Republic Act 1425:

The Rizal Law

❑
The Making of Rizal Law
❑
Notable Persons Who Tried To Block Its Approval
❑
Intentions/Reasons of Persons Who Blocked the
Approval of Rizal Bill
❑
Notable Persons Who Fought For Its Approval
❑
Intentions/Reasons of Persons Who Pushed for the
Approval of Rizal Bill
❑
Salient Points of Rizal Law
❑
Teaching of Rizal Course in College
❑
Important Issuances Relative to the Implementation
of Rizal Law
❑
Rizal: A Legislated and Mandated Course
The Making of Rizal Law

In 1956, Senator Jose

P. Laurel filed Senate
Bill 448 or the Rizal Bill.
Its passage was rough due
to several persons who
tried to block its approval.
Notable Persons Who Tried
To Block Its Approval:
Sen. Decoroso Rosales – brother of
Archbishop (Cardinal) Rosales

Francisco “Soc” Rodrigo – President of

Catholic Action of the Philippines

Sen. Mariano Cuenco – brother of

Archbishop Cuenco
Jesus Paredes – radio commentator

Fr. Jesus Cavana – member of the Paulist

Order who wrote a pastoral letter

The Friars
Intentions/Reasons of
Persons Who Blocked the
Approval of Rizal Bill
The Noli Me Tangere and El Filibusterismo
are very damaging to the clerics.

The novels were written when Dr. Jose

Rizal, estranged from Catholic faith and
religion and contradict many of the
Christian beliefs.
To compel Catholic students to read a book
which contains passages contradicting their
faith constitutes a violation of a Philippine
constitutional provision (Art. 3, Sec. 1, Par. 7).

The novels do contain teachings contrary to

Catholic faith and so, the Church is opposed to
the proposed compulsory reading in their
entirety of such books in any school in the
Philippines where Catholic students may be
affected.
Notable Persons Who
Fought For Its Approval:

Sen. Jose P. Laurel

Claro M. Recto

Other Illustrious
Nationalists
Intentions/Reasons of
Persons Who Pushed for the
Approval of Rizal Bill
There is a need for a rededication to the ideals
of freedom and nationalism for which our
heroes lived and died.

There is a need to remember with special

fondness and devotion the lives and works of
our heroes who shaped the national character.
The life, works and writings of Dr.Jose
Rizal particularly, his novels Noli Me
Tangere and El Filibusterismo are
constant and inspiring source of
patriotism with which the minds of the
youth, especially during their formative
and decisive years in school, should
besuffused.

There is a need to develop moral

character, personal discipline, civic
conscience and to teach the duties of
citizenship.
Congress passed the
Rizal Bill (Senate Bill
448) and was signed
into Rizal Law
(Republic Act 1425) by
President Ramon
Magsaysay on June 12,
1956.
Salient Points of Rizal Law
Courses on the life, works and writings of
Dr. Jose Rizal, particularly the novels Noli
Me Tangere and El Filibusterismo, shall be
included in the curricula of all schools,
colleges and universities, public and
private.

It obliged all schools, colleges and

universities to keep in their libraries
adequate number of copies of the original
or unexpurgated editions of the Noli Me
Tangere and El Filibusterismo as well as
Rizal's other works and biography.
It authorized and directed the Board
of National Education to work for the
translation of Noli Me Tangere and El
Filibusterismo as well as other
writings of Dr. Jose Rizal into English,
Tagalog and other principal dialects
and their printing in cheap or popular
editions and their circulation.
Teaching of Rizal Course
in College

Rizal as a course has been taught in College

generally as a supplementary course by
teachers of different specializations.

In most cases, the focus of the course is on

Rizal's biography and trivial matters,
compounded by the varying interpretations of
the spirit and the letter of Rizal law through
the years.
Important Issuances
Relative to the
Implementation of Rizal Law
Approval of R.A. 1425
on June 12, 1956
Presidential Memorandum
Order 247 dated Dec. 26,
1994 – President Ramos
directed the DECS and
CHED to immediately and
fully implement R.A. 1425.
CHED Memorandum
Order 6 dated February
15, 1996 – CHED ordered
all colleges and
universities to offer Rizal
course as a separate
three-unit course fully
and immediately.
Rizal: A Legislated
and Mandated Course

Legislated – it is founded on
Republic Act 1425 (Rizal
Law)

Mandated – it is ordered by
Presidential Memorandum
Order 247 and CHED
Memorandum Order 6.
 Thank you very
much!
What is the importance of studying Rizal’s life, his writings and other
heroes?

by Nel Galarosa, &anbublack0ps

What is the importance of studying Rizal’s life, his writings and other
heroes?

It is important to study rizal’s life and his writings including other heroes
because the contribution they give to the country is priceless. We the youth know
only the little background of their lives and works and we are already moved, what
about if we dig deeper into this? Of course we will learn many lessons and
inspirations with their works. The love they give for the country. Especially Dr. Rizal,
who is the mightiest. The principle of pen is mightier than the sword.

The wounds made by verbal weapons are won’t be healed easily and creates more
damage to the personality of the tyrant Spaniards that is why he is haunted by them.
If all of the youth also inherit this kind of concern and patriotism for the country, for
sure we will have a nonstop cycle of dignified youths that soon will be leaders.

http://www.bubblews.com/news/1596076-what-is-the-importance-of-studying-
rizals-life-his-writings-and-other-heroes

Why Study Rizal?

It is of great importance that students understand the rationale behind having to
take up a Rizal course in college. For high school students, the Noli Me Tangere
and the El Filibusterismo are injected into the Filipino subject as part of the overall
curriculum. In tertiary education, however, Rizal is a subject required of any
course, in any college or university in the Philippines.
Usually, during the first day of the course, the professor asks the well-overused
questions:

Why study Rizal?

What is the importance of studying Rizal?

Why is Rizal one of the minor subjects taken up in college?

Why is Rizal included in the course outline?

What relevance does Rizal have in college education?

The answer to such questions can be summed up in two points:

❑ First and foremost, because it is mandated by law.

❑ Secondly, because of the lessons contained within the course itself.
Let us discuss those reasons one by one:

WHY STUDY RIZAL: BECAUSE IT IS MANDATED BY LAW

The teaching of Jose Rizal’s life, works, and writings is mandated by Republic Act
1425, otherwise known as the Rizal Law. Senator Jose P. Laurel, the person who
sponsored the said law, said that since Rizal was the founder of Philippine
nationalism and has contributed much to the current standing of this nation, it is only
right that the youth as well as all the people in the country know about and learn to
imbibe the great ideals for which he died. The Rizal Law, enacted in 1956, seeks to
accomplish the following goals:

449) To rededicate the lives of youth to the ideals of freedom and

nationalism, for which our heroes lived and died
450) To pay tribute to our national hero for devoting his life and works
in shaping the Filipino character
451) To gain an inspiring source of patriotism through the study of Rizal’s
life, works, and writings.

WHY STUDY RIZAL: BECAUSE OF THE LESSONS CONTAINED WITHIN THE

COURSE

Aside from those mentioned above, there are other reasons for teaching the Rizal
course in
Philippine schools:

To recognize the importance of Rizal’s ideals and teachings in relation to

present conditions and situations in the society.
To encourage the application of such ideals in current social and personal
problems and issues.
To develop an appreciation and deeper understanding of all that Rizal
fought and died for.
To foster the development of the Filipino youth in all aspects of citizenship.

http://thelifeandworksofrizal.blogspot.com/2011/08/why-study-rizal.html

José Protacio Rizal Mercado Alonso y Realonda (June 19, 1861 –

December 30,
1896) was a Filipino nationalist, novelist, poet, ophthalmologist, journalist, and
revolutionary. He is widely considered one of the greatest heroes of the Philippines.
He was the author of Noli Me Tángere, El Filibusterismo, and a number of poems
and essays. He was executed on December 30, 1896, by a squad of Filipino soldiers
of the Spanish Army.
 José Rizal

José Protacio Rizal Mercado y Alonso

Realonda
Born
June 19, 1861
Calamba City, Laguna
December 30, 1896 (aged 35)
Died
Bagumbayan, Manila
Cause
Execution by firing squad
of
death Luneta Park, Manila,
Calamba, Laguna,
Monuments Daet, Camarines Norte
Pepe
Other Ateneo Municipal de Manila, University
names of Santo Tomas, Universidad Central
de Madrid
Alma mater La Solidaridad, La Liga Filipina
Roman Catholic
Organizatio Josephine Bracken (1896)
n Religion
Spouse(s) Francísco Rizal y Bracken (who died
after birth)
Children Francisco Rizal Mercado (father)
Teodora Alonso (mother)
Parent(s)

Signature

Jose Rizal: A Biographical Sketch

BY TEOFILO H. MONTEMAYOR
JOSE RIZAL, the national hero of the Philippines and pride of the Malayan race,
was born on June 19, 1861, in the town of Calamba, Laguna. He was the
seventh child in a family of 11 children (2 boys and 9 girls). Both his parents
were educated and belonged to distinguished families.

His father, Francisco Mercado Rizal, an industrious farmer whom Rizal called "a
model of fathers," came from Biñan, Laguna; while his mother, Teodora Alonzo
y Quintos, a highly cultured and accomplished woman whom Rizal called "loving
and prudent mother," was born in Meisic, Sta. Cruz, Manila. At the age of 3, he
learned the alphabet from his mother; at 5, while learning to read and write, he
already showed inclinations to be an artist. He astounded his family and
relatives by his pencil drawings and sketches and by his moldings of clay. At the
age 8, he wrote a Tagalog poem, "Sa Aking Mga Kabata," the theme of which
revolves on the love of one’s language. In 1877, at the age of 16, he obtained
his Bachelor of Arts degree with an average of "excellent" from the Ateneo
Municipal de Manila. In the same year, he enrolled in Philosophy and Letters at
the University of Santo Tomas, while at the same time took courses leading to
the degree of surveyor and expert assessor at the Ateneo. He finished the latter
course on March 21, 1877 and passed the Surveyor’s examination on May 21,
1878; but because of his age, 17, he was not granted license to practice the
profession until December 30, 1881. In 1878, he enrolled in medicine at the
University of Santo Tomas but had to stop in his studies when he felt that the
Filipino students were being discriminated upon by their Dominican tutors. On
May 3, 1882, he sailed for Spain where he continued his studies at the
Universidad Central de Madrid. On June 21, 1884, at the age of 23, he was
conferred the degree of Licentiate in Medicine and on June 19,1885, at the age
of 24, he finished his course in Philosophy and Letters with a grade of
"excellent."

