MODULE 1 – INTRODUCTION

To date, there is no law declaring Rizal as the national hero. There are attempts made by lawmakers declaring Rizal as the
national hero (Congressmen Rene Relampagos & Edgar Erice), none did materialize.

Republic Act (RA) 1425 - an act to include in the curricula the life, works, and writings of Jose Rizal, Noli me Tangere and
El Filibusterismo, authorizing the printing and distribution and for other purposes.

DO 6, S. 1995 of the Department of Education titled Reiterating the implementation of RA No. 1425. The memorandum
states, “It is hoped that teaching Rizal’s life, shall strengthen nationalism, patriotism, national identity, love of humanity,
respect for human rights and appreciation of the role of national heroes in the historical development of the country”

Memorandum 247 of former President Fidel Ramos shared the same sentiments as it states, Republic Act No. 1425
approved on June 12, 1956, directs all schools to include in their curricula, courses on the life, works and writings of Jose
Rizal, particularly 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”.

According to Dr. Rizal, “the school is the book in which is written the future of the nation;”

Story of the RA 1425

- The Philippines was still a young republic, where its independence is granted in 1946.
- The Philippines remained dependent to the United States
- The economy was unstable, crimes and corruption were rampant.
- The Filipinos needed someone to emulate and motivation to progress.
- Senator Claro M. Recto filed a bill to promote nationalism and patriotism among the youth.
- It was sponsored by the committee chaired by Jose P. Laurel.
- The proposed law endures a strong opposition from the Church
- Senator Laurel described it as unparalled in the history of the Philippine legislature.
- The Senate Bill 438 was filed in the Committee on Education on April 3, 1956.
- Those who opposed the proposed law considered it as an attack to the Catholic Church because it mandates the
teaching of two controversial novels of Rizal, Noli Me Tangere and El Filibusterismo.
- The oppositors were Senator Francisco Rodrigo and Congressman Miguel Cuenco.
- There were also Catholic organizations that oppose the bill like the Catholic Action, Knights of Columbus,
Congregation of the Mission, and Catholic Teachers Guild.
- The bone of contention was teaching of Rizal’s novels would harm the Catholic sensibility of the students (Fr. Jesus
Cavanna, Jesus Paredes, Senator Francisco Rodrigo, and Cardinal Rufino Santos).
- The bill gained support from the Veteranos De La Revolucion Filipina, Alagad ni Rizal, Knights of the Grand Order
of Rizal, and the Freemasons, Manila Mayor Arsenio Lacson.
- Fr. Horacio De la Costa supported the bill, saying that the Church committed mistakes as exposed by Rizal in his
novel but added that these mistakes were committed by priests and not by the institution.
- A substitute bill was filed by Jose P. Laurel integrating the suggestions of Senators Roseller Lim and Emmanuel
Pelaez.
- Known as the compromise bill, the substitute bill allows students to apply for exemption in reading the works of
Rizal but not from taking the course.
- RA 1425 or the Rizal law was approved on June 12, 1956.

“Rizal was the founder of Filipino nationality and the architect of the Filipino nation, there is a need to know and imbibe
the great ideals and principles for which he died.”- Jose P. Laurel

Objectives of the RA 1425

 To redirect the lives of the youth to the ideals of our hero’s freedom and nationalism.
 To pay tribute to our national hero.
 To gain an inspiring source of patriotism

Patriotic Goals by Board of National Education in Teaching the Life, Works, and Writings of Rizal

 To recognize the relevance of Rizal’s ideals, thoughts, teachings, and life values to community.
 To apply Rizal’s ideals in the solution of problems in the contemporary life.
 To develop an understanding and appreciation of the qualities, behavior and character of Rizal.
 To foster the 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

SECTION 1.

Courses on the life, works and writings of Jose Rizal, particularly Noli Me Tangere and El Filibusterismo, shall be included
in the curricula of all schools. In the collegiate courses, the original 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 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 affectivity of this Act, promulgate rules and regulations, 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, but not from taking the course. 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 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 writings of Rizal shall be included in the list of approved books for required reading in all public or
private schools. The Board of National Education shall determine the adequacy of the number of books, depending upon
the enrollment of the school.

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; to be printed in cheap, popular editions;
and to be distributed free of charge

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 in the National Treasury to carry out
the purposes of this Act.

SECTION 6.

This Act shall take effect upon its approval.

Approved: June 12, 1956
Published: Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956

Review questions:

_______________1. Which provision requires students in college to study the life, works, and writings of Rizal?

_______________2. Which provision requires schools to have unexpurgated copies of the works of Rizal?

_______________3. Which provision provides that Rizal’s works should be translated to English and other dialects of the
Philippines and be published in cheap editions for distribution?

_______________4. Which provision stipulates that the discussion of Rizal’s ideals does not violate the state’s prohibition
regarding the discussion of religious beliefs in public school system and learning institutions?

