CHAPTER 4

THE LIFE OF JOSE

RIZAL
 OBJECTIVES

Discuss about Rizal's describe people and explain Rizal's growth identify the factors
Family, childhood, and events that influence as propaganda; and that led to Rizal's
early education; Rizal's early life; execution
RIZAL'S FAMILY
Jose Rizal was born on June 19, 1861 in the town of Calamba,
province of Laguna.
Rizal's father, Francisco Mercado, was a wealthy farmer who
leased lands from the Dominican friars.
Jose Rizal's great-grandfather, Domingo Lam-co, migrated
from Fujian, China, to the Philippines in the late 1600s. After
baptism in 1697, he adopted the name Domingo Mercado.
Domingo and his wife, Ines dela Rosa, settled in San Isidro
Labrador, owned by the Dominicans. In 1731, they had a son
named Francisco Mercado. The surname "Mercado" was
common among Chinese merchants in the Philippines at that
time.
RIZAL'S FAMILY
Francisco Mercado, wealthy in Biñan, served as
Kapitan del Pueblo in 1783.
His son, Juan Mercado, continued the political legacy
as Kapitan del Pueblo in 1808, 1813, and 1823.
Juan married Sirilla Alejandra, and their son,
Francisco Ingracio Mercado, adopted the surname
"Rizal" in 1849.
Francisco Ingracio settled in Calamba, working as a
farmer cultivating sugarcane, rice, and indigo.
Francisco Ingracio is notably the father of Jose Rizal.
RIZAL'S FAMILY
Francisco Ingracio received education at a Latin school in
Biñan.
He later attended the College of San Jose in Manila.
In 1848, he married Teodora Alonzo, a member of the wealthy
Alonzo family in Manila.
Teodora was described by Rizal as highly cultured and skilled
in mathematics.
Francisco and Teodora's contributions to industry and hard
work elevated their family's prominence in Calamba's
principalia class.
Their house, among the first concrete ones in town, reflected
their elevated social status.
RIZAL'S FAMILY
Jose Rizal (1861-1896) is the seventh among the 11
children of Francisco Mercado and Teodora
Alonzo. The other children were: Saturnina (1850-
1913); Paciano (1851-1830); Narcisa (1852-1939);
Olympia (1855-1887); Lucia (1857-1919); Maria
(1859-1945 ); Concepcion (1862-1865); Josefa
(1865-1945); Trinidad (1868-1951); and Soledad
(1870-1929).
RIZAL'S FAMILY
Rizal had a special bond with his only brother, Paciano.
Paciano took on the role of a second father to Rizal.
Rizal highly respected Paciano and valued his advice.
Paciano accompanied Rizal to school in Biñan and
played a crucial role in convincing him to study in
Europe.
Despite having a college education in Manila, Paciano
later joined the Katipunan, advocating for
independence.
After the revolution, Paciano retired to Los Baños and
led a quiet life until his death in 1930.
CHILDHOOD AND EARLY EDUCATION
Rizal cherished his childhood in Calamba.
Family prayers and storytelling during the Angelus were
part of their routine.
Rizal developed a love for nature in the Calamba garden.
Despite poor health, he had a personal servant who
shared legends, sparking his interest in myths and folklore.
Under Donya Teodora's guidance, Rizal demonstrated
early intelligence.
He learned to pray and the alphabet by age 3.
Rizal had a keen interest in reading and spent time in their
home library.
Recognizing his skills, Donya Teodora hired a private
teacher for Rizal.
CHILDHOOD AND EARLY EDUCATION
Rizal, as a child of the principalia class, had private
tutors. His tutors included Maestra Celestino, Mr. Lucas
Padua, and Leon Monroy.
Leon Monroy specifically honed Rizal's basic Latin skills.
This home education prepared Rizal for formal schooling.
Formal schooling began in Biñan at the age of nine.
Accompanied by his brother, Rizal stayed with his aunt in
Biñan.
His brother introduced him to teacher Justiniano Aquino
Cruz, also Paciano's former teacher.
CHILDHOOD AND EARLY EDUCATION
Rizal attended classes at Nipa House in Biñan. His
