AGE9 00: LIFE, WORKS, AND WRITINGS OF RIZAL
LESSON 1.1: INTRODUCTION TO JOSE RIZAL
PRELIMS | 2023
NURS 2-1
WHO IS JOSE RIZAL?
• Jose Protacio Rizal Mercado Y Alonso Realonda
• Rizal is a unique example of a many-splendored genius
who became the greatest Hero of a nation. Endowed by
God with versatile gifts, he truly ranked with the world’s
geniuses.
• Rizal was a physician (ophthalmic surgeon).
• Rizal was a poet, dramatist, essayist, novelist, historian,
architect, painter, sculptor, educator, linguist, musician,
naturalist, geographer, cartographer, bibliophile,
philologist, grammarian, folklorist, philosopher, translator,
inventor, magician, humourist, satirist, polemicist,
sportsman, traveller, and a prophet.
• Above and beyond all these, he was a hero and political
martyr who consecrated his life for the redemption of his
oppressed people.
• No wonder, he is now acclaimed as the national hero of
the Philippines.
• Rizal was also a product of his time. Changes and
historical events all over the world, particularly from the
19th to the early 20th centuries brought relevance and
impact to the character of the person known in history as
the “First Malayan Hero”.
HOW WAS RIZAL DECLARED AS A NATIONAL HERO?
• Rizal declared as Philippine National Hero under the
Philippine Revolutionary Government headed by Emilio
Aguinaldo in Malolos, Bulacan was the first to celebrate
the death anniversary of Dr. Jose Rizal on December 30,
1898.
• December 30, 1898 this is the day was marked as the day
for national mourning and solemn observance of the
death anniversary of the Filipino National Hero.
• WHO SELECTED RIZAL? Americans and Filipinos.
FILIPINO ACCOUNT
- An officer of the revolutionary government named
Antonio Guevarra, who was sent to Lucban, Quezon in
1898, to accomplish a mission for the government wrote
the following observations.
THE GOVERNOR – GENERAL OF THE PHILIPPINES AT THAT
“The town was in mourning with a flag at half mast at each house.
I learned it was in commemoration of the anniversary of the tragic
killing of the eminent Doctor Jose Rizal at the hands of the
Spaniards in the execution ground of Bagumbayan (now Luneta)”.
AMERICAN ACCOUNT
- Mrs. Dauncey Compbell, she was an American Author
who visited the Philippines in December 31, 1904, she
noted that her observations while she was in Iloilo; she
stated how the people in this place celebrated the
death anniversary of Rizal.
JOSE RIZAL PARENTS
“I think you may be amused to hear about a Filipino Fiesta, which
took place yesterday called Rizal Day – the anniversary of the
death of the national hero, a Filipino by name of Doctor Jose
Rizal”.
FRANCISCO MERCADO RIZAL (1818 – 1898)
WHO CHOOSE RIZAL TO BECOME A NATIONAL HERO?
➢ He was chosen by the Taft Commission. The Taft
Commission was given the responsibility to do the Job.
➢ This commission was headed by William Howard Taft.
➢ Members:
• Americans: W. Morgan Shuster, Bernard Moses,
dean Warcester, and Henry Clay.
• Filipinos: Jose Luzuriaga, Gregorio Araneta, and
Trinidad Pardo de Tavera.
CRITERIA: NATIONAL HERO
✓ He must be a Filipino
✓ He is already Dead
✓ He has Immeasurable Love for the country
✓ He has Low Temper (since the Filipinos are emotional)
✓ He died in Dramatic Manner
- Rizal possesses all the criteria and then he become our
National Hero.
WHY RIZAL BECAME THE GREATEST NATIONAL HERO?
• Rizal became the greatest Filipino because he is a man
of honor.
• Even after death he received public worship because of
his exceptional service to mankind.
• We can say that before his execution, Rizal was already
acclaimed by both Filipinos and Foreigners as the
foremost leader of his people.
• Among the foreigners who recognized Rizal as the
leading Filipino of his time were Ferdinand Blumentritt, Dr.
Reinhold Rost and Vicente Barantes.
• Prof. Blumentritt told Dr. Viola in May 1887 that Rizal was
the greatest product of the Philippines and that his
coming to the world was like the appearance of a Rare
Comet, who Rare Brilliance appears only other century.
THE BIRTH OF OUR NATIONAL HERO
• Dr. Jose Rizal was born on June 19, 1861 in Calamba,
Laguna.
• He was baptized in the catholic church in Calamba
Laguna on June 22, 1861, by the parish priest Father
Rufino Collantes.
• Rizal God Father – was father Pedro Casanas, a close
friend of Rizal’s Family.
• His name “Jose” was chosen by his mother who was a
devotee of the Christian saint “San Jose” or Saint Joseph.
• The Baptismal Certificate was signed and witnessed by
Leoncio Lopez.
TIME JOSE RIZAL WAS BORN
➢ Lieutenant – General Jose Lemery
➢ He was the Governor – General of the Philippines at the
time Jose Rizal was born:
✓ He was also the former Senator of Spain
(member of the upper chamber of the Spanish
Cortes)
✓ He governed the Philippines from February 2,
1861 – July 7, 1862.
FAMILY BACKGROUND OF JOSE RIZAL
➢ Jose Rizal was the 7th of the 11th children of Francisco
Mercado and Teodora Alonso Realonda
➢ He was the father of Rizal.
➢ He was born on May 11, 1818, in Biñan, Laguna.
➢ Studied Latin and Philosophy at the College of San Jose
Manila.
➢ Died in Manila on January 5, 1898 at the aged of 79.
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DOÑA TEODORA (TEODORA ALONSO REALONDA / 1827 – 1911) CONCEPTION RIZAL (1862 – 1865)

