CHAPTER 1: THE STUDY OF RIZAL COURSE AND 

REPUBLIC ACT NO. 1425 

INTRODUCTION 

The study of Life, Works, and Writing of Rizal has been mandated by Republic 
act no. 1425 known as Rizal Law. It is “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” 

The law itself had been criticized by many friars because of the issues 
concerning their image. According to Claro M. Recto, it was his belief that the readings 
of Rizal’s novels would strengthen the Filipinism of the youth and foster patriotism.  Also,
Senator Laurel one of the supporters of the bill mentioned that the object of the 
measure was to disseminate the ideas and ideals of the great Filipino patriot through 
the reading of his works, particularly “Noli Me Tangere” and “El Filibusterismo”  

Republic Act No. 1425 

June 12, 1956 
REPUBLIC ACT NO. 1425 

AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND PRIVATE 

SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON THE LIFE, WORKS  AND
WRITINGS OF JOSE RIZAL, PARTICULARLY HIS NOVELS NOLI ME  TANGERE AND
EL FILIBUSTERISMO, AUTHORIZING THE PRINTING AND  DISTRIBUTION
THEREOF, AND FOR OTHER PURPOSES 
WHEREAS, today, more than any other period of our history, there is a need for a re
dedication to the ideals of freedom and nationalism for which our heroes lived and 
died;  

WHEREAS, it is meet that in honoring them, particularly the national hero and patriot, 
Jose Rizal, we remember with special fondness and devotion their lives and works  that
have shaped the national character;  

WHEREAS, the life, works and writing of Jose Rizal, particularly his novels Noli Me 
Tangere and El Filibusterismo, are a constant and inspiring source of patriotism with 
which the minds of the youth, especially during their formative and decisive years in 
school, should be suffused;  

WHEREAS, all educational institutions are under the supervision of, and subject to 
regulation by the State, and all schools are enjoined to develop moral character, 
personal discipline, civic conscience and to teach the duties of citizenship; Now, 
therefore, 
SECTION 1. Courses on the life, works and writings of Jose Rizal, particularly his  novel
Noli Me Tangere and El Filibusterismo, shall be included in the curricula of all  schools,
colleges and universities, public or private: Provided, That in the collegiate  courses, the
original or unexpurgated editions of the Noli Me Tangere and El  Filibusterismo or their
English translation shall be used as basic texts.  

The Board of National Education is hereby authorized and directed to adopt forthwith 
measures to implement and carry out the provisions of this Section, including the  writing
and printing of appropriate primers, readers and textbooks. The Board shall,  within sixty
(60) days from the effectivity of this Act, promulgate rules and regulations,  including
those of a disciplinary nature, to carry out and enforce the provisions of this  Act. The
Board shall promulgate rules and regulations providing for the exemption of  students for
reasons of religious belief stated in a sworn written statement, from the  requirement of
the provision contained in the second part of the first paragraph of this  section; but not
from taking the course provided for in the first part of said paragraph.  Said rules and
regulations shall take effect thirty (30) days after their publication in the  Official Gazette. 

SECTION 2. It shall be obligatory on all schools, colleges and universities to keep in 
their libraries an adequate number of copies of the original and unexpurgated editions  of
the Noli Me Tangere and El Filibusterismo, as well as of Rizal’s other works and 
biography. The said unexpurgated editions of the Noli Me Tangere and El  Filibusterismo
or their translations in English as well as other writings of Rizal shall be 
included in the list of approved books for required reading in all public or private 
schools, colleges and universities.  

The Board of National Education shall determine the adequacy of the number of  books,
depending upon the enrollment of the school, college or university. 

SECTION 3. The Board of National Education shall cause the translation of the Noli  Me
Tangere and El Filibusterismo, as well as other writings of Jose Rizal into English, 
Tagalog and the principal Philippine dialects; cause them to be printed in cheap, 
popular editions; and cause them to be distributed, free of charge, to persons desiring  to
read them, through the Purok organizations and Barrio Councils throughout the 
country. 

SECTION 4. Nothing in this Act shall be construed as amendment or repealing section 

nine hundred twenty-seven of the Administrative Code, prohibiting the discussion of 
religious doctrines by public school teachers and other person engaged in any public 
school.  

SECTION 5. The sum of three hundred thousand pesos is hereby authorized to be 
appropriated out of any fund not otherwise appropriated in the National Treasury to 
carry out the purposes of this Act.  

SECTION 6. This Act shall take effect upon its approval. 

Approved: June 12, 1956  

Published in the Official Gazette, Vol. 52, No. 6, p. 2971 in June 1956. 
 The most valuable of Rizal’s ideas are contained in his two novels. But since 
there is a widespread impression that these novels are looked upon with disfavor by  the
Catholic Church as attacking the Catholic faith, we want to give our views. The  Catholic
Church in itself is never against the legitimate political and social aspirations  of any
people. Hence it follows that the clear and even forceful expression of such  aspirations
can never be injurious to the Catholic Church. 