Having traveled extensively in Europe, America and Asia, he mastered 22

languages. These include Arabic, Catalan, Chinese, English, French, German,
Greek, Hebrew, Italian, Japanese, Latin, Malayan, Portuguese, Russian,
Sanskrit, Spanish, Tagalog, and other native dialects. A versatile genius, he was
an architect, artists, businessman, cartoonist, educator, economist, ethnologist,
scientific farmer, historian, inventor, journalist, linguist, musician, mythologist,
nationalist, naturalist, novelist, opthalmic surgeon, poet, propagandist,
psychologist, scientist, sculptor, sociologist, and theologian.

He was an expert swordsman and a good shot. In the hope of securing political
and social reforms for his country and at the same time educate his countrymen,
Rizal, the greatest apostle of Filipino nationalism, published, while in Europe,
several works with highly nationalistic and revolutionary tendencies. In March
1887, his daring book, NOLI ME TANGERE, a satirical novel exposing the
arrogance and despotism of the Spanish clergy, was published in Berlin; in 1890
he reprinted in Paris, Morga’s SUCCESSOS DE LAS ISLAS FILIPINAS with his
annotations to prove that the Filipinos had a civilization worthy to be proud of
even long before the Spaniards set foot on Philippine soil; on September 18,
1891, EL FILIBUSTERISMO, his second novel and a sequel to the NOLI and
more revolutionary and tragic than the latter, was printed in Ghent. Because of
his fearless exposures of the injustices committed by the civil and clerical
officials, Rizal provoked the animosity of those in power. This led himself, his
relatives and countrymen into trouble with the Spanish officials of the country.
As a consequence, he and those who had contacts with him, were shadowed;
the authorities were not only finding faults but even fabricating charges to pin
him down. Thus, he was imprisoned in Fort Santiago from July 6, 1892 to July
15, 1892 on a charge that anti-friar pamphlets were found in the luggage of his
sister Lucia who arrive with him from Hong Kong. While a political exile in
Dapitan, he engaged in agriculture, fishing and business; he maintained and
operated a hospital; he conducted classes- taught his pupils the English
 and Spanish languages, the arts.

The sciences, vocational courses including agriculture, surveying, sculpturing,

and painting, as well as the art of self defense; he did some researches and
collected specimens; he entered into correspondence with renowned men of
letters and sciences abroad; and with the help of his pupils, he constructed
water dam and a relief map of Mindanao - both considered remarkable
engineering feats. His sincerity and friendliness won for him the trust and
confidence of even those assigned to guard him; his good manners and warm
personality were found irresistible by women of all races with whom he had
personal contacts; his intelligence and humility gained for him the respect and
admiration of prominent men of other nations; while his undaunted courage and
determination to uplift the welfare of his people were feared by his enemies.

When the Philippine Revolution started on August 26, 1896, his enemies lost no
time in pressing him down. They were able to enlist witnesses that linked him
with the revolt and these were never allowed to be confronted by him. Thus,
from November 3, 1986, to the date of his execution, he was again committed to
Fort Santiago. In his prison cell, he wrote an untitled poem, now known as
"Ultimo Adios" which is considered a masterpiece and a living document
expressing not only the hero’s great love of country but also that of all Filipinos.
After a mock trial, he was convicted of rebellion, sedition and of forming illegal
association. In the cold morning of December 30, 1896, Rizal, a man whose 35
years of life had been packed with varied activities which proved that the Filipino
has capacity to equal if not excel even those who treat him as a slave, was shot
at Bagumbayan Field.
http://www.joserizal.ph/bg01.html

Why Jose Rizal Is the National Hero?

It has always been a heated argument on who deserves to be called Philippine’s

national hero, Dr. Jose Rizal or Andres Bonifacio?

Why is Jose Rizal the national hero? It is interesting to note that Jose Rizal’s
heroism was recognized first by the colonizing Americans and later on by General
Emilio Aguinaldo.

Recommended by the US Governor Taft

The Americans through the American Governor William Howard Taft

recommended to the Philippine Commission, which was sponsored by the US, to
declare Jose Rizal as a national hero for the Filipinos. The Americans recommended
Rizal because of the fact that he was executed by the Spaniards and of his peaceful
way to achieve liberty. Unlike Andres Bonifacio whose desire to achieve
independence for his native land required armed approach. The Americans deemed
this approach to independence of Andres Bonifacio to be unacceptable and may
inspire other Filipinos to rebel against American rule. This is why Jose Rizal was
chosen over him as the national hero. Jose Rizal was declared as the greatest
Filipino hero during the American colonization after the Aguinaldo led armed forces
were subdued during the Philippine-American war.
December 30 as national day of mourning

General Emilio Aguinaldo was the first one to declare December 30 as a

national day of mourning in honor of Rizal and others who have died fighting the
Spanish tyranny.
Pen as mightier than the sword

The Philippine revolution led by Andres Bonifacio was fueled by the writings of
Jose Rizal, the Noli Me Tangere and El Filibusterismo, which made a more lasting
impression. This is one of the best arguments of those who believe that Rizal is
rightfully the national hero. Rizal was truly an inspiration to many Filipinos during the
Spanish period. According to the historian Rafael Palma, Rizal was more deserving
of the national hero title. Rizal was even thought to have suggested that Antonio
Luna lead the revolutionary forces since Luna has studied military science which was
a brilliant idea to lessen casualties against the powerhouse Spanish militia. Rizal
believed that only an army that was well prepared and had enough arms would
ensure victory .

Founder of La Liga Filipina

Jose Rizal founded the La Liga Filipina, a civic organization that led to the
creation of the Katipunan headed by Andres Bonifacio. This fact may already
substantiate that Rizal’s title was deserving since without the La Liga Filipina, Andres
Bonifacio and his army would have been non-existent.

Everything started with Rizal. Philippine Revolution against Spain started what
was known as the First Republic led by Emilio Aguinaldo.

For Rizal, violence or armed resistance only as a last resort and considered
the restoration of the people’s dignity as a justification means of achieving national
liberation and self-rule. On the other hand, Filipinos are also grateful to Andres
Bonifacio’s legacy, his advocacy to an armed revolution. We credit both Rizal and
Bonifacio to have awakened the Filipino’s patriotic spirit

http://www.joserizal.com/jose-rizal-national-hero/

According to Renato Constantino, when the American government

conquered the island of the Philippines from the Spanish government in 1896,
the American government established a commonwealth government after the
Spanish revolutionary government ceased to govern the country. At this time
of the Philippine history, Filipinos under the commonwealth government
started to frame up Filipino national identities. When the question on who
would be the national hero arose, whether Rizal or Bonifacio, the American
government "guided" the Filipino people to choose Rizal. The American
rationale was based on Rizal's peaceful propaganda and diplomatic
approaches in attaining Philippine freedom and independence, unlike
Bonifacio who
chose a bloody
revolution.

Whether this assessment is accurate or not, Dr. Rizal has been

considered a hero of the Philippines from the outset: a public holiday was
declared honouring Dr. Rizal in 1898, whereas that for Bonifacio was not
declared until 1921. Dr. Rizal was considered to be his inspiration by Bonifacio
himself. Even without the assistance of US propaganda, Rizal would have been
honoured as a hero in the Philippines. Perhaps the effect of the propaganda
was less to boost Rizal and more to denigrate Bonifacio.

http://drjoserizal.weebly.com/the-choosing-of-rizal-as-our-national-hero.html
 PROLOGUE: RIZAL AND HIS TIMES
❑ THE WORLD OF RIZAL’S TIME
Rizal’s birthday: June 19, 1861 (151 years ago)
American Civil War (1861-65) was raging over the issue of Negro Slavery.
April 1862: Napoleon III of the 2nd French Empire conquered Mexico.
Italians drove out the Austrians and French Armies from Italy.
Prussians (German Kingdom) defeated France and established the
German Empire on January 1871.

Flowering of the Western Imperialism: England emerged as the world’s

leading imperialist power (1837-1901).
British people acquired the island of Hong Kong.
1859: imposed her rule over the subcontinent of India.
Conquered Burma.
Other lands in Asia: Sri Lanka, Maldives, Aden, Malaysia,
Singapore, and Egypt.
South Pacific: Australia and New Zealand.
France conquered Vietnam, Cambodia, and Laos
1853: America re-opened Japan to the world, ending Japan’s 214-year
isolation. This modernized the country by freely accepting Western
Influences.
Germany was late in the scramble for Colonies.
1885: proclaimed the Carolines (Yap Island) and Palaus as
their own despite of the presence of 2 Spanish ships
This enraged Spain who claimed sovereignty over these islands by
virtue of discovery
Relationship of these 2 nations became critical
To avert an actual clash, these 2 countries submitted their concerns
to Pope Leo XIII
Pope Leo favored Spain but granted 2 concessions to
Germany
Germany has the right to trade in the disputed
Archipelagoes
Germany has the right to establish a coaling
station in Yap for the German Navy.
Spain, during this colonial ventures, was stagnating as a world power
She lost her rich colonies in Latin America: Paraguay (1811),
Argentina (1816), Chile (1817), Colombia and Ecuador (1819)
Lost the Central American Countries: Costa Rica, Honduras,
Guatamela, El Slavador, Nicaragua --- (1821), Venezuela
(1822), Peru (1824), Bolivia and Uruguay (1825)
But continued colonizing: Cuba, Puerto Rico, Philippines
Filipinos agonized the evil and unjust colonial power of Spain:
INSTABILITY OF COLONIAL ADMINISTRATION
In Spain: struggles between the forces of despotism
(single entity rules with absolute power/ one power/ one
master)and liberalism
Political instability in Spain affected Philippine affairs:
brought frequent periodic shifts in colonial policies and
officials
CORRUPT OFFICIALS (Gov. Generals)
Gen. Rafael de Izquierdo (1871-73): executed Frs. Mariano
Gomez, Jose Burgos, Jacinto Zamora (1872)
 Gen. Fernando Primo de Rivera: enriched himself by
accepting bribes from gambling casinos in Manila
Gen. Valeriano Weyler
Arrived in Manila a poor man and returned to Spain a
millionaire
Received huge bribes and gifts of diamonds from
wealthy Chinese who evaded the anti-Chinese law.
Gen. Camilo de Polavieja: executed Rizal
After Spain’s loss of colonies in Latin America:
Numerous job-seekers and penniless Spaniards
came to the Philippines
They became judges, provincial executives,
army officers, and government employees.
They were either relatives or protégés of civil officials
and friars.
Mostly ignorant, they conducted themselves with
arrogance because of their alien white skin and tall
noses.
They became rich by illegal means or by marrying the
heiresses of rich Filipino families.
NO PHILIPPINE REPRESENTATION IN THE SPANISH CORTES
To win the support of her overseas colonies during the
Napoleonic Invasion, Spain granted locals from their
colonies representation in the Cortes, thus Spanish
parliament government.
Philippines experienced her first period of representation
in the Cortes from 1810-1813.
However, the second (1820-23) and third (1834-37)
periods were less fruitful because the Philippine delegates
were not energetic and devoted in parliamentary work.

