GE8

LIFE, WORKS OF RIZAL

ANGELICA P. LAZARO, MAED

Course Instructor
TEMPLATE 3: Module Template
MODULE 1 ; INTRODUCTION TO THE STUDY OF RIZAL’S
Module No. & Title LIFE, WORKS AND WRITINGS: RA 1425

Welcome to the 1st lesson of this module! In this lesson you

will be introduced to the Rizal law and its analysis, the K-12
law, biography and autobiography, and writing historical
Module Overview accounts. This will only take up few minutes of your time.
Hereafter is an activity that will tickle your mind about you
and your role in history.
At the end of the module, you are expected:

• Identify the issues on Rizal Law which can be a

dissertational course for the students who are not aware
of the relevance of the course in relation to their field of
expertise;

• Describe what was the political, economic and social life

Module of the Philippines during the 19th century;
Objectives/Outcomes
• Analyze Rizal’s family, childhood and early education.

• Evaluate the people and events and their influence on

Rizal’s early life.

• Explain the principle of assimilation advocated by the

Propaganda Movement.

•
This module will tackle the following topics:

 Lesson 1 – Rizal Law (R.A. 1425) and Rizal’s early

Biographers
 Lesson 2 - The Philippine in 19th Century
Lessons in the
module  Lesson 3 - Rizal’s Life: Family, Childhood, and
Early Education
 Lesson 4 -Rizal’s Life: Higher education and Life
Abroad
TEMPLATE 4: The Lesson Structure

Module No. MODULE 1 ; INTRODUCTION TO THE STUDY OF RIZAL’S LIFE,

and Title WORKS AND WRITINGS: RA 1425

 Lesson 1 – Rizal Law (R.A. 1425) and Rizal’s early

Biographers
 Lesson 2 - The Philippine in 19th Century
Lesson No.
and Title  Lesson 3 - Rizal’s Life: Family, Childhood, and Early
Education
 Lesson 4 -Rizal’s Life: Higher education and Life Abroad

• Identify the issues on Rizal Law which can be a dissertational

course for the students who are not aware of the relevance of the
course in relation to their field of expertise;
• Describe what was the political, economic and social life of the
Philippines during the 19th century;
Learning
Outcomes • Analyze Rizal’s family, childhood and early education.
• Evaluate the people and events and their influence on Rizal’s
early life.
• Explain the principle of assimilation advocated by the
Propaganda Movement.
Time Frame Week 2-8

Welcome to the 1st lesson of this module! In this lesson you will be
Introductio introduced to the Rizal law and its analysis, the K-12 law, biography
n and autobiography, and writing historical accounts. This will only take
up few minutes of your time. Hereafter is an activity that will tickle
your mind about you and your role in history.

Activity
Instruction: Make a “blog” or account regarding the history of life in
the 19th century. You will start with the description of those times
from political, economic and social events.

Answer the following questions,

1. What is the difference between Rizal Family and modern
Filipino Family?
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2. What role did your childhood play in shaping who you are today?
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Instruction: Conduct an interview with any of your family member

(preferably your grandmother/father) and ask if what they know
about Rizal’s life. Summarize and form it into paragraphs.

Lets THINK wisely:

Kindly answer the following questions below:

1. What is the relevance of your blog/ account about the 19th century in
today’s youth?

2. What is the importance of biography and autobiography?

3. What is the significance of knowing Rizal as a national hero in your

field of study/course?

1. What is the reason why Rizal change his surname form

Mercado to Rizal?
Analysis ________________________________________________________
________________________________________________________
________________________________________________________
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2. What is the reason that triggered to revolt against the Spaniards?
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The Rizal Law (R.A No. 1425)

One of the important legislation to boost Filipino nationalism is the
Abstraction
Rizal Law or Republic Act No. 1425 which highlights the following:
1. The study of Rizal’s Life, Works and Writings can support and
foster the cause of nationalism for Filipinos especially the
youths;
2. The inclusion of the works of Rizal in the College Curriculum
particularly the study of his novels - Noli Me Tangere and El
Filibusterismo are necessary to have a better understanding of
19th century Philippines;
3. The inclusion also of other works of Rizal such as his letters,
paintings, travels can promote the cause of nationalism;
4. Funding of the law in order to give supplemental copies of the
novels to public libraries; and
5. The implementation of the law. Although this law is not
declaring that Rizal is a national hero, it can be a positive step
towards enshrining him and other national heroes of the
country.