The authors argued that the sole objective of the bill or the Rizal law to foster  the
better appreciation of Rizal’s times and of the role he played in combating Spanish 
tyranny in this country. Denying that novels had any religious motivation. Rizal himself 
asserted that it was not the church itself but the abuses he was attacking as may be 
seen from his letter to a friend, Resurrección Hidalgo: 

“I have unmasked the hypocrisy of those who under the cloak of religion have come 
amongst us to impoverish and brutalize us. I have distinguished the true religion from 
the false, from superstitious religion, from the religion that traffics with the Gospel to 
extract money, to make us believe in nonsense at which the Catholic Church would 
blush, if it ever came to her knowledge.” (Retana 1907, 125–26) 

Let us then heed the warning of Rizal and not confound the abuses of religion with 
religion itself. There were scandals in the church in Rizal’s time. Why should we deny 
it? There were unfaithful priests, like the Apostles Peter and Judas. But that fact does 
not make Catholic doctrine untrue. However, we must not exaggerate the evil. As to 
the fact of these evils, the Church awaits the sober judgment of history. But the history 
of that period is only imperfectly known and thus people take fictional narratives like 
Rizal’s novels as history. Especially with the young, we foresee in the indiscriminate  and
undirected reading of the novels a danger, since the young are “too apt to take as 
literally true whatever they see in print. Moreover, they cannot be expected to make  the
necessary distinctions between what the persons in a novel say in conformity with  their
characters and what the author of the novel says on his own account, between  what is
said ironically and what is seriously stated; between the condemnation of the  individual
and the condemnation of the society or organization to which that individual  belongs. 

Hence we judge that Rizal’s novels not only can but should by all means be made 
familiar to our students; the editions of them which are assigned as reading matter 
should be accurate translations of the Spanish text, should be properly annotated by  a
competent scholar familiar with the ecclesiastical and civil history of Rizal’s period,  and
should, ordinarily, be commented on and explained by the teacher in charge. 

In conclusion we say, first, that we find nothing in [these novels] that constitutes a 
serious danger to the faith or morals of the mature well instructed Catholic, but much  in
conformity with the teachings of the Gospel and right reason. Secondly, prudence 
demands that they should not be given as reading matter to the young without proper 
direction and guidance in the form of annotations to the printed text and explanations  by
the living teacher. If this prescription of prudence is complied with the salutary  political
and social ideas of our national hero will strike deep roots in the minds and  hearts of our
people.
 CHAPTER 2: THE PHILIPPINES IN THE NINETEENTH  
CENTURY AS RIZAL’S CONTEXT 

→ INTRODUCTION 

Nineteenth century was the era of challenges and responses. It is a period of

major  changes that affect man and society. During this period, such concepts of
liberalism,  industrialism, democracy, social realization, and nationalism gained control
and sparked  and radical changes in science, technology, economics, socio-cultural,
and political  condition.  

Throughout the 19th century, Spain was in state of political instability, there was 
an ideological battle between the liberals and the conservatives. This Instability of the 
Spanish government made it impossible to develop consistent policy in the colonies. 
Corruption in the government resulted to its inability to provide for public works,
schools,  peace and order and other basic needs. The creation of Guardia Civil in 1868
failed to  get rid of tulisanes, instead, they became an oppressive force in the provinces
as Rizal  showed in his novels. 

The transition of the country’s traditional societal structure to colonial

hierarchy  brought about the enlightenment of the local inhabitants as to their
common source of  problem and suffering. Spanish Government unknowingly
planted the seeds of new  concepts that created an impact to the local inhabitants. 
Industrial Revolution 

The industrial revolution is basically an economic revolution which started with

the  invention of steam engine and resulted to the use of machinery in the
manufacturing  sector in the cities of Europe. It has changed the economy of Europe
from feudalism—an 
economic system which relied on land and agriculture--to capitalism which relied on 
machinery and wage labor. The merchants of Europe who became rich through trade 
became the early capitalists of this emerging economy. Farmers from rural areas 
migrated to the cities and became industrial workers while their wives remained as 
housekeepers at home in what Karl Marx’s characterized as the first instance of the 
domestication of women. 

The Industrial Revolution that started in Europe had repercussions to the

Philippine  economy. A radical transformation of the economy took place between the
middle of the  eighteenth century and the middle of the nineteenth; something that might
almost be  called an agricultural revolution, with a concomitant development of
agricultural industries  and domestic as well as foreign trade (De la Costa 1965: 159).  
The economic opportunities created by the Industrial Revolution had encouraged Spain 
in 1834 to open the Philippine economy to world commerce. As a result, new cities and 
ports were built. Foreign firms increased rapidly. Foreigners were allowed to engage in 
manufacturing and agriculture. Merchant banks and financial institutions were also 
established.  

The British and Americans improved agricultural machinery for sugar milling and 
rice hulling and introduced new methods of farming. The presence of these foreign
traders  stimulated agricultural production, particularly sugar, rice, hemp, and—once the 
government monopoly was removed in 1882—tobacco. Indeed, the abolition of 
restrictions on foreign trade has produced a balanced and dynamic economy of the 
Philippines during the 19th century (Maguigad & Muhi 2001: 46; Schumacher 1997:
17). 

Furthermore, the fast tempo of economic progress in the Philippines during the 
19th century facilitated by Industrial Revolution resulted to the rise to a new breed of
rich  and influential Filipino middle class. Non-existent in previous centuries, this class, 
composed of Spanish and Chinese mestizos rose to a position of power in the Filipino 
community and eventually became leaders in finance and education (Agoncillo 1990: 
129-130). This class included the ilustrados who belonged to the landed gentry and
who  were highly respected in their respective pueblos or towns, though regarded as 
filibusteros or rebels by the friars.  