The representation of the overseas colonies (including the

Philippines) was abolished in 1837. Since then, the
Philippine conditions worsened because there was no
means by which the Filipino people could expose the
anomalies perpetrated by the colonial officials.

Result: Propaganda Movement that led to Philippine

Revolution (1896) was launched.
HUMAN RIGHTS ARE DENIED
Result of no Philippine representation in the Spanish Cortes
1
 Freedom for Filipinos was denied
NO EQUALITY BEFORE THE LAW
Teachings of the Spanish Missionaries: “All men,
irrespective of color and race, are equal before God.”
Spanish colonial authorities, who were Christians, did not
implement Christ’s precept of brotherhood of all men.
Brown-skinned Filipinos are inferior beings: subjects to be
exploited
Brown Filipinos and white Spaniards may be equal before
God, but not before the law and certainly not in practice.
MALADMINISTRATION OF JUSTICE
Justice was costly, partial, and slow. Poor Filipinos had no
access to the courts because they could not afford the
heavy expenses of litigation.
Wealth, social, prestige, and color of skin were
preponderant factors in winning a case in court.
Justice delayed is justice denied: Juan de la Cruz (1886-
1898) – 12 yrs
Suspect for murder without preliminary investigation
and proper trial
Jailed in Cavite for 12 years. In 1898, the
Americans came and found him in jail still awaiting
trial.
RACIAL DISCRIMINATION
Spaniards called the brown-skinned and flat-nosed Filipinos
“INDIOS” (Indians)
Filipinos dubbed the Spaniards as “BANGUS” (Milkfish)
A Spaniard, no matter how stupid he was, always enjoyed
political and social prestige and superiority.
Fr. Jose Burgos:
complained the Spanish misconception that a man’s
merit depended on the pigment of his skin
complained of the lack of opportunities for educated
young Filipinos to rise in the service of God and
country
FRAILOCRACY
Spanish political philosophy: union of Church and State
“government of friars”
Augustinians, Dominicans, Franciscans controlled the
religious and educational life of the Philippines: they
acquire tremendous political power, influence, and riches.

A friar’s recommendation is heard by the governor general

and provincial officials. He could send a patriotic Filipino to
jailor denounce him as a filibustero (traitor)

These friars were portrayed by Rizal in his novels as

Padre Damaso and Padre Salvi

FORCED LABOR
“POLO:” forced labor imposed on Filipinos in the
construction of infrastructures and public works
“Falla:” sum of money paid to government to be exempted
from the polo.
ABUSES:
 FIRST: Spanish residents, contrary to law, were not
recruited for “polo”
SECOND: Laborers received only a part of their
supposed original stipend. Worse, they got
nothing.
People who pay taxes are compelled to work
gratis.
THIRD: this caused inconvenience and suffering
because common laborers are disturbed from their
work in farms, shops, and labors are far from homes
and towns.
HACIENDAS OWNED BY THE FRIARS
Spanish friars were the richest landlords for they owned
the best haciendas (agricultural lands) in the Philippines.
The rural folks became tenants.
They resented the loss of their lands which belonged
to their ancestors since pre-Spanish times
The friars were recognized as legal owners of said
lands because they obtained royal titles of
ownership from the Spanish Crown.
Rizal, whose family and relatives were tenants
of a land, tried to initiate agrarian reform.
Rizal’s advocacy ignited the wrath of the friars,
who retaliated by raising rentals of the lands.
Friar ownership of the productive lands contributed to the
economic stagnation of the Philippines.
Essay of Rizal: “INDOLENCE (lack of concern)
OF FILIPINOS”: Deceptions made by friars
making the local folks believe that plantations
are prospering because they were under their
care.
GUARDIA CIVIL (Constabulary)
Supposed to maintain peace and order in the society
Service: to suppress bandits in the provinces
They don’t observe their duty: maltreating innocent
people, looting their livelihoods, raping women
Rizal directed his stinging satire against the hatred Guardia
Civil, through Elias in Noli Me Tangere.

2
 Exposed Guardia Civil as ruthless: disturbing
peace & persecuting honest men
He proposed to improve the military organization by
having it composed of good men who have good
education and principles; men who are conscious of
the limitations of authority and power.
CHAPTER I: ADVENT OF A NATIONAL HERO
Rizal as a Genius: physician (ophthalmic surgeon), poet, dramatist,
essayist, novelist, historian, architect, painter, sculptor, educator, linguist,
musician, naturalist, ethnologist, surveyor, engineer, farmer, businessman,
economist, geographer, cartographer, bibliophile, philologist, grammarian,
folklorist, philosopher, translator, inventor, magician, humorist, satirist,
polemicist, sportsman,
traveler, and prophet.
BIRTH OF A HERO:
Rizal’s birthday: June 19, 1861 (151 years ago)
Birthplace: Calamba, Laguna
Baptized in the Catholic Church; His name “Jose” was chosen by his
mother who was a devotee of the Christian Saint San Jose. (St. Joseph)
RIZAL’S PARENTS:
a. Jose was the 7th of the 11 children of Francisco Mercado Rizal & Teodora
Alonso Realonda
IV. THE RIZAL CHILDREN: (2 boys and 9 girls)
SATURNINA (1850 – 1913) – eldest/ nickname: Neneng
PACIANO (1851-1930) – older brother
Second father to Jose
He immortalized him in Noli Me Tangere as Pilosopong Tasyo
NARCISA (1852-1939) – nickname: SIsa/ School Teacher
OLIMPIA (1855-1887) – nickname: Ypia
LUCIA (1857-1919) –her husband was denied of Christian burial because
of Rizal
MARIA (1859-1945) – nickname: Biang
JOSE (1861-1896)– nickname: Pepe
CONCEPCION (1862-1865) – nickname: Concha/ died of sickness at the
age of 3
JOSEFA (1865-1945) – nickname: Panggoy/ died an old maid at the age
of 80
TRINIDAD (1868-1951) – nickname: Trining/ died an old maid at the age
of 83
SOLEDAD (1870-1929) – nickname: Choleng
Doña or Señora (if married) & Señorita (if single)
V.RIZAL’S ANCESTRY
a. Domingo Lameo
i. Rizal’s great-great grandfather on his father side: Chinese
Immigrant
ii. Married a Chinese Christian Girl: Ines de la Rosa
iii. Assumed the surname “Mercado” because he was a merchant
1. Francisco Mercado: their son
a. Married a Chinese-Filipino: Cirila Bernacha
i. Juan Mercado: their son/ Rizal’s grandfather
1. Married a Chinese-Filipino: Cirila
Alejandro
2. Had 13 children
a. Francisco Mercado: youngest/
Rizal’s father
VI. THE SURNAME RIZAL
a. The real surname of Rizal was Mercado
b. “Rizal”, was given by a Spanish alcalde mayor (provincial governor) of
Laguna, who was a family friend.

c. Rizal in Spanish: “a field where wheat, cut while still green, sprouts again”
VII. THE RIZAL HOME
a. Was one of the distinguished stone houses in Calamba during Spanish
times.
b. By day, it hummed with the noises of children at play and the songs of the
birds in the garden.
c. By night, it echoed with the dulcet notes of family prayers.

VIII. A GOOD AND MIDDLE-CLASS FAMILY.

a. The Rizal family belonged to the principalia, a town aristocracy in Spanish
Philippines.
b. From the farms, which were rented from the Dominicans, they
harvested rice, corn, and sugarcane. They raised pigs, chickens,
and turkeys in their backyard.
c. In addition to farming and stockraising, they managed a general good
store and operated a small flour-mill and a home-made ham press.
d. They owned a carriage, which was a status symbol of the ilustrados
(“learned”/ “enlightened”). They also have a private library.
e. They sent their children to the Colleges in Manila.
IX. HOME LIFE OF THE RIZALS
a. Whenever the children, including Jose, got into mischief, they were given
a sound spanking.
b. They believed in the maxim: “Spare the rod and spoil the child.”
c. Every day, the Rizals heard Mass. They pray the Angelus, Rosary before
sleeping.
d. After the family prayers, all children kissed the hands of their parents.

CHAPTER 2: CHILDHOOD YEARS IN CALAMBA

I. CALAMBA, THE HERO’S TOWN
a. Birth town/ childhood town: shaped Rizal’s mind and character
i. South: Mount Makiling (beyond the mountain: Batangas)
ii. East: Laguna de Bay
3
 iii. North: Antipolo
b. Calamba was owned by the Dominican Order
c. Poem: “In memory of my Town”
II.EARLIEST CHILDHOOD MEMORIES
a. Happy days in the family garden
i. He was frail and undersized child: was given the tenderest care by
his parents
ii. A kind old woman was employed as an aya (nurse maid) to look
after his comfort
iii. He was left alone to muse on the beauties of nature or to play by
himself
b. Daily Angelus Prayer
c. Nights at the azotea after the nightly Rosary
i. Imaginary tales told by the aya aroused in Rizal an enduring
interest in legends and folklore

ii. Aya: threat of terrible tales if supper is not eaten

d. Nocturnal walk in the town
III.THE HERO’S FIRST SORROW
a. Jose was closely attached to Concha (Concepcion)
b. Jose was a year older than Concha. He learned the sweetness of sisterly
love from her.
c. Unfortunately, Concha died of sickness when he was only 3 years old.
He cried for the first time: caused by love and grief.
d. This was Jose’s first sorrow.
IV. DEVOTED SON OF THE CHURCH
a. 5 y.o.: was able to read the family’s Spanish Bible
b. Fr. Leoncio Lopez: a Filipino priest. Jose listens to his stimulating
opinions on current events and sound philosophy of life.
V.PILGRAMAGE TO ANTIPOLO: 7 y.o.
a. To fulfill his mother’s vow when Jose was born
b. Crossed Laguna de Bay: first lake voyage
c. Did not sleep the whole night: awed by the Pasig River and the silence
of the night. Experienced his first sunrise
d. Went to Manila afterwards to visit: Saturnina, eldest sister. Jose’ first
glimpse of Manila.
VI. THE STORY OF THE MOTH: fable of the young moth and the old one
a. Story told by her Mother: Made the profoundest impression on him
b. She was teaching Jose to read in Spanish: El Amigo de los Ninos
(The Children’s Friend) when everyone was asleep.
c. She was her ultimate critique in his poetical compositions.
d. Jose marveled how her mother sounded good in reading her Spanish
phrases.
e. Jose watched a cheerful flame and moths encircling it when he paid little
attention to reading.
f. Mother told Jose a story when she noticed that he was not interested
anymore in reading.
g. The word ‘story’ promised something new and wonderful on Jose. Jose
was full of curiosity and wonder.