➢ She was the mother of Rizal. • Nickname: Concha

➢ She was born on November 9, 1827 • Died at the aged of 3
➢ Educated at the College of Santa Rosa, a well-known • Her death was Jose Rizal first sorrow in life.
College for girls in the city.
➢ Knows Literature and speaks Spanish well and a JOSEFA RIZAL (1865 – 1945)
Mathematician.
• Nickname: Panggoy
➢ Died on August 6, 1911, at the aged of 84.
• She died at the aged of 80
CHILDREN’S (SaPaNaOlLuMaJoConJoTriSol) TRINIDAD RIZAL (1868 – 1951)
➢ God blessed the marriage of Francisco Mercado Rizal
and Teodora Alonso Realonda with eleven (11) children. • Nickname: Trining
➢ Two (2) boys • She died at the aged of 83
➢ Nine (9) girls
SOLEDAD RIZAL (1870 – 1929)
SATURNINA RIZAL (1850 – 1913)
• Soledad Rizal Quintero
• Saturnina Rizal Hidalgo • The youngest
• Nickname: Neneng • Nickname: Choleng
• Oldest • Married to Pantaleon Quintero of Calamba
• She married to Manuel T. Hidalgo of Tanawan, Batangas
➢ Rizal always called all her sisters as “Doña or Señora” if
PACIANO RIZAL (1851 – 1930)
married and “Señorita” if single or not yet married.
• Older brother and confidant of Jose Rizal ➢ Rizal wrote a letter to Blumentritt, on June 23, 1888 while
• After Jose Rizal Execution, Paciano joined the Philippine Rizal is in London. Rizal said that “His Brother Paciano was
Revolution and became a combat general, after the the most noble Filipinos and though an “Indio”
Revolution. ➢ Rizal describe “indio” as more generous and nobleman.
• Then afterward, Paciano retired to his farm in Los Baños,
THE SURNAME OF RIZAL
Laguna, where Paciano lived as a gentleman farmer.
• The real surname of the Rizal family was Mercado which
• Paciano died on April 13, 1930, at the aged of 79.
was used in the year 1731 by Domingo Lamco (the
• Paciano had two (2) children a boy and a girl, with his
paternal great-greatgrandfather of Dr. Jose Rizal), who
mistress (Severina Decena).
was a full-blooded Chinese.
NARCISA RIZAL (1852 – 1939) • Rizal’s family acquired a second surname “Rizal” which
was given by a Spanish Alcalde Mayor (Provincial
• Narcisa Rizal Lopez Governor) of Laguna, who was a family friend.
• Nickname: Sisa and she married to Antonio Lopez
(Nephew of Father Leoncio Lopez) RIZAL HOUSE
• A school teacher of Morong. • The house of the Rizal family was one of the distinguished
stone houses in Calamba during Spanish times.
OLIMPIA RIZAL (1855 – 1887) • It was a two-storey building, rectangular in shape, built of
adobe stones and hard-woods, and roofed with red tiles.
• Olimpia Rizal Ubaldo • Behind the house were the poultry yard full of turkey’s
• Nickname: Ypia and chickens and a big garden of tropical fruit trees-like,
• Married Silvestre Ubaldo, a telegraph operator from atis, balimbing, chico, macopa, papaya, santol,
Manila. tampoy, etc.
LUCIA RIZAL (1857 – 1919) A GOOD AND MIDDLE – CLASS FAMILY
• The Rizal family belonged to the “Principalia” a town
• Lucia Rizal Herbosa
aristocracy in Spanish Philippines. It was one of the
• Married to Mariano Herbosa of Calamba, who was a
distinguished families in Calamba.
nephew of Father Casanas.
• They owned “carriage” which was a status symbol of the
• Herbosa died of Cholera in 1889 and was denied
“ilustrados” in Spanish Philippines and a private library
Christian burial and because he was a brother-in-law of
(the largest library in Calamba) which consists of more
Dr. Jose Rizal.
than 1,000 volumes.
MARIA RIZAL (1859 – 1945)
HOME LIFE OF RIZAL’S FAMILY
• Maria Rizal Cruz • The Rizal Family had a simple, contented, and happy life.
• Nickname: Bilang • Don Francisco and Doña Teodora loved their children
• Married to Daniel Faustino Cruz of Biñan, Laguna. very much, but they never spoiled them.
• They were strict parents and they trained their children to
JOSE RIZAL (1861 – 1896) love God, to behave well, to be obedient, and to respect
people, especially the old folks.
• The greatest Filipino Hero and peerless genius. • Whenever their children, including Jose Rizal, got
• Nickname: Pepe mischief, they were given a sound spaking.
• During his exile in Dapitan, he lived with Josephine • The family believed in the maxim that “Spare the rod and
Bracken, an Irish girl from Hong Kong. spoil the Child”.
• Rizal had a son by her, but his baby-boy died a few hours
after his birth. RIZAL’S CHILDHOOD YEARS “THE TOWN OF CALAMBA”
• But still Rizal named him “Francisco” after his father’s As a young boy, Rizal had a pleasant memories of Calamba, the
name and buried him in Dapitan. relief-giving breeze, the trees bearing fruit, flowers and birds of all

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sorts of nature allowed Rizal to enjoy, just like other little boys he
played with Calamba, Laguna.

• The town’s name was

derived from the local names
of a big native jar called
Calambanga.
• The place was known in
those days for the beauty of its
nature, and its people who
were hospitable, industrious,
hardworking, and delightful
folks.

• The town of Calamba was

almost entirely owned by the
Dominican Friars and majority
of the native folks were its
tenants, just like Jose Rizal’s
father.

• This Scenic hometown

represented an alluring view
in the consciousness of the
young Jose Rizal that created
a permanent reflection in his
memory.

• Facing South of Calamba, is

the legendary Mount
Makiling, with its splendid view
that did not escape Rizal’s
eyes.

• Fishing
• In the easy of the town is
Laguna de Bay, with pristine
waters and abode of fish of all
sorts that captivated Jose
Rizal as he cited these in his
reminiscences.

• Undoubtedly, the
atmosphere of a quite
provincial town contributed
significantly in his intellectual
formation.

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 AGE9 00: LIFE, WORKS, AND WRITINGS OF RIZAL
LESSON 1.2: THE RIZAL LAW
PRELIMS | 2023
NURS 2-1
WHY STUDENTS ARE REQUIRED TO STUDY THE LIFE OF RIZAL
AND HIS WORKS
• The Rizal was created as an Act of Congress of the
Republic of the Philippines through R.A No. 1425 on June
12, 1956.
• It was approved at the time of President Ramon
Magsaysay.
• The title of the said law “An act to include in the curricula
of all public and private schools, colleges, and
universities courses on the life, works, writings of Jose Rizal,
particularly his novels, the Noli Me Tangere and El
Filibusterismo, Authorizing the printing and distribution
thereof and for other purposes.
• In this act, there is a need for a re-dedication to the ideals
of freedom and nationalism for which heroes lived and
died.
• The novels of Jose Rizal, Noli Me Tangere and El
Filibusterismo are a constant and inspiring source of
Patriotism.
• R.A No. 1425, Section 1: Courses on the life, works, and
writings of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo, shall be included in all
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 a basic texts.
• R.A No. 1425, Section 2: It shall be obligatory in all schools,
colleges, and universities to keep in their libraries an
adequate number of copies of the original and
unexpurgated editions of the Noli Me Tangere and El
Filibusterismo, as well as of Rizal’s other works and
biography.
The purpose of the law is enunciated in its preamble. The preamble
consists in the paragraph that begin with word “whereas”.
1. The preamble explains that there is a need for a
rededication to the ideals of freedom and nationalism for
which our heroes lived and died for.
2. Preamble identifies Rizal as one of those heroes who
have devoted their lives and shaped the national
character.
3. Preamble identifies Rizal’s novels the Noli Me Tangere
and El Filibusterismo as an inspiring source of patriotism,
which should be inculcated in the minds of young people
especially in their formative years.
4. Preambles invokes the power of the state in supervising
all educational institutions, which are required to teach
its students moral character, personal discipline, civic
conscience, and the duties of citizenship.
THE STORY OF RIZAL LAW
• In 1956, legislators seeing the need to promote
nationalism and patriotism among the Filipinos,
especially among the youth filled a bill.
The original Rizal bill was filed by Senator Claro M. Recto and it
sponsored by Senator Jose P. Laurel who was a chairman of the
committee. Since the purpose of the bill was to promote patriotism
and nationalism, the senators saw no problem in legislating it in
congress. It is supposed to be non-controversial considering its
intention.
SENATE BILL 438
It is an Act to make Noli Me Tangere and El Filibusterismo
compulsory reading in all public and private colleges and
universities and for other purpose.
✓ April 17, 1956, Senator Jose P. Laurel was the chairman of
the Committee.
✓ Section 1 of Senate Bill 438; Jose Rizal’s Noli Me Tangere
and El Filibusterismo are hereby declared compulsory
reading matter in all public and private schools, colleges
and universities in the Philippines.
✓ Section 3 of Senate Bill 438; The Department of Education
shall take steps to promulgate rules and regulations for
the immediate implementation of the provisions of this
Act.
✓ Section 5 of Senate Bill 438; Any public or private college
or university found violating, failing to comply with, or
circumventing the provisions of this Act shall be punished
accordingly.
OPPOSITIONS OF RIZAL BILL
1. The church had powerful allies on opposing the Rizal Bill,
2. Senator Francisco “Soc” Rodrigo, he said that he would
not allow his 17-year-old son to read Rizal novels and he
also denounced the Rizal Bill.
3. Congressman Miguel Cuenco, his speech contained
views, opinions and theories attacking the dogmas,
belief and practices of the church. He said a passage in
the Noli Me Tangere, Rizal wrote “God cannot pardon a
crime simply because we confess it to the priest (Noli,
Sayo Ed. 1950, page 191). He mentioned that the
novels of Rizal disparage devotion to the virgin Mary, the
Saints, the use of scapulars, saying of rosaries, novenas,
ejaculations and indulgenced prayers.
4. The catholic organizations such as the Accion Catolico
(Catholic Action), who were composed of conservative
Catholics, the knights of Columbus, the congregation of
the mission and the catholic teachers' guild.
5. Priests and Nuns, many of whom were foreigners
attended hearings in congress.
FATHER JESUS CAVANNA
• He said that Rizal’s novels painted a false picture of the
conditions of the country in the 19th century. He also
mentioned that if the Rizal Bill intended to promote
patriotism and nationalism, that novels for required
reading contained more anti-Church statements than
nationalistic statements.
JESUS PEREDES
• He said that the novels contained objectionable material
and the Catholics have a right not to read them in order
not to endanger their faith.
ARCHBISHOP RUFINO SANTOS
• He said in his pastoral letter a warning about disaffection
of the youth on the church if the Rizal Bill was approved.
Priests encouraged their parishioners to write their
congressmen and senators to oppose the bill.
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SUPPORTER OF RIZAL

FATHER HORACIO DE LA COSTA, S.J.;

✓ A Jesuit scholar and historian

✓ He admitted that abuses did happen in the Catholic
Church and there were historical mistakes committed by
the Catholic Church.
✓ As an organization composed of men, mistakes were
bound to be committed.
✓ He said that Rizal’s works only exposed abuses within the
Church, however, that abuses were committed by
individual clergymen and should not be treated as
reflective of the entire clergy.

