RIZAL
   Recognize the relevance of Rizal’s
WEEK 1
Laws on Rizal  day-to-day situations and problems in
There are at least two Republic Acts and two
Memorandum Orders pertaining to Jose Rizal:
1. Republic Act N. 1425 or the Rizal Law
2. Republic Act No. 229 or the Celebration of
Rizal Day’
3. Memorandum Order No. 247 by President
Fidel V. Ramos
4. CHED Memorandum No. 3, s 1995 by
Commissioner Mona D. Valismo.
Introduction about the Rizal Law
   Republic Act 1425: Rizal Law was
authored by Senator Claro M. Recto
   It was signed by President Ramon
Magsaysay on June 12, 1956
   It requires the implementation of the Rizal
course as a requirement for graduation in all
non-degree and degree courses in the
tertiary education
   It includes the life, works, and writings of
Jose Rizal, particularly his novels, Noli Me
Tangere and El Filibusterismo.
   On August 16, 1956, the Rizal Law took
effect
Aims of Rizal Law
1.     Recognize the relevance of Jose Rizal
ideas, thoughts, teaching, and life-values to
present conditions in the community and
country and apply them in the solution to
day to day situations and problems of
contemporary life.
2.     Develop an understanding and
appreciation of the qualities, behavior, and
character of Rizal and thus foster the
development of moral character and
personal discipline.
The goals set by the Board on National
Education (Capino et.al, 1997)
1.
ideas, thoughts, teachings, and life values to
present conditions in the Community;
2.    Apply Rizal’s ideas in the solution of
contemporary life;
3.    Develop an understanding and
appreciation of the qualities and behavior and
character of Rizal; and
4.    Forster development of moral
character, personal discipline, citizenship, and
vocational efficiency among the Filipino
Youth.
REPUBLIC ACT NO. 1425
An act to include in the curricula of all public and
private schools, colleges and universities courses
on the life, works and writings of jose rizal,
particularly his novels noli me tangere and el
filibusterismo, authorizing the printing and
distribution thereof, and for other purposes
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 for which our
heroes lived and died;
WHEREAS, it is meet that in honoring them,
particularly the national hero and patriot, Jose
Rizal, we remember with special fondness and
devotion their lives and works that have shaped the
national character;
WHEREAS, the life, works and 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 novel Noli Me
Tangere and El Filibusterismo, shall be included in
the curricula of all schools, colleges and
universities, public or private: Provided, That in the
collegiate courses, the original or unexpurgated
editions of the Noli Me Tangere and El
Filibusterismo or their English translation shall be
used as basic texts.
The Board of National Education is hereby
authorized and directed to adopt forthwith
measures to implement and carry out the
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
the 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 enrollment of the school, college or
university.
SECTION 3. The Board of National Education shall
cause the translation of the Noli Me Tangere and El
Filibusterismo, as well as other writings of Jose
Rizal into English, Tagalog and the principal
Philippine dialects; cause them to be printed in
cheap, popular editions; and cause them to be
distributed, free of charge, to persons desiring to
read them, through the Purok organizations and
Barrio Councils throughout the country.
SECTION 4. Nothing in this Act shall be construed
as amendment or repealing section nine hundred
twenty-seven of the Administrative Code,
prohibiting the discussion of religious doctrines by
public school teachers and other person engaged
in any public school.
SECTION 5. The sum of three hundred thousand
pesos is hereby authorized to be appropriated out
of any fund not otherwise appropriated in the
National Treasury to carry out the purposes of this
Act.
SECTION 6. This Act shall take effect upon its
approval.
Approved: June 12, 1956
Senate Bill No. 438
House Bill No. 5561
Archbishop of Manila - bishop Rufino Santos
Mayor of Manila – Arsenio Lacson       
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What is the RA 1425 or the Rizal Law?
RA 1425, also commonly known as Rizal Law, was
a law signed by President Ramon Magsaysay on
June 12, 1956 that requires all schools in the
country include Rizal’s life, works and writings in
the curriculum. The rationale behind the law was
that there is a need of rekindle and deepen the
sense of nationalism and freedom of the people,
especially of the youth. The law sought to cultivate
character, discipline, and conscience and to teach
the obligations of citizenship. Libraries are required
to keep sufficient copies of Rizal’s writings,
especially Noli Me Tangere and El Filibusterismo.
Language barrier and poverty-related restrictions
were taken out of the equation with provisions such
as translation of Rizal’s writings into English,
Filipino and other major Philippine Languages and
the free charge distribution through Purok
Organizations and Barrio Councils.
The main proponent of the law was Senator Claro
M. Recto who was met by protestants from the
Catholic Church. Senator Jose P. Laurel Sr., then
Chairman of the Committee on Education
sponsored the bill in the senate.
Senator Laurel (Left)and Senator Rector(Right)
-----
REPUBLIC ACT NO. 229
An act to prohibit cockfighting, horse racing and jai-
alai on the thirtieth day of december of each year
and to create a committee to take charge of the
proper celebration of rizal day in every municipality
and CHARTERED CITY, AND FOR OTHER
PURPOSES
SECTION 1. The existing laws and regulations to
the contrary notwithstanding, cockfighting, horse
racing and jai-alai are hereby prohibited on the
thirtieth day of December of each year, the date of
the martyrdom of our great hero, Jose Rizal.
SECTION 2. It shall be the official duty of the mayor
of each municipality and chartered city to create a
committee to take charge of the proper observance
of Rizal Day Celebration of each year, in which he
shall be the chairman, which shall be empowered
to seek the assistance and cooperation of any
department, bureau, office, agency or
instrumentality of the Government, and the local
civic and educational institutions. Among the
ceremonies on Rizal Day shall be the raising of the
Philippine flag at half mast in all vessels and public
buildings.
SECTION 3. Any person who shall violate the
provisions of this Act or permit or allow the violation
thereof, shall be punished by a fine of not
exceeding two hundred pesos or by imprisonment
not exceeding six months, or both, at the discretion
of the court. In case he is the mayor of a
municipality or a chartered city he shall suffer an
additional punishment of suspension from his office
for a period of one month. In case of partnerships,
corporations or associations, the criminal liability
shall devolve upon the president, director, or any
other official responsible for the violation thereof.
SECTION 4. This Act shall take effect upon its
approval.
