CHAPTER ONE

STUDYING RIZAL IN THE CLASSROOM:

R.A. 1425

**Reviewer: Understanding R.A. 1425 and the Study of Jose Rizal**

**Key Points:**

1. **Background of R.A. 1425:**

 Enacted in 1956, R.A. 1425, also known as the Rizal Law, mandates the reading of Jose Rizal's
novels in all colleges and universi es in the Philippines.
 It faced opposi on, par cularly from the Catholic Church, but was eventually passed to promote
na onalism and counteract colonial mentality.

2. **Objec ve of R.A. 1425:**

 Aimed to ins ll na onalism, cri cal thinking, and apprecia on for Filipino heroes, including Rizal,
among the youth.
 Emphasized the importance of understanding Rizal's cri ques of society, par cularly regarding
corrup on, injus ce, and colonial abuses.

3. **Relevance of Rizal Today:**

 Rizal's works remain relevant due to persistent societal issues such as corrup on, injus ce, and
poli cal apathy.
 Serves as a reminder of the Philippines' colonial past and the ongoing struggle for freedom and
self-determina on.

4. **Na onalism and Freedom:**

 R.A. 1425 promotes na onalism and values freedom among Filipino youth.
 Na onalism is crucial in resis ng the homogenizing effects of globaliza on and preserving cultural
iden ty.

5. **Apprecia on for Heroes:**

 R.A. 1425 honors not only Rizal but also other Filipino heroes who fought for freedom
and civil liber es.
  Encourages students to recognize the sacrifices of past heroes in securing fundamental
rights.

6. **Challenges and Cri cisms:**

 Some students resent the Rizal course, viewing it as irrelevant in today's digital age.
 Cri cisms include ques oning Rizal's heroism and the effec veness of the Rizal Law in
ins lling patrio sm.

7. **Educa onal Impact:**

 Reflects on the effec veness of R.A. 1425 in promo ng patrio sm and cri cal thinking
among students.
 Calls for improvements in implemen ng the law to be er engage students and enhance its
educa onal impact.

**Conclusion:**

Overall, R.A. 1425 and the study of Jose Rizal play a significant role in promo ng na onalism, cri cal
thinking, and apprecia on for Filipino history and heroes. While facing challenges and cri cisms, the law
remains essen al in shaping the values and iden ty of Filipino youth.

Notable People in this:

- Jose Rizal: Na onal hero whose life, works, and wri ngs are the focus of RA 1425.
- Senator Claro M. Recto: Principal author of RA 1425, known for his advocacy for na onal
iden ty.
- President Carlos P. Garcia: Signed RA 1425 into law as President of the Philippines in 1956.
- Congress: Members collec vely supported and endorsed the bill's passage.
- Educators and Intellectuals: Advocated for the inclusion of Rizal's legacy in educa onal
curriculum.

CASE STUDIES

Document 1: Decree of Emilio Aguinaldo (1898)

 Declares December 30 as a day of na onal mourning for Dr. Jose Rizal and others who fought for
Philippine freedom.
 Orders the display of the na onal flag at half-mast.
  No official events to be held on December 30.
 Signed by Emilio Aguinaldo, President of the Revolu onary Government.

Document 2: Text of the Rizal Law (1956)

 Republic Act No. 1425 mandates the inclusion of Rizal's life, works, and wri ngs in school
curricula.
 Aims to ins ll patrio sm and na onalism among Filipino youth.
 Provides guidelines for the implementa on of Rizal courses in all educa onal ins tu ons.
 Requires schools to keep copies of Rizal's works in their libraries.

Document 3: Excerpts from the Statement of the Catholic Philippine Hierarchy on the Novels of Dr.
Jose Rizal (1956)

 Catholic Hierarchy expresses loyalty to the country and its authori es.
 Acknowledges Rizal as a patriot but cri cizes passages in his novels contradic ng Catholic beliefs.
 Proposes compiling a Rizalian Anthology highligh ng patrio c passages and social-poli cal
philosophy.
 Opposes compulsory reading of Rizal's novels in schools that may affect Catholic students.

Document 4: Excerpts from Le ers of Rizal (1888-1889)

 Rizal emphasizes the importance of patrio sm and service to the motherland in le ers to
Filipino youth.
 Encourages the study of foreign languages and literature to broaden horizons.
 Expresses desire for future genera ons to surpass him in service to the country.
 Addresses concerns about fear of reading his works and expresses hope for future genera ons
to be more daring.

Document 5: To the Philippine Youth (A La Juventud Filipina) (1879)

 Rizal's poem urges Filipino youth to take pride in their iden ty and heritage.
 Calls for the pursuit of knowledge, art, and science to upli the na on.
 Highlights the struggle against Spanish oppression and the need for libera on.
 Inspires youth to contribute to the country's progress and glory.
CHAPTER 2
**RIZAL IN THE CONTEXT OF 19TH CENTURY PHILIPPINES**
**Reviewer: Rizal and His Times**

**Key Points:**

**1. Society as a Formator:**

Rizal's era was characterized by the influen al sway of societal norms and values, which deeply shaped
individuals and their ac ons. Society played a pivotal role in molding Rizal's poli cal ideas and ac vism,
guiding his vision for reform in the Philippines.

**2. Revolu onary Climate:**

During the 19th century, the Philippines experienced a period of revolu onary fervor, influenced by
global movements for independence and social change. Rizal's upbringing exposed him to these
revolu onary ideas, fostering in him a sense of mission for reform and libera on.

**3. Impact of Interna onal Trade:**

The opening of the Philippines to interna onal trade brought both wealth and liberal ideas, leading to
the emergence of a burgeoning middle class and a heightened sense of na onal iden ty among Filipinos.
Rizal's exposure to radical ideologies during his me in Europe significantly influenced his poli cal views
and ac vism.

**4. Resistance against Spanish Rule:**

Filipinos increasingly challenged Spanish colonial authority through various forms of resistance, including
uprisings and acts of defiance. Rizal's wri ngs served as a reflec on of the socio-poli cal reali es of his
me, inspiring and catalyzing movements for reform and change.

**5. Role of Individual Agency:**

While Rizal was undeniably influenced by societal structures, he also demonstrated remarkable
individual agency through his ac ons and wri ngs. He boldly confronted Spanish colonialism and
advocated for reform, leaving an indelible mark on Philippine history.
**6. Na onalist Fervor:**

Rizal's life and works were deeply imbued with the na onalist fervor of his me. He envisioned a
liberated Philippines, free from the shackles of colonial oppression, and worked relessly towards the
emancipa on of his countrymen.

**7. Religious and Poli cal Controversies:**

Tensions between the friars and the secular clergy, combined with poli cal instability in Spain,
contributed to moun ng tensions in the Philippines. Rizal fearlessly engaged with these controversies
through his wri ngs, challenging the status quo and advoca ng for social and poli cal change.

**8. Legacy:**

Rizal's legacy as a na onalist hero con nues to inspire genera ons of Filipinos. His unwavering
dedica on to the cause of Philippine independence serves as a testament to the power of individual
agency in the face of societal challenges. His vision for a liberated Philippines remains as relevant today
as it was during his me.

**Historical Context:**

 **1807 to 1872:** Period marked by Filipino uprisings, including Novales revolt, revolt
of Hermano Pule, and the Cavite Mu ny.
 **1834:** Opening of the Philippines to interna onal trade.
 **1863:** Devasta ng earthquake in the Philippines.
 **1872:** Cavite Mu ny, execu on of GOMBURZA.
 **Late 19th Century:** Rise of Filipino na onalism and reform movements, such as the
Propaganda Movement.
 **Between 1880 and 1890:** Period of radicaliza on in Europe and the United States,
marked by anarchist and nihilist movements.
 **Late 19th Century:** Shi in poli cal thought towards popular sovereignty and
na onalism, influenced by European revolu ons.

**People and Places:**

o **GOMBURZA:** Abbrevia on for Fathers Mariano Gomez, José Burgos, and

Jacinto Zamora, three Filipino priests who were executed by Spanish authori es
in 1872.
o **Manila:** Capital city of the Philippines, a hub of poli cal, social, and
economic ac vity during the Spanish colonial period.
 o **Philippines:** Archipelago in Southeast Asia, colonized by Spain from the
16th century un l the end of the 19th century.
o **Spain:** Former colonial power that ruled the Philippines from 1565 to 1898.
o **Europe:** Con nent where Rizal pursued his studies and became exposed to
radical ideologies.
o **Feodor Jagor:** German ethnologist and naturalist whose wri ngs on the
Philippines influenced Rizal's views on colonialism and economic development.

**Documents:**

**Document 1 (Feodor Jagor's "Travels in the Philippines"):**

Discusses how increased interna onal trade in the Philippines is challenging Spanish colonial rule.
Contrasts Spanish colonial policies with those of England, highligh ng Spain's inability to benefit from its
colony. Men ons the growing influence of American elements and the presence of powerful na ons like
Russia and China in the Pacific.

**Document 2 (Rizal's Sketch Map of Spheres of Influence in the Pacific):**

*Note: There seems to be a numbering error; this should likely be Document 3.* This passage is from
Chapter 8 of "Noli Me Tangere" by Jose Rizal. It follows Ibarra as he reflects on his observa ons of
Manila, no ng its bustling streets and recalling memories of the city. Despite witnessing social and
economic dispari es, Ibarra remains commi ed to the well-being of his country.