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 AGE9 00: LIFE, WORKS, AND WRITINGS OF RIZAL
LESSON 2.1: Literature Its Uses and Effects
PRELIMS | 2023
NURS 2-1
THE POWER OF THE “WRITTEN WORD”
• Definition of writing – is the activity or skill of making
coherent words on paper and composing text. – Oxford
Languages.
• One of the most important developments in the history of
civilization is the invention of writing.
• Writing allowed man to express his ideas other than his
speech or body language. Writing froze the spoken word
into a medium such as stone, clay tablet, parchment or
paper.
✓ Example: The story of Iliad and Odyssey (Epic
Poem).
• The written word even has great religious significance, as
religious texts such as the books of the bible and the
Qur’an were able to reach the generations of the
present.
• The word of God is treated with great reverence and
respect.
• Muslims re-required to learn Arabic so they can read the
Qur’an in its original form.
LITERATURE AND ITS PURPOSES
• A body of writings is called “literature.”
• Literature is intended for a certain group of people. It
hinges on the word “litera” or letra which means letter.
• There is oral literature which refers to literature yet to be
written.
• Oral traditions include epics, genealogies, parables,
sayings, and riddles are oral traditions passed down from
generation to generation by word of mouth. They were
written down to form the body of written literature.
• The words of heroes who helped in the foundation of
nationhood fall into literature.
✓ Example: Rizal poem about “Love of
Language”; “Kabataan ang Pag-asa ng
Bayan”.
• Nowadays, with the coming of the computer and
electronic age, came a new type of literature called e-
literature. These now include texts in the cell phones and
blogs in the computers.
PURPOSE OF LITERATURE
TO INFORM
• It conveys to another person knowledge about another
person, place, or an event.
EXPRESSION
• Related to informing is to express. Expression is one of the
purposes of literature.
• Example: Convey emotions or feelings.
AS A GUIDE
• Literature guides people by telling them what to do or
expect. Literature that guides saves the readers from
inconvenience and helps him save time.
TO SEND A MESSAGE
• When writings were invented, it allowed man to send to
people who were not presently with him.
The written message transcends both distance and time as it
became possible to send letters to the other side of the globe or
to have archival manuscripts researched and look into their
meaning.
ENTERTAINMENT
• literature can be used for entertainment by serving as a
diversion from the common and routine aspects of life.
Creative minds may relate fiction while others may draw
directly from past events or be influenced by past events.
Example: Poetry, short stories and novels.
TO SERVE AS RECORD OF THE PAST
• Literature may contain stories about the past. This type of
literature falls into the realm of history. History defined as
documented record of man and his society.
History contains descriptions of what was life in the past; how it
affected the present and it provides ideas on how to face the
future. Historical literature aside from telling us what life was in the
past (Antiquarian History), it tells us how the lessons of the past can
help shape the future called historicism.
TO CONVINCE
• Literature can tell us what to do. For literature to convince
people, it must tell them how it can affect them
personally. The art and science of convincing people fall
into the realm of propaganda. Political literature is full of
propaganda. Propaganda may include telling the truth;
magnifying the truth, twisting the truth, or even not telling
the truth or outright lies.
TO INSPIRE
• literature can help expand one’s mind and fire up his
imagination. It encourages one to follow an example
either to equal or exceed him in terms of achievements.
Literature that inspires provides ideas that allow one to
set his goals. Literature may also create profound
change in a person by changing his perception of the
world, his surrounding and society. Such type of change
is called a catharsis. Catharsis is caused by a deep and
emotional experience learned from external sources.
THE CONNECTION OF LITERATURE TO NATIONALISM
➢ The type of the written word can be used to develop
sense of nationalism. Nationalism is a sentiment of a
community of people having a common identity, values
and aspirations. Some literature are based on myths and
legends. Some literature are drawn from actual historical
events. Literature helps generate nationalism among the
people when they remember the great stories of their
past.
➢ In the Philippines rediscovering the pre-colonial past was
the basis of the nationalism of heroes like Rizal, Bonifacio
and Aguinaldo. On one of his writings, Rizal wrote, in
order to know the destiny of a nation, it is important to
open the book of the past.
➢ Rizal looked back into the Philippine history to correct the
biases created by the Spaniards over the Filipinos. The
Spaniards claimed that they brought civilization to our
ancestors whom they called savages. Rizal and his fellow
reformist countered that the Filipinos already had
civilizations before the coming of the west. They utilized
the books written by early historians “Antonio de Morga”
who wrote the Sucesos de Las Islas Filipinas. They also
used the books of Dr. Feodor Jagor books Travels in the
Philippines and he described how our ancestors lived.
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 ➢ Rizal and his companions sought to restore the great past
when freedom reigned. He aspired this freedom not only
for the Filipinos but for the entire Malay Race. Indios
Bravos (I.B.) called Redencion de los Malayos (RDLM)
also known as the Redemption of the Malay Race, which
aimed to redeem the dignity of the Malay Race.

PHILIPPINE LITERATURE AND THE DEVELOPMENT OF

NATIONALISM
• The introduction of printing during Spanish period helped
in creating the Filipino Identity. The first book was the
Doctrina Christiana which was published by the
Dominicans in 1591. “Using woodblock letters”.
• It contained catechisms written in tagalog, Spanish and
Chinese and printed in baybayin or the native script, in
latin letters and in Chinese.
• Religious literature became involved in the development
of Nationalism.
• The Spanish also introduced secular literature which
appealed to the natives.
✓ Example the stories of “Bernardo Carpio”. The
Katipuneros borrowed the story of Bernardo
Carpio. The cave called Pamitan; the newly
initiated Katipuneros vowed to break the chains
placed on them by the Spanish colonizers.
• Also, the Comedia had a nationalist effect on the indios
was the Florante at Laura by Francisco Balagtas. The
Florante at Laura provided different messages
depending on the audiences.
• Literature produced during the 19th century discussed
the conditions of the Philippines.
✓ The Noli Me Tangere and El Filibusterismo were
written to stimulate a social awakening of the
Filipinos on their colonial condition.

RIZAL, HIS COMPANIONS, AND THEIR USE OF LITERATURE

TO FOSTER NATIONALISM
• Rizal and his companions used literature to foster a love
for their country.
• Graciano Lopez Jaena and Marcelo H. Del Pilar used
essays denouncing Spanish misgovernance and
Malpractices. All of them attacked that Del Pilar called
Frailocracy- the rule of the religious orders in the
Philippines. Del Pilar who wrote under the pen name
Plaridel was considered the most dangerous of the
laborantes- even more dangerous than Rizal.
• Rizal used poems, essays and the novels to bring about a
nationalist awakening among the people. The novels
were actually works of fiction but had allusions to real
persons and places. The fictional characters of Noli Me
Tangere and characters who were inspired from real
people drive home the state of the Philippines, as being
oppressed by colonizers and ironically natives of the
Philippines were the ones throwing away their identity
and replacing them with that of the colonizers.
• Rizal used existing literature in connection with his novel.
Rizal was exposing the ills of the Philippines so that the
people will awaken from their slumber of colonial
amnesia.