Approved: June 9, 1948 
------
Explanation:
Rizal Day
Mangubat gave three reasons explaining why
Rizal's death served as a turning point to the
nationalistic hopes of the countrymen: First is that it
served as a signal to the Katipunan to raise up
arms against the Spaniards and begin the
revolution. It is important to note that it was not
formed after the death of Rizal, rather, the event at
Bagumbayan on December 30 crystallized the
motives of the organization. Second, his execution
also served as a realization to the elite that they
weren't an exemption to the despotism of the
Spanish rule. Many other sectors joined in the
Katipunan as the revolutionary and nationalistic
mind began to settle on them. Lastly, because the
event happened at the turn of the century, it was
also significantly considered as a "New Beginning"
for the country.
Emilio Aguinaldo gave the first decree to
declare December 30 as "national day of mourning"
and as anniversary of Jose Rizal's death. To
observe this, he ordered that all flags must be
hoisted at half-mast on December 29 and on the
following day, there would be no government
offices. The first ever monument of Rizal erected
was on Daet, Camarines Norte and its unveiling is
simultaneous to the first observance of Rizal Day
on December 30, 1898 by the Club Filipino.
February 1, 1902, the Philippine Commission
ordained Act no. 345 which issues December 30 as
Rizal Day and as national holiday observed each
year.
 According to Ambeth Ocampo, oftentimes,
heroes are remembered more on their deaths than
their births. However, Mangubat mentions that the
death of Rizal would not have that been more
meaningful were it not for birth and life spent for the
betterment of our country. There are many moves
that wish to change the date of Rizal Day to June
19 because it has a more positive sense and that it
is close to June 12 and May 28 which are the
Philippine Independence Day and the National Flag
Day, respectively. On the other hand, December 30
is nearer to the much more celebrated holidays of
Christmas and New Year which often overshadow
the hero's celebration. For me personally, although
his birth date is a much more joyous celebration,
his death can be a better perspective to look at the
entirety of Rizal's life and why he was willing to die
for the sake of his love for the country.
-----
MEMORANDUM ORDER No. 247
Directing the secretary of education, culture and
sports and the chairman of the commission on
higher education to fully implement republic act no.
1425 entitled "an act to include in the curricula of all
public and private schools, colleges and
universities, courses on the life, works and writings
of jose rizal, particularly his novels, noli me tangere
and el filibusterismo, authorizing the printing and
distribution thereof and for other purposes"
WHEREAS, Republic Act No. 1425 approved on
June 12, 1956, directs all schools, colleges and
universities, public and private, to include in their
curricula, courses on the life, works and writings of
Jose Rizal, particularly his novels Noli Me Tangere
and El Filibusterismo which "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, according to Dr. Rizal, "the school is
the book in which is written the future of the nation;"
WHEREAS, in 1996, the Filipino people will
commemorate the centennial of Rizal’s martyrdom
and, two years thereafter, the centennial of the
Declaration of Philippine Independence; and
WHEREAS, as we prepare to celebrate these
watershed events in our history, it is necessary to
rekindle in the heart of every Filipino, especially the
youth, the same patriotic fervor that once
galvanized our forebears to outstanding
achievements so we can move forward together
toward a greater destiny as we enter the 21st
century.
NOW, THEREFORE, I FIDEL V. RAMOS,
President of the Republic of the Philippines, by
virtue of the powers vested in me by law, hereby
direct the Secretary of Education, Culture and
Sports and the Chairman of the Commission on
Higher Education to take steps to immediately and
fully implement the letter, intent and spirit of
Republic Act No. 1425 and to impose, should it be
necessary, appropriate disciplinary action against
the governing body and/or head of any public or
private school, college or university found not
complying with said law and the rules, regulations,
orders and instructions issued pursuant thereto.
Within thirty (30) days from issuance hereof, the
Secretary of Education, Culture and Sports and the
Chairman of the Commission on Higher Education
are hereby directed to jointly submit to the
President of the Philippines a report on the steps
they have taken to implement this Memorandum
Order, and one (1) year thereafter, another report
on the extent of compliance by both public and
private schools in all levels with the provisions of
R.A. No. 1425.
This Memorandum Order takes effect immediately
after its issuance.
DONE in the City of Manila, this 26th day of
December in the year of Our Lord, Nineteen
Hundred and Ninety-Four.                           
----- 
Former President Fidel V. Ramos in 1994
through Memorandum Order no.247, directed the
Secretary of Education, Culture and Sports and the
Chairman of the Commission on the Higher (sgd) MONA D. VALISNO
Education to fully implement the RA 1425. Commissioner
Officer-in-Charge
In the year 1995, CHED Memorandum
Order No. 3 was issued enforcing strict compliance -----
to Memorandum Order no. 247 Republic Act No.
229 is an act prohibiting cockfighting horse. The WHY STUDY RIZAL?
said Memorandum Order issued by the CHED
Commissioner Mona Valisno enforcing strict Aside from those mentioned above, there are other
compliance to Memorandum Order No. 24 reasons for teaching the Rizal course in Philippine
schools:
-----
1.    To recognize the importance of Rizal’s
CHED MEMORANDUM NO. 3,s. 1995 ideals and teachings in relation to present
conditions and situations in the society.
Commission on Higher Education 2.    To encourage the application of such
ideals in current social and personal
Office of the President of the Philippines  problems and issues.
3.    To develop an appreciation and deeper
January 13, 1995 understanding of all that Rizal fought and
died for.
CHED Memorandum 4.    To foster the development of the Filipino
youth in all aspects of citizenship.
No.3,s. 1995
Take note, Rizal’s legacy is very important in
To: changing the condition of our present society.  His
Head of State Colleges and Universities  teachings challenge us all Filipinos to make a
Head of Private Schools, Colleges and Universities  difference for the future of our country by living the
Office of the President Memorandum Order No. teachings of Rizal.  Likewise, it teaches us to be
247  more responsible and braver enough to face the
challenges in our present society by acting on the
Re: Implementation of Republic Act No. 1425 principles that Rizal had strongly spoken and lived.

1. Enclosed is a copy of Memorandum Order

No. 247 dated December 26, from the
Office of the President of the Philippines
entitled, "Directing Secretary of Education,
Culture and Sports and the CHAIRMAN OF
COMMISSION ON HIGHER EDUCATION
to fully implement the Republic Act No.
1425 entitled "An Act to include in the
curricula of all public and private schools,
colleges and universities, courses on the
Life, Works and Writings of Jose Rizal,
particularly his novels, Noli Me Tangere and
El Filibusterismo, authorizing the printing
and distribution thereof and for other
purposes" for guidance of all concerned.
2. Strict compliance therewith is requested.
WEEK 2
THE PHILIPPINES IN THE 19th CENTURY
SOCIAL STRUCTURE:
The Philippine society was predominantly feudalistic-
the result of the Spanish land holding system imposed
upon the country with the arrival of the
conquistadores. An elite class exploited the masses,
fostered by the “massive slave” relationship between
the Spaniards and the Filipinos. The Spaniards
exacted all forms of taxes and tributes, and drafted
the natives for manual labor. Consequently, the poor
became poorer and the rich wealthier.