Students often wonder why they have to study Rizal course. What is
its relevance to their course or their field of expertise? There are
several answers to this question:
1. The adoption and implementation of R.A No. 1425 which clearly
states that the study of Jose Rizal’s Life Works and Writings
must be taught in all public and private Schools, Colleges and
Universities;
2. The study of Rizal’s work particularly his two important novels-
Noli Me Tangere and El Filibusterismo and other works (poems,
diaries, essays) as well as their translations in Filipino and
English should be implemented and funded by the government
as provided for in the law;
3. The law also mandates the study of Rizal’s life, works and
writings in the secondary levels specifically the Noli Me Tangere
on the 3rd year level and El Filibusterismo in 4th year level.
This forms part of the Filipino curriculum where the medium of
instruction is Filipino;
4. The Rizal course offers a wide range of thoughts on how Rizal
and other heroes (Marcelo H. Del Pilar, Andres Bonifacio and
Apolinario Mabini and others) fought for freedom for the sake of the
country’s survival against the “evil emperialism” of foreign invaders.
Rizal Law and the K-12 Law
The study of Rizal is still part of the K-12 Law and the new General
Education Curriculum in the sense that Rizal course is mandatory to
college students with a view to develop their historical thinking and
national awareness. The study of Rizal may also give reflections on
the events of the past that formed part of the Philippine History and to
awaken the minds of the modern Filipinos who are popularly called
“millennials”.
Biography and Autobiography
The words “biography” and “autobiography” are sometimes used by
readers interchangeably. When somebody writes your life from
challenges to triumphs that is called, biography. Therefore, the writings
on Rizal’s life are divided into two-those that were written by others
and those that were penned by Rizal himself. The biographies of Rizal
are one of the main secondary sources of Rizalian History, Rizal’s
autobiography was written on his “epistolario Rizalinos” which was
compiled by Teodoro Kalaw.

Writing Historical Accounts

Writing historical accounts is considered as one of the prime tasks of a
historian. The coined word is PEP for people, event, places which
means that the story must have these three important components. In
Rizal’s biography for example, the people (noted personalities)
became the characters of his novel, Noli Me Tangere. The events that
took place at that time as well as the 1872 mutiny became one of the
root causes of Rizal’s nationalism which led him to write his second
novel, El Filibusterismo. He dedicated El Fili to Gomburza, the martyrs
of Filipino secularization. Rizal also noted in his travels the notable
places that he clearly and poetically described.

There are several biographers who attempted to write the life and
works of Jose Rizal; several of them considered as authentic as well
as very fluent in terms of historical details and analysis. Though there
are several textbook writers who wrote the life history of Rizal, below
are prominent writers who wrote about the life of the great Filipino
national hero.
Account of Wenceslao Retana
Wenceslao Retana is known to be one of Rizal’s contemporaries who
was critical of Rizal’s nationalistic fervor. Retana, in the newspaper “La
Epoca”, attacked Rizal and the latter challenged Retana to a fist fight.
On the other hand, Retana apologized to Rizal and the two became
friends. Retana admired Rizal for being a gentleman. In the eyes of
Retana then, Spain was “wrong” when they executed Rizal (Medina,
1998). Retana believed that Rizal’s execution was proof of the
injustices committed by Spain towards Filipinos. That fateful event led
to the 1896 Philippine revolution. The writer, Medina states why
Retana’s accounts about Rizal must be read: “In my opinion, what
makes Retana most deserving of being read today is as a creditable
witness of the historical moment that has had the greatest impact on
the Filipino consciousness, and how Rizal transformed himself into its
symbol. He gives witness as one who embodied and was able to
clearly state the meanings that the mentality of those times ascribed to
those events. Thus, I believe, he is able to transmit to Filipinos a
hundred years hence a vision that is both moving and explicative in a
culturally accurate manner. The succeeds in transporting us to that
compelling time, so that we may gain insights that a conventional
academic approach cannot give. Given the distancing that our North
American colonization produced in the Filipino psyche vis a vis the
mythical figure of Rizal and the legendary time he lived and died in,
the Retana biography’s availability today, translated and explained
with cultural sensitivity, after the long forgetting of both work and its
creator’s fascinating figure, is an important cultural event during our
Centennial year.” Therefore, observation at par really helped wherein
Retana’s personality became one of the main figures in Philippine
history.

Account of Carlos Quirino

One of the great biographers of Dr. Jose Rizal wrote Rizal’s biography
because of a “writing contest”. He answered to the invitation to several
writers at that time to write about Rizal’s life. The work of Carlos
Quirino entitled, “The Great Malayan” won the 3rd prize. However,
President Manuel Quezon awarded the monetary reward which was
equivalent to the 1st prize of the contest. It was one of the classical
best in Rizal’s biography- in pocketbook size. Based on that work,
Quirino described Rizal as an “ordinary person” with a great love for
his country, his compatriots and for the search of truth. His analysis of
Rizal then was the “product of his times”.
Account of Rafael Palma
One of the important biographers of Rizal was Rafael Palma. His work,
Biografia de Rizal (Biography of Rizal) was one of the greatest and
finest biographies of the national hero. Compared with Quirino’s
writing, Palma’s writing can be considered as the primary source in
history as it is more serious and academic.
Account of Austin Coates
Austin Coates (1922-1997) is known for his detailed work on Rizal’s
biography entitled, Rizal, Philippine Nationalist and Martyr which was
published in 1968 by Oxford University Press. Though it is lacking in
academic standards, Coates discussed Jose Rizal as one of the
greatest patriot ever generated in his times which is no other than 19th
century. Also, he wrote Rizal’s biography from the eyes of a foreigner
whose details and authenticity cannot be found in the local college
textbooks.
Account of Leon Maria Guerrero
One of the most readable biographies of Rizal was the work of Leon
Ma. Guerrero which is entitled, The First Filipino. Leon Ma. Guerrero
(1853-1935) was one of the popular writers of Rizal’s biography. In his
introductory statements, he described the 2 types of Spain; one was
great and the other was evil. The evil side of Spain was where Rizal
molded his nationalism. Guerrero also described other events of the
19th century that may not be appreciated by the individual who does
not know or has not read the history of Spain in the Philippines.
Furthermore, his book is one of the best source and rich in Rizaliana
historiography, one of the finest after Palma’s work