**Document 3 (Rizal's Sketch Map of Spheres of Influence in the Pacific):**

Provides a visual representa on created by Dr. José Rizal depic ng the geopoli cal landscape of the
Pacific region during the late 19th century. Highlights territories controlled by colonial powers such as
Spain, the United States, Britain, France, Germany, and Japan. Emphasizes imperial rivalries and the
intense compe on for dominance in the Pacific.
CHAPTER 3
RIZAL'S FAMILY, CHILDHOOD, AND
EARLY EDUCATION

CONTEXTUAL PRIMER

 Jose Protacio Rizal Mercado y Alonzo Realonda was born on June 19, 1861, in Calamba,
Laguna, Philippines.
 His parents were Francisco Rizal Mercado y Alejandro and Teodora Alonza y Quintos.
 Due to a decree by Governor General Narciso Claveria, the family adopted the surname
"Rizal," derived from "Ricial," which means green fields.
 Jose was the only one to use the surname Rizal, while his siblings retained the surname
Mercado.
 The Mercado family belonged to the middle-class principalia, tracing their roots to pre-
colonial nobility.
 The principalia enjoyed privileges such as vo ng rights, eligibility for public office, and
the tle Don or Dona.
 They were tenants of Dominican estates in Calamba, leasing a hacienda and rice farm.
 Rizal's early memories are vague, but he a ributes his upbringing to shaping his habits
and character.
 He reflects on his educa on in his memoir "Memorias de Un Estudiante de Manila,"
likening it to a jar retaining the scent of its first contents.

THE RIZAL FAMIILY

Parents

 . Francisco Mercado (1818-1898) became progressive and well-to-do through dint of hard work.
He studied La n and Philosophy at the College of San Jose in Manila.
 . Teodora Alonso (1826-1911) came from a dis nguished family. She studied in Sta. Risa College
before ge ng married and later managed a business while taking care of her family. She was
imprisoned twice for flimsy reasons.
Siblings

 . Saturnina (1850-1913) became the mother of five children by Manuel, Hidalgo of Tanuan,
Batangas.
 . Paciano (1851-1930) rose to the rank of Major General in the Philippine revolu onary
army and later led the life of a farmer in Los Banos. He had two children by his common-
law wife, Severina Decena.
 . Narcisa (1852-1939) became the mother of nine children by Antonio Lopez from Morong
Rizal.
 . Olimpia (1855-1887) became the mother of three children by Silvestre Ubaldo.
 Lucia (1857-1919) was married to Mariano Herbosa who was denied Chris an burial when he
died of cholera in 1889
 . Maria (1859-1945) became the mother of five children by Daniel Faus no Cruz of Binan,
Laguna.
 . Jose (1861-1896)
 . Concepcion (1862-1865) died at an early age.
 . - Josefa (1865-1945) did not get married.
 . Trinidad (1868-1951) also remained unmarried and lived with Josefa.
 . Soledad (1870-1929) became the mother of five children by Pantaleon Quintero. She was
the classmate of Leonor Rivera.

Ancestry

 . The paternal great-great-grandfather of Rizal, Domingo Lamco, was a pure-blooded

 Chinese from Chinchew China who migrated to the Philippines and married Ines dela Rosa,
a Filipino-Chinese.
 . The maternal great-great grandfather of Rizal was Eugenio Ursua (Ochoa), a Japanese
resident of the Philippines married to a Filipina, a certain Benigna.

Claveria Decree of 1849

 Before 1849, Filipinos lacked individual surnames, causing confusion in familial rela onships and
legal ma ers.
 On November 21, 1849, Governor General Narciso Claveria issued a decree manda ng Filipinos
to adopt Spanish and indigenous surnames from the "Cotalogo Alfabe co de Apellidos" for civil
and legal purposes.
 While the decree didn't strictly require Spanish names, most people opted for them.
 This law standardized the use of surnames, ensuring consistency in naming conven ons a er
1849.
Influences in Rizal's Early Life

 Rizal's family played a crucial role in his early upbringing and educa on.
 His father provided a good educa on despite their modest means, demonstra ng thri by
building mul ple houses.
 Rizal credited his mother as his first teacher, emphasizing her importance in laying the
founda on of his educa on and shaping his character.
 He acknowledged the significance of his mother's teachings in ins lling religious faith and
simplicity in his early life.
 Like many upper or middle-class families, they employed a "yaya" or nursemaid who became a
cherished member of the family.
 Rizal fondly remembered his nursemaid, who used crea ve tac cs like invoking fears of ghosts to
encourage him to eat supper, par cularly on moonlit nights.

"Memorias de un Estudiante de Manila" was wri en by Jose Rizal under the pen name P. Jacinto
between 1878 and 1881, when he was around seventeen years old. It serves as a sort of autobiography
and is divided into several sec ons:

1. My Birth-Early Years: Focuses on his family and early upbringing.

2. My Life Away from My Parents / My Sufferings: Covers his experiences while studying in Binan.
3. From January 1871 to June 1872: Describes the period a er Binan.
4. 1873-1875: Focuses on his studies at Ateneo.
5. Two Years in College: Covers his me at the University of Santo Tomas.
6. April to December 1877: Further discusses his studies and memories of Segunda Ka gbak.
7. From January to December 1878: Provides a brief account of this period.
8. My First Reminiscence: Relates a specific incident from his past.

"Rizal's Own Story of His Life"

 "Rizal's Own Story of His Life" was published in 1918 by Aus n Craig, who compiled materials
related to Jose Rizal's wri ngs.
 The first five chapters of the book were drawn from Rizal's "Memorias."
 The book also included other materials such as Rizal's first reading lesson, childhood
impressions, the "turkey incident," accounts of his travels across America and deporta on to
Dapitan.
 Addi onally, it contained Rizal's advice to his nephew, Filipino proverbs, puzzles, Rizal's "don'ts,"
memory gems from his wri ngs, the tale of Mariang Makiling, and various pictures and sketches
related to Rizal's life and work.
Lolo Jose: An In mate and Illustrated Portrait of Jose Rizal

 Lolo Jose: An In mate and Illustrated Portrait of Jose Rizal" was published in 2008 by Rizal's
grandniece, Asuncion Lopez Bantug.
 The book offers a vivid life story of Jose Rizal, drawing from family tradi on and personal
anecdotes.
 It includes a comprehensive photo album of Rizal, showcasing various aspects of his life.
 A complete bibliography of Rizal's visual, literary, and poli cal works is provided.
 Addi onally, the book features an illustrated chronology of Rizal's life, detailing significant
events, and a genealogical chart tracing the family's lineage back to their Chinese ancestry in the
seventeenth century.

RIZAL’S PAST

 Jose Rizal grew up in a religious environment, with his parents ins lling religious prac ces from a
young age.
 At the age of three, Rizal began par cipa ng in family prayers, indica ng early exposure to
religious rituals.
 By the age of five, he started reading the family Bible in Spanish, showing an early interest in
religious texts.
 Rizal's parents, Don Francisco and Dona Teodora, were both devoutly religious.
 Don Francisco demonstrated his devo on through charitable acts, maintaining a fund for aiding
the needy.
 Dona Teodora, while equally charitable, was also me culous in managing financial affairs, likely
influenced by her early educa on in Santa Rosa, which emphasized the habit of frequent prayer.

On June 6, 1868

 On June 6, 1868, Jose Rizal embarked on a pilgrimage to An polo with his father.
 The pilgrimage was to fulfill a vow his mother made to the Virgin Mary upon his birth.
 They traveled by a heavy casco across Laguna Lake.
 Rizal found the journey both awe-inspiring and fearful, par cularly encountering a water snake
during the night.
 Witnessing the sunrise brought him joy, and he finally spoke to his father a er remaining silent
throughout the night.
 They proceeded to An polo, where Rizal experienced profound emo ons at every step along the
Pasig River.
 He felt emo onal connec ons through Cainta, Taytay, and Santa Ana, where his eldest sister
a ended La Concordia as a boarding student.
SIGNIFICANT INFLUENCE ON RIZAL

Three uncles, brothers of Dona Teodora, made a significant influence in Jose's childhood

Tio Jose Alberto who inspired him to develop his ar s c talents

Tio Manuel who encouraged him to develop his weak body through exercise, horseback riding and
wrestling, and

Tio Gregorio who encouraged him to read books.

RIZAL AS A CHILD

 As a child, Jose Rizal displayed a keen interest in sketching and sculp ng.
 At the age of six, his siblings laughed at his artwork, mocking his big head. In response, Rizal
confidently declared that one day, people would create monuments and images of him.
 This incident reflects Rizal's early awareness of his poten al significance and legacy.
 At the age of eight, Rizal wrote his first poem en tled "Sa Aking Mga Kabata" (To My Fellow
Youth), showcasing his early literary talent and crea vity.

AS RIZAL GREW OLDER

 As Jose Rizal grew older, his parents hired private tutors to provide him with educa on at home.
 His first tutor was Maestro Celes no.
 His second teacher was Maestro Lucas Padua.
 The third tutor was Leon Monroy, who happened to be a former classmate of Rizal's father.

