THE LIFE AND WORKS

OF IOSE RIZAL
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TAnIE oF CoNTENTS

Preface ....... vii

Chapter 1: Understanding the Rizal Law 1,
Quezon City
Chapter 2: