Joshua K.

Futalan BSME III GE 9 – Life and Works of Rizal (Section Y)

ASSIGNMENT:
1. Why is frailocracy an issue of secularization movement?
- Filipino propagandists and reformists demanded the friars' eviction from the Philippines
because of their systematic exploitation of and interference in the political, economic, and social
lives of the populace. Thus, the opposing principle of separation of church and state became one
of the constitutional tenets that endured the Malolos Congress, which met on September 15,
1898, in order to draft a constitution for the First Philippine Republic. In the Philippine context,
"secularization" simply meant "nationalizing" the Catholic Church by displacing the friars with
local secular priests. This was in response to the Spanish friars who were seen as impediments to
learning, development, and freedom. Bishops' insistence on visiting friar-run parishes marked the
beginning of the conflict between the regular priests and the secular priests. The bishops believed
it was their responsibility to observe how these parishes were run. The friars refused to allow
bishops into their parishes, claiming that they were outside of their purview.
2. Give the motives of secularization movement.
- Secularization in the Philippines was a movement that aimed to separate the influence
of the Roman Catholic Church from the colonial government and society. This movement had
several motives, including:
 Nationalism and Independence: The Filipinos were seeking greater autonomy and
independence from Spanish colonial rule. The secularization movement was seen as a
way to reduce the control of Spanish friars and religious authorities in the Philippines and
pave the way for greater self-governance.
 Promoting Local Clergy: The secularization movement aimed to train and empower local
Filipino clergy to take on more responsibilities within the Church. This was seen as a way
to promote the growth of a native clergy and reduce the reliance on foreign (Spanish)
priests.
 Educational Reform: The secularization movement sought to reform the educational
system, which was dominated by the Church. Filipinos wanted to modernize education
and make it more accessible to the general population, which they believed could only
happen through secular control of educational institutions.
 Religious Equality: Filipinos, including the secular clergy, were often treated as second-
class citizens compared to their Spanish counterparts within the Church. The movement
sought to establish equality among clergy members, regardless of their ethnic or national
origin.
 Economic Interests: Church-controlled lands and properties were vast, and their revenues
flowed out of the Philippines to Spain. The secularization movement sought to place
these resources back under local control, benefiting the Filipino economy and the secular
clergy (Filipino priests).
  Social Justice: The Spanish friars held significant power and wealth in the Philippines,
often at the expense of the indigenous population. The secularization movement was
motivated by the desire to address social injustices and inequalities by redistributing
power and resources within the Church and society.
 Political Considerations: The Spanish colonial government also had an interest in the
secularization of parishes as it allowed them to maintain greater control over religious
institutions, separate from the influence of the friars. This served the government's
agenda of consolidating its control over the colony.
The secularization movement in the Philippines was a complex and multifaceted development,
influenced by various factors, including social, political, economic, and intellectual forces. It
played a crucial role in the country's path toward greater independence and self-determination.
3. How would you describe Rizal’s family during the advent of a national hero?
- Rizal was born into a decent, middle-class family. In the Spanish Philippines, the Rizal
family was a part of the principalia, a town aristocracy. It was one of Calamba's illustrious
families. Rizal's parents were able to live comfortably through to their hard work and frugality.
They harvested sugarcane, rice, and corn from the farms that they had rented from the
Dominican Order. In their backyard, they raised turkeys, chickens, and pigs. The Rizal family
lived a straightforward, contented, and joyful life. The Rizal family had extremely close ties, in
keeping with Filipino tradition.
4. Illustrate the sibling of Rizal.
 - Jose Rizal came from a 13-member family consisting of his parents, Francisco Mercado
II and Teodora Alonso Realonda, and nine sisters and one brother. His nine sisters and one
brother were:
SATURNINA RIZAL (1850-1913)
Eldest child of the Rizal-Alonzo marriage. Married Manuel Timoteo Hidalgo of Tanauan,
Batangas. Saturnina had always been a loving ‘Ate’ Neneng to Jose. When their mother was
imprisoned, Saturnina brought the young Jose to Tanauan during the summer vacation of 1873
just to cheer up the sad little brother.
PACIANO RIZAL (1851-1930)
Only brother of Jose Rizal and the second child. Studied at San Jose College in Manila; became a
farmer and later a general of the Philippine Revolution.
NARCISA RIZAL (1852-1939)
The third child. married Antonio Lopez at Morong, Rizal; a teacher and musician. Later in
history, Narcisa (like Saturnina) would help in financing Jose Rizal’s studies in Europe, even
pawning her jewelry and peddling her clothes if needed.
OLYMPIA RIZAL (1855-1887)
The fourth child. Married Silvestre Ubaldo; died in 1887 from childbirth. Jose loved to tease her,
sometimes good-humoredly describing her as his stout sister. Jose’s first love, Segunda
Katigbak, was Olympia’s schoolmate at the La Concordia College. Rizal confided to Olympia
(also spelled ‘Olimpia’) about Segunda, and the sister willingly served as the mediator between
the two teenage lovers.
LUCIA RIZAL (1857-1919)
The fifth child. Married Matriano Herbosa. Charged of inciting the Calamba townsfolk not to
pay land rent and causing unrest, the couple was once ordered to be deported along with some
Rizal family members.
MARIA RIZAL (1859-1945)
The sixth child. Married Daniel Faustino Cruz of Biñan, Laguna. It was to her whom Jose talked
about wanting to marry Josephine Bracken when the majority of the Rizal family was apparently
not amenable to the idea.
In his letter dated December 28, 1891, Jose Rizal wrote to her sister Maria, “I’m told that your
children are very pretty.” Today, we have a historical proof that Maria’s progenies were indeed
nice-looking (‘lahing maganda’).
JOSE RIZAL (1861-1896)
The second son and the seventh child. He was executed by the Spaniards on December 30,1896.
CONCEPCION RIZAL (1862-1865)
The eight child. Died at the age of three. Also called ‘Concha’ by her siblings, Concepcion
Rizal (1862-1865) was the eight child of the Rizal family. She died at the age of three. Of his
sisters, it was said that the young Pepe loved most little Concha who was a year younger than
him. Jose played games and shared children stories with her, and from her he felt the beauty of
sisterly love at young age.
JOSEFA RIZAL (1865-1945)
The ninth child. An epileptic, died a spinster. Josefa Rizal’s nickname is Panggoy. Panggoy died
a spinster. Among Jose Rizal’s letters to Josefa, the one dated October 26, 1893 is perhaps the
most fascinating. Written in English, the letter addressed Josefa as “Miss Josephine Rizal.” After
Jose’s martyrdom, the epileptic Josefa joined the Katipunan and was even said to have been
elected the president of its women section. She was one of the original 29 women admitted to the
Katipunan along with Gregoria de Jesus, wife of Andres Bonifacio.
TRINIDAD RIZAL (1868-1951)
The tenth child. Died a spinster and the last of the family to die. Historically, she became the
custodian of Rizal’s last and greatest poem. Right before Jose’s execution, Trinidad and their
mother visited him in the Fort Santiago prison cell.
SOLEDAD RIZAL (1870-1929)
The youngest child married Pantaleon Quintero. . Being a teacher, she was arguably the best
educated among Rizal’s sisters.In his long and meaty letter to Choleng dated June 6, 1890, Jose
Rizal told her sister that he was proud of her for becoming a teacher. He thus counseled her to be
a model of virtues and good qualities “for the one who should teach should be better than the
persons who need her learning.”