The Pyramidal structure:
1. APEX (TOP) - peninsolares – spanish-born took
the highest position in the society and (b) friars
2. MIDDLE CLASS – favored rich natives, mestizos
(half breed), criollos (Philippine-born Spaniards)
3. BASE – indios were looked down upon
POLITICAL SYSTEM:
Spain governed the Philippines through the Ministro
de Ultramar (Ministry of the Colonies) established in
Madrid in 1863. This body helped the Spanish
monarch manage the affairs of the colonies and
govern the Philippines through a centralized
machinery exercising:
 Executive
 Legislative
 Judicial and
 Religious powers
Governor General
- appointed by the Spanish monarch headed the
central administration in Manila
- king’s representative in all state and religious
matters and as such he exercised extensive
powers
- issued executive orders and proclamation and he
had supervision and disciplinary powers over all
government officials
- commander in chief of the armed forces of the
Philippines
- had supreme authority in financial matters until
1784
- exercised legislative powers with his CUMPLASE
(is the power of the Governor-General to
disregard or suspend a Royal decree if the
condition in the colony does not warrant it by
which he could disregard or suspend any law or
royal decree from Spain)
- ex-officio president of the Royal Audiencia until
1861
- enjoyed religious duty gave him the prerogative to
nominate priest to ecclesiastical positions and
control the finances of the missions
- responsible for all government and religious
activities
- was assisted by Lieutenant General (general
segundo cabo)
In terms of its Political Structure, Spain governed the
Philippines through the Ministro de Ultramar Ministry
of the Colonies established in 1863:
- It helped the Spanish monarchs manage the affairs
of the colonies
- Governed the Philippines through a centralized
machinery
- Exercising executive, legislative, judicial and
religious powers
Alscaldes Mayores
- Civil Governors
- Led the provincial government (alcaldias)
Alcaldes en ordinario
- City mayor and vice mayor
- Ruled the city government (ayuntamiento)
Gobernadorcillo
- Town mayor
- Ruled the town government (principalia)
Cabeza de Barangay
- Barangay captain
- Ruled the barrio
The Guardia Civil
- Headed by alferez (Second lieutenant)
- Performed police duties
- Helped in the maintenance of peace and
order
The system of courts was a centralized system
 It was a pyramidical organization
 Headed by the Royal Audiencia
 Served as highest court for civil and criminal cases
 Together with the Governor General, they made
laws for the country called autos acordados
SOURCES OF ABUSES IN THE
ADMINISTRATIVE SYSTEM
The main cause of weakness of the administrative
system was the appointment of officials with inferior
qualifications -without dedication to duty, no moral
strength to resist corruption. The kind of officials
sent in the Philippines were corrupt, abusive and
unqualified officers. They were not equipped to any
public office. This was the reason why instead of
focusing on their role as public officers to form a
good and well nation, they focused on getting wealth
through corruption. The worse thing was that, they
became brutal and abusive to native Filipinos to the
extent that they executed most of our fellow native
Filipinos who fought and resisted against them.
There was also complication in the situation between
the union of the church and state. The priest or what
we call the “Friars” also became powerful, cruel and
corrupt. FRIARS. The missionaries or the friars as
they were known, played a major role not only in
propagating the Christian faith but also in the
political, social, economic and cultural aspects of the
Filipinos. Aside from spreading the word of God, they
helped in pacifying the country.The checks adopted
by Spain to minimize abuses either proved
ineffective or discouraged the officials appointed by
the King of Spain were ignorant of Philippine needs.
This was the reason behind their bad motives to our
Philippine nation.
The most corrupt branch of government was the
alcaldias. Dishonest and corrupt officials often
exacted more tributes than required by law and
pocketed the excess collections. They also
monopolized provincial trade and controlled prices
and business practices. The parish priests could
check this anomaly but in many cases they
encouraged the abuses in exchange for favors.
Participation in the government of the natives was
confined to the lowest offices. They participate only
as gobernadorcillo of a town and cabeza de
barangay of a barrio. The position of
gobernadorcillo was honorary entitled to two
pesos/month. The natural and constitutional rights
and liberties of the indios were curtailed. Homes
were searched without warrants. People were
convicted and exiled for being filibusteros Books,
magazines and other written materials could not be
published without the approval of the Board of
Censors.
THE EDUCATIONAL SYSTEM
There was no systematic government supervision of
schools. The teaching methods was obsolete. There
was a limited curriculum and poor classroom
facilities and there was an absence of teaching
materials.
The friars inevitably occupied a dominant position in
the Philippine educational system. Religion was the
main subject in the schools. Fear of God was
emphasized and obedience to the friars was
instilled.
Indios were constantly reminded that they had
inferior intelligence and were fit only for manual
labor. These practices resulted in a lack of personal
confidence and a development of inferiority
complex.
Students memorized and repeated the contents of
books which they did not understand. Teacher
discrimination against Filipinos was present.
The friars were against the teaching of Spanish in
the Philippines. They believed that the knowledge of
the Spanish language would encourage the people
to oppose Spanish rule. Indios might be inspired by
the new ideas of freedom and independence, so
they isolate Filipinos in the light of intellectual
attainment.
Since racial discrimination is rampant Indios were
not allowed to study and they are only good for
manual labor and students/pupils before were only
to memorize and repeated the contents of books,
religion also was the main subject in the schools in
order for them to inculcate in their mind the Fear of
God. As seen above the educational system
Filipinos were left behind because of discrimination,
after sometime the Filipinos allowed to study in the
Philippines and in abroad.
Ateneo de Manila / Escuela Pia and College of San
Juan de Latran
 Only school offering secondary education in
the Philippines

At the end of the Spanish period, the College of San
Juan de Letran was the only official secondary
school in the Philippines although secondary
education was offered at the Ateneo de Manila.
Seven provinces had private colleges and Latin
schools for general studies, and Secondary
Education for girls was furnished by five colleges in
Manila. These are:
 Santa Isabel
 La Concordia
 Santa Rosa
 Looban
 Santa Catalina
Up the end of the Spanish regime, the University of
Santo Tomas was the only institution in the
University level of Manila. Initially established solely
for Spaniards and mestizos, it opened its doors to
Filipino students for decades before the end of the
Spanish rule.
Felipe Buencamino
In 1820, he led the petition criticizing the Dominican
methods of instruction in UST, clamored for better
professors and demanded government control their
University thru anonymous letters.