 At the age of nine, Jose Rizal was sent to Binan for schooling, where educa on focused on the
4Rs: reading, wri ng, arithme c, and religion.
 His teacher, Jus niano Aquino Cruz, employed tradi onal teaching methods that disturbed Rizal.
 Rizal described his ini al encounter with Cruz, who ques oned him about his knowledge of
Spanish and La n.
 Rizal endured physical punishment, including bea ngs on the hand, for real or perceived
wrongdoings in class.
 Despite his academic prowess and reputa on as a "good boy," Rizal frequently faced
punishment, ridicule from classmates, and the nickname "Calambeno."
 His me in Binan lasted approximately a year and a half before he moved on to further
educa on.
Two Significant Events

First Significant Event:

 Dona Teodora, Jose Rizal's mother, was falsely accused of a emp ng to poison her brother's
wife.
 She spent two and a half years in prison due to this malicious charge.
 Rizal's uncle's wife abandoned her family, promp ng considera on of divorce before
reconcilia on.
 The wife, with a civil guard lieutenant, falsely accused her husband of poisoning and implicated
Dona Teodora.
 Mayor Antonio Vivencio del Rosario, influenced by friars, unjustly imprisoned Dona Teodora.
 Despite mistreatment and coercion, she was eventually acqui ed and vindicated with the help
of prominent lawyers.
 This unjust ordeal profoundly affected Rizal, leading him to distrust friendships and ques on the
integrity of men.

Second Significant Event:

 GOMBURZA incident: Three Filipino priests (Gomez, Burgos, Zamora) executed by garrote on
February 17, 1872, under the command of the Spanish authori es.
 Jose Rizal deeply impacted: Only eleven years old at the me, brother Paciano close to Burgos.
 Dedica on: Rizal dedicated "El Filibusterismo" to the martyred priests.
 Linked to Cavite Mu ny of 1872: Uprising of Filipino military personnel at Fort San Filipe in
Cavite.
 Suppression of seculariza on movement: Spanish authori es used incident to silence advocates
for equal treatment of Filipino clergy.
 Na onalist inspira on: Incident catalyzed na onalist movements in the Philippines, poten ally
influencing Rizal's own na onalist sen ments.

LIFE AND WORKS OF DR. JOSE RIZAL (VIDA Y ESCRITOS DE RIZAL)

 Published in 1907 by Wenceslao Retana, the first major biographical work about Jose Rizal.
 Retana ini ally opposed Rizal, wri ng against him, but later became an admirer.
 Retana, a contemporary of Rizal, served as a civil servant in the Philippines and became a
Filipinologist.
 He developed sympathy towards Rizal and the propagandists.
 "Vidas Y Escritos" includes an Epilogue wri en by Miguel de Unamuno, a renowned Spanish
author of the late 19th century.
 Unamuno, who studied at the University of Madrid around the same me as Rizal, shared similar
ideas with him.
 Unamuno hailed from the Basque region of Spain.
LIFE, LINEAGE AND LABORS OF JOSE RIZAL: PHILIPPINE PATRIOT

 "Biographical Sketch of Jose Rizal" was published in 1913 by Aus n Craig, an American historian.
 Craig arrived in Manila in 1904 as a teacher under the Bureau of Educa on.
 In 1910, he became the first Chair of the Department of History at the University of the
Philippines.
 Craig held the Rizal professorial chair at UP from 1912 to 1922 in recogni on of his books on
Rizal.
 The sketch provides an early biographical account of Rizal and was wri en in English by Craig,
contribu ng to the understanding of Rizal's life and legacy from an American perspec ve.

THE FIRST FILIPINO

 "The First Filipino: A Biography of José Rizal" was published in 1962 by Leon Ma. Guerrero.
 Guerrero, a Filipino diplomat and novelist, was one of the foremost Filipino na onalists.
 The biography is comprehensive and authorita ve, winning the First Prize in the Rizal Biography
Contest in 1961, held under the Jose Rizal Na onal Centennial Commission.
 Guerrero's transla ons of Rizal's novels are highly regarded and considered among the best.
 The biography provides valuable insights into Rizal's life and contribu ons to Philippine history
and culture, contribu ng significantly to Rizaliana literature.

RIZAL: PHILIPPINE NATIONALIST AND MARTYR

 "Rizal: Philippine Na onalist and Martyr" was published in 1968 by Aus n Coates, a Bri sh civil
servant, writer, and traveler.
 Coates introduced newer insights into the biography of Rizal, portraying him as the first
exponent of na onalism in Asia.
 According to Coates, Rizal's interest in Asia stemmed from his belief that fostering understanding
between the East and West was crucial.
 Coates' biography sheds light on Rizal's role as a na onalist and martyr, emphasizing his
significance in Philippine history and his broader impact on Asian na onalism.
CASE STUDIES

Document 1

EXCERPTS FROM "MY TRAVELS WITH DR. RIZAL"

WRITTEN BY MAXIMO VIOLA (1913)

The excerpt recalls Maximo Viola's encounters with Jose Rizal during their me in Europe around 1896. It
emphasizes Rizal's remarkable memory, fluency in mul ple languages, dedica on to studying medicine
and other subjects, and collabora ons with esteemed professors. Viola also men ons Rizal's plan to
write in French if his novel, Noli Me Tangere, didn't succeed. Despite personal hardships and poli cal
persecu on, the text offers insights into Rizal's intellectual pursuits and rela onships with mentors.

Document 2

MY FIRST REMINISCENCE

(MEMORIAS DE UN ESTUDIANTE DE MANILA)

This passage reflects on the narrator's childhood experiences and his mother's efforts to ins ll moral
lessons through storytelling. It describes how a simple fable about moths and light deeply impacts the
narrator's percep on, teaching him about obedience and consequences. Despite growing up and facing
life's challenges, the narrator retains a childlike wonder and belief in the beauty of light, symbolizing
purity and truth.

Document 3

A TRIBUTE TO MY TOWN (UN RECUERDO A MI PUEBLO) (1876)

The passage reflects on the narrator's childhood memories in a simple town near a lagoon, longing for
the return of those cherished moments. It also includes a poem en tled "Sa Aking Mga Kabata" (To My
Fellow Children) wri en in 1869, emphasizing the importance of love for one's language and country.
The footnote credits a friend named G. Beto Francisco for inspiring the poem, which was gi ed by G.
Saturnino Raselis, a teacher from Mahayhay, to Rizal in 1884.
CHAPTER 4
RIZAL AND EDUCATION

 Rizal's educa on began at the Ateneo Municipal School in Manila when he was 11 years old,
thanks to the interven on of Manuel Xerex Burgos.
 Ateneo's Catholic environment emphasized discipline and religious instruc on, with students
divided into two groups: the Roman Empire (boarders) and the Carthaginian Empire (non-
boarders).
 Rizal quickly excelled academically, becoming Emperor of his class and winning prizes for his
academic achievements.
 He was involved in extracurricular ac vi es and developed a lifelong interest in the Humani es
and the Arts.
 Despite ini al academic success, Rizal experienced disappointment and a decline in mo va on
due to cri cism from a professor.
 Rizal's voracious reading habit included works such as "Count of Monte Cristo" by Alexander
Dumas and "Travels in the Philippines" by Dr. Feodor Jagor, which greatly influenced him.
 His passion for literature and poetry was nurtured by his mother, who was also a poet, and Padre
Francisco de Paula Sanchez, a professor who inspired him to study harder and excel in wri ng.

RIZAL’S SCHOLASTIC RECORDS

Ateneo de Manila:

 Consistent excellence in various subjects from 1872 to 1877, including Arithme c, La n, Spanish,
Greek, Universal Geography, Universal History, and others.
 Graduated with a Bachelor of Arts degree with an overall excellent record.

Faculty of Medicine, University of Santo Tomas:

 Excellently performed in Chemistry, Anatomy, Physiology, and other medical subjects.

 Achieved a very good record in Medical Pathology, Surgical Pathology, and Obstetrics during the
years 1881-1882.
RIZAL STUDIES

 - Graduated from Ateneo de Manila in 1877 with a Bachelor of Arts diploma.

 - Developed rela onships with Segunda Ka gbak and Leonor Rivera a er gradua on.
 - Ini ally considered law but shi ed to Philosophy and Le ers at UST.
 - Completed a voca onal course in land surveying and assessment at Ateneo.
 - Passed the land surveying licensing exam in 1878.
 - Transi oned to studying medicine at UST but faced discrimina on in literary contests.
 - Engaged in rela onships with Leonor "Orang" Valenzuela and Leonor Rivera.
 - Le UST for Spain in 1882 due to dissa sfac on with the university environment and academic
pursuits.

RIZAL AND THE UNIVERSITY OF SANTO TOMAS by Fr. Fidel Villaroel

 Published in 1984, this work sheds light on Rizal's UST years, showcasing his academic prowess
and rapport with professors.
 Cri ques prior biographers for overlooking UST's archival records, leading to biased depic ons of
Rizal's UST experience.
 Challenges the no on of Rizal facing discrimina on at UST, ci ng his stellar academic
performance and special privileges.
 Argues that Rizal's an -friar and an -UST wri ngs reflect broader ideological shi s and Masonic
affilia ons, rather than personal grievances.
 Places Rizal's cri cisms of the Church and UST in the context of the liberalism versus Thomism
debate prevalent in Europe at the me.

