HISTORICAL BACKGROUND AND CONTEXT OF RA 1425 IN THE 1950’s

 Some historical backgrounds and contexts led to the passage of the Rizal law. The tension is brought
about by the issues on the following
o RA 1425 was passed with the aim that youth will not forget Rizal, because he was a constant reminder
of the blessings of independence and democracy.
o Political unrest between Communism and Capitalist/Democratic Ideology.
o Growth of Communism in East Asia
o Hukbalahap/Huk Rebellion (Hukbo ng bayan laban sa Hapon) communist-led peasant uprising in
Central Luzon
o Due to numerous political and social unrest, Magsaysay thought of creating a wide-scale propaganda
program to organize and educate the youth and student population from elementary to college on the
evils of communism (Reyno, 2012)
o In response, Senator Claro M. Recto created Senate Bill 438 known as Rizal Bill
1) Objectives of Rizal Bill
1. To re-dedicate the ideals of freedom and nationalism for which the heroes lived and died;
2. To honor particularly the national hero and patriot, Jose Rizal, who devoted his life and works
that have shaped the national character; and
3. To be 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.
2) The following are the specific mandates of the law:
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;
2. It shall be obligatory on all schools, colleges, and universities to keep in their libraries an
adequate number of copies of the original and unexpurgated editions of the Noli Me Tangere
and El Filibusterismo, as well as of Rizal's other works and biography; and
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. With these obiectives and specific mandates the
government intends that the life.
 The Issues and Debates of RA 1425 in the Context of the 1950s
o Sen. Claro M. Recto authored the Rizal Bill
o Sen. Jose P. Laurel sponsored the Rizal Bill
o The bill was considered as one of the controversial bills in the Philippines, because the opponents
are not just come from legislative bodies but also the Catholic Church.
o The bill sparked numerous debates in the Senate that revolved around the separation of church and
state issues. This primarily focused on the “unexpurgated edition” of Rizal’s two novels.
o The Catholic Bishops Conference in the Philippines cited several violations of the novels on the free
exercise of religion that in turn would seriously injure the Catholic faith and its believers. The
arguments they presented:
1. They argued that the novels have passages that negate the teachings of the Catholic faith.
2. These passages violate the freedom of the Church and the state.
3. They feel that it is their sacred duty to come to the conclusion that these works fall under
Canon Law 1399 which establishes books that are forbidden.
o With these contentions, Senator Recto and Laurel stood firm on their arguments:
1. Rizal novels should be read in every generation for the Filipinos to know the sufferings,
ideals and sacrifices of the Filipino people that led us to where we are today and in the
future.
2. Rizal novels would allow us to see ourselves; it is through the works of Rizal, the greatest
patriot, which would show not only the strengths and virtues of the Filipinos but also our
defects and vices as well.
3. The only objective of the bill is to foster a better appreciation of our National Hero's role in
fighting for freedom against the Spaniards, not to go against any religion.
RIZAL IN THE 19TH CENTURY CONTEXT

Rizal in the 19th Century Context just like what we have today, Rizal was also a product of his time. He did not
wake up one day and realized that he wanted to become a hero. His life's choices were a response to the
successes and failures he experienced. The 19th century Philippines were not just about people struggling
against colonial rule; it was about Filipinos, men and women alike, fighting against political oppression.

