RIZAL PRELIMS REVIEWER
2. REPUBLIC ACT 1425
MODULE 1
A. Legal Basis of Rizal Law
1. 1987 Philippine Constitution
2. Republic Act 1425
1. 1987 PHILIPPINE CONSTITUTION
ARTICLE XIV Education, Science and
Technology, Arts, Culture, and Sports
SECTION 3 Paragraph 2 of the 1987
Philippine Constitution
(1) All educational institutions shall include
the study of the Constitution as part of the
curricula.
(2) They shall inculcate patriotism and
nationalism, foster love of humanity, respect
for human rights, appreciation of the role of
national heroes in the historical
development of the country, teach the rights
and duties of citizenship, strengthen ethical
and spiritual values, develop moral character
and personal discipline, encourage critical
and creative thinking, broaden scientific and
technological knowledge, and promote
vocational efficiency.
(3) At the option expressed in writing by the
parents or guardians, religion shall be
allowed to be taught to their children or
wards in public elementary and high schools
within the regular class hours by instructors
designated or approved by the religious
authorities of the religion to which the
children or wards belong, without additional
cost to the Government.
• 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;
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
Published in the Official Gazette, Vol. 52,
No. 6, p. 2971 in June 1956.
Importance of the Subject
The Rizal Law, enacted in 1956, seeks to
accomplish the following goals:
• To re-dedicate the lives of youth to
the ideals of freedom and
nationalism, for which our heroes
lived and died.
• To pay tribute to our national hero
for devoting his life and works in
shaping the Filipino character.
The Three Main Goals of Republic Act 1425
• 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.
Who opposed the Rizal Law?
Groups such as Catholic Action of the
Philippines, the Congregation of the Mission,
the Knights of Columbus, and the Catholic
Teachers Guild organized opposition to the
bill; they were countered by Veteranos de la
Revolucion (Spirit of 1896), Alagad ni Rizal,
the Freemasons, and the Knights of Rizal.
Relevance of Rizal Course
It is important to study the life of Jose Rizal
because of his input towards the
independence of Philippines.
He chose to fight for his country through
knowledge and the power of letters.
He noticed the continued suffering of his
countrymen at the hands of the Spaniards
and sought to put an end to this situation.
MODULE 2
The Mercado – Rizal Family
“The Rizals”
• considered one of the biggest
families during their time.
Domingo Lam-co
• family’s paternal ascendant
• a full-blooded Chinese who came to
the Philippines from Amoy, China in
the closing years of the 17th century
and
• married a Chinese half-breed by the
name of Ines de la Rosa.
Researchers’ Claim that the Rizal’s
• Have Japanese
• Spanish
• Malay and
• Negrito blood aside from Chinese.
13 Members of the Rizal Family
• Francisco Mercado II - father
• Teodora Alonso Realonda - mother
• 9 sisters
• 1 brother
• Jose Rizal
= 13 members
Francisco Mercado (1818-1898)
• Father of Jose Rizal
• Parents: Juan Mercado
Cirila Mercado
• Born in Binan, Laguna
• Date of Birth: April 18, 1818
 • San Jose College in Manila – where Rizal-Mercado Children
he studied Latin and Philosophy. 1. Saturnina
• Calamba, Laguna. He moved here 2. Paciano
after the death of his father. 3. Narcisa
• He became a tenant farmer of the 4. Olympia
Dominican –owned hacienda. 5. Lucia
• Hardy, Independent man, 6. Maria
Hardworking, Few words 7. Jose
• Died: January 5, 1898 in Manila 8. Concepcion
• Rizal described his father as a “model 9. Josefa
father”. 10. Trinidad
11. Soledad
Teodora Alonso (1827-1913)
• Born: Nov 8, 1826 1. Saturnina (1850-1913)
• Second child of: Lorenzo Alonzo and • Eldest
Brigida de Quintos • Nickname : NENENG
• Went to school at College of Santa • Had 5 children
Rosa • Husband : Manuel T. Hidalgo
• Remarkable woman, Refined culture
• A literary talent , Had business ability 2. Paciano (1851-1930)
• Had the fortitude of Spartan women • Only brother
• Rizal said about his mother: • Confidant of Jose Rizal
• “My mother is a woman of more than • Second child
an ordinary culture. She is a • Became a second father to Jose Rizal
mathematician and has read many • Studied at San Jose College in Manila
books”. • Just like his father, he became a
• Died: August 16, 1911 at the age of farmer.
85 in her house in San Fernando • It was his idea to send Jose to Spain
Street, Binondo. to study.
• Life-Pension. It was offered by the • After Rizal’s execution, he joined the
Philippine government before her Philippine revolution and became a
death. She courteously declined it combat- General .
and said, “ My family has never been • After the revolution , he retired to his
patriotic for money , if the farm in Los Banos where he lived as a
government has plenty of funds , and gentleman farmer .
does not know what to do with them • Paciano died on April 30, 1930.
–better reduce taxes” . • An old bachelor .
• “ Her remarks truly befitted her of • He had 2 children by his mistress ,
being the mother of a national hero “ Severina Decena .
3. Narcisa ( 1852-1939) • Rizal named him Francisco after his
• Third child father.
• Married: Antonio Lopez at Morong, • He was buried in Dapitan.
Rizal – a teacher and a musician. • Dec 30, 1896- date of his execution.

4. Olympia (1855-1887) 8. Concepcion (1862-1865)

• Fourth child
• Nickname: Ypia
• Husband: Silvestre Ubaldo -a
telegraph operator from Manila
• Died in 1887 because of childbirth.
5. Lucia ( 1857-1919)
• Fifth child
• Married: Mariano Herbosa of
Calamba ,Laguna
▪ Herbosa died of cholera in
1889
▪ -he was denied a Christian
burial because he was a
brother –in law of
Jose Rizal .
• Eight child
• Died at the age of 3 because of an
illness.
• Nickname: Concha
• Rizal grieved during this time, he was
only 4 years old during this time. Rizal
said, “till then I had only shed tears
only for my own faults, which my
loving, prudent mother well knew
how to correct “.
9. Josefa (1865-1945)
• Nickname: Panggoy
• Had epilepsy
• Died in 1945 at the age of 80.
• Never married because of her illness.

6. Maria (1859-1945) 10. Trinidad (1868-1951)

• Sixth child • Longest living family member
• Nickname : Biang • Pet Name : Trining
• Married : Daniel Faustino Cruz of • Never married like Josefa.
Binan,Laguna • Died at the age of 83.

7. Jose (1861-1896) 11. Soledad (1870-1929)

• Seventh child • Youngest
• Second son • Pet name : Choleng
• Greatest Filipino hero and a • Married : Pantaleon Quintero form
tremendous genius Calamba, Laguna
• Nickname: Pepe
• During his exile in Dapitan, he lived Date of Births / Death of Rizal Family
together with Josephine Bracken (an
Irish girl from Hongkong). They had a
son but the baby son died few hours
after birth.
MODULE 3
What is Rizal's education?
• For Rizal, the mission of education
is to elevate the country to the
highest seat of glory and to develop
the people's mentality.
• Since education is the foundation of
society and a prerequisite for social
progress, Rizal claimed that only
through education could the country
be saved from domination.
What was the characteristics of Rizal's
education?
• Rizal had his early education in
Calamba and Biñan. It was a typical
schooling that a son of an ilustrado
family received during his time,
characterized by the four R's-
reading, writing, arithmetic, and
religion. Instruction was rigid and
strict.
Where did Rizal take his secondary
education?
• Secondary Education - On June 10,
1872, four months after the
execution of Gomburza,
accompanied by Paciano, Jose went
to Manila and took an entrance
examination at the Colegio de San
Juan de Letran. But his father wanted
a Jesuit college instead, and so Rizal
tried at the Ateneo Municipal.
Why was education the supreme aspiration
of Rizal?
• RIZAL INSISTS ON EDUCATION AS
THE FOR SOCIAL PROGRESS
He considered education as a
cornerstone of the reforms the
country so urgently needed at the
time.