Rizal' Educa on Abroad (1882-1885)

 **Published in 1984**: Provides evidence on Rizal's UST years, highligh ng good grades and
posi ve rela onships with professors.
 **Cri ques Previous Biographers**: Villaroel faults prior historians for neglec ng UST archives,
leading to biased views on Rizal's UST tenure.
 **Challenges Discrimina on Claims**: Argues against Rizal facing discrimina on at UST, ci ng
academic excellence and dual-course privilege.
 **Interprets Rizal's Wri ngs**: Views Rizal's an -friars and an -UST stance in light of broader
ideological shi s and es to freemasonry.
 **Contextualizes Cri cism**: Places Rizal's cri cism of Church and UST within the liberalism
versus Thomism conflict in Europe.-
**Important Figures, Places, and Dates**:

 **Figures**: Dr. Louis de Weckert, Dr. O o Becker

 **Places**: University of Madrid, Academia de San Fernando, France, Germany
 **Dates**: June 21, 1884 (Comple on of Licen ate in Medicine), June 19, 1885 (Obtaining
Licen ate in Philosophy and Le ers), May 1, 1882 (Departure for Spain to con nue studies)

CASE STUDIES

Document 1

In "The In mate Alliance between Religion and Educa on," wri en by Rizal in 1876, he asserts the
importance of the close rela onship between religion and educa on. Rizal believes that a solid
founda on in religion is crucial for successful educa on. He argues that only through God's teachings can
individuals a ain their full poten al. Rizal contends that educa on lacking religious grounding is
decep ve and lacks authen city.
Document 2

"Educa on Gives Luster to the Motherland," wri en by Rizal in 1876 during his fi h year at Ateneo
Municipal, underscores the rela onship between educa on and faith, advoca ng for the importance of
educa on from a young age. Rizal compares educa on to a goddess symbolizing various virtues and
asserts its role in a aining the na on's freedom.

Document 3

"Tears and Laughter" (Lanto y Risas), published in La Solidaridad on November 10, 1889, is an essay by
Rizal discussing educa on. He highlights nega ve observa ons and references his own experience
winning the first prize in the literary contest held by the Liceo Ar s co-Literario de Manila in 1880 with
his entry, "Consejo de los Dioses."

Document 4

Chapter 13 of "El Filibusterismo" is o en cited as an autobiographical account of Rizal's university

experience. It depicts the student Placido's encounter in a Physics class conducted by Padre Millon.
Placido argues with the professor a er receiving a bad mark despite being marked as absent. Rizal's
descrip on of the class, including the lack of laboratory equipment, provides insights into his
observa ons about educa onal methods.
Jose Rizal: Life, Works, and Wri ngs of a Genius, Writer,
Scien st and Na onal Hero

CHAPTER 1- Advent of A Na onal Hero

 **Birth of Jose Rizal:** Born on June 19, 1861, in Calamba, Laguna, Philippines, to Francisco
Mercado Rizal and Teodora Alonso Realonda.
 **Parents:** Francisco was a tenant-farmer and studied in Manila, while Teodora was educated
at the College of Santa Rosa and was of mixed Filipino-Chinese descent.
 **Siblings:** Rizal had ten siblings, including Saturnina, Paciano, Narcisa, Olimpia, Lucia, Maria,
Concepcion, Josefa, Trinidad, and Soledad.
 **Ancestry:** Rizal's ancestry was a mix of various races, including Negrito, Indonesian, Malay,
Chinese, Japanese, and Spanish.
 **Surname:** The family surname was originally Mercado but was later changed to Rizal by a
Spanish provincial governor. Rizal's great-great-grandfather was a Chinese immigrant who
adopted the surname Mercado.
 **Rizal Home:** The Rizal family lived in a stone house in Calamba, described as a happy and
wholesome home with a large garden and a poultry yard.
 **Family Life:** The Rizal family belonged to the principalia, living comfortably due to their hard
work and frugal living. They were strict but loving parents, with a strong emphasis on religion
and discipline.
 **Educa on:** Rizal's parents ensured their children received a good educa on, sending them
to colleges in Manila. They had a private library of over 1,000 volumes and par cipated ac vely
in social and religious affairs in their community.
 **Daily Life:** The Rizal family had a simple and contented life, with daily Mass a endance,
family prayers, and ample me for children to play.
 **Impact:** Rizal's upbringing in a nurturing and intellectually s mula ng environment
influenced his later works and ac vism, shaping him into the na onal hero of the Philippines.

CHAPTER 2 - Childhood Years in Calamba

 **Jose Rizal**: Na onal hero of the Philippines.

 **Calamba**: Rizal's hometown, where he spent a happy childhood.
 **Family**: Close bond with parents, par cularly his mother Dona Teodora.
 **Siblings**: Fond of his sister Concha, whose death at age three was his first sorrow.
 **Religion**: Raised Catholic, par cipated in family prayers, and developed a devout
faith.
 **Ar s c Talents**: Showed skill in sketching, sculp ng, and pain ng from a young age.
 **Literary Prowess**: Wrote his first poem, "Sa Aking Mga Kababata" (To My Fellow
Children), at age eight.
 **Influence of Environment**: Inspired by the natural beauty of Calamba and exposure
to Spanish abuses.
  **Influen al Figures**: Mentored by scholarly town priest Father Leoncio Lopez.
 **Pilgrimage**: Went on a pilgrimage to An polo at age six, leaving a las ng
impression.
 **Magic and Entertainment**: Developed skills in magic and puppetry, entertaining his
community.
 **Influence of Divine Providence**: Believed his des ny as a na onal hero was guided
by divine interven on.
 **Na onalist Sen ments**: Early wri ngs expressed pride in Filipino language and a
desire for freedom.
 **Overall**: Rizal's upbringing was shaped by family, religion, ar s c talents, exposure
to injus ce, and na onalist sen ments.

CHAPTER 3 - Early Educa on in Calamba and Biñan

 Figures:

o Jose Rizal: The central figure, a Filipino na onal hero, and protagonist of the narra ve.
o Dona Teodora: Rizal's mother, who served as his first teacher and played a significant
role in his early educa on.
o Paciano: Rizal's brother, who accompanied him to Binan and acted as a father figure.
o Maestro Jus niano Aquino Cruz: The teacher at the school in Binan a ended by Rizal.
o Pedro: A classmate and bully of Rizal in Binan.
o Juancho: An old painter who provided pain ng lessons to Rizal.
o Gom-Bur-Za: Refers to Fathers Mariano Gomez, Jose Burgos, and Jacinto Zamora, Filipino
priests who were martyred in 1872.
o Lamadrid: The leader of the Filipino soldiers and workers who staged the Cavite Mu ny
in 1872.
o Governor Rafael de Izquierdo: The Spanish governor responsible for the suppression of
the Cavite Mu ny and the subsequent execu on of Gom-Bur-Za.
o Jose Alberto: Dona Teodora's brother, implicated in the false accusa on of a empted
poisoning.
 Places:

o Calamba: Rizal's hometown where he received early educa on.

o Binan: The town where Rizal a ended school and received further educa on.
o Santa Cruz: The capital of Laguna Province where Dona Teodora was incarcerated.
o Manila: The capital city of the Philippines, men oned in the context of the Royal
Audiencia (Supreme Court).
 Dates:

o June 1869: Rizal leaves Calamba for Binan.

o December 17, 1870: Rizal leaves Binan a er one year and a half of schooling.
o January 20, 1872: The Cavite Mu ny takes place.
o February 17, 1872: Gom-Bur-Za is executed.
 o June 1872: Dona Teodora is unjustly arrested.

CHAPTER 4 – Scholas c Triumphs at Ateneo de Manila (1872-1877)

 **Published in 1984**: Offers documentary evidence on Rizal's UST years, highligh ng
academic success and posi ve rela onships with professors, including Dominicans.
 **Cri cism of Previous Biographers**: Villaroel faults past historians for neglec ng UST
archives, leading to biased views on Rizal's UST tenure.
 **Challenges Discrimina on Claims**: Argues against Rizal facing discrimina on at UST,
ci ng academic excellence and dual-course privilege.
 **Interprets Rizal's Wri ngs**: Views Rizal's an -friars and an -UST stance in light of
broader ideological shi s and es to freemasonry.
 **Contextualizes Cri cism**: Places Rizal's cri cism of Church and UST within Europe's
liberalism versus Thomism conflict.
 **Important Figures, Places, and Dates**:
 **Figures**: Dr. Louis de Weckert, Dr. O o Becker
 **Places**: University of Madrid, Academia de San Fernando, France, Germany
 **Dates**: June 21, 1884 (Comple on of Licen ate in Medicine), June 19, 1885
(Obtaining Licen ate in Philosophy and Le ers), May 1, 1882 (Departure for Spain to
con nue studies)

Gradua on and Personal Reflec on:

 Rizal graduates from Ateneo Municipal at 16 with top honors.