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 AGE9 00: LIFE, WORKS, AND WRITINGS OF RIZAL
LESSON 2.2: Jose Rizal’s Early Demonstration of Inborn Talents
PRELIMS | 2023
NURS 2-1
EARLY INFLUENCES
• His mother – encouraged him to express his ideas and
sentiments in verse.
• “The story of the Moth” – about the mother moth warning
its offspring of the danger of fluttering to close to flame.
The little moth did not heed the advice; thus, it was
burned by the flame. Gave him the moral lesson that if
one must succeed, he must take risks and prepare for the
worst consequences. Without courage, there will be no
glory.
• Jose Rizal at the age of 3 he was able to master the
alphabet.
• At the age of 8 he was able to write a poem entitled “Sa
aking Kabata or To My Fellow Children”
• His second poem was written at the age of 9. It is entitled
“My first Inspiration” (Mi Primera Inspiracion). This poem
was dedicated to his mother.
• At the age of 5, Rizal revealed his God given talent for art.
He made sketches with his pencil and to mold in clay
and wax objects. His sisters laughed at him in spending
too much time in making images. He told them: “All right
laugh at me now: Someday when I die, people will make
monuments and images of me!”.
• At the age of 3, he began to take part in the family
prayers. His mother taught him Catholic Prayers. He was
at the age of 5 when he was able to read the bible. He
took active part in the church, tools part in novenas and
religious processions. He was fondly called “Manong
Jose”.
• Drama Writer – at the age of 8 he wrote his first dramatic
work which was a Tagalog Comedy. The
Gobernadorcillo from Paete, Laguna saw the play and
was delighted so he bought it for 2 pesos to be stayed in
their town fiesta.
• Boy Magician – with his hands he showed different tricks
such as making a coin appear or disappear in his fingers
and making a handkerchief vanish in the air.
1865 – 1867
➢ During this time his mother taught him how to read and
write. His father hired a classmate by the name of Leon
Monroy who for five months until his (Monroy) death,
taught Rizal the rudiments of Latin.
➢ At about this time, two of his mother’s cousin frequented
Calamba. Uncle Manuel Alberto, seeing Rizal frail in
body, concerned himself with the physical development
of his young nephew and taught the latter love for the
open air and developed in him a great admiration for the
beauty of nature.
➢ While Uncle Gregorio, a scholar, instilled into the mind of
the boy love for education. He advised Rizal: “Work hard
and perform every task very carefully; learn to be swift as
well as thorough; be independent in thinking and make
visual pictures of everything”.
POEMS THAT RIZAL DEDICATED TO HIS CHILDHOOD
MEMORIES
MEMORIES OF MY TOWN
➢ In this poem, Rizal expressed his appreciation and love
for Calamba, his hometown and birthplace.
➢ He wrote this poem in 1876, when he was 15 years old,
while studying at the Ateneo de Manila.
➢ Rizal wrote the piece in Spanish which he titled “Un
Recuerdo A Mi Pueblo”. He mentioned here the lagoons,
flowers, forests, rivers, and freshness of the air in Calamba.
MY FIRST INSPIRATION / MI PRIMERA INSPERACION
➢ Dr. Leoncio Rizal, a nephew of Dr. Jose Rizal, claimed that
this piece was not Rizal’s composition but by his nephew
Antonio.
➢ Nonetheless, despite controversies on who wrote the
piece, this poem carries Rizal’s lines and interests.
➢ In Spanish poem is called “Mi Primera Insperacion”.
MARIA MAKILING
➢ This work was published in La Solidaridad on December
31, 1890.
➢ In this essay, Rizal gave tribute to Maria Makiling and
presented her mythical and helping presence in the
mountain named after her.
TO MY CHILDHOOD COMPANIONS / A MIS COMAÑEROS DE NUNES
➢ Through the guidance of his mother, Jose Rizal, who was
8 years old, wrote the poem.
➢ The striking line of the piece was Rizal’s message for the
Filipino youth to love and cherish the language they
inherited from their ancestors.
CHILDHOOD MEMORIES
RIZAL’S MEMORIES OF HOME
➢ Surrounding the area of the Rizal family’s ancestral house
in Calamba, were a varieties of fruit bearing trees,
coffee, and flowers.
➢ Birds of many species visited the house, especially in the
middle of the yard, where a small nipa hut was built for
him and his sisters to play.
08 / 27 / 23 PRELIMS| 1
RIZAL’S DIARY THE DEATH OF HIS SISTER
• Rizal was 4 years old when he experienced his first sorrow
➢ There the delicious atis displayed its delicate fruit and in the family. His young sister Conception or Concha,
lowered its branches as if to save me the trouble of whom used to play with most of the time, died in 1865.
reaching out for them.
➢ The sweet santol, the scented and yellow tampuy, the
pink makopa vied for my favor. Farther away, the palm
tree, the harsh but flavorful casuy, the beautiful tamarind,
pleased the eye as much as they delighted the palate.
➢ Here the papaya stretched out its broad leaves and
tempted the birds with enormous fruit; there the lanca,
the coffee, and the orange trees perfumed the air with
aroma of their flowers.
➢ On this side the iba, the balimbing, the pomegranate
with its abundant foliage and its lovely flowers, • Doña Teodora told Jose Rizal stories bearing many
bewitched the senses; while here and there raised lessons in life.
elegant and majestic tops and graceful branches, • Before young boy Rizal went to bed at night, she would
queens of the forest. I should never end were I write the say these words, “I’m going to read you a very pretty
number all our tress and amuse myself identifying them. story, be attentive”.
➢ The yellow culiauan, the maya, of different varieties the • Among the stories told by his mother, Jose Rizal’s favorite
culae, the maria capra, the martin, all the species of was the “Story of the Moth” that left a permanent mark in
pipit, joined in a pleasant concert and intoned in varied his life.
chorus a hymn of farewell to the sun.

Rizal came from a family of devoted Catholics, who regularly

attended Mass and prayed in the church.

His mother surrounded him with prayers and short teachings of

what the Catholic religion was all about.

Rizal grew up as a good and obedient Catholic.

Doña Teodora taught Rizal many catholic prayers while he was 3

years old, and when Rizal turned 5 years old, he started reading
the Spanish family bible though in a difficult way.

ANTIPOLO AND LAGUNA LAKE

PILGRIMAGE TO ANTIPOLO

➢ As part of the Rizal family’s

devotion as Catholics, they
often visit Antipolo for
pilgrimage to the Virgin Mary.
➢ On June 6, 1868, Don
Francisco and the young Rizal
went on a pilgrimage to fulfil
the promise of Doña Teodora
when Jose Rizal was born.
➢ Don Francisco and Jose Rizal
departed on a barge and disembarked in Antipolo. The
father and son prayed the shrine of the Virgin of Antipolo.
➢ Later the two went to Manila to visit a family member,
Jose Rizal’s sister Saturnina who was studying in La
Concordia College.

JUNE 6, 1868
• With his father, Rizal made a pilgrimage to Antipolo to
fulfil the vow made by his mother to take the child to the
Shrine of the Virgin of Antipolo should she and her child
survive the ordeal of delivery which nearly caused his
mother’s life.
• As she put me to bed, my mother said: “See that you do
not behave like the young moth. Don’t be disobedient,
or you may get burned as it did. “I do not know whether
I answered or not....
• The story revealed to me things until then unknown.
Moths no longer were, for me, insignificant insects. Moths
talked, they knew how to warn. They advised just like my
mother. The light seemed to me more beautiful. It had

08 / 27 / 23 PRELIMS| 2
 grown more dazzling and more attractive. I knew why
moths circled the flame.

LESSONS:

• The story of the moth was reflective of Rizal’s Life, and

that of his mother as the old moth and Rizal as the young
moth.
• Rizal said in his diary: “I was listening: all my attention, all
my mind, and all my thoughts were concentrated on the
fate of that moth, young, dead, full of illusions”.
• The mother of Rizal said otherwise, she told the young boy
after telling him a story “Don’t imitate the young moth
and don’t be disobedient: you’ll get burned by it.
• Jose Rizal: Undoubtedly, was the young moth burned
because of his passion for ideas and love of country.

THE CHILD RIZAL AND THE OPPRESSED FILIPINO PEOPLE

At a young age, Jose Rizal was already exposed to the

brutalities of Spanish authorities in the Philippines, particularly the
Guardia Civil who were supposed to protect the people
from harm. Rizal wondered why such abuses happened especially
to the poor.

RIZAL RELATED IN HIS DIARY

Almost everyday, in our town, we saw the Guardia Civil Lieutenant

caning and injuring unarmed and inoffensive villagers. The
villager’s only fault was that while at a distance he had
not taken off his hat and made his bow. The alcalde treated the
poor villagers in the same way whenever he visited us.