The relative prosperity of the period has enabled them to send their sons to
Spain  and Europe for higher studies. Most of them later became members of
freemasonry and  active in the Propaganda Movement. Some of them sensed the failure
of reformism and  turned to radicalism, and looked up to Rizal as their leader (PES
1993:239) 

Lastly, safer, faster and more comfortable means of transportation such as 
railways and steamships were constructed. The construction of steel bridges and the 
opening of Suez Canal opened shorter routes to commerce. Faster means of 
communications enable people to have better contacts for business and trade. This 
resulted to closer communication between the Philippines and Spain and to the rest of 
the world in the 19th century (Romero 1978: 16).

The French Revolution 

If the Industrial Revolution changed the economic landscape of Europe and of

the  Philippines, another great Revolution changed their political tone of the period—the 
French Revolution. The French revolution (1789-1799) started a political revolution in 
Europe and in some parts of the world. This revolution is a period of political and social 
upheaval and radical change in the history of France during which the French 
governmental structure was transformed from absolute monarchy with feudal privileges 
for the rich and clergy to a more democratic government form based on the principles of 
citizenship and inalienable rights. With the overthrow of monarchial rule, democratic 
principles of Liberty, Equality and Fraternity--the battle cry of the French Revolution--
started to spread in Europe and around the world. 

Not all democratic principles were spread as a result of the French Revolution.
The  anarchy or political disturbance caused by the revolution had reached not only in 
neighboring countries of France, it has also reached Spain in the 19th century. Spain 
experienced a turbulent century of political disturbances during this era which included 
numerous changes in parliaments and constitutions, the Peninsular War, the loss of 
Spanish America, and the struggle between liberals and conservatives (De la Costa
1965:  159). Moreover, radical shifts in government structure were introduced by liberals
in the  motherland. From 1834 to 1862, for instance, a brief span of only 28 years, Spain
had  four constitutions, 28 parliaments, and 529 ministers with portfolio (Zaide 1999:
203). All  these political changes in Spain had their repercussions in the Philippines,
cracking the  fabric of the old colonial system and introducing through cracks perilous
possibilities of  reform, of equality and even emancipation” (De la Costa 1965: 159). 

Because of this political turmoil in the motherland, the global power of the “Siglo 
de Oro of Spain in the sixteenth century as the mistress of the world with extensive 
territories had waned abroad in the nineteenth century. Her colonies had gained 
momentum for independence owing to the cracks in political leadership in the
motherland.  In fact, Cuba, a colony of Spain, was waging a revolution against Spain
when Rizal  volunteered to discontinue his exile in Dapitan to work as volunteer doctor
there in order  for him to observe the revolution.  

The divided power of Spain was triggered by successive change of regimes due 
to the democratic aspiration created by the French Revolution. This aspiration had 
inspired colonies under Spain and Portugal to revolt in order to gain independence from 
their colonial masters in the 19th century. 

The American Revolution 

Finally, the American Revolution, though not directly affecting the local economy 
and politics of the Philippines in the nineteenth century, had important repercussions to 
 democratic aspirations of the Filipino reformist led by Rizal during this period. The 
American Revolution refers to the political upheaval during the last half of the 18th
century 
in which the 13 colonies of North America overthrew the rule of the British Empire and 
rejected the British monarchy to make the United States of American a sovereign
nation.  In this period the colonies first rejected the authority British Parliament to govern
without  representation, and formed self-governing independent states. The American
revolution  had given the world in the 19th century the idea that colonized people can
gain their  independence from their colonizers.  

The Americans were able to overthrow their British colonial masters to gain 
independence and the status of one free nation-state. This significant event had 
reverberated in Europe and around the world and inspired others to follow. Indirectly,
the  American Revolution had in a way inspired 
Filipino reformists like Rizal to aspire for freedom and independence. When the 
Philippines was opened by Spain to world trade in the 19th century, liberal ideas from 
America borne by ships and men from foreign ports began to reach the country and 
influenced the ilustrados. These ideas, contained in books and newspapers, were 
ideologies of the American and French Revolutions and the thoughts of Montesquieu, 
Rousseau, Voltaire, Locke, Jefferson, and other political philosophers (Zaide 1999:
214) 

Rizal’s time was deemed to be the height of the maladministration of Spain and
its  decay that obscured the Philippine skies. The Filipino people suffered intensely
beneath  the bondage of Spanish misrule for they were ill-fated victims of the evil,
injustices,  prejudices and sudden collapse of colonial power. 

The abuses and injustices made by the Spanish officials were as follows… •
Instability of Colonial Administration 
• Corrupt Spanish Officials 
• No Philippine Representation to the Spanish Cortes 
• Human Rights Denied to the Filipinos 
• No Equality before the law 
• Mal-administration of Justice 
• Racial Discrimination 
• Frailocracy and Secularization Filipino Priests 
• Force Labor and Excessive taxes 
• Haciendas owned by Friars and Spanish Officials 

The Rise of Filipino Nationalism 

The malpractices of Spanish officials gave rise to Filipino nationalism and 

nationalism is not a product of a sudden outburst of sentiment. It is brought about by 
certain factors that gradually develop. It is like a seed nourished by common ideals and 
aspiration for national unity. Here are the following factors: 

1. Racial Prejudice. The Spaniards commonly regarded the Filipino natives as

belonging  to the “inferior race” and arrogantly called them “indios”. The actions and
discrimination  made by Spanish people created an impact that the Filipinos started to
revolt.
2. Influx of Liberal Ideas. In view of the fact that the opening of Philippines to world 
trade, Philippines was exposed to international commerce, liberal ideas filtered in. The 
thoughts of Montesque, Rousseau, Voltaire, Jefferson, and Locke were made known 
through books and periodicals brought into the country by men from foreign ports
(SUEZ  CANAL) 

3. Secularization of the Church. The Council of Trent (1545-63) affirmed that secular 
priest be appointed to administer the parishes in the colony. 
In 1567, Pope Pius V issued the Exponi Nobis, which allowed the regular clergy to
serve  as parish priest without diocesan authorization and be exempted from bishop’s
authority. 