Account of Ambeth Ocampo

One of the modern historians is no other than Ambeth Ocampo who
discussed history in a “telling to a friend” approach. His journalistic
pattern of writing earned him the title of the best modern historian in
our time. His work on Rizal’s biography is entitled, “Rizal Without an
Overcoat”. With the same style of Quirino’s writings, he makes or even
remakes Rizal as an ordinary Filipino. He exposed Rizal as person
with big ambitions for his countrymen. He believed that education was
the best weapon to expel the evil Spanish tyranny. Ambeth Ocampo,
being one of the contemporary historians shares his thoughts
regarding the most “updated” details in history-from the physical
evidences to historical analyses, being trained as a scholar. Reading
Ambeth’s works as well as listening to his several lectures in Ateneo
and Ayala Museum can be a great historical experience

The World during the 19th century

The 19th century is known to be the Age of Enlighten in Philippine
history which can be described as a colorful part of our history. There
were several events that took shape that had impact in the Philippine
soil. Among these were the following:
United States of America - according to the diary of Rizal was too
impressive in the sense of their rapid industrialization that time and
Rizal commented that America will be the next superpower after
Spain. The racial issue hampered its racial discrimination in the
mainland as described in the book, Uncle Tom’s Cabin written by
Harriet Beecher Stowe where negroes are subject to slavery by the
“whites”. When President Lincoln became the president, several
reforms took pace such as the “emancipation of slaves” in response to
the racial issue and enfranchising them as well as awarding them
either American citizenship. When Rizal was born on June 19, 1861,
the American Civil War (1861-65) was raging furiously in the US over
the issue of Negro Slavery. This titanic conflict, which erupted on April
12, 1861, compelled President Abraham Lincoln to issue his famous
Emancipation Proclamation on September 22, 1863 freeing negro
slaves.
England – One of the most powerful nations that colonized America
was England. Under the reign of Queen Victoria (1873 – 1901),
England was transformed into a conqueror and the continent of Africa
was their main target. Several reforms were the Reform Bill of 18677
where voting rights to the labors were extended, the Education Act of
1870 where free education was awarded to all British and in 1871
Unions were organized as part of the worker’s rights and privileges.
Italy – is known for its magnificent churches and plazas became one
of the tourism spots until now. The reign of King Victor Immanuel II
worked for the unification of Italy. Before its unification the country was
ruled by several kingdoms. For example, Giuseppe Garibaldi
commanded his troops to subjugate other kingdom thus, making Italy
into one sovereign country. However, one city was separated, the
Vatican City which became a state within the sovereign territory in Italy
that was proclaimed under Lateran Treaty 1929
Germany – was known as Prussia then which was led by the military
General Otto von Bismarck. In 1870 Germany attacked France
resulting to the military domination of Germany in the region. In 1871
William I was crowned the Emperor of Germany.
France – After the French Revolution of 1789, the empire continued
its rise to power under Emperor Napoleon III. It was later defeated by
Germany in 1871 led by Otto von Bismarck.
India – At that time India was governed by the Mogul empire where
Sepoy soldiers staged a mutiny and murdered some British
commanders of the army. After the mutiny, British authorities hired
loyal Indian soldiers to quell the Modul Empire and re-establish once
again British colonialism in India.
China – is known to be one of the oldest trading partners of the
Philippines. In the 19th century, China was ruled by a dynasty that was
led by the family rulers. Manchu Dynasty ruled China when the Taiping
Rebellion happened between 1852 up to 1864. China was also
fragmented into pieces by the foreign powers particularly managed in
whole or in part by Italy, France and Great Britain. Russia also took
advantage of China by taking some of the islands after the Sino-
Russian War in the early 1900’s or latter part of the 19th century.
There were some conflicts also with Mongolia in northern part of
Chinese Mainland. The Opium War (1856-1860) became one of the
economic and political turmoil of that time where Hong Kong was
surrendered to the British under several treaties and agreements.
Japan – In 1853 (8 years before Rizal was born), the American Naval
Force headed by Matthew Perry wanted to established ports for
American ships. Japan signed several treaties with other European
countries particularly France, Russia, Holland and Great Britain. This
was the first time the westerners entered Japan which has established
its Shogunate for a long time.
Singapore – Singapore was known for its ports at that time where
merchant and passenger ships loaded and unloaded from place to
place. It was founded by British Sir Stamford Raffles in 1819 and its
complete independence was established after its separation from the
Federation of Malaya 1965.
As stated in the chapter about the Rizaliana batch of biographers, the
history of the Philippines during the 19th century, was divided into
three institutions namely:
Political Institutions
The Political set-up of the Philippines during those times was headed
by the Governor-General. He was appointed by the King of Spain for
an “indefinite” period of time as loyalty was one of the major
qualifications of the government officials. It was during the time of
Adelantado Miguel Lopez de Legazpi, then appointed by King Philip II
of Spain that proportions of Land were awarded. The governor-general
performs dual functions – political and ecclesiastical. His political
powers include being the chief executive head of the colony –
managing the internal affairs of the state as well as the executer of the
laws of the land. He was also the chief of Real Audiencia or the
Spanish Supreme Court in the Philippines where cases were elevated
after the failure of cases in local courts. He was also the commanding
officer of the armed forces particularly the navy and army. His
ecclesiastical power then was to settle Church matter because there
was Union of Church and State. In the 19th century Philippines then
the office of the governor-general was the most powerful position in
the land next to the King of Spain and the Ministry of the Indies.
In order to check the powers of the Gov-Gen. then there were officials
being sent by the Kingthe residencia and visitadores. The Residencia
are permanent officials who will scrutinize the performance of the out-
going Gov-Gen. The incoming Gov.Gen. would be probably coming
from the residencia. Visitadores on the other hand will check the
performance of the Gov.-Gen and they were temporary and different
from the residencia.
In the local set-up then, local government was divided into provinces,
cities and barangays. The provinces were led by the alcalde-mayor
who was the executive of the provinces. Cities were called,
Ayuntamiento that were headed by a petty governor known as the
“governadorcillo.” The little towns were called pueblos. During the 19th
century the barangays were headed by a chief known as the cabeza
de barangay and they served as tax collectorsof their constituents
Economic Institutions
The encomienda system or the leasehold system became one of the
main economic programs of Spain in the Philippines. This system
however, was abused by the Spaniards. The 70-30 percentage crop
sharing became the most abused practice to uneducated farmers
because it was usurious. Anaother form of abuse was the monopoly
system or known as bandala system where the Spaniards
monopolized the buying and selling of raw materials and middlemen
sold them at a higher cost. The Galleon Trade was another economic
activity at that time where “boletas” or tickets were used to purchase
goods from the ships though there were instances when ships never
returned due to typhoons or man-made accidents at sea.
Social Institution
The social institution which was imposed by Spain in the Philippines
was divided into social strata wit;