We saw no restraint put upon brutality, Acts of violence and other

excesses that lay committed daily. I asked myself if, in the lands
which lay across the lake, the people lived in this same
way. I wonder if there they tortured any countryman with hard and
cruel whips merely on suspicion. Did they there (Spain) respect the
Home? Or even yonder also, in order to live in peace, would one
have to bribe tyrants.

08 / 27 / 23 PRELIMS| 3
 AGE9 00: LIFE, WORKS, AND WRITINGS OF RIZAL
LESSON 3: Creating an Imagined Community
PRELIMS | 2023
NURS 2-1
DEFINITION OF TERMS
NATIONALISM
• Is a statement in which a person manifests his pride in
being part of a nation. A person who exhibits nationalism
shows his loyalty to the nation for which he is willing to
serve its interest.
NATION
• Refers to the people identified as occupying a certain
place of territory.
• These people developed an attachment to the territory
or the land that sustained them.
• That land provided their livelihood and they have lived
on that land for generations.
ELEMENTS OF NATIONALISM
1. A common geographical space, one that is defined and
occupied by that group of people.
2. A common but unique culture which was developed
about by a prolonged period of interaction.
3. A common experience, which created a bond within
that people;
4. A common cause or aspiration that transcends personal
and individual goals.
NATION, AN IMAGINED COMMUNITY
• According to Benedict Anderson, A nation is an
imagined community because it created delineations
and artificial boundaries. Boundaries are those created
by human action.
• Nationalities are created because of different cultural
and social developments.
• According to Anderson; people constitute a Nation and
part as an imagined community, and they have become
separate communities because of elements that create
nationalism.
• Cultures also transcend boundaries.
• The effect of nationalism is very strong because of
cultural and historical forces that people of a country are
willing to defend and die for the land which they have
sworn allegiance to.
MODELS FOR NATIONALISM
1. French and English – unique character and culture,
monarch, language, and ethnicity.
2. Russian – language (Russ), ethnicity, monarch, Greek
Orthodox.
3. Spanish – language, Catholicism, claimed their land from
the Muslims.
4. American – colonists from England, fought their mother
country for independence.
5. Latin American – Spanish immigrants, South America,
some people remained loyal to the mother country,
others fought for independence.
6. Italian – united and fought the Austrian’s occupying their
territory.
7. Philippines – colony of Spain, made propaganda against
Spain and fought their mother country for
independence.
THE FRENCH, ENGLISH, RUSSIAN, AND SPANISH MODELS
• The formation of the nations of Spain, France and
England took place in Middle Ages.
• The three (3) countries were former part of old Roman
Empire.
• The mixtures in each country created a character that is
unique.
• There is a quality of being French among the people of
France and Englishness.
• The peoples of both countries (French and English) rallied
themselves around a monarch to whom they pledged
their loyalty.
• The unique ethnicity created a cultural equality for each
people. This included the evolution and development of
language and their way of life.
• Ethnicity was a key to nationalism in both countries
(French and English), including religion.
• The English adopted Christianity.
• The French and English models in the formation of
nationalism also apply to Russia, which developed an
ethnicity quality of being Russian. They also develop
common language like the Russ. By religion Russians were
followers of Greek Orthodox Christianity.
• In case of Spain Models; the country was inhabited by
various Visigothic tribes until the Muslim invasions in the
8th century.
• The 800 years of Islamic domination contributed Islamic
elements on the Spanish influencing the language,
architecture and other aspects of culture even the
cuisine.
• The language was based on the one spoken in that
kingdom. To have a Spanish characteristics a Spaniard is
expected to speak Spanish, be a catholic and exhibit
some though subdued Islamic influence.
THE AMERICAN MODEL
• During 17th century, various English settlers came to North
America. Primarily the English came to colonize the newly
found continent and to expand the empire.
• As the colonist settled down, they created their own
cultures that was different and unique to their original
English roots. Even the language spoken by the colonists
in America was different from the one spoken in England.
• Though considering themselves loyal Englishmen, the
colonists developed an attachment to the land that they
have called their own, built their homes, and raised their
families.
• They had to rely on their own resources in protecting
themselves against their enemies. In spite of the distance,
the colonists considered themselves Englishmen and
England as their mother country.
• Later on, colonist realized that they were no longer
colonists or
• Englishmen but as Americans. They began to entertain
ideas of becoming an independent nation of their own
that would become the new country of the United States
of America.
• The American colonists united behind a pro
independence movement led by George Washington.
• A Continental Congress was formed and a declaration
of Independence proclaiming the aspirations of the
American people to be free and independent was
signed by representatives from the colonies on July 4,
1776.
THE LATIN AMERICAN MODELS
• Modern nationalism in Latin America was started by
descendants of Spanish immigrants to South America.
09 / 01 / 23 PRELIMS| 1
 • To keep the people obedient to authority, the Spanish
implemented a union of Church and Crown
governance.
• The archbishop in the colony was the supreme authority
in the Church and wielded political influence.
• The Governor General was the supreme secular
authority, and he represented the Spanish monarch.
• In the late 18th century and the 19th century, ideas of the
Enlightenment movement began to filter into colonies.
Learned individuals from the criollo class began to
question the authority of the church and crown over their
political, economic, and cultural life.
• The ideas of the French Revolution of freedom, equality
and fraternity would lead to revolutions in South America
eventually filtered into South America. Despite new ideas
entering South American society, the colonists especially
from Criollo class remained loyal to Spain.
• In the Americas, criollos in Mexico who did not wish to
follow the Cortes declared their independence from
Spain. The war for independence lasted until 1825.
• The case of Haiti was a very good example of how
nationalism brought about change. Haiti was colonized
by the French and their desire to have cheap source of
Sugar the French imported slaves from Africa. Years of
oppression and filtering in of ideas from the French
Revolution emboldened the Hatians to revolt against
their French masters.
• In 1803 after suffering from a combination of combat with
rebels and bouts of yellow fever, the French withdrew
and Haiti became an independent country.
THE ITALIAN MODEL
• Italy was the seat of the Roman Empire and the
birthplace of the Renaissance.
• In 1800 it was divided into Papal States and the states of
Sicily and Sardinia and the Grand Duchy of Tuscany. Parts
of it were under foreign domination such as Venice being
occupied by Austria.
• Italian nationalist led by Giuseppe Garibaldi, Giuseppe
Mazzini and Camillo de Cavour drove out the Austrians
and pushed the Pope to what is now Vatican City.
• The Italians set aside their regional differences and were
united in the forming of a new nation.
NATIONALISM AS A WAY OF CHANGE
➢ Nationalism it can be a caused or a response to a need
for change.
➢ Nationalism changed regimes and toppled dictatorship.
➢ The Philippines in 1986 and the fall communism from the
old Iron curtain in Europe in 1989 to the demise of the
Soviet Union in 1991 are the very good examples.
➢ For colonized people their awakening about their
oppressed state led to nationalism. This nationalism led to
revolutionary movements, which eventually overthrew
foreign colonizers.
NATIONALISM IN THE PHILIPPINE CONTEXT
➢ In the Philippines, nationalism is associated with the word
bayanihan. The etymological root term is the Bayan.
Bayan in common usage means Bayan it also means a
community and to an extension it may mean a country.
➢ Bayanihan or Nationalism connotes a sense of
community.
✓ Example: Damayan
➢ Filipinos were always looking for better and less
oppressive conditions and in moving the house to new
location, it was expected that the house owner and
family will live a better, more comfortable and contented
lives. The state of contentment is called Kaginhawaan.
BAYAN, BANSA, AND KALAYAAN AND THE GOAL OF
FILIPINO NATIONALISM
➢ Bayan is a communal perspective will turn to Bansa.
➢ Bansa means the Nation and it also means the State
✓ Definition of nation refers to the people
identified as occupying a certain piece of
territory.
✓ Definition of State refers to a community of
person more or less numerous occupying a
definite portion of a terror having a government
of their own to which of great body of
inhabitants render obedience and enjoying
freedom from external control.
➢ Bayanihan or Nationalism is not just about feeling of pride
and attachment to the country. It must have purpose.
✓ Example: Kaginhawaan or the State of
contentment, Freedom is the objective of
nationalism and it is integral to kaginhawaan.
➢ Before 1869, the year of the execution of Father Mariano
Gomes, Jacinto Zamora and Jose Burgos, the word
Kalayaan did not exist in the dictionary of the Philippine
terms.
➢ The root word of Kalayaan is the word “laya” which
means to separate like the leaves that fall off a tree
branch is called laya. Other familiar words are “layag”-
which means sail. If one put a prefix “mag-layag” means
to sail away from the familiar shores to chart their own
way. Another word related to “layag” is the word “layas
or to go away”.
NATIONALISM AND PATRIOTISM
➢ The higher and more intense than nationalism is
patriotism.
➢ Patriotism the root word comes from Patria- which comes
from Patri or Father.
➢ In patriotism, the person no longer manifest his love or
attachment to his nation or country but is willing to
actively fight and struggle for its interests.
➢ Patriots are willing to sacrifice even their very lives and
fortunes for the country. It leads to heroism where the
patriot is recognized for his efforts.
➢ Filipinos consider the Philippines as motherland or Inang
Bayan.
➢ The outbreak of the Philippine Revolution, Katipuneros
held recruitment rites in a cave in Montalban. The cave
has a symbolic importance; it was the womb of Inang
Bayan. During the initiation rites, they dedicate
themselves to break the chains that bound their mother
to the colonizer. As they emerge from the cave, they
believe that they have been reborn and with the new
mission to liberate their motherland from the oppressive
colonizers.
➢ As they prepare to take up arms to fight for the freedom
of the motherland, Nationalism is now transformed into
patriotism.
➢ Patriotism is the willingness to suffer for the nation
including to the point of losing one’s life.
➢ NATIONALISM and PATRIOTISM can be beneficial when it
helps a nation to uplift itself in the face of insurmountable
odds.
✓ Both, make the people proud of their country
and the country can count on nationalistic and
patriotic people to guide it to its rightful destiny-
as a happy and progressive state.
RIZAL AND HOW HIS WORKS HELPED DEVELOP
NATIONALISM
• In his desire to develop and instill a sense of nation in the
minds of the people of his time Rizal looked back to the
past through the history of the Philippines.
✓ In his essay; Jose Rizal wrote “The Philippines A
Century Hence”. He begin with a line in order to
09 / 01 / 23 PRELIMS| 2
 know the destiny of a Nation (Philippines), it is
important to open the book of its past.
• How did Rizal become a nationalist?
✓ When he was studying at the Ateneo de
Manila, he studied under the sculptor “Teodoro
Rumualdo de Jesus, known as “LOLONG” de
Jesus impressed on the young Rizal the need to
preserve the heritage of the ancestors of the
Filipinos. He taught Rizal about the greatness of
the Filipino culture before the arrival of the
Spaniards.
• The character in the novel Noli Me Tangere Filosofo Tasio
was inspired by his mentor Teodoro Romualdo de Jesus
who in 1888 found a group called Katipunan. Its
objective was to tell the Filipinos about their glorious past
and the need to go back to their roots.
• De Jesus’ Katipuan antedated the Kataastaasang
Kagalanggalangan Katipunan ng mga Anak ng bayan
(KKK) founded by Teodoro Plata, Deodato Arellano and
Andres Bonifacio in July 7, 1892.
• Using History Books and scientific research conducted by
foreign scientists like Feodor Jagor and even his
contemporaries like Trinidad Pardo de Tavera, Rizal
countered the colonial propaganda by stating that the
Filipinos had a rich culture before the coming of the
western colonizers.
• The Spanish colonizers considered the Filipinos as lazy
people, indolent and scandalous. Rizal counter these
assertions by stating that colonial practices and false
beliefs made them like that, and instead of accepting
that the Filipinos were indolent, it was the Spaniards who
were Indolent as they had to be attended to by servants
and there were servants who were there just to remove
their shoes.
• As to poverty of the natives, Jose Rizal said that it was the
colonizers who were poor. They came to islands to enrich
themselves and to gain riches by taking the gold and
other riches.
• Colonizers came to the Philippines to seek their fortune.
• Rizal used historical information to counter Spanish
propaganda that Filipinos were backward, poor and
inferior. Rizal scored that the colonizers who first came
offering friendship and better treatment but in reality,
they led the natives into bondage and penury.
• Rizal inspired statements that were meant to evoke
nationalism among the natives. Novels like Noli Me
Tangere and El Filibusterismo magnify the abuses
committed by a few Spaniards and made them appear
as widespread.
• As a propagandist, Jose Rizal depicted the wholesale
oppression of the Indios as a people and was meant to
create a cathartic change among the readers.

