
welfare of our country.
IV. The novels Noli Me Tangere and El
Filibusterismo were doubtlessly written as an
expression of Rizal’s ardent and generous love
for our dear Philippines, and there are many
beautiful passages in them showing this; and we
are in favor of propagating these passages and
encouraging our young generation to read and
learn them.
V. But unfortunately these novels were
written when Dr. Jose Rizal, estranged for a time
from our faith and religion, did contradict many
of our Christian beliefs.
 VI. This in no way implies that we must
reject him in order to remain loyal to our faith.
It only means that we have to imitate him
precisely in what he did when he was about to
crown the whole work of his life by sealing it
with his blood: we ought to withdraw, as he
courageously did in the hour of his supreme
sacrifice, "whatever in his works, writings,
publications and conduct had been contrary to
his status as a son of the Catholic Church." A
dying person's last will is sacred. Taking into
account Rizal’s last will, we must carry out for
him what death prevented him from doing,
namely, the withdrawal of all his statements
against the Catholic faith.
VII. It is our conviction that to disregard our
national hero's last will expressed in his
Retraction as well as his Last Farewell, is, far
from revering his memory, bringing it into
contempt.
VIIl. It is true, as the Explanatory Note to the
proposed Bill No. 438 - 3rd C.R.P. says that "to
praise Rizal without taking the trouble to study
that which elicits our praises is to be
hypocritical". Hence, we suggest that a Rizalian
Anthology be prepared where all the patriotic
passages and the social political philosophy of
Rizal not only from these two novels but from
all the rest of his writings, letters, poems and
speeches be compiled. It is not only in the two
novels but also in his other writings are the
patriotic teachings of Rizal
to be found. In order to compile an Anthology of
the kind we suggest, we have already organized
a committee which is making the necessary
studies.
IX. Our objection then to the Bill proposed
is not an objection against our national hero or
against the imparting of patriotic education to
our Children.
X. Our Constitution (Art. 3, Section 1 (7)
guarantees the free exercise of religion. The
Supreme Court of the United States has decided
that the American school children belonging to
a certain sect cannot be compelled to salute the
American flag because said act is offensive to
their religious belief. (West Virginia Board of
Education v. Barnette, 319, U.S. 624). On this
basis, we believe that to compel Catholic
students to read a book which contains
passages contradicting their faith constitutes a
violation of a Philippine constitutional provision.
Xl. We, the Catholic Philippine Hierarchy
maintain that these novels do contain teachings
contrary to our faith and so, we are opposed to
the proposed compulsory reading in their
entirety of such books in any school in the
Philippines where Catholic students may be
affected. We cannot permit the eternal
salvation of immortal souls, souls for which we
are answerable before the throne of Divine
Justice, to be compromised for the sake of any
human good, no matter how great it may
appear to be, "For what does it profit o If he
gains the whole world, but suffer the loss of his
own soul?"
Given this 21st day of April in the year of Our
Lord, 1956. Manila, Philippines
For the Philippine Hierarchy: (Sgd.) +RUFINO J.
SANTOS, D.D.
Archbishop of Manila
 (which are not
acceptable to
some of the
Module 2 – RIZAL’S WORLD: THE SITUATION OF natives -
resulting to
THE 19th CENTURY
revolts/wars)
- The 19th century is known to be the o Some
Age of Enlightenment. It is coined as revolts
such because it served as a reaction to succeed
the focus of medieval period- God, ed and
religion and the church. The emphasis gained
their
of which led to the curtailment of the
indepe
freedom of man to think and to find
ndence
reason for his existence in this world. while
The Age of Enlightenment opened this some
freedom to mankind and made man did not.
and his activities as emphasis - IDEA: Freedom to explore and expand
territories.
Age of Enlightenment (19 Century)
o Powerful countries/colonizers
- Reaction to the focus of medieval benefited to these phenomena.
period (God, Religion, and Church)
- Drastic change with how people think THE SITUATION OF THE WORLD IN THE 19th
and act. Given an idea on how to think CENTURY
and express their idea into the world
(Bring out their own potential without The American revolution of
the restriction of religion) the 19th century gave idea to the
o Brought to the flourishing of colonized nations that they can gain
human creativity their independence from their
o Leading to Industrialization colonizers when they overthrew the
(Manual to Technological rule of the British Empire and rejected
Advancements) the British monarch to make the
 Increase of changes in United States of America a sovereign
different human country.
activities - First people to wage war
 Powerful nation was against their colonizers to gain
given the freedom or their independence.
opportunity to expand
or explore their Despite the fact that
colonies. They American people are free from
conquered small foreign colonizers, civil war was
countries or countries waged within their territory because
that they like to of the issue of slavery. Hence, in 1861,
acquire. the 16th president of the USA,
 Impose Abraham Lincoln, issued the
rules/directives Emancipation Proclamation which
to the colonies resulted to the freeing of 50,000
Negro slaves.
 - Civil war because of the issue
of slavery
- White Americans looked down
upon black Americans
o Blacks are slaves
- One book about black slavery
inspired Jose Rizal to write Noli
me Tangere
- Similar to Serfdom in Russia –
Landowners; People who are
staying in their land is their
own, not allowed elsewhere,
land owners control their lives;
Serf – agricultural laborers
working on the lands.
Somewhat good as they are
staying in the land for
protection and the owners
protect them
LATIN AMERICA
In the 19th century, Latin
America was controlled by the two
European colonial giants- Portugal
and Spain (two of the most powerful
colonizers). However, Latin America
waged war against its European
colonizers due to underdevelopment,
discrimination, slavery, and unequal
treatment in terms of administrative
positions that eventually led to their
independence.
France, as one of the leading
imperialist state in Europe, aspired to
colonize Latin America. Napoleon III
established a puppet government in
Mexico headed by Austrian Archduke
Maximilian, who was declared as
Emperor of Mexico.