WEEK 3-4
RIZAL AND THEORY OF NATIONALISM
Today we will discuss about the Birth of National
Consciousness and Filipino Nationalism, the reasons
why Rizal was considered a National Hero and the
service given and sacrificed by him for the sake of our
Country. We will also discuss the reasons why our
nation is considered as an imagined community.
José Rizal, the national hero of the
Philippines, is not only admired for possessing
intellectual brilliance but also for taking a stand and
resisting the Spanish colonial government. While his
death sparked a revolution to overthrow the tyranny,
Rizal will always be remembered for his compassion
towards the Filipino people and the country.
José Protasio Rizal Mercado Y Alonso
Realonda was born on June 19, 1861 to Francisco
Mercado and Teodora Alonzo in the town of Calamba
in the province of Laguna. He had nine sisters and
one brother. At the early age of three, the future
political leader had already learned the English
alphabet. And, by the age of five, José could already
read and write.
 When he enrolled in the Ateneo Municipal de
Manila (now referred to as Ateneo De Manila
University), he dropped the last three names from his
full name, after his brother’s advice – hence, his more
popular name José Protasio Rizal. His performance in
school was outstanding – winning various poetry
contests, impressing his professors with his familiarity
of Castilian and other foreign languages, and crafting
literary essays that were critical of the Spanish
historical accounts of pre-colonial Philippine societies.
A man with multiple professions. While he
originally obtained a land surveyor and assessor’s
degree in Ateneo, Rizal also took up a preparatory
course on law at the University of Santo  Tomas
(UST). But when he learned that his mother was
going blind, he decided to switch to medicine school
in UST and later on specialized in ophthalmology. In
May 1882, he decided to travel to Madrid in Spain,
and earned his Licentiate in Medicine at the
Universidad Central de Madrid.  General Blanco, after volunteering to travel to Cuba to
Apart from being known as an expert in the
field of medicine, a poet, and an essayist, Rizal
exhibited other amazing talents. He knew how to
paint, sketch, and make sculptures. Because he lived
in Europe for about 10 years, he also became a
polyglot – conversant in 22 languages. Aside from
poetry and creative writing, Rizal had varying degrees
of expertise in architecture, sociology, anthropology,
fencing, martial arts, and economics to name a few.
His novels awakened Philippine nationalism
Rizal had been very vocal against the Spanish
government, but in a peaceful and progressive
manner. For him, “the pen was mightier than the
sword.” And through his writings, he exposed the
corruption and wrongdoings of government officials as
well as the Spanish friars.
While in Barcelona, Rizal contributed essays,
poems, allegories, and editorials to the Spanish
newspaper, La Solidaridad. Most of his writings, both
in his essays and editorials, centered on individual
rights and freedom, specifically for the Filipino people.
As part of his reforms, he even called for the inclusion
of the Philippines to become a province of Spain.
But, among his best works, two novels stood
out from the rest – Noli Me Tángere (Touch Me Not)
and El Filibusterismo (The Reign of the Greed).
In both novels, Rizal harshly criticized the
Spanish colonial rule in the country and exposed the
ills of Philippine society at the time. And because he
wrote about the injustices and brutalities of the
Spaniards in the country, the authorities banned
Filipinos from reading the controversial books. Yet
they were not able to ban it completely. As more
Filipinos read the books, their eyes opened to the
truth that they were suffering unspeakable abuses at
the hands of the friars. These two novels by Rizal,
now considered his literary masterpieces, are said to
have indirectly sparked the Philippine Revolution.
Upon his return to the Philippines, Rizal
formed a progressive organization called the La Liga
Filipina. This civic movement advocated social
reforms through legal means. Now Rizal was
considered even more of a threat by the Spanish
authorities (alongside his novels and essays), which
ultimately led to his exile in Dapitan in Northern
Mindanao.
This however did not stop him from continuing
his plans for reform. While in Dapitan, Rizal built a
school, hospital, and water system. He also taught
farming and worked on agricultural projects such as
using abaca to make ropes.
Rizal was granted leave by then Governor-
serve as doctor to yellow fever victims. But at that
time, the Katipunan had a full-blown revolution and
Rizal was accused of being associated with the secret
militant society. On his way to Cuba, he was arrested
in Barcelona and sent back to Manila to stand for trial
before the court martial. Rizal was charged with
sedition, conspiracy, and rebellion – and therefore,
sentenced to death by firing squad.
         Days before his execution, Rizal bid farewell to
his motherland and countrymen through one of his
final letters, entitled Mi último adiós or My Last
Farewell. Dr. José Rizal was executed on the morning
of December 30, 1896, in what was then called
Bagumbayan (now referred to as Luneta). Upon
hearing the command to shoot him, he faced the
squad and uttered in his final breath:
“Consummatumest” (It is finished). According to
historical accounts, only one bullet ended the life of
the Filipino martyr and hero.
His legacy lives on after his death, the Philippine
Revolution continued until 1898. And with the
assistance of the United States, the Philippines
declared its independence from Spain on June 12,
1898. This was the time that the Philippine flag was
waved at General Emilio Aguinaldo’s residence in
Kawit, Cavite.
Some Literary Pieces of Dr. Jose Rizal
To the Filipino Youth
Rizal wrote this literary poem when he was
still studying at the University of Sto. Tomas (UST).
Originally written in Spanish (A la juventud
filipina), Rizal submitted this piece for a poem contest
organized for Filipinos by the Manila Lyceum of Art
and Literature. At the age of 18, this work is beaming
with strong messages to convince readers, the youth
in particular, that they are the hope of the nation. He
also stresses the importance of education to one’s
future. Rizal won the first prize and was rewarded with
a feather-shaped silver pen and a diploma.
To the Young Women of Malolos
Addressed to the Filipino women, Rizal’s letter
entitled To The Young Women of Malolos reflects his
inheritance and issues reminders to Filipino women.
In his letter, he addresses all kinds of Filipino women
– mothers, wives, and even the single women.
Throughout this literary piece, he highlights the
qualities that Filipino mothers should possess, the
duties of wives to their husbands and children, and a
counsel on how young women should choose their
lifetime partners. The idea behind this letter sparked
after he was impressed by the women of Malolos who
won the battle they fought. Rizal advises women to
educate themselves, protect their dignity and honor,
and live with good manners – setting up as a role
model.
Hymn to labor
Jose Rizal’s patriotism is shown in this poem
where he urges his fellowmen to strive and work for
their country whether in war or in peace. This poem
was originally written in Tagalog as Imno sa
Paggawa.
