Rizal

Life, Works, and Writings

RASCO, M.G.D.P., et al.
 Chapter 1

UNDERSTANDING THE RIZAL LAW

Learning Objectives

At the end of this chapter, the students should be able to:

 locate the passage of the Rizal law within its historical context;
 determine the issues and interests at stake in the debate over the Rizal Bill; and
 reflect and relate the issues to the present-day Philippines
___________________________________________________________________________

Republic Act No 1425 known as Rizal Law was passed in 1956. In this chapter, you will
study RA 1425 within its context, look at its major issues and debates surrounding the bill and its
passage into law, and reflect on the impact and relevance of this legislation across history and the
present time.
Moreover, the process of how a bill becomes a law in the Philippines will be tackled so
you will have an idea regarding the country’s legislative process.

The Rizal Law: Republic Act 1425

Senators Claro M. Recto and Dr. Jose P. Laurel Sr., authored this act commonly called the
Rizal Law. The law passed approved in June 1956, during the presidency of the late Hon. Ramon
Magsaysay. It is of interest for our students to know that Dr. Recto, a nationalist is an alumnus of
CPU, a donor of the Recto scholarship in the College of Law and the President of the
Constitutional Convention that drafted the Philippine Constitution on February 3, 1936. He died
in Rome, October 2, 1962. Senator Laurel, a nationalist is from Tanawan, Batangas, was also a
former Secretary of the Interior and Justice of the Supreme Court, and President of the Japanese
sponsored Philippine Republic. He died in 1963.

The Rizal Bill

Senate Bill no. 438, was one of Sen. Claro M. Recto’s major fight in the Senate. Presented
by Sen. Jose P. Laurel, Chair of the Senate Committee on Education, on April 17, 1956, but it was
generally known that Recto was the author.
 It was bitterly opposed by some senators and by the Catholic Institution – pointing out
that requiring the teaching of Rizal in schools would be a violation of religious freedom. The
oppositionists were Senators Decoroso Rosales (brother of Archbishop, then Cardinal Rosales),
Sen. Mariano Cuenco (brother of Archbishop Cuenco), and Francisco “Soc” Rodrigo (President of
Catholic Active Group). Fr. Jesus Cavanna, Paulist Order, wrote a pastoral letter against the bill.
Clerics had a closed-door conference with Senators to dissuade them from passing the bill.
To solve the disunity created by the bill, Laurel sponsored a substitute measure – as a
compromise the word “compulsory” was removed and was stated as … “an act to include in the
curricula of all schools (public or private) courses on the life, works, and writings of Rizal.” –
which was unanimously approved on May 12, 1956.
President Ramon Magsaysay signed into law as RA 1425 on June 12, 1956.

The Implementation of the Rizal Law

 1956, Education Secretary, Jose E. Romero, allowed schools much leeway in their
implementation of the provisions of the law. Some schools issued exceptions from the
reading of Noli Me Tangere and El Filibusterismo;
 1960, schools offered Rizal either as a three (3) unit course, one (1) unit or integrated
with other subjects in college;
 1965, then Education Secretary Alejandro Roces ordered the integration of the Rizal
course with appropriate subjects other than Spanish as practiced;
 1969, thirteen (13) years after the passage of Rizal Law, the three (3) unit course was
ordered to be offered as a regular three unit course and a requisite for graduation as
directed by the Education Secretary Carlos P. Romulo.

House Bill No. 5561

Senate Bill No. 438

REPUBLIC ACT NO. 1425

AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLUC AND PRIVATE SCHOOLS,

COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS AND WRITINGS OF JOSE
RIZAL, PARTICULARLY HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO,
AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND FOR OTHER
PURPOSES.

WHEREAS, today, more than any other period of our history, there is a need for a re-
dedication to the ideals of freedom and nationalism or which our heroes lived and died;
WHEREAS, it is meet that in honoring them, particularly the national hero and patriot,
Jose Rizal, we remember with special fondness and devotion their lives and works that have
shaped the national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with which the
minds of the youth ,especially during their formative and decisive years in school, should be
suffused;
WHEREAS, all educational institutions are under the supervision of, and subject to
regulation by the State, and all schools are enjoined to develop moral character, personal
discipline, civic conscience and to teach the duties of citizenship; Now, therefore,

SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his novels
Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all schools, colleges
and universities, public or private: Provided, that in the Collegiate courses, the original or
unexpurgated editions of Noli Me Tangere and El Filibusterismo or their English translation shall
be used as basic texts.

The Board of National Education is hereby authorized and directed to adopt forthwith
measures to implement and carry out the provisions of this Section, including the writing and
printing of appropriate primers, readers and textbooks. The Board shall, within sixty (60) days
from the effectivity of this Act, promulgate rules and regulations, including those of a disciplinary
nature, to carry out and enforce the provisions of this Act. The Board shall promulgate rules and
regulations providing for the exemption of students for reasons of religious belief stated in a
sworn written statement, from the requirement of the provision contained in the second part of
the first paragraph of this section; but not from taking the course provided for in the first part of
said paragraph. Said rules and regulations shall take effect thirty (30) days after their publication
in the Official Gazette.
 Section 2. It shall be obligatory on all schools, colleges and universities to keep in their
libraries an adequate number of copies of the original and unexpurgated editions of the Noli Me
Tangere and El Filibusterismo, as well as of Rizal’s other works and biography. The said
unexpurgated editions of Noli Me Tangere and El Filibusterismo or their translations in English as
well as other writings of Rizal shall be included in the list of approved books for required reading
in all public or private schools, colleges and universities.

The Board of National Education shall determine the adequacy of the number of books,
depending upon the enrolment of the school, college or university.
Section 3. The Board of National Education shall cause the translation of the Noli Me
Tangere and El Filibusterismo, as well as other writing of Jose Rizal into English, Tagalog and the
principal Philippine dialects; cause them to be printed in cheap, popular editions; and cause them
to be distributed, free of charge, to persons desiring to read them, through the Purok
organizations and Barrio Councils throughout the country.
Section 4. Nothing in this Act shall be construed as amendment or repealing section nine
hundred twenty-seven of the Administrative Code, prohibiting the discussion of religious
doctrines by public school teachers and other persons engaged in any public school.
Section 5. The sum of three hundred thousand pesos is hereby authorized to be
appropriated out of any fund not otherwise appropriated in the National Treasury to carry out
the purposes of this Act.
Section 6. This Act shall take effect upon its approval.

Approved: June 12, 1956

Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956.

The Context of the Rizal Bill

The postwar period saw a Philippines rife with challenges and problems. With a country
torn and tired from the stresses of World War I, getting up on their feet was a paramount
concern of the people and the government.
As the Philippines grappled with various challenges particularly the call for nation-
building, prominent individuals who championed nationalism came to action. They pursued
government measures to instill patriotism and love for country in the hearts and minds of the
Filipinos. These people drew inspiration from the Philippine experience of the revolution for
independence against Spain and from the heroes of that important period in the country’s
history.
One measure sought was the passage of the Republic Act No. 1425 or the Rizal Law,
which was primarily set to address “a need for a -re-direction to the ideals of freedom and
nationalism for which our heroes lived and died.” The passage of the law was met with fierce
opposition in both the Senate and the House of Representatives.

How a Bill Becomes a Law: The Legislative Process

The Senate and the House of Representatives follow the same legislative procedure.
Legislative proposals emanate from a number of sources. They maybe authored by
the members of the Senate of House as part of their advocacies and addenda;
produced through the lobbying from various sectors; or initiated by the executive
branch of the government with the President’s legislative agenda. Once a legislative
proposal, like a bill, is ready, it will go through the steps.

Step Bill is filed in the Senate Office of the Secretary

1
It is given a number and calendared for first reading.

Step First Reading

2 The bill’s title, number, and author(s) are read on the floor. Afterwards, it is referred
to the appropriate committee.

Step Committee Hearings

3 The bill is discussed within the committee and a period of consultations is held. The
committee can approve (approve without revisions, approve with amendments, or
recommend substitution or consolidation with similar bills) or reject. After the
committee submits the committee report, the bill is calendared for second reading.

Step Second Reading

4 The bill is read and discussed on the floor. The author delivers a sponsorship speech.
The other members of the Senate may engage in discussions regarding the bill and a
period of debates will pursue. Amendments may be suggested to the bill.

Step Voting on Second Reading

5 The senators vote on whether to approve or reject the bill. If approved, the bill is
calendared for third reading.
Step Voting on Third Reading

6 Copies of the final versions of the bill are distributed to the members of the Senate
who will vote for its approval or rejection

Step Consolidation of Version from the House

7 The similar steps above are followed by the House of Representatives in coming up
with the approved bill. If there are differences between the Senate and House
versions, a bicameral conference committee is called to reconcile the two. After this,
both chambers approve the consolidated version.

Step Transmittal of the Final Version to Malacañan

8 The bill is then submitted to the president for signing. The President can either sign
the bill into law or veto and return it to Congress.

Rizal: The Selection of the National Hero

“To die is a fact. But the person’s characteristics, his dreams and works can stand the test
of time; his life can be an example of the generations to come. He is worthy to be honored.”