- Latin Americans was influenced
by the languages of their
colonizers.
- Adapted the language of their
colonizers, language was
influenced from the language
of the colonizers
Learning from their past
colonial state, the newly
elected native Zapotec
president, Benito Juarez,
fought back from the French
invaders. Through the support
acquired from the United
States of America, the Latin
Americans defeated the French
invaders.
ASIA
Asian countries in that same period of history
were already been controlled directly and
indirectly by European colonial giants. Though
most of the Asian countries were dominated by
European colonizers, Japan was reluctant to
embrace it totally
Japan isolated their country
to the Europeans to avoid the
conversion of Japanese to
Christianity and the tendency to
engage in unfair trading system. With
this, Japan refused to trade with
Europeans except for the limited
controlled trade with Holland.
After 214 years of isolation,
Japan was forced to trade with the
Americans under the command of
Commodore Matthew C. Perry
because of threat to bombard the
Japanese capital if they will refuse to
do so. With this, the two countries
signed the Treaty of Kanagawa that
provided an opening for Americans to
be in contact and do trade with the
Japanese people.
EUROPE
Since the 15th century,
Europeans (Spain, Portugal, and
Holland) already expanded their
territories in the different countries all
over the world and greatly
accelerated in the 19th century
through the rise of other European
nations- Italy, Germany, England and
France.

Italy annexed their territories
within Europe and Africa while
Germany acquired colonies also in
Africa and Pacific Ocean.
Through the reign of Queen
Victoria, England colonized different
countries in Asia (China, India, Burma,
now Myanmar) and in the South
Pacific (Australia and New Zealand).
France on the other hand,
conquered the weak countries in
Southeast Asia (Vietnam, Laos and
Cambodia) and merged them into one
federal colony and named it as French
Indonesia.
SPAIN
- Whatever is happening is Spain
is directly affecting their colonized
country (Philippines)
Though Spain opened the
vista of conquering different colonies
in different parts of the world, it was
reluctant in embracing changes in the
19th century.
Spain was hesitant for change
because they fought against
themselves, they fought against the
hostility of a despicable court and
they fought the hardest battle of all,
against their political shortcomings
(the setbacks in their political realm
led to the disorganization of their
command to their colonies).
These factors led Spain to her
own downfall which resulted to the
loss of her rich colonies in Latin
America, Central America and the
other remaining colonies Cuba,
Puerto Rico and the Philippines.
The Situation of the
Philippines in the 19th
Century
Philippines as one of the
colonies of Mother Spain was deeply
affected by its political situation. They
became victim of the following
malevolent conditions:
Political Situation of the Philippines
>Political Instability of the Colonial
Administration
- Marked during the reign of King
Ferdinand VII
- Frequent shift of colonial policies and
officials (Different policies per officials)
- Sent to Philippines from Spain are
Politically undesirable (not trained in politics/
to manage a colony)
- Encouraged corruption, accept bribes,
mismanage different affairs of the country
>Representation in the Spanish Cortes
- Institution of Cadis
- Philippines should have a natural and
direct representation in the Spanish court who
will tell them their concerns and give them
updates of what is happening in the country
- Ventura de Los Reyes – Framed the
constitution actively; Actively participated in the
Spanish court
- King Ferdinand 7 abolished the Cortes
(Believed that he solely owned the power)
- Propaganda Movement
- Representation of colonies
should be brought back in the Spanish
court so that Spain will be aware of
what is happening in the country
Judicial Situation of the Philippines
> No Equality Before the Law
• Hierarchy of group of people
• Peninsulares
• Insulares
• Creoles
• Mestizos
• Ilustrados/
Native
Filipinos
• Indios
> Maladministration of Justice
• No due process of law
 • Court will always be in favor of
who is higher between the parties
• Indios will be sent to jail without
investigation/not committing
crimes
Social Situation of the Philippines
>Racial Discrimination
- Spaniards looked down on the
Filipinos
- Not capable of doing anything
- Denied rights to be educated
- Believed that they were not capable of
learning and just to work in the fields
- Prohibited to express their opinions
and ideas
- No freedom of press
>Human Rights Denied to Filipinos
Religious Situation of the Philippines
> Frailocracy
• Rule of the Friars
• Could become a Governor-
general if the leader is not
capable
• Used religion to manipulate the
people
> Secularization of the Parishes
• No Filipino priest should be in
charge of a Parish.
Economic Situation of the Philippines
- Forced labor – at first was a positive
thing agreed by the natives (Good plan
and compensated – did not happen)
o Polo y Servicio
o Forced to work for the
government
- Haciendas Owned by the Friars
o Friars start to claim lands in the
community cultivated by the
natives
o Natives will become tenants
 What happened to
Rizal’s families
 Rizal’s Family – Nobility
 Became tenant
because of the
land grabbing
of the friars
Module 3 – RIZAL’S HEREDITARY LINEAGE
- Rizal had his own infirmities physically.
Aside from being sickly, his shoulders
are unproportionate. His left shoulder
was lower than the right and had an
oversized head. Basing it from his hat, it
measures 6 ½” across and inside the hat
measures 8” from front to rear. His big
head was noticed by Fr. Collantes during
his baptism in which he uttered: “take
good care of this child for someday he
will become a great man.”
PATERNAL SIDE
GREAT-GREAT GRANDPARENTS
- Domingo Lam-co
- (Cua Gi Lam) (Chinese)
o An immigrant from Fujian,
China, converted into
Christianity at the age of 35 and
used the surname Mercado
which means “market”
representing his work as a
merchant. He was married to…
- Ines de la Rosa (Chinese)
o A daughter of a wealthy trader
from Quanzhou and their
marriage bore a child which
named Francisco.
- A Chinese must marry a Chinese to
keep their business in the same family
or race.
GREAT GRANDPARENTS
- Francisco Mercado (Chinese)
 o A resident of Biñan and was
elected as gobernadorcillo of
the town. He was married to…
- Bernarda Monicha (Chinese- Filipino)
o A mestiza and bore one of their
sons named Juan.
- Mestiza – Mix of Filipino and Chinese.
GRANDPARENTS
- Juan Mercado (Chinese- Filipino)
o A resident of Biñan and like his
father, he was elected as
gobernadorcillo of the town. He
was married to…
- Cirila Alejandra (Chinese- Filipino)
o A mestiza, whose marriage to
Juan were blessed with 13
children, the youngest being
Francisco.
MATERNAL SIDE
GREAT-GREAT GRANDPARENTS
- Eugenio Ursua (Japanese)
o He was married to…
- Benigna (No Surname) (Filipino)
o They bore a child named Regina
GREAT GRANDPARENTS
- Manuel Facundo de Quintos (Filipino-
Chinese)
o A lawyer from Pangasinan and
he was married to…
- Regina Ursua (Filipino- Japanese)
o They bore a child named
Brigida.
GRANDPARENTS
- Lorenzo Alberto Alonzo (Spanish-
Filipino)
o A mestizo from Biñan and he
was married to…
- Brigida de Quintos (Filipino- Chinese-
Japanese)
o They were blessed with 5
children: Narcisa, Teodora,
Gregorio, Manuel and Jose.
PARENTS
- Francisco “Kikoy” Engracio Mercado
Rizal y Alejandro (1818-1898) 80 yo
(Chinese- Filipino)
o A graduate of Latin ang
Philosophy in the Colegio de
San Jose in Manila. He is a
farmer and businessman in
Calamba. He used the surname
Ricial (Rizal) which means
“green fields) representing his
work as a farmer. He was
married to…
- Teodora “Lolay” Morales Alonso
Realonda y Quintos (1826-
- 1911) 85 yo (Japanese-Filipino-Chinese-
Spanish)
o A student in Colegio de Santa
Rosa and they were married on
June 28, 1848 and blessed with
11 children and Jose being the
7th.
- Change in surname because of the
order given by the Spaniards. Spaniards
ordered the natives to change their
surnames. Know the province of people
based on their province.
CHILDREN
- Saturnina “Neneng” (1850-1913) 63 yo
 o was the eldest and she was
married to Manuel Timoteo
Hidalgo from Tanauan,
Batangas. She was Jose’s
correspondence during his stay
in Europe. Rizal wrote her
describing his stay in Germany
- Paciano “Ciano” (1851-1930) 79 yo
o was the only brother of Jose, a
farmer and became general of
the Philippine Revolution. He
had a common-law wife (no
legal proof that they are
spouses) named Severina
Decena of Los Baños, Laguna.
He served as a second father to
Jose. He accompanied Rizal in
going to study, Rizal confide in
him in his problems, He sends
Rizal’s allowance for his upkeep
(Rizal’s parents were not aware
of his travel to abroad, were
only informed once he is in
abroad)
- Narcisa “Sisa” (1852-1930) 78 yo
o was a teacher and a musician
and she was married to Antonio
Lopez, a teacher from Morong,
Rizal. She was a witness to the
secret pact between Jose and
Paciano. Knew about Rizal’s
travel abroad
- Olimpia “Ypia” (1855-1887) 32 yo
o was married to Silvestre
Ubaldo, a telegraph operator
from Manila.
- Lucia “Lucing” (1857-1919) 62 yo
o was married to Mariano
Herbosa from Calamba, Laguna.
She’s two sons Teodosio and
Estanislao became pupils of
Jose in Dapitan. As a tribute to
the death of her husband, Jose
published an article in La
Solidaridad entitled Una
Profanacion (A Profanation)
attacking the friars for not
granting him a Catholic burial.
(La Solidaridad – Official organ
of the propaganda movement)
(Mariano Herbosa was not
granted burial because he was
part of Rizal’s family)
- Maria “Biang” (1859-1945) 86 yo
o was married to Daniel Faustino
Cruz from Biñan, Laguna. One of
their sons Mauricio, a
businessman, was once a pupil
of his uncle Jose in Dapitan.
- Jose “Pepe”/ “Moy” (1861-1896) 35 yo
o was “married” to Josephine
Bracken and bore a son named
Francisco which was named
after his father but died few
hours after his birth.
- Conception “Concha” (1862-1865) 3 yo
o died at the age of three that
caused Jose’s first sorrow as he
mentioned in his diary: the first
I shed tears cause by love and
grief.
- Josefa “Panggoy” (1865-1945) 80 yo
o an epileptic who died as
spinster – did not get married.
- Trinidad “Trining” (1868-1951) 83 yo
o she died as spinster – did not
get married. Jose gave her the
alcohol lamp where he hid his
untitled poem now known as
the Mi Ultimo Adios (My Last
Farewell).
- Soledad “Choleng” (1870-1929) 59 yo
o was the youngest and married
to Pantaleon Quintero from
Calamba, Laguna and the
classmate of her cousin, Leonor
Rivera, his brother’s girlfriend
for 11 years.
 for his family, himself, and the Filipino
people); from Japanese; open
RIZAL’S CONCEPTION
competition and decision-making
- Jose Rizal was born on the 19th day of (weighing the pros and cons before
June 1861 in Calamba, Laguna, between arriving to a decision), and from the
11 and midnight of Wednesday. He was Spanish; sensitivity and self-esteem
the 7th among the 11th children and (confident with himself). These
the second son of Francisco and hereditary traits could be traced in the
Teodora Mercado Rizal. He was named entire life of Rizal.
