1.

CHAPTER 1

Introduction to the course – Rizal Law RA 1425

Intended Learning Outcomes:

At the completion of this coverage, the students shall be able to:
a. explain the history of Rizal Law and its important provisions;
b. critically assess the effectiveness of the Rizal Course.s

Specific Instructions in the completion of this Chapter:

1. Student must read and understand the Intended Learning Outcomes specified
above and make it as a checklist of acquired knowledge and skills after
completing the entire chapter. This shall be the basis of the teacher in the
formulation of the Summative evaluation given at the end of the chapter.
2. Students must carefully study the given lecture notes and take note of topics
that were not clearly stated or understood by the student. These areas can be
referred to the subject teacher during consultation hours provided for the
students to contact the teacher.
3. Study the discussions and insights given and follow instructions for activities if
there are.
4. After completely reading all the materials, open the video links of the lessons
given along with this learning package and watch the given videos to supplement
your reading. (please check your USB content).
5. Upon completion of all the lessons and topics presented, answer the self-
reflection questions given to you. Check the instruction of to answer and what to
do to comply with required answers.
6. Compile your outputs in your Learning Portfolio to be submitted at specific date
by your teacher.
7. If the student has any queries or clarifications with the topics, the student should
contact the subject teacher in the given consultation hours which can be found in
the preliminaries of this material.

Key Terms:
 Jose P. Rizal
 Rizal Law
 RA 1425

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 Overview of the Lesson

The life and works of Jose P. Rizal flow in each chapter of Philippine
history and his love for the country became the inspiration of the Filipinos in different
eras. His works served not only the mirror of our society during the time of Spanish
colonization but also enlightened the Filipinos to assert their political and civic rights

THE HERO OF ANDRES BONIFACIO AND THE KATIPUNEROS

Jose P. Rizal had the great influence to Andres Bonifacio, through reading of
Rizal's works, nationalistic sentiments of Bonifacio were enhanced and the novels of
Rizal gave Bonifacio an idea about the revolution. And we may consider Andres
Bonifacio as the first hero who recognized Jose Rizal as his hero. The fanaticism of
Andres Bonifacio to Rizal was evident when Andres attended the founding of La Liga
Filipina on July 3, 1892. The La Liga Filipina is a civic organization founded by Jose Rizal
which aimed for the reform in the society through education and the unity of the whole
archipelago. However, the organization did not attain its goal because Rizal was exiled
to Dapitan and he lived there for four years (July 1892-July 1896) and his exile pushed
Andres Bonifacio and another six people to establish KKK (Kataastaasan,
Kagalanggalang Katipunan ng mga Anak ng Bayan). KKK had different objective than
the La Liga Filipina because it did not aim for reform but independence from Spanish
rule through revolution. The extent of influence of Rizal to Andres was also seen in some
aspect of KKK, the password of Bayani, the highest grade or group in KKK was Rizal.
The photograph of Rizal was also hang in the headquarters of the KKK. And the
presence of Andres Bonifacio in founding of La Liga Filipina on July 3, 1892 was one of
the evidences that the Spaniards used to associate Rizal to Bonifacio and as the founder
of KKK.

While Rizal was in Dapitan, Andres Bonifacio and the members of KKK had the
opportunity to expand to the other provinces of the country, from Manila to Cavite,
Laguna, Batangas, Bataan and other provinces which joined the uprising in 1896. The
name Jose Rizal was used to collect funds since during those time Jose Rizal was
considered as a national figure. This action of the Katipuneros became part of the
evidence of the Spaniards that Jose Rizal was truly the leader of KKK and the uprisings
in 1896.

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 In May 1896, the emissary of KKK (Dr. Pio Valenzuela) informed Jose Rizal about
Rizal about the plan of the Revolutionists and sought advice from him from him.
However, Jose Rizal was against the revolution because he knew that the Filipinos were
not yet ready for the revolution and they did not have a clear picture of good
government that they should establish after the downfall of the Spanish government in
the Philippines. Aside from this, Rizal believed that the assistance of the Creoles and the
lllustrados was very much important revolution since they were educated.

In July 1896, Jose Rizal boarded a ship that would bring him to Singapore and
from Singapore, he would travel to Spain because the Governor Genera granted his
request that he could be a volunteer doctor to Cuba. But upon his arrival in Madrid, he
was not allowed to leave the ship and for almost a month. He stayed in the ship and
then returned to the Philippines as a prisoner in Fort Santiago. This was because the
Spanish government already had the suspicion about the existence of KKK that Rizal was
the founder of the secret society.

On August 19, 1896, the existence of KKK was revealed to the Spanish
government and on August 25, 1896, the uprising started and even without concrete
evidence, Rizal was accused as the leader of the uprising. The existence of KKK and the
revolution were used by the friars to execute Rizal. Thus, the idea of revolution that
Rizal wrote on his novels also became the reason why he was executed on December
30, 1896.