3.1 Secularization Movement 

Two kinds of priests that served the Catholic Church in the Philippines  ∙
Regular priests 
∙ Secular priests 

4. The Polo or Forced Labor. In addition to the tribute, the Polo or forced labor is
another  Spanish that had created discontent among the indios during the Spanish
times. The word  “polo” is actually a corruption of the Tagalog pulong, originally meaning
“meeting of  persons and things” or “community labor”.  

5. Cavite Mutiny. In 1868, a revolution led by the liberals in Spain deposed Queen 
Isabella II and gave rise to the Provisional Republic of Spain. With the victory of the 
Spanish Revolution, many colonial officials with democratic ideals were sent to Manila, 
which included Gov. Gen. Carlos De La Torre in 1869. 

The mutiny was used by the Spanish officials to implicate the liberal critics of the 
government. Rumors were gradually spread and led in to the abduction of 3 Priests,
they  were Fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora. They were
sentenced  to death by garrote on February 17, 1872 

Garrote: 

Is a weapon, most often referring to a handheld ligature of chain rope, scarf, and

wire or fishing line used to strangle a person.

The decline of the Spanish rule in the 19th century and the popularity of Rizal
and  his reform agenda were products of an interplay of various economic, social,
political and  cultural forces both in the global and local scale. The three great
revolutions, namely:  Industrial, French and American as well the birth of the social
sciences and liberal ideas  had gradually secularized societies in the 19th century and
thereby weakened the  influence of religion in people’s mind, especially the well-
educated reformists and  ilustrados. The political turmoil in Spain caused by the rapid
change of leadership and  struggle between conservatives and liberals had also
weakened the Spanish  administration in the Philippines. Although the influence of the
Catholic Church in the 19th  century led by the friars had not diminished, the liberal and
progressive ideas of Rizal and  the reformists had already awakened the nationalist
sentiment of the natives that soon  became the catalyst for political change in the late
19th century.

CHAPTER 3: Rizal’s life: Family, Childhood and Early 

Education (1861-1877)

TOPIC 1 – BIRTH OF RIZAL

On the moonlit night of June 19, 1861, in the lakeshore town of Calamba, 
Laguna, Jose Protacio Rizal Mercado y Alonso was born. In his autobiography,  which
he wrote when he was 17 years old, Rizal recounted that his mother almost died  during
the delivery because of his big head.” It would have cost my mother her life had  she not
vowed to the virgin of Antipolo to take me her sanctuary by way of pilgrimage.”

Three days after his birth, Rizal was baptized in the Catholic church of Calamba 
on June 22, 1861 by Fr. Rufino Collantes, a Filipino priest from Batangas. His  godfather
was Pedro Casañas, a native of Calamba and friend of Rizal’ family. He  was named
Jose in honor of St. Joseph, the patron saint of laborers and soldiers. He  was given a
second first name, Protasio, after a 4th century saint who was a bishop of  Milan.

THE RIZAL’S PARENTS 

 Francisco Mercado Rizal (1818- 1898), an industrious farmer whom Rizal called “a
model of fathers,” came from Biñan, Laguna. He studied Latin and Philosophy at the
College of San Jose in Manila. In early manhood, following his parent’s death,
he moved to Calamba and became a tenant farmer of the Dominican-owned
hacienda. He was a hardy and independent-minded man, who talked less and
worked more, and was strong in body and valiant in spirit.

 Teodora Alonzo Quintos y Realonda  (1826-1911), was born in Sta. Cruz, Manila.
She was educated at the College of Santa Rosa, a well-known college for girls in the
city. She was a remarkable woman, possessing intelligence, refined culture, literary
talent, business ability and fortitude. Rizal loving said to her: “My mother is a woman
of more than ordinary culture; she knows literature and speaks Spanish better than
I. She corrected my poems and gave me good advice when I was studying rhetoric.
She is a mathematician and has read many books.

THE RIZAL CHILDREN

God blessed the marriage of Francisco Mercado and Teodora Alonso Realonda with
eleven children-two boys and nine girls. These children were as;
1. Saturnina Rizal, 63 (1850-1913) “The Second Mother” 
Born as Saturnina Rizal Mercado y Alonso Realonda or simply Saturnina
Hidalgo. She was the eldest sister of Jose Rizal.  She was married to Manuel T. Hidalgo,
a native and one of the  richest persons in Tanauan, Batangas. She was known as
Neneng.  She died in September 14, 1913. 

2. Paciano Rizal, 79 (1851-1930) “The Big Brother” 

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. He devotedly
took care of Jose Rizal.  As Nick Joaquin said, “Without Paciano to back him up, it’s
doubtful  that Rizal would have gotten as far as he reached.”

3. Narcisa Rizal, 87 (1852-1939) “The Hospital Sister” 

The third child, her pet name was Sisa and she married  Antonia Lopez (nephew
of Father Leoncio Lopez) at Morong, Rizal;  a teacher and musician. Like Saturnina,
Narcisa helped in financing  Rizal’s studies in Europe, even pawning her jewelry and
peddling  her clothes if needed. It is said that Doña Narcissa could recite from  memory
almost all the poems of Rizal. Narcisa was perhaps the  most hospitable among the
siblings. 