Jose Protacio Rizal Mercado y Alonso
Realonda. Her mother named him Jose
in honor of Saint Joseph whom his Module 4 – RIZAL AS A STUDENT
mother was a devotee. His 2nd named
Protacio, was taken from Saint
Protasius, the saint during the day of his Through Education our Motherland receives
birth. Light
- His mother experienced difficulty in - Jose Rizal
delivery that almost took her life but Where education reigns on lofty seat
she was saved when she made a pledge Youth blossoms forth with vigor and
to the Virgin of Antipolo. Three days agility
after his birth, Jose was baptized as a His error subjugates with solid feet,
And is exalted by conceptions of nobility
Roman Catholic by Father Rufino
She breaks the neck of vice and its
Collantes. Don Pedro Casañas served as
deceit;
his godfather.
Black crime turns pale at her hostility;
- Rizal’s family came from the affluent The barbarous nations she knows how
principalia (native nobilities) citizen. His to tame,
father was a farmer and rented From savages create heroic fame.
farmlands from the Dominican Orders.
His mother managed a general good - Education is important to Rizal,
store. They also operated flour mill, travelling abroad to gain higher
sugar mill and a ham press and involved education. He gave importance to
in trading. They owned a stone house, a education. Education is the for our
carriage, a library and were able to send country to develop, succeed in different
their children to school which were the fields, and prosper. Benefit the people
symbols of a well-to-do family during and nation as a whole.
the time.
o Rizal experienced being broke
There were 12 students graduated in the class
product by injustices and other
of Rizal in Ateneo. Among the 12 graduates, 9
factors
got sobresaliente (excellent) grade in their class
- Rizal inherited the following traits from
and Rizal was one among them. Their class was
his ancestors: from the Chinese, the
the remnants of a much larger class when he
sense of frugality and industriousness;
first stepped in the portals of Ateneo.
from the Malay, self-determination and
courage (Moved to the other country
 - Rizal was not the only intelligent in his
class. He was known because of his help
to the country
Early Taste of Education
Jose Rizal was surrounded by people who
possessed different skills and talents which
were selflessly shared to him. His mother taught
her how to read and say haltingly the humble
prayers (Ma. Guerrero, 1987); transmitted to
him her love of Tagalog poetry (Coates, 1968)
and related a lot of stories one of which was the
famous Story of the Moth.
- - Rizal was reading poorly
(without interest) when he was a kid.
His mother took the book from him and
read for him but his attention was on
the moth, which are circling the flame
of their lamp, this was noticed by Donya
Teodara and she told him the story of
the moth.
- The mother told the son not to go near
the flame, The sone is attracted
(curious) with the flame, so he did not
listen to what his mother told him and
played around the flame, until his wings
caught fire then died (not able to fly
anymore)
- Parents wants us to obey/adhere to
their advice because they have already
experienced a lot in life, they know
which is right
- The story can be compared to Rizal’s life
experience. The moth is Rizal, the flame
is education (enlightenment). Even if
Rizal was advised by his mother not to
pursue further education, because she
believe what Rizal knows is more than
enough. He got the knowledge that he
needs already, but Rizal with his brother
and father encourage him to pursue
education to learn more and travel
abroad.
- With the knowledge he was able to
acquire during his travels caused his
death.
Jose developed his artistic ability; his uncle
Manuel formed his physique through sports and
his uncle Gregorio, the love for books.
His aya (nurse maid), Ina Munda, played a role
in developing the imaginative interest of Rizal
through her wonderful stories. The parish
priest, Father Leoncio Lopez fostered Rizal's love
for scholarship and intellectual honesty (Zaide &
Zaide, 2012).
His father paid tutors for him to learn Latin and
Spanish. He was under the supervision of
different tutors- Maestro Celestino, Maestro
Lucas Padua and Maestro Leon Monroy. But
after the death of the latter, his father decided
to send him to a private school in Biñan under
the tutelage of Maestro Justiniano Aquino Cruz.
- At a young age, Rizal was trained by
people around him holistically
(Physically, socially, spiritually). He
carried and developed the skills that he
possessed, and shared. “While the child
is still young, you can teach them
anything” – His parents believed, the
brain is like a sponge.
Rizal in Biñan: Hometown Education (1868-
1870)
In Biñan, through the guidance of Maestro
Justiniano, he furthered his knowledge of the
basics — reading, writing, arithmetic and
religion. He mastered the basic Latin and
Spanish Courses which were required for higher
learning.
Aside from his formal lessons, he also
developed his painting skills through the
guidance of Old Juancho, his teacher's father-in-
law. During his free time, he spent it in the old
man's studio together with his classmate Jose
Guevarra. The two boys became the apprentices
of the old painter and they became the favorite
painters of the class (Castaneda, et al, 2007).
After one year and a half in Biñan, he was
advised by his Maestro to advance his studies in
Manila. Before he left Biñan, he prayed in the
town church, collected pebbles and bade
farewell to his teachers and classmates
- Rizal was sent home by his teacher,
because he already knows the lesson
and his growth is not only limited to the
four corners of the classroom
Rizal in Ateneo Municipal de Manila (Formerly
Escuela Municipal de Manila)
Prior to Ateneo, Rizal took the entrance
examination in Colegio de San Juan de Letran, a
Dominican-owned school. However, his father
decided to send him to Ateneo, a school
supervised by the Jesuits. He was admitted to
the Ateneo through the help of Manuel Jerez,
nephew of Fr. Jose Burgos.
- Jesuits’ education system was more
advanced and more rigid in discipline,
less mechanical methods, few rules,
numberless exercise
The return of the Jesuits in the Philippines in
1865 brought advancement to their educational
system. Its discipline was rigid and its less
mechanical (Palma, 1966). Moreover, Jesuit
pedagogy was pauca precepta, multa exempla,
plurima exercitation (few rules, many examples,
numberless exercise) and cura personalis
(individualized attention) (Badillo, 2011). They
offered Bachiller en Artes (Bachelor of Arts) as
their program and offered vocational courses in
agriculture, commerce, mechanics and
surveying. They also have programs in the arts
(music, drawing and painting) and as a religious
school, they molded the character of their
students through joining religious fraternities,
heard mass before class and starting and ending
their class with a prayer.