h. Warning of the old moth. Jose did not notice how her mother’s story
ended he was fixated on how the moth died because of its attraction to
the flame. For Jose, it died a martyr to its illusions.
i. Mother’s advice: don’t behave like the young moth. Don’t be
disobedient, or you may get burnt as it did.
 j. For Jose: Moths know how to warn younger moths. They advised like
her mother. The light for Rizal seemed to be more beautiful.
k. Noble death: sacrificing one’s life for the light. It is something worthwhile.
VII. ARTISTIC TALENTS
a. 5 y.o. : sketches with his pencil/ molding of clay and wax objects that
attracted his fancy
b. Painted in oil colors a new banner for the town fiesta: better than the
original
c. Spending so much time making images in clay and wax rather than
participating in games: “laugh at me now, someday when I die, people will
make monuments and images of me.”
VIII. FIRST POEM: “to my fellow children”
a. Gift for literature
b. Poem is about loving the mother tongue : age of Jose was 8
c. Earliest nationalist sentiment
d. People who truly love their native language will surely strive for liberty like
the bird which soars to freer space above.
e. Tagalog is equal to Latin, English, Spanish, and any other Language.
IX. FIRST DRAMA
a. A Tagalog Comedy, written after his first poem was done: bought by a
gobernadorcillo from Paete and staged it in his town fiesta.
X.AS BOY MAGICIAN/ PERFORMER
a. Making a coin appear or disappear in his fingers and making a
handkerchief vanish in thin air
b. Magic lantern exhibitions: lamp casting its shadow on a white screen. He
twisted his fingers into fantastic shapes, making their enlarged shadows
on the screen resemble certain animals and persons.

c. Puppet shows: manipulating marionettes

XI. LAKESHORE REVERIES
a. “meditations” at the shore of Laguna with his dog (Usman) on the sad
conditions of his oppressed people

b. Guardia Civil: everyday in his town, unarmed villagers are always injured.
Villager’s only fault: not taking his hat off and not bowing.
c. There was no restraint put upon brutality
d. He always asks himself: if people live the same way across the lake
e. Jose grieved deeply over the unhappy situation of his beloved fatherland.
4
 f. The Spanish misdeeds awakened in his boyish heart a great
determination to fight tyranny.
g. With these injustices, Jose made a vow dedicating himself in studies to
avenge the many victims
of his hometown. (same idea was written to his friend, Mariano Ponce)
XII. INFLUENCES ON THE HERO’S BOYHOOD
a. HEREDITARY
i. Malayan Ancestors: love for freedom, desire to travel, and courage.
ii. Chinese Ancestors: serious nature, frugality, patience, and love for
children.
iii. Spanish Ancestors: elegance of bearing, sensitivity to insult, and
gallantry to ladies.
iv. Father: profound sense of self-respect, love for work, habit of
independent thinking.
v. Mother: religious nature, spirit of self-sacrifice, and passion for arts
and literature.
b. ENVIRONMENTAL
i. Scenic beauties of Calamba and the beautiful garden of the Rizal
family stimulated the inborn artistic and literary talents of Jose.
ii. The religious atmosphere at his home fortified his religious nature.
iii. Paciano: love for freedom and justice
iv. Sisters: courteous and kind to women
v. Fairy tales told by his aya: awakened his interest in folklore and
legends.
vi. Tio Jose Alberto: who had studied for 11 years in a British School
in Calcutta, India, and had travelled in Europe inspired him to
develop his artistic ability.
vii. Tio Manuel: a husky and atheletic man, encouraged him to
develop his frail body by means of physical exercises, including
horse riding, walking, and wrestling.
viii. Tio Gregorio: a book lover, intensified his voracious reading of good
books.
ix. Fr. Leoncio Lopez, fostered Rizal’s love for scholarship and
intellectual honesty.
x. Sorrows:
1. Death of Concha and the imprisonment of his mother,
contributed to strengthen his character, enabling him to
resist blows of adversity in later years.
2. Spanish abuses and cruelties, the brutal acts of the
Guardia Civil and the alcalde, the unjust tortures inflicted
on innocent Filipinos, and the Execution of the Gom-Bur-
Za, awakened his spirit of patriotism and inspired him to
consecrate his life and talents to redeem his oppressed
people.
c. DIVINE PROVIDENCE
i. A person may have everything in life – brains, wealth, and power –
but, without the aid of Divine Providence, he cannot attain
greatness in the annals of the nation.

CHAPTER 3: EARLY EDUCATION IN CALAMBA AND

BINAN
I. HERO’S FIRST TEACHER
a. Typical schooling of an ilustrado son: 4Rs --- Reading, wRiting,
aRithmetic, Religion
b. Knowledge was forced into the minds of students by means of
memory method aided by the teacher’s whip.
 c. First teacher: Jose’s Mother
i. At the age of 3: Jose learned the alphabet and prayers
ii. Discovered that her son had a talent for poetry
iii. She encouraged him to write poems and told him stories: to
lighten the monotony of memorizing the ABCs and to stimulate
her son’s imagination
d. Private tutors were employed: Spanish and Latin
II. JOSE GOES TO BINAN --- Jose experienced his first homesickness
III. FIRST DAY IN BINAN SCHOOL
a. School of Maestro Justiniano Aquino Cruz
b. Students laughing at Jose’s answers
IV. FIRST SCHOOL BRAWL
a. Jose met the bully, Pedro (Maestro Justiniano’s son)
i. Jose was angry at this bully for making fun of him during his
conversation with the teacher

ii. Jose challenged Pedro to a fight

iii. Jose having learned the art of wrestling from his athletic Tio
Manuel, defeated the bigger boy.

iv. For this feat, Jose became popular among his classmates.
v. After the class: a classmate named Andres Salandanan
challenged Jose to an arm-wrestling match.
1. They went to a sidewalk of a house and wrestled with their
arms.
2. Jose, having the weaker arm, lost and nearly cracked his
head on the sidewalk.
vi. Jose was not quarrelsome by nature, but he never ran away from a
fight.
V.PAINTING LESSONS IN BINAN
a. Juancho: father-in-law of the school’s teacher
b. Jose, lured by his love for painting, spent many leisure hours at the
painter’s studio.
c. Old Juancho freely gave him lessons in drawing and painting.
d. Jose and his classmate, Jose Guevarra, who also loved painting,
became apprentices of the old painter.

e. They became favorite painters of the class

VI. DAILY LIFE IN BINAN
a. 4am: hearing the mass, Jose studies then goes to mass afterwards
b. Breakfast, goes to class and went out at 10. Jose goes home at once,
have lunch and studies.
c. Goes to school at 2, and goes out at 5. Prays with cousins and goes home
afterwards.
d. He studies lessons, drew a little, and then eats his supper.
e. Prays, and plays with his nieces in the street when the moon is out.
VII. BEST STUDENT IN SCHOOL
5
 a. Jose beat all the Binan boys in academic studies.
b. Older classmates were jealous of his intellectual superiority.
i. They wickedly squealed to the teacher whenever Jose had a fight
outside the school, and
told lies to discredit him before the teacher’s eyes.
ii. Consequently: teacher had to punish Jose --- five or six blows.
VIII. END OF BINAN SCHOOLING
a. Letter from sister, Saturnina: arrival of the steamer Talim which would take
him from Binan to
Calamba. This was Jose’s first time to ride in a steamer.
b. Rizal’s premonition: not returning to Binan
IX. MARTYRDOM OF GOM-BUR-ZA (1872)
a. About 200 Filipino Soldiers and workmen of the Cavite arsenal under the
leadership of Lamadrid, Filipino Sergeant, rose in violent mutiny because
their usual privileges were abolished, including exemption from tribute
and polo (forced labor) by: Gov. Rafael de Izquierdo.
b. The mutiny was suppressed.
c. The Spanish authorities, in order to liquidate Fathers Mariano Gomez,
Jose Burgos, and Jacinto Zamora, leaders of the secular movement to
Filipinize the Philippine Parishes, magnified the failed mutiny into a “revolt”
for Philippine Independence.
d. Despite the archbishop’s plea for clemency because of their innocence,
they were still executed.
e. Paciano, enraged by the execution of Burgos, his beloved friend and
teacher, quit his studies and returned to Calamba, where he told the
heroic story of Burgos to Jose, who was 11 years old.
f. The martyrdom of Gom-Bur-Za inspired Rizal to fight the evils of Spanish
tyranny and redeem his oppressed people. This motivated him to
develop his studies.
g. He dedicated his 2nd novel, El Filibusterismo, to Gom-Bur-Za.
X. INJUSTICE TO HERO’S MOTHER
a. Dona Teodora was arrested on a malicious charge that she and her
brother, Jose Alberto, tried to poision the latter’s perfidious wife.
b. Jose Alberto, a rich Binan ilustrado, had just returned from a business trip
in Europe.
i. During his absence his wife abandoned their home and children.
ii. When he arrived in Binan, he found her living with another man.
iii. Infuriated by her infidelity, he planned to divorce her.
iv. Dona Teodora, to avert family scandal, persuaded him to forgive
his wife.
v. The family trouble was amicably settled, and Jose Alberto lived
again with his wife.
c. However, the wife of Jose Alberto, with the connivance of the Spanish
lieutenant (had been friends of the Rizals and was treated as their
honored guest in their home) of the Guardia Civil, filed a case in court
accusing her husband and Dona Teodora of attempting to poison her.
d. This lieutenant happened to have an ax to grind against the Rizal family,
because at one time Don Francisco (Rizal’s father) refused to give him
fodder for his horse. Taking the opportunity to avenge himself, he arrested
Dona Teodora.
e. After arresting Dona Teodora, the Spanish Lieutenant forced her to walk
from Calamba to Santa Cruz, a distance of 50 kilometers.
 f. After arrival to Santa Cruz, Dona Teodora was incarcerated at the
provincial prison, where she languished for 2 and ½ years and was
later on acquitted.