4. Olimpia Rizal, 32 (1855-1887) “The Go-Between”

The fourth child. Married Silvestre Ubaldo, a telegraph  operator from Manila.
Olimpia died in August 1887 at age 32 due to  childbirth. Jose loved to tease her,
sometimes good-humoredly  describing her as his stout sister. Jose’s first love,
Segunda  Katigbak, was Olimpia’s schoolmate at the La Concordia College.  Rizal
confided to Olimpia about Segunda and the sister willingly  served as the mediator
between the two teenage lovers. 

5. Lucia Rizal, 62 (185-1919) “A Fellow-Sufferer” 

The fifth child. Married Mariano Herbosa. Charged of inciting the  Calamba
townsfolk not to pay land rent and causing unrest, the  couple was once ordered to be
deported along with some Rizal  family members. Mariano died during the cholera
epidemic in May  1889. He was refused a Catholic burial for not going to confession 
since his marriage to Lucia. In Jose’s article in La Solidaridad entitled  Una profanacion
(‘A Profanation’), he scornfully attacked the friars for  declining to bury in ‘sacred ground’
a ‘good Christian’ simply because  he was the “brother-in-law of Rizal”.

6. Maria Rizal, 86 (1859-1945) “The Confidant” 

The sixth child. Married Daniel Faustino Cruz of Biñan Laguna. Jose  confided to
Maria about his plans of marrying Josephine Bracken  when most of the Rizal family was
not open to the idea. He had also  brought up to Maria his plans of establishing a Filipino
colony in  North British Borneo. Jose and Maria often wrote to each other  particularly
when Jose was studying abroad.

7. Jose Rizal, 35 (1861-1896) 

The second son and the seventh child. The greatest Filipino hero  and peerless genius.
He was born on June 19, 1861. His nickname  was Pepe. During his exile in Dapitan he
lived with Josephine  Bracken, Irish girl from Hong Kong. He was executed by the 

Spaniards on December 30, 1896.

8. Concepcion Rizal, 3 (1862-1865) “A Dear Loss” 

The eighth child. Died at the age of three. She is fondly called  ‘Concha’ by her siblings.
Jose loved most ‘Concha’ who was a year  younger than him. Jose played games and
shared children stories  with her. She was Jose’s first grief as he mournfully wept when
she  died of sickness in 1865. In Rizal’s memoir he wrote, “When I was  four years old, I
lost my little sister Concha, and then for the first  time I shed tears caused by love and
grief.” 

9. Josefa Rizal, 80 (1865-1945) “The Katipunera” 

The ninth child. An epileptic, died a spinster. She is nicknamed as  “Panggoy”. After
Jose was executed, Josefa joined the Katipunan.  She was one of the original 29 women
admitted to the Katipunan  along with Gregoria de Jesus, wife of Andres Bonifacio. They 
secured the secret papers and documents of the society. The  danced and sang during
meetings to confuse civil guards that the  meetings were just harmless social
gatherings. 

10. Trinidad Rizal, 83 (1868-1951) “The Steward” 

The tenth child. Died a spinster and the last of the family  to die. “Trining” along with their
mother, joined Jose in Dapitan  and resided with him in his square house during his
exile. A day  before Jose’s execution, Trining and their mother visited him at  Fort
Santiago prison cell. As they were leaving, Jose handed over  to Trining an alcohol
cooking stove, a gift from Pardo de Taveras,  whispering to her in a language which the
guards could not  understand, “There is something in it.” That ‘something’ was  Rizal’s
elegy now known as “Mi Ultimo Adios.” Like Josefa and  two nieces, Trinidad joined the
Katipunan after Rizal’s death.

11. Soledad Rizal, 59 (1870-1929) “The Teacher” 

The youngest child; married Pantaleon Quintero. She was a teacher and was probably
the best educated among Jose’s sisters, which made Jose very proud of her. However,
Jose reprimanded her for getting married to Pantaleon Quintero of Calamba without their
parent’s consent. Jose was very much against women who allow themselves to be
courted outside their homes. He said to Choleng, “If you have a sweetheart,
behave towards him nobly and with dignity, instead of resorting to secret meetings and
conversations which do nothing but lower woman’s worth in the eyes of man. You should
value more, esteem more your honor and you will be more esteemed and valued.” 

THE RIZAL HOME

The house of the Rizal family,where he was born, was one of the distinguished  stone
houses in Calamba during the Spanish times. It was a two-storey  building,rectangular in
shape, built of adobe stones and hard-woods and roofed with  red tiles. Behind the
house were the poultry yard full of turkeys and chickens and a big  garden of tropical fruit
trees- atis, balimbing,chico, macopa, papaya, santol,etc.  

It was a happy home where parental affection and children’s laughter reigned.  By day it
hummed with the noises of children at play and the songs of the birds in the  garden. By
night, it echoed with the soft notes of family prayers. Such a wholesome  home,
naturally, reared a wholesome family, and such a family was the Rizal family.  

TOPIC 2: CHILDHOOD YEARS IN CALAMBA

Calamba was named after a big native jar. A hacienda town which belonged  to the
Dominican Order, which also owned all the lands around it. It is a beautiful  town
covered with irrigated rice fields and sugar lands.  