THE HERO OF EMILIO AGUINALDO AND THE FIRST PHILIPPINE REPUBLIC

The death of Jose Rizal was the start of the real battle of the Filipinos against the
Spaniards. His death intensified the hate feelings of the Filipinos against the Spaniards.
KKK continued their struggle against the Spaniards and the colonial government in the
Philippines was near to its end. However, because of the issue about leadership, the
conflict between the two factions of KKK (Magdiwang-Magdalo) led to the disunity of the
Katipuneros and the execution of Andres Bonifacio signed by Emilio Aguinaldo. The
death of Andres Bonifacio was one of the factors of the failure of the uprisings of the
Filipino and on December 12-15, 1897, the Spaniards and the Filipino decided to end the
hostilitv and signed the Treaty of Biak na Bato.

However, the group of Emilio Aguinaldo had the opportunity to communicate to

the Americans in Singapore and with their aid, the Spanish colonial government in the
Philippines ended. Upon the return of Emilio Aguinaldo from Hong Kong, he declared the
independence of the Philippines on June 12, 1898 and he became the first President.
The administration of Aguinaldo on December 20, 1898, issued his first proclamation
wherein he declared December 30 as Rizal Day and ordered for the half mast of the

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Filipino flag from 12:00 noon on December 29 until 12:00 noon of December. (Zaide,
1994)

THE HERO OF THE OTHER NATIONALITIES

Jose P. Rizal was a well-travelled hero; he lived in Europe for eight years and
was able to travel to Japan, America and North America. During his travel, he spent his
time inside the ship in conversation with other nationalities. Language was not a
hindrance to him since he knew 19 different languages. While he was in Europe, he
attended different gatherings where intelligent and known people were involved. He
wrote different novels, essays and poem which were published in Europe and circulated
in different parts of the world. And on his death, the people who had the opportunity to
witness his brilliance gave tribute to his greatness.

On November 20, 1897 at the initiative of Dr. Rudolph Virchow, the president of
the Anthropological Society of Berlin sponsored the scientific neurological services to
honor Rizal. And the periodicals from different countries published the account of Rizal
martyrdom to pay tribute to his greatness. In 1902, Congressman Henry Allen Cooper of
Winconsin delivered a eulogy for Rizal and recited one of his work (Ultimo Pensamiento)
to prove to the Congress the capability of the Filipino people for self-government since
the race was able to produce a brilliant personality like Rizal. The result of his appeal
was the approval of the Cooper Law or the Philippine Bill of 1902 (De Ocampo).

During the American colonization in the Philippines, Jose Rizal was formally
recognized and the Americans gave importance to the contributions of Rizal especially
his idea about social reform. The Americans used education as a method of pacification
and so with Jose Rizal who viewed education as means of attaining reform. The first
American civil governor in the Philippines, William Howard Taft approved the Act No.
137 which organized the politico- military district of Morong into the province of Rizal.
Taft's action was in line with their custom of naming the important localities in the
memory of the person who had a great influence in the community and in the country.
The naming of the district of Morong after Rizal was the first official recognition of
Americans to our hero. It was also William Howard Taft who first expressed the need to
choose a national hero to the members of the Philippine Assembly. In discussion of the
commission resulted to the list of the following heroes from Gen. Antonio Luna, Emilio
Jacinto and Andres Bonifacio and among the list it was Jose P. Rizal who was chosen as
the National hero because of his contribution in building the sense of nationh0od and
because of the extent of the influence of his writings to the Filipinos.

THE HERO FOR THE FILIPINO YOUTH

The worth of a hero could not be known to different generations if the people
did not have a clear understanding of his life, struggles and writings. The life of Dr. Jose
P. Rizal was well documented since he left numerous numbers of writings, a diary and a
lot of correspondence to his family and friends.

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 In July 1956, Jose P. Laurel, Claro M. Recto, Jose B. Laurel Jr., Jacobo Gonzales,
Lorenzo Tañada and other lawmakers sponsored the Republic Act 1425 that would
enforce the teaching of the life and works of Jose P. Rizal in all public and private
schools, colleges and universities.

Retrieved from: https://mjbunagan.wordpress.com/2017/08/30/rizal-law/

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;

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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.

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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

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

By integrating Rizal in the curriculum, this would benefit the Filipino Youth as
well as the whole nation to acquire the following traits: incorruptible, confidence,
direction, courage and determination, high sense of relationship, nationalism, and
patriotism.

Department of Education (DepEd) Order No. 2 Series of 1996 directs the Committee on
Education for the inclusion of Rizal Course as 3-unit lesson with the following aims and
purposes:

1. The law aims and desire to re-establish that the Filipino themselves be imbued
with the principles of freedom and a sense of nationalism. The rationale of which
is to perpetuate the memories of our hero’s death and sacrifices.