_______________5. Which provision allocates the sum of 300,000 pesos for the publication of Rizal’s works in cheap and
popular editions?
MODULE NO. 2: PHILIPPINES AND THE WORLD IN THE 19TH CENTURY

World and Local Events:

 Liberal stirrings from Europe reached the Philippines

- French Revolution where it ended the absolute monarchy of King Louis XVI and the ushering in of the French
Republic.
- ideas of freedom, liberty and equality took place in all cross of Europe.
- In the Philippine Setup: When the Cadiz Constitution of 1812 was annulled 2 years after, Ilocos Norte (called
kailianes) revolted against the government because they refused to believe that it was abolished by King
Ferdinand VII.
- The Kailiances of Sarrat under the leadership of Simon Tomas, Mariano Espiritu, Vicente Santiago and Andres
Bugurin revolt on March 3, 1815. The revolt spread to Dingras, Batac, Bacarra, San Nicolas, Paoay and Laoag
before the rebels were crushed by troops.

 Unstable Colonial Administration

- Most Spanish colonies in South and Central America has achieved their independence through revolution; and
Philippines, Cuba, Puerto Rico and Spanish Sahara, were the only remaining colonies.
- The political instability brought periodic shifts in colonial policies and of colonial officials. it hampered the political
and economic development of the Philippines.

 Corrupt Officials
- The Spaniards managed to retain the loyalty of the native officials by giving them certain privileges or rewards like
commissions from the collection of taxes
- Principales, descended from the loyal Datus, were exempted from taxation and community labor (Polos y
servicios)
- Many colonial officials became rich by illegal means or by marrying the heiresses of rich Filipino families.
- they conducted themselves with arrogance because of their alien white skin and tall noses.

 Absence of legal representations in Spanish court

- The courts of justice were corrupt
- The factors for winning a case in court were wealth, social prestige, and color of skin

 Absence of Human Rights

- Filipinos did not have the freedom and other human rights.
- Anyone who voices out his opinion were threats to the regime and are brutally punished and executed.
- When Apolinario De la Cruz (known as Hermano Pule) refused to disband his religious organization, Confradia de
San Jose, he was attacked by Spanish forces in 1840.

 Struggle for equal rights

- Apolinario De la Cruz wanted to be a priest but was denied by the church because of his skin color.
- those with power, familial connection and “right” racial origin can stand in the social, economic, political and
judicial system.

 Racial Discrimination
- levels of social order: top are Western Castilian lineage were a badge of superiority
- The Church Hierarchy concluded that the native pastoral candidates were excluded from sacred orders because
they were seen unfit because of their race.
- There was a stigma where native Filipinos (Indios) lack better education

 Forced Labor
- known as polo; a compulsory labor imposed by the Spanish on adult Filipino males as construction workers
- The concept is similar to Emperor Shi Huang Ti forced people to do hard labor jobs
- People who are involve are people of color.

 Parish ownership of Haciendas

- the Church also had great economic influence as owners of large tracts of land. These lands were acquired as a
means of supporting the activities of the religious orders or donations, purchase and outright land grabbing.
- According to historian Teodoro Agoncillo, 48 percent of land in the Tagalog region belonged to the friars.
- The rural folks (including Rizal’s family) became tenants.
  Guardia Civiles
- They are known for social injustices
- The Spaniards controlled the military and police. No native rose from the rank of lieutenant. Elite units

Positive changes in Spain that have influenced Philippine prosperity

 Spread of Mercantilism in the Philippines in 1600-1815

- Economic system and the basis for how wealthy a country is by the number of precious metals it possessed.
- Mercantilism gave the Mercantilists power to obtain other commodities and services in the world market
economy.
- There are no monetary regulations that’s why businessmen who exports their products can impose overpricing.

 End of Galleon Trade through laisssez-faire

- Galleon Trade (roundtrip voyages between ports to transfer goods) was government monopoly,
- Laissez-faire (French phrase for: leave it alone) help people to make their own business decisions without
compromising with the government.
- market system is determined by consumer’s preferences, producers seeking profits and purchasing power of
consumers
- Philippines being open to the world market this means that the country has more opportunities to showcase its
resources and gather more income for national development

 Educational Decree of 1863 by Jose de la Concha:

- an effort to reform the Philippine colonial education system with the purpose of solidifying public schools
- The formal system of education under Spain provided Filipinos with the tools to function outside of colonial rule.
- The colonial logic was to create squad of clerks and officials in service of the new, liberal colonial state.