 He reflects on his achievements and seeks guidance for the future.
Extracurricular Ac vi es:
 Rizal ac vely par cipates in religious, literary, and scien fic ac vi es.
 He hones his ar s c skills in pain ng and sculpture.
Sculptural Works:
 Impresses professors with sculp ng talents, crea ng images of religious significance.
Personal Traits:
 Anecdotes highlight Rizal's resilience, forgiveness, and compassion.
Literary Pursuits:
 Rizal writes poems reflec ng personal experiences and historical events.
First Romance:
 Rizal's first roman c rela onship with Segunda Ka gbak ends due to his midity and her
engagement.
Drama c Work:
 Commissioned to write a religious drama, Rizal completes it during vaca on and receives praise.
CHAPTER 5 - Medical Studies at the University of Santo Tomas
(1877-1882)

 University of Santo Tomas (UST): Rizal's alma mater during his early educa on in the Philippines,
where he ini ally studied Philosophy and Le ers before transferring to the medical course.
Notable for its administra on by the Dominicans.
 Ateneo de Manila: Rizal's con nued loyalty to Ateneo despite a ending UST, where he
completed a voca onal course in surveying and remained involved in extracurricular ac vi es.
 Don Francisco and Doña Teodora: Rizal's parents, who had differing views on his pursuit of
higher educa on, with his mother expressing concerns about the dangers faced by educated
Filipinos.
 Dr. Pablo Ramon: Rizal's former mentor at Ateneo, to whom he reached out for advice on his
career choice.
 Vicenta Ybardolaza: A woman Rizal courted in Pakil, Laguna, known for her skill in playing the
harp.
 Leonor Rivera: Rizal's cousin from Camiling, Tarlac, with whom he engaged in a roman c
rela onship and became engaged. Their rela onship was camouflaged under the names "Taimis"
and "Jaimis."
 Spanish Lieutenant Incident: Rizal's encounter with Spanish brutality during his me in Calamba,
where he was wounded by a Guardia Civil lieutenant.
 Liceo Ar s co-Literario: Host of a literary contest where Rizal's poem "To the Filipino Youth"
won first prize, marking a significant achievement in his literary career.
 El Consejo de los Dioses: Rizal's allegorical drama that won first prize in a literary contest
commemora ng Cervantes, showcasing his literary prowess and challenging Spanish literary
conven ons.
 Companerismo: A secret society founded by Rizal at UST to combat discrimina on and hos lity
against Filipino students, demonstra ng his advocacy for equality and unity.
 Rizal's Academic Records at UST: Detailed records of Rizal's academic performance at UST,
highligh ng his struggles and achievements in various subjects.
 Decision to Study Abroad: Rizal's pivotal decision to pursue further studies in Spain due to the
oppressive atmosphere and limited opportuni es in the Philippines, despite poten al
disapproval from family and authori es.
CHAPTER 5 - RIZAL IN OTHER LANDS
First Travel Abroad: Educa on

 **Departure to Europe**: May 1, 1882

o **Influenced by Brother Paciano**
o **Family's Reac on**: Grief, especially father's distress
 **Journey to Europe**:
o **Ship**: Salvadora
o **Stopovers**: Singapore (May 9), Naples (June 11), Marseilles
o **Observa ons**:
 Overheard Spaniards speaking ill of Philippines
 Admired modernity of Singapore
 Felt unrecognized as a Filipino
 **Arrival in Spain**: Barcelona, June 16, 1882
o **Impression of Barcelona**: Ini al disappointment with city's appearance
o **First Diary Entry**: Expresses conflicted emo ons about leaving
homeland

Rizal’s Travel

 **1882**:
- **May**: Manila - Singapore - Point Galle Ceylon - Suez Canal
- **June**: Naples - Marseilles - Barcelona
- **August**: Madrid
 **1883**:
- **June**: Paris
- **September**: Madrid
 **1884**:
- **January-December**: Madrid
 **1885**:
- **January-October**: Madrid
- **November**: Paris
 **1886**:
- **February**: Heidelberg
- **August**: Leipzig
- **December**: Berlin
 **1887**:
- **January-April**: Berlin
- **May**: Tour - Leimeritz, Prague, Vienna, Munich, Ulm, Stu gart, Baden, Rheinfall,
Switzerland
- **June**: Rome
- **July**: Saigon
- **August**: Manila
  **1888**:
- **February**: Manila - Hong Kong - Macao - Japan
- **April**: United States
- **May**: London
- **September**: Paris
- **December**: Madrid - London

 **1889**:
- **January-March**: London
- **March**: Paris

 **1890**:
- **January**: Brussels
- **August**: Madrid

 **1891**:
- **March**: Biarritz
- **April**: Paris - Brussels
- **July**: Ghent
- **October**: Hong Kong

 **1892**:
- **January-March**: Hong Kong - North Borneo
- **June**: Manila – Dapitan

OTHER INFO:

 **1882 (Barcelona, Madrid)**:

o Key Events: Rizal wrote "Love of Country," expressing patrio sm; moved to Madrid to
study.
o Key Figures: Rizal, Don Pablo Or ga, Consuelo Or ga
o Key Places: Barcelona, Madrid
o Dates: 1882
 **1884 (Madrid)**:
o Key Events: Rizal faced cri cism for his speeches; showed affec on for Consuelo Or ga.
o Key Figures: Rizal, Consuelo Or ga
o Key Places: Madrid
o Dates: 1884
  **1884-1885 (Madrid)**:
o Key Events: Rizal's family worried about his reputa on and their family's standing due to
his ac ons in Madrid.
o Key Figures: Rizal, Rizal's family
o Key Places: Madrid
o Dates: 1884-1885
 **1888 (Madrid)**:
o Key Events: Juan Luna and Felix Resurreccion Hidalgo's victories in Madrid Exposi on
boosted Filipino pride.
o Key Figures: Juan Luna, Felix Resurreccion Hidalgo
o Key Places: Madrid
o Dates: 1888
 **1890 (Madrid)**:
o Key Events: Rizal joined the Masonic lodge Acacia in Madrid, later becoming a Master
Mason at Solidaridad Lodge.
o Key Figures: Rizal
o Key Places: Madrid
o Dates: 1890
 **1891 (Madrid)**:
o Key Events: Rizal affiliated with a lodge under Grand Orient of France; delivered a lecture
tled "La Masoneria."
o Key Figures: Rizal, Ferdinand Blumentri
o Key Places: Madrid
o Dates: 1891
 **Paris and Germany**:
o Key Events: Rizal pursued specializa on in ophthalmology; formed friendships with
Maximo Viola, Juan Luna, Felix Hidalgo, and Ferdinand Blumentri .
o Key Figures: Rizal, Maximo Viola, Juan Luna, Felix Hidalgo, Ferdinand Blumentri
o Key Places: Paris, Heidelberg, Dresden, Berlin
o Dates: 1882-1891

FYI:

o **Rizal-Blumentri Correspondence**:
 Key Events: Rizal and Blumentri maintained a deep friendship, discussing
serious ma ers such as poli cs, history, and colonialism.
 Key Figures: Jose Rizal, Ferdinand Blumentri
 Dates: Throughout Rizal's stay in Europe (1882-1892)
o **1883**:
 Key Events: Rizal shared incidents of poli cal injus ce in the Philippines with
Blumentri , discussed the need for an impar al history of the country.
 Key Figures: Jose Rizal, Ferdinand Blumentri , Mr. Barrantes
 Dates: 1883
 o **Publica on of "Noli Me Tangere"**:
 Key Events: Rizal completed his first novel, "Noli Me Tangere," and sent a copy to
Blumentri . The novel was banned in the Philippines but smuggled copies
circulated.
 Key Figures: Jose Rizal, Maximo Viola
 Dates: March 1887

o **Decision to Return to the Philippines**:

 Key Events: A er five years in Europe, Rizal decided to return to the Philippines,
expressing his desire to be with his family and help them financially.
 Key Figures: Jose Rizal, Paciano Rizal
 Dates: 1892

Second Travel Abroad: Propaganda

 **Rizal's Return and Overseas Travels**:
o **Return to Manila**: August 5, 1887 - June 26, 1892
 Arrived in Manila amidst fame and faced inquiries about "Noli Me Tangere".
 Addressed Calamba agrarian issues and family ma ers.
 Traveled to Hong Kong, Japan, the United States, England, and North Borneo.
 **1888**:
o **February**: Sailed for Hong Kong, then visited Macao and Japan.
o **April**: Arrived in the United States, cri cizing discrimina on and lack of civil
liber es.
o **June**: Departed for London, studied Philippine history at the Bri sh Museum.
 **London Interlude**:
o Stayed with the Becke family, proposed Los Indios Bravos organiza on.
 **Associa on with La Solidaridad**:
o Elected honorary chairperson, contributed to La Solidaridad journal.
 **Paris and Brussels**:
o Completed "El Filibusterismo," faced personal turmoil.
o Brief romance in Brussels, le due to religious differences.
 **Rela onship with Nelly Boustead**:
o Hindered by religious differences, remained close.
 **Key Figures**:
o **Jose Rizal**:
o **Emilio Terrero**:
 Governor-General of the Philippines who summoned Rizal upon his return to
Manila.
o **Nelly Boustead**:
 Anglo-Filipina woman who shared a close rela onship with Rizal in London.
o **Antonio Luna**:
 Filipino na onalist and friend of Rizal who almost dueled him over remarks
made about Nelly Boustead.
o **Dr. Marques**:
 Friend entrusted with sealed le ers by Rizal, to be opened a er his death.
o **Dr. Reinhold Rost**:
 Introduced Rizal to the Bri sh Museum in London, where he studied Philippine
history.
o **Mariano Ponce**:
 Filipino na onalist who organized La Solidaridad journal in Barcelona.
o **Pablo Rianzares**:
 Co-founder of La Solidaridad journal in Barcelona.
o **Suzanne Jacoby**:
 Woman Rizal stayed with in Brussels, with whom he had a brief roman c
involvement.
o ** William Burgess Pryer**:
 Manager of the Bri sh North Borneo Company who invited Rizal to visit North
Borneo.
o **Mr. Becke **:
 Hosted Rizal during his stay in London.
o **Maximo Viola**:
 Friend who financially supported the publica on of Rizal's novel "Noli Me
Tangere."
o **Gertrude Becke **:
 Eldest daughter of the Becke family, with whom Rizal had a brief flirta on in
London.
o **La Solidaridad Community**:
 Group of Filipino expatriates overseas advoca ng for reforms in the Philippines,
with Rizal as an honorary chairperson.
CASE STUDIES
Document 1 - EXCERPTS FROM RIZAL'S TRAVEL DIARIES AND LETTERS
**Excerpts from Rizal's Travel Diaries and Le ers**:

 May 3, 1882:
- Reflec ng on leaving his homeland, Rizal ponders the uncertainty of his return and the
love he's leaving behind.
 May 8, 1882:
- Despite doubts, Rizal observes bi erness among fellow Filipinos abroad and a longing
for home.
 May 18, 1882:
- Finding solace in the beauty of the night sky and the calm sea during his voyage.
 June 7, 1882:
- Reflec ng on his loneliness in Marseille and the misconcep ons Europeans have about
Filipinos.
 June 11, 1882:
- Expressing a longing for the Philippines while discussing na ve lands with Dutch
acquaintances.
 June 15, 1882:
- Sharing mutual sen ments with acquaintances about love for their respec ve na ve
lands.
 January 29, 1883:
- No ng misconcep ons about the Philippines in Spain and the ignorance of many
regarding its ownership.
 May 2, 1883:
- Reflec ng on the passage of me since leaving home and finding solace in keeping a
diary.
 March 31, 1884:
- Contempla ng past memories and feeling a vague melancholy about his homeland.
 August 9, 1886:
- Drawing comparisons between the landscapes of Germany and the Philippines.
 February 13, 1888:
- Expressing horror at the sight of religious monuments in Manila upon his return.
 March 1, 1888:
- Comparing the grandeur of Tokyo to the beauty of Manila.
 May 12, 1888:
- Marveling at the magnificence of Niagara Falls and comparing the scenery to that of the
Pasig River and the Hudson.
-

These excerpts offer insights into Rizal's thoughts, emo ons, and observa ons during his travels,
highligh ng his deep connec on to his homeland and the impact of his experiences abroad.
Document 2 – RIZAL'S IMPRESSIONS OF MADRID (LETTER TO DR. F. BLUMENTRITT)
In his le er to Dr. F. Blumentri , Rizal shares his observa ons of Madrid. He depicts Madrid as a vibrant
city blending European sophis ca on with Eastern customs. He warns foreigners of poten al pi alls and
praises the middle class for its educa on and republican sen ments. Rizal also discusses the divisions
within the aristocracy. Overall, he provides a nuanced view of Madrid society.

Document 3 – Photo of Rizal

Document 4 - EXCERPTS FROM PACIANO'S LETTERS TO RIZAL
Paciano advises Rizal to study in Madrid for guidance from fellow Filipinos and suggests involvement in
the military if war breaks out. He discourages Rizal from returning home prematurely and cri ques his
transla on of William Tell. Rizal's poems "To the Flowers of Heidelberg" and "Song of the Traveler"
reflect themes of longing and displacement.
CHAPTER 6 - RIZAL AND THE PROPAGANDA MOVEMENT
The Nature of the Propaganda Movement

The Propaganda Movement, also known as the reform movement, was a crucial period in Philippine
history where Filipinos advocated for significant changes. They aimed to a ain rights and opportuni es
equal to those enjoyed by mainland Spaniards. Through wri ng, clubs, and events, they sought to raise
awareness and pressure the Spanish government for poli cal and economic reforms. Despite Filipino
loyalty, the country faced limited educa on, poverty, and social inequality. The movement began in the
late 18th century, led by cultured individuals from the creole class, who were influenced by
Enlightenment ideas. Their efforts laid the groundwork for later genera ons, including Jose Rizal.

The Early Reformists

In the late 18th century, early reformists in the Philippines, led by figures like Luis Rodriguez Varela,
sought equality and be er living condi ons, challenging friars' dominance. Varela's ac vism began in the
late 1790s, advoca ng for reforms and improved educa on. Other key figures included Pedro Pelaez and
Padre Jose Burgos, who con nued the fight for na ve clergy rights and seculariza on of parishes.
Burgos's ac vism peaked in the 1860s and 1870s, facing opposi on from Spanish authori es and friars.
The movement's epicenter shi ed from the Philippines to Spain, where Filipino priests fought for
reforms. In 1872, Burgos was implicated in a rebellion and executed, but his legacy inspired future
na onalists.

o Key Figures:
 Luis Rodriguez Varela
 Pedro Pelaez
 Padre Jose Burgos
o Dates:
 Late 18th century: Beginning of reformist movements
 Late 1790s: Luis Rodriguez Varela's ac vism starts
 1862: Pedro Pelaez becomes an ecclesias cal governor
 1860s-1870s: Padre Jose Burgos's peak ac vism
 1872: Burgos implicated in rebellion and executed
o Places:
 Philippines: Epicenter of early reformist movements
 Spain: Shi of movement from Philippines to Spain, where Filipino priests fought
for reforms
Rizal and the Propaganda Movement

 **Tragic Catalyst:**
o Cavite Mu ny of 1872, pivotal event in Rizal's life
o GOMBURZA martyrdom deeply impacted Rizal's views
 **Rizal's Propaganda Phase:**
o Periodized between his two European trips
o Transi on from assimila onist stance to separa st poli cs
o Dedica on of "Fili" to memory of GOMBURZA
 **Rizal's Ac vi es:**
o Wri ng in various periodicals and newspapers in Spain
o Defending Filipinos and ar cula ng na onalist ideas
o Corresponding with fellow propagandists
o Advoca ng for reforms in the Philippines
 **Preceding Reformists:**
o Pedro Paterno, the Regidores, the Pardo de Taveras, Sanciangco, Lopez-Jaena, Govantes
o Campaigning for economic and poli cal reforms in Spain
o Less daring in cri cizing friars compared to later na onalists
 **Forma on of La Solidaridad:**
o Founded by Rizal, Evaristo Aguirre, Julio LLorente, Marcelo H. Del Pilar, Antonio Luna,
Mariano Ponce, and others
o Became main propaganda mouthpiece for Filipino reformists
o Divergent views among members regarding methods and goals for reform
 **Tensions Among Propagandists:**
o Social and racial divisions reflected in differing reformist approaches
o Creoles and mes zos favoring conserva ve reforms and assimila on
o Younger na onalists advoca ng for more radical and na onalist agendas
o Disagreements led to tension and division within the Filipino community in Spain

Rizal, Del Pilar and Blumentri

o **Rizal and Del Pilar:**

 Ardent na onalists envisioning Philippine libera on
 Fervent journalists using their pens as weapons against enemies
 Unified in outlook for Philippines, differing in leadership style and strategy
o **Del Pilar's Ac vi es:**
 Sponsored to Spain by Comite de Propaganda in 1888
 Focused on weakening friars' poli cal hold and campaigning for reforms
 Edited La Solidaridad in Barcelona and Madrid un l its demise in 1895
 Recognized as leader of Filipino colony in Spain
o **Rizal's Involvement:**
 Engaged in annota ng De Morga's Sucesos and comple ng his second novel
 Wrote for La Solidaridad under Del Pilar's leadership
 Joined Del Pilar in Madrid, bringing the "twin towers" of the movement together
 o **Elec on of President and Movement's Demise:**
 Rizal won divisive elec on but abdicated presidency in protest
 Internal splintering and delayed funding led to demise of La Solidaridad and
movement
o **Role of Ferdinand Blumentri :**
 Austrian scholar and friend of Rizal
 Admired Rizal's talents and introduced him to German scholarly circle
 Collaborated in Filipino libera on struggle, defending against racist ar cles
 Wrote prologue for Rizal's edi on of Sucesos and El Filibusterismo

Rizal as Journalist-Novelist

o **Rizal's Early Ac vism (Late 19th Century):**

 Rizal's wri ngs from Barcelona: late 1880s
 "El Amor Patrio": Wri en for Diariong Tagalog
 Circulo Hispano-Filipino: Ac ve in Madrid

o **Rizal's Ar cles in La Solidaridad:**

 "The Filipino Farmers" (March 25, 1889)
 "To La Defensa" (April 30, 1889)
 "Travels" (May 15, 1889)
 "The Truth for All" (May 31, 1889)
 "Vicente Barrantes' Tagalog Theatre" (June 15, 1889)
 "Defense of the Noli" (June 18, 1889)
 "New Facts/New Truths" (July 31, 1889)
 "A Desecra on/A Profana on" (July 31, 1889)
 "Cruelty" (August 15, 1889)
 "Differences" (September 15, 1889)
 "Inconsequences" (November 30, 1889)
 "Tears and Laughter" (November 30, 1889)
 "The Philippines within One Hundred Years" (September 30, October 31,
December 15, 1889; February 15, 1890)
 "Ingra tude" (January 15, 1890)
 "On The New Orthography of the Tagalog Language" (April 15, 1890)
 "The Indolence of the Filipinos" (July 15 - September 1, 1890)
 Other ar cles: "To Country" (November 15, 1889), "Without Name" (February
28, 1890), "Things about the Philippines" (April 30, 1890)
o **Rizal's Role in Reformist Community:**
 Banquet Speech (1890): Highlighted Luna and Hidalgo as symbols of Spanish-
Philippine glory
 Warned of poten al consequences if unity between Spaniards and Filipinos
wasn't achieved
 Rizal's presence in Spain coincided with La Solidaridad's ac vity
 o **Impact of Rizal's Works:**
 Raised awareness of Filipino issues both locally and abroad
 Challenged colonial oppression and advocated for reforms through various
pla orms, including La Solidaridad

CASE STUDIES
Document 1 - BRINDIS SPEECH OF JOSE RIZAL - THE TOAST IN RESTAURANTE INGLES, MADRID (1884)

Certainly. In his speech, Rizal celebrates the ar s c achievements of Luna and Félix Resurrección
Hidalgo., highligh ng their significance in uni ng Spain and the Philippines. He emphasizes the shared
cultural heritage between the two na ons and calls for mutual coopera on and understanding. Rizal
advocates for reforms and unity, emphasizing the importance of art in expressing social and poli cal
sen ments. Overall, his speech promotes harmony and progress between Spain and the Philippines
through the lens of ar s c achievement.