2. The law aims to honor the heroes particularly Dr. Jose P. Rizal and to remind us
of his sacrifices and his two novels – Noli Me Tangere and El Filibusterismo that
paved the way to nationalism and patriotism of the entire country.

3. The law aims to cultivate and inculcate among the students in all schools the
character development, self-discipline, civic consciousness and to teach the
duties of citizenship which became the primary reasons for the enactment of the
law for reforms and changes.

Dr. Otley H. Bayer, an anthropologist and technical member of the panel of the
Philippine Commission recommended the following criteria choosing the national hero.

1. The person must be a Filipino

2. The person is a peace-loving and pacifist.
3. The person must have a great sense if patriotism

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 4. The person must die for country as a martyr.

Reasons why Rizal was chosen and declared as the Philippine’s National Hero.

1. He was the first Filipino to unite and awaken the Filipino People to Peacefully rise
for independence,
2. He is a model for being a peacemaker by his complete self-denial, his complete
abandonment of his personal interest and to think only of his country and
people,
3. He was a towering figure in the propaganda campaign from, 1882-1896.
4. He was a martyr at Bagumbayan where he willingly died for our country.

To take one’s interest of and to comprehend fully and satisfactory the life, works
and writings of Dr. Jose P. Rizal, our national hero, it is indeed indispensable to gain
knowledge of the background of world history and the Philippines during his time. The
19th century was a century of violent blow of the winds in its history, most particularly
in Asia, Europe and America. It was rigid pour of events that emanated beyond one’s
control like sea tides that ruthlessly inflicted the human lives and fortunes of mankind.
On June 19, 1861, Rizal was born, as the titanic chaos exploded on April 12,
1861 which resulted into American civil war (1861-1865) that raged indignantly in the
United States over the issue of Negro slavery compelling President Abraham Lincoln to
proclaim the Emancipation of Negro slaves in September 22, 1862
Rizal’s time was deemed to be the height of the maladministration of Spain and
its decay that observed the Philippine skies. The Filipino people suffered intensely
beneath the bondage of Spanish misrule for they were ill-fated victims of the evils,
injustice, prejudice and sudden collapse of colonial power.
Among these beneficial features were the following:

1. Instability of Colonial Administration

2. Corrupt Spanish Officials
3. No Philippine Representation to the Spanish Courts
4. Human Rights denied to the Filipinos
5. No Equality before the Law
6. Maladministration of justice
7. Racial Discrimination
8. Frailocracy and Secularization of Filipino Priest
9. Forced Labor and Excessive Taxes
10. Haciendas Owned by the Friars and Spanish Officials
11. The Abuses of the Guard Civil, Church Officials and Political Leaders

Dr. Jose Rizal’s writing summarizes his nationalistic and patriotic philosophy
as well as his keen sense of awareness of the Filipino people’s need for nation
building.
Dr. Jose P. Rizal was chosen as the Greatest Philippine National Hero

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 “I die, without seeing the Day dawning on my country… You see it,
greet it… and forget not those who fell during the night…
-Dr. Jose P. Rizal

A hero is a person admired for achievements and noble qualities and a

prominent or central personage taking an admirable action. Also, a person of
distinguished valor or enterprise in dagger and an individual honored after death by
public worship because of laudable and exceptional service to mankind.

The difference between hero and martyr is that hero is a real person of great
bravery who carries out extra ordinary deeds while martyr is one who willingly accepts
being put to death for adhering openly to one’s religious belief, notably saints canonized
after martyrdom.

Dr. Jose Protacio Mercado Y Alonzo was a man of many talents. The Noli Mi
Tangere and El Filibusterismo provided the embers that awakened Filipino nationalism
and paved the way for the Philippine Revolution of 1896. He proved that the “Pen is
Mightier than the Sword” to redeem a people from these political slaveries.

The Americans, particularly civil Governor William Howard and Taft being the
Chaiman of the Philippine commission addressed Messr. Pardo de Tavera, Leganda,
Gregorio Araneta, Ayetabo, Arellano the choosing of the Philippine National hero. Among
the nominated names were Marcelo H. Del Pilar, Gen. Antonio Luna, Gregorio Lopez
Jaena, Emilio Jacinto and Jose Rizal.

The concepts of “hero” and “heroism” seem to have existed in all cultures on
earth, in many forms and varieties

 The word itself has probably appeared first in ancient Greece, where it was
combined in the name of one of the greatest heroes of all times: Heracles.