Review questions:

1. It is the French phrase for 'leave it alone' which sums up the economic system after the end of Galleon Trade.
2. Which lineage is at the top level of social order in the Philippines?
3. The ideas of liberty, equality and... took place all over Europe. ending of Cadiz Constitution.
4. He founded a religious organization known as Confradia de San Jose.
5. According to historian Teodoro Agoncillo, 48% of all arable lands in the Tagalog region belonged to them.
6. Filipinos struggle with...because only those with enough power, familial connection & right origin can stand above
the system.
7. The Spaniards managed to retain the loyalty of the native officials by giving them illegal privileges. What are they?
8. He is the man responsible for Educational Decree of 1863, which is an effort by Spain to solidify Filipino public
schools.
9. It is one of the liberal stirrings from Europe that reached the Philippines.
10. It is an economic system developed in Europe that spread in the Philippines around 1600 to 1815.
11. It is a widely known type of forced labor in the Philippines 10. They are the peace keeping officers who were also
known for social injustices.
12. Philippines being open to the...means more opportunities to showcase the country's resources and gather more
income.
13. It is one of the factors or bases for winning a case in a Spanish court.
MODULE 3 – JOSE RIZAL’S FAMILY

Ancestry and Birth of Rizal (Father Side)

Rizal descended from a line of Chinese immigrants; great-great grandfather (Lam Co - son of Siang Co and Zun Nio from
Fujian province)

In 1690, Lam Co migrated to the Philippines and settled in Manila. he was baptized in the Catholic Church (Domingo). He
married a Chinese Mestiza by the name of Ines de la Rosa and had many children.

One of their children was Francisco, who assumed a surname of Mercado because it meant “market” and he grew up as
a merchant. He married Bernarda Monica, a haciendera, and had offspring.

One of their children was Juan Mercado, Rizal’s paternal grandfather. Juan was elected and re-elected as Capitan del
Pueblo in 1808, 1813 and 1823.

Juan Mercado married Cirila Alejandro, a Chinese Mestiza. They had 13 offspring and one of them was Rizal’s father,
Francisco Engracio Mercado.

Francisco Engracio Mercado (b. 1818), helped in running their family business when his father died when he was 8

In the Dominican hacienda of Binan, Francisco cultivated rice, corn and sugarcane.

Gov. Gen. Narciso Claveria decreed that all natives adapt new family names so they can be taxed properly, Rizal’s family
were included.

Francisco Mercado chose the name “Ricial” (green fields). The surname caused confusion among his business associates
that’s why they modified it into “Rizal Mercado”

Francisco Mercado married Teodora Alonso, from a Japanese-familial origin. They had 11 children

Ancestry and Birth of Rizal (Mother Side)

Dona Teodora’s family descended from Lakan Dula, the last native king of Tondo.

Eugenio Ursua (of Japanese ancestry) married Benigna (Filipina).

Regina (daughter of Eugenio and Benigna) married Manuel de Quintos (Filipino Chinese) lawyer from Pangasinan.

Brigida (daughter of Regina and Manuel) married Lorenzo Alberto Alonso prominent Spanish- Filipino lawyer. `

Their children were Narcisa, Teodora, (Jose’s mother), Gregoria, Manuel, and Jose

Jose Rizal’s siblings

1. Saturnina (b. 1850-1913) - married to Manuel T. Hidalgo (Tanauan, Batangas)

2. Paciano (b. 1851-1930) - head of family after their dad died. He became a general of the Filipino Revolutionary
Army that fought in the Fil-Am war
3. Narcisa (b. 1852-1939 - married to Antonio Lopez, a teacher of Morong, Rizal
4. Olympia (b. 1855-1887) - married Silvestre Ubaldo, a telegraph operator from Manila
5. Lucia (b. 1857-1919) - married Mariano Herbosa of Calamba
6. Maria (b. 1859-1945) - married to Daniel Faustino Cruz of Laguna
7. Jose (1861-1896)
8. Concepcion (b. 1862-1865) -died at the age of 3
9. Josefa (1865-1945) - joined the Katipunan to become head of the Women’s Section; died unmarried
10. Trinidad (1864-1951) - died unmarried
11. Soledad (b. 1870-1929) - married Pantaleon Quintero of Calamba

The Story of Rizal

Rizal was born midnight of June 19, 1861. It was a difficult childbirth for Dona Teodora because Rizal almost died.

She vowed to the Virgin of Antipolo to take Jose to her sanctuary by way of pilgrimage

Baptized June 22,1861 by Fr. Rufino Collantes and said “Take good care of this child, for someday he will become a great
man”-

Fr. Pedro Casanas (Godfather)

His full name is Jose Protacio Rizal Mercado Y Alonso Realonda

- Jose (Teodora was a devotee of St. Joseph)

- Protacio (from a Catholic Calendar)
- Rizal- Mercado (surnames from father side)
- y (and)
- Alonso Realonda (surnames from mother side)

He was the first to use the surname “Rizal” exclusively by dropping his second last name when he enrolled at the Ateneo
de Manila Municipal. This was done to dissociate himself from Paciano, due to his alleged linkages with the GomBurZa)

Rizal’s home

The house of Rizal family as one of the distinguished stone houses in Calamba. It was a two story- building, rectangular in
shape, built of adobe stones and hard woods, roofed with red tiles. Behind the house were poultry yard full of turkeys and
chickens and big garden of tropical fruit trees. It was a happy home where parental affection and children’s laughter
reigned.