Document 2 - RIZAL'S SPEECH DELIVERED AT THE CAFE HABANERO (1891)

José Rizal recounts the evolu on of the Filipino community in Madrid from 1882 to 1885. It highlights
the shi towards unity and patrio sm among Filipino youth, exemplified by events like celebra ng Juan
Luna's success with the Spoliarium pain ng. The narra ve emphasizes the importance of collec ve
ac on and na onal pride among Filipinos abroad during this period.

Document 3 - THE TRUTH FOR ALL (LA VERDAD PARA TODOS)(1889)

The ar cle cri cizes Filipino towns, saying they're bad and incompetent because of a few people. It talks
about power struggles in towns, with one group teaming up with church leaders for power. Many town
leaders are corrupt and do bad things, but some people try to make things be er. Overall, the ar cle
shows how some Filipino towns have problems with bad leadership and unfairness.

Document 4 - RIZAL - DEL PILAR CORRESPONDENCE

(OCTOBER 18, 1891 - MAY 23, 1892 - JUNE 15, 1892 - JULY 20, 1892)

Rizal's le ers to del Pilar in 1891 and 1892 address their strained rela onship and poli cal tensions. Rizal
acknowledges del Pilar's ambi ons but expresses disappointment in his opposi on. He emphasizes the
need for unity and hints at withdrawing from poli cs. Del Pilar denies involvement in an ar cle a acking
Rizal, a ribu ng it to broader poli cal conflicts. He reaffirms his commitment to unity and coopera on.
These le ers underscore the challenges of leadership and collabora on in the Filipino na onalist
movement.
CHAPTER 7 - RIZAL'S EXILE, TRIAL AND DEATH
The Hongkong Sojourn
(Rizal's Stay in Hong Kong and Revolu onary Plans:)

 **Arrival in Hong Kong**: November 20, 1891

o Hong Kong served as a refuge for Filipinos fleeing Spanish persecu on,
including Rizal.
o Rizal prac ced medicine and supported his family, who reunited with him
except for his detained mother.
 **Disillusionment with Spain and Revolu onary Plans**:
o Rizal lost faith in the propaganda movement led by Del Pilar in Madrid.
o Mulling over a revolu on as an alterna ve to the worsening situa on in
the Philippines.
o Proposed a new revolu onary organiza on, La Liga Filipina, dis nct from
La Solidaridad, garnering support from colleagues.
 **La Liga Filipina**:
o Rizal dra ed its cons tu on and planned for its establishment upon his
return to Manila.
o Unlike La Solidaridad, it aimed for more direct ac on to address
Philippine issues.
 **Plans for Coloniza on in Borneo**:
o Rizal aimed to se le dispossessed Calamba residents in Borneo.
o Submi ed a dra treaty with the government of Borneo for coloniza on.
o Nego ated with the English government in Sandacan, Borneo in April
1892, but the project did not materialize due to lack of support from Gov.
Gen. Despujol.
Rizal and La Liga
(Blumentri 's Counsel and Rizal's Revolu onary Plans:)

 **Ferdinand Blumentri 's Warning**:

o Advised Rizal against engaging in revolu on without assurance of success.
o Cited examples like Italy, Hungary, and Poland where revolu ons failed
without outside support.
 **Rizal's Strategy**:
o Opted for peaceful means ini ally to allow Spain me to reconsider its
policies.
o Hoped Spain would realize the fu lity of resis ng Filipino enlightenment
and progress.
  **La Liga Filipina**:
o Formed as a revolu onary organiza on disguised as a civic group,
emphasizing unity, educa on, and defense against injus ce.
o Aimed to unite Filipinos and encourage commerce and industry,
ul mately paving the way for independence.
 **Governor Despujol's Trap**:
o Despite Rizal's plea for pardon, Despujol found an -friar leaflets in the
baggage of Rizal's sister, leading to Rizal's deten on and later banishment
to Dapitan.
 **Exile in Dapitan**:
o Rizal refrained from poli cal involvement during his exile, focusing on
personal pursuits.
o Paid the price of his audaci es with his life, despite his disengagement
from poli cs during his exile.

Exile in Dapitan
**Rizal's Exile in Dapitan**: Dapitan in Mindanao on July 17, 1892

 **Accommoda ons in Zamboanga**:

o Rizal reluctantly stayed in Zamboanga un l August 1896 under close
surveillance by Governor Carnicero, the military governor.
o Engaged in farming, fishing, poultry raising, and construc on ac vi es
while repor ng regularly to Carnicero.
 **Contribu ons to the Community**:
o Established his own house, built dikes, a ended to medical du es, and
educated local youth in a special school.
o Energized the town with his crea vity and endeavors to improve living
condi ons.
 **Empowering the People**:
o Formed a coopera ve to unite and empower Dapitan farmers.
o Established a commercial company to teach locals about trade and
independence from Chinese exploita on.
 **Struggles and Successes**:
o Faced challenges in dealing with local governance biased towards Chinese
interests.
o Despite obstacles, the coopera ve and commercial ventures thrived,
providing a sense of progress and autonomy for the locals.
FOR YOUR INFORMATION (MOVIE: RIZAL SA DAPITAN)
**Important Informa on:**

 **Exile in Dapitan:** Rizal's exile in Dapitan occurred from 1892 to 1896.

 **Ac vi es in Dapitan:** Rizal immediately adapted to life in Dapitan, offering
free educa on to young boys, rendering medical services, and organizing
economic enterprises and infrastructure projects.
 **Visitors in Dapitan:** Visitors to Rizal in Dapitan included his mother and
sisters, his Jesuit mentor, an impostor sent to gather evidence against him, and
Pio Valenzuela who discussed the revolu on with him.
 **Love Affair with Josephine Bracken:** Rizal fell in love with Josephine
Bracken, who brought her stepfather to him. They decided to marry but were
refused a Church wedding due to poli cal reasons. They se led for a common-
law marriage and had a s llborn son named Francisco.
 **Epilogue:** Rizal's me in Dapitan ended with locals mourning his departure.
An epilogue explains his plan to work in Cuba, his subsequent arrest, and
execu on due to his involvement in the Philippine Revolu on.
**Important Figures:**

 **Josephine Bracken:** Rizal's love interest and eventual common-law wife

during his exile in Dapitan.
 **Pio Valenzuela:** A visitor who discussed the revolu on with Rizal during his
me in Dapitan.
 **Father Francisco Sanchez:** Rizal's favorite teacher from Ateneo sent to
Dapitan to persuade him to re-convert to Catholicism.
 **Father Pastells:** Superior of the Jesuit mission who engaged in philosophical
and religious discussions with Rizal during his exile.
 **Pablo Mercado:** An impostor claiming to be Rizal's rela ve who was later
revealed to be a paid emissary of the Recollects.
JOSEPHINE BRACKEN - Some me in 1961, the Jose Rizal Na onal Centennial Commission
published Rizal's le ers to his friends and rela ves. Included among these le ers was one
wri en by Josephine in 1897 which gave a brief descrip on of her life. In the le er it appears
that a marriage took place between Josephine Bracken and Jose Rizal before his execu on.
Many ques ons, however were raised about the authen city of the alleged le er by Josephine
Bracken.
Discrip on (sic) of My Life 22nd February 1897 Monday
**Important Informa on:**

 **Josephine Bracken's Background:** Josephine Bracken was born in Hong Kong

on August 9, 1876, to James Bracken and Elizabeth Jane MacBride. Her mother
died shortly a er giving birth to her, and she was adopted by Mr. and Mrs. Taufer.
 **Life with the Taufers:** Josephine faced various troubles during her me with
the Taufers, including the death of Mrs. Taufer and Mr. Taufer's subsequent
marriages.
 **Mee ng Dr. Jose Rizal:** Josephine met Dr. Jose Rizal in Dapitan in September
1894, seeking treatment for Mr. Taufer's eye problems. Over me, she developed
affec on for Rizal, but Mr. Taufer objected to their marriage.
 **Marriage to Dr. Jose Rizal:** Despite Mr. Taufer's objec ons, Josephine and
Rizal lived together for a year in Dapitan. They planned to marry, but Josephine
decided to wait un l Rizal gained his freedom, fearing separa on.
 **Rizal's Execu on:** Rizal le Dapitan for Cuba in July 1896 but was brought
back and executed by the Spanish authori es on December 30, 1896. Before his
execu on, Rizal married Josephine at 5 o'clock in the morning.
 **Life A er Rizal's Death:** Josephine stayed with the Ka puneros un l May
1897, moving to various loca ons before returning to Hong Kong. She married
Vicente Abad in December 1898 and had a daughter named Dolores. Josephine
died on March 15, 1902, in Hong Kong, a er contrac ng tuberculosis.
**Important Figures:**