CONCEPT OF A HERO

 According to Robert Graves, - an authority on Greek culture - the name Hero is

derived from that of the great goddess Hera so Hero means “Hera’s Glory.”
Heracles, then, lived, acted and died in the name and for the glory of that
goddess.
 One of the most famous Greek heroes was the Athenian Theseus, who sailed
from his city to Crete to fight against the Minotaur and save his young
countrymen and women, who were supposed to be sacrificed to a monster.
 In a book Graves describes important feature of life of a hero - dies not just to
glorify his Mother goddess but to save his people — the tribe of which he is
chief — from all their yearly sins and all possible punishments.
 Japanese Yamato Take, who was the son of a king was accredited with slaying a
dangerous serpent of Omi.

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  Jesus’ heroism was not apparent in his physical powers but in doing miracles.
His death in agony on the cross presents him as a classic hero. Jesus was a
classic victim - like Heracles, he went up after his death to heaven, to become a
proper deity.

RIZAL AS A HERO

1. Performed outstanding deeds - used the pen to fight

2. Risked his very being for the sake of his countrymen - he waged a non-violent
crusade against the oppressors of his countrymen
3. He is a victim - suffered political martyrdom

Great men said about the pen being mightier & more powerful than the sword.
Napoleon I himself, who was a great conqueror & ruler, said: "There are only two
powers in the world; the sword & the pen; and in the end the former is always
conquered by the latter".

OTHER COUNTRIES CHOOSE THEIR NATIONAL HERO

 The heroes of occidental nations are warriors and generals who served their
cause with the sword, distilling blood and tears. The hero of the Filipinos served
his cause with the pen.
 Other countries chose their national heroes who were soldier-generals, who
fought for the country’s liberty and independence in the battlefield with their
mighty “sword”.
 Among them were George Washington of USA, Joan Arc of France, Simon Bolivar
of Venezuela, Jose de San Martin of Argentina, Jimmo Tenno of Japan and
others
 In comparison, Jose Rizal, the Philippine national hero was pacifist and a civilian
who served his cause with a pen through which his writings had awakened
Filipino nationalism and paved the way for the Philippine Revolution.
 What others great men said about the pen and sword. Napoleon I who was a
great conqueror and ruler said. “There are only two powers in the world, the
sword and pen; and in the end the former is always conquered by the latter.”
 Sir Thomas Browne said, “Scholars are men of Peace; they have no arms. But
their tongues are sharper than the sword. Their pens carry further and give a
louder report than thunder. I rather stand in the shock of the basilisk than in the
fury of merciless pen”.

WHAT IS THE MOST ADMIRABLE IN RIZAL ACCORDING TO PALMA:

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“Is his complete self-denial, his complete abandonment of his personal interest in order
to think only of those of his country? He could have been whatever he wished to be,
considering his natural endowment, he could have earned considerable sum of money
from his profession, he could have lived relatively rich, happy, prosperous, had he not
dedicated himself to public matters. He preferred to live far from his family and to
sacrifice his personal affection for an ideal he had dreamed of the following his
conscience. He did not have Creates means at his disposal to carry out his campaign: he
contented himself with value he had. He suffered the cold winter of Europe, hunger,
privation and misery but when he raised his eyes to heaven and saw his ideals, his hope
was reborn, he soon felt, comforted and resumed the task of bearing the cross of his
suffering”.

HONORS ACCORDED TO RIZAL AS THE PHILIPPINE NATIONAL HERO

1. The day of his birth and day of his execution are fittingly commemorated by all
classes of people throughout the country and other Filipino abroad,
2. No other Filipino hero can surpass Rizal in the number of monuments erected in
his honor, in towns, barrios, and schools.
3. His name is a by-word in every home and his picture is printed and used in
postage stamps.
4. The paper money/coins with his image have the widest circulation that the
poorest of the poor can take hold.
5. Streets, boulevard, educational institutions and persons were named “Rizal”.
6. His noble thoughts and teachings had been frequently invoked and quoted by
speakers.
7. The union of Manila and Morong to be a province was named after the
illustration of hero thus Rizal province was established.

CHAPTER 3

Rizal’s Life: Family, Childhood and Early Education

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Intended Learning Outcomes:
At the completion of this coverage, the students shall be able to:
a. Analyze Rizal’s family, childhood, and early education;
b. Evaluate the people and events ang their influence on Rizal’s early life.

Specific Instructions in the completion of this Chapter:

1. Student must read and understand the Intended Learning Outcomes
specified above and make it as a checklist of acquired knowledge and skills
after completing the entire chapter. This shall be the basis of the teacher in
the formulation of the Summative evaluation given at the end of the chapter.
2. Students must carefully study the given lecture notes and take note of topics
that were not clearly stated or understood by the student. These areas can
be referred to the subject teacher during consultation hours provided for the
students to contact the teacher.
3. Study the discussions and insights given and follow instructions for activities
if there are.
4. After completely reading all the materials, open the video links of the lessons
given along with this learning package and watch the given videos to
supplement your reading. (please check your USB content).
5. Upon completion of all the lessons and topics presented, answer the self-
reflection questions given to you. Check the instruction of to answer and
what to do to comply with required answers.
6. Compile your outputs in your Learning Portfolio to be submitted at specific
date by your teacher.
7. If the student has any queries or clarifications with the topics, the student
should contact the subject teacher in the given consultation hours which can
be found in the preliminaries of this material.