The figure above shows the social strata which puts the principalia
(the rich and opulent class) or the peninsulares and insulares at the
apex of the triangle. The lower portion of the apex is composed of
mixed races (Spaniard, Chinese and Austronesian ancestry). The
rising middle class or the ilustrados (composed of the educated class)
including Rizal’s family and other propagandists are not presented in
the figure. Almost 60% of the population is “indio” which belongs to the
lower class and uneducated Filipinos. Religious impositions were very
strong that time where Filipinos are subjects under the Spanish friars.
Marcelo H. Del Pilar known to be one of the main propagandists
coined the term, “frailocracy” which prevailed in the Philippines.

Rizal was the product of his times and he was also one of the
eyewitnesses of the execution of the triumvirate priests, Gomez,
Burgos and Zamora who were executed on February 17, 1872 after
the Cavite Mutiny on January 20, 1872 which was led by Sergeant La
Madrid. Rizal, being an eyewitness of the execution, reckoned his
historical thoughts in his letters as revealed by his early biographers.
On the other hand ,some points to be considered, to wit;
Divine Intervention
Rizal’s vast knowledge and social consciousness are God’s gifts to
him. As a reformer, he was-versed in letters and language. It is a fact
that Jose Rizal possessed a lot of talents and he used his literary and
writing ability to fight the Spanish tyranny. He believed that “the pen is
mightier than the sword”.
Environmental Awareness
The 19th century was the Age of Enlightenment and Rizal was the
product of that time. His environment might be one of the very reason
why he fought the Spanish authorities as he was surrounded by
several names who became his advisers and mentors. He witnessed
the execution of the triumvirate priests (GomBurZa) at a young age of
11 which awakened his awareness of the social injustices of the
Spanish authorities. He believed that “tyranny” has no room in a free
society which he envisioned for the country.
Educational Factors
Rizal became a young professional who gained his expertise in
Ateneo (as surveyor), University of Santo Tomas (as a medical
student) and in Universidad Central de Madrid (continuing his medical
studies). His expertise became in demand as a barrio doctor serving
his less privileged compatriots. His literary knowledge and
observations in the Philippines and his travels abroad were his
inspirations when he wrote his two novels- Noli Me Tengere and El
Filibusterismo.

Family Orientation
The Mercado family along with other “middle class families” were
Rizal’s first teachers. Belonging to the ilustrado class, Rizal was sent
abroad to

continue his medical studies though there were some objections from
his mother. His family was his source of strength in his flight for social
justice from evil society of that time. Paciano, his brother was his
closest adviser and supporter during his stay in Europe. Rizal’s family
has influenced him a lot in inculcating and developing nationalism in
high consciousness.