o To know why Rizal fought for reforms, one must look into the political conditions of the 19th century to
understand the political struggles of the Filipinos.
o To know why Rizal fought against the Spaniards, one must assess the how the Spanish government
exploited the Filipinos through their economic policies.
o To determine why Rizal attacked the Friars in his novels, one must understand the Social Realities of
the Filipinos during his time.
A. Political Context
 Spain was suffering from frequent constitutional and governmental changes that led to colonial
instability.
 Maladministration in the delivery of justice.
 No equality before the law, Spanish penal code imposed heavier penalties on Filipinos
 Implementation of Polo Y Servicio and Tibute (taxes)
 Racial prejudice against native Filipinos became prevalent
 Existence of Frailocracy (Government rule of the friar)
 Lack of representation in the Spanish Cortes. It was year 1811 that the Philippines were
represented by a 71-years old Filipino-Spanish merchant named Ventura De los Reyes. His
diligent representation was one reason why the galleon trade was abolished for its reported
abuses.
B. Economic Context
 The second half of 19th century was a period of rapid economic growth due to Industrial
Revolution
 The opening of Suez Canal brought several advantages to the Philippines:
- The distance of travel between Europe and Philippines was significantly shortened.
- It brought the country closer to Europe, and in Spain
- Principalias were able to send their children to universities in Europe.
- The education gained by the ilustrados opened their minds to the opposing conditions
that are happening in the colony (Philippines) and the mother country (Spain).
C. Social Context
 The rise of enlightenment period, where people began to rely on human reason rather than faith
and religion
 Rise of Middle-class (Principalias). With the increasing demand for Abaca and other crops in
Europe, there was a need for more Filipino to cultivate lands. Manila became Free port in 1834
primarily European traders.
 Spanish Government allowed Filipinos to rent and cultivate lands. To achieve this more families
had to engage in farming. Among those principalia families was the family of Rizal.
 Despite of social development, agricultural unrest continued to grow. Friars who owned the land
exploited the tenants through flimsily increasing land rentals and taxes.

RIZAL LIFE: FAMILY, CHILDHOOD AND EARLY EDUCATION

RIZAL AS A PERSON
“and”
Father side Mother side

 Name: Jose Protacio Rizal Mercado Y. Alonzo Realonda

From Lamco to Mercado

to avoid discrimination,
St. Joseph St. Protacio translates as “Market”
Claveria Decree
Issued by Governor – General Narciso They Chose the unlisted
Claveria, He released, Catalogo surname Rizal, originally
Alfabetico de Apellidos, Filipinos are Ricial which means
obliged to adapt surnames from List Greenfields.
for easy census and tax collection.
 Rizal was born on June 19, 1861 in the Lakeside town of Calamba, Laguna between 11 and 12 o’ clock in
the midnight.
 Rizal also known as “Pepe”, In the book Excelsis written by Felice Prudente Santa Maria explain how Rizal
got the nickname “Pepe” , it came from St. Joseph P.P , “P.P” means Pater Putativus which means
Putative father or accepted father, “P” during Spanish was pronounced as “peh” giving rise to the nickname
Pepe for Jose.
 Seventh child of Don Francisco and Dona Teodora.
 Rizal wrote in his diary, “Memoirs of a Student in Manila," that his mother had a difficult time giving birth to
him. It is said that Dona Teodora made a pact with Antipolo's Patroness, Our Lady of Peace and Good
Voyage, that she would send the child she was carrying on a pilgrimage to her shrine once she had passed
through the difficult birthing process. The baby was saved. Dona Teodora kept her promise. She sent her
seven- year-old son on a journey from their hometown of Calamba to Antipolo, which was then part of the
province of Morong. Don Francisco Mercado, the young Rizal's father, accompanied him.
 Rizal was christened at the church on June 22, 1861, when he was three days old. He was baptized by Fr.
Rufino Collantes and his godfather was Fr. Pedro Casanas
 Father Collantes told Pepe's family that they should look after him because he predicted that Jose would
become someone because he noticed the unusual size of his head. His prophecy became evident in the
course of his life.
 Pepe's baptismal certificate was unfortunately destroyed in a fire in 1862. It was only restored with the help
of eyewitnesses and under the supervision of Father Leoncio Lopez, a Filipino priest and a friend of the
Mercado family.
 Pepe loved going to see Father Lopez because he could talk to him about anything. The priest never tired
of answering Pepe's questions and conversing with him in a rational manner. Father Lopez was the model
for Pepe's portrayal of Father Florentino in "El Filibusterismo."