09 / 01 / 23 PRELIMS| 3
 AGE9 00: LIFE, WORKS, AND WRITINGS OF RIZAL
LESSON 4: Historical and Social Context
PRELIMS | 2023
NURS 2-1
19TH CENTURY
• The 19th century was the century of Rizal.
• On a world-wide scale the 19th century was a period of
the industrial revolution which was fueled by a
commercial revolution.
• Both revolutions existed together and are the cause and
result of each other as European Nations develop a
desire for foreign goods, which cannot be produced
efficiently in Europe.
✓ These goods includes coffee, chocolate, sugar
cane, cotton, and tobacco.
• In the Philippines, when the islands were still a Spanish
colony, it was affected in the twin commercial and
industrial revolutions that were affecting Europe.
✓ The nature of the economy of the islands began
to change as the Philippines, which used to be
a mere entrepot or transshipment point for the
Galleon Trade, began to serve the world
market by exporting its own product.
✓ Like: sugar, tobacco, coffee, abaca fiber, etc.
IN COMMERCIAL REVOLUTION
➢ Spain, United Kingdom, Netherlands conducted
International Trade through state monopolies.
➢ In Spain, it was the galleon trade and later the Real
Compania de España.
➢ In United Kingdom, it was the British East India Company
which in Asia.
➢ Netherlands had the Dutch East India Company.
IN PHILIPPINES
➢ The Galleon Trade was abolished, and the last galleon
returned to the Philippines without any cargo in 1817.
➢ Trade with Mexico and other countries was carried on by
private ships.
➢ Even when galleon trade was existing, foreign traders
were also doing business in the Philippines in violation of
royal decrees prohibiting trade with other European
countries including Spain’s enemies like United Kingdom.
➢ The Spanish government allowed foreigners to unload
goods in Manila and stay in the city for several months.
➢ The competition with foreigners led to the demise of
another monopoly the Real Compania de Filipinas which
was abolished in the year 1834.
THE INQUILINOS
➢ The big land owners lease their lands to primary tenants.
➢ These inquilinos sublease the lands to sharecroppers
known as “kasamas”.
➢ The kasamas who do the actual cultivation of the fields.
➢ The inquilinos on the other hand were in contract with
the traders who sold the goods locally or abroad.
DARK SIDE OF COMMERCIAL REVOLUTION
➢ Demand for agricultural goods, more lands had to be
opened for cultivation.
➢ Lands were titled to those who can read and write.
➢ Increasing gap between the rich and the poor.
➢ Poor tenants either had to bear the burden of the
sharecropping system and the taxes and levies of the
government.
CHANGE IN POLITICAL THINKING
➢ The 19th century was also a century of political change.
➢ Absolute rule was giving way to governments with
representation from the people.
✓ Divine Right Theory.
✓ Social- Contract Theory.
➢ Aside from the social contract between the sovereigns
and the people, the latter realized that they have basic
and inalienable rights.
➢ Includes right to free speech, expression, the right to
unhindered in thinking, freedom of religion, assembly,
equality before the law, freedom of abode, the right to
be secure in one’s home, freedom from illegal searches
and detention, the right to have his side heard in a court
of law and to face his accuser the right against
testifying against oneself, the right to be represented in
government and to be consulted on matters of
legislation and taxation. The right of happiness which
desired universally is embodied in the Constitution of the
United States.
➢ The revolutionary ideas Maybe equal in terms of rights
some rights will have to be surrendered for the benefit of
the majority.
➢ The revolutionary ideas led to the overthrow of absolute
monarchs such as Louis XVI in France who was later
guillotined followed by Queen Marie Antoinette.
➢ The first French democracy following the overthrow of
Louis XVI was a tumultuous one which saw the executions
of thousands who were depicted as enemies of the
people.
➢ France would slide back to absolute rule with the
establishment of Napoleon’s Empire in 1804 and the
Restoration of Bourbon Rule in 1814.
POLITICAL CHANGE IN SPAIN
➢ Spain was very much affected by the upheavals from
neighboring France.
➢ When Napoleon became ruler of France, Spain became
part of the Continental System, which tried to starve out
its enemy Great Britain through a trade embargo.
➢ When the Spanish- French alliance faltered, Napoleon
forced the King of Spain Charles IV to abdicate the
throne and replace him with the crown prince Ferdinand
VII. When Ferdinand proved to be unsatisfactory to his
demands, Napoleon had him replaced with his own
brother Joseph. The Spaniards refused to honor Joseph
as their king and pledged their loyalty to Ferdinand VII
whom they called EL Deseado (The Desired One).
CADIZ CONSTITUTION
✓ Gave equal rights to both Spanish citizens and colonials.
✓ It abolished forced labor.
✓ Ferdinand VII reassumed absolute rule.
➢ He dissolved the Cortes and abrogated the
Cadiz Constitution.
➢ He also imprisoned all liberals who wanted to
share power with monarchy.
➢ It because, he persecuted all the patriots who
helped him during the French occupation of
Spain, Ferdinand who was called EL Deseado
was now called EL Rey Traidor (The Traitor King).
✓ With the abrogation of the Cadiz Constitution forced
labor was reinstated in the Philippines.
✓ In 1833 Ferdinand died and his wife Maria Cristina of
Naples and Sicily (1806-1878) ruled as Queen Regent.
➢ Her daughter who would become Isabella II.
09 / 09 / 23 PRELIMS| 1
 THE RISE OF THE MIDDLE CLASS
• The opening of Manila to global trade spurred changes
in Philippine society.
• The beneficiaries of the new economic order were the
traders and inquilinos as brisk trade in agricultural
products brought new wealth.
• Datu Class became Merchant Class;
✓ Bahay na Bato;
✓ Embroidered Shirt/ Barong Tagalog; (Fine Jusi
and Pina Fibers)
✓ Head Gear adorned with silver;
✓ House with Balconies;
✓ Living Room adorned with European Musical
Instruments;
✓ Women wore Sapatillas (Slippers) adorned with
real diamonds.
• The new rich and middle class joined the ranks of leading
citizens called Principales.
✓ Don;
✓ Doña;
✓ Señor;
✓ Señora;
✓ Señorito;
✓ Señorita.
• Aside from being affluent in material possessions the
children of the new middle class can now attend not just
THE SOBERANA MONACAL: MONASTIC SUPREMACY IN
any parochial school but a college or a university.
✓ School for Boys; (Colegio y Seminario de San
Juan de Letran- run by Dominicans; Jesuit- Run
Ateneo Municipal de Manila).
✓ School for Girls; (Colegio de Santa Isabel or La
Concordia College).
OBSTACLE OF THE MIDDLE CLASS: LIMPIEZA DE SANGRE
• The only way the Indios and Mestizos can advance was
through business. Indios can still enter in the fields of study
such as becoming a lawyers such as Facultated de
Derecho Civil was opened in the year 1731 or a secular
priest.
• The Spanish adherence to the Limpieza de Sangre (Purity
of Blood) left some offices and positions off limits to indios
and mestizos no matter how well they did improving their
economic and social status.
• The Spanish adherence to the Limpieza de Sangre closed
the avenues for advancement for the natives.
• Despite their advancement in wealth and educational
attainment the natives and mestizos were looked down
by the full-blooded Spaniards who were either
Penisulares or Spaniards born in Spain or Creoles or
Spaniards born in the colonies.
• The real Filipinos were the Spaniards born in the
Philippines called Filipinos Insulares who were either
called Filipinos or Insulares.
• The full-blooded and Caucasians looked on the
progressive indios and mestizos as “bestias cargadas de
oro” or beasts loaded with gold.
• A more derogatory would be chonggos (monkeys).
THE INTELLECTUAL SHIFT: FROM RELIGION TO SCIENCE
• The age of Enlightenment of the earlier 18th century
which gave birth to a scientific revolution gave emphasis
to science rather than religion.
• It had its roots in the late middle ages when Francis Bacon
came out with his scientific method.
• Scientia- or knowledge should be gained through a
systematic method and the results should be empirical
and can be replicated. If it cannot be proven, it is
therefore not scientific.
• Man should use logic rather than supposition and
assumptions.
• The scientific method disproved myths and superstitions.
In the same way science began to challenge religion
and a clash between reason and faith was becoming
imminent.
• Some men openly defied the established Church and
adhered to the principles of freemasonry.
• Freemasonry is a brotherhood that was established on
the principles of equality among its members and it
encouraged free speech and thought. This was opposed
to the church, which was based on faith and dogma.
• Freemasonry was introduced to the Philippines by the
Europeans. Its rapid change spread in the islands would
be in the latter part of the 19th century when masonic
lodges would be established such as the lodge Nilad by
Pedro Serrano Laktaw.
THE SPANISH EMPIRE IN RIZAL’S TIME
• During the 19th century the Philippines was one of the last
large colonies of Spain that was left after the
independence of its Latin America colonies. It was
actually the richest of Spain”s last colony.
✓ Under Spanish Rule;
1. Philippines;
2. Cuba (was the jewel of the Spanish crown
it because of Tobacco and Sugar);
3. Puerto Rico;
THE PHILIPPINES
• While Spain was moving toward a modern and secular
environment the Philippines was stuck in a time warp with
the Church assuming an influential role in the
management of the islands.
• In the 19th century the legacy of the patronato real or
the royal patron of which originated in the Middle Ages
in Europe was still existing in the Philippines.
• At the time of Rizal; the church continued to wield
political influence over the Filipinos.
• The priests and friars first came to the Philippines as
missionaries.
• A friar is a religious person belonging to the friars orders.
The words friar comes from the Latin word “Frater” which
meant “Brother”. To belong to a friar community means
to belong to a community brother. Not all of them are
priests.
• During the early years of Spanish rule friars belonging to
these religious order came as missionaries. They worked
among the natives, taught them the Gospel and the
principles of the Christian religion.
✓ They also taught them how to till the soil;
✓ Create industries; and
✓ Introduced new plants and animals.
• However; as time went on the character of the friars
changed.
✓ They began to take advantage and brutalize
the people.
✓ The town of Miag-ao and Oton; the Friars and
lay assistants whipped people who did not
produce enough stone to build a church.
✓ Friars kept the lowly Indios ignorant because an
ignorant people would remain docile and
cannot protest.
• The Friars knew that the natives already had superstitions
and they added their own brand of superstitious based
on Christianity. They encouraged lavish fiestas so the
people will spend their hard-earned money for the friars.
To say no to a friar is to invite his wrath.
• The church through the friar remained the guardian of
morals. It also controlled higher education in the
Philippines. No student can be enrolled in higher
education institutions like University of Santo Tomas if it
cannot be proven he was a Catholic.
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• A recommendation of a curate is necessary to enter the
University and no heretic can enter a college or university
or graduate from it.
• Aside from having very wide and influential powers, a
friar may stay in the Philippines indefinitely versus the
Governor General who remained only for an average of
two years. A friar may remain in the country until his
death.
• While institutions in Europe were being secularized the
Church remained in the pillars of powers and of society.
Following the ouster of Queen Isabella II during the liberal
revolution of 1868 there were moves to secularize the
institutions held by the church in the Philippines.
• The religious especially the Dominicans protested
vehemently arguing that this would put into waste
centuries of their work in the islands. However, a miracle
happened when the government in Spain changed.
✓ The King Amadeo de Savoy declared Spain as
ungovernable people.
• Aside from having political influence, the church also
had a great economic influence in the islands. Already it
was a participant in the galleon trade, which brought
great wealth. It was also a big landowner.
• The Catholics Church owned lands in Cavite, Laguna,
Batangas, Morong and Manila.
• According to historian Teodoro Agoncillo, 48% of the land
in the Tagalog region was owned by the Church through
the sale of produce to sustain their missionary activities as
well as the operations of their educational and
charitable institutions.
• The Dominicans for example own the haciendas in San
Pedro, Calamba Laguna, Biñan and Santa Rosa Laguna;
one hacienda in Naic, Cavite and more in Bataan and
Pangasinan provinces.
• Topping the abusive nature of the friars was that some of
them lived very immoral lives.
• Some Friars curates lived far from their superiors and they
had many families as well as mistresses.
• They had children from these mistresses who were well
rewarded and the rewards came from the sweat of the
kasamas or sharecroppers who farmed the friar estates.