RIZAL’S ACHIEVEMENT IN ATENEO
Academically, Rizal was a brilliant, diligent and
competent student. In order to excel, he made
himself follow a daily timetable which he never
abandoned (Villa Abrille, 2002). This daily
program exemplifies his academic progress as a
student. Herewith, 1. he became consistent
"emperor" in their class despite the fact that
he was put at the last row of the class being a
new comer and was grouped in the
Carthaginians Empire composed of the
externos (non-boarders – lives outside the
walls of intramuros) (Internos – boarders inside
the school). 2. He furnished his Spanish
through taking private lessons in Colegio de
Sta. Isabel which helped him in his writings. 3.
He received medals and stampita only in some
of his subjects because he was deeply affected
by the imprisonment of his mother. Despite the
situation, he still received consistent
sobresaliente (excellent) grades in all his
subjects. 4. He became voracious reader; he
read fiction and nonfiction books and even
asked his father to purchase books in history
by Cesar Cantu. 5. He was accepted as member
of the Academy of Spanish Literature and
Academy of Natural Sciences which were
exclusive societies given to students who were
exceptional in terms of literature and the
sciences. He later became the prefect of the
Academy of Spanish Literature.
- Emperor – Tribune – Decorion,
Centurion, Standard Bearer
- Donya Teodora was accused of a crime
that she did not commit, accused of an
accessory to a crime committed by his
brother. She was sent to prison.
o She was told by the judge that if
she plead guilty, she will be sent
to prison. And as she miss her
family, she immediately pleaded
 guilty but the did not release in
prison. She stayed there for 2
years. That event affected his
focus in education
- The Count of Monte Cristo influenced in
his writings (El Filibusterismo) – Similar
theme with El Fili.
- Prefect – authorized to impose rules
and discipline junior students or
members of the groups
6. Rizal also developed his artistic skills in
Ateneo. Through the guidance of Father
Francisco de Paula Sanchez, his aptitude in
poetry was developed. In his five years stay in
the Ateneo, he was able to compose numerous
poems on education, religion, childhood
memories as well as victories and defeats on
war and wrote a religious drama.
- Aptitude in poetry – Fr. Francisco de
Paula Sanchez
- Drawing and painting – Peninsular Don
Augustin Saez
- Sculptural ability – Romualdo de Jesus
Through the direction of the Peninsular Don
Augustin Saez, his knowledge in drawing and
painting was awakened. Rizal's sculptural
abilities were molded by Romualdo de Jesus in
his sculpture shop in Sta. Cruz. As a result, two
of his plastic arts were preserved in the Ateneo
library the figure of Our Lady and the image of
the Sacred Heart.
Being a student of a religious school, 7. Rizal
also joined the Marian Congregation (Solidarity
of Our Lady) and the Apostleship of Prayer.
Guided and directed by Pablo Pastells,
hebecame the prefect of the Marian
Congregation and called Rizal asquerido hijo de
mi alma (my own spiritual son) (Bonoan, 1994).
Due to his small stature, 8. Rizal also engaged in
gymnastics and other physical exercises such as
fencing in which he became skilled in handing
the sword and he trained even harder and kept
in practice for the rest of his life (Coates, 1968).
His diligent labors in Ateneo paid off when he
finished his degree in Bachelor of Arts on
March 23, 1877 with highest honors
sobresaliente (excellent). Indeed, the Jesuit
system of education really cultivated Rizal's
drive towards excellence through his academics,
developed his patriotic sentiments in his
writings and further strengthened his faith
through the foundation of religion.
Rizal in the Royal and Pontifical Universidad de
Santo Tomas (1877-1882)
After his schooling in Ateneo, Rizal's mother,
Dofia Teodora, objected his return to Manila for
further studies. She insisted that her son
already knew a lot. But Don Francisco secretly
asked Paciano to accompany him to Manila.
Having finished his Bachelor of Arts in Ateneo,
Rizal was qualified to enter the Royal and
Pontifical Universidad de Santo Tomas, a school
supervised by the Dominicans. Uncertain to
what course to take, he, enrolled in the
Preparatory Course of Theology and Law taking
the course Philosophia y Letras (Philosophy and
Letters). He then sought the advice of Father
Pablo Ramon wherein it took a year before he
received his recommendation.
As a student of Philosophy and Letters, he
obtained sobresaliente (excellent) grades in all
his subjects. During that year, Rizal also took
vocational courses in Ateneo
- surveying, agriculture and topography. Though
he was able to finish the course surveying in
Ateneo, the professional license as agrimensor y
perito tasador de tierras (land surveyor and
assessor) was only granted to him after three
years because of his age. He was only seventeen
when he finished the course. He was still an
active member and officer of exclusive societies
and of the Marian congregation, However, after
one term in the program, he shifted to the
Preparatory Course of Medicine as advised by
Father Pablo Ramon and was concerned by the
state of his mother's sight. He was granted by
the university the rare privilege of studying
simultaneously the Preparatory Course of
Medicine and the First Year of Medicine (De
Viana et al., 2011).
In medicine, Rizal did not shine as he has done
at the Ateneo (Bantug, 2008). In the twenty one
(21) subjects taken in the university, Rizal
obtained six (6) sobresaliente (excellent), six (6)
aprovechado (very good), eight (8) bueno
(good) and one aprobado (passing) grades.
Perhaps, Rizal was not gifted for medicine as he
was for the letters and arts (Villaroel, 1984).
Nevertheless, among twenty four (24) students
enrolled in Medicine, he was one among the
seven (7) who reached the beginning of the fifth
year course until he decided to continue his
studies abroad.
Though somewhat disappointed with his
performance in medicine, Rizal excelled in
literature and developed his nationalist
sentiments on it. Father Evaristo Arias helped
him cultivate his craft in poetry. In 1879, he
joined the poetry contest sponsored by Liceo
Literario-Artistico (Artistic Literary Lyceum). He
won the prize, a silver pen in his entry A la
Juventud Filipina (To the Filipino Youth) in which
he expressed his views that Filipinos are not
inferior to any race and that they should refine
their talents and skills for God and country.