Noli Me Tángere
One of the most sought-after books
in Philippine literature until today, is Rizal’s famous
novel titled Noli Me Tángere (Touch Me Not). Driven
by his undying love for his country, Rizal wrote the
novel to expose the ills of Philippine society during the
Spanish colonial era. At the time, the Spaniards
prohibited the Filipinos from reading the controversial
book because of the unlawful acts depicted in the
novel. Yet they were not able to ban it completely and
as more Filipinos read the book, it opened their eyes
to the truth that they were being manhandled by the
friars. In this revolutionary book, you’ll learn the story
of Crisostomo Ibarra, how he dealt with Spanish
authorities, and how he prepared for his revenge, as
told in Rizal’s second book, El Filibusterismo.
El Filibusterismo
This is Rizal’s sequel to his first book, Noli Me
Tángere. In El Filibusterismo (The Reign of the
Greed), the novel exhibits a dark theme (as opposed
to the hopeful atmosphere in the first novel) in which it
depicts the country’s issues and how the protagonist
attempts a reform. The story takes place 13 years
after Noli Me Tángere, where revolutionary
protagonist Crisostomo Ibarra is now under the guise
of Simoun – a wealthy jewelry tycoon. Because the
novel also portrays the abuse, corruption, and
discrimination of the Spaniards towards Filipinos, it
was also banned in the country at the time. Rizal
dedicated his second novel to the GOMBURZA – the
Filipino priests named Mariano Gomez, Jose Apolonio
Burgos, and Jacinto Zamora who were executed on
charges of subversion. The two novels of Rizal, now
considered as his literary masterpieces, both
indirectly sparked the Philippine Revolution.
The Birth of National Consciousness
(NATIONALISM)
Filipino Nationalism
Filipino Nationalism is an upsurge of patriotic
sentiments and nationalistic ideals in the Philippines
of the 19th century that came consequently as a
result of more than two centuries of Spanish rule and
as an immediate outcome of the Filipino Propaganda
Movement (mostly in Europe) from 1872 to 1892. It
served as the backbone of the first nationalist
revolution in Asia, the Philippine Revolution of 1896.
The Creole Age (1780s-1872)
 The term 'Filipino' in its earliest sense referred
to Spaniards born in the Philippines or Insulares
(Creoles) and from which Filipino Nationalism began.
Traditionally, the Creoles had enjoyed various
government and church positions—composing mainly
the majority of the government bureaucracy itself. The
decline of Galleon Trade between Manila and
Acapulco and the growing sense of economic
insecurity in the later years of the 18th century led the
creole to turn their attention to agricultural production.
Characterized mostly in Philippine history as corrupt
bureaucrats, the Creole gradually changed from a
very government-dependent class into capital-driven
entrepreneurs. Their turning of attention towards gild
soil caused the rise of the large private haciendas.
The earliest signs of Filipino Nationalism could
be seen in the writings of Luis Rodriquez Varela, a
Creole educated in liberal France and highly exposed
to the romanticism of the age. Knighted under the
Order of Carlos III, Varela was perhaps the only
Philippine Creole who was actually part of European
nobility. The court gazzette in Madrid announce that
he was to become a Conde and from that point on
proudly called himself 'Conde Filipino'. He
championed the rights of Filipinos in the islands and
slowly made the term applicable to anyone born in the
Philippines. However, by 1823 he was deported
together with other creoles (allegedly known as
HijosdelPais), after being associated with a Creole
revolt in Manila led by the Mexican Creole Andres
Novales.
Varela would then retire from politics but his
nationalism was carried on by another Creole Padre
Pelaez, who campaigned for the rights of Filipino
priests and pressed for secularization of Philippine
parishes. The Latin American revolutions and decline
of friar influence in Spain resulted in the increase of
the regular clergy (friars) in the Philippines. Filipino
priests were being replaced by Spanish friars and
Pelaez demanded explanation as to the legality of
replacing a secular with regulars—which is in
contradiction to the Exponinobis. Pelaez brought the
case to the Vatican almost succeeded if not for an
earthquake that cut his career short and the ideology
would be carried by his more militant disciple, Jose
Burgos. Burgos in turn died after the infamous Cavite
Mutiny, which was pinned on Burgos as his attempt to
start a Creole Revolution and make himself president
or 'reyindio'. The death of Jose Burgos, and the other
alleged conspirators Mariano Gomez and Jacinto
Zamora, seemingly ended the entire creole movement
in 1872. Governor-General Rafael de Izquierdo
unleashed his reign of terror in order to prevent the
spread of the creole ideology—Filipino nationalism.
But the creole affair was seen by the other
natives as a simple family affair—Spaniards born in
Spain against Spaniards born the Philippines. The
events of 1872 however invited the other colored
section of the Ilustrado (intellectually enlightened
class) to at least do something to preserve the creole
ideals. Seeing the impossibility of a revolution against
Izquierdo and the Governor-General’s brutal reign
convinced the ilustrado to get out of the Philippines
and continue propaganda in Europe. This massive
propaganda upheaval from 1872 to 1892 is now
known as the Propaganda Movement. Through their
writings and orations, Marcelo H. delPilar, Graciano
Lopez Jaena and Jose Rizal sounded the trumpets of
Filipino nationalism and brought it to the level of the
masses. Rizal’s Noli me tangere and El filibusterismo
rode the increasing anti-Spanish sentiments in the
islands and was pushing the people towards
revolution. By July 1892, an ilustrado mass man in the
name of Andres Bonifacio established a revolutionary
party based on the Filipino nationalism that started
with ' los hijos del pais'—Katipunan ng mga Anak ng
Bayan. Ideology turned into revolution and gave Asia
its first anti-imperialist/nationalist revolution by the last
week of August 1896.
Causes of the Awakening of the Filipinos’
National Consciousness
The opening of Manila (1834) and other parts
of the Philippine to foreign trade brought not only
economic prosperity to the country but also a
remarkable transformation in the life of the Filipinos.
As the people prospered, their standard of living
improved. They came into contact with foreign ideas
and with travelers from foreign lands. They read
periodicals and books, including those brought in from
abroad. As a result, their mental horizons were
broadened. They became discontented with the old
order of things and wanted social and political
changes that were in harmony with the freer spirit of
the times.
Economic prosperity produced a new class of
Filipinos–the intelligentsia–educated, widely read, and
enlightened individuals. Many Filipinos had learned
Spanish, and some knew other Western languages
such as French, English, and German. Boldly
patriotic, they discussed social and economic
problems and advocated reforms to remedy the evils
of colonialism. Many of them sent their children to
colleges and universities not only in Manila but in
Europe too. From the intelligentsia came patriotic
leaders who sowed the seeds of Filipino nationalism.