Key Terms:
 Mi Ultimo Adios
 Ang Aking Kababata
 Family
 Childhood

Overview of the Lesson

The wisdom and sacrifices of Jose P. Rizal for the country earned him
the title of the greatest Malayan who ever lived. It was an honor he rightfully
deserves. Up to this day, no Asian has surpassed Rizal’s ingenuity and extreme
intelligence. This lesson analyzes the family, childhood and early education of Jose
12 | Pand
Rizal a g ehis efforts, diligence and determination to achieve his goals in life. It also
includes the qualities and virtues of Rizal that are worth imitating as a
student/citizen.
RIZAL’S LIFE: FAMILY, CHILDHOOD, AND EARLY EDUCATION

The life and times of Rizal, thought short, is an endeavor that scholars and
scientists alike find worthy to study and analyze. What is it about the union of Francisco
Mercado and Teodora Alonzo (Rizal’s parents) that produce Jose Rizal? As well-known
Rizalist, Dr. Austin Craig was the first to trace Rizal’s family roots and discover his
Chinese ancestry.

Jose Rizal was a 9th generation patrilineal descendant of Chinese immigrant and
business tycoon Don Domingo Lanco (Chinese name: pinyin: Ke Yinan) of Laguna was
the great-great grandfather of Jose Rizal. Lamco is originally from Amoy, China who
came to the Philippines in the mid-17 th century. This is where he met his wife, Inez de la
Rosa daughter of Agustin Chino an immigrant trader from Chuanchow.

To prevent conflict and hostility with the Spanish authorities, he decided to drop
the name Lam-co and adapted a Spanish surname. As merchants, they choose the name
“Mercado” because it means market. Lamco started the businesses of the Mercado clan.
He was a successful entrepreneur in spite of the discrimination experienced by Chinese
traders from the Spaniards.

In June 1697, Lamco was baptized in the Catholic church of Manila’s Parian
Chinese ghetto and moved to Binan, Laguna. He was 35 years old at that time. Hi
financial state improved in Binan and he became a Chinese community leader. Lamco’s
son Francisco Mercado and grandson Juan Mercado married Chinese mestizas and both
served as distinguished mayors of Binan for five terms.

Juan’s wife, Cirila Alejandra, was the daughter of an immigrant trader and
Domingo Lamco’s baptismal godson Siong-co. they are the parents of Rizal’s father.
When Rizal’s father was born, the family transferred to Calamba. The house they built
was the first stone house in the whole town.

Jose Rizal’s brother, Paciano was identified with one of the martyred priests, Jose
Burgos so the family changed their surname from Mercado to Rizal.

Recent genealogical findings revealed that Rizal also had Spanish, Japanese and
Negrito ancestry. Teodora (Rizal’s Mother) great grandfather, Eugenio Ursua was a
descendant of Japanese settlers.

Ursua married a Filipina named Benigna and their union produced Regina Ursua.
Atty. Manuel de Quintos, a Sangley mestizo from Pangasinan married Regina and their
daughter is named Brigida. Brigida married a half-caste Spaniard named Lorenzo Alberto
Alonzo. They are the parents of Teodora and Rizal’s grandparents.

JOSE RIZAL’S FAMILY

The Rizal family belonged to the “principalia” an aristocratic town of

distinguished families. By frugal living, hard and honest work, Rizal’s parents were able

13 | P a g e
to live well. From the farms, which were rented from the Dominican Order, they
harvested rice, corn and sugarcane. They raised pigs, chickens and turkeys in their
backyard. In addition, Dona Teodora managed a grocery store and operated a small
flour mill.

Rizal’s parents were able to build a large stone house which was situated near
the toen church. They owned a carriage which was a status symbol of the illustrados in
the Philippines and a private library consisting of the 1,000 volumes.

Their children were studying in the colleges in Manila. They participated in all
social and religious affairs in the community. They were gracious and hospitable to all
visitors and guests during the town fiesta and other holidays.

The Rizal family had a simple, contented and happy life and was intimately close.
Don Francisco and Dona Teodora loved their children, but they never spoiled them.
They were strict parents and they trained their children to loved God, to behave well, to
be obedient and to respect people especially the old folks.

When the children got into mischief, they were given a good spanking because
they believed in the saying “Spare the rod and spoil the child”.