A good middle class family

The Rizal family belonged to the principalia, a town aristocracy in Spanish Philippines. By hard work and frugal living,
Rizal’s parents were able to live well. From the farms, they harvested rice, corn, and sugarcane.

In addition, Dona Teodora managed a general goods store and operated a small flour-mill and home-made ham press.
Rizal’s parents were able to build a large stone house which was situated near the town plaza.

They owned a carriage, which was a status symbol and a private library. They sent their children to colleges in Manila.
They were gracious hosts to all visitors.

Home life

They Close family ties, Strict parents and trained their children to love God, to behave well, to be obedient, and to respect
people especially the old folks. They believed in the maxim spare the rod, spoil the child.

Heard mass every day. Prayerful life. Give their children time to play.

The Domingo-Mercado-Rizal family developed a good relationship with the Dominican friars and eventually paved way for
the multitude of their power, wealth and prestige in Binan and Calamba. Because of their good relationship, their families
received tax pardons or leniency from the Dominican priests and were able to lease large hectares of lands. Francisco was
able to lease 500 hectares for crop cultivation, in addition to Paciano’s expansive efforts to lease more lands

Every time the Dominican administrator would collect the rent, he would be given fat turkey by the Mercados. It became
the habit of the Dominican administrators to visit their home for free turkeys.
MODULE NO. 4: JOSE RIZAL’S CHILDHOOD AND EARLY EDUCATION

RIZAL’S CHILDHOOD MEMORIES AND MILESTONES

Happiest period of Rizal’s life was spent in the lakeshore town Calamba (big native jar). A few kilometers to the south is
Mount Makiling; beyond the mountain is Batangas; east of the town is Laguna Bay; in the middle of the town is the storied
island of Talim, beyond it towards the north is the distant Antipolo where the famous mountain shrine of the miraculous
Lady of Peace and Good Voyage could be found. Hacienda town belonged to the Dominican order

Rizal loved Calamba, in 1876, when Rizal was 15 years old and a student in Ateneo, he wrote a poem “Un Recuerdo A Mi
Pueblo (In Memory of My Town) which was dedicated to Calamba

He was frail, sickly and undersized and was given the most tender care by his parents. When he was 3 years old where his
father built a little nipa cottage for him to play. A kind old woman was employed as an aya (nurse maid)

By nightfall, his mother gathered all the children at the house to pray the Angelus. Family spent happy moonlit nights at
the azotea after the nightly Rosary

Aya’s stories which made him interested in legends and folklore. He took nocturnal walk in the town when there was a
moon, by the river, with aya

At 3, he began to take part in the family prayers and at 5, he was able to read the Spanish Family Bible

He loved to go to church to pray and take part in the novenas and join religious processions; he was called Manong Jose.
He respected Father Leoncio Lopez, the town priest, and listened to him about current events and philosophy

His first sorrow was when Concha died of sickness in 1865 when she was only 3 years old (Rizal was a year older)

June 6, 1868, Jose and his father went to his first pilgrimage to Antipolo to fulfill his mother’s vow made during his birth;
Teodora could not join because she had given birth to Trinidad. His first trip across Laguna de Bay; they rode a casco
(barge). After praying at the shrine of the Virgin of Antipolo, they went to manila to visit Saturnina at La Concordia College
in Santa Ana; Jose’s first time to see Manila

Of the stories told by his mother is The Story of the Moth. He may have been inattentive while his mother was teaching
him to read El Amigo de los Ninos (The Children’s Friend) that is why his mother told him the story. The story also tells
the lesson the moth “died a martyr to its illusions”; Rizal justified such noble death “to sacrifice one’s life for an ideal is
worthwhile”

Rizal was an introvert child with skinny physique and sad dark eyes. At 5, he began to make sketches with pencil and mold
clay and wax objects. He painted religious banner during fiestas

He loved to ride on a spirited pony which his father bought for him and took long walks in the meadows and lakeshore
with Usman, his black dog

An interesting anecdote: when he was 6 years old, his sisters laughed at him for spending so much time making clay and
wax images instead of playing with them; he told them, “Someday when I die, people will make monuments and images
of me.”