CHAPTER 4: SCHOLASTIC TRIUMPHS AT ATENEO DE MANILA (1872-1877)

I. RIZAL ENTERS THE ATENEO
a. Ateneo: Jesuits vs. San Juan de Letran: Dominicans – a school for poor
boys in Manila
i. Ateneo: this college was located in Intramuros
b. His father, who first wished him to study at Letran, changed his mind and
decided to send him to Ateneo instead.
c. Fr. Magin Ferrando, who was the College Registrar, refused to admit Jose
for 2 reasons:
i. He was late for registration
ii. He was sickly and undersized for his age, Rizal was then 11 years
old.
d. However: through the intercession of Manuel Xerez Burgos,
nephew of Fr. Burgos, he was admitted.

e. Jose was the first of his family to adopt the surname “Rizal.”
i. He registered under this name at the Ateneo because their family
name “Mercado” had come under the suspicion of the Spanish
authorities.
ii. Paciano used “Mercado” as his surname at the College of San Jose
and he was known to
the authorities as Fr. Burgos’ favorite student and confidant.
II. JESUIT SYSTEM OF EDUCATION
a. Students are divided into 2 groups:
i. Roman Empire (internos: boarders)
ii. Carthaginian Empire (externos: non-boarders)
b. each of these empires had its ranks
i. emperor: best student
ii. tribune: second best
iii. Decurion: third best
iv. Centurion: fourth best
v. Standard bearer: fifth best
c. The students fought for positions:
i. Any student could challenge any officer in his “empire” to answer
questions on the day’s lesson.

ii. His opponent could lose his position if he committed 3 mistakes.

iii. Any student might be at the end of the line, but if he studied hard
and was brilliant, he
could depose the officers one after another and become an
emperor.
III. RIZAL’S FIRST YEAR IN ATENEO
6
 a. Being a new comer and knowing little Spanish, Rizal was placed at the
bottom of the class. He was an externo, hence he was assigned to the
Carthaginians, occupying the end of the line.
b. After the first week, the frail Calamba boy progressed rapidly.
c. At the end of the month, he became emperor.
d. He was the brightest pupil in the whole class, and he was awarded a
prize.
e. To improve his Spanish, Rizal took private lessons in Santa Isabel College
during the noon
recesses, when other Ateneo students were playing or gossiping.
i. He paid 3 pesos for those extra Spanish lessons, but it was money
well spent.
IV. SUMMER VACATION
a. He did not enjoy his vacation because his mother was in prison.
b. He visited his mother and told her his grades.
V.SECOND YEAR IN ATENEO
a. Neglected his studies the previous year because he was offended by the
teacher’s remarks.
b. To regain his lost class leadership, he studied harder and eventually
became an emperor again.
VI. PROPHECY OF MOTHER’S RELEASE
a. Rizal, interpreting the dream of her mother, told her that she would be
released from prison in
three month’s time.
b. Dona Teodora smiled, thinking that her son’s prophecy was a mere boyish
attempt to console her.
c. Teodora was released after 3 months. She was proud of her son whom
she likened to Joseph the
Dreamer (interpreter of dreams)
VII. TEENAGE INTEREST IN READING
a. Summer after his 2nd year: interest in reading romantic novels
b. First favorite novel: The Count of Monte Cristo by Alexander Dumas
i. His boyish imagination was stirred by the sufferings of Edmond
Dantes (the hero) in
prison, his spectacular escape from the dungeon, his finding a
buried treasure on the
rocky island of Monte Cristo.
ii. His dramatic revenge on his enemies who had wronged him.
c. Later Rizal read ‘Travels in the Philippines’ by Dr. Feodor Jagor, a german
scientist-traveler who
visited the Philippines. Rizal was impressed on this book because of:
i. Jagor’s keen observations of the defects of
Spanish colonization ii. His prophecy that someday
Spain would lose the Philippines iii. America would
come to succeed her as colonizer.
VIII. THIRD YEAR IN ATENEO
a. Won only one medal --- in Latin.
b. He failed to win the medal in Spanish because his spoken Spanish was
not fluently sonorous.
IX. FOURTH YEAR IN ATENEO
a. Became an interno
b. Rizal had the highest affection and respect for Father Sanchez, whom
he considered his best professor

c. He topped all his classmates in all subjects and won 5 medals at the end
of the school term
d. He was able to repay his father for his sacrifices
X.LAST YEAR IN ATENEO
a. Most brilliant Atenean of his time, he was truly “the pride of the Jesuits.”
XI. GRADUATION IN HIGHEST HONORS
a. At 16: received the degree of Bachelor of Arts, with highest honors.
b. Commencement Day was a time of bitter sweetness.
Prayed to the Virgin: “when I should step into that world, which inspired
c. me with so much terror,
she would protect me.”
XII. EXTRA-CURRICULAR ACTIVITIES IN ATENEO
a. Was a campus leader outside the classroom
Became a secretary of a Marian Congregation because of his devotion to
b. Our Lady Immaculate
Conception --- College Patroness.
Member of the Academy of Spanish Literature and the Academy of
c. Natural Sciences.
Aside from writing poetry, he devoted his spare time to fine arts. He
d. studied painting and
sculpture.
e. To develop his weak body, he engaged in gymnastics and fencing.
XIII. SCULPTURAL WORKS IN ATENEO
Carved the image of the Virgin Mary on a piece of Batikuling (Philippine
a. Hardwood) with his pocket
knife.
Fr. Lleonart, impressed by Rizal’s sculptural talent, requested him to carve
b. for him an image of the
Sacred Heart of Jesus.
XIV. ANECDOTES ON RIZAL, THE ATENEAN
a. Felix Roxas (contemporary of Rizal)
i. Related Jose’s resignation to pain and forgiveness
ii. Jose was hit in the face by one of the thrown books from two
quarreling students.
iii. He did not raise a cry of protest, although his wounded face was
bleeding.
b. Manuel Xeres Burgos:
i. Rizal’s predilection to help the helpless at the risk of his own life.
ii. Jose courageously climbed the high cathedral tower and retrieved
the kite of his board
mate.
XV. POEMS WRITTEN IN ATENEO
a. 1st poem written by Rizal: “My first Inspiration”
i. Dedicated to her mother on her birthday
ii. Jose was 14
XVI. RIZAL’S POEMS ON EDUCATION

7
 Believed in the significant role which education plays in the progress and
a. welfare of a nation:
“Through Education, Our Motherland receives Light”
i. Education instills power
ii. Education may lift the country to its highest station
iii. It gives security and peace to lands
iv. Education breaks the neck of vice and its deceit
v. Education knows how to tame barbarous nations --- from savages
create heroic fame

Education without God is not true “The Intimate Alliance Between

b. Education: Religion and Good

Educatio
n.”
XVII. RIZAL’S RELIGIOUS POEMS
a. “To the Child Jesus” --- Jose was 14
i. A Celestial King would rather choose to be a shepherd for his
sheep than to be sovereign
b. “To the Virgin Mary”
i. Jose was close to her mother
ii. Mary was her spiritual fortitude/ sustenance
iii. His anguish from death is set free because of his faith with her
XVIII
. DRAMATIC WORK IN ATENEO
His favorite teacher, Fr. Sanchez, requested him to write a drama based
a. on the prose story of St.
Eustace the Martyr.
XIX. FIRST ROMANCE OF RIZAL
After his graduation, Jose experience his first romance --- “that painful
a. experience which comes to
nearly all adolescents”
b. The girl was Segunda Katigbak, a pretty 14 y.o. Batanguena from Lipa.
When he reached his grandmother’s house, he saw other guests. One of
c. whom was an attractive
girl, who mysteriously caused his heart to palpitate with strange ecstasy.
She was the sister of his
friend Mariano.
His grandmother’s guests urged him to draw Segunda’s portrait. Jose was
d. blushing every time
that she was looking at him.
Rizal came to know Segunda more intimately during his weekly visits to
e. La Concordia College,
where his sister Olimpia was a boarding student. Olimpia was a close
friend of Segunda.
Their love was hopeless because Segunda was already engaged to be
f. married to her townmate,
Manuel Luz.
Rizal, for allhis artistic and intellectual prowess, was a shy and timid lover.
g. Segunda had
manifested, by insinuation and deeds, her affection for him, but timidly
failed to propose.
Her mother is developing eye blindness and barely recognized him when
h. he returned home.
His first romance was ruined by his own shyness and reserve: he was
i. tongue-tied twice when he
met Segunda
i. He visited La Concordia to say goodbye
ii. She waved and smiled at him while her carriage passed by
him when her steamer docked in Binan.
CHAPTER 5: MEDICAL STUDIES AT THE UNIVERSITY OF SANTO TOMAS (1877-
1882)
I. MOTHER’S OPPOSITION TO HIGHER EDUCATION
a. The Bachelor of Arts course during the Spanish times was equivalent
only to high school and junior college courses today.
b. Both Don Francisco and Paciano wanted Jose to pursue higher learning in
the university. But Dona
Teodora, who knew what happened to Gom-Bur-Za, vigorously opposed the idea.
II. RIZAL ENTERS THE UNIVERSITY
a. First course: Philosophy and Letters. He enrolled in this course for 2
reasons:
i. His father liked it
ii. He was still “uncertain as to what career to pursue”
b. After a year: Jose received the Ateneo Rector’s advice to study medicine
i. Reason of Jose: to cure his mother’s growing blindness
III. FINISHES SURVEYING COURSE IN ATENEO
a. During his first school term at UST, Rizal also studied in Ateneo.
i. He took the vocational course leading to the title of perito
agrimensor (expert surveyor)
ii. At 17: he passed the final examination in the surveying course,
but he could not be granted the title as surveyor because he
was below age.
b. Although he was a Thomasian, he frequently visited Ateneo.
i. It was due not only to his surveying course, but more because
of his loyalty to the Ateneo.

ii. He had so many beautiful memories and whose Jesuit professors,

unlike the Dominicans, loved him and inspired him to ascend to
greater heights of knowledge.
iii. He continued to participate actively in the Ateneo’s extra-curricular
activities.
IV. ROMANCES WITH OTHER GIRLS
a. Jose had ample time for love. He was a romantic dreamer who liked to sip
the “nectar of love.”
i. His sad experience with his first love had made him wiser in the
ways of romance.
b. “Miss L”
i. Fair with seductive and attractive eyes
ii. Jose stopped his wooing with her and their romance died
iii. Jose gave 2 reasons for his change of heart
1. The sweet memory of Segunda was still fresh in his heart
2. His father did not like the family of Ms. L
c. Leonor Valenzuela (“Orang”)
i. Their romance begins during his sophomore year.