daily routine included early morning mass or studying
before class until 10:00 AM.
After a break, he returned to school from 2:00 to
5:00 PM.
Evenings involved prayer with cousins, followed by
studying before bedtime.
In Biñan, Rizal excelled in Latin and Spanish. He took
painting lessons from Maestro Cruz and Juancho, an
experienced painter and Cruz's father-in-law.
CHILDHOOD AND EARLY EDUCATION
Rizal spent leisure hours in Juancho's studio, receiving
free lessons in painting and drawing.
Rizal returned to Calamba on December 17, 1870,
prompted by a letter from his sister Saturnina.
After 1.5 years of schooling in Biñan, he traveled
home on the steamship Talim, accompanied by
Arturo Camps, a French friend of his father.
STUDENT IN MANILA
Rizal enrolled at Ateneo Municipal for a six-year
Bachelor in Arts program.
He adopted the name Jose Rizal after the execution
of Gomburza.
Ateneo was managed by Jesuit fathers and known
for its strict discipline.
Divided into Romans and Carthaginians, Rizal
excelled, earning the title of emperor.
STUDENT IN MANILA
Rizal excelled at Ateneo, graduating with highest
honors in Bachelor in Arts.
Despite initial opposition, he pursued further
education at UST, studying philosophy and letters.
Concurrently, he earned the title "Perito Agrimensor"
from Ateneo in 1881.
Shifting to medicine at UST, Rizal's performance was
not as outstanding.
In 1882, he and Paciano made a secret pact for Rizal
to go to Europe, completing medical studies.
RIZAL IN EUROPE
Rizal left the Philippines for Spain on May 3, 1882, at
20 years old. In Barcelona on June 16, 1882, during
summer vacation, he reunited with Ateneo
classmates.
His classmates organized a welcome party, touring
him around the city and visiting historical sites.
In Barcelona, he wrote an essay titled "El Amor
Patrio," published on August 20, 1882, under the pen
name Laong Laan.
RIZAL IN EUROPE
In November 3, 1882, Rizal moved to Madrid for further
studies in medicine and philosophy. He enrolled in art
classes, language courses, and fencing, showcasing his
diverse interests.
Rizal achieved the title of Licentiate in Medicine in June
1884, allowing him to practice.
Financial difficulties prevented him from pursuing a
doctorate, compounded by economic challenges in
Calamba.
Despite challenges, he excelled in examinations, winning
the first prize in Greek, and earned the degree
"Licenciado en Filosofia y Letras" in 1885.
RIZAL IN EUROPE
In Madrid, Rizal joined fellow ilustrados, forming the Circulo
Hispano-Filipino. Wrote "Mi Piden Versos" during a Filipino
reunion, proposing a novel about Philippine society.
Embraced liberal ideas through the Masons, becoming a
Master Mason in 1890.
Occasionally visited Don Pablo Ortiga y Ray's house, where
he met Consuelo, but remained committed to Leonor Rivera.
Specialized in ophthalmology, trained in Paris and Germany
under experts like Dr. Louis de Weckert and Dr. Javier
Galezowsky.
RIZAL IN EUROPE
Befriended scholars in Berlin, mastered
German, and wrote "Tagalische Verkunst."
Completed "Noli Me Tangere" in 1887 with
support from Maximo Viola.
Returned to Calamba briefly but faced
controversy for his portrayal of friars.
Left the Philippines again on February 16,
1888, due to growing tensions.
RIZAL'S SECOND TRIP IN EUROPE
Actively participated in the Propaganda Movement with
ilustrados for reforms.
Contributed articles to La Solidaridad, annotating Antonio
de Morga's work and writing influential essays.
Completed "El Filibusterismo" in Brussels by July 1891,
published in September 1891.
Returned to the Philippines in 1892, founded La Liga Filipina
on July 3, 1892.
Arrested on July 6, 1892, and charged with bringing anti-
friar leaflets from Hong Kong.
Despite protests, Rizal was exiled to Dapitan in Mindanao.
EXILE IN DAPITAN
Arrived in Dapitan on July 17, 1892. Dapitan was a remote
Spanish political-military outpost.