ANCESTORS

Father Side

Domingo Ines de la
Lamco Rosa

Josefa Francisco Cirila

Mercado Bernacha

Clemente Juan Cirila

Mercado Alejandra

12 children Francisco Rizal

Mercado

 Rizal’s family is a combination of Chinese and Japanese Ancestry. Chinese ancestors on his father's
side and Japanese ancestors on his mother's side.
 According to a recent study, his mother is from Rajah Lakandula. In short, his ancestry can also be
traced back to Malayan and Indonesian genes, resulting in a truly magnificent blend of bloods.
 Domingo Lamco, a native Chinese of Sionggue, City of Changchow, Province of Fukien, was Jose
Rizal's great-great grandfather on his patrilineal side. He arrived in Manila around 1690, possibly due to
scarcity and political upheaval in his home country. Lamco became a Christian because he wished to
be a Catholic.
 He married Ines de la Rosa, a wealthy Chinese Christian lady from Manila.
  He decided to change his surname to "Mercado" in 1731. The term Mercado, which translates to
"market," is appropriate for a merchant like him.
 Their union produced two children, Francisco and Josefa, who died five days after her birth. Francisco
Mercado was Jose's great grandfather.
 In the Hacienda San Pedro Tunasan, he married Cirila Bernacha (also known as Bernarda Monicha),
a Chinese-Filipino mestiza.
 Francisco Mercado lived in Binan and was eventually elected as the town's Gobernadorcillo. They had
two children before his death in 1801, Juan and Clemente.
 Juan Mercado, Jose's grandfather, was also elected as Gobernadorcillo, and was affectionately known
as Kapitan Juan by many. He was elected three times, in 1808, 1813, and 1823, and served as
Hermano Mayor on several occasions.
 He married Cirila Alejandra, they had 13 children, the youngest of whom was Jose's father, Francisco
Rizal Mercado.

Mother Side

Eugenio Benigna
Ursua

Regina Manuel De
Quintos

Brigida De Lorenzo Alberto

Quintos Alonzo

Narcisa Teodora Gregorio Manuel Jose

 Jose Rizal's matrilineal descent can be traced back to Lakandula, the last native king of Tondo and a
Bornean Muslim.
 Eugenio Ursua, Dona Teodora's great-grandfather, was of Japanese ancestry and married a Filipina
named Benigna (surname unknown).
 They had a daughter named Regina, who married a Chinese lawyer named Manuel de Quintos from
Pangasinan.
 Brigida, one of their daughters, married Lorenzo Alberto Alonso, a deputy for the Philippines in the
Spanish Cortes, and was a prominent Bian Spanish-Filipino mestizo.
 Narcisa, Teodora, Gregorio, Manuel, and Jose were born to Brigida and Lorenzo.

FAMILY

 Despite their large family, Don Francisco and Doña Teodora were able to find joy and happiness
 They have a harmonious relationship in which affections are shared among family members.
 As Catholics, they instilled in them the importance of being courteous to others, particularly the elderly,
their love for God became the foundation for them to value and respect others’ right and to treat indios
equally.
 Every day, especially on Sundays, they heard mass, before going to bed they prayed the Angelus and the
Holy rosary together at 6 a.m. , 12 p.m. and 6 p.m.
 They were accustomed to kissing their parents’ hands after the prayer recital.
 Rizal’s family life is not just focused on religion; they were allowed to play in their backyard.
 As principalia, they were able to build a stone house near church, they owned a stagecoach, library and
they were able to send children to college in Manila.
 They also served as host to all their visitors during holidays and other gatherings in the community.

PARENTS

Father

 Francisco Engracio Rizal Mercado Y Alejandra II

 Born as the youngest of 13 children to Cirila Alejandra and Juan Mercado on May 11, 1818 in Binan
Laguna.
 He was from the fourth generation of a Chinese immigrant named Domingo Lamco
 During early education he studied Latin , and later went to study philosophy and Latin at the Colegio de
San Jose in Manila.
 People of Calamba held him with high regard after he was elected Cabeza de Barangay.
 He was a Dominican state tenant and landowner in Calamba, his rented holdings increased as a result of
his hard work and dedication and built stone house in the town center.
 Due to his failure in Agrarian case with friars, he was evicted from his house in September 1899.
 He died in Manila on January 5, 1898 at the age of 80.