Members of the Commission (1901)

1. Civil Governor William Howard Taft 6. Trinidad Pardo de Tavera

2. W. Morgan Schuster 7. Gregorio Araneta

3. Bernard Moses 8. Jose Luzurriaga

4. Dean Worcester 9. Cayetano Arellano

5. Henry Clay Ides 10. Benito Legarda

Other Candidates for National Hero:

1. Marcelo H. Del Pilar
2. Graciano Lopez-Jaena
3. Antonio Luna
4. Emilio Jacinto

Criteria for Selection

 According to Dr. H. Otley Beyer, an anthropologist and a technical member of the said
commission in the book “Rizal: Ang Bayani” by Crisanto Rivera, there were four criteria used for
choosing the national hero:
1. Filipino
2. Dead
3. Must have adherent love for one’s country
4. A man honored after death by public worship, compassionate and peace loving

What is a hero?
 A prominent or central personage taking an admirable part in any remarkable action or
event;
 A person distinguished valor or enterprise in danger, or fortitude in suffering;
 A man honored after death by public worship, because of exceptional service to mankind.

Why Rizal?
 He was a towering figure in the Propaganda Campaign in 1882 – 1896;
 Noli Me Tangere (Berlin, 1887) contributed tremendously to the formation of Filipino
Nationality;
 His book was praised and attacked by friends and enemies; by Filipinos and
foreigners
 This book made him the most prominent in the Propaganda Movement
 No Filipino has yet been born who could equal or surpass Rizal as a “person of
distinguished valor or enterprise in danger, or fortitude of suffering;
 Even before his execution he was acclaimed by both Filipinos and foreigners as the
foremost leader of his people;
 MH Del Pilar;
 Fernando Acevedo – sees in him the model Filipino;
 Dr. Tomas Arejola – “your moral influence over us is indisputable”;
 Ferdinand Blumentritt – “Rizal was the greatest product of the Philippines and
that his coming to the world was like the appearance of a rare comet, whose rare
brilliance appears only every other century; the most prominent man of his own
people but the greatest man the Malay race has produced”;
 Napoleon M. Kheil;
  Dr. Reinhold Rost;
 Vicente Barrantes – “the first among the Filipinos”

Other Honors and Acclamations

 1889, Barcelona, he was unanimously elected as honorary president of La Solidaridad;
 1891, he was unanimously chosen as “RESPONSIBLE” (chief) of the Spanish-Filipino
Association;
 July 3, 1892, Manila, he founded La Liga Filipina;
 He was named Honorary President, Katipunan; used the name “Rizal” as password;
 December 29, 1897, Emilio Aguinaldo along with other exiles in Hong Kong held a
commemorative program for Rizal;
 December 20, 1898, Malolos, Bulacan, President Aguinaldo declared December 30 as
“Rizal Day”; flags should be at half-mast from December 29, 12 noon to December 30, 12
noon;
 “La Independencia”, edited by Antonio Luna and “El Heraldo de la Revolucion”
published articles to honor and commemorate the death of Rizal;
 Rizal himself, his own people, and the foreigners contributed to make him the greatest
hero and martyr.

Other References to Rizal

 “Pearl of a man” (Rost)
 “Symbol of that race, one of the few representative men of humanity in general”
(Unamuno)
 “Universal genius”
 “Intellectual giant”
 “Builder of the nation”
 “Father of Philippine Nationalism” (Romero, 1978, p. 172)

Note:
MH Del Pilar won according to the votes, but upon knowing that Rizal’s life and death
was more colorful than Del Pilar, the decision was reversed.

Other Reasons for choosing Rizal

 1. His being martyr of Bagumbayan may arouse feelings of nationhood and of love for
country. His exile to Dapitan prompted the creation of Katipunan by Andres Bonifacio,
which spread to eight (8) provinces: Cavite, Bulacan, Bataan, Tarlac, Morong, Batangas,
Laguna, and Nueva Ecija.
2. Rizal was peace loving. He wanted reforms but not through bloody revolutions.
(Filipinos are peaceful and peace loving)
3. Filipinos are sentimental. Reading his real-life story would touch the reader’s heart.
Filipinos usually sympathize with the hero that is kind and the underdog. Rizal’s death
was the perfect plot.

To support the choice, the commission passed the following acts:

 Act 137 organized the politico-military district of Morong and named it Rizal Province.
 Act 243 authorized public subscription for the construction of the Rizal monument in
Luneta.
 Act 345 set aside December 30 as a national holiday, Rizal Day.
 Republic Act 1425 – the Rizal Law
Name ______________________________________________ Score _________________

Course/Year/Section __________________________________ Date _________________

Individual Activity 1 The Debates about the Rizal Bill

Read the following excerpts from the statements of the legislators who supported and
opposed the passage of the Rizal Law in 1956. Then, answer the questions that follow.

FOR

“ Noli Me Tangere and El Filibusterismo must be read by all Filipinos. They must
be taken to heart, for in their pages we see ourselves as in a mirror, our defects
as well as our strength, our virtues as well as our vices. Only then would we
become conscious as a people and so learn to prepare ourselves for painful
sacrifices that ultimately lead to self-reliance, self- respect, and freedom.”

Senator Jose P. Laurel

“ Rizal did not pretend to teach religion when he wrote those books. He aimed at
inculcating civic consciousness in the Filipinos, national dignity, personal pride,
and patriotism and if references were made by him in the course of his narration
to certain religious practices in the Philippines in those days, and to the conduct
and behavior of erring ministers of the church, it was because he portrayed
faithfully the general situation in the Philippines as it then existed.”

AGAINST

“ A vast majority of our people are, at the same time, Catholic and Filipino
citizens. As such, they have two great loves: their country and their faith.
These two loves are not conflicting loves. They are harmonious affections, like
the love for his father and for his mother.

This basis of my stand. Let us not create a conflict between nationalism and
religion, between the government and the church.”

Senator Francisco “Soc” Rodrigo

Questions
1. What was the major argument raised by Senator Francisco “Soc” Rodrigo against the
passage of the Rizal Bill?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________

2. What was the major argument raised by Senators Jose P. Laurel and Claro M. Recto in
support of the passage of the Rizal Bill?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Are there points of convergence between the supporters and opposers of the Rizal Bill
based on these statements?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. Do you think the debates on the Rizal Law have some resonance up to the present?
Explain your answer.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

References

Republic of the Philippines. 1956. Republic Act 1425. Available from

http://www.officialgazette.gov.ph/1956/06/12/republic-act-no-1425

Website of the Senate of the Philippines. “Legislative Process.” Available from

https://www.senate.gove.ph/about/legpro.asp
 Chapter 2

REMEMBERING RIZAL

Learning Objectives

At the end of this chapter, the students should be able to:

 evaluate Rizal’s heroism and importance in the context of Rizalista groups;

 discuss the history of selected Rizalista groups; and
 compare and contrast the different views on Rizal among the Rizalistas.
 develop respect and open-mindedness towards people of diverse beliefs and
reverence to our national hero.

___________________________________________________________________________

Rizal’s execution on December 30, 1896 became an important turning point in the history
of Philippine revolution. His death activated the full-scale revolution that resulted in the
declaration of Philippine independence by 1898. Under the American colonial government, Rizal
was considered as one of the most important Filipino heroes of the revolution and was even
declared as the National Hero by the Taft Commission, also called the Philippine Commission of
1901. A Rizal monument was built in every town and December 30 was declared as a national
holiday to commemorate his death and heroism. In some provinces, men – most of whom were
professionals – organized and became members of Caballeros de Rizal, now known as the
Knights of Rizal.
Influence by both the Roman Catholic Church and the prehispanic spiritual culture, some
Filipino masses likewise founded organizations that recognize Rizal not just as an important hero
but also as their savior from all the social ills that plague the country. These groups, which can be
linked to the long history of millenarian movements in the country, are widely known as the
Rizalistas. These organizations believe that Rizal has a Latin name Jove Rex Al, which literally
means “God, King of All.” This chapter will discuss the history and teachings of selected Rizalista
groups founded after Rizal’s execution.

Rizal as the Tagalog Christ

 In late 1898 and early 1899, revolutionary newspapers La Independencia and El Heraldo
de la Revolucion reported about Filipinos commemorating Rizal’s death in various towns in the
country.
 Batangas – people were said to have gathered “tearfully wailing before a portrait of
Rizal” (Ileto, 1998) while remembering how Christ went through the same struggles.
 Laguna – peasants regarded him as “the lord of a kind of paradise in the heart of Mount
Makiling” (Ileto, 1998).
 The early decades of 1900s witnessed the founding of different religious organizations
honoring Rizal as the “Filipino Jesus Christ” (Ocampo, 2011).
 1907 – Miguel de Unamuno (Spanish writer and philosopher) gave Rizal the title
“Tagalog Christ” as religious organizations venerating him had been formed in different
parts of the Philippines (Iya, 2012).

Other Filipinos known as Tagalog Christ

 Apolinario de la Cruz (1815-1841) who founded the religious confraternity Cofradia de
San Jose was also considered as the “Tagalog Christ” by his followers.
 Felipe Salvador (1870-1912), also known as Apo Ipe, who founded the messianic society
Santa Iglesia (Holy Church) was called by his followers as the “Filipino Christ” and the
“King of the Philippines.”

These groups venerated Jose Rizal as the reincarnation of Jesus Christ. They linked the
travails of Jose Rizal to that of Jesus Christ as narrated in the Pasyon during the Spanish period
(Ileto, 1998). Rizalistas believed that Rizal, just like Jesus Christ, would eventually return to life
and will save mankind.