8
 ii. Daughter of Capitan Juan and Capitan Sanday: next-door
neighbors of Dona Concha Leyva (where Jose boarded)
iii. He was a welcome visitor at their house and he was the life of
social parties because of his clever sleight-of-hand tricks.
iv. Jose courted Leonor and sent her love notes written in invisible ink.
v. Jose taught Orang the secret of reading any note written in the
invisible ink by heating it over a candle or lamp so that the words
may appear.
vi. He stopped short of proposing marriage to Orang because of
Segunda.
d. Leonor Rivera
i. His cousin from Tarlac. Their romance begins at the start of his
junior year.
ii. Lived in his landlord uncle where he saw Leonor, a student at
La Concordia College (where Soledad, Jose’s younger sister,
was studying)
iii. They became engaged.
iv. In order to camouflage their intimate relationship from their
parents and friends, Jose knew Leonor under the name of
“Taimis”
V.VICTIM OF SPANISH OFFICER’S BRUTALITY
a. Happened when Jose was a freshman medical student
b. One dark night in Calamba, during the summer vacation in 1878, he was
walking in the street.
i. He dimly perceived the figure of a man while passing him.
ii. Not knowing the person due to darkness, he did not salute nor
say a courteous “”Good Evening.”

iii. The vague figure turned out to be a lieutenant of the Guardia Civil.
iv. With a snarl, he turned upon Rizal, whipped out his sword and
brutally slashed the latter on the back.
c. Rizal reported the incident to General Primo de Rivera, the Spanish
Governor General of the Philippines

i. But nothing came out of his complaint, because he was an Indio

ii. And the abusive lieutenant was a Spaniard.
VI. TO THE FILIPINO YOUTH
a. 1879: the Artistic-Literary Lyceum of Manila, a society of literary men
and artists, held a literary contest.

i. It offered a prize for the best poem by a native or a mestizo

ii. Rizal submitted his poem: “To the Filipino Youth”
iii. The Board of Judges, composed of Spaniards, was impressed by
Rizal’s poem and gave it the first prize which consisted of a silver
pen, feather-shaped and decorated with a gold ribbon.

iv. Rizal beseeched the Filipino youth to rise from lethargy

1. To let their genius fly swifter than the wind and descend
with art and science to break the chains that has long
bound the spirit of the people.
b. Stanza 1: youth as the fair hope of our country
c. This is a classic Philippine Literature for two reasons:
i. Great poem in Spanish written by a Filipino, whose merit was
recognized by Spanish authorities
ii. It expressed for the first time the nationalistic concept that the
Filipinos, and not the
 foreigners, were the fair hope of the fatherland.
VII. THE COUNCIL OF THE GODS
The following year, the Artistic-Literary Lyceum opened another literary
a. contest to commemorate
the 4th centennial death of Cervantes, Spain’s glorified man-of-letters and
famous author of Don
Quixot
e.
i. The contest was opened to both Filipinos and Spaniards.
Rizal, inspired by his poetical triumph the previous year, submitted
ii. an allegorical drama
entitled “The Council of the Gods”
iii. Many professional writers and scholars joined the contest.
The Spanish community in Manila, spear-headed by the Spanish press,
b. howled in great indignation
against the decision because the winning author was an Indio.

The prize was awarded a gold ring on which was engraved

i. to Rizal, the bust of

Cervant
es.
For the time in history, an Indio --- a 19 y.o. Filipino medical
ii. first student at that ---
excelled in a national literary contest defeating several Spanish
writers.
Rizal was particularly happy, for he proved the fallacy of the
iii. alleged Spanish superiority

over the Filipinos and revealed that the Filipino could hold his
own in fair competition

against all
races.
The allegory
c. established a parallel among Homer, Virgil, and Cervantes.
i. The gods discuss the comparative merits of these great writers
They decide to give the trumpet to Homer, lyre to Virgil, and the
ii. laurel to Cervantes.
The allegory gloriously closes with the naiads, nymphs, satyrs, and
iii. other mythological
characters dancing and gathering laurels for Cervantes.
VIII. RIZAL’S VISIT TO PAKIL AND PAGSANJAN
Rizal went on a pilgrimage to the town of Pakil, famous shrine of the
a. Birhen Maria de los Dolores.
In Pakil, Rizal was infatuated by a pretty Vicenta who skillfully
b. girl colegiala: Ybardolaza, played
the harp.
From Pakil, Rizal and his party made a side trip to the neighboring town of
c. Pagsanjan for 2
reaso
ns:
i. It was the native town of Leonor Valenzuela
ii. To see the Pagsanjan Falls
IX. CHAMPION OF FILIPINO STUDENTS
9
 a. In their frequent fights against the arrogant Spanish students, who were
often surpassed by the Filipinos in class work and who insultingly called
their brown classmates: “Indio, chongo!”
b. Filipino students called them “Kastila, bangus!”
c. Hostility between these 2 groups of students often exploded in angry
street rumbles.
i. Rizal participated in these brawls
ii. Owing to his skills in fencing, his prowess in wrestling, and his
indomitable courage
d. Jose founded a secret society of Filipino Students: Companerismo
(Comradeship)
i. Members were called “Companions of Jehu” --- after the valiant
Hebrew general who fought the Armaeans and ruled the
Kingdom of Israel for 28 years.
ii. Led the members in street fights.
X. UNHAPPY DAYS AT THE UST
a. Jose was unhappy at this Dominican institution because:
i. The Dominican professors were hostile to him
ii. The Filipino students were racially discriminated against by the
Spaniards
iii. Method of instruction was obsolete and repressive
b. The class in Physics was taught without laboratory experiments.
i. Laboratory apparatuses were kept inside the showcases to be
seen by visitors and the students could not touch them.
XI. DECISION TO STUDY ABROAD
a. After finishing the 4th year of his medical course, Rizal decided to study in
Spain:
i. He could no longer endure the rampant bigotry, discrimination, and
hostility in UST.

CHAPTER 6: IN SUNNY SPAIN

I. RIZAL’S SECRET MISSION
a. To finish the Medical Course in Spain
b. Jose was 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.
c. Reason why Jose left without asking permission from his parents:
i. All being fulfill obligations or a role in the sublime drama of creation
ii. Jose cannot exempt himself from his duty to his country
II. SECRET DEPARTURE FOR SPAIN
a. To avoid detection by the Spanish authorities and the friars.
b. The kind Jesuit Priests gave him letters of recommendation to the
members of their Society in Barcelona

c. Rizal departed on Board the Spanish steamer Salvadora bound for

Singapore
III. FROM SINGAPORE TO COLOMBO
a. In Singapore (colony of England), Rizal transferred to another ship
Djemnah, a Frensh steamer, which left for Singapore for Europe.
b. Rizal attempted to converse with his fellow passengers in French, but to
his surprise, he found out that his book French which he learned at the
Ateneo could not be understood.
 c. Rizal was enamoured by Colombo, the Capital of Ceylon, because of its
scenic beauty and elegant buildings. It is more beautiful, smart and
elegant than Singapore and Manila.
IV. FIRST TRIP TO SUEZ CANAL
a. It took the Djemnah five days to traverse the Suez Canal
b. Rizal was thrilled because it was his first trip through this canal
V. NAPLES AND MARSEILLES
a. Naples: (Italy)
i. This Italian city pleased him because of its business activity, its
lively people, and its panoramic beauty.
b. Marseilles (France)
i. Visited the famous Chateau d’lf, where Dantes, hero of The
Count of Monte Cristo, was imprisoned.
c. First impression on Barcelona, Spain’s 2nd largest city:
i. Was unfavorable
ii. Jose thought it was ugly, with dirty little inns and inhospitable
residents
iii. Because he happened to stay upon his arrival at a dingy inn
situated on an unimpressive narrow street in the town’s most ugly
side.
iv. BUT: Jose found it to be really a great city, with an atmosphere of
freedom and liberalism. Its people were open-hearted, hospitable,
and courageous.
v. The Filipinos in Barcelona, some of whom were his schoolmates in
Ateneo, welcomed
Rizal.
VI. AMOR PATRIO (Love of Country)
a. In progressive Barcelona, Rizal wrote a nationalistic essay entitled
“Love of Country” --- first article written on Spain’s soil
b. Jose sent this article to his friend in Manila, Basilio Teodoro Moran,
publisher of Diariong Tagalog, the first Manila bilingual newspaper
(Spanish and Tagalog)
c. This appeared in Diariong Tagalog under Jose’s pen-name Laong Laan.
i. The article caused quite a sensation among readers in the
Philippines because of its nationalistic flavor.
ii. Urged his compatriots to love their fatherland.
VII. MANILA MOVES TO MADRID
a. Jose received the sad news about the cholera that was killing many
people
b. Another sad news: unhappiness of Leonora Rivera, who was getting
thinner because of the absence of a loved one.
10
VIII. LIFE IN MADRID
a. Rizal enrolled in the Central University of Madrid in 2 courses ---
Medicine & Philosophy and Letters

b. He also studied painting and sculpture in the Academy of Fine Arts of San
Fernando
c. He took lesson in French, German, and English under private instructors
d. Practices fencing and shooting in the Hall of Arms of Sanz y Carbonell
e. His thirst for knowledge of music, he visited the art galleries and
museums and read all subjects under the sun including military
engineering
f. He lived frugally. His only extravagance was investing on a lottery ticket
IX. ROMANCE WITH CONSUELO ORTIGA Y PEREZ
a. Rizal was not a handsome man. He’s only 5’3”
i. But he possessed an aura of charisma due to his many talents and
noble character which made him more attractive to romantic
women.
ii. Consuelo fell in love with him
b. But he backed out for two reasons:
i. He was engaged to Leonor Rivera
ii. His friend and co-worker in the Propaganda movement, Eduardo
de Lete, was madly in love with Consuelo and he had no wish to
break their friendship because of a pretty girl.
X. THEY ASK ME FOR VERSES
a. Rizal joined the Hispano-Philippine Circle, a society of Spaniards and
Filipinos
b. He wrote a poem entitled “They ask me for Verses”
c. He poured out the cry of his agonizing heart
d. Sad isolation: memories of happy friendship
XI. RIZAL AS LOVER OF BOOKS
a. He stayed at home and read voraciously until midnight
b. He purchased books from a second-hand book store and was able to
build a fair-sized private library.