Where did Jose Rizal start his formal
education?
• In June 1872, aged 11, Rizal started
attending the Jesuit-run Ateneo
Municipal in Intramuros, Manila.
• At the Ateneo, his varied intellectual
and artistic gifts began to develop
and mature all at once.
Who made a decision that Rizal should
pursue a higher education?
• Father Ramon Pablo, rector of the
Ateneo, had advised him to pursue
the course.
How many courses did Rizal take?
• During the latter part of 1882, Rizal
enrolled in the Universidad Central
de Madrid (Central University of
Madrid) and took up two courses:
medicine and philosophy and letters.
In 1884, Rizal was awarded the
Licentiate in Medicine and in 1885,
he was conferred the degree of
Licentiate in Philosophy and Letters.
What were the important aspects of
education that Rizal taught to his
students in Dapitan?
• Rizal taught the Dapitan folks applied
engineering. Using his limited
knowledge of engineering, he
provided the town with a water
system completed in 1895 with the
help of his pupils and the
 townspeople. A mountain stream
several kilometers away supplied the
water.
How did Jose Rizal obtained his early
education?
• Jose Rizal obtained his early
schooling at a private school in
Biñan, because Biñan at that time
was famous for its private school.
Rizal studied under Maestro
Justiniano Aquino Cruz – a well-
known teacher of young boys. Rizal
was nine (9) years old when his
parents sent to him to study in Biñan.
What type of education did Rizal acquire in
his stay at Santo Tomas?
• Empowered to grant academic titles,
the University issued Rizal a diploma
with a degree on Bachelor of Arts on
March 20, 1877 after passing his
examination on March 14, 1877
What can you say about the early education
of Rizal?
• Jose Rizal's first teacher was his
mother, who had taught him how to
read and pray and who had
encouraged him to write poetry.
Later, private tutors taught the
young Rizal Spanish and Latin, before
he was sent to a private school in
Biñan. When he was 11 years old,
Rizal entered the Ateneo Municipal
de Manila
What were Rizal's achievement in school?
• He attended the University of Paris
and earned a second doctorate at the
University of Heidelberg, Rizal was a
polyglot conversant in at least ten
languages.
• He was a prolific poet, essayist,
diarist, correspondent, and novelist
whose most famous works were his
two novels, Noli me Tangere and El
Filibusterismo.
How was Rizal as a student?
• His early Education -
Rizal learned the basics – the
alphabet, stories and catechism and
was also able to read the Spanish
version of the vulgate Bible and
even memorize prayer. It was his
mother Doña Teodora who thought
him. As his teacher, she was very
patient and understanding. Rizal was
also good in poetry.
Who were the persons that influenced
Rizal to pursue education abroad?
• Rizal were the results of many
influences: His uncles and
ancestors were not only interested
in education but in politics also; his
studies and travels in Asia, American
and Europe; his being well-versed in
four major languages — English,
Spanish, French and German;
Who was really opposed that Rizal
would continue his higher education?
• MOTHER'S OPPOSITION TO HIGHER
EDUCATION Doña Teodora opposed
the idea of sending Rizal to University
to pursue Higher Education because
she was aware what happened to
Gom-Bur-Za.
Why did Rizal mother opposes his desire to
study for higher education?
• However, despite the value she
attaches to education, Doña Teodora
vigorously objected to her husband's
plans of letting Jose pursue higher
education out of fear that their son
will suffer a tragic fate. During those
times, the ruling Spanish officials
were hostile towards the learned
Filipino.
Why did Rizal study medicine?
• His motivation to become a doctor
was to cure his mother who was
going blind due to cataract. While in
Europe, he studied the science of
eyes under the famous French
ophthalmologist, Louis de Wecker.
When did Rizal finished his medical
education? 1884
• In 1884, Rizal completed licentiates
in medicine and in philosophy and
letters at the Central University of
Madrid.
What is the importance of Rizal's legacy in
today's culture?
• His legacy lives on.