Parallel lives of Jesus and Rizal (Mercado, 1982, p. 38)

 Asian
 Brilliant minds and extraordinary talents
 Believed in the Golden Rule
 Cured the sick
 Rabid reformers
 Believed in the universal brotherhood of men
 Closely associated with a small group of followers
  Both died at a young age (Christ at 33 and Rizal at 35) at the hands of their enemies
 Their lives changed the course of history
The Canonization of Rizal: Tracing the Roots of Rizalistas
 The earliest record about Rizal being declared as a saint is that of his canonization
initiated by the Philippine Independent Church (PIC) or La Iglesia Filipina Independiente.
 As a nationalist religious institution, PIC churches displayed Philippine flags in its altars as
an expression of their love of country and recognition of heroes who fought for our
independence (Palafox, 2012)
 In 1903, the PIC’s official organ published the “Acta de Canonizacion de los Grandes
Martires de la Patria Dr. Rizal y PP. Burgos, Gomez y Zamora” (Proceedings of the
Canonization of the Great Martyrs of the Country Dr. Rizal and Fathers Burgos, Gomez
and Zamora).
 On September 24, 1903, Jose Rizal and the three priests were canonized following the
Roman Catholic rites.
 In the 1950s, Paulina Carolina Malay wrote her observations of Rizal being revered as a
saint (Foronda, 2001, p. 47):
 Many towns of Leyte, among them Dulag, Barauen, and Limon, have religious
sects called Banal which venerate Rizal as god.
 Legaspi City, too has a strange society called Pantay-pantay whose members are
called Rizalinos. The members walk barefoot in possession to Rizal’s monument
and hold a queer sort of a mass. Usually, this procession is done on Rizal Day
(December 30) or on June 19, the natal day of the hero.
 “Colorum” sects also venerate Rizal as a god. A “colorum” sect in Tayabas,
Quezon has built a chapel for him at the foot of Bundok San Cristobal, better
known as Mt. Banahaw.
 Rizalina in Barrio Caluluan, Concepcion, Tarlac has even a sort of nunnery for its
priestesses. The girls, forbidden to marry during certain period, are sent to Rizal’s
hometown, Calamba for “training.” When they go back to Tarlac, they perform
masses, baptize and do other religious rites.

Groups Venerating Jose Rizal

 Adarnista or the Iglesiang Pilipina
  In 1901, Candida Balantac of Ilocos Norte, started preaching in Bangar, La Union.
 Balantac is the founder of Adarnista or the Iglesiang Pilipina, won the hearts of her
followers from La Union, Pangasinan, and Tarlac. She established the organization
in Bongabon, Nueva Ecija where she resided until the 1960s (Ocampo, 2011).
 Her followers believe that she was an engkantada (enchanted one) and claimed
that a rainbow is formed (like that of Ibong Adarna) around her while she
preached, giving her the title “Inang Adarna” and the organization’s name,
Adarnista. Others call her Maestra (teacher) and Espiritu Santo (Holy Spirit).
 Sambahang Rizal
 Literally the “Rizal Church,” was founded by the late Basilio Aromin, a lawyer in
Cuyapo, Nueva Ecija, in 1918.
 He claims that Sambahang Rizal was established to honor Rizal who was sent by
Bathala to redeem the Filipino race. Like Jesus Christ who offered His life to save
mankind (Foronda, 2001).
 They believe that Rizal is the “Son of Bathala” in the same way that Jesus is the
“Son of God.”
 Noli me Tangere and El Filibusterismo serve as their bible that shows the doctrines
and teachings of Rizal.
 Iglesia Watawat ng Lahi
 Samahan ng Watawat ng Lahi (Association of the Banner of the Race) is said to
have been established by the Philippine national heroes and Arsenio de Guzman
in 1911.
 de Guzman preached that Rizal was the “Christ” and the “Messenger of God.”
 He claimed that God has chosen the Philippines to replace Israel as his “New
Kingdom.”
 Some believe that it was the spirit of Rizal which was working with de Guzman
telling people to live in accordance with Christ’s and Rizal’s teachings (Iya, 2012)
 Suprema de la Iglesia de la Ciudad Mistica de Dios, Inc.
 Registered as an organization in 1952 and founded by Maria Bernarda Balitaan
(MBB) in the Tagalog region who was said to have started her spiritual missions in
the early 1920s.
 Ciudad Mistica is the biggest Rizalista group located at the foot of Mt. Banahaw in
Brgy. Sta. Lucia in Dolores, Quezon with approximately 5,000 members in Sta.
Lucia alone. All over Luzon, it has about 100,000 members.
 The group has always been led by a woman.
 They believe that as a result of endless conflicts among countries in West Asia,
God decided to transfer his “Kingdom” to the Philippines.
Name ________________________________________________ Score ________________

Course/Year/Section ___________________________________ Date _________________

Individual Activity 2 Chapter Questions

Briefly answer the following:

1. How do Rizalista groups view Jose Rizal and other national heroes?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What are the similarities between Jesus Christ and Rizal as seen by the millenarian
groups?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Name some influential women in various Rizalista groups and explain their significant
roles in their respective organizations.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. As a student, what is your POV (point of view) about the beliefs embraced by the
different organizations regarding our national hero?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 References

Foronda, Marcelino A., Jr. 2001. Cults honoring Rizal. Historical Bulletin (50th Anniversary Issue):
46-47. Manila: National Historical Institute.

Ileto, Reynaldo. 1998. Rizal and the Underside of Philippine History. In Filipinos and their
revolution: Event, discourse and historiography, pp. 29-78. Quezon City: Ateneo de Manila
University Press.

Iya, Palmo R. 2012. “Jove Rex Al: The Making of Filipino Christ.” Paper presented in The Asian
Conference on Ethics, Religion and Philosophy (ACERP). Osaka, Japan. Accessed on March 23,
2017 from https://www.academia.edu/9083764/Jove_Rex_Al_The_Making_of_Filipino_Christ

Mercado, Leonardo V., SVD. 1982. Christ in the Philippines. Tacloban City, Philippines: Divine
Word University Publications.

Ocampo, Nilo. 2011. Kristong Pilipino: Pananampalataya kay Jose Rizal. Quezon City: Bagong
Kasaysayan.

Palafox, Quennie. 2012. “Rizal: A hero-saint?” Accessed on March 24, 2017 from
http://nhcp.gov.ph/jose-rizal-a-hero-saint/
 Chapter 3

THE NINETEENTH CENTURY PHILIPPINE ECONOMY, SOCIETY, AND

THE CHINESE MESTIZOS

Learning Objectives

At the end of this chapter, the students should be able to:

 locate Rizal’s life in the Philippines within the wider context of the developments
in the nineteenth century;
 explain the important role of the Chinese mestizos and their ranks within the
changing Philippine economy and society;
 discuss the interplay of several factors that contributed to the changing landscape of
Philippine society and economy; and
 show empathy on the besetting Philippine conditions that trigger a need for a
Filipino nationalist.

___________________________________________________________________________

To fully appreciate the details of Rizal’s life, one needs to locate him with the wider
context of the Philippines in the nineteenth century. This chapter will discuss the changing
landscape of Philippine economy in the nineteenth century and describe how these developments
had an impact on the society in which Rizal grew up, matured, and eventually was martyred. It
will begin by looking at the tremendous economic development in the Spanish Philippines and its
effect on Spanish policies on education, social life, and the people of the Philippines. The role of
Chinese mestizos will also be discussed, noting its role on Philippine life and economy as well as
change in social stratification.

The Event and Important Changes of the 18th and 19th Centuries

1. The March of Imperialism

 Imperialism is the activity of a nation in extending its control and authority beyond its
territorial boundaries through the acquisition of new territories; the desire of civilized nations to
rule over the “weak nations.”
Specific Events
 The opening of the Suez Canal;
 The Voyages and Subsequent Colonization by the British, French, Russians etc;
 America’s Territorial Expansion and growth as a world power;
 Territorial disputes (such as the Spanish-German Disputes Over the Caroline Island)

Primary Reasons for Colonization

 Economic – secure raw materials, markets for finished products, additional food supplies.
Outlets for surplus population, investment for surplus capital;
 Political – national defense; additional territories;
 Religious – spread particular religion.

Techniques used:
 Engage in business
 Political control to protect economic interest

Benefits brought about by colonization

 Sanitation, education, transportation, communication, improved way of living,
government, recreation, enriched culture

Bad effects of colonization

 Exploitation of natural resources, progress is held back, racial discrimination

2. The Nations Struggle for Nationalism

Nationalism is a feeling of oneness by a group of people who believe that they possess common
traditions, culture and common ideals and goals.

Two major struggles for freedom that influenced the thinking of other nations:
 American Revolution (1775-1783), which led to the independence of the Americans from
Great Britain;
  French Revolution (1779-1789) which abolished absolutism and feudal privileges for the
French.

3. The gradual spread of democracy and the fight for human rights and fundamental freedoms

Major World Events

 February 19, 1861 (4 months before birth of Rizal) Czar Alexander of Russia issued a
proclamation emancipating 22,500 serfs (slaves);
 Lincoln’s Emancipation Proclamation – on September 22, 1862. President Abraham
Lincoln issued his emancipation proclamation freeing the Negro slaves.

Advances of Democracy
 Right to vote (suffrage);
 Reforms (political) systems such as referendum and initiative;
 Cabinet systems (House of Commons and Lords);
 Abolition of slavery;
 Public education was provided in many parts of the world.

4. The modernization of living through the Industrial Revolution

 Mode of production changed from hard work to machine work;
 From domestic system to factory system

Positive Effects brought by the changes

 Machines (such as the spinning jenny, cotton gin, and sewing machine) hastened the
revolution in manufacturing;
 Establishment of factories;
 The use of steel, discovery of oil, gasoline, and electricity, and invention of the internal
combustion engine heralded the advent of the motorized age;
 The revolution in transportation (steam boats, locomotives, airplanes, etc.) and
communication (telephone, telegraph, and cable facilities) enabled man to conquer time
and distance;
 Increased demands for raw materials and markets for finished products;
 Increase in employment and national income;
  Improved the standard of living;
 Improvement in medicine and public hygiene;
 Nationalism was stimulated, the modern means of communication and transportation
brought the people close to each other; they began to realize their common problems
and aspirations and the need to solve these problems and attain their goals;
 Increase in population

Negative Effects Brought by the Changes

 Dispute between labor and capital;
 Ruin of the domestic systems of production;
 Exploitation of the working class;
 The employment of child or woman laborers;
 Concentration of wealth in the hands of a few capitalists.

Responses to the Problems brought by the Industrial Revolution

 The adoption of the laissez-faire policy;
 Early socialists responded by proposing gradual and peaceful methods of reforms for they
believed that for as long as capitalists controlled the economic life of the people, there
could be no democracy;
 Marx responded by advocating revolutionary communism for he believed that only a
violent revolution could improve the lot of working men;
 The Catholic Church reacted by advocating Christian principles announced by Pope Leo
XIII in Rerum Novarum (The Conditions of Labor)

5. The Advance of Science

 Many used systematized experimentation to discover things and about the facts of nature;
 Researches were funded;
 Chemistry or Physics were greatly enhanced;
 Medicine science improved dramatically;
 Natural sciences brought new understanding of the world and the place of man in it;
 Gave man longer life span

6. The New Current in the Movement of Thought and the Growing Confidence on Progress
 Modern philosophy came to a close around the end of the 18th and 19th centuries and
upon its end began contemporary philosophy that is characterized by political and religious
outlooks. Many political thinkers emerged brought about by changes then taking place in Europe.
Among these thoughts was the deviation from the divine right theory, which was the basis of
absolute monarchies in Europe and in Asia. Foremost among the proponents of these new
political ideologies were: John Locke, Rousseau, Hegel, Charles Darwin, Hobbes, Bakunin, Marx,
and Edmund Burke. Exposed to their writings and teachings, Rizal (1861-1896) developed his
own philosophy and political thoughts. Europe became his social and political laboratory while
his countrymen the Indios, as referred to by the Spanish community became his patients. The
opening of the Suez Canal in 1869 allowed liberal ideas to flow into the archipelago. Among
others were the ideas of the French Revolution, anti-clericalism, secularism, and nationalism. The
socio-economic and political conditions provide a fertile ground in the country for the seeds of
revolution to flourish.
The Industrial Revolution brought unprecedented economic progress around the world,
and with this, the confidence that things are becoming better.

The Changing Landscape of Philippine Economy and Society

 During nineteenth century, vast economic, political, social, and cultural currents were felt.
 By late eighteenth-century Spanish monarchy experience a dynastic shift from Habsburgs
to the Bourbons. Spain then, recalibrated colonial policies that would have an effect on
the Philippines.
 The first governor-general to the Philippines under the Bourbon mandate was Jose de
Basco y Vargas who arrived in the Philippines in 1778.
 At that time, Galleon Trade, the main economic institution existing in the Philippines, was
already a losing enterprise.
 The global wave of industrialization became a silver lining.
 Industrialization, increased the demand for raw materials, presented an opportunity to
look into the agricultural potential of the Philippines.
 Basco established the Royal Philippine Company in 1785 to finance agricultural projects
and manage the new trade being established between the Philippines and Spain (and
Europe) as well as other Asian markets.
 Basco pushed for reforms, he lifted a ban on Chinese merchants that reinvigorated
internal trade; initialized the development of cash crop farms; relaxed certain policies that
 allowed the gradual opening of Manila to foreign markets; and established the Tobacco
Monopoly to maximize the production of this export good.
 By 1810, The Mexican War of Independence rattled the Spanish empire, as it would
eventually lead to the loss of the precious Latin American colonies. With this came the
eventual of the Galleon Trade which became a concern in the Philippines.
 Manila was opened to world trade by 1834. As a result, foreign merchants and traders
came and eventually resided in Manila and took over the role of financing and facilitating
the burgeoning agricultural cash crops, export-oriented, economy.
 Some of the major investments came from British and American traders that set up
merchant houses in Manila.
 By the first half of the nineteenth century, majority of the exports of the Philippines came
from cash crops like tobacco, sugar, cotton, indigo, abaca, and coffee.
 As the provinces shifted to cultivating cash crops, land ownership and management began
to be a concern. The farmers felt the pressure of the economy while the hacenderos
grabbed the opportunity. For example, when a small landowner needed capital and
money, he would engage in a pacto de retroventa, an agreement of sale guaranteeing
that he could buy the land back at the same price at which it was sold. However, it
became difficult to buy back land given the continuously increasing demand of the
economy and the renewals of the sale, which further buried the farmers to indebtedness.
Eventually, they would forfeit the land and would be forced to become tenant farmers,
or kasama.
 Aside from this, land acquisition also came in the form of land-grabbing. As the growing
economy required better management of lands, inquilinos emerged, renting land to sublet
it to smaller farmers. These factors would bring change to the social stratification in the
countryside that, did not continue without tensions and contestations.

The Philippine Political System Under Spain

The Social System

 Predominantly feudalistic.
 An elite class exploited the masses. Classes existed in a master-slave relationship.
 All forms of taxation were exacted on the natives.
 Natives were assigned to forced labor.
  Social system was pyramidal with the peninsulares occupying the top post, the Mestizos
and criollos and the middle class enjoying some privileges while the Natives or indios
were looked down upon.

The Political System

 The country was governed through the Consejo de Indias.
 The monarchs managed the affairs of the colonies through this council and exercised
executive, legislative and judicial functions.
 Ministerio de Ultramar (created in 1863) replaced the council and peninsular laws were
extended to the Philippines.
 The Governor-General (appointed by the monarch) headed the central administration in
Manila. He was the king’s representative in all state and religious matters and as such, he
exercised extensive powers. He issues executive orders and proclamations and he had
supervision and disciplinary powers over all government officials. The immensity of those
disciplinary powers made some governors-general weak and biased. His prerogatives
gave him the opportunity to reward his favorites and penalize those that displease him.
He was Commander-in-Chief of the Armed Forces and had supreme power over financial
matters until he shared this power with the Intendant General (1784). He exercised
cumplase, the power to disregard or suspend any law or Royal Decree from Spain.

Bodies Created to Check on the Powers of the Governors-general

 The Royal Audiencia, the highest court. It served as the highest court of appeal for
criminal and civil cases and important government affairs were referred to it as well. The
Court and the governor-general, acting separately or together occasionally made laws
called autos acordados.
 The Residencia. A body composed of the audiencia and the incoming governor-general
that investigated one’s predecessor for acts of graft and corruption.
 The Visitadores. A body commissioned by the Crown to conduct secret investigations on
graft and corrupt practices of government officials.

The Power Hierarchy

  The Central Government. The Governor-General, The Lt. Governor (general Segundo
cabo), and the advisory bodies such as the Board of Authorities, Council of
Administration and (since 1874) the Secretariat of the Central Government.
 Alcaldias (Provincial Governments) led by the alcalde mayores.
 Cabildo or Ayuntamiento (City Governments) led by two alcaldes en ordinario and the
towns led by gobernadorcillo (or fondy, capitan) elected by the principalia.
 The Barrio or barangay led by the cabeza de barangay.
 The cuadrilleros or guardia civil helped maintain peace and order. This was headed by the
alferez.

Laws Used in Governing the Philippines

 Leyes de Indias, royal decrees issued at various times and intended for the colonies.
 Las Siete Partidas, Las Leyes de Toro, Codigo Penal, Codigo Civil, and Codigo de
Commercio, these are some laws enacted for Spain but also used in governing the
Philippines.

Sources of Abuses in the Administrative System

 Appointment of officials with inferior qualifications and lacking the dedication and moral
strength to resist corruption.
 Overlapping functions that resulted to confusion and friction.
 The union of the church and the state.
 Positions were often filled through bidding.
 The king’s appointees were often ignorant of the Philippines’ needs.
 Lack of continuity; officials were reassigned often to prevent them from creating a
following among the natives thus preventing somebody from instigating a secessionist
move.
 Provincial government was the most corrupt in the sense that the alcalde exercised
administrator, judge, and military commander rolled into one. He could never be
prosecuted.
 The indulto para commerciar (license to trade) was abused as alcaldes monopolized the
trade, buying the produce cheap from the natives and selling them at high prices during
times of scarcity.
 Parish priests often ignored these abuses in exchange for favors.
  Higher officials were indifferent to anomalies.
 Judges were often incompetent and corrupt. Cases were not decided on merits but often
on the bases of such considerations such as race, money and personal privileges.
 Legal proceedings were costly and decisions often delayed.

 Secession of Spain’s other colonies led her to tighten control of the Philippines through
the friars who were often abusive
 materialistic and who were playing on the ignorance of the natives.
 Land acquisition by the friars and the raising of rentals.

The Educational System

 Schools overemphasized religious matter. Religion was the main subject in schools.
 The schools used obsolete teaching methods.
 The curricula were limited in scope.
 The classroom facilities were inadequate.
 Teaching materials were inadequate.
 Primary education was neglected.
 Academic freedom was not practiced.
 There was prejudice against Filipinos in higher learning institutions.
 Fear of God was emphasized and obedience to the friars to the friars was instilled in the
mind of the people.
 The people were constantly reminded that they were of inferior intelligence and that they
were only good for manual labor. Over the centuries, this resulted in a lack of personal
confidence and the development of an inferiority complex.
 Learning in every level was largely by rote. Students were made to memorize things
which they could never understand.
 The Spanish language was not taught to the people at the friars’ recommendation.
 Books had to undergo strict censorship

Reforms Passed
 Gov. Crespo’s commission to study and recommend remedial measures to improve
elementary education in the Philippines.
  Educational Decree (1863), the establishment of primary schools for boys and girls in
every town.
 The Moret Decree (1870), sought to secularize higher education in the colony.
 The opening of schools to Filipinos toward the end of Spanish rule.