In another contest sponsored by the Liceo
Literario-Artistico, he "unfortunately" won the
contest and was awarded with a gold ring in his
entry El Consejos de los Dioses(The Council of
the Gods). This was labelled as unfortunate
because the cheers turned into jeers.
These events did not datupen his literary
prowess. He still wrote poems on patriotism
triumphs and admiration to people who
influenced his being, a sonnet and a zarzuela
(musical comedy) which was performed in the
Literary Academy of Ateneo. He also attended
classes at the Academy of Fine Arts to perfect
his technique in painting and took lessons in
fencing (Bernad, 1998).
He also developed his leadership skill through
founding a secret society for Filipino students in
1880. He named it Compañerismo
(Comradeship) for mutual protection (against
the Spanish students, who were prone to
persecuting the rest) and for the
encouragement of traditional Filipino sports
(Coates, 1968).
As a teenager, it was a normal experience in the
life of Rizal to be attracted with the opposite
sex. Before he entered the university, he felt the
very first emotions of love with Segunda
Katigbak, a schoolmate of his sister Olimpia
followed by the two Leonors --- Leonor
Valenzuela and Leonor Rivera.
After four years in the university, Rizal decided
to finish his studies abroad. The letter of
Paciano to Jose Rizal in 1882 answers the reason
why he left abroad: It is said here that you will
finish the medical course... to me the principal
purpose of your departure is not to finish this
course but to study other things of greater
usefulness or that which you are more inclined.
Though Rizal was not able to finish his course in
the university, he earned a lot of meaningful
experiences as well as proper values he needed
for his next challenge in life --- to study abroad.
His travel abroad was only known to few — his
brother Paciano, his uncle Antonio and his
brother-in-law, Manuel Hidalgo. Rizal did not
wish the rest of his family to know of it
(including Leonor) until he had already departéd
(Bantug, 2008).
Rizal in Universidad Central de Madrid (1882 -
1885)
After forty-four days of voyage (May 3 — June
16, 1882), Rizal reached his destination —
Barcelona, Spain. He spent three months in this
place because the scholastic year in Eürope was
different from that of the Philippines (Coates,
1968). For those idle months, he spent his time
observing the customs of the people, spends his
time in the library, corresponded with friends
and wrote articles published in the bilingual
newspaper in the Philippines - Diariong
In the fall of 1882, Rizal moved to Madrid, Spain
and enrolled in the Faculty of Medicine and at
the same time in the Faculty of philosophy and
Letters. Aside from these formal courses he
enrolled, he also took lessons in languages in
Ateneo de Madrid and studied painting and
sculpture in the Academia de Bellas Artes de
San Fernando (Academy of Fine Arts of San
Fernando). He received prizes, scholarships and
good grades in his academics that moved his
compatriots to become serious too in their
studies.
Knowing the very purpose of his stay abroad, he
took full advantage of his time. He visited
museums and galleries and visited Paris to
observe their way of life. He spent most of his
time purchasing and reading books in medicine,
philosophy, languages, arts, history and many
others.
He wrote articles and poems on patriotism and
nationalism as well as his melancholies and
romance. He delivered speeches requested by
his association and also during the triumph of
his compatriots, Luna and Hidalgo in the
National Exposition of fine Arts in Madrid.
He also joined different associations namely: the
Circulo Hispano-Filipino (Hispano-Philippine
Circle) and the Brotherhood of Masons. These
two associations presented to him the contrary
of scenario in the Philippines which were the
possibility of indios and mestizos to be together
and the freedom to speak freely regarding
authorities of the Church and state.
His love for physical activities made him to
practice constantly in fencing and even enrolled
in shooting in the Hall of Arms of Sanz y
Carbonell. Indeed, he was a respectable
marksman and a swordsman.
Although Rizal was already engaged to Leonor
Rivera, he was linked to a beautiful girl named,
Consuelo Ortiga y Rey. The romance between
them did not blossom because of friendship and
loyalty.
His diligence paid off when the degree
Licentiate in Medicine was conferred to him on
June 21, 1884 which qualified him to practice
the course. For him to qualify to teach in the
Faculty of Medicine, he took the degree Doctor
of Medicine in the following year. He finished
the doctorate degree, but the diploma was not
awarded because of financial reasons.
In his 24th birthday, June 19, 1885, the degree
Licentiate of Philosophy and Letters was
awarded to him. He was qualified to be a
professor of humanities in any Spanish
university. However, he chose to practice his
medical profession and specialized in
ophthalmology because of his mother's
condition. For two more years, he went to
France and Germany to further his knowledge in
ophthalmology, observe their way of life, slowly
finishing his first novel, and studied other things
that he was inclined of doing.
Rizal's education in Europe broadened his
understanding of what progressive education
should be. He became radical and critical most
especially to the system of education of his
motherland.
 the news that Miss “K” was already
engaged to Don
- Manuel Luz y Metra.
- Rizal’s first love, Linked in 1877
- ? Eyes, Bewitching smile
- He used the excuse of visiting his sister
to visit her
- Schoolmate of Rizal's sister, Olympia.