Befriended Kapitan Ricardo Carnicero, who allowed him to
explore and report weekly. Practiced medicine, pursued
scientific studies, and engaged in artistic pursuits.
Established a school for boys and promoted community
development.Studied Malay and other Philippine languages.
Delved into farming and commerce, invented a wooden
brick-making machine.
Won the second prize in a lottery in 1892, used the share to
purchase land in Talisay. Built his house, a school, and a
hospital within the area.
EXILE IN DAPITAN
Arrived in Dapitan on July 17, 1892. Dapitan was a remote
Spanish political-military outpost.
Befriended Kapitan Ricardo Carnicero, who allowed him to
explore and report weekly. Practiced medicine, pursued
scientific studies, and engaged in artistic pursuits.
Established a school for boys and promoted community
development.Studied Malay and other Philippine languages.
Delved into farming and commerce, invented a wooden
brick-making machine.
Won the second prize in a lottery in 1892, used the share to
purchase land in Talisay. Built his house, a school, and a
hospital within the area.
EXILE IN DAPITAN
Arrived in Dapitan on July 17, 1892. Dapitan was a remote
Spanish political-military outpost.
Befriended Kapitan Ricardo Carnicero, who allowed him to
explore and report weekly. Practiced medicine, pursued
scientific studies, and engaged in artistic pursuits.
Established a school for boys and promoted community
development.Studied Malay and other Philippine languages.
Delved into farming and commerce, invented a wooden
brick-making machine.
Won the second prize in a lottery in 1892, used the share to
purchase land in Talisay. Built his house, a school, and a
hospital within the area.
EXILE IN DAPITAN
Created a relief map of Mindanao in Dapitan's plaza for
teaching geography.
Constructed a water system for drinking and irrigation.
Installed lamp posts in Dapitan.
Treated patients, including George Taufer and his adopted
daughter Josephine Bracken.
Josephine Bracken fell in love with Rizal, and they lived
together in his octagonal house.
Denied sacrament by Father Obach due to Rizal's refusal to
retract statements against the church.
EXILE IN DAPITAN
Dr. Pio Valenzuela informed Rizal of the founding of the
Katipunan and the planned revolution on June 21, 1896.
Rizal objected, emphasizing the need for a well-planned
movement with sufficient arms.
Sent letters to Governor General Ramon Blanco in 1894 and
1895, requesting a review of his case.
Offered to serve as a surgeon in the Spanish army in the
Cuban revolution if his request was denied.
On July 30, 1896, received approval to go to Cuba but was
ordered back upon arriving in Manila.
On November 3, 1896, Rizal arrived in Manila and was
immediately taken to Fort Santiago.
EXILE IN DAPITAN
Dr. Pio Valenzuela informed Rizal of the founding of the
Katipunan and the planned revolution on June 21, 1896.
Rizal objected, emphasizing the need for a well-planned
movement with sufficient arms.
Sent letters to Governor General Ramon Blanco in 1894 and
1895, requesting a review of his case.
Offered to serve as a surgeon in the Spanish army in the
Cuban revolution if his request was denied.
On July 30, 1896, received approval to go to Cuba but was
ordered back upon arriving in Manila.
On November 3, 1896, Rizal arrived in Manila and was
immediately taken to Fort Santiago.
TRIAL AND EXECUTION
Preliminary investigation started on November 20, 1896.
Rizal accused of being the main organizer of the revolution
and founding illegal organizations.
Pleaded not guilty and wrote a manifesto urging
revolutionaries to discontinue the uprising. Trial concluded
on December 26, 1896, with a guilty verdict and a death
sentence by firing squad.
Governor General Camilo de Polavieja signed the decision,
decreeing Rizal's execution on December 30, 1896, at 7:00
a.m.
TRIAL AND EXECUTION