The Chinese and Chinese Mestizos

 Since pre-colonial times, the natives of the Philippines had had trade relations with the
Chinese.
 During the height of the Galleon Trade, it was Chinese products that comprised most the
goods being traded.
 The influx of Chinese settlements in the Philippines made the Spaniards suspicious of the
Chinese. These feelings led to stringent state policies towards the sangley ranging from
higher taxes, the restriction of movement with the establishment of the Chinese enclave
(the Parian). To actual policies of expulsion.
 The Chinese, however, proved to be necessary outsiders” in Philippine colonial economy
and society. Spaniards realized the importance they played in sustaining the economy.
 From the goods loaded on the galleons to the development of retail trade, the Chinese
enlivened the economy. Eventually and gradually, they became integrated into colonial
society, giving rise to intermarriages with indios that gave birth to Chinese mestizos.
 The Chinese mestizos assumed an important role in the economy all throughout the
Spanish colonial period. They influenced the changing economy in the nineteenth century
by purchasing land, accumulating wealth and influence.

Impact on Life in the Colony

 The economic development, precipitated social, political, and cultural developments. For
example, the new economy demanded a more literate population to address the rising
need for a more professionalized workforce to man the trading activities in Manila and
other centers.
 This demand compelled the issuance of the colonial government order in 1836 that
required all towns to set up primary schools to teach the population how to read and
write. It eventually led to the passage of an educational decree in 1863 that mandated
free primary education.
  Eventually, the nineteenth century also gave birth to many schools that addressed the
growing demand for more professionals. Schools like Ateneo Municipal were established
during this time.
 As Manila became a trading center, it became a viable destination for people seeking
better opportunities or those wanting to escape the worsening conditions in the
farmlands.
 The increased rate of internal migration raised several concerns.
 People flocked the centers of trade like Manila. Overcrowding implied issues in
living quarters, sanitation and public health, and increase in criminality.
 The continuous movement of people made tax collection extra difficult.
 To mitigate these concerns, one measure implemented was the 1849 decree of Governor-
General Narciso Claveria that urged the people in the colony to adopt surnames.
 With the catalogo de apellidos drawn up, the colonial government assigned surnames to
people and forbade changing names at will.
 Policies like the registration and possession of a cedula personal bearing one’s name and
residence, the colonial government sought to have a better surveillance mechanism.
 Guardia civil was established to help carry out policies better.
 As new economy afforded the colonial state new opportunities, it also prompted the
state to be more regulatory to assert its authority.
Renegotiating Social Stratification
The Philippine society felt the impact of the developing economy. As a result, social
relations underwent redefinitions and the changing dynamics brought about a renegotiation of
social stratification. With the growing relevance of the mestizo population, new lines were drawn
with the following social strata:

Peninsular Pure-blooded Spaniard born in the Iberian Peninsula (i.e., Spain)

Insular Pure-blooded Spaniard born in the Philippines

Mestizo Born of mixed parentage, a mestizo can be:

Spanish mestizo – one parent is Spanish, the other is a native; or

Chinese mestizo – one parent is Chinese, the other is a native

Principalia Wealthy pure-blooded native supposedly descended from the kadatoan class

Indio Pure-blooded native of the Philippines

Chino infiel Non-Catholic pure-blooded Chinese

 As the Spaniards lost economic power in the nineteenth century, they asserted dominance
by virtue of their race.
 This issue brought complications with the rising principalia and the mestizo populations
who realized their indispensable position in society as movers and facilitators of the
economy.
 The renegotiation continued throughout the century as the mestizos and principalia elite
eventually demanded social recognition that the pure-blooded Spaniards had consistently
denied them.
 These wealthy mestizos and members of the principalia continued to amass economic and
cultural capital.
 They also availed themselves of the opportunity to obtain higher degrees of education
not only in the Philippines but also in Europe.
 These activities augmented their relevance in society as it was from these ranks that
articulations of nationalism would emerge.
Name _______________________________________________ Score ________________

Course/Year/Section ___________________________________ Date _________________

Individual Activity 3 Summative Activity

Create a worksheet containing the table illustrated below. Write the changes and developments
that were felt in the nineteenth-century Philippines. After listing the changes, plot them within
Rizal’s biography and write which aspects you think had a direct or indirect impact on Rizal
while citing events in his life.

Change and Development Relation to Rizal’s Life

Economic

Political
Socio-cultural

References

Abinales, Patricio and Donna Amoroso. 2005. State and society in the Philippines. Pasig: Anvil
Publishing, Inc.

Camagay, Maria Luisa. 1986. The cigarreras of Manila. Philippine Studies 34 (4): 507-517

Daquila, Sonia. 1997. Seeds of Revolution. Bacolod City: Master Printing Press.

Ocampo, Ambeth. 1997. Rizal Without the Overcoat. Pasig City: Anvil Publishing.

Schumacher, John N. 2008. Rizal in the context of nineteenth century. In The Making of a
Nation, pp. 16-34. Quezon City: Ateneo de Manila University Press.

Wickberg, Edgar. 2000. The Philippine Chinese before 1850. In The Chinese in Philippine life,
1850-1898, pp. 25-36. Quezon City: Ateneo de Manila University Press.
 Chapter 4

RIZAL’S LIFE: FAMILY, CHILDHOOD AND EARLY EDUCATION

Learning Objectives

At the end of this chapter, the students should be able to:

 discuss about Rizal’s family, childhood, and early education;
 describe people and events that influenced Rizal’s early life;
 relate personal experiences with Rizal’s experiences that shaped his identity as a
learner and as individual; and
 derive inspiration from Rizal’s student-experiences for personal quest for learning
and future endeavours.

___________________________________________________________________________

A biography narrates how a person has lived during a certain period of time. It presents
not only the life of an individual and how/she has influenced the society but also how an
individual and his/her ideas have been shaped by historical events. Jose Rizal lived in the
nineteenth century, a period in Philippine history when changes in public consciousness were
already being felt and progressive ideas were being realized. Studying Rizal’s biography therefore,
will lead to a better understanding of how Rizal devoted his life in shaping the Filipino character.
This chapter will cover Rizal’s life and how he became an important hero of the Philippines.

Rizal’s Ancestry and Childhood (1861-1869)

Geography of Calamba
 Small agricultural town at the foot of Mt. Makiling sloping down to Laguna de Bay.
 Sugar was the major product.
 Calamba named after a big native jar.
 Estates were owned by the Dominican friars.
 The scenic beauty helped develop Rizal’s poetic and artistic creativity.
 Their hardships as tenants developed his noble and heroic spirit.
  Home: a two story, rectangular house made of adobe stones and hardwood; roofed
with red tiles; had a cistern (reservoir) for water, had an orchard and poultry of turkeys
and chicken.

Rizal’s Family Ancestry

He is a mixture of East and West races: Negrito, Indonesian, predominantly Malayan,

Chinese, Japanese, Spanish.

 Paternal – Domingo Lamco from Fukien City who arrived in Manila in 1690, married a
Chinese Christian: Ines de la Rosa. He assumed the name MERCADO (he was a
merchant), which meant “market”, in English, in order to free the family from prejudice
of Chinese name. RIZAL, a second surname given by the Spanish alcalde mayor
(provincial governor) of Laguna RIZAL means a field where wheat, cut while still green
sprouts again.
 Maternal – Manuel de Quintos, a Chinese mestizo from Lingayen, Pangasinan, married to
Regina Ursua (of Japanese ancestry) was a lawyer, their daughter Brigida married Lorenzo
Alberto Alonso, an engineer. They had five children, including Teodora, Rizal’s mother,
the Alonso family produced lawyers, priests, engineers, and government officials.
 The family belonged to then privileged class, the principalia; they owned carriages and
horses which were symbols of wealth and respectability.

Rizal’s Family
 Father: Francisco Mercado Rizal (1818 -1898); “a model of fathers”. Father of Jose Rizal
who was the youngest of 13 offsprings of Juan and Cirila Mercado. Born in Biñan, Laguna
on April 18, 1818; studied in San Jose College, Manila; and died in Manila.
 Mother: Teodora Alonzo y Realonda (1827-1913); Mother of Jose Rizal who was the
second child of Lorenzo Alonso and Brijida de Quintos. She studied at the Colegio de
Santa Rosa. She was a business-minded woman, courteous, religious, hard-working and
well-read. She was born in Santa Cruz, Manila on November 14, 1827 and died in 1913 in
Manila.
 Brother and sisters
 Saturnina (1850-1913)- Eldest child of the Rizal-Alonzo marriage. Married Manuel
Timoteo Hidalgo of Tanauan, Batangas.
 Paciano (1851-1930) - Only brother of Jose Rizal and the second child. Studied at
San Jose College in Manila; became a farmer and later a general of the Philippine
Revolution. (10 years older than Jose; Pilosopo Tasio in “Noli”; “most noble of
Filipinos; was a Maj. Gen. under Emilio Aguinaldo; tortured by Spaniards); he
later retired to his farm in Los Baños and led a quiet life until his death in 1930;
 Narcisa (1852-1939) - The third child. married Antonio Lopez at Morong, Rizal; a
teacher and musician in Morong;
 Olimpia (1855-1887) - The fourth child. Married Silvestre Ubaldo; died in 1887
from childbirth. Became a telegraph operator in Manila;
 Lucia (1857-1919) - The fifth child. Married to Mariano Herbosa who was denied a
Christian burial;
 Maria, nicknamed “Biang”(1859-1945) - The sixth child. Married Daniel Faustino
Cruz of Biñan, Laguna.
 Jose - The second son and the seventh child. He was executed by the Spaniards on
December 30,1896.
 Was born June 19, 1861, on a Wednesday between 11 PM midnight
 He was the 7th of 11 children
 His mother made a vow to the Virgin of Antipolo to take the baby to the
sanctuary by pilgrimage; mother named him “Jose”, who was a devotee of
St. Joseph.
 He was baptized after 3 days by Fr. Rufino Collantes (he commented that
he will be a great man with the big head of the baby).
 His Godfather was Fr. Pedro Casanas
 Rizal called his sisters Doña or Señora (if married) or Señorita (if single)
 Concepcion (1862-1865)- The 8th child. Died at the age of three. Rizal’s first
sorrow;
 Josefa (1865-1945) - an epileptic, died an old maid at 80 years old;
 Trinidad (1868-1951)- the last of the family to die; died an old maid at 83;
 Soledad “Choleng” (1870-1929)- The youngest child married Pantaleon Quintero.
Hometown
 His mother was his first teacher.
 Private tutors – Maestro Celestino, Maestro Lucas Padua, Leon Monroy.
 At 9 years old, he was sent to Biñan to study under Maestro Justiniano Aquino Cruz.
 Formal lessons in Latin and Spanish.
 Developed his painting skills.
 Referred to himself as a “fashionable” painter.
Name _______________________________________________ Score ________________