The Mercado Clan Family Tree

Families during those times were big as compared to families
nowadays. The advent of birth control as well as the reproductive
health law will consequently control the population for the sake of the
future of the next generation. This one of the major priorities of
government. Geographically, the Mercado’s house then was located at
the foot of Mt. Makiling (known to be an inactive volcano). Their house
was simple but maybe elegant during those times. The house was
surrounded by fruit bearing trees or “punong kahoy” in Tagalog that
are almost gone at present where only modern houses and
condominiums are visible. The Mercado family was big, comprises of
their parents and their eleven childrens, as illustrated in the family tree
below.

Part of JOSE RIZAL’s Ancestry

The National Hero is Born
It was on June 19, 1861 when the 7 th child of the Mercados was born.
Based on the reckonings of Zaide, Rizal’s mother almost died when
she delivered her seventh child. There was a full moon which brings
several “omens” or “kasabihan” in Tagalog. Some stories were either
invented or documented about certain premonitions on Jose’s birth.
Justifications for being a National Hero
There are several questions regarding Rizal’s heroism. According to
the report made by the National Heroes Committee (under the
Executive Order no. 75), these are the elements to qualify as a
national hero in verbatim;
1. Heroes are those who have a concept of nation and thereafter
aspire and struggle for the nation’s freedom.
2. Heroes are those who define and contribute to a system or life
of freedom and order for a nation.
3. Heroes are those who contribute to the quality of life and
destiny of a nation.
4. A hero is part of the people’s expression.
5. A hero thinks of the future, especially the future generations.
6. The choice of a hero involves not only the recounting of an
episode or events in history, but of the entire process that made
this particular person a hero.
These qualities are present in Rizal’s life and works as well as his
endeavor to free the country against the evil Spanish tyranny.
Republic Act No. 1425 was a very convincing proof that Rizal
deserves to be the national hero; therefore, his ideas and works shall
be included in the High School and College Curriculum.
There are some challenges to Rizal’s title stating that Bonifacio was
better deserving to be the national hero and perhaps the “first
president”. However, without doubt, Bonifacio was the hero of the
“Revolution of 1892-1898”. Despite that, certain arguments can be
considered in the following statements:
1. Andres Bonifacio can be a national hero but it is highly
questionable that he could have been the “First President”;
2. There is no clear recognition coming from the Filipinos at that
time as well as from the “Americans” that the government of the
Katipunan was the government of “all” Philippine Islands;
3. That “Bayang Katagalugan” which insist that the scope was the
whole islands in the Philippines or the “8 Tagalog speaking
provinces” rose arms against Spain;
4. There are no clear election results showing that Aguinaldo
overwhelmingly won during the Tejeros Convention; where
Andres Bonifacio
was elected as the “Director of Interior”. Due to the insults hurled at
Bonifacio by Daniel Tirona, then he (Bonifacio) nullified the
convention; and
5. The death of Andres Bonifacio in the hands of Aguinaldo was a
shame in the history of the Filipino people. His death showed that he
was a victim in the hands of fellow Filipinos while Rizal’s death was a
clamor against the Spanish evil justice system.
The Rizal Family
Below, is the of Rizal’s family:
1. Francisco Mercado (1818-1898)
Father of Jose Rizal who was the youngest of 13 offsprings of Juan
and Cirila Mercado. Born in Biñan, Laguna on April 18, 1818; studied
in San Jose College, Manila; and died in Manila. He was one tenants
of Dominican lands in Calamba.
2. Teodora Alonso (1827-1913)
She was the first mentor and the teacher of young Jose Rizal. Mother
of Jose Rizal who was the second child of Lorenzo Alonso and Brijida
de Quintos. She studied at the Colegio de Santa Rosa. She was a
business minded woman, courteous, religious, hard-working and well-
read. She was born in Santa Cruz, Manila on November 14, 1827 and
died in 1913 in Manila.
3. Saturnina Rizal (1850-1913)
Eldest child of the Rizal-Alonso marriage. Married Manuel Timoteo
Hidalgo of Tanauan, Batangas. One of the correspondents of Rizal
when he was in Europe was Saturnina’s husband.
4. Paciano Rizal (1851-1930)
Only brother of Jose Rizal and the second child. Studies at San Jose
College in Manila; became a farmer and later a general of the
Philippine Revolution after his brother was executed at the
Bagumbayan (1896). An avid supporter of his younger brother when
he (Jose) was abroad.
5. Narcisa Rizal (1852-1939)
The third child of Mercado’s family who became a teacher and
musician. She married Antonio Lopez, a teacher from Morong, Bataan.
6. Olympia Rizal (1855-1887)
The fourth child who married Silvestre Ubaldo with whom she bore
children. She died when Jose Rizal was in Europe.
7. Lucia Rizal (1857-1919)
The fifth child who married Mariano Herbosa. Her husband was denied
a Christian burial because he was associated with Rizal and was
believed to have anti-friar sentiments
8. Maria Rizal (1859-1945)
The sixth child who got married to Daniel Faustino of Binyang, Laguna
with whom she bore 5 children.
9. Jose Rizal (1861-1896)
The second son and the seventh child. The foremost national hero and
martyr recognized by most Filipinos up to present. He died as a martyr
by Spanish firing squad on December 30, 1896 at 7:03 a.m.
10. Concepcion Rizal (1862-1865)
The eighth child. Died at the age of three. She was the first sorrow of
Rizal according to accounts of Zaide.
11. Josefa Rizal (1865-1945)
The ninth child who was nicknamed “Panggoy”. Died at the age of 80.
12. Trinidad Rizal (1868-1951)
The 10th child who died last in Rizal’s family. She was entrusted by
Rizal with his untitled poem (maybe on a piece of paper) inside the