He learned many tricks and magic lantern exhibitions

During twilight hours of summertime, with his dog, he used to meditate at the shore of Laguna de Bay on the sad
conditions of his oppressed people and he grieved deeply on the unhappy situation of his fatherland

It was his mother, a lover of literature, who encouraged him to write poetry At 8, he wrote Sa Aking Mga Kababata (To
My Fellow Children); revealed earliest nationalist sentiment. At the same age he took his first dramatic work, a Tagalog
Comedy; staged in a Calamba festival and was applauded by the audience

A gobernadorcillo from Paete Laguna purchased the manuscript for 2 pesos, brought and staged it during town fiesta

FACTORS that SHAPED RIZAL’S PERSONALITY

Hereditary:

 Malayan ancestors: love for freedom, his courage and innate desire to travel.
 Chinese: his serious nature, frugality, patience, and love for children.
 Spanish: elegance and bearing, sensitivity to insult, and gallantry to ladies.
 Father: self-respect, love for work, and independent thinking.
 Mother: religious nature, self-sacrifice, and the passion for arts and literature
Environmental:

the scenic beauties of Calamba and beautiful garden stimulated his inborn artistic and literary talents; religious
atmosphere at his home reinforced his religious nature;

 Paciano: instilled in him the love of justice and freedom;

 Sisters: he learned to be courteous and kind to women;
 Aya: he became interested in folklore and legends;
 Tio Jose Alberto: who studied for 11 years in a British school in Calcutta, India and had travelled in Europe, inspired
him to develop his artistic ability;
 Tio Manuel: a husky and athletic man, encouraged him to develop his frail body by means of physical exercises,
including horse riding, walking, and wrestling;
 Tio Gregorio: a book lover, influenced his reading of good books;
 Father Leoncio Lopez: taught him about current events and philosophy
 Others: death of Concha; imprisonment of mother; Spanish abuses

Aid of Divine Providence:

a person may have everything in life – brains, wealth, and power – but, without the aid of the Divine Providence, he cannot
attain greatness; Rizal was providently destined to be the pride and glory of his nation

EARLY EDUCATION IN LAGUNA

Rizal had his early education in Calamba and Binan, characterized by the 4 R’s – reading, writing, arithmetic, and religion.
Instruction was strict and rigid.

RIZAL’S FIRST TEACHERS

His mother, a remarkable woman of good character and fine culture. Dona Teodora was patient, conscientious, and
understanding

Learned the alphabet and prayers at the age of 3

His private tutors: Maestro Celestino, Maestro Lucas Padua and Leon Monroy (a former classmate of his father; lived at
the Rizal home to teach Rizal in Spanish and Latin; died 5 months later). After Monroy’s death, Rizal’s parents decided to
send him to a private school in Binan

RIZAL IN BINAN

Sunday afternoon in June 1869, Jose tearfully left for Binan; he was accompanied by Paciano. Rode in carromata, reaching
their destination after 1 and 1⁄2 hour’s drive; almost night when they arrived. That same night, Jose with cousin Leandro
went sightseeing; he became depressed of homesickness

The next morning Paciano brought his younger brother to the school of Maestro Justiniano Aquino Cruz, A small nipa hut
about 30 meters from the home of Jose’s aunt.

Jose described his teacher as tall, thin, long-necked, with a sharp nose and a body slightly bent forward, and he used to
wear a sinamay shirt, woven by the skilled hands of the women of Batangas

In the afternoon of his first day in school, when the teacher was having a siesta, Jose met the bully, Pedro; he was angry
at this bully for making fun of him during his conversation with the teacher in the morning.

Jose learned the art of wrestling from his athletic Tio Manuel; he defeated the bigger boy; Jose became popular.

Near the school was the house of an old painter Juancho, the father-in-law of the teacher. Old Juancho freely gave him
lessons in drawing and painting. Jose and his classmate Jose Guevarra became apprentices of the old painter; became
“the favorite painters of the class”

He led a very simple and methodical life in Binan and He never got sick away from his parents

Daily routine: Studied lesson, mass at 4 am, home to eat mabolo, breakfast consisted of rice and 2 dried small fish; class
ended at 10 am and went home at once; would eat with Leandro and his children; went to school at 2 pm and came out
at 5 pm; prayed with cousins then returned home; studied lessons; drew a little; supper consisted of 1 or 2 dishes of rice;
prayed; would play in the streets with nieces if there was a moon.
RIZAL AS THE BEST STUDENT IN SCHOOL

He beat all Binan boys. They told lies about Jose to the teacher’s eyes, Usually laid out on a bench and was given 5 or 6
blows

END OF RIZAL’S BINAN SCHOOLING

Before the Christmas season of 1870, Jose received a letter from Saturnina, informing him of the arrival of Talim (first
time to ride), which would take him from Binan to Calamba. he had a premonition that he would not return to Binan, he
became sad. Left Binan on Saturday afternoon, December 17, 1870, after 1 1⁄2 years of schooling. On board was a
Frenchman named Arturo Camps, a friend of his father, who took care of him.