 **Dr. Jose Rizal:** Filipino na onalist and writer, executed by the Spanish
authori es in December 1896.
 **Mr. Taufer:** Josephine Bracken's guardian, who objected to her marriage
with Rizal.
 **Venancio Cueto:** A Ka punan leader who assisted Josephine a er Rizal's
execu on.
 **Vicente Abad:** Josephine's second husband, whom she married in
December 1898 in Hong Kong.
 **Dolores Abad:** Josephine's daughter with Vicente Abad.
The Revolu onary Trap
**Important Informa on:**

o **Forma on of the Ka punan:** The Kataas-taasang, Kagalanggalangang

Ka punan ng mga Anak ng Bayan (KKK), or Ka punan for short, was founded on
the day Rizal was deported to Dapitan, with Andres Bonifacio as its leader. It
aimed to replace Rizal's La Liga and secure independence through armed force.
o **Recruitment and Growth:** Ini ally slow, the Ka punan's membership
increased phenomenally by 1896, extending to provinces surrounding Manila.
However, Bonifacio and top leaders became alarmed by growing suspicions from
the government and friars, promp ng concerns about readiness for revolu on.
o **Mee ng with Rizal:** Dr. Pio Valenzuela was sent by Bonifacio to seek Rizal's
counsel on revolu on. In July 1896, Rizal advised against revolu on, deeming it
premature and bound to fail. He emphasized the need for organiza on, planning,
and support from the Filipino elite.
o **Rizal's A empt to Leave Exile:** A year before the outbreak of revolu on,
Rizal applied to serve as a physician in Cuba, seeking to free himself from exile.
His applica on was approved on July 30, 1896, but he missed the ship to Spain by
a day.
o **Return to Manila:** Rizal, detained but not as a prisoner, witnessed the
unfolding events of the Ka punan's discovery and the outbreak of revolu on in
August. He was brought back to Manila two months later to face trial for
allegedly inspiring the revolu on.

**Important Figures:**

o **Andres Bonifacio:** Leader and founder of the Ka punan.

o **Dr. Pio Valenzuela:** Sent by Bonifacio to seek Rizal's counsel on
revolu on.
o **Governor-General Blanco:** Received Rizal's applica on to serve as a
physician in Cuba.
o **Antonio Luna:** Rizal suggested invi ng Luna to join in organizing for
revolu on.
Arrest, Trial and Execu on
**Important Informa on:**

o **Trial and Execu on of Rizal:** Rizal's trial progressed rapidly, with him being
indicted on December 3, 1896, and sentenced to death on December 26, 1896.
He was executed by firing squad on December 30, 1896, at the field of
Bagumbayan (Luneta).
o **Role of the Ka punan:** Rizal was accused of rebellion through illegal
associa on with the Ka punan, although it seemed implausible given his exile in
Dapitan under ght surveillance prior to the outbreak of the revolu on.
o **Manipula on of Trial:** The trial was manipulated by the authori es to
ensure Rizal's convic on, with the aim of swi ly me ng out jus ce for Spain and
preserving its colonial interests. Evidences against Rizal were largely irrelevant
and failed to establish his connec on to the Ka punan or the rebellion.
o **Sentence and Confisca on of Assets:** Rizal was sentenced to death, and his
assets were confiscated to indemnify the government for damages resul ng from
the alleged crime of insurrec on. This confisca on began before his death and
con nued a er, reflec ng a presump on of guilt before innocence.
**Important Figures:**
o **Rizal:** Accused and convicted of rebellion and sentenced to death.
o **Camilo de Polavieja:** Appointed as the new Governor-General,
replacing Ramon Blanco, and played a key role in sealing Rizal's fate.
o **Taviel de Andrade:** Rizal's defense lawyer, who argued against his
death sentence but ul mately failed to prevent it.
o **Josephine Bracken:** Present at Rizal's trial, accompanying him, but
no family members a ended.
FOR YOUR INFORMATION
In "Rizal and the Underside of Philippine History," Lleto challenges the tradi onal narra ve of
the revolu on as a straigh orward path to independence. He explores how the idea of
separa on from Spain was conceived, the implica ons of shi ing power from the church to the
na on-state, and the constraints posed by U.S. interven on. This perspec ve offers a nuanced
understanding of the complexi es surrounding Philippine independence.
"The Trial of Rizal" by Horacio de la Costa, SJ, ini ally published in 1961, presents Retana's
transcrip ons of the original official documents from Rizal's trial. Retana acquired authoriza on
in 1905 to describe these trial documents sourced from the Segovia archives in Spain. The book
includes the Spanish text alongside an English transla on for accessibility.
CASE STUDIES
Document 1 –
The excerpt is from the Cons tu on of the Liga Filipina, a na onalist organiza on founded by
Jose Rizal in 1892.

Purpose:
Unite the Philippines, provide mutual protec on, defend against injus ce, promote educa on,
agriculture, and commerce, and implement reforms.
Organiza on:
Three levels of councils:

 popular,
 provincial, and
 supreme.
Each council has specific roles and responsibili es, overseen by the Supreme Council.
Du es of Members:

 Pay dues, obey orders,

 maintain secrecy,
 provide assistance,
 and give preferen al treatment to fellow members.
Rights of Members:

 Receive aid,
 request support in business or profession,
 seek assistance in trouble,
 access funds for ventures,
 receive discounts, and
 right to defense.
General Provisions:

 Admission requires endorsement,

 term limits for officials,
 elec on process,
 communica on protocols,
 decision-making procedures,
 and commitment to reorganize in crises.
Document 2 - EXCERPTS FROM BY-LAWS OF THE ASSOCIATION OF DAPITAN FARMERS (1895)
Purposes:

 Improve farm products and find be er markets.

 Collect funds to assist producers and workers.
 Establish a store for members to buy goods at fair prices.
Members:

 Industrial partners handle goods and opera ons.

 Shareholders deposit a minimum of fi y pesos.
Management:

 Director elected annually, can be replaced if necessary.

 Director receives 5% of net earnings and losses, manages opera ons and mee ngs.
 Cashier-Accountant appointed temporarily, receives monthly honorarium, responsible for
finances and transac ons.
Du es of Industrial Members:

 Follow director's orders, en tled to share of funds.

 Pay interest on overdue accounts, transfer proper es for large debts.
 A end mee ngs or face fines.
Par on of Profits and Losses:

 Profits and losses divided equally between shareholders and industrial members.
 Shareholders' share based on number of shares; industrial members' share based on
goods bought.
Monthly Expenses:

 Includes salaries, patent fees, loading/unloading costs.

Document 3 - TWO LETTERS WRITTEN BY RIZAL BEFORE COMING BACK TO THE PHILIPPINES
(HONGKONG, JUNE 20, 1892)
These le ers express the sen ments and resolve of an individual, likely José Rizal, a Filipino
na onalist and revolu onary figure. He speaks of his unwavering commitment to his country and
his willingness to sacrifice his life for its freedom and jus ce. Despite facing opposi on and
danger, he remains steadfast in his convic ons and expresses love for his family and fellow
Filipinos. These le ers serve as a testament to his courage and dedica on to the cause of his
homeland.

Document 4 - CORREPONDENCES RELATED TO RIZAL'S TRIP TO CUBA

These excerpts from le ers shed light on the Rizal case and his interac ons with various
individuals. Antonio Regidor discusses strategies to secure Rizal's freedom, emphasizing
diploma c approaches over monetary incen ves. Rizal himself discusses his plans to contribute
to medical efforts in Cuba, despite facing obstacles and suspicion from authori es. However, he
ul mately expresses disbelief and outrage at being sent to prison despite his innocence, revealing
the injus ces he faced.
Document 5 - RIZAL'S MANIFESTO (1896)
These texts show Jose Rizal's efforts to distance himself from the armed revolt and clarify his
stance to the inves ga ng judge and his fellow Filipinos. In his le er to the inves ga ng judge,
Rizal seeks permission to disapprove of the use of his name in the uprising, emphasizing his desire
to prevent further disturbances without influencing his legal case. In his manifesto to certain
Filipinos, Rizal vehemently condemns the rebellion, asser ng that he opposed it from the
beginning and offered his services to quench it. He calls for the return of the misled and expresses
his sorrow over the decep on.
Document 6 - ADDITIONS TO MY DEFENSE (REAL FUERZA DE SANTIAGO, DECEMBER 26, 1896)
Rizal refutes accusa ons of involvement in the rebellion by presen ng several key points:
1. He asserts that he had no poli cal engagement since 1892 un l being informed of the uprising
in 1896.
2. Rizal denies correspondence with rebels, ci ng the need to send a messenger under an
assumed name to inform him.
3. He highlights his immediate compliance with orders to embark for Cuba as evidence of his
innocence.
4. Rizal men ons his peaceful ac vi es in Dapitan, like excursions and building a hospital, as proof
of his non-involvement.
5. He ques ons claims of being the rebellion's leader, emphasizing his lack of involvement in
planning.
6. Regarding the Liga, Rizal explains its benign objec ves and its quick dissolu on, refu ng any
connec on to rebellion.
7. He asks the Council to consider the circumstances of his le ers, possibly influenced by personal
grievances.
8. Rizal states his resigna on to deporta on was not out of guilt but due to his reasons.
9. He urges the Council to confront him with his accusers and hopes his arguments dispel the
accusa ons.