alcohol lamp.
13. Soledad Rizal (1870-1929)
The youngest child who got married to Pantaleon Quinter and the
couple had 5 children.
His Early Childhood and Education
Jose was a young boy with a “thirst for knowledge”. He was first taught
at home. Then he was sent to Binyang in June 1869 at a young age of
8. His maestro there was Justiniano Aquino Cruz who developed his
knowledge of the Spanish language. An excerpt from Rizal’s diary
read as quoted;
Maestro: Do you know Spanish?
Jose: A little senyor.
Maestro: Do you know Latin?
Jose: A little sir.
With that pronouncement, the teacher admired Rizal’s humility as a
student. His motivation was to give Rizal a lot of opportunities to learn
more subject areas. Juancho, was another maestro who taught Rizal
in painting and the very reason why Rizal excelled also in drawing as
well as sketches.
His learning experience in Binan was very productive. He was also
involved in a duel with Pedro where he won in the fist-fight though he
was smaller than Pedro. This maybe was a mere symbolical image of
Rizal (as an Indio) who challenged the Spanish authorities later in his
life. His accounts described himself as a simple and faithful Catholic.
The story of Moth
The first education of young Jose was at home. Having Dona Teodora
as his “first teacher”, the young Jose was being prepared for his formal
schooling. One night, young Jose’s mother read him the Story of the
Moth. According to the story:
One night, all the family, except my mother and myself, went to bed
early. Why, I do not know, but we two remained sitting alone. The
candles had already been put out. They had been blown out in their
globes by means of a curved tube of tin. That tube seemed to me the
finest and most wonderful plaything in the world. The room was dimly
lighted by a single light of coconut oil. In all Filipino homes such a light
burns through the night. It goes out just a day-break to awaken people
by its spluttering.
My mother was teaching me to read in a Spanish reader called “The
Children’s Friend” (El Amigo de los Ninos). This was quite a rare book
and an old copy. It had lost its cover and my sister had cleverly made
a new one. She had fastened a sheet of thick blue paper over the
back and then covered it with a piece of cloth.
This night my mother became impatient with hearing me read so
poorly. I did not understand Spanish and so I could not read with
expression. She took the book from me. First she scolded me for
drawing funny pictures on its pages. Then she told me to listen and
she began to read. When her sight was good, she read very well. She
could recite well, and she understood verse-making, too. Many times
during Christmas vacations, my mother corrected my poetical
compositions, and she always made valuable criticisms.
I listened to her; full of childish enthusiasm. I marveled at the nice-
sounding phrases which she read from those some pages. The
phrases she read so easily stopped me at every breath. Perhaps I
grew tired of listening to sounds that had no meaning for me. Perhaps
I lacked self-control.
Anyway, I paid little attention to reading. I was watching the cheerful
flame. About it, some little moths were circling in playful fights. By
chance, too, I yawned. My mother soon noticed that I was not
interested. She stopped reading. Then she said to me: “I am going to
read you a very pretty story. Now pay attention.”
On hearing the word “story” I at once opened my eyes wide. The word
“story” promised something new and wonderful. I watched my mother
while she turned the leaves of the book, as if she were looking for
something. Then I settled down to listen. I was full of curiosity and
wonder. I had never dreamed that there were stories in the old book
which I read without understanding. My mother began to read me the
fable of the young moth and the old one. She translated it into Tagalog
a little at a time.
My attention increased from the first sentence. I looked toward the
light and fixed my gaze on the moths which were circling around it.
The story could not have been better timed. My mother repeated the
warning of the old moth. She dwelt upon it and directed it to me. I
heard her, but it is a curious thing that the light seemed to me each
time more beautiful, the flame more attractive. I really envied the
fortune of the insects. They frolicked so joyously in its enchanting
splendor that the ones which had fallen and been drowned in the oil
did not cause me and my dread.
His Early Childhood and Education
My mother kept on reading and I listened breathlessly. The fate of the
two insects interested me greatly. The flame rolled its golden tongue
to one side and a moth which this movement had singed fell into the
oil, fluttered for a time and then became quiet. That became for me a
great event. A curious change came over me which I have always
noticed in myself whenever anything has stirred my feelings. The
flame and the moth seemed to go further away and my mother’s
words sounded strange and uncanny. I did not when she ended the
fable. All my attention was fixed on the face of the insect. I watched it
with my whole soul… It had died a martyr to its illusions.
As she put me to bed, my mother said: “See that you do not behave
like the young moth. Don’t be disobedient, or you may get burnt as it
did.” I do not know whether I answered or not… The story revealed to
me things until then unknown. Moths no longer were, for me,
insignificant insects.
Moths talked; they know to warn. They advised just like my mother.
The light seemed to me more beautiful. It had grown more dazzling
and more attractive. I knew why the moths circled the flame.
The Story of the Moth is in Rizal’s diary describing his childhood study
under the tutorship of his mother. In hindsight, the story is significant
as it was like a prophecy of what can happen to Rizal when he gets
near the “light”. The young moth symbolizes Rizal as a youth and the
old moth was his mother and the light signifying “education”. Later in
Rizal’s life, as he was nearing his death, he realized that “if you know
more… then they will cut your head.”