Mother

 Doña Teodora Morales Alonzo Realonda Y Quintos

 Born as the second child of Lorenzo Alonzo and Brigida de Quintos on November 9, 1827 in Manila
 She attended the College of Santa Rosa.
 She was a remarkable woman, with refined culture, literary talent, business acumen and the tenacity of
Spartan women.
 Rizal penned a poem “My mother is a woman of higher culture; she is a mathematician who has read a lot
of books.”
 The Philippine government offered a life pension shortly before her death. She politely decline, saying, “
My family has never been patriotic for money,” If government has a surplus of funds and is unsure what to
do with them, it should lower taxes.”
 She died on August 16, 1911 in Manila, at the age of 85, in her home at San Fernando Street in Binondo.

SIBLINGS

 Don Francisco and Doña Teodora married on June 28, 1848. They had 11 children, two boys and nine
girls
 Saturnina (1850-1913)
o Neneng
o Oldest of the Siblings
o Attended La Concordia College in Manila
o Married to Manuel T. Hidalgo of Tanuan Batangas
o In 1909, she published Pascual Poblete’s Tagalog translation of Noli Me Tangere
o She died on 1913, at the age of 63
 Paciano (1851-1930)
o Only brother and considered as second father
o Ciano
o Jose referred to him as “Uto”
o He sent a monthly allowance of 50 pesos to Jose Rizal and eventually reduced to 35 pesos
o Attended Colegio de San Jose in Manila and taking Latin to Maestro Justiniano Cruz
o Allegedly the person behind Pilosopong Tasio
o He became a Military Commander of Katipunan (Revolutionary forces in Laguna) , however
apprehended on 1900.
o Prior to his death, he lived as simple farmer and married Severina Decena and they had 2 children
o He died of Tuberculosis at the age of 79
 Narcisa (1852-1939)
o Sisa
o She supported he Brother Jose’s studies abroad
o She could narrate all of the poems of Jose Rizal
o Married to Antonio Lopez, a teacher and musician in Morong and nephew of Fr. Leoncio Lopez
o Visit Rizal in Prison before execution
o She relentlessly searched for the grave of Rizal in Paco Cemetery and after 2 days she found it
and marked the grave with initials R.P.J.
 Olimpia (1855-1887)
o Ypia
o Married to Silvestre Ubaldo, a telegraph operator from Manila
o Attended in La Concordia College
o Jose loved to tease her; he described Ypia as stout sister
o She was the schoolmate of Jose’s first love, Segunda Katigbak
 Lucia (1857-1919)
o Married to Mariano Herbosa (Nephew of Fr. Pedro Casanas) and they has five children
o Marriano died in 1889 because of Cholera epidemic, but he was denied a Christian burial because
of the fact that he was Jose Rizal’s brother-in-law
 Maria (1859-1945)
o Biang
o Married Daniel Faustino Cruz and they had 5 children
o One of Maria’s children, Mauricio Cruz, became one of the students of Rizal in Dapitan
o She was the recipient of many of Rizal’s letter.
 Concepcion (1862-1865)
o Concha
o Died at the age of three (3)
o Cause of death: sickness
o Rizal’s first sorrow
o Jose played with her and from her he learned sweetness of a sisterly love.
 Josefa (1865-1945)
o Panggoy
o She suffered in epilepsy
o Unmarried and lived with sister Trinidad until death
o She joined and was an active member of Katipunan
 Trinidad (1868-1951)
o Trining
o Remained single and share a home with Josefa
o Received Alcohol lamp, custodian of “Mi Ultimo Adios” (Last Farewell) , written by Rizal ever
before execution
o She also joined Katipunan when Jose died
 Soledad (1870-1929)
o Choleng
o Youngest of Rizal’s siblings
o Married Pantaleon Quintero and had 5 children
o Considered as most educated among rizal’s sister and she was an educator.