Among these were Father Pedro Pelaez, Father Jose
Burgos, Dr. Jose Rizal, Marcelo H. delPilar, the Luna
Brothers (Juan and Antonio), Jose ma. Panganiban,
Mariano Ponce, Graciano Lopez Jaena and Pedro A.
Paterno.
Through the newly opened ports of the
Philippines streamed liberal and modern idea. These
ideas were contained in books and periodicals
brought in by ships form Europe. These included
ideas of freedom of the American and French
revolutions and enlightened thoughts of Montesquieu,
Rousseau, Voltaire, Locke, Jefferson, and other
philosophers of freedom. The Filipinos began to
wonder at the deplorable situation in the Philippines.
In their minds sprouted the aspirations for reforms,
justice, and liberty.
The opening of the Suez Canal which was
built by Ferdinand de Lesseps to world shipping on
November 17, 1869, linked the Philippines closer to
Europe. It promoted the flow of ideas of freedom into
the Philippines.
 
Opening of the Philippines to world trade from
1834 to 1873
This stimulated the economic activities in the
country which brought prosperity to     some of the
Filipinos but most of all to the Chinese and the
Spaniards. It resulted to the rise of a new social class
referred to as “Middle Class” or the “Illustrados”.
● Acquired material wealth
● Improved their social stature and influence
● Claamored for social and political equality with
the colonial masters  Philippines which caused further confusion and
Influx of Liberal Ideas
With the opening of the Philippines to world
trade, European ideas freely penetrated the country in
form of printed books, newspapers, and treatises
made available to the natives as they participated in
the process of exchange of goods and products. The
new knowledge and current events they learned and
acquired outside affected their ways of living and the
manner of their thinking.
The Rise of the Middle Class
The middle class or the Illustrado family sent
members of their family particularly male children to
study abroad. These students would be exposed to
European thoughts and would later lead in call for
reforms Filipino patriots and propagandist mostly
came from this class.
Opening of Suez Canal
The Suez Canal was created by a French
engineer named Ferdinand de Lesseps
This man-made canal made transportation
easier, making the transfer of goods and ideas better
and faster. With the opening of this canal, the
distance of travel between Europe and the Philippines
was significantly shortened and brought the country
closer to Spain. With this canal, the trip was reduced
to only 32 days. The opening of the Suez Canal
facilitated the importation of books, magazines and
newspapers with liberal ideas from Europe and
America which eventually influenced the minds of
Jose Rizal and other Filipino reformists. Political
thoughts of liberal thinkers like Jean Jacques
Rousseau (Social Contract), John Locke (/two
Treatises of Government), Thomas Paine (Common
Sense) and others entered the country (Maguigad &
Muhi 2001; 62).
The opening of this canal in 1869 further
stimulated the local economy which give rise—as
already mentioned above--to the creation of the
middle class of mestizos and illustrados in the
19th century. The shortened route has also
encouraged the ilustrados led by Rizal to pursue
higher studies abroad and learn liberal and scientific
ideas in the universities of Europe. Their social
interaction with liberals in foreign lands has influenced
their thinking on politics and nationhood.  
Liberal Regime of Carlos Ma. Dela Torre
The first-hand experience of what it is to be
liberal came from the role modeling of the first liberal
governor general in the Philippines—Governor
General Carlos Ma. Dela Torre. Why Govenor Dela
Torre was able to rule in the Philippines has a long
story. The political instability in Spain had caused
frequent changes of Spanish officials in the
increased social as well as political discontent in the
country. But when the liberals deposed Queen
Isabela II in 1868 mutiny, a provisional government
was set up and the new government extended to the
colonies the reforms they adopted in Spain. These
reforms include the grant of universal suffrage and
recognition of freedom and conscience, the press,
association and public assembly. General Carlos Ma.
De la Torre was appointed by the provisional
government in Spain as Governor General of the
Philippines (Romero et al 1978: 21).
The rule of the first liberal governor general in
the person of General de la Torre became significant
in the birth of national consciousness in the
19th century. De la Torre’s liberal and pro-people
governance had given Rizal and the Filipinos during
this period a foretaste of a democratic rule and way of
life. De la Torre put into practice his liberal and
democratic ways by avoiding luxury and living a
simple life. During his two-year term, Governor De la
Torre had many significant achievements. He
encouraged freedom and abolished censorship
(Maguigad & Muhi 2001: 63). He recognized the
freedom of speech and of the press, which were
guaranteed by the Spanish Constitution. Because of
his tolerant policy, Father Jose Burgos and other
Filipino priests were encouraged to pursue their
dream of replacing the friars with the Filipino clergy as
parish priests in the country (Zaide 1999: 217).
Governor De la Torre’s greatest achievement
was the peaceful solution to the land problem in
Cavite. This province has been the center of agrarian
unrest in the country since the 18thcentury because
the Filipino tenants who lost their land had been
oppressed by Spanish landlords. Agrarian uprisings
led by the local hero, Eduardo Camerino, erupted
several times in Cavite. This agrarian problem was
only solved without bloodshed when Governor De la
Torre himself went to Cavite and had a conference
with the rebel leader. He pardoned the latter and his
followers, provided them with decent livelihood and
appointed them as members of the police force with
Camerino as captain.   prospered as Rizal preferred to engage in a bloodless
● It was during his term as governor general that
freedom of speech was allowed among the Filipinos
●   De la Torre was a well-loved leader because
he was concern with the needs of the natives
● He ordered the abolition of flogging as
punishment for military disobedience
● He implemented the Educational Decree of
1863 and the Moret Law which delimit the
secularization of educational institutions and allowed
the government to take control among different
schools and academic institutions.
NATIONALISM
According to Gellner, “nationalism” is not the
awakening of nations to self- consciousness: it
invents nations where they do not exist. The
drawback to this formulation, however, is that Gellner
is so anxious to show that nationalism masquerades
under false pretences that he assimilates “inventions”
to “fabrication” and falsity, rather than to “imagining”
and creation.
RIZAL AND NATIONALISM     revolution. This change of heart in Ibarra was a
Acquiring a better understanding of Rizal’s life
demands a deeper and more profound analysis of his
life and writings. His firm beliefs were the results of
what he had seen and experienced during his
European days. Thus, to clear up vague thoughts
about him requires a glimpse into his past. Rizal
was one of the elites who demands changes in the
Philippine government during the Spanish
colonization.
●      Together with his other ilustrado friends,
Rizal voiced the inclusion of Filipinos as
representatives in the Cortes.
●       Filipinization in churches and equal rights
were among the requests made by Rizal to
the Spanish government.