His Formal Schooling at Ateneo

His formal schooling begun on June 10, 1872 when he passed the
entrance exams in Colegio de San Juan de Letran. Though he passed
with flying colors, his family already decided to send him to the Ateneo
Municipal (formerly Escuela Pia- a charity school for boys) for the
obvious reason of avoiding a confrontation of young Jose with the
Dominicans who were much hated because of their land lease policies
as well as the tragic incident where Dona Teodora was accused of a
crime that she never committed. When Rizal was in Ateneo, he was
very much interested in reading and some of his readings inspired
Rizal to write his first novel, Noli Me Tangere. Some of the notable
books he read were;
a. The Count of Monte Cristo- was written by Alexander Dumas
where he tackled the social justice of the society at that time. Its
main character, Edmond Dantes led the struggle for his people
which consequently made him the Count of Monte Cristo, which
may be a destiny for those who are good to others.
b. Universal History- was written by Cesar Cantu, an Italian
historian of World History. Rizal voraciously read the book
which opened his awareness world history and the world
around him.
c. Travels in the Philippines- was written by Feodor Jagor who
 traveled to the Philippines from 1859- 1860. After reading the
works of Jagor, Rizal realized the weaknesses of Spain and he
predicted that Filipinos will raise arms against them thereafter.
Atenean Education System
The Atenean educational system was one of the best training for boys
second to Letran that time. Moreover, the educational system of
Ateneo was quite competitive. Based on the reckonings then, the
students were divided into two groups;
a. Roman Empire- consisting of internos (boarders); red banner
b. Carthaginian Empire- composed of the externos (non-boarders);
blue banner
The levels of the 2 groups were divided into 5, namely;
Emperor- the best student in each “empire”
Tribune-the second best
Decurion-the third best
Centurion-the fourth best
Stand-bearer-the fifth best
After a couple of months, Rizal showed that he excelled in philosophy,
arts and sciences which was the “core curriculum” of Ateneo at that
time.
Rizal became “Sobresaliente”
After his stint in Ateneo, Jose Rizal was honored as “sobresaliente” or
an “excellent” student. Aside from his academic studies, young Jose
was very active in “extra-curricular activities” such as being a member
of the Marian Congregation, cultivating his masterpieces under Father
Sanchez, painting classes under Agustin Saez, sculpture under
Romualdo de Jesus and Father Lleonart who was impressed with
Rizal’s achievements. Jose gave him an image of the Virgin Mary
(which was sculpted in “batikuling” wood for his masterpiece). His
grades are based on the following entries, to wit;
Bachillerato En Artes (Bachelor of Arts)
1872-1873
Latin 1 (Excellent)
Spanish 1 (Excellent)
Greek 1 (Excellent)
1873-1874
Spanish 2 (Excellent)
Greek 2 (Excellent)
Universal Geography (Excellent)
1874-1875
Latin 3 (Excellent)
Spanish 3 (Excellent)
Universal History (Excellent)
History of Spain and the Philippines (Excellent)
Arithmetic and Algebra (Excellent)
1875-1876
Rhetoric and Poetry (Excellent)
French (Excellent)
Geometry and Trigonometry (Excellent)
1876-1877
Philosophy 1 (Excellent)
Philosophy 2 (Excellent)
Mineralogy and Chemistry (Excellent)
Physics (Excellent) Botany and
Zoology (Excellent)
Rizal was successful in gaining excellent ratings in Ateneo. He won
several awards aside from “sobresaliente”. Moreover, aside from the
academics, young Jose wrote his masterpieces. Among them was the
poem below:
Un Recuerdo a Mi Pueblo (In Memory of my Town)
This poem was written by Rizal when he was 15 in 1876 where he
reminisced his provincial life in Binan).
When I remember the days
That saw my early childhood
Spent on the green shores
Of a murmurous lagoon;
When I remember the coolness,
Delicious and refreshing,
That on my face I felt
As I heard Favonious croon;
When I behold the white lily
Swell to the wind’s impulsion,
And that tempestuous element
Meekly asleep on the sand;
When I inhale the dear Intoxicating essence
The flowers exude when dawn
Is smiling on the land;
Sadly, sadly I recall
Your visage, precious childhood,
Which an affectionate mother
Made beautiful and bright;
I recall a simple town,
My comfort, joy and cradle,
Beside a balmy lake,
The seat of my delight.
Ah, yes, my awkward foot
Explored your somber woodlands,
And on the banks of your rivers
In frolic I took part.
I prayed in your rustic temple,
A child, with a child’s devotion;
And your unsullied breeze
Exhilarated my heart.
The Creator I saw in the grandeur
Of your age-old forests;