CHILDHOOD

 Jose Rizal's childhood was filled with happy memories.

 They lived on the Laguna Lake's shore and at the foot of Mt. Makiling. He enjoyed seeing the
magnificent beauty of Laguna de Bay.
 His eagerness to learn can be used to characterize his childhood.
 Because he was frail and sickly, his parents lavished him with tender loving care.
 Despite his physique, he can do things like any other young man.
 Rizal’s mother served as his first teacher. When he was three years old, his mother taught him the
alphabet and how to pray. His mother noticed that he could write poems at a young age and
encouraged him to keep writing.
 His father built him a small nipa hut that served as both a sanctuary for him to play with his siblings and
a resting place for him.
 He was also attended to by an Aya (nurse maid) hired by his father to look after his needs. His nurse
maid told him ghost stories, treasure stories, legends, and folktales. When little Jose refused to eat his
evening meal, she would scare him with stories about aswang, nuno sa punso, and tikbalang.
 He often enjoyed playing alone and listening to the different birds sing, such as the culiawan, maya,
maria capra, martini, and pipit.
 His mother's brothers had also influenced him. Tio Jose Alberto, (teach Rizal on how to appreciate the
beauty of nature, Paintings, Drawing and Sculpture) Tio Gregorio (instilled the importance of
 Education), Tio Manuel (help improves Rizal’s body, teach him different sports, swimming, fencing and
different martial arts)
 Jose also owned a pony (Alipato) given by his father, which he used to ride around his hometown's
beautiful scenery.
 He used to be able to draw a bird flying without removing his pencil from his paper until the picture he
drew was finished. He can also draw a horse chasing a dog and his favorite activity was molding
animals out of clay and wax.
 Another happy memory was his nocturnal walk with Usman, his big black dog (others call it Berganza).
 He could also perform magic tricks such as disappearing a coin, falsely cutting a thin rope, and untying
a handkerchief. His sisters giggled at him once while he was playing with his friends but he didn't say
anything; instead, he silently told them that when he died, people would build monuments and images
of him.
 Jose's happiest memory from his childhood was a trip with his father to Antipolo to fulfill his mother's
vow to perform pilgrimage to the Virgin of Antipolo.
 They boarded a barge and sailed to the Pasig River. His first trip excites him because he saw the
vastness of the river and different scenery that he hasn't seen in his hometown.
 After paying their respects to the Virgin, they traveled to Manila to see his sister Saturnina. Jose was
visiting Manila for the first time.

EARLY EDUCATION

 First Teacher: His Mother Teodora

 Rizal was first educated at home by his mother, Dona Teodora, as a loving mother and tutor, she would
sit the three-year-old Pepe on her lap and devotedly taught him the alphabet and the prayers. He also
taught Pepe to read the Holy Bible. In their moments together,
 Doña Teodora would tell him many stories which later fuelled his strong interest in poetry. But of all the
stories that his mother told him, the Story of the Moth touched him so deeply that he recorded it in his
diary