The Hero’s Father

 Don Francisco Mercado Rizal - (1818-1898) Jose Rizal’s father, was born in
Binan, Laguna. He studied Latin and Philosophy at the College of San Jose in
Manila. After their parent’s death, Francisco and two of his sisters moved to
Calamba. He became a tenant farmer of the Dominican owned hacienda. He was
hardworking, and independent-minded who talked less but worked more and
valiant spirit.

Jose Rizal described his father in his diary:

My father was a model of fathers had given us an education commensurate with our
small fortune; and through thrift he was able to build a stone house, erect a little nipa
house in the middle of our orchard under the shade of some trees and others.”

The Hero’s Mother

 Dona Teodora Alonso Y Realonda (1826-1911) was born on Meisik, Sta.

Cruz, Manila. She studied at Colegio de Sta. Rosa in Manila. She was a woman of
refined culture and character, with exemplary literary talents, the fortitude of a
Spartan woman and with business ability, she manages their store.

Rizal lovingly described his mother:

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“My mother is a woman of more than ordinary culture; she knows literature and speaks
Spanish better than I. She even corrected my poems and gave me wise advises when I
was studying rhetoric. She is a mathematician and has read many books”

Both parents greatly influenced Rizal as shown in his character. “From his father
he inherited a profound sense of dignity and self-respect, seriousness and from his
mother the dreamer and bravery for sacrifices and her literary prowness.”

 Don Francisco Mercado Rizal and Dona Teodora Alonso Y Realonda were
blessed with eleven (11) children: two (2) boys and nine (9) girls. They were as
follows in the order of their birth.

RIZAL SIBLINGS

1. Saturnina ((1850-1913)
Eldest child of the Rizal-Alonzo marriage. Married Manuel Timoteo Hidalgo of
Tanauan, Batangas.
2. Paciano (1851-1930)
Only brother of Jose Rizal and the second child. Studied at San Jose College in
Manila; became a farmer and later a general of the Philippine Revolution.
3. Narcisa (1852-1939)
Narcisa "Sisa" was a school teacher.  She married Antonio Lopez, the nephew of
Fr. Leoncio Lopez.
4. Olympia (1855-1887)
Olympia "Ypia," the fourth of the Rizal children, married Silvestre Ubaldo, a
telegraph operator who hailed from Manila.
5. Lucia (1857-1919)
Lucia married Mariano Herbosa, who was the nephew of Fr. Casanas, Jose Rizal's
godfather.  When her husband died of cholera he wasn't given the honor of a
Christian burial because he was Rizal's brother-in-law.
6. Maria (1859-1945)
Maria "Biang" married a man from Laguna, Daniel Faustino Cruz.
7. Jose Protacio Mercado Y Realonda (1861-1896)
His name was “Pepe”, the greatest filipinp hero, and peerless genius. He became
the national hero of the Philippines. He was a Filipino nationalist and polymath
during the tail end of the Spanish period of the Philippines. An ophthalmologist
by profession, Rizal became a writer and a key member of the Filipino
propaganda movement which advocated political reforms for the colony under
Spain.
8. Concepion (1862-1865)
Concepcion "Concha," Jose's younger sister, died at the age of 3 when she fell
severely ill.  Her death was Rizal's first sorrow in life.

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 9. Josefa (1865-1945)
Her nickname was "Panggoy". She was epileptic and died spinster at the age of
80. She became a member of Katipunan.
10. Trinidad (1868-1951)
Her nickname was “Trining”. She was the last of the Rizal children to survive and
died as spinster too and died at the age of 83. She also became a member of
Katipunan and she was the caretaker of “Mi Ultimo Adios”.
11. Soledad (1870-1929)
Soledad "Choleng" was the youngest of the Rizal children.  Her husband,
Pantaleon Quintero, hailed from Calamba.

THE BIRTH OF RIZAL

Jose P. Rizal, the 7th child of the Rizal family, was born on June 19, 1861,
Wednesday, Between 11:00 and 12:00 midnight in the town of Calamba, Province of
Laguna, Philippines. His mother almost died during her delivery because Jose’s head was
big. As he recounted in his student memories:

“My coming out in this vale of tears would have cost my mother her life, had she not
vowed to the Virgin of Antipolo to take me to her sanctuary by way of pilgrimage”.

 He was baptized in the Catholic Church in Calamba on June 22, 1861 by the
parish priest, Father Rufino Collantes. His Godfather was father Pedro Casanas, a
close friend of the Rizal family. Father Collantes was impressed by the big head
of baby Jose. He told them “Take good care of this child, for someday he will
become a great man.” The name “Jose” was chosen by his mother in honor of
San Jose (St. Joseph) whose feast was March 19.