CHILDHOOD MEMORIES

The first memory of Rizal, was his happy days in the family garden when he  was three
years old. Because he was a frail, sickly and undersized child, he was given  the most
loving care by his parents. Another childhood memory was the daily Angelus  prayer, by
nightfall, his mother gathered all the children at the house to pray the  Angelus. Rizal
also remembered the night- time walk in the town, especially during 

moonlit nights. The Rizal children were bound together by ties of love and 
companionship. They were well-bred, for their parents taught them to love and help  one
another. Of his sisters, Rizal loved most Concepcion (the little Concha). He was  a year
older than her, he played with her and from her he learned sisterly love.  Unfortunately,
Concha died of sickness in 1865. The death of little Concha brought  Rizal his first
sorrow. 

At the age of three, Rizal began to take part in the family prayers. When Rizal  was five
years old, he was able to read haltingly the Spanish family bible. One of the  memorable
anecdotes between the young Jose was when his mother was reading to  him a Spanish
reader entitled El Amigo de los Niños (The Children’s Friend). She  noticed him not
paying attention to her as she was reading the contents of the book in  Spanish. Jose
instead was attracted to a pair of moths circling the flame of the oil  lamp. The smaller
moth got so attracted to the flame that if flew too close, its wings  got burned and fell into
the oil and died. The Story of the Moth- made the profoundest  impression on Rizal“died
a martyr to its illusions” 

At the age of five, Rizal began to make sketches with his pencil and to mould  in clay
and wax objects which attracted his fancy. Sa Aking Mga Kabata (To My Fellow 
Children) - Rizal’s first poem in native language at the age of eight. This poem reveals 
Rizal’s earliest nationalist sentiment. At the age of eight, Rizal wrote his first dramatic 
work which was a Tagalog comedy. 

INFLUENCES ON RIZAL’S BOYHOOD

In the lives of all men there are influences which cause some to be great and  others not.
In the case of Rizal, he had all the favorable influences, few other children  in his time
enjoyed. Aside from his immediate family, Rizal’s three uncles added to  Rizal’s
inspiration. Tio Jose Alberto- studied for eleven years in British school in  Calcutta, India
and had traveled in Europe. He inspired Rizal to develop his artistic  ability. Tio Manuel-
a husky and athletic man, encouraged Rizal to develop his frail body by means of
physical exercises. Tio Gregorio- a book lover, intensified Rizal’s  voracious reading of
good book. Father Leoncio Lopez- the old and learned parish  priest of Calamba,
fostered Rizal’s love for scholarship and intellectual honesty. 

TOPIC 3: EARLY EDUCATION IN CALAMBA AND BIÑAN

At the age of three, Rizal was first taught by his mother, who was remarkable  woman of
good character and fine culture. He learned from her the alphabet and the  prayers. At
this stage he demonstrated superior intelligence which induced his parents  to hire tutors
for him. Maestro Celestino- Rizal’s first private tutor and Maestro Lucas  Padua- Rizal’s
second tutor. Later, Leon Monroy- a former classmate of Rizal’s father  became Rizal’s
tutor that instructed Jose in Spanish and Latin. Unfortunately, he died  five months later.

On June, 1869- Rizal left Calamba for Binan accompanied by Paciano. Maestro 
Justiniano Aquino Cruz was Rizal’s teacher in a private school in Binan. Jose was 9 
years old at that time. The school was also the house of his teacher. Rizal described 
him as a tall, thin, long-necked man with a body slightly bent forward. As a teacher he 
was quick to discipline his students for any infractions with a short thin stick, especially  if
the wrong answer is given. This was the old system of education at that time. The 
infliction of pain was made to ensure that the student remembers the lesson. Jose 
became an outstanding student surpassing his classmates in Spanish, Latin, and other 
subjects. He was also very popular, that some of his classmates spread rumors to 
discredit him. Many times he was punished for his alleged wrongdoings. The day was 
unusual when Rizal was not laid out on a bench and given five or six blows because  of
fighting. Rizal’s daily life in Biñan were as follows: Heard the four o’ clock mass then  at
ten o’ clock went home at once and went at school at two and came out at five. At  the
end of his schooling, Maestro Justiniano recommended that Jose should be sent  to
Manila. In December 17, 1870, Rizal left Binan after one year and a half of  schooling.
He bade farewell to this school and his teacher. He also collected pebbles  from the river
as souvenirs, knowing that he will never return to Biñan. After the  Christmas of that year
Don Francisco decided to send Jose to Manila to continue his  studies.  

MARTYRDOM OF GOM-BUR-ZA

Night of January 20, 1872- about 200 Filipino soldiers and workmen of the  Cavite
arsenal under the leadership of Lamadrid, Filipino sergeant, rose in violent  mutiny
because of the abolition of their usual privileges, including exemption from  tribute and
polo (forced labor) by the reactionary Governor Rafael de Izquierdo. The  Spanish
authorities, in order to liquidate Fathers Mariano Gomez, Jose Burgos, and  Jacinto
Zamora leaders of the secular movement to Filipinize the Philippine parishes,  and their
supporters magnified the failed mutiny “into” a “revolt” for Philippine  independence.
Fathers Mariano Gomez, Jose Burgos and Jacinto Zamora were  executed at sunrise of
February 17,1872, by order of Governor General Izquierdo. The  martyrdom of Gom-
Bur-Za in 1872 truly inspired Rizal to fight the evils of Spanish  tyranny and redeem his
oppressed people. Rizal dedicated his second novel, El  Filibusterismo, to Gom-Bur-Za. 