●      Rizal fought for equality with the
Spaniards. Rizal and his fellow ilustrados
wanted to acquire the same education and
wealth as the Spanish students and families in
the Philippines have.
  
The unheard cries of the natives and the
increasing fame of Rizal fueled revolts in the country.
The natives organized groups and continued to
engage in bloody battles to acquire reforms and
democracy. Rizal’s writings made a huge impact on
the minds of the native who wished to break free from
the abuses of the Spaniards. When Rizal was
imprisoned, numerous plans to break him out of jail
were initiated by the revolting group but none of them
battle for independence.
The dilemma that Rizal faced was depicted in
his two famous novels, the Noli and El Fili In Noli Me
Tangere, Rizal was represented by both Elias and
Ibarra.
● In the chapter, “Voice of the Hunted,” Elias
believed in the need for radical reforms in the
armed forces, priesthood, and administrative
justice system. While, Ibarra did not agree with the
reforms Elias wanted and believed in the power of
the authorities and the need for necessary evil.
● In the chapter, “Elias’ Story,” Elias saw the
need for an armed struggle and resistance against
the opposing forces while Ibarra disagreed and
believed that education was the key to make the
people liberated, so he encourages the building of
schoolhouses to educate those who are worthy of
it.
● In the chapter “Chase on the Lake,” Elias
suddenly had a change of heart; he believed in
reforms while Ibarra became a filibuster, initiating
product of hardships and the desire to attain
personal vengeance
●    This trend of vagueness continued in the novel
El Fili, were Rizal was reflected in the characters of
Simoun, Basilio, and Padre Florentino.
●     In the conclusion of the El Fili, Rizal has
implied his resolution when in the story, he killed
 Simoun, the promoter of revolution, and made Yet in the minds of their lives the image of their
Padre Florentino, an advocate of peace. communion
●    In real life, Rizal reiterated his stand regarding ● Nation as “limited” meaning that it co-
this issue in his December 15 Manifesto when he exists with other nations on the same plane.
declared that he was against the revolution, and he Also, because of finite boundaries.
favored the reform programs, especially regarding ● “Sovereign” means that it is self-governing, not
education. ruled by an outside power (as in imperialism)
  or by a higher power (as in older religious
world news.) It is imagined as sovereign
In the process of making circumstances because the concept    was born in an age in
favorable for both, his appeal was for reforms and
education. What would liberate the people was the
massive movement of the natives united against the
oppressors. When Rizal died, the natives were able to
push through their freedom with their strong
nationalism that had been heated up and
strengthened by his artistic and realistic viewpoints in
his writings. He had influenced numerous natives to
fight for independence.
The result of independence was very sweet which enlightenment and Revolution were
for the Filipinos who fought and died for it, and it was destroying the legitimacy of the divinely-
a regret feel that Rizal was not able to see that the ordained, hierarchical dynastic realm. It is
revolution that he did not favor was what liberated his imagined as sovereign because it is not
people. religious or monarchic.
Nationalism usually springs from the ● Finally, it is imagined as a community because,
consciousness of a national identity of being one regardless of the actual inequality and
people. It is that all pervading spirit that binds together exploitation that may prevail in each nation is
men of diverse castes and creeds, clans and colors, always conceived as a deep, horizontal
and unites them into one people, one family, one comradeship.
nation with common aspirations and ideals
(Anderson, 1983)
 National identity is a sense of a nation:
 
●     as a cohesive whole
IMAGINED COMMUNITY
●     as represented by distinctive
An IMAGINED COMMUNITY is a concept traditions, culture, and language.
developed by Benedict Anderson in his 1983
book Imagined Communities, to analyze nationalism.
Anderson depicts a nation as a socially constructed
community, imagined by the people who perceive
themselves as part of that group.
NATION
“An imagined political community- and imagined as
both inherently limited and sovereign”.
(Benedict Anderson, Imagined Community) It is an
anthropological spirit, then I propose the following
definition of the Nation: it is an imagined community-
and imagined as both inherently limited and
sovereign.
● “Imagined” means that we will never meet the
majority of the community members. It is
imagined because members cannot all know
each other. The members of even the smallest
nation will never know most of their fellow-
members, meet them, or even hear of them.
WEEK 5 RIZAL
Genealogy of Rizal and His Descendants
Jose Rizal lived in the nineteenth century, a period in
history when changes in public consciousness were
already being felt and progressive ideas were being
realized. Studying Rizal’s genealogy, therefore, will
lead to a better understanding of how Rizal was
shaped and influence by his family.
As discussed in the previous modules, Rizal was born
on June 19, 1861 in the town of Calamba, province of
Laguna. Calamba, the town with around three to four
thousand inhabitants, is located 54 kilometers south
of Manila. It is found in a heart of a region known for
its agricultural prosperity and is among the major
producers of sugar and rice, with an abundant variety
of tropical fruits.
On the Southern part of the town lies the majestic
Mount Makiling, and on the other side is the Lake
called Laguna the Bay. The wonders of creation that
surrounded Rizal made him love nature form an early
age. His student memoirs show how his love of
nature influenced his appreciation of the arts and
sciences.
Rizal’s father, Francisco Mercado, was a wealthy
farmer who leased lands from the Dominican Friars.
Francisco’s earliest ancestors were Siang-co and Zun-
nio, who later gave birth to Lamco. Lam-co is said to
have come from the district of Fujian in Southern
China and migrated to the Philippines in the late
1600’s. In 1967, he was baptized in Binondo,
adopting “Domingo” as his first name. He married
Ines de la Rosa of a known entrepreneurial family in
Binondo. Domingo and Ines later settled in the estate
of San Isidro Labrador, owned by the Dominicans. In
1731, they had a son whom they named Francisco
Mercado. The surname Mercado, which means
“market,” was a common surname adopted by many
Chinese merchants at that time (Reyno, 2012).
Francisco Mercado became one of the richest in
Biñan and owned the largest herd of carabaos. He
was also active in local politics and was elected as
capitan del pueblo in 1783. He had a son named Juan
Mercado who was also elected as capitan del pueblo
in 1808, 1813, and 1823. (Reyno, 2012).
Juan Mercado married Cirila Alejandra, a native of
Biñan. They had 13 children, including Francisco
Engracio, the father of Jose Rizal. Following Governor
Narcisco Claveria’s decree in 1849 which ordered the
Filipinos to adopt Spanish surnames, Francisco
Engracio added the surname “Rizal,” form the word
“racial” meaning “green field”, as he later setlled in
the town of Calamba as a framer growing sugar cane,
rice, and indigo. Being in a privileged family,
Francisco Engracio (1818-1898) had a good education
that started in a Latin school in Biñan. Afterwards, he
attended the College of San Jose in Manila. IN 1848,
Francisco married Teodora Alonso (1826-1911) who
belonged to the one of the wealthiest families in
Manila. Teodora, whose father was a member of the
Spanish Cortes, was educated at the College of Sta.