Today, Dr. Rizal's brilliance,
compassion, courage, and
patriotism are greatly remembered
and recognized by the Filipino
people. His two novels are
continuously being analyzed by
students and professionals
What can you say about the childhood
education of Rizal essay?
• In his early childhood, Jose Rizal had
perfected the alphabet at the age of
3 and could read and write at age 5.
In my early childhood, I learnt the
alphabet at 4 and at the age of 5 I
learnt to write and read. At a young
age, Jose Rizal had always shown a
tendency towards the arts.
How would you analyze Rizal's family
childhood and early education?
• The childhood of Jose Rizal can be
characterized by his desire to learn,
even frequenting the church nearby
his home to watch and observe
people but not to be religiously
inclined. Jose Rizal was not a
physically blessed or strong child
however, he had a strong will guided
and taught by his mother, his first
teacher
How education is important in educating
the youth?
• Education as the path leader of the
youth: It is with the help of
education that the youth can choose
and seek their interests. They
choose their ways and directions of
lives.
• With this, they set goals for
themselves and strive to achieve
them. Education propels the youth in
the right, proper and straight
direction
What is the greatest contribution of Jose
Rizal?
• He was a prolific poet, essayist, and
novelist whose most famous works
were his two novels, Noli Me
Tángere (1887) and its sequel, El
filibusterismo (1891).
What is the goal of Rizal as a student?
• Focus on your goal(s).
Fighting injustice in society was
Rizal's sole motto. Night and day, all
he dreamed of was to free fellow
Filipinos. Rizal became a leader of the
reformist movement called
Propaganda, an unwavering
campaign for political and social
freedoms.
What are the two reasons of Rizal for
studying abroad?
• Decision to Study Abroad.
This time Rizal had to go. He was
compelled to leave Calamba for two
reasons: his presence in Calamba
was jeopardizing the safety and
happiness of his friends. he could
fight better enemies and serve his
country's cause with greater efficacy
by writing in foreign countries.
What are the values that can be derived
from studying Rizal's life and works? Let's
get to know more of Rizal up close on how
he lived his life:
• He was a Loving Son. He studied to
become an eye doctor to treat his
mother's eye ailment. ...
• Constant Learner. ...
• Love for Work. ...
• Devotion (Accountability). ...
• Wise use of time. ...
• Self-Confidence. ...
• Personal Integrity. ...
• Concern for the welfare of others.
Why Rizal is an inspiration?
• Jose is the leader who started and
inspired people to fight back to be
free and equal as a country. Jose
Rizal is a true hero. He showed
qualities of intelligence,
courageousness, and determination
to fight for all men born equal and to
rise up against obstacles that will
come for you
What are the influences of Rizal?
• Rizal's work comes from the
influences of the philosophy of
Enlightenment. The political and
social reforms that he espoused
embodies general ideas of tolerance,
more liberty and the need for civil
government. Foreign study and work
How did Jose Rizal view education?
• For Rizal, the mission of education is
to elevate the country to the highest
seat of glory and to develop the
people's mentality. Since education
is the foundation of society and a
prerequisite for social progress, Rizal
claimed that only through education
could the country be saved from
domination.
"Sa Aking Mga Kabatà"
• a poem about the love of one's native
language written in Tagalog. It is
widely attributed to the Filipino
national hero José Rizal, who
supposedly wrote it in 1868 at the
age of eight.
Sa Aking Mga Kabata
Kapagka ang baya'y sadyáng umiibig'
Sa kanyáng salitáng kaloob ng langit,
Sanlang kalayaan nasa ring masapit
Katulad ng ibong nasa himpapawid.
Pagka't ang salita'y isang kahatulan
Sa bayan, sa nayo't mga kaharián,
At ang isáng tao'y katulad, kabagay
Ng alin mang likha noong kalayaán.
Ang hindi magmahal sa kanyang salitâ
Mahigit sa hayop at malansáng isdâ,
Kayâ ang marapat pagyamaning kusà
Na tulad sa ináng tunay na nagpalà.