Dona Teodora, Pepe and The Story of the Moth

 Dona Teodora always held storytelling sessions with the young Rizal in order to impart important life
lessons. She enjoyed reading stories from the book El Amigo de los Niños (The Children's Friend) to
Pepe. She once chastised her son for drawing on the pages of the story book. She then read him a
story in it to teach him the value of obedience to his parents.
 Rizal: One night, all the family, except my mother and myself, went to bed early. Why, I do not know,
but we two remained sitting alone. The room was dimly lighted by a single light of coconut oil. In all
Filipino homes such a light burns through the night. It goes out just at day-break to awaken people by
its spluttering. My mother was teaching me to read in a Spanish reader called "The Children's Friend."
This was quite a rare book and an old copy. It had lost its cover and my sister had cleverly made a new
one. She had fastened a sheet of thick blue paper over the back and then covered it with a piece of
cloth. This night my mother became impatient with hearing me read so poorly. I did not understand
Spanish and so I could not read with expression. She took the book from me. First she scolded me for
drawing funny pictures on its pages. Then she told me to listen and she began to read. When her sight
was good, she read very well. She could recite well, and she understood verse-making, too. Many
times during Christmas vacations, my mother corrected my poetical compositions, and she always
made valuable criticisms. I listened to her, full of childish enthusiasm. I marvelled at the nice-sounding
phrases which she read from those same pages. The phrases she read so easily stopped me at every
breath. Perhaps I grew tired of listening to sounds that had no meaning for me. Perhaps I lacked self-
control. Anyway, I paid little attention to the reading. I was watching the cheerful flame. About it, some
little moths were circling in playful flights. By chance, too, I yawned. My mother soon noticed that I was
not interested. She stopped reading. Then she said to me: "I am going to read you a very pretty story.
Now pay attention." On hearing the word "story" I at once opened my eyes wide. The word "story"
promised something new and wonderful. I watched my mother while she turned the leaves of the book,
as if she were looking for something. Then I settled down to listen. I was full of curiosity and wonder. I
had never even dreamed that there were stories in the old book which I read without understanding. My
mother began to read me the fable of the young moth and the old one. She translated it into Tagalog a
little at a time. My attention increased from the first sentence. I looked toward the light and fixed my
gaze on the moths which were circling around it. The story could not have been better timed. My
mother kept on reading and I listened breathlessly. The fate of the two insects interested me greatly,
 my mother's voice sounded strange and uncanny. I did not notice when she ended the fable. All my
attention was fixed on the fate of the insect. I watched it with my whole soul, gave to it my every
thought. It had died a martyr to its illusions. As she put me to bed, my mother said: "See that you do not
behave like the young moth. Don't become disobedient, or you may get burnt as it did." I do not know
whether I answered or not. I don't know whether I promised anything whether I cried. 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. (Craig 1918).

The Private Tutors

Jose's parents hired private tutors to teach him at home as he grew older. Maestro Celestino was the first,
and Maestro Lucas Padua was the second. Later, the boy was tutored by an elderly man named Leon
Monroy, a former classmate of Rizal's father. Jose was taught Spanish and Latin by this old teacher who lived
at the Rizal house. Unfortunately, he did not have a long life. Five months later, he passed away. The death of
Leon Monroy caused Jose's parents to send their nine- year-old Jose to a private school in Binan.

Jose left Calamba for Binan on a Sunday afternoon in June 1869, kissing his parents' hands and saying
goodbye to his sister with tears in his eyes. Paciano, who acted as his second father, accompanied him. His
father sent him to Binan to continue his Latin studies when he was nine years old, because his first teacher
had died. It broke his heart to leave for the first time and live far away from his home and family. But he was
ashamed to cry and had to hide his tears and emotions. After an hour and a half of driving, the two brothers
arrived at their destination in a carromata.

His brother drove him to his aunt's house, where he was to stay, and then dropped him off after introducing
him to the teacher Maestro Justiniano Aquino Cruz's school the next morning. The school was in the teacher's
house, which was a small nipa hut about 30 meters from Jose's aunt's house. Paciano was familiar with the
teacher because he had previously studied with him. He introduced Jose to the teacher before heading off to
his next destination.

Jose went for a moonlit walk around town with his aunt's grandson, Leandro, at night. To him, the town
appeared vast and prosperous, but also sad and unappealing.

His Binan teacher was a strict disciplinarian. Justiniano Aquino Cruz was his name. "He was a tall, lean, long-
necked man with a sharp nose and a slightly bent forward body." He used to wear a sinamay shirt woven by
Batangas women's deft hands. He knew the grammars of Nebrija and Gainza by heart. Add to this a severity
that I have assigned to him based on my assessment, which is all I remember.