Miss “L”

- Some biographers of Rizal would say

that Miss “L” might be the daughter of
his landlady, Doña Concepcion Leyva,
when he boarded as a sophomore
MODULE 5 – RIZAL AS A LOVER medical student in UST. Others would
say she might also be Vicenta Ybardo
- Rizal had a vital statistics of 37” (chest),
Laza, a pretty college girl from Pakil,
25”- 26” (waist) and 18 “ (hips). This
Laguna whom he met when he went for
measurement was based on his clothes
a pilgrimage in 1881 (4 years after he
displayed in Fort Santiago. He was 5’ 2”
parted ways with Miss “K”). They were
in height. With these qualities, what
assumed probably because their last
made him close to women? Was it his
names began with the letter “L”.
good looks? An endearing wit? Perhaps
it was pure animal magnetism, which LEONOR VALENZUELA: Winsome Orang
refers to as malakas ang dating ( strong
appeal). Whatever the reason, women
were so charmed that they yearned for
him

SEGUNDA KATIGBAK Y SOLIS: Miss K (1863-

1943)
- As a sophomore medical student, Rizal
boarded in the house of Doña Concha
Leyva in Intramuros, Manila. It was in
this place where he met Leonor, their
next door neighbor. Rizal was a regular
visitor of the Valenzuela’s and always
served as life of event during social
gathering.
- After Rizal’s graduation in Ateneo
- Rizal courted Leonor and describes her
Municipal de Manila, he went to a party
as tall girl with a regal bearing. Through
in his grandmother’s house in Trozo,
his knowledge of the sciences, he sent
Manila where he first met Segunda, a
her love letters written in invisible ink.
Batangueña. The unspoken love
He taught her how to decipher it
between them ended when Rizal heard
through the heat emitted by the lamp.
 - Linked with Rizal in 1878
- Invisible ink – Mixture of salt and water
- Was able to get into a relationship but
the nature of their relationship was an
open relationship (Nonexclusive)
- Seferino de Leon – wanted to court her
in 1884 but he heard that she was with
Rizal so he did not continue with it.
Gustong paatrasin si Rizal kasi may
Leonor na iba HAHAHA
LEONOR RIVERA: Taimis (1867-1893)
- Rizal boarded in Casa Tomasina, a
student boarding house in Intramuros
during his junior year as a medical
student in UST. The Casa was managed
by his uncle Antonio Rivera from
Camiling, Tarlac. It was in this house
where he met his lovely cousin Leonor,
his uncle’s daughter. She was 13 and
was studying at Colegio de la
Immaculada Concepcion de la
Concordia (same school as his first love,
Segunda Katigbak). Rizal described her
as a frail, beautiful girl, tender as a
budding flower with kindly beautiful
eyes.
- When Rizal decided to study in Spain,
he left Leonor without saying goodbye.
Knowing too that only time could tell
about their fate, he wrote a farewell
poem to Leonor entitled Adios Leonor
(Goodbye to Leonor) before his
departure for Europe.
- Linked with Rizal in 1878
- Long distance relationship
- Blood-related with Rizal, cousins
- Nickname “Taimis”
- Rizal was being updated by his friend,
Jose Cecilio by what is going on with
Leonor Rivera and Valenzuela
- When Rizal left the country, She became
sickly (Developed insomnia and cried all
the time, Wanted to color her clothes
black)
- Their communication was cut by Donya
Silvestra, against the relationship of
Leonor Rivera and Rizal (Took all the
letter of Rizal to Rivera)
- Waited for Rizal until 1890
- Treasured her letters from Rizal
- She embroidered the letters with their
initials (J and L)
- Forced to let go of the letters when Rizal
was seen as the Spaniards and the
church’s enemy
- Burned the letters but kept the ashes of
the letters
- Waited for Rizal for 8 years
- She agreed to marry another man
- She married an English man named
Charles Henry Kipping, a railroad
engineer/ railway engineer
- Was working on the Manila-Dagupan
line
- Despite the fact that he agreed to marry
the man, she still loved Rizal, Gave up
Singing and playing the piano,
Requested her mother to stand beside
her during the wedding (1890), sued the
ashes of Rizal’s letters into her wedding
dress
- Before she married Henry Kipping, she
sent a letter to Rizal, informing him
about his upcoming wedding asking for
forgiveness, (First and Last letter), Rizal
was heartbroken by the letter
- Kipping and Rivera only lasted for two
years as she died
- First child was named Carlos and second
was a girl
 - During the delivery of the girl, she died
during the labor
- Rizal was in Dapitan when she died
- She made a request to be buried with
the silver box of ashes of Rizal’s letter, to
be cloth with the saya that she wore
when Rizal became together/ came to
an understanding
- Their 11 years of relationship was spent
by waiting for each other
- Lasted for 11 to 12 years
- Adios Leonor
o And so it has arrived; the fatal
instant,
o The dismal injunction of my
cruel fate;
o And so it has come at last: the
moment, the date,
o When I must separate myself
from you.
- young soul, I sing not of love?
o Goodbye, Leonor, Goodbye! I
take my leave,
o Leaving behind with you my
lover’s heart!
o Goodbye, Leonor: from here I
now depart.
o O melancholy absence! Ah,
what a pain!
CONSUELO ORTIGA y PEREZ: Señorita C.O. y R
- She was being courted by his friend
Eduardo Lete and was regularly visited
by the Paterno brothers- Maximino and
Antonio. He might not have wanted to
compete with them. More so, he was
still engaged to his beloved Taimis.
- Met Rizal in Spain, 1884
USUI SEIKO: O-Sei-San (1865-1947)
- Visited Don Pablo Ortiga, Met him in
Manila
- Consuelo was attracted to Rizal’s talent
and wittiness
-
- A La Senorita C.O. y R.
- Why ask for those unintellectual verses
that once, insane with grief, I sang
aghast? Or are you maybe throwing in
my face my rank ingratitude, my bitter
past?
- Why resurrect unhappy memories now
when the heart awaits from love a sign,
or call the night when day begins to
smile, not knowing if another day will
shine?
- You wish to learn the cause of this
dejection delirium of despair that
anguish wove? You wish to know the
wherefore of such sorrows, and why, a
- Oh, may you never know why! For the
reason brings melancholy but may set
you laughing. Down with my corpse into
the grave shall go another corpse that's
buried in my stuffing!
- Something impossible, ambition,
madness, dreams of the soul, a passion
and its throes Oh, drink the nectar that
life has to offer and let the bitter dregs
in peace repose!