In his final days, Rizal composed "Mi Ultimo Adios,"

bidding farewell to the Filipino people.
On December 29, 1896, he gave away his remaining
possessions to his family.
At 6:30 a.m. on December 30, 1896, in a black suit
with his arms tied, Rizal walked to Bagumbayan.
Executed by firing squad, offering his life for his
country and its freedom.
 CHAPTER 5
THE NINETEENTH
CENTURY PHILIPPINE
ECONOMY, SOCIETY AND
THE CHINESE MESTIZOS
 OBJECTIVES
At the end of this chapter, the students should be able to:

locate Rizal's life in the Philippines within the wider context of the
development in the nineteenth century;
explain the importance role of the Chinese mestizos and their ranks within
the changing Philippine economy and society; and
discuss the interplay of several factors that contributed to the changing
landscape of Philippine society and economy.
THE CHANGING LANDSCAPE OF PHILIPPINE
ECONOMY AND SOCIETY
19th century considered an era of profound change in the
Philippines. Vast economic, political, social, and cultural
currents shaped this period.
Initial ripples of change observed in the late 18th century.
Dynastic shift in Spain from Habsburgs to Bourbons
influenced colonial policies.Bourbon policies aimed at
invigorating the profitability of colonies like the
Philippines.
First Governor General under the Bourbon mandate was
Jose de Basco y Vargas, arriving in 1778.
THE CHANGING LANDSCAPE OF PHILIPPINE
ECONOMY AND SOCIETY
In the late 18th century, the Philippines experienced
economic challenges with the decline of the
galleon trade. Spain, undergoing a dynastic shift to
the Bourbons, aimed to revitalize the colonial
economy. José de Basco y Vargas, the first
Governor General under the Bourbon mandate,
arrived in 1778.
THE CHANGING LANDSCAPE OF PHILIPPINE
ECONOMY AND SOCIETY
To boost profitability, Basco established the Royal Philippine
Company in 1785, focusing on agricultural projects and new
trade routes. Despite facing resistance from the Catholic
Church and traders invested in the old galleon trade, Basco's
reforms included allowing Chinese merchants, initiating cash
crop farms, and creating a tobacco monopoly. These changes
aimed to reorient the economy, but challenges like
mismanagement and corruption hindered smooth
implementation. Nonetheless, this era marked a significant
transformation in the Philippines' economic landscape.
THE CHANGING LANDSCAPE OF PHILIPPINE
ECONOMY AND SOCIETY
Early 19th century: Impact of the Mexican War of
Independence on the Spanish Empire, signaling the eventual
end of the galleon trade.
1834: Closure of the Royal Philippine Company, leading to
the opening of Manila to world trade.
Foreign merchants, particularly British and American traders,
played a significant role in financing and facilitating the
growing export-oriented cash crop economy.
Major cash crops included tobacco, sugar, cotton, indigo,
abaca, and coffee, marking a shift in the Philippines' export
focus.
THE CHANGING LANDSCAPE OF PHILIPPINE
ECONOMY AND SOCIETY
Land became a crucial factor as cash crops became the primary
source of revenue; landowners seized opportunities, creating
challenges for small landowners.
Economic pressures led to practices like "pacto de retroventa,"
where small landowners sold land with the intention to buy it back
at the same price, but economic demands often made this
difficult.
Increasing demand and renewals of sales further burdened farmers
with debt, resulting in land forfeiture.
Social stratification in the countryside changed, leading to tensions
and contestations, setting the stage for subsequent developments.
THE CHINESE AND CHINESE MESTIZOS
The changing economy in the Philippines during the
19th century brought significant benefits to the
Chinese and Chinese mestizos. Dating back to pre-
colonial times, trade relations between the natives
and the Chinese were well-established. During the
galleon trade era, Chinese products dominated the
traded goods. However, suspicions arose among the
Spaniards regarding the growing Chinese
settlements, leading to stringent state policies,
including higher taxes, movement restrictions, and
even expulsion.
THE CHINESE AND CHINESE MESTIZOS
Despite these suspicions, the Chinese proved
indispensable to the Philippine colonial economy. Their
contributions ranged from loading goods on galleons to
the development of retail trade. Recognizing the
economic importance of the Chinese, the Spaniards
gradually integrated them into colonial society. This
integration gave rise to intermarriages with indios,
resulting in the emergence of Chinese mestizos.
Throughout the Spanish colonial period, Chinese mestizos
played a crucial role in the economy, influencing it through
land acquisition, wealth accumulation, and social
influence.
IMPACT ON LIFE IN THE COLONY
The economic transformations in the 19th century
Philippines had profound effects on social, political, and
cultural aspects. The emerging economy required a
literate population to support the growing workforce
needed for trading activities. In response, the colonial
government issued an order in 1836, mandating towns to
establish primary schools for teaching reading and writing.
This initiative culminated in the 1863 Education Decree,
enforcing free primary education. The demand for
education led to the establishment of schools like Ateneo
Municipal.
IMPACT ON LIFE IN THE COLONY
The intricate nature of the evolving economy also fueled
increased bureaucratization and streamlined colonial
governance. Manila's ascent as a trading hub attracted
people seeking opportunities or escaping agricultural
challenges. This internal migration raised concerns about
overcrowding, living conditions, sanitation, public health,
and increased criminality in urban centers. To address
these issues, Governor General Narciso Claveria
implemented measures in 1849, urging people to adopt
surnames from a catalog, enhancing surveillance
mechanisms
IMPACT ON LIFE IN THE COLONY