Jose was given his seat in the class right away. He was asked by his "Are you fluent in Spanish?" "A little, sir,"
the Calamba lad replied. "Are you familiar with Latin?" "A little, sir," says the narrator (Craig 1918). Jose's
answers made the boys in the class, particularly Pedro, the teacher's son, laugh. The teacher abruptly silenced
everyone and began the day's lessons. Jose met the bully, Pedro, in the afternoon of his first day of school,
while the teacher was taking a siesta. He was enraged at the bully for making fun of him during his morning
conversation with the teacher. Pedro accepted Jose's challenge to a fight. The latter readily accepted,
believing that he could easily defeat the smaller and younger Calamba boy. To the delight of their classmates,
the two boys wrestled furiously in class. Jose, who had learned the art of wrestling from his athletic Tio Manuel,
triumphed over the larger boy. He gained popularity among his classmates as a result of this achievement.

Andres Salandanan, a classmate, challenged him to an arm-wrestling match after class in the afternoon. They
went to a house's sidewalk and fought. He had more fights with the Binan boys in the days that followed. He
wasn't a quarrelsome person by nature, but he never shied away from a fight.

Jose used to spend his free time with Justiniano's father-in-law, a master painter. He had his first two sons, two
nephews, and a grandson from him. His way of life was orderly and well-organized. He went to mass at four
o'clock if there was one, or he studied his lesson at that time and then went to mass. When he got home, he'd
look in the orchard for a mambolo fruit to eat before eating his breakfast, which was usually a plate of rice and
two dried sardines. He'd then go to class, which he'd be dismissed from at ten o'clock, and then back home.
He ate with his aunt before beginning to study. He returned to class at half past two and left at five o'clock. He
might play for a short time with some cousins before returning home. He learned his lessons, drew for a while
and then prayed that if there was a moon, his friends would invite him to play with other boys on the street.

When he thought of his hometown, tears welled up in his eyes as he remembered his beloved father, his
idolized mother and his caring sisters. He became sad and reflective.
Jose stood out in class and he outperformed many of his older classmates. Some of them were so wicked that
they falsely accused him in front of the teacher, for which he received many whippings and strokes from the
ferule, despite his progress. It was a rare day when he wasn't stretched out on the bench for a whipping or
given five or six blows on the head. In order to learn and thus carry out his father's will, Jose's reaction to all of
these punishments was one of intense resentment.

Jose outperformed all Binan boys in academics. He outperformed everyone in Spanish, Latin, and other
subjects. Some of his older classmates were envious of his intelligence. They squealed at the teacher
whenever Jose got into a fight outside the school they even told lies to discredit him in front of the teacher's
eyes. As a result, the teacher was forced to punish Jose.

Jose had a keen sense of observation and a vivid imagination. He visited his hometown every now and then
while studying in Binan. The road to his home in Calamba appeared to be long, but it became shorter during
his return. When he saw the roof of his house from afar, he felt a surge of joy. How he looked for excuses to
stay at home longer.

During Rizal's early education, two disheartening events drew his attention and disturbed him: the execution of
the priests (Gomez, Burgos, and Zamora) and the imprisonment of her mother.

The Imprisonment of Doña Teodora

Jose Rizal was only 11 years old when he witnessed his mother's extraordinary bravery: the Spaniards
arrested Dona Teodora and forced her to walk 50 kilometers around Laguna. Upon arriving at Santa Cruz after
more than a day of walking under the sun, the exhausted Doña Teodora was charged and imprisoned for two
years without trial for falsehoods leveled against her, particularly an accusation that she attempted to poison
her sister-in-law. She was around 45 years old at the time. The poisoning allegation stemmed from Dona
Teodora's attempts to mediate between her brother Jose Alberto and his estranged wife, Teodora Alberto,
according to Barbara Cruz-Gonzales, Teodora's great-granddaughter. Dona Teodora discouraged her brother
from divorcing his wife in order to protect the family's reputation. This enraged the wife, who was allegedly
sleeping with a Guardia Civil leader. When Dona Teodora brought food to Teodora Alberto one day, the latter
refused to eat it and instead fed it to her dog, who allegedly died as a result of eating it. Teodora Alberto had
Dona Teodora arrested in front of her entire family with the help of her Guardia Civil lover. Dona Teodora
calmed everyone down after the family patriarch and her husband Francisco Mercado attempted to fight. She
didn't protest because she was powerless; instead, she carried out the punishment with as much dignity as she
could. The Guardia Civil made Dona Teodora walk 50 kilometers around Laguna to humiliate her and prolong
her sentence. They then imprisoned her without a trial. Jose Rizal was 11 years old when this happened in the
1870s. This was just one of many sacrifices she had to make to keep her family safe. These persecutions also
sowed the seed of indignation in an 11-year- old Rizal, prompting him to write powerful anti-Spanish
propaganda many years later (Bagolong 2018, p27).