- Again I feel the impenetrable shadows
shrouding the soul with the thick veils
of night: a mere bud only, not a lovely
flower, because it's destitute of air and
light
- Behold them: my poor verses, my
damned brood and sorrow suckled each
and every brat! Oh, they know well to
what they owe their being, and maybe
they themselves will tell you what.
- He is hinting that he has feelings
towards Consuelo

- She served as Rizal’s interpreter, and
accompanied him on sightseeing trips
around Japan. Being a woman of high
culture, she helped Rizal understand the
Japanese language and also related him
the culture of the Japanese. However,
their relationship did not last because
Rizal went back to Europe to continue
what he had started.
- Linked with Rizal in 1888
- Was attracted to her and asked people
her name
- She possessed the qualities of his ideal
woman
- Beauty charm modesty and intelligence
- Rizal stayed in Japan for 45 days
GERTRUDE BEKETT: Tottie/ Gettie (July 18, 1863-
?)
Filipinos into Christians. The moral of
the story is exaggerated also everything
he mentioned is all in favor of the
Spaniards. Morga missed to mention
the experiences of the Filipinos under
the Spanish rule, he did not talk about
the slavery, the atrocities that the
Spanish Officials did towards the Filipino
people
- The Bekett family had four daughters
- She was a buxom girl with blue eyes,
rosy cheeks and brown hair. Gertrude’s
sweet smile captured Rizal’s heart.
More so, her inclination to the art made
Rizal like her more. She served as his
accomplice in his sculptures
- and paintings and accompanied him
sometimes in the museum.
- Met Rizal in 1888
- His stay in London was short-lived. Once
finish annotating Morga’s book, he
moved to Brussles.
- He left a remembrance to the Bekett
family which was a carving of the Bekett
sisters

SUZANNE JACOBY THILL: Petite (April 4, 1872-

1951)

- Rizal went to London to annotate de

Morga’s Sucesos de las Islas Filipinas
(Events in the Philippine Island). He
boarded in the house of the Beckett
- Saving money for the publication of his
family for it was a walking distance from
annotation, he left Paris and went to
the British Museum where the book of
Brussels. He stayed in the boarding
de Morga was shelved.
house of the Jacoby sisters- Catherina
- Annotate – to give
and Suzanna. They had a niece also
explanation/comment on the statement
named Suzanna who is often referred to
written in a given book
as “little Suzanne” who became his love
- Annotate because he believed that the
interest.
book is biased, the book talks about the
- Rizal met her in 1889
deed achieved by the Spaniards, their
discoveries, conquest, converting the
 - His stay in Brussels is short-lived as he
received a sad news about his Family’s
situation in the Philippines
- And decided to go back to Madrid
- Upon arriving he received a letter from
Rivera where he learned she is going to
marry
NELLY BOUSTEAD
MARIE JOSEPHINE BRACKEN y LEOPOLDINE:
Miss “B” (August 9, 1876- March 15, 1902)
- To ease his sadness and
disappointments in Madrid, he boarded
a train leaving for Biarritz. He took a
vacation in Villa Eliada, a winter
residence owned by Eduardo Boustead,
the father of Nelly.
- Rizal met Nelly and his sister Adelina
through his friend Antonio. Luna was
courting the former. Rizal served as a
bridge between Antonio and Nelly.
- One time Luna wrote a letter to Rizal
asking him if he’s doing the right thing,
but Rizal was not able to reply where he
learned that Nelly is in love with him.
- Antonio Luna got drunk and uttered
negative remarks against Nelly which
prompted Rizal to challenge Luna in a
duel, Immediately Luna realized his
mistake and apologized and promise to
never open his mouth whenever his
drunk
- Nelly and Rizal officially became
together
- The relationship became serious that
they even planned to get married
however Nelly’s mother does not agree
with the relationship.
- Because of religion (Rizal is a Catholic
and Nelly is Protestant)
- Rizal did not have a stable job to secure
a family
- Nelly’s mother believed that Rizal did
not posses anything attractive
- So at the peak of Rizal’s emotions, he
took with him his sense of pride and left
Biarritz also the memory of his
unfinished affection of Nelly
- As Rizal was living in exile in Dapitan, he
met a pretty Irish girl named Josephine.
All the way from Hong Kong, she
accompanied her foster father, George
Taufer, an American engineer, seeking a
cure for his blindness from Rizal. Their
encounter happened just in time when
loneliness and the pointlessness of
living a life with no future in sight were
beginning to wear him down.
- After 6 months, she returned to Dapitan
that marked the beginning of their
happy days as a couple.
- Met her in 1895
- Marie Josephine became Rizal’s hope
- They wanted to get married but Rizal’s
family doesn’t approve of Josephine
- She is not acceptable to their social
status
- Suspected her of being a church spy – a
lover of a friar
- Rizal did not believe them
- The church refused to marry them
- They can only be married if Rizal write a
retraction letter (condition of the
church)
- He is taking back whatever negative
statement he made against the church
and against the government
- Rizal refused to write the retraction
letter so they just decided to get
married on their own
- They promised each other that they will
love each other till death do they part
(Common law marriage)
- Josephine bore a son but she suffered
from miscarriage the baby was born
prematurely so he died just after
delivery
- Even if Rizal was detained in Port
Santiago, Josephine visited him, sent
him clothes, fruits foods and letters to
comfort him
- Until the very last day of Rizal, she was
beside him
- This proves that she really loved Rizal
- A Josefina (To Josephine)
- Josephine, Josephine
- Who to these shores have come
- Looking for a nest, a home,
- Like a wandering swallow;
- If your fate is taking you
- To Japan, China, or Shanghai,
- Don’t forget that these shores
- A heart for you beats high
-
- Wrote a poem to her when she is about
to leave the Philippines
- When his father’s eyes was cured