Rosa. Rizal described her as a “woman of more than
ordinary culture” and that she is “a mathematician
and has read many books” (letter Blumentritt,
November 8, 1888). Because of Francisco and
Teodora’s industry and hard work, their family
became prominent member of the principalia class in
the town of Calamba. Their house was among the
first concrete houses to be built in the town. Rafael
Palma, one of the first biographers of Jose Rizal,
described the family’s house:
“The house was high and even sumptuous, a solid and
massive earthquake-proof structure with sliding shell
windows. Thick walls of lime and stone bounded the
first floor; the second floor was made entirely of wood
except for the roof, which was of red tile, in the style
of the buildings in MANILA AT THAT TIME. Francisco
himself selected the hardest woods from the forest
and had them sawed; it took him more than two years
to construct the house. At the back there was an
azotea and a white, deep cistern to hold rain water for
home use.”
Rizal and the Lessons His Mother Taught Him
Of all the persons who had the greatest influence on
Rizal’s development as a person was his mother
Teodora Alonso. It was she who opened his eyes and
heart to the world around him—with all its soul and
poetry, as well as its bigotry and injustice. Throughout
his brief life, Rizal proved to be his mother’s son, a
chip off the old block, as he constantly strove to keep
faith the lessons she taught him.
His mother was his first teacher, and from her he
learned to read, and consequently to value reading as
a means for learning and spending one’s time
meaningfully. It did not take long before he learnt to
value time as life’s most precious gift, for she taught
him never to waste a single second of it. Thus as a
student in Spain he became the most assiduous of
students, never missing a class despite his activities as
Propaganda leader, or an examination, despite having
to take it on an empty stomach. By his example, he
inspired his compatriots – those who had sunk into a
life of dissipation, wasting time and allowances on
gambling and promiscuity- to return to their studies
and deserve their parents’ sacrifices back home.
From his mother he learnt the primacy of improving
oneself- thus growing up he took pains to
comprehend the logic of mathematics; to write
poems; to draw, and sculpt; to paint. Sadly, for all
these he earned not only glory but also the fear of
myopic souls.
By taking the lead in running the family’s businesses-
farms, flour and sugar milling, tending a store, even
making fruit preserves, aside from running a
household, Teodora imbibed in him the value of
working with one’s hands, of self-reliance and
entrepreneurship. And by sharing with others she
taught him generosity and helping to make the world
a better place for those who had less in the material
life. All these lessons he applied himself during his
exile in Dapitan, as he improved its community by
building a dam; encouraging the locals to grow fruit
trees, establishing a school, even documenting the
local flora and fauna.
His mother also taught him to value hard-earned
money and better yet, the importance of thrift and of
denying oneself, and saving part of one’s earnings as
insurance against the vagaries of life. Thus he learned
to scrimp and save despite growing up in comfort and
wealth. These would later prove very useful to him
during his stay in Europe as he struggled with
privation, considering the meager and often delayed
allowance that his family sent him (by then his family
was undergoing financial reverses due to land
troubles). Whenever his precious allowance ran out,
he went without lunch and supper, putting up a front
before everyone by going out of his dormitory every
day to give the impression that he took his meals
outside. But, as he walked the streets of Berlin or
Barcelona, his nostrils would be assailed by the
delicious aroma of the dishes being cooked within
buildings and houses, increasing his hunger pangs and
his suffering all the more. Other times he saved up on
rent by foregoing breakfast altogether, his breakfast
consisting of biscuits and water for a month.
Above all, it was from her he learned about
obedience, through the story of the moth that got
burned by the flame because he disobeyed his
mother moth’s warning not to get too near the
flame. But life as it often happens has poignant way
of turning around, for it was obedience to the
Catholic Church, as his mother taught him, which
proved too hard to live by especially when he
struggled with a crisis of faith in its
teachings.Teodora took none too gently his defection
from the Church, which she saw was an apostasy
from faith itself.
One of the turning points of his life, which had a
profound influence on his becoming a political
activist later on, was the unjust arrest of his mother
on the charge of conspiring to poison a relative,
despite the lack of evidence against her. But what
made the arrest even worse was her humiliating
treatment at the hands of authorities who made her
walk all the way from Calamba to the provincial jail in
Santa Cruz, which was 50 kilometers far. There she
was imprisoned for two years before gaining her
freedom. All these she took with calm and quiet
dignity, which Rizal though only a child of eleven
about to embark on secondary school in Manila
would remember and replicate during his final
moments just before a firing squad snuffed out his
meaningful life on that fateful December morn in
1896.
Rizal and His Siblings
1. Saturnina Rizal (1850-1913)- Eldest child of
the Rizal-Alonzo marriage. Married Manuel
Timoteo Hidalgo of Tanauan, Batangas.
2. Paciano Rizal (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.
3. Narcisa Rizal (1852-1939) -The third child.
married Antonio Lopez at Morong, Rizal; a
teacher and musician.
 4. Olympia Rizal -(1855-1887) The fourth child.
Married Silvestre Ubaldo; died in 1887 from
childbirth.
5. Lucia Rizal (1857-1919)- The fifth child.
Married Matriano Herbosa.
6. Maria Rizal (1859-1945-) The sixth child.
Married Daniel Faustino Cruz of Biñan, Laguna.

7. Jose Rizal (1861-1896)- The second son and

the seventh child. He was executed by the
Spaniards on December 30,1896.
8. Concepcion Rizal (1862-1865)- The eight
child. Died at the age of three.
9. Josefa Rizal (1865-1945) -The ninth child. An
epileptic, died a spinster.
10. Trinidad Rizal (1868-1951) -The tenth child.
Died a spinster and the last of the family to die.
11. Soledad Rizal (1870-1929)- The youngest
child married Pantaleon Quintero.

Rizal was affectionate to all his siblings. However, his

relation to his only brother, Paciano, was more than
that of an older brother. Paciano became Rizal’s
second father. Rizal highly respected him and value all
his advice. It was Paciano who accompanied Rizal
when he went to school in Biñan. It was also him who
convinced Rizal to persue his studies in Europe. Like
Rizal, Paciano also had his college in Manila but later
joined the Katipunan to fight for Independence. After
the revolution, Paciano retired to his home in Los
Baños and lived a quiet life until his death in 1930.