Ang wikang Tagalog tulad din sa Latin
Sa Inglés, Kastilà at salitang anghel,
Sapagka't ang Poong maalam tumingín
Ang siyang naggawad, nagbigay sa atin.
Ang salita nati'y huwad din sa iba
Na may alfabeto at sariling letra,
Na kaya nawalá'y dinatnan ng sigwâ
Ang lunday sa lawà noóng dakong una.
A LA JUVENTUD FILIPINA
• a poem written in Spanish by Filipino
writer and patriot José Rizal, first
presented in 1879 in Manila, while he
was studying at the University of
Santo Tomas.
Purpose of A la juventud filipina
• an inspiring poem that states that the
Filipino youth are capable of great
heights. It urges the Filipino youth to
reach their potential by harnessing
their skills and talents for the
betterment of our countrymen.
When did Rizal wrote A la juventud filipina?
• 1879
• written by Rizal when he was only
eighteen years old, and was
dedicated to the Filipino youth which
he describes as "the fair hope of my
motherland."
What is the message of the poem to the
Filipino youth?
• The poem “To the Filipino Youth” by
Dr. Jose Rizal is a message primarily
to tell the importance of the youth
and their capability to shape the
future of our Motherland. Dr. Jose
Rizal also expresses his optimism
despite the turmoil our country was
in during his time.
Which is emphasized by José Rizal in the
poem to the Filipino youth?
• The youth must use their knowledge
and talents for the benefit of the
country.
What is the meaning of the second stanza
from the poem of to the Filipino youth?
• In these two stanzas, Rizal calls the
youth to seek the beauty of poetry
and music, which he himself values
greatly as essentials in every manner
of life. He claims that poetry is "more
sweet than divine honey," and that
music can "dissipate man's sorrow's
blight."
Why did José Rizal wrote to the Filipino
youth?
• Jose Rizal composed the poem “To
the Filipino Youth,” dedicating to the
youth of the Philippines. He wanted
the Filipino youth to use their
capabilities, talents and skills to
stand out not only for their own
praise and success but also for the
praise and success of their own
motherland, the Philippines.
Why the winning of A la juventud filipina in
literary contest was controversial and
exceptional?
• The winning of A La Juventud Filipina
in literary contest was controversial
and exceptional. Why? There were
better entries but Rizal's charming
abilities won the judges. Rizal should
not be a contestant because the
contest was exclusively for the elite
CHARACTERS IN NOLI ME TANGERE
Juan Crisóstomo Ibarra y Magsalin (Ibarra)
• A wealthy young man of mixed
Spanish and Filipino ancestry who
has recently returned to the
Philippines from Europe after
spending seven years studying
abroad. Ibarra is cultured and well-
respected.
María Clara
• A woman well-regarded in San Diego
for her high social station. Having
grown up together as childhood
friends, María Clara and Ibarra are
engaged to be married,
though Father Dámaso—her
godfather—
Father Dámaso
• A Spanish friar living in the
Philippines, Father Dámaso is an
arrogant and pedantic priest who,
despite having lived amongst
Filipinos and hearing their
confessions for over twenty years, is
barely able to speak or…
Elías
• An outlaw and vagabond
revolutionary who resents the power
the Catholic church and Spanish
government have over the
Philippines. After Ibarra saves his life
from a vicious crocodile, Elías swears
to protect the young man
Father Salví
• A serious and committed Spanish
friar who takes over Father Dámaso’s
 post in San Diego as the town’s
priest. Fray Salví is a meticulous and
cunning man who uses his religious
stature for political
Captain Tiago (Don Santiago de los Santos)
• A Filipino socialite and well-
respected member of the country’s
wealthy elite. Close with high-
ranking clergy members like Father
Salví and Father Dámaso, Captain
Tiago is one of the richest property
owners in Manila
The Ensign
• A Spaniard in charge of the Civil
Guard in San Diego. The ensign has a
bitter relationship with Father Salví,
since he thinks Father Salví takes his
position too seriously.