Course/Year/Section ___________________________________ Date _________________

Group Activity 1 Creating an Infographic of Rizal’s Life

I. Divide yourselves into groups (4 – 5 members). As a group, pick one aspect of Rizal’s life
(e.g., family, early education, etc.). Research further on this aspect of Rizal’s life and create an
infographic. Present your infographic in class.

Rubric

Criteria 3 2 1

Use of class time Used class time Used some of the Did not use the
well to get the class time to get class time to get
project done the project done the project done

Relevance of All graphics are Some of the None of the

graphics related to the graphics are graphics are
topic, thus making related to the topic related to the
the topic easy to topic.
understand

Accuracy of At least 5 accurate At least 3 accurate No accurate facts

content facts are displayed facts are displayed are displayed on
on the infographic. on the infographic the infographic.

Attractiveness The infographic is The infographic is The infographic is

attractive in its attractive but incredibly messy
design, layout, and slightly messy. and poorly
colors used. designed.

Choice of words The choice of The choice of The choice of

and grammar words is words is slightly words is
appropriate and appropriate and inappropriate and
there are no there are a few there are many
grammatical errors grammatical errors. grammatical errors.

II. Write a short essay comparing your group (common)and Jose Rizal’s student-life experiences.
 References

Daquila, Sonia. (1997). Seeds of Revolution. Bacolod City: Master Printing Press.

De Viana, Augusto V. 2011. Jose Rizal in our times: A guide for the better understanding of the
Philippines’ foremost national hero. Mandaluyong City: Books Atbp. Publishing Corp.
Guerrero, Leon Ma. 2010. The first Filipino: A biography of Jose Rizal. Manila: Guerrero
Publishing, Inc.
 Chapter 5

FORMAL SEARCH FOR KNOWLEDGE

Learning Objectives

At the end of this chapter, the students should be able to:

 explain Rizal’s growth as a propagandist;
 give accounts on the observations and experiences of Rizal in the European States;
 analyze the factors that led to Rizal’s execution;

To fully understand Dr. Jose Rizal, it is important to describe his formal schooling, which
contributed much to shaping his values and character. This chapter focuses on the journey and
experiences of Dr. Jose Rizal in Europe and other countries. Rizal was also exiled to Dapitan after
his summons to Malacañang Palace. In the four years that he stayed in Dapitan, he demonstrated
practical nationalism and inspired his fellow Filipinos living there to do the same. Likewise, this
chapter also discusses the events that transpired in Rizal’s life after his formal notification of the
charge against him.

Ateneo Education: Refinement of Rizal’s Skills (1872-1877)

 Managed by the Jesuit priests
 Passed the admission to Ateneo
 Obtained his Bachelor of Arts with Highest honors
 Had good scholastic records
 His favorite novel: The Count of Monte Cristo by Alexander Dumas
 Mother was imprisoned while he was in Ateneo
 Extracurricular activities:
 Bookworm; Campus leader; “Emperor” in the class room; Member: Marian
Congregation; Poetry lessons; Fine arts - sculpture
 Wrote poems in Ateneo
 There were only 12 students who graduated, 9 of them (including Rizal) got
grades with “excellent” marks
 Fr. Francisco de Paula Sanchez: Rizal’s best professor in Ateneo
  Segunda Katigbak: First Romance of Rizal

University of Santo Tomas (1877-1882)

 Managed by the Dominican priests (Dominicans and Jesuits were rival educators)
 April 1877, enrolled in Philosophy and Letter for two reasons: His father liked it and he
was not certain as to the career he would pursue.
 Mother opposed son’s pursuit for higher learning that if he gets to know more, they will
cut off his head.
 1877-1878: finished surveying at Ateneo
 It was during this period that he experienced the Spanish brutality when he failed to
salute a Guardia Civil.
 Spanish students on campus called the Filipino students “chongos” (monkeys); in return
the Filipinos called them “Bangus” (Milkfish).
 1880: Founded the secret society in UST called Compañerism (comradeship); this led
Filipino students into combats against Spanish students in street fights; members were
called Campañerismo of Jehu.

Disadvantage at UST
 Dominican professors were hostile.
 There was racial discrimination.
 The method of teaching was obsolete.

 He took up medicine to help the failing eyesight of his mother.

 Paciano advised him to go to Europe
 To seek more knowledge on Western medicine
 Help the Filipino cause
 Observe the life and culture, language, commerce, government, laws in Europe to
liberate the people
 He left for Europe on May 3, 1882 (SS Salvador)

Education in Europe
 On November 2, 1882, he enrolled in the Universidad Central de Madrid;
  On June 21, 1884, he was given the license in medicine by the Universidad Central de
Madrid;
 He studied and passed all subjects leading to the degree of Doctor of Medicine.

Reasons why he was not awarded his Doctor’s Diploma

a. He did not present the thesis required for graduation.
b. He did not pay the corresponding fees.
 M.D. was conferred to him posthumously – in 1961- 100 years after his birth.
 June 19, 1885 (Rizal’s 24th birthday).
 He was awarded the degree of licentiate in Philosophy and letters by the
Universidad Central de Madrid with the rating of “EXCELLENT” (Sobresaliente)
 He also became qualified to be a professor in humanities in any Spanish
Universities.
 He became a full-pledged physician and qualified to practice medicine.

The Travels of Dr. Rizal

Rizal’s Secret Mission

To observe keenly the life and culture, languages and customs, industries and commerce,
and governments and laws of the European nations in order to prepare himself in the mighty
task of liberating his oppressed people from Spanish tyranny.

Secret Departure for Spain

Purpose: to avoid detection by the Spanish authorities and friars. Paciano, his only
brother, knew about his secret departure for Spain.

To Singapore:
 Departure: May 3, 1882 on board Spanish Steamer Salvador and arrived in Singapore on
May 9, 1882.
 Registered at Hotel de La Paz (and stayed for 2 days there)
From Singapore to Colombo:
He boarded the ship Djemnah (French Steamer) on May 11, 1882. On May 18, 1882, he
reached Colombo, capital of Ceylon (now Sri Lanka). He had a brief stop-over at Aden,
proceeded to city of Suez, the Red Sea terminal of the Suez Canal and passed by port Said, to see
the interesting sights.

To Europe:
He reached Naples on June 11, 1882. On June 12, 1882, his ship docked at French harbor,
Marseilles where he spent 2 ½ days; he visited the famous Chateau d’ If, the prison house of
Dantes in “The Count of Monte Cristo.” On June 15, 1882, left Marseilles by train and reached
Barcelona by June 16.
He wrote his first article “Amor Patrio” at Plaza de Cataluña where his friends gave him a
welcome party.

Two sad news he received:

 Cholera was ravaging Manila according to Paciano’s letter date September 15.
 Chengoy related the unhappiness of Leonor Rivera.

Life in Madrid
 On November 3, 1882, he enrolled in the Universidad Central de Madrid.
 He enrolled in Medicine, Philosophy and Letters all at the same time.
 He wrote La Senorita, a poem dedicated to C.O.y P.; written on August 22, 1883. He led
a SPARTAN (disciplined life): tight budget, spent most of his time reading; his only
extravagance was on lottery tickets.