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 AGE9 00: LIFE, WORKS, AND WRITINGS OF RIZAL
LESSON 5.1: Jose Rizal and the Chinese Connection
PRELIMS | 2023
NURS 2-1
ROLES OF THE CHINESE IN THE PHILIPPINES
➢ Chinese immigration to the Philippines has been going on
since precolonial period.
➢ Chinese trade conducted by Chinese vessels began
much later around 900 AD.
➢ In the Parian or the Chinese quarter, the Spaniards had
their shoes made or repaired, bought their bread, had
their clothes sewn by Chinese workers.
➢ The Spaniards depended on the Chinese so much that
following the Chinese revolt 1660, deported what
remained of the Chinese community and prevented the
entry of new Chinese immigrants and as result, they
found no one to bake their bread, repair their shoes or
build their ships.
➢ They were ministered by the Dominicans who held the
Church of Binondo. This explain the closeness of the
Rizal’s family to the Dominicans.
➢ The ancestors of the Rizal's, Lam-co was baptized as
Domingo, after the founder of the Order and through
association with the Dominicans Lam-co was able to live
and work in the Dominican hacienda of Biñan.
➢ As for the Chinese community through hard work and
economic savvy the Chinese were able to gain
economic power. They also intermarried with the local
population creating a new caste, the mestizo sangley or
the Chinese mestizo, which was the counterpart of the
mestizo Español or the Spanish mestizo.
➢ As the local community of Chinese and Chinese mestizos
becomes more affluent, they began to manifest their
wealth in the way they live. Mestizos were responsible for
innovating clothes using elaborate designs or piña cloth,
which resulted in the barong Filipino, and adorning their
headwear and altars in silver.
➢ The homes of the rich mestizos became known as the
bahay na bato. Mestizo Chinese also went beyond basic
education offered by the friars and a number of them
took up higher education.
➢ The Chinese community became a major economic
lifelihood of the Philippines. They owned most of the
shopping malls, banks, all the airlines and the shipping
lines of the Philippines.
also known as Francisco Mercado Rizal, Who is Jose
Rizal’s father.
➢ When he was a young boy Francisco Mercado Rizal’s
father (Juan Mercado died). Francisco Mercado Rizal at
the age of eight (8) years old, he help his mother run the
family business. The Dominican hacienda of Biñan
produced rice, corn and sugarcane.
➢ Under this decree, ordinary indios or natives had to
choose a new surname from catalogue called Catalogo
Alpabetico de Appellidos. Exempted from this decree
were Filipinos from the old nobility such as the Lakandulas
and Makapagals whose ancestors helped in the
pacification of the islands. Also exempted were the pure
Chinese who had separate tax.
➢ Since Mercado’s family already intermarried with
mestizos and lived in the Islands for generations, they
were now considered as natives. Jose Rizal’s father chose
the name Ricial which meant “green fields”, and later on
the surname modified to “Rizal Mercado”.
➢ Jose Rizal’s father married to Teodora Alonso Realonda,
a native of Manila. Her lineage was said to be traceable
to Lakandula.
➢ Her lineage begins with Eugenio Ursua, a man of
Japanese Ancestry. He was married to a native named
Benigna. Their daughter was named Regina who was
Jose Rizal’s great- grandmother. She was married to
Manuel de Quintos, a mestizo from Biñan. The union bore
a daughter named Brigida Quintos who was Teodora
Alonso Realonda’s mother.