Old Tasio (Don Anastasio)
• An old man who used to study
philosophy and who prefers secular
knowledge to Catholicism. This
atheistic worldview attracts
attention from the friars and pious
townspeople, who call him a
“madman”
Don Rafael Ibarra
• Ibarra’s father, who has died before
the novel’s opening pages. Ibarra
learns from a sympathetic friend of
his father’s, Lieutenant Guevara, that
Don Rafael perished in prison
after Father Dámaso accused him
Crispín
• A very young boy studying to be a
sexton, or a caretaker of the church.
Crispín and his brother Basilio work
tirelessly to send money home to
their mother, Sisa,
Basilio
• Crispín’s older brother, who is also
training to be a sexton. When Crispín
is dragged away, Basilio tries to find
him unsuccessfully. Despite the
town’s curfew, he runs home to his
mother and spends
Doctor Tiburcio de Espadaña
• A Spaniard who speaks with a stutter
and looks significantly older than his
thirty-five years. Don Tiburcio came
to the Philippines as a customs
officer but was dismissed upon his
arrival.
La Doctora Victorina de los Reyes de
Espadaña
• A Filipina woman married to Don
Tiburcio. Above all else, Doña
Victorina cares about her image as a
beautiful and admired socialite,
though she is actually—as Rizal goes
out of his way to emphasize—past
Doña Consolación
• An older Filipina woman married
to the ensign. Doña Consolación is a
brutal, vulgar partner who berates
the ensign, engaging him in intense
physical fights heard across the
town.
Señor Guevara
• An elderly lieutenant of the Civil
Guard who deeply respects
both Ibarra and the late Don Rafael.
Guevara tells Ibarra that he
appreciated his father’s conviction
and moral compass,
The Captain General
• An unnamed representative of Spain,
and the highest government official
in the Philippines. Civil Guard
members, townspeople, and friars
alike deeply respect him and defer to
his judgment,
Linares
• Doctor de Espadaña’s nephew from
Spain. Linares has a law degree and is
the most intelligent member of the
de Espadaña family, a fact that
endears him to Doña Victorina.
The Schoolmaster
• A teacher whom Don
Rafael supported, helping him find a
house and enabling him to properly
do his job. The schoolmaster
tells Ibarra about the unfortunate
circumstances in San Diego
surrounding education,
Don Filipo (Filipo Lino)
• The deputy mayor of San Diego. Don
Filipo is described as “almost liberal”
and represents the informal party of
the younger, more open-minded
generation.
The Mayor
• The mayor of San Diego is a
conservative man who is devoted to
religion. The mayor allows himself to
be manipulated by the church,
thinking himself a pious man.
The Yellow Man
• A man hired to kill Ibarra. This man
helps build the school, engineering a
large stone that he intends to drop
on Ibarra on the day of San Diego’s
fiesta.
Társilo
• A man whose father died at the
hands of the Civil
Guard. Lucas convinces Társilo and
his brother Bruno to attack the
military barracks, telling them
that Ibarra is organizing the
rebellion.
Sisa
• Crispín and Basilio’s mother, who
goes crazy after losing her boys. Sisa
wanders the town and forests in vain,
hoping to find her children, though
when she actually meets Basilio, she
is apparently unable to recognize him
at first. When she does, she dies of
surprise and happiness.
Father Sibyla
• A priest in Binondo, a district in
Manila. Sibyla is a skillful and sly
debater who agitates Father
Dámaso at Ibarra’s welcome-home
party. He is an even-tempered,
rational religious figure that
 contrasts the absurd Dámaso and the
corrupt Salví.
Captain Basilio
• Sinang’s father, a pedantic man who
is the speaker of San Diego’s
conservative party. An enemy and
rival of Don Rafael, Basilio fashions
himself after famous Roman orators,
advocating for a strict adherence to
the church.
Lucas
• The Yellow Man’s brother. Wanting
revenge on Ibarra, he teams up
with Father Salví to frame the young
man as the ringleader of the group of
bandits that attacks the military
barracks.
Captain Pablo
• The leader of the band of
“persecuted” men who want
revenge on the Civil
Guard. Elías meets with Pablo and
asks him to delay his plan to attack
civilization, convincing him that it
would be best if Ibarra represented
them so they can achieve their goals
nonviolently.