THE IMPACT OF THE MARTYRDOM OF GOMBURZA IN RIZAL’S LIFE

On the night of January 20, 1872, about 200 Filipino soldiers and workmen of the Cavite arsenal under the leadership of
Lamadrid, a Filipino sergeant, rose in violent mutiny because of the abolition and exemption from tribute and polo (forced
labor) by the reactionary Governor Rafael de Izquierdo

Unfortunately, this Cavite Mutiny was suppressed two days later. The Spanish authorities liquidate Fathers Mariano
Gomez, Jose Burgos and Jacinto Zamora (GOMBURZA), leaders of the secular movement, magnified the failed mutiny
into a “revolt” for Philippine independence

GOMBURZA were executed at sunrise, February 17, 1872, by order of Governor General Izquierdo. Their martyrdom was
mourned by the Rizal family and many patriotic families. Paciano quit his studies at College of San Jose and returned to
Calamba; he was enraged by the death of Burgos, his friend, teacher and housemate. Paciano told Jose the heroic story of
Burgos. Jose was then 11 years old; he was inspired to fight Spanish tyranny. In 1891, he dedicated his second novel, El
Filibusterismo, to Gomburza

INJUSTICE TO DONA TEODORA

Before June of 1872, a tragedy struck the Rizal family. Dona Teodora was arrested on a charge that she and her brother,
Jose Alberto, tried to poison the latter’s wife.

Jose Alberto, a rich Binan illustrado, had just returned from Europe. During his absence, his wife had abandoned their
home and children, when he arrived, he found out of his wife’s infidelity and planned to divorce her. To avoid family
scandal, Dona Teodora, convinced him to forgive his wife.

• The family trouble was settled. However, the evil wife with Spanish lieutenant of the Guardia Civil, filed a case accusing
her husband and Dona Teodora of attempting to poison her. The lieutenant happened to have grudge against Rizal family
because At one time Don Francisco refused to give him food for his horse. Taking the opportunity, he arrested Dona
Teodora, with the help of Calamba’s gobernadorcillo, Antonio Vivencio del Rosario

• Dona Teodora was forced to walk from Calamba to Santa Cruz (capital of Laguna), distance of 50 kilometers. She was
imprisoned at the provincial prison for 2 1⁄2 years until the Manila Royal Audiencia acquitted her for the alleged crime

Early Childhood Education

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


Impact of the Execution of GomBurZa in Rizal’s Life





Injustice Story of Teodora Alonzo

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MODULE 5 - JOSE RIZAL AS A STUDENT OF ATENEO AND UST

RIZAL AT THE ATENEO

Four months after the martyrdom of GOMBURZA and with Dona Teodora still in prison, Jose, 10 years old, was sent to
Manila

He studied in Ateneo Municipal, a college under the supervision of the Spanish Jesuits (rival of the Dominican-owned
College of San Juan de Letran); formerly the Escuela Pia (Charity School), a school for poor boys in Manila which was
established in 1817

June 10, 1872, Jose took the examinations at the College of San Juan de Letran, and passed them but His father changed
his mind and decided to send him to Ateneo

At first, Father Magin Fernando, the college registrar at the Ateneo refused to admit him for two reasons:

1. he was late for registration,

2. he was sickly and undersized for his age.

Rizal was then 11 years old. Upon the intercession of Manuel Xerez Burgos, nephew of Father Burgos, he was admitted
at the Ateneo

Jose had to adopt the surname Rizal because Mercado is under suspicion of the Spanish authorities (Paciano used Mercado
at College of San Jose and was known as Father Burgos’ favorite student and confidante)

Ateneo was located in Intramuros; first boarded on Caraballo Street, 25 minutes’ walk; owned by Titay who owed the
Rizal family the amount of 300 pesos; Jose boarded to collect part of the debt

JESUIT SYSTEM OF EDUCATION

Advanced than other colleges in that period. Trained student, promote physical culture, humanities, and scientific studies
and Offer Bachelor of Arts, vocational courses in agriculture, commerce, mechanics, and surveying. There is a mass in the
morning before the beginning of classes and every subject was opened and closed with prayers

Students were divided into two groups: ROMAN EMPIRE (internos, boarders) and CARTHAGANIAN EMPIRE (externos,
non-boarders)

The 2 groups are in competition for supremacy in class; distinctive banners, red for the Romans and blue for the
Carthaganians; upon the 6th defeat, losing group will changed banner with a figure of a donkey

The best was emperor, 2nd best was tribune, 3rd best was Decurion and 5th best was standard-bearer.

students fought for the positions; any student can challenge any officer in the empire to answer questions on the day’s
lesson; his opponent could lose his position if he committed 3 mistakes; any student might depose the officers one after
another and become an emperor

RIZAL’S FIRST YEAR IN ATENEO (1872-73)

June 1872, Rizal heard Mass at the college chapel and prayed fervently to God for guidance and success

Rizal’s first professor was Fr. Jose Bech. Being a newcomer, Rizal was placed at the bottom of the class; assigned to the
Carthaganians.