c. Rizal was deeply affected by Beecher Stowe’s Uncle Tom’s Cabin and
Eugene Sue’s The
Wandering Jew.
i. These 2 books aroused his sympathy for the oppressed and
unfortunate people.
XII. RIZAL’S FIRST VISIT TO PARIS
a. During his first summer vacation in Madrid, Rizal went to Paris, capital of
France
b. Rizal improved his mind by observing closely the French way of life and
spending many hours at the museums, the world famous Louvre
c. The botanical gardens, Luxembourg
d. Libraries and art galleries
e. Laennec Hospital, where he observed Dr. Nicaise treating his patients
f. Lariboisiere Hospital, where he observed the examination of different
diseases of women
g. Rizal was mistaken by the Parisians as a Japanese
h. For Jose, Paris was the costliest capital in Europe
XIII. RIZAL AS A MASON
a. Rizal was impressed by the way the Spanish Masons openly and freely
criticized the government policies and lambasted the friars, which could
not be done in the Philippines.
 b. He joined the Masonic Lodge called the Acacia in Madrid. His reason for
becoming a Mason was to secure Freemasonry’s aid in his fight against
the friars in the Philippines.
c. Since the friars used the Catholic religion as a shield to entrench
themselves in power and wealth and to persecute the Filipino patriots, he
intended to utilize Freemasonry as his shield to combat them.

d. He became a Master Mason

e. His only Masonic writing was a lecture titled: “Science, Virtue and Labor.”
i. The duty of modern man is to work for the redemption of humanity,
because once man is dignified there would be less unfortunate and
more happy men that is possible in this life.

ii. Humanity cannot be redeemed so long as there are oppressed

people.
iii. Humanity cannot be redeemed while reason is not free, while faith
would want to impose on facts, while whims are laws, and while
there are nations who subjugate others.
iv. For humanity to be able to attain the lofty destiny toward
which God guides it, it is necessary that within its fold there
should be no dissensions nor tyranny
XIV. FINANCIAL WORRIES
a. After Jose’s departure for Spain, things turned from bad to worse in
Calamba.
i. The harvests of rice and sugarcane failed on account of drought
and locusts.
b. The Manager of the Dominican-owned hacienda increased the rentals
of lands cultivated by the Rizal family.

i. The hacienda manager, a frequent guest at the Rizal home, used

to ask for a turkey from Don Francisco (Jose’s father), who was a
good raiser of turkeys.
ii. Dreadful pest killed most of the turkeys.
iii. When the manager requested for a turkey, Don Francisco had to
deny him because he needed the few surviving turkeys for
breeding purposes.
iv. Enraged by his failure to receive a turkey, the vindictive manager
arbitrarily increased the rentals of the lands leased by Don
Francisco and Paciano.
c. Due to hard times in Calamba, the monthly allowances of Rizal in Madrid
were late in arrival and there were times when they never arrived.
Causing much suffering to him.
d. June 24, 1884:
i. Because he was broke, he was unable to take breakfast that day.
ii. With an empty stomach, he attended his class at the
university, participated in the contest in Greek language and
won the gold medal.
11
 iii. In the evening of the same day, he was able to eat dinner, for he
was a guest speaker in a banquet held in honor of Juan Luna and
Felix Resurreccion Hidalgo
XV. RIZAL’S SALUTE TO LUNA AND HIDALGO
a. To celebrate the double victory of the Filipino artist in the National
Exposition of Fine Arts in Madrid

i. First prize: Luna’s Spolarium

ii. Second Prize: Hidalgo’s Christian Virgins Exposed to the Populace
b. Artistic achievements transcended geographical frontiers and racial
origins, for genius is universal
--- “genius knows no country, genius sprouts everywhere
c. Jose also assailed with refined sarcasm the bigotry and blindness of
certain unworthy Spaniards (bad friars in the Philippines) who could not
comprehend the universality of genius.
d. Text:
i. In the history of nations there are names that by themselves
signify an achievement, that recall passion and greatness.
ii. That race, fallen into lethargy during the historic night while the
sun illumines other continents, again awakens, moved by the
electric impact that contact the western peoples produces, and
she demands light… confirming the eternal laws of constant
evolution, of change, of periodicy, of progress.
iii. In Spolarium:
1. The canvas is not mute, can be heard the tumult of the
multitude, the shouting of the slaves
2. With such vigor and realism
3. Shadow and mystery
iv. Hidalgo:
1. Light, colorful, harmony
v. Both coincide at bottom in spite of notable differences
vi. Both express our social, moral, and political life; mankind subjected
to harsh test
vii. Reason and aspiration in an open struggle with preoccupations,
fanaticism, and injustices, because sentiments and opinions cut
passage through the thickest walls, because to them all bodies
have pores, all are transparent, and if they lack pen, if the press
does not help them, the palette and brushes will not only delight
the eye but will also be eloquent tributes.

viii. Spain, as mother, teaches also her language to the Philippines in

spite of the opposition of those myopic men and pigmies, who,
desiring to insure the present, do not see the future, do not weigh
the consequences.
ix. This banquet: to give form to the mutual embrace of two races that
love one another, so that they may form in the future one single
nation in spirit, in their duties, in their views, in their privileges.

x. I drink to the health of the Filipino youth, sacred hope of my native

land.
xi. The furrow is ready and the ground is not sterile.
XVI. RIZAL INVOLVED IN STUDENT DEMONSTRATIONS
a. Caused by the address of Dr. Miguel Morayta, professor of history, at
the opening ceremonies of the academic year, in which he proclaimed
the freedom of science and teacher --- such a liberal view was
 condemned by the Catholic Bishops of Spain, who promptly
excommunicated Dr.
Morayta and those who applauded his speech.
b. Angered by the bigotry of the Catholic Bishops, the university
students rose in violent demonstrations.
c. They rioted in the city streets, shouting: “Viva Morayta, Down with
Bishops!”
d. The Rector, who also took the side of the students , was forced to
resign and was replaced by Doctor Creus, a very unpopular man,
disliked by everybody
e. A police lieutenant and a secret service man wanted to seize Ventura and
Jose, but they managed to escape. Two Filipinos were taken prisoners.
This is why Jose needs to disguise himself three times

f. New Rector: treated persons without dignity. Students want to reinstate

the old Rector
XVII. STUDIES COMPLETED IN SPAIN
a. He was conferred the degree of Licentiate in Medicine by the Universidad
Central de Madrid
b. He did not present the thesis required for graduation nor paid the
corresponding fees, he was not awarded his Doctor’s diploma
c. He was awarded the degree of Licentiate in Philosophy and Letters on
his 24th birthday with the rating of excellent (sobresaliente)
d. He became qualified to be a professor of humanities in any Spanish
university
e. By receiving his degree of Licentiate in Medicine, he became a full-
pledge physician, qualified to practice medicine
f. He did not bother to secure the post-graduate degree of Doctor in
Medicine because it was, together with the licentiate in philosophy
and letters, good only for teching purposes.
g. He knew that with his brown color and asian racial ancestry no friar-
owned university or college in the Philippines would accept him in its
faculty staff.
OVERVIEW OF THE PHILIPPINES
TH
DURING THE MID 19 CENTURY
(The Colonial Landscape: R. Constantino,
The Philippines A Past Revisited Volume 1)
❑Spaniards wrought fundamental changes in
the lives of the Indio.

❑Introduced new customs, religion, practices

and institutions

❑Influx of Chinese due to presence of Spaniards

❑New plants( corn, cassava, sweet potatio, cotton

magueg, indigo, ahuete, tobacco, cacao) and
animals (horses, cows, sheep, goats, water
buffalos, geese, ducks and swans from China
and Japan) – modified eating habits and
economic development
1. COLONIAL OUTPOST
– The Philippines lacks economic promise for
Spain/Crown but was RETAINED as colony due to
the following considerations:

xii. Stepping stone to China and Japan

xiii.Staging ground for missionary efforts
xiv.Useful as outpost of Spanish empire for
curving out an Oriental Empire – Philippines to be
used as base for the conquest of neighboring
nations
Due to these – Philippines was relegated to the role
of a mere missionary and military way – station
– These are the factors that discouraged
serious efforts for economic development

– Philippines geographic isolation from Europe

precluded growth of direct trade – island to
be administered through Mexico

– Philippine ruled by military administrators

who received “situado” an annual subsidy
from Mexico; “The rest of their needs had to
be extracted from the Indios”
2. ECONOMIC NEGLECT
GALLEON TRADE – lasted until 1815
– involved only Spaniards

Trade was essentially between China and

Mexico with Manila as trans-shipment point

One to QUICK RETURNS from Galleon

Trade dissuaded Spaniards from productive
work therefore neglected to develop the
agricultural potential of the Philippines.
3. MOVES FOR ABANDONMENT

Financial and Commercial consideration

Income from Galleon trade is lower
than “situado”

Chinese silk brought to America by the Philippine

Galleons competed with Spanish export to that region
(America) seriously threatening Spanish silk industry

Proponents of retention of Colony (Philippines)

countered that large part of the SITUADO was used
to financed the expeditions against the Moluccas
4. THE COMPROMISE
– In line with Spanish policy of MERANTILISM and
responding to pressures from Merchants of Cadiz
and Seville, Spain tried to save trade of the American
Market for Spanish manufacturers
– Also limited the outflow of SILVER from Latin
America to the East (China)
– Galleon trade was restricted to only 2 ships a year
and to only one port of entry in Mexico: ACAPULCO
– EXPORT form Manila is pegged at P250,000 worth of
goods (later raised to P500,000) and IMPORTS from
Mexico were not supposed to exceed double the
value of the exports – to limit the revenue from
Galleon Trade enough only to maintain Spanish
establishment’s in Manila.
– CHURCH - Missionary undertaking/substantial
material interest

– Philippines as base for future maneuvers in

the East

– Philippines as colony of Spain – Prestige of

the Crown/Pride of Spanish Kings

– Profits from Galleon Trade – need to construct

walls/buildings bequitted to the religious orders
and pious works (Obras pias) – establishment of
schools, hospitals and charitable institutions
5. PLURAL ECONOMIES
Western economy – Galleon Trade

Native economy- products were not in great

demand in either China or Mexico. Thus, Philippine
Spaniards did not find it profitable to develop local
products for export – locally oriented/underdeveloped

Chinese economy – adjunct of the Galleon Trade’

provide local Spaniards with luxurious they need.
d. Chinese as artisans
e. Chinese as intermediaries between West and the
native economies – Chinese distributed Chinese
imports to the Philippine Village and gathered in
return local products which they sold to the Spaniards.
6. THE CHINESE ROLE

– Mid 19th Century 0 while the Spaniards were trying to

graft their administrative institutions onto the indigenous
social structures, the Chinese were wrecking havoc on the
primitive economy of the natives.