First visit to Paris

 In March 1883 – joined Masonic Lodge. His reason why he became a Mason: To ensure
aid in his fight against the friars in the Philippines.
 June 17 – August 20 – journeying to Paris
 Financial worries: failure of farm produce due to drought and locusts
 Rizal’s Salute to Luna and Hidalgo
 Spolarium – Juan Luna won first prize
 Christian Virgins Exposed to the Populace – by Felix Resurreccion Hidalgo
  Dr. Miguel Morayta – professor of history; his address resulted to student demonstrations

Paris to Berlin (1885-1887)

 November 1885 – left Paris
 Rizal went to Paris and Germany to specialize in ophthalmology
 Reason: he wanted to cure his mother’s eye ailment
 German scientists he met: Dr. Feodor Jagor, Dr. Hans Meyer, Dr. Adolph B. Meyer, and
Dr. Rudolph Virchow
 Maximo Viola was his friend in Barcelona (a medical student and a member of a rich
family of San Miguel, Bulacan.
 Rizal served as an assistant to Dr. Louis de Wecker, French ophthalmologist (1852 -1906)

Outside of his working hours at Dr. Wecker’s clinic, Rizal relaxed by visiting his friends:
 Family of Pardo de Tavera (Trinidad, Felix and Paz)
 Juan Luna – engaged to Paz Pardo de Tavera – a pretty girl
 Felix Resurreccion Hidalgo

Historic Heidelberg:
 February 1, 1886 – left gay Paris for Germany
 Worked at the University Eye Hospital under Dr. Otto Becker – distinguished German
Ophthalmologist
 July 31, 1886 – Rizal wrote his first letter in German to Professor Ferdinand Blumentritt,
director of the Ateneo of Leitmeritz, Austria.
 Leipzig – was cheapest in Europe; so, he stayed two months and a half (2 ½)
 Worked as proof-reader in a publisher’s firm (because of his knowledge of German,
Spanish, and other European languages)
 October 29, 1886 – left Leipzig for Dresden where he met Dr. Adolph B. Meyer – director
of the Anthropological and Ethnological Museum.
 November 1, 1886 – left Dresden by train reaching Berlin in the evening.

Rizal Welcomed in Berlin’s Scientific Circles

 He met for the first time Dr. Feodor Jagor; German scientist-traveler and author of
Travels in the Philippines.
  Dr. Jagor introduced Rizal to Dr. Rudolph Virchow, a famous German anthropologist;
son of Dr. Hans Virchow.
 He worked in a clinic of Dr. Karl Ernest Schweigger; a famous German ophthalmologist.

Rizal’s lived in this famous Capital of Unified Germany for Five Reasons:
 To gain further knowledge of ophthalmology
 To pursue his studies of sciences and languages
 To observe that the economy had political conditions of the German nation
 To associate with famous German scientists and scholars
 To publish his novel, Noli me Tangere

By day, he worked as an assistant in the clinic of Dr. Schweigger, a German

ophthalmologist; at night – he attended lectures in the University of Berlin.

Rizal’s Darkest Winter

On the bleak winter of 1886, he experienced the following:
 He lived in poverty at Berlin; the diamond ring which his sister, Saturnina gave was
pawned. He could not pay his landlord. He ate only once a day (bread, water and some
cheap vegetable soup). His clothes were old and threadbare. He washed his own clothes
because he could not afford to pay laundry. Paciano was delayed in raising necessary
funds. Rizal starved in Berlin and shivered with wintry cold; began to cough and feared
that he was going to be sick with tuberculosis.
 Brought him great joy after enduring so much suffering because his first novel Noli Me
Tangere came off the press in March 1887.
 Noli Me Tangere published in Berlin (1887), dedicated to the Philippines, “To my
Fatherland.” The idea of writing a Novel on the Philippines was inspired by Harriet
Beecher Stowe’s Uncle Tom’s Cabin.
 On January 2, 1884, at a reunion of Filipinos at the Paternoo write on women and his
residence in Madrid. Rizal proposed the writing of a novel about the Philippines by a
group of Filipinos. Unfortunately, Rizal’s project did not materialize because almost
everybody wanted to write on women and his companions wasted their time gambling
or flirting with Spanish señoritas. So, Rizal wrote the novel alone.
 February 21, 1887 – Noli is finally finished and ready for printing.
Rizal suspected as French spy
 Chief of police in Berlin visited Rizal’s boarding house asking for passport. Rizal had none.
Chief told him to secure a passport within four days.
 Rizal, accompanied by Viola, went to the Spanish ambassador, the Count of Benomar.
But the ambassador failed to keep his promise because he had no power to issue the
required passport.
 Rizal presented himself at the office of the German police chief at the expiration of the
four-day ultimatum.
 Police chief received intelligence reports that Rizal has frequent visits to villages and little
towns in the rural areas. Resided there where he was apparently a lover of France.
(France and Germany relationship was strained on account of Alsace-Lorraine).
 Rizal, fluent in German told the police chief that he was not a French spy but a Filipino
physician, an ethnologist.

Rizal’s Grand Tour in Europe with Maximo Viola (1887)

 Dr. Maximo Viola was his companion during his tour in Europe.
 In Teschen (now Decin, Czechoslovakia) the first meeting with Blumentritt.
 It was during their tour in Europe, an Exposition of the Philippines was also held in
Madrid, Spain. The primitive Igorots were exhibited in this exhibition.

His First Homecoming (August 5, 1887-1888)

 In his trip back to Manila: rode Djemnah, same boat he road on five years earlier.

Reasons why he returned to the Philippines:

 To operate on his mother’s eyes.
 To serve his people who had long been oppressed by Spanish tyrants.
 To find out for himself how the Noli and his other writings were affecting Filipinos and
Spaniards in the Philippines.
 To inquire why Leonor Rivera (his girlfriend) remained silent.

Governor-General Emilio Terrero sent him a letter, requesting him to come to Malacañang
Palace.
  Eight pamphlets (Questions of Supreme Interest) to blast the Noli and other anti-Spanish
writings written by Fr. Rodriguez were sold daily in the churches after Mass.
 Lt. Jose Taviel de Andrade, assigned body guard for Rizal by the generosity of Gov. Gen.
Terrero.
 Opened a gymnasium to introduce European sports, gymnastics, fencing, and shooting to
discourage cockfighting and gambling.
 One failure in his trip: He was not able to see Leonor Rivera.
 Upon advice of Terrero, Rizal had to leave the Philippines to avoid danger.

Second Trip outside the Country

Rizal’s Stay in Hong Kong and Macao

 He left Calamba on February 3, 1888, at 27 years old; only stayed in the Philippines for
six months.
 He was 27 years old when he left. He stayed at Victoria Hotel.
 Jose Ma. Basa, welcomed Rizal in his house.
 Jose Sainz de Varanda – showed Rizal’s movement in Hong Kong.

Romantic Interlude in Japan (1888)

 His stay in Japan lasted 45 days (1 ½ months)
 Juan Perez Caballero, secretary of Spanish Legation, invited him to live at the Spanish
Legation.
 He agreed for two reasons: to economize and because he had nothing to hide from the
Spanish authorities.
 Met Seiko Usui (O Sei-San) – an ideal girl for Rizal.
 Negative impression: Rickshaws (carts pulled by men)

Visit to United States

 He arrived on April 28, 1888

Positive Impressions of America

  Material progress of the country as shown in the great cities, huge farms, flourishing
industries and busy factories;
 Drive and energy of the American people;
 Natural beauty of the land;
 High standard of living;
 Opportunities for better life offered to poor immigrants

Negative Impressions of America

 Lack of racial equality
 “America is the land par excellence of freedom but only for the whites”

London (1888-1889)
 On May 16, 1888, he left New York for Liverpool
 On May 24, 1888, he arrived at Liverpool, England
 On May 25, 1888, he went to London

Three reasons why he chose to live in London

 To improve his knowledge of the English language.
 To study and annotate Morga’s Sucesos de las Islas Filipinas, a rare copy of which he
heard to be available in the British Museum.
 Safe place for him to carry on his fight against Spanish tyranny.

Other activities in London

 Completed annotating Morga’s book.
 Wrote many articles of La Solidaridad.
 Penned a famous letter to the young women of Malolos.
 Carried on his voluminous correspondence with Blumentritt and relatives.
 Romance with Gertrude Beckett.
 He came to know Dr. Reinhold Rost, librarian of the Ministry of Foreign Affairs; he called
Rizal, “a pearl of a man.”

Bad News from Home

 Persecution of the Filipino patriots who signed the “Anti-Friar Petition of 1888”
  Persecution of the Calamba Tenants.
 Furious attacks on Rizal in Spanish newspapers.
 Manuel T. Hidalgo was executed by Gov. Gen. Weyler to Bohol without due process of
law.
 Laureano Viado was arrested and jailed in Bilibid Prison.

Good News
 Rev. Vicente Garcia’s defense of the Noli against the attacks of the friars.
 On December 11, 1888, he went to Spain visiting Madrid and Barcelona and met Marcelo
H. del Pilar and Mariano Ponce for the first time.
 On February 15, 1888, Graciano Lopez Jaena founded La Solidaridad in Barcelona.
 On December 31, 1888, inauguration of Association La Solidaridad; chosen as honorary
president.
 He wrote La Vision del Fray Rodriguez (The vision of Fray Rodriguez), a pamphlet in
defense against the attack on his Noli and used the pen name “Dimas Alang” in
Barcelona.
 March 19, 1889, he bade goodbye to London.

Paris
 On March 19, 1889, he arrived in Paris.
 He organized a society called Kidlat Club; its members pledged to excel in the intellectual
and physical prowess in order to win the admiration of the foreigners, particularly the
Spaniards.
 He published his annotated editions of Morga’s Sucesos.
 Founded three Filipino societies, the Kidlat Club, Indios Bravos, RDLM (RDLM Society –
founded by Rizal in Paris during the Universal Exposition. Dr. Leoncio Lopez-Rizal – the
grand nephew of the hero, the society has a symbol of countersign represented by the
circle divided into three parts by two semi-circles placed outside an upper, lower, left,
and right sides of the circle. RDLM is believed to be stand for Reddecion de los Malayos
(Redemption of the Malays).
 He wrote for Telefono, a satire against Fr. Salvador Font, a reply to another slander.

Belgium
  On January 28, 1890 – left Paris for Brussels, capital of Belgium.
 Wrote his second novel which was a continuation of his Noli.
 Wrote articles for La Solidaridad and letters for his family and friends.

Bad news from home:

 The Calamba agrarian trouble was getting worse.
 Dominican order filed a suit in court to dispose the Rizal family of their lands in Calamba.
 Paciano, Antonio Lopez, and Silvestre Ubaldo were deported to Mindoro.