As the new economy presented opportunities, it

also prompted the colonial state to adopt a more
regulatory role, consolidating authority through
initiatives like the establishment of the Guardia
Civil. The 19th-century developments underscored
the interplay between economic changes and the
broader societal, governmental, and cultural
transformations in the Philippines.
IMPACT ON LIFE IN THE COLONY

As the new economy presented opportunities, it

also prompted the colonial state to adopt a more
regulatory role, consolidating authority through
initiatives like the establishment of the Guardia
Civil. The 19th-century developments underscored
the interplay between economic changes and the
broader societal, governmental, and cultural
transformations in the Philippines.
RENEGORATING SOCIAL STRATIFICATION
The Philippine society felt the impact of the developing economy. As a result,
social relations underwent redefinitions and the changing dynamics brought
about a renegotiation of social stratification. With the growing relevance of
the mestizo population, new lines were drawn with the following social strata:

Peninsular - Pure-blooded Spaniard born in the Iberian Peninsula

Insular- Pure-blooded Spaniards born in the Philippines

Mestizo- Born of mixed parentage, a mestizo can be;

Spanish mestizo- one parent is Spanish, the other is native; or
Chinese mestizo- one parent is Chinese, the other is a native

Principalia- Wealthy pure-blooded native supposedly descended from

the kadatoan class
Indio- Pure-blooded native of the Philippines
Chino infiel- Non-catholic pure blooded Chinese
IMPACT ON LIFE IN THE COLONY
In the 19th century, as the economic influence of the Spaniards
waned, they sought to assert dominance based on race. This
posed challenges as the growing principalia and mestizo
populations recognized their crucial role in the economy.
Throughout the century, mestizos and the principalia elite
negotiated for social recognition, a demand consistently
denied by pure-blooded Spaniards.
Despite this, wealthy mestizos and principalia members
accumulated economic and cultural capital. They seized
opportunities to pursue higher education, both in the
Philippines and Europe, further enhancing their significance in
society. From these ranks, articulations of nationalism would
later emerge, marking a pivotal shift in societal dynamics.
THANK
YOU