After the first week, Rizal progressed rapidly. At the end of the month, he became emperor. Being the brightest pupil, he
was awarded a prize, a religious picture.

Took private lessons in Santa Isabel College to improve his Spanish; paid extra 3 pesos. In the 2nd half of his first year,
Rizal did not study hard because he resented some remarks of his professor that is why he placed 2nd although his grades
were still “excellent”

in March 1873, Rizal returned to Calamba for summer vacation, he did not enjoy because his mother was still in prison to
cheer him up, Saturnina brought her to Tanawan. Without telling his father, he went to Santa Cruz to visit his mother,
told her of his brilliant grades; she embraced her favorite son

Rizal returned to Ateneo, this time he boarded inside Intramuros at No. 6 Magallanes Street. His landlady was Dona
Pepay, had a widowed daughter and four sons
SECOND YEAR IN ATENEO (1873-74)

he resented having neglected his studies the previous year. Once more he became the emperor. At the end of the school
year, Rizal received excellent grades in all subjects and a gold medal. he returned to Calamba in March 1874, for the
summer vacation, Rizal visited his mother and cheered her up with news of his scholastic triumph, funny tales about his
professors and classmates

Dona Teodora had a dream and Rizal interpreted it, told her she would be released from prison in three months’ time;
she smiled but Rizal’s prophecy became true!, she likened Rizal to Joseph, the dreamer

TEENAGE INTEREST IN READING

Summer of 1874 when Rizal had an interest in reading love stories and romantic tales. His firs favorite novel was Count of
Monte Cristo by Alexander Dumas (suffering s of Edmond Dantes in prison, his escape from the dungeon of Chateau d’If,
his finding a buried treasure on the rocky island of Monte Cristo, and his dramatic revenge on his enemies who had
wronged him)

He persuaded his father to buy him a set of Universal History by Cesar Cantu (this valuable work was of great aid in his
studies and enable him to win more prizes in Ateneo)

Later Rizal read Travels in the Philippines by Dr. Feodor Jagor, a German scientist-traveler (1859- 1860)

THIRD YEAR in ATENEO (1874-1875)

his mother arrived and told him that she was released from prison, as he had predicted. Despite the happiness, Rizal did
not do so excellently in his studies although his grades remained excellent. He won only one medal – in Latin; he failed to
win a medal in Spanish.

At the end of the school year he returned to Calamba; he was not impressed by his scholastic work

FOURTH YEAR in ATENEO (1875-1876)

On June 16 he became an interno. One of his professors was Father Francisco de Paula Sanchez, he inspired Rizal to study
poetry; Rizal considered him as his best professor and inspired him to return his zest for his studies

He topped in all his subjects and won 5 medals at the end of the school term. He was happy to repaid his father sacrifices

LAST YEAR AT THE ATENEO (1876-1877)

He excelled in all his subjects and finished his last year at the Ateneo in a blaze of glory. He obtained the highest grades in
all subjects. He was the most brilliant Atenean of his time, truly the pride of the Jesuits

On his Commencement Day, March 23, 1877, he received the degree of Bachelor of Arts, with the highest honors

RIZAL’S EXTRA-CURRICULAR ACTIVITIES IN ATENEO

 An emperor inside the classroom, a student leader outside

 An active member and secretary of the Marian Congregation
 A member of the Academy of Spanish Literature and the Academy of Natural Sciences
 studied painting under the famous Spanish painter Agustin Saez
 studied sculpture under Romualdo de Jesus, noted Filipino sculptor
 Engaged in gymnastics and fencing to develop his weak body under the training of Tio Manuel

RIZAL’S FIRST ROMANCE

He was 16, he experienced his first romance with a girl named Segunda Katigbak, a pretty 14 year old from Lipa. She was
short, rosy cheeked, and an enchanting smile

he visited his maternal grandmother who lived in Trozo, Manila; accompanied by his friend Mariano Katigbak. His
grandmother’s guests, knew of his painting so they urged him to do Segunda’s painting; he complied and made a pencil
sketch of her; he blushed every time she looked at him.

MEDICAL STUDIES AT THE UNIVERSITY OF SANTO TOMAS

After Philosophy and Letters, he transferred to the medical course. He remained loyal to Ateneo. He participate in extra-
curricular activities, won more literary laurels and romances with pretty girls and fought against Spanish students

Bachelor of Arts was equivalent to the high school and junior courses, Paciano and Don Francisco wanted Rizal to pursue
higher studies
“Don’t send Rizal to Manila. He knows enough. If he gets to know more, the Spaniards will cut off his head”- Dona Teodora

Don Francisco told Paciano to accompany Jose to Manila. Rizal was surprised with his mother objection to his desire for a
university education

“Did my mother perhaps have a foreboding of what would happen to me? Does a mother’s heart really have a second
sight?”- Rizal