 His complete name was Jose Protacio Rizal Mercado Y Alonso Realonda .
The name “Protacio” was taken from the Catholic calendar which was a
practice during the Spanish time, that when a child is born, he/she is named
after the saint of the day. The surname Mercado which means Market in
English was adopted in 1731 by his paternal great-grandfather, Domingo Lamco,
a full-blooded Chinese merchant.

 Added surname Rizal was given by Don Francisco which is closer to the Spanish
word Racial which means” luntiang bukirin” related to his work as hacienda
owner/farmer. Alonzo was the surname of Rizal’s mother and Realonda was
used by Dona Teodora which is the surname of her godmother.

JOSE RIZAL’S CHILDHOOD YEARS

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 Jose Rizal, as a young boy had beautiful, fruitful and pleasant memories as well
as sorrow. He grew up in a happy home. He could remember the tenderest care of his
parents because he was frail, sickly and undersized boy. His father built a nipa hut in the
garden for him to play in the daytime. At the age of three (3), he enjoyed watching in
the garden the insects, the maya, culiawan, maria capra, pipit, the martin and other
birds. He listened “with excitement and wonder” to their twilight songs and sounds.

Another childhood memory was the daily praying of Angelus of 6:00pm in their
altar as all of them gathered for prayers.

At the “azotea” on a moonlight night, the aya (nursemaid) would tell stories
about fairies, legends, tales of buried treasures, and other fabulous stories. Sometimes if
he did not like to eat his supper, the aya would threaten him that asuwang, tikbalang,
nuno or the turbaned Bombay will come to take him away.

He is brought for a walk for the relief-giving breeze, to see the fruit bearing
trees, flowers, birds. The scenic beauty of his hometown Calamba, the legendary Mt.
Makiling and the distant Antipolo with the shrine of the miraculous Lady of Peace and
Good Voyage.

At the age of three (3), he began to join religious processions, novena in the
church and at the age of five (5), he was able to read the Spanish Bible with the help of
his mother. When Rizal was nearly 7 years old (June 6, 1868), his father took him for a
pilgrimage to Antipolo in order to fulfill his mother’s vows which was made when Jose
was born. Dona Teodora could not accompany them because he had given birth to
Trinidad. It was the first trip of Rizal across Laguna de Bay and his first pilgrimage to
Antipolo.

After praying at the shrine of the Virgin of Antipolo, they went to Manila, to visit
his sister Saturnina at the La Concordia College in Santa Ana.

THE HERO’S FIRST SORROW

 The Rizal children were bound together by the ties of love and care. Jose
loved most his little sister Concha (Concepcion) who was next to him.
Unfortunately, Concha died at the age of three and for the first time he shed
tears for love and grief, which is said to be his first sorrow.

THE STORY OF THE MOTH

 Of all the stories told by Dona Teodora to Jose, the story of the moth made the
profoundest imprint on him which he recalled after some years…

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 “My mother was teaching me how to read in Spanish “the Children’s Friends (El
Amigo de Los Ninos). This first rare book and old copy. This night, my mother became
impatient with hearing me read so poorly. I did not understand Spanish and so I could
not read with expression. She took the book and read it to me but I was watching the
flame with some little moths cicling around the flame. Soon as my mother noticed that I
was interested. She stopped and said to me, “I am going to read to you a very pretty
story. I once opened my eyes on hearing the word story. She told me “The story of the
moth”.

RIZAL’S MENTORS

 Dona Teodora, Rizal’s mother was his first teacher. Barely three (3) years old,
had Rizal learned the alphabet from his mother. He was taught how to read
and write Spanish.

 As he grew older, his parents employed private tutors to give him lessons at
home. The first was Maestro Celestino and the second, Maestro Lucas Padua.
Later, and old man named Leon Monroy, a former classmate of Rizal’s father,
became the boy’s tutor. This old teacher lived at the Rizal home and instructed
Jose in Spanish and Latin. Unfortunately, he did not live long. He died five
months later.

 After Monroy’s death, the hero’s parents decided to send their gifted son to a
private school in Binan.

 At about this time, two of his mother’s cousin frequented Calamba. Uncle
Manuel Alberto, seeing Rizal frail in body, concerned himself with the physical
development of his young nephew and taught the latter love for the open air
and developed in him a great admiration for the beauty of nature, while uncle
Gregorio, a scholar, instilled in to the mind of the boy love for education. He
advised Rizal: “Work hard and perform every task very carefully; learn to be
swift as well as thorough; be independent in thinking and make visual pictures
of everything.”

 Rizal possessed a God-given talent for literature. His mother who was a lover
of literature noticed his poetic inclination; hence, she encouraged him to write
poetry.