– Rice production had fallen off and the local textile industry
had decline disastrously in Pampanga and Manila in late
16th century due to movement of native population to
the city to provide domestic service to the Spaniards;

– Indios begun to buy staple food and clothes from the

Chinese
7. REDUCCIOSES
– NEGLECT of the Philippines INTERNAL ECONOMY
was accompanied by ADMINISTRATIVE
DIFFERENCE such as extraction of TRIBUTE and
FORCED LABOR and the PROSELYTIZING (spread of
Christianity) tradition requiring CONTROL.

– BARANGAY had to be integrated into colonial

framework, few members of friars and scattered
population had to be consolidated into
REDUCCION – policy of resettlement of small
villages into one larger village for easy CONTROL.
FRIARS TECHNIQUES
b Offering of gifts like shirts, salt, needles,
combs etc.

c free housing

d participation in colorful church rites

e high sounding titles (gobernadorcillo,

capitan etc.)and honors for the chiefs.

e. THREATS
– Friar’s inducement and pressure on Chiefs of
Villages and making chieftains or CABEZAS de
BARANGAY insured a measure of Indio’s
social continuity which facilitated
ACCEPTANCE of Spanish rule.

– Conversion of Indio Chieftains into willing ALLIES

and useful intermediaries (as cabesa de barangay)
formed a reservoir of reliable minor civil servants
for the Spaniards – This is bolstered by colonial
recognition evidenced by their title of
PRINCIPALES.
8. POPULATION CENTERS – compromise of
friars for Indios that did not join reduccion

– POBLACION – BARRIO – SITIO system with the

CHURCH as the nucleus – This community is called
CABECERA

– Friars constructed chapels to say mass in barrio

or sitio where Indios chose to settle away from
Cabecera. This is called VISITAS.
9. COLONIAL INTERMIDIARES –
GOBERNADORCILLOS (petty governor)
equivalent of MAYOR today

– They are exempted from paying tribute and rendering

forced labor but they have the DUTY to COLLECT
TRIBUTES which should tally with census. UNPAID or
DELAYED tribute means FINE or IMPRISONMENT.

– Gobernadorcillos – also responsible for maintenance

of municipal guards/jail, feed the prisoners, provide
municipal government with personnel and supplies,
also entertainment of visitors.
10. THIRD PROP OF POWER

PRINCIPALIA – third prop: that of

ECONOMIC POWER
– From Indios concept of COMMUNAL LAND to
Spaniard’s individual concept of land
OWNERSHIP and regarded the land itself not
merely its USE as source of WEALTH.
11. APPROPRIATION OF
COMMUNAL LANDHOLDINGS
– Principales – by virtue of being ADM and FISCAL
MIDDLEMEN between Spaniards and their people
(Indios) became aware of EXPLOITATIVE KIND OF
LAND OWNERSHIP and took advantage of it

– CHIEFTAINS (principals) appropriated the lands

cultivated by their dependents/tillers who were
institutionalized as tenants – sanctioned/allowed
by the Spaniards.
 12. RESULTANT STRATIFICATION
– PRINCIPALIA – perpetuated its dominant status
through INTRA-CLASS MARRIAGE; principalia’s
residence in plaza complex manifest physical
expression of socio-economic ascendancy

– CHURCH – CONVENT (Frailocracy/ecclesiastical

power) and the MUNICIPIO (seat of Civil Authority
dominated the plaza.

– THREE-TIERED heirarchy in rural society –

Spanish Priest, Principalia and the Masses.
– Manila/Suburbs – Spaniards, Chinese Mestizos,
Native principales, Chinese and the people – This
persisted into the beginning of nineteen century
with the SPANISH CLERGY constituting the
leading instrument of POWER and EXPLOITATION.
B. RIZAL’s EARLY INFORMAL EDUCATION

1. The HERO’s FIRST TEACHER ( Zaide and Zaide)

– Teodora Alonzo y Realonda – good character and fine was
Rizal’s first teacher
– At the age of three she teached Rizal arithmetic, alphabet
and prayers in Latin, Spanish and Tagalog related to Rizal
many stories, like the story of the Moth
– By age six Rizal become adept at drawing, clay modeling
and carving
– Maestro Celestino and Lucas Padua – first private tutors
– Don Leon Monroy – teached Rizal Latin and Spanish but
died five months later
2. EARLY FORMAL EDUCATION
(BINAN)
– Rizal accompanied by Paciano left
Calamba for Binan in June 1869 –
with his poker face Paciano gave
Rizal a cue on how a man should
behave during partings and
sentimental occassions. Stayed in
his Aunt Tomasa Mercado.

– Maestro Justiniano Cruz – old

teacher of Paciano also that of
Rizal.

CHAPTER 5

THE NINETEENTH CENTURY PHILIPPINE ECONOMY, SOCIETY, AND THE

CHINESE MESTIZOS

To fully appreciate the details of Rizal’s life related in the previous chapter,
one needs to locate him within the wider context of the Philippines in the nineteenth
century and describe how these developments had an impact on the society in which
Rizal grow up, matured, and eventually was martyred. It will begin by looking at the
tremendous economic development starting in the late eighteenth century as a
product of multiple factors. The chapter will then map the economic developments on
Spanish policies on education, social life, and the Chinese mestizos, in Philippine life
and economy will also be noted. These Chinese mestizos will be located in the
context of the changing social stratification in the Philippines.

Learning Objectives

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

❑ Locate Rizal’s life in the Philippine within the wider context of the
developments in the nineteenth century;

❑ Explain the important role of the Chinese mestizos and their ranks;

❑ Discuss the interplay of several factors that contributed to the and changing
landscape of the Philippine society and economy.

Vocabulary

Cash crops Crops cultivated for export

Decree An order issued by legal authority; a policy
pronouncement

Galleon Trade From 1565-1815, this was the form of trade between the
Philippines and Mexico. The galleon would sail to Mexico
loaded with goods return to the Philippines carrying
payment in silver.

Insulares Pure-blooded Spanish born in the Philippines

Mestizo A person with mixed ancestry – one parent is Chinese or

Spanish and the other is a native; an important sector of
the population in nineteenth century Philippines.

Merchant Houses Firms established in manila and other cities by foreign

traders

Pacto de Retroventa An agreement that allowed a land owner to sell his/her

 land with the guarantee that he/she could buy the land
back at the same price

Parian Chinese enclave established in 1581 outside the walls of

Intramuros. The Chinese were forced to live in Parian.

Peninsulares Pure-blooded Spanish born in Spain

Principalia Wealthy pure-blooded natives said to have descended

from the kadatoan class

Sangley A term that proliferated in the Spanish Philippines to refer

to people of pure Chinese descent; came from Hokkien
word “seng-li” meaning business.

Social Stratification A way by which people in society are categorized based

on socio-economic as well as political standards.

The Changing Landscape of Philippine Economy and Society

Many scholars consider the nineteenth century as an era of profound change

in the Philippines. During this period, vast economic, political, social, and cultural
currents were felt. Change, however, had its initial ripples in the previous century. By
the late eighteenth century, the monarchy in Spain experienced a dynastic shift from
the Habsburg to the Bourbons. Under the new leadership, Spain recalibrated colonial
policies that would have an effect on the Philippines. With the goal of invigorating the
profitability of the colonies like the Philippines, Bourbon policis and reforms were
carried out. The first governor-general to the Philippines under the Bourbon mandate
was Jose Basco y Vargas.

By the time Basco arrived, the Galleon Trade, the main economic institution
existing in the Philippines, was already a losing enterprise. As Spain sought ways to
salvage the dwindling economy of the empire, the global wave of industrialization
became a silver lining. As many imperial powers in Europe and the West were
undergoing industrialization, an increased demand for raw materials presented an
opportunity to look into the agricultural potential of the Philippines. Thus, It was
viewed that the transformation of the economy towards being an export-oriented,
harnessing the agricultural products that could be yielded from the archipelago, was
the way to go.

To better facilitate the envisioned reorientation of the economy, 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. These changes, however, were met
with lukewarm reception. Resistance also came from various sectors like the
Catholic Church that was not receptive of the labor alignments entailed by the
planned reforms, traders, that were still holding on to the galleon trade. It also did not
help that the Royal Company was fraught with issues of mismanagement and
corruption. As Basco Pushed for the reforms, he lifted a ban on Chinese merachnst
that reinvigorated internal trades; initialized the development of cash crop farms;
relax certain policies that allowed the gradual opening of Manila to foreign markets;
and established the Tobacco Monopoly to maximize production of this export good.

Global events continued to affect the Philippines at the beginning of the 19 th

century. By 1810, the Mexican war of independence rattled the Spanish empire, as it
would eventually lead to the loss of precious Latin American colonies. With this came
the eventual end of the Galleon Trade which became a concern in the Philippines.
As the Philippine economy hung in the balance, policies were recalibrated and with
the eventual closing of the Royal Philippines Company, 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 crop, export-oriented, economy. Some of the major investment
came from British and American traders that set up merchant houses in Manila.

The rapid development of the economy began to flow in the Philippines

through cash crops. By the first half of the 19th century, majority of the exports of the
Philippines from cash crops like tobacco, sugar, cotton, indigo, abaca, and coffee.

The importance of land became evident as cash crops became the major
source of revenue in the colony. 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 hacienderos grabbed the opportunity. For
example, when a small landowner needed capital and money, he would engage in
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
the 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 mode, 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.

THE CHINSE AND CHINESE MESTIZO

The sectors that greatly benefited from the changing economy were 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 also the Chinese products that comprised most of 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. Although the Spaniards were wary of the Chinese,
they realized the importance that the latter played in sustaining 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 19th century by
purchasing land, accumulating wealth and influence.

IMPACT ON LIFE IN THE COLONY

The economic developments, as mentioned, precipitated social, political, and

cultural development as well. 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 education decree in 1863 that mandated free primary education.
Eventually, the 19th century also gave birth to many schools that addressed tbe
growing demand for more professionals. Schools like Ateneo Municipal were
established during this time. The complex nature of the developing economy also
allowed the government to intensify bureaucratization and to streamline colonial
governance.

As manila became s 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, One,
people flocked the centers of trade like Manila. Overcrowding implied issues in living
quarters, sanitation, and public health, and increased in criminality. Two, the
continuous movement of people made tax collection extra difficult. In order 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. Together with
more 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. To help carry out policies better, guardia civil was eventually
established. As the new economy afforded the colonial state new opportunities, it
also prompted the state to be more regulatory and assert its authority.