INJUSTICE TO RIZAL’S MOTHER

Before June of 1872, tragedy struck the Rizal family. Dona Teodora was  suddenly
arrested on a malicious charge that she and her brother, Jose Alberto, tried  to poison
the latter’s deceitful wife. She was forced to walk from Calamba to Santa  Cruz (capital
of Laguna province), a distance of 50 kilometers. Dona Teodora was  incarcerated at the
provincial prison, where she languished for two years and a half.  Recounting this
incidence of his mother’s imprisonment, Rizal said in his student 

memoirs: “Our mother was unjustly snatched away from us and by whom? By some 
men who had been our friends and whom we treated as honored guests.” 

TOPIC 4: AT THE ATENEO MUNICIPAL (1872-1877)

The Ateneo Municipal is a college under the supervision of the Spanish Jesuits.  It was
formerly Escuela Pia (Charity School), a school for poor boys in Manila which  was
established by the city government in 1817. On June 10, 1872, Rizal  accompanied by
Paciano went to Manila. Father Magin Ferrando who was the college  registrar, refused
to admit Rizal in Ateneo for two reasons: (1) he was late for  registration (2) he was
sickly and undersized for his age. Through the intercession of  Manuel Xerez Burgos,
Rizal was reluctantly admitted at the Ateneo. Jose was the first  of his family to adopt the
surname “Rizal”. He registered under this name at Ateneo  because their family name
“Mercado” had come under the suspicion of the Spanish  authorities. At the time Jose
studied in the Ateneo, this college was located in  Intramuros 25 minutes’ walk from the
college. 

JESUIT SYSTEM OF EDUCATION

The system of education given by the Jesuits in the Ateneo was more advanced  than
that of other colleges in that period. It trained the character of the student by rigid 
discipline and religious instruction. It promoted physical culture, humanities, and 
scientific studies. Aside from academic courses leading to the degree of Bachelor of 
Arts, it offered vocational courses in agriculture, commerce, mechanics and surveying. 
The students heard Mass in the morning before the beginning of the daily class. 
Classes in every subject were opened and closed with prayers.  

Students were divided into two groups: Roman Empire- consisting of internos 
(boarders) and the Carthaginian Empire- composed of the externos (non-boarders).  The
empires had ranks: Emperor- the best student in each “empire, Tribune- the  second
best, Decurion- the third best, Centurion-the fourth best and the Stand-bearer 

the fifth best. Between empires they fought for intellectual supremacy. Within in the 
“empire” the students fought for these positions by challenging the ones holding the 
ranks to answer questions based on the day’s lesson.  

FIRST YEAR IN ATENEO (1872-1873)

Father Jose Bech was Rizal’s first professor in Ateneo. To improve his Spanish,  Rizal
took private lessons in Santa Isabel College during the noon recesses when  other
students were playing or gossiping. He paid three pesos for those extra Spanish 
lessons. Being a newcomer and knowing little Spanish, Rizal was placed at the bottom 
of the class. He was an externo, hence he was assigned to the Carthaginians, 
occupying the end of the line. After the first week, the frail Calamba boy progressed 

rapidly. At the end of the month, he became “emperor”. He was the brightest pupil in  the
whole class, and he was awarded a prize, a religious picture. He was proud of it 
because it was the first prize he ever won at the Ateneo. 

In the second half of his year in the Ateneo, he did not try enough to retain his  academic
supremacy which he held during the first half of the term because he  resented some
remarks of his professor. He placed second at the end of the year,  although all his
grades were still marked “Excellent”. At the end of the school year in  March, 1873, Rizal
returned to Calamba for summer vacation. He did not enjoy his  vacation because his
mother was in prison. Without telling his father, he went to Santa  Cruz and visited his
mother in prison. He told her of his brilliant grades at the Ateneo.  She gladly embraced
her favorite son. When the summer vacation ended, Rizal  returned to Manila for his
second year term in Ateneo.  

SECOND YEAR IN ATENEO (1872-1873)

Nothing unusual happened to Rizal during his second term in the Ateneo,  except that he
repented having neglected his studies the previous year. To regain his  lost class
leadership, he studied harder. Once more he became “emperor”. At the end  of the
school year, Rizal received excellent grades in all subjects and a gold medal.  With such
scholastic honors, he triumphantly returned to Calamba in March, 1874 for  the summer
vacation.  

PROPHECY OF MOTHER’S RELEASE

Rizal lost no time in going to Santa Cruz in order to visit his mother in the  provincial jail.
He cheered up Doña Teodora’s lonely hearth with news of his scholastic  triumphs in
Ateneo and with funny tales about his professors and fellow students. His  mother was
very happy to know that her favorite child was making such splendid  progress in
college. In the course of their conversation, Doña Teodora told her son of  her dream the
previous night. Rizal, interpreting the dream told her that she would be  released from
prison in three months’ time. Barely three months passed, and suddenly  Doña Teodora
was set free. By that time, Rizal was already in Manila attending his  classes at the
Ateneo.  

TEENAGE INTEREST IN READING

It was during the summer vacation in 1874 in Calamba when Rizal began to  take
interest in reading romantic novels. As a normal teenager, he became interested  in love
stories and romantic tales. The Count of Monte Cristo by Alexander Dumas the first
favorite novel of Rizal which made a deep impression on him. As a voracious  reader, he
read not only fiction, but also non-fiction. The Universal History by Ce sar  Cantu- Rizal
persuaded his father to buy him this costly set of historical work that was 

a great aid in his studies and enabled him to win more prizes in Ateneo. Later Rizal  read
the book of Dr. Feodor Jagor- He wrote Travels in the Philippines. Rizal was  impressed
in this book because of (1) Jagor’s keen observations of the defects of  Spanish
colonization, (2) his prophecy that someday Spain would lose the Philippines  and that
America would come to succeed her as colonizer.  