THE ANCESTRY OF JOSE RIZAL: THE CHINESE

CONNECTION
➢ Jose Rizal’s bloodline came from a line of many
ethnicities. His great- great grandfather was a man
named Lam-co. He was a son of Siang Co and Zunio from
the village of Sinque in the district Chin Chew in Fujian,
China.
➢ In 1690, Lam-co migrated to the Philippines and settled in
Manila. During the early times, China had already a
burgeoning population and events such as prolonged
drought, floods or war can send large groups of Chinese
trying to settle outside their country.
➢ Lam-co married a Chinese mestiza named Inez de la
Rosa. His name now was Domingo Lam-co. His new
name was friendly with the Dominican friars Francisco
Marquez and Juan Caballero who convinced him to
settle at Dominican estate in Biñan, Laguna.
➢ In 1783, Francisco Mercado was elected
Gobernadorcillo or Municipal Mayor of Biñan Laguna. His
son Juan Mercado was elected Capitan del pueblo in
1808. He was re-elected to this position in 1813 and 1823.
Juan Mercado was married to a Chinese mestiza name
Cirila Alejandro. The marriage produced 13 children. One
of these children was Francisco Engracio Mercado or
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 AGE9 00: LIFE, WORKS, AND WRITINGS OF RIZAL
LESSON 5.2: Ancestry
PRELIMS | 2023
NURS 2-1
RIZAL WAS A PRODUCT OF THE MIXTURE OF RACES REGINA OCHOA URSUA
➢ In Rizal’s veins flowed the blood of both East and West.
These are the following; ➢ Married to Manuel de Quintos which is a Filipino-Chinese
✓ Negrito lawyer from Pangasinan.
✓ Indonesian
✓ Malay MANUEL DE QUINTOS
✓ Chinese
➢ One of the daughter of Attorney de Quintos and Regina
✓ Japanese
was “Brigida de Quintos”
✓ Spanish
BRIGIDA DE QUINTOS
FATHER’S SIDE (DON FRANCISCO MERCADO)
DOMINGO LAM-CO ➢ Married to Lorenzo Alberto Alonso which is the prominent
Spanish-Filipino mestizo of Biñan.
➢ Chinese Immigrant from Fukien City of Changchow, who
➢ Their children were Narcisa, Teodora, Gregorio, Manuel
arrived in Manila about 1690.
and Jose Teodora Alonso Realonda was Dr. Jose Rizal
➢ He was the GREAT-GREAT GRANDFATHER of Jose Rizal on
Mother.
his father’s side.
➢ He became a Christian and married to a well-known
Chinese Christian girl of Manila named Ines de la Rosa.
➢ He used the surname MERCADO in the year 1731.
➢ The Spanish term “Mercado” means “Market” in English
➢ Domingo Mercado and Ines de la Rosa had a son
named, Francisco Mercado.

FRANCISCO MERCADO

➢ Who resided in Biñan.

➢ Married to a Chinese- Filipino Mestiza, Bernarda Monica.
➢ He was elected as Gobernadorcillo (Municipal Mayor) of
the town.
➢ One of their sons named Juan Mercado (was Jose Rizal’s
Grandfather).

JUAN MERCADO

➢ Married Cirila Alejandro, a Chinese- Filipino mestiza.

➢ Like his father, he was elected Governadorcillo of Biñan.
➢ Capitan Juan and Capitana Cirila had thirteen children,
the youngest was Francisco Mercado who was the father
of Dr. Jose Rizal.

FRANCISCO MERCADO RIZAL

➢ At the age of 8 his father died (Juan Mercado).

➢ He studied Latin and Philosophy in the College of San
Jose in Manila.
➢ He meet and fall in love Alonso Realonda, a student in
the College of Santa Rosa.
➢ Francisco Mercado and Teodora Alonso Realonda were
married on June 28, 1848 and settled down in Calamba.

MOTHER’S SIDE (DOÑA TEODORA ALONSO)

DOÑA TEODORA’S FAMILY WAS THE DESCENDANT OF LUKAN DULA,
WHO IS THE LAST NATIVE KING OF TONDO.

TEODORA ALONSO REALONDA

➢ Her GREAT GRANDFATHER (Jose Rizal’s maternal great-

great-grandfather) was EUGENIO URSUA (of Japanese
Ancestry).

EUGENIO URSUA

➢ Married to a Filipina named BENIGNA OCHOA

➢ Their daughter, REGINA OCHOA URSUA

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