Upon your bosom, sorrows
Were ever unknown to me;
While at your azure skies
I gazed, neither love nor tenderness
Failed me, for in nature
Lay my felicity.
Tender childhood, beautiful town,
Rich fountain of rejoicing
And of harmonious music
That drove away all pain:
Return to this heart of mine,
Return my gracious hours,
Return as the birds return,
When flowers spring again!
But O goodbye! May the Spirit
Of God, a loving gift-giver,
Keep watch eternally over
Your peace, your joy, your sleep!
For you, my fervent prayers;
For you, my constant desire
To learn; and I pray heaven
Your innocence to keep!
Rizal and Cavite Mutiny of 1872
It was on January 20, 1872, when a group of mutineers rose arms in
one of the shipyards in Cavite (believed to be in Fort San Felipe)
wherein they instigated the beginning of a rising revolution which was
led by Sgt. La Madrid. The main cause of mutiny probably was due to
“polo y servicios” or forced labor and “buiz” or taxes. In the latter days,
all 200 soldiers were tried, executed and some were banished to
Mindanao island. Some of the supporters were also tried and executed
by the Spanish authorities. The event was to suppress “secularization”
which was voiced out by the Filipino priests at that time.
The Execution of the Triumvirate Priests
The Cavite Mutiny is best described by the execution of the three
priests- Mariano Gomez, Jose Burgos and Jacinto Zamora. They were
responsible for the “Filipinization of parishes” or simply called,
Secularization. The execution of the 3 priests on February 17, 1872
became the catalyst for the Filipinos to raise arms. Rizal was 11 years
old that time and was one of the “eyewitnesses” of the execution of the
3 priests by “garrote” in Luneta. According to the late
historian,Teodoro Agoncillo the year 1872 was the “beginning of
Philippine History, that the real history was written by nationalists. On
the other hand, Schumacher (1997) described the manipulation of the
Spaniards of the parishes that were fighting for Filipinization by some
Filipino priests; among them were GomBurZa.
Injustices to Rizal’s Mother
Another challenge for Rizal was when his mother, Dona Teodora
together with Senor Alberto, were accused by the latter’s wife of
connivance to poison her. As a result of the “hearsay” from Senor
Alberto’s wife, Dona Teodora was arrested. Though the mayor forced
her to admit her guilt, she did not do so and so she was imprisoned for
almost 2 years. After reaching the Real Audiencia (the Spanish
Supreme Court), the ease was dismissed so Dona Teodora was
released from prison. Unfortunately, the Rizal family were deeply hurt
and the damage done was very hard to accept.
 Rizal and his “Disillusionment”
The events of 1872 where the triumvirate martyrs were executed in
Luneta by “garrote” have opened the eyes of many leading to a
“political turmoil”. Rizal was 11 years of age when he saw the clamor
of his countrymen for justice and truth from the evil Castillan Empire.
The events that took place as stated- the death of GomBurZa, the
persecution of his mother and the injustices committed by the friars in
Calamba’s tenancy were the trigger points of young Jose to fight the
Spaniards up to his last breath which ended at the Luneta execution.

Direction: On a sheet of paper, answer the following questions.

1. Why should we study the Life and Works of Rizal? Expand the
relevance of the law in the nation building of a true Filipino.
Explain the relevance of the course in general to the daily life of
the Filipinos nowadays.
2. Choose one biographer that could discuss the life of Rizal and
how his/her writing of history can change the image of the
country.

Below are political, economic, social life, and institution of the

Philippines during the 19th century that were imposed by Spain.
Elaborate the lives of the Filipinos during that time and give a
conclusion about the importance and relevance of how nationalism
was molded in the heart and mind of our national hero and to us.
1. Human rights are denied to Filipinos
2. No equality before law
Application
3. Racial Discrimination
4. No Philippine representation in the Spanish Cortes
5. Forced Labor

Direction: On a sheet of paper, answer the following questions.

1. How will you describe the family, childhood, and early education
of Rizal?
2. List down the relationship and influence of Rizal’s siblings to
him?

Direction: On a sheet of paper, answer the following questions.

1. After the Cavite Mutiny and The Execution of the 3 martyrdom
priests, what did Rizal and scholars do?
2. Who are the members of the Propaganda Movement? What is
their relationship with Rizal?
3. Explain the principle of assimilation advocated by the
Propaganda Movement.