Rizal entered the University of Santo Tomas in April 1877. He was 16 years old then. He first took up Philosophy and
letters per the advice of Fr. Pablo Ramon, Rector of Ateneo

First year, he studied cosmology, metaphysics, theodicy, and history of philosophy, Took medicine the following year
because he wanted to cure his mother’s growing blindness

RIZAL FINISHES SURVEYING COURSE IN ATENEO

• He studied in Ateneo, Surveying course. He excelled and became Perito agrimensor (expert surveyor)

• At the age of 17, he passed the examination. He could not be granted the title because he was too young. It was issued
to him November 25, 1881, He remained loyal to the Ateneo and continued to participate in extra-curricular activities

RIZAL’S ROMANCES WITH OTHER GIRLS

Miss L

After Segunda, he courted a girl from Calamba. He described her as fair with seductive and attractive eyes but stopped
because memory of Segunda was still fresh in his heart and his father did not like the family of Miss L.

Leonor Valenzuela

During his second year, he boarded in the house of Dona Concha Leyva in Intramuros. His neighbors were Capitan Juan
and Capitana Sanday Valenzuela from Pagsanjan Laguna. Leonor Valenzuela (Orang) was their daughter

He courted Leonor and sent her love notes written in invisible inks

Leonor Rivera

1879 he lived in Casa Tomasina at No. 6 Calle Santo Tomas Intramuros and the Landlord was Uncle Antonio Rivera

Leonor was a schoolmate of Soledad at La Concordia College. They became engaged. She used Taimis as her pet name

RIZAL BECAME A VICTIM OF SPANISH BRUTALITY

Rizal encountered a Spanish Lieutenant. He did not salute so the Lieutenant got angry and whipped out his sword and
slashed Rizal on the back

He reported it to the Governor-General and failed to obtain justice

“I went to the Governor-general but i could not obtain justice. My wound last for two weeks.” - Rizal to Blumentritt

RIZAL’S WORKS in UST

1879, Literary contest was held, Artistico-Literario of Manila, Society of Literary Men and Artists. Best poem for native or
a mestizo, Rizal was 18 then

His entry, A La Juventud Filipina (To the Filipino Youth). The board of Judges was impressed and gave the first prize to
Rizal a Silver pen, a feather-shaped and decorated with a gold ribbon

Rizal in this poem, beseeched the Filipino youth to rise from lethargy, to let their genius fly swifter than the wind and
descend with arts and science to break the chains that have long bound the spirit of the people

It is a classic in Philippine literature because it was the first great poem written by a Filipino, whose merit was recognized
by Spanish literary authorities

1880, another literary contest was held to commemorate the death of Cervantes, Spain’s glorified man of letters and
famous author of Don Quixote

He submitted an allegorical drama entitled, “El Consejo delos Dioses”. They awarded the first prize to Rizal but Spanish
community in Manila protested. The prize was awarded to Rizal - a gold ring on which was engraved the bust of Cervantes

A Spanish writer, D.N. del Puzo, was the second For the first time in history, a Filipino excelled in a national literary contest
It was a literary masterpiece based on Greek classics. The allegory established among Homer, Virgil, and Cervantes. The
gods decided to give the trumpet to Homer, the lyre to Virgil, and the laurel to Cervantes

• Junto Al Pasig (Zarzuela) staged by the Ateneans on Dec 8, 1880 during the celebration of the Immaculate Conception,
A Filipinas, a sonnet for the Society of Sculptors.

1879, he composed a poem Abd el Azis y Mahoma which was declaimed by the Ateneans

1881, he wrote a poem, Al M.R.P. Pablo Ramon

Summer of 1881, he went to the town of Pakil, famous shrine of the Birhen de los Dolores. He was accompanied by sisters
Saturnina, Maria, and Trinidad

They stayed in the house of Mr. and Mrs. Manuel Regalado, whose son Nicolas was Rizal’s friend in Manila

He was fascinated by the famous Turumba festival. In Pakil, he was infatuated by a pretty girl colegiala, Vicenta

Ybardolaza, who played the harp.

They visited Pagsanjan because it was the native town of Leonor Valenzuela, and to see the Pagsanjan Falls

RIZAL WAS UNHAPPY IN UST

1880, he founded a secret society of Filipino students in the University of the Santo Tomas, Companerismo. Members
were called companions of Jehu

He was the chief and his cousin Galicano Apacible was secretary

The Dominican professors were hostile to him and The Filipino students were racially discriminated. The method of
instruction was obsolete and repressive.

Because of the unfriendly attitude of his professors failed to win high scholastic honors

After finishing the fourth years of medical course, he decided to study abroad. His older brother readily approved his going
to Spain and so did with Saturnina, Lucia, uncle Antonio and Valenzuela family

Parents and Leonor Rivera did not know about this