 Since childhood, Rizal showed an unusual talent in art and literature. He

scribbled verse on loose sheets of paper and on the textbooks of his sisters.
His mother, who was a lover of literature, noticed his son’s inclination and gift
for writing poetry. At the age of eight years old, Rizal wrote his first poem in

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 the native language entitled, “Sa Aking Mga Kabata –To my Fellow
Chidren”

To My Fellow Children
(Sa Aking Mga Kabata) “Sa Aking Mga Kabata”
(To my fellow children)
Whenever people of a country truly
love
Kapagka ang baya'y sadyang umiibig
The language which by heav'n they
sa kanyang salitang kaloob ng langit,
were taught to use
That country also surely liberty sanlang kalayaan nasa ring masapit
pursue katulad ng ibong nasa himpapawid.
As does the bird which soars Pagkat ang salita'y isang kahatulan
to freer space above. sa bayan, sa nayo't mga kaharian,
For language is the final judge and at ang isang tao'y katulad, kabagay
referee
ng alin mang likha noong kalayaan.
Upon the people in the land where it
holds sway;
Ang hindi magmahal sa kanyang
In truth our human race resembles in
this way salita
The other living beings born in liberty. mahigit sa hayop at malansang isda,
Whoever knows not how to love his kaya ang marapat pagyamaning kusa
native tongue na tulad sa isang tunay na nagpala.
Is worse than any best or evil
smelling fish. Ang wikang tagalog tulad din sa latin,
To make our language richer ought to sa ingles, kastila at salitang anghel
be our wish
sapagka't ang Poong maalam
The same as any mother loves to
feed her young. tumingin
Tagalog and the Latin language are ang siyang naggawad, nagbigay sa
the same atin.
And English and Castilian and Ang salita nati'y huwad din sa iba
the angels' tongue; na may alfabeto at sariling letra,
And God, whose watchful care o'er all na kaya nawala'y dinatnan ng sigwa
is flung,
ang lunday sa lawa noong dakong
Has given us His blessing in the
speech we calim, una.
Our mother tongue, like all the
highest tht we know
Had alphabet and letters of its very
own;
But these were lost -- by furious
waves were overthrown
Like bancas in the stormy sea, long
years ago.

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 Father Leoncio Lopez, the old and learned parish priest of Calamba fostered Rizal’s love
for scholarship and intellectual honesty.

At an early age, Rizal was already exposed to the injustices and brutalities of Spanish
authority in the Philippines particularly the Guardia Civil who were supposed to protect the
people from harm. Rizal wondered why these abuses were happening especially to the poor.
Years later, he related:

I spent many, many hours of my childhood down on the shore of the lake, Laguna
de Bay. I was dreaming of what might be over on the other side of waves. Almost every
day, in our town, we saw the Guardia Civil lieutenant injuring some unarmed and
inoffensive villagers. The villagers’ only fault was that while at a distance he had not taken
off his hat and made his bow. The alcalde treated the poor villagers in the same way
whenever he visited us.

We saw a restraint put upon brutality. Acts of violence and other excess were
committed daily. . . I asked myself if, in the lands which lay across the lake, the people
lived in the same way. I wondered if there, they tortured any countryman with hard and
cruel whips merely on suspicion. Or ever yonder also, in order to live in peace, would one
have to bribe tyrants.

 Jose Rizal loved his sisters that usually wrote letters to them while in the Philippines
and foreign countries. He emphasized his ideas about women and their righteous place in
the society. He also compared the Filipina to European women as to their dignity. One of
his letters before he left the Philippines for Cuba in 1896 stated thus:

To my Sisters,

“I urged you take care, serve and love our parents as you would like your
children later to take care of you, serve and love you in your old age. May you live
united, forgive one another’s asperities and slight—faults, the natural thorns of life
because it is a displeasure for parents to see that their children are not living in
harmony. Afterwards, when our parents are dead, we shall miss them greatly and we
shall be sorry for not having served them while they lived.

I give my brother-in-law very many thanks for the friendship they have always
accorded me; they have loved me as a brother; I could not help but love them likewise.
May my nephews and nieces stud, be good, obedient to their parents, grandparents and
aunts.

May my boys continue behaving as well . . . I shall know how to take care of
them if I return. God will dispose of that. They have lost nothing: it is always good to
have behaved well.

Yours,

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 RIZAL

Summary of Lesson

Jose Rizal, the 7th child of the Rizal family, was born on June 19, 1861
in the town of Calamba, Laguna. His complete name was Jose Protacio Rizal
Mercado Y Alonso Realonda. Jose came from a mixture of Chinese, Spanish,
Japanese, and Filipino blood. Rizal’s family belonged to the middle class which
brought a comfortable life to Jose. His childhood memories were full of happiness
because of the care and love of his family. He was 4 years old when he experienced
his first sorrow because of the death of her little sister Concha. He learned to read
and write at the age of 3 with the help of his mother, his first teacher.

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