THIRD YEAR IN ATENEO (1874-1875)

When Rizal returned for his third year, his mother was released from prison. He  was
able to concentrate more on his studies. However, at the end of the year, he  remained
dissatisfied even as his grades remained excellent. He won only a single  medal in Latin
as his Spanish classmate beat him in speaking Spanish. At the end of  the school year
(March 1875), Rizal returned to Calamba for the summer vacation.  

FOURTH YEAR IN ATENEO (1875-1876)

After a refreshing and happy summer vacation, Rizal went back to Manila for  his fourth
year course. On June 16, 1875, he became an interno in the Ateneo. One  of his
professors this time was Fr. Francisco de Paula Sanchez- a great educator and  scholar,
one of Rizal’s professors who inspired him to study harder and to write poetry.  Rizal
was highest in all subjects and won five medals at the end of the school term. He was
the most brilliant Atenean, he was truly “the pride of the Jesuits”. On March  23, 1877-
Commencement Day, Rizal, who was 16 years old, received the degree of  Bachelor of
Arts, with highest honors.  

EXTRA-CURRICULAR ACTIVITIES

Rizal, unsurpassed in academic triumphs, was not a mere bookworm. He was  active in
extra-curricular activities. An “emperor” inside the classroom, he was a  campus leader
outside. He was an active member later secretary, of a religious  society, the Marian
Congregation. He was accepted as member of this solidarity not  only because of his
academic brilliance but also because of his devotion to Our Lady  of the Immaculate
Conception, the college patroness. Rizal was also a member of the  Academy of
Spanish Literature and the Academy of Natural Sciences. These  “academies” were
exclusive societies in the Ateneo, to which only Ateneans who were  gifted in literature
and sciences could qualify for membership.  

POEMS

It was Dona Teodora who was first discovered the poetic genius of her son, and  it was
also she who first encouraged him to write poems. However it was Father  Sanchez who
inspired Rizal to make full use of his God-given gift in poetry.  

Some examples of his writings when he was at Ateneo:

1874- Mi Primera Inspiracion (My First Inspiration), the first poem Rizal  probably wrote
during his days in Ateneo which was dedicated to his mother on her  birthday; Rizal
wrote it before he was 14 years old. 

1876, Rizal wrote poems on various topics-religion, education, childhood  memories and
war. Below are some of his outstanding poems: 

1. Un Recuerdo a Mi Pueblo (In Memory of My Town)- a tender poem in honor  of

Calamba, the hero’s natal town, Rizal was 15 yrs old when he wrote this poem; 

2. Alianza Intima Entre la Religion y la Buena Educacion (Intimate Alliance  Between

Religion and Good Education)- Rizal showed the importance of religion in  education; 

3.San Eustacio, Martir (St. Eustace, the Martyr)- a drama based on the prose  story of
St. Eustace which he wrote in poetic verses during the summer vacation of  1876 and
finished it on June 2, 1876. 

PAINTINGS AND SCULPTURAL WORKS

Aside from writing poetry, he devoted his spare time to fine arts. He studied  painting
under the famous Spanish painter Agustin Saez, and sculpture under  Romualdo de
Jesus, noted Filipino sculptor. Both art masters honored him with their  affection, for he
was a talented pupil. 

FIRST ROMANCE OF RIZAL

Rizal was linked to numerous women in his day, but the first love he ever
had, according to his diary Memorias de un Estudiante de Manila, was
Segunda Katigbak. He details his feelings for her and documents their correspondence,
which is something many of us can relate with. These were the three words Rizal used
to describe the 14-year-old Katigbak in his diary. “She is not the most beautiful woman I
had ever seen,” writes Rizal somewhat harshly, “but I blushed every time she looked at
me,” he concedes. “I have not met anyone more alluring and beguiling.”Coincidentally,
Katigbak attended the same school as Rizal’s sisters, Colegio de la Concordia. Many
times, Rizal visited Katigbak at La Concordia  under the pretense of visiting his sisters
there. 

Despite the many times they rendezvoused, Rizal and Katigbak never became 
official, writes Ocampo. Rizal suspected the latter was already engaged, which was a 
mistake. He decided to stay away from Katigbak and made excuses for himself. In his 
youth, Rizal was also naïve about the qualities of real love, equating it with physical 
attractiveness and wealth. “I shut my heart out to love,” writes Rizal in his diary, “I am 
not rich and I am not handsome; I am neither sophisticated nor attractive,” he  continues.
“Until I see more proof that she loves me, I will not commit to her or tell her  that I love
her.” Their relationship ended when Katigbak was instructed by her father  to return to
their family’s province in Laguna. 

The last time they ever met was at a fiesta in Laguna, when Rizal, astride his  
horse, rode up to Katigbak. She'd expected him to get down, talk, and have a good 
time. However, Rizal became immobile and speechless.“I said nothing. All I did was 
take off my hat,” he confesses in his diary. “The same thing happens to me at the most 
trying times of my life! I become too slick, speechless, and overcome with emotions.” 

Rizal’s first romance was ruined by his own shyness and reserve.