The Death of GOMBURZA

With Governor General Rafael Izquierdo repealing the exemption from tribute and forced labor long enjoyed by
the workers of the Cavite Navy Yard, including artillery support and corps of engineers, all of whom were
entitled to the benefits, the workers rose up in arms and mutinied against the colonial government in 1872. On
January 20, 1872, about 200 workers from the arsenal's marine battalion, including sailors and artillerymen, led
by Fernando La Madrid, seized Fort San Felipe and captured seven Spanish officers.

Despite the fact that the mutiny lasted only two days due to the colonial administration's quick response,
massive arrests were made, including those who had no connection to the mutiny-half Spaniards, Creoles,
secular priests, lawyers, merchants/businessmen and local officials. They only had one thing in common: they
openly campaigned for and supported liberal ideas.

Three secular priests were among those arrested, having long complained about the unfair treatment of
secular (Filipino) clergy in favor of Spanish friars. Mariano Gomes de los Angeles, a Bacoor priest, Jose
Burgos, a Manila Cathedral priest, and Jacinto Zamora, a Marikina parish priest, were among them. The
secularization movement began with the expulsion of the Jesuit order from the Philippines and all Spanish
colonies in 1768, and the royal decree in 1774 to fill vacant clergy posts in parishes with native priests
("seculares"). The "regulares," or Spanish friars, were opposed to this because they saw it as a threat to their
political power and influence in the colony. Many secular priests were displaced when the Jesuits returned to
the Philippines in 1859. Jose Burgos championed the secularization cause, provoking the wrath of many
Regulars. According to Trinidad Pardo de Tavera, it was in this context that all of the forces converged against
the three secular priests who were accused, tried and sentenced to death by garrote for allegedly instigating
the mutiny in Cavite, despite the lack of evidence. Francisco Zaldua was said to have been bribed to implicate
Burgos and the other two priests.

On the day of the execution, February 17, 1872, a large crowd of people gathered at the execution site in
Bagumbayan. Zaldua was the first to be executed. The first of the GOMBURZA to be executed was Gomez,
who told his confessor, "Father, I know that not a leaf falls to the ground except by the will of God." His holy will
be done because He desires that I die here." The next one, Zamora, appeared to have lost his mind and stood
motionless until the screw turned and he was strangled. The final one was Burgos, who exclaimed in terror
after seeing his colleagues die, "What crime have I committed?" Is it possible that I will die in this manner? Is
there no justice on this planet? I am not guilty!" When told that Jesus had died in the same way, Burgos stood
resigned and forgave his executioners (Hernandez 1958, p4).

The three secular priests' unjust fate was well known at the time, not only for the fabricated charges leveled
against them, but also for the speed with which the Spanish court-martial rendered its decision. Even in the
face of political pressure, the Archbishop of Manila refused to defrock them. At the moment of their execution,
he ordered that every church toll its bells to demonstrate his recognition of the martyrs' innocence. It awoke in
Filipinos a new realization: liberal notions of equality, meritocracy, and human dignity could no longer thrive
under a colonial regime. The prospect of independence loomed in the distance. Rizal saw how this event
terrified his parents and their neighbors and affected the life of his brother, Paciano (Dumul 2018, p23). Jose
Rizal's second novel, El Filibusterismo, would be dedicated to the three tragic figures.