 He planned to go home but something happened that made him change his mind. (They
lost the case against the Dominicans in Manila, but they appealed it to the Supreme Court
in Spain).
 Romance with petite Susanne Jacoby, pretty niece of his land lady.
 Left toward the end of July 1890 for Madrid.

Madrid (1890-1891)
 Leonor Rivera (his long-time girlfriend) married a British engineer.
 Failure to get justice for family.
 Unfortunate deportees were arrested in Calamba and shipped out in Manila in September
6, 1890.
 Towards the end of August 1890, Rizal attended a social reunion of the Filipinos in
Madrid. After drinking so many glasses of wine, the guests became more loquacious and
the conversations flow freely. One of them, Antonio Luna, became drunk. At that time,
Luna was bitter because of his frustrated romance with Nelly Boustead. Rizal heard him
and they had a duel. And then Luna realized that he made a fool of himself and
apologized for his bad remark which was accepted by Rizal and they became good
friends again.
 Del Pilar, the fearless lawyer and journalist, was gaining prestige in Madrid for his
vigorous editorials in La Solidaridad, which he came to own.

Aims of La Solidaridad
 Portray vividly the deplorable conditions of the Philippines.
 Work peacefully for political and social reforms.
  Combat the evil forces of medievalism and reaction.
 Advocate liberal ideas and progress.
 Champion the legitimate aspirations of then Filipino people for democracy and
happiness.

Contributors and their pen names:

 Rizal – Dimas Alang
 Del Pilar – Plaridel
 Lopez-Jaena – Diego Laura (Del Pilar’s editor)
 Jose Ma. Panganiban – Jomapa
 Antonio Luna – Taga Ilog
 Mariano Ponce – Naning Tigbalang, Kalipulako

 The editorial policy of policy La Solidaridad under Del Pilar’s management enhanced the
cleavage between Rizal and Del Pilar.
 January 1, 1891, New Year’s day – It was decided in a meeting, for a leader to be called
RESPONSIBLE – be chosen to direct the affairs of the Filipino community and to
determine the editorial policy of La Solidaridad.
 It was agreed that responsible should be elected by 2/3 vote of the Filipino community.
Rizal was elected to become the Responsible. Rizal wrote a brief note thanking his
compatriots for electing him as Responsible. But sadly, he was leaving for Biarritz.

Biarritz Vacation and Romance with Nelly Boustead (1891)

 It was in Biarritz where he had a romance with Nelly and finished the last chapter of his
second novel, El Filibusterismo.
 As a family gest, he was treated with friendliness and hospitability.
 February 4, 1891 – Del Pilar learned him about changing the “o” in Noli to “e”, which
turns Noli to Nelly!
 Antonio Luna – who previously loved and lost Nelly, encouraged Rizal to woo and
marry her.
 Rizal’s marriage proposal failed for two reasons:
 1. He refused to give up his catholic faith and be converted to protestant, as Nelly
demanded. Nelly Boustead, being a good protestant, wanted Rizal to espouse
Protestantism before their marriage.
2. Nelly’s mother did not like Rizal as a son-in-law.
 On March 29, 1891, the eve of his departure from Biarritz to Paris, he finished the
manuscript of El Filibusterismo.
 By the middle of April 1891, Rizal was back in Brussels, where he was happily received by
Marie and Suzanne Jacoby (his landladies) and above all by Petite Suzanne (The Belgian
girl who loved him).
 Rizal retired from the Propaganda Movement or reform crusades.
 Rizal ceased writing articles for La Solidaridad; M.H. Del Pilar himself realized the need
for Rizal’s collaboration in both propaganda movement and in the La Solidaridad
newspaper because the enthusiasm from the reform crusades in Spain was declining.
 August 7, 1891, he wrote to Rizal begging forgiveness for any resentment and requesting
him (Rizal) to resume writing for the La Solidaridad.
 In Brussels, Rizal worked day after day revising the finished manuscript of El
Filibusterismo and readied it for printing; the revision was completed on May 30, 1891.

Two Reasons why he left Europe

1. Political differences with Del Pilar and other Filipinos.
2. To be nearer the Philippines and his family.

Hong Kong (1891-1892)

 He worked as an ophthalmic surgeon in Hong Kong.
 On October 3, 1891, Rizal left Europe for Hong Kong.
 On November 20, 1891, Rizal arrived in Hong Kong.
 Family reunion in Hong Kong before Christmas in 1891.
 Dr. Lorenzo P. Marquez, a Portuguese physician, helped build a wide clientele for Rizal.
 Borneo Colonization – Borneo was willing to give 100 acres of land, a beautiful harbor,
and a government for 999 years, free of charge. He visited the place and by April 20, he
was back in Hong Kong.
 May 1892 – made up his mind to return to Manila for the following purpose: confer with
Gov. Despujol about the Borneo colonization; establish La Liga Filipina; to disprove
 Eduardo de Lete’s accusation that he was comfortable in Hong Kong and abandoned the
country’s cause.
 Last Hong Kong Letters –
1. Addressed: To my Parents, Brethren and Friends;
2. To The Filipinos.
 They were kept by a friend for safekeeping “to be opened after his death”.
 Arrival with in Manila (with sister Lucia): June 26, 1892; Gov. Eulogio Despujol set a trap
for him and ordered his exile to Dapitan.
 On July 3, 1892 he formed La Liga Filipina.
 On July 6, 1892, he went to Malacañang and was arrested. He was charged for the
following:
 Bringing anti friar pamphlets;
 For dedicating his second novel to the three priests who had been proven traitors
but were extolled as martyrs.
 On July 14, 1892, he sailed into exile in Dapitan
 On July 17, 1892, Sunday, he reached Dapitan

Women in Rizal’s Life

 Segunda Katigbak – First crush; referred to as “K”
 Leonor Rivera – immortalized as Maria Clara; code name: “Taimis”, “The Little
Landlady”; she could have been Mrs. Rizal.
 Leonor Valenzuela – “The winsome Orang”
 Consuelo Ortigas y Perez – wrote her a poem entitled “A La Señorita C.O.y P.”; Rival:
Eduardo de Lete.
 Suzanne Jacoby – the girl from Brussels, Belgium; “Petite Suzanne”
 Seiko Usui/O Sei San – the girl from the “Land of Cherry Blossoms”
 Nelly Bousted – the girld from London; He had a rival, Antonio Luna; he found her to be
“A real Filipina”
 Gertrude Beckett – affectionately called “Gettie”; he did not pursue this relationship since
he had to finish his second novel
 Josephine Bracken – Rizal’s mistress

The Propaganda Movement Objectives

  Equality of Filipinos and Spaniards before the laws.
 Assimilation of the Philippines as a regular province of Spain.
 Restoration of Philippine representation in the Spanish Cortes.
 Filipinization of the Philippine parishes and expulsion of the friars.
 Human rights for Filipinos such as freedom of speech, freedom of the press, freedom to
meet and petition for grievances.

The propaganda movement itself was a peaceful campaign that promoted reforms. The
movement itself began in 1872 when Fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora
were executed. The movement ended on December 30, 1896, the day Jose Rizal was executed.

The La Liga Filipina Objectives

 Unite the whole archipelago.
 Have mutual protection in every want and necessity.
 Have defense against all violence and injustice.
 Encourage infrastructure, agriculture, and commerce.
 To study and appreciate reforms.

Rizal’s Reaction to the Revolution

 The Filipinos are not yet ready.
 It would be a veritable suicide due to the lack of arms.
 He suggested that if the revolution ever breaks out, they should make Antonio Luna the
military leader.
 Ask the support of the rich in Manila.

Trial and Execution

 Testimonial and documentary evidences were presented against him.
 Go. Gen. Blanco approved his request to serve as a military doctor in Cuba.
 Gov. Gen. Polavieja signed his execution.
 Rizal was charged with sedition, rebellion, and insurrection
Name _______________________________________________ Score ________________

Course/Year/Section ___________________________________ Date _________________

Individual Activity 4 Chart Completion

Complete the following chart to show the major differences of the educational system of UST
and Ateneo during Rizal’s time.

Category University of Santo Tomas Ateneo Municipal de Manila

Aim/goal

Curriculum

Educational System

Method of Teaching

Adopted from Duka, Cecilio and Rowena Pila. 2010. Rizal His Legacy to Philippine Society. Pasig
City. Anvil Publishing, Inc.
 Group Activity 2 Film Viewing

Divide yourselves into groups (7-10 members). Complete the chart below to compare the three
films’ depiction of our national hero.

Dapitan Jose Rizal the Bayaning 3rd World

Movie

Director

Actor who
portrayed Rizal

The cast and their

roles

The different
characteristic(s) of
Rizal based on the
movie

Serious historical
error(s) observed

Strength(s) of the
film
Weakness(es) of
the film

Lesson learned
from the film

Other comments

Adopted from Duka, Cecilio and Rowena Pila. 2010. Rizal His Legacy to Philippine Society. Pasig
City. Anvil Publishing, Inc.

References

Daquila, Sonia. (1997). Seeds of Revolution. Bacolod City: Master Printing Press.

De Viana, Augusto V. 2011. Jose Rizal in our times: A guide for the better understanding of the
Philippines’ foremost national hero. Mandaluyong City: Books Atbp. Publishing Corp.
Duka, Cecilio and Rowena Pila. 2010. Rizal His Legacy to Philippine Society. Pasig City. Anvil
Publishing, Inc.

Guerrero, Leon Ma. 2010. The first Filipino: A biography of Jose Rizal. Manila: Guerrero
Publishing, Inc.