Bruno
• Társilo’s brother, who dies the night
of the barracks attack. Before his
death, Bruno repeats what Lucas has
told him—namely, that Ibarra is the
leader of the rebellion.
Aunt Isabel
• Captain Tiago’s cousin, and the
woman who raised María Clara after
her mother’s death during childbirth.
Captain Tinong
• A friend of Captain Tiago’s. Like
Tiago, Tinong only cares about his
own image. When it seems as though
Tiago’s family has been disgraced
because of its association
with Ibarra, he quickly turns his back
on his friend.
The Chief Sexton
• The man in charge of taking care of
the church. The sexton essentially
does Father Salví’s dirty work, like
beating Crispín or hanging
Lucas after the attack on the
barracks.
Victoria
• One of María Clara’s friends, and one
of her cousins.
Andeng
• One of María Clara’s friends.
• known María Clara for a very long
time, having even shared the same
wet-nurse as an infant.
Sinang
• One of María Clara’s friends and
cousins.
Iday
• One of María Clara’s friends.
The Gravedigger
• A cemetery worker who, on Father
Dámaso’s orders, exhumes Don
Rafael’s body. Ibarra interrogates
this man, desperate for information
about his father.
Summary of Chapter 1 of Noli
• In late October, Don Santiago de los
Santos, who is known as Captain
Tiago, throws a large dinner party in
Manila. He is very wealthy and, as
such, the party takes place in his
impressive home, to which people
eagerly flock so as not to miss an
important social event.
• As the guests mill about, groups of
soldiers, European travelers, and
priests speak to one another. An
old lieutenant in the Civil Guard
engages in conversation with a quiet
but argumentatively cunning
Dominican friar named Fray Sibyla, a
loudmouthed Franciscan friar
named Fray Dámaso, and two
civilians, one of whom has just
arrived in the Philippines for the first
time.
• Authoritatively speaking over the
others, Fray Dámaso lectures this
newcomer about the nature of
“indios,” or native Filipinos.
• Father Dámaso explains to his
listeners that his first post in the
Philippines was in a small town,
where he worked for three years. He
boasts that he made strong
connections with the townspeople,
who he claims loved and respected
him. When he was transferred three
years later to the town of San Diego,
he explains, the town was sad to see
him go.
• He then spent the next twenty years
in San Diego, and though he still
doesn’t understand very much
Tagalog—the country’s native
language—he believes himself a
good preacher who intimately knows
the townspeople. Because of this, he
is upset that when he recently ceased
to be San Diego’s friar, only “a few
old women and a few tertiary
brothers saw [him] off.”
• Continuing his rant, Father
Dámaso says that “indios are very
lazy.” The foreigner who is new to
the Philippines challenges this
notion, asking, “Are these natives
truly indolent by nature, or is it, as a
foreign traveler has said, that we
make excuses for our own indolence,
our backwardness, and our colonial
system by calling them indolent?”
• ” As Dámaso refutes this idea, Father
Sibyla steps in and puts him back on
track, underhandedly prodding what
he intuits is a sensitive issue by asking
the boisterous priest why he left San
Diego after twenty years.
• For the first time all evening, Fray
Dámaso falls silent before slamming
his fist into his chair and cryptically
 shouting, “Either there is religion or
there isn’t, and that’s that, either
priests are free or they aren’t! The
country is being lost…it is lost!”
When Sibyla asks what he means,
Dámaso says, “The governors
support the heretics against God’s
own ministers!”
• This seems to unnerve the
lieutenant, who begins to stand and
asks Dámaso to clarify. “I mean that
when a priest tosses the body of a
heretic out of his cemetery, no one,
not even the king himself, has the
right to interfere, and has even less
right to impose punishment,”
Dámaso says without explanation.
• He then references a “little general,”
before trailing off, which angers the
lieutenant. The lieutenant, a member
of the government’s Civil Guard, yells
his support of the Spanish king’s
representative in the Philippines,
whom Dámaso has insulted.
• As Father Dámaso and the
lieutenant approach the possibility
of a fistfight, Father Sibyla intervenes
with philosophical and diplomatic
reasoning. The lieutenant dismisses
this, saying that Dámaso is out of
line. He explains that the man whose
body was removed from the Catholic
cemetery was a friend of his—“a very
distinguished person.”
• So what if he never went to
confessions,” the lieutenant says. “So
what? I don’t go to confession either.
But to claim that he committed
suicide is a lie, a slur. A man like him,
with a son in whom he has placed all
his hopes and affections, a man with
faith in God, who understands his
responsibilities to society, an
honorable and just man, does not
commit suicide.”
• Continuing with his story, the
lieutenant says that Father
Dámaso exhumed this distinguished
man’s body from the cemetery.
The Captain General knew about
this, and thus transferred Dámaso
from San Diego as a punishment.
Having finished the story, the
lieutenant storms off, leaving Father
Sibyla to say, “I am sorry that without
knowing it I touched upon such a
delicate matter.”
• Changing the subject, one of the
civilians asks about Captain Tiago,
the host of the party. Dámaso says
that there is “no need for
introductions” because Tiago is “a
good sort.” And in any case, there are
rumors that he has stepped out of
the house for some reason, leaving
his guests to mingle. Just then, two
people enter the room.
Analysis
• The fact that Father Dámaso thinks
he can generalize about the nature of
“indios” indicates his excessive
confidence and lack of cultural
compassion, considering that the
term “indio” is a derogatory term for
Filipinos. Furthermore, his
domineering character is evident by
his authoritative tendency take
command of a conversation,
lecturing newcomers instead of
welcoming their questions. It is clear
right from the start, then, that priests
are afforded an outsized amount of
power in this community.
• Father Dámaso’s ignorance emerges
in this moment, when he admits that
he has spent 23 years in the
Philippines but still doesn’t
understand Tagalog, the native
language. What’s more, his
disrespect for the community and
people he claims to serve is painfully
apparent in his apathy toward
learning Tagalog. Thus, it’s not hard
to see that he’s more interested
in appearing to be well-liked than he
is in actually taking the necessary
measures to win the townspeople’s
respect.
• In this moment, Rizal uses the
unnamed foreigner as a mouthpiece
for his own political belief that
powerful colonial forces project their
own expectations and shortcomings
onto the people they try to govern.
Unfortunately, Father Dámaso is too
wrapped up in his own self-image—
his power and importance—to
acknowledge that Filipinos are
respectable people; in order for him
to feel authoritative, Filipinos must
be below him.
• Rizal has a habit of plunging readers
into new storylines and alluding to
certain plot elements that aren’t
explained until later. In this scene,
Father Sibyla’s question—regarding
why Dámaso had to leave San
Diego—prompts an outburst from
Dámaso that references the
exhumation of an important dead
man, though readers aren’t expected
to understand the relevance of this
until later.
• For now, it will suffice to point out
that Dámaso insults the king and
asserts that priests have more power
than the government.
Unsurprisingly, this infuriates the
lieutenant, who represents the
government’s Civil Guard. This is the
novel’s first manifestation of the
tension between the Spanish
government and the Catholic church.
• Once again, Rizal throws readers into
a web of specifics they haven’t yet
learned how to untangle.
Nonetheless, it is clear now that the
dead person Father Dámaso
referenced earlier was a respected
man with friends in relatively high
places, considering that the
lieutenant vouches for him so
 adamantly. Furthermore, another
delineation between the
government and the church becomes
apparent when the lieutenant
supports the dead man’s decision not
to go to confession.

• It’s worth noting that the Captain

General is the highest ranking
governmental figure in the
Philippines. As such, the fact that the
Captain General transfers Dámaso
away from San Diego yet again
underlines the tensions between the
church and state. On another note,
Father Sibyla’s apology for having
“touched upon such a delicate
matter” calls to mind Rizal’s earlier
metaphor regarding the “social
cancer” plaguing the Philippines, a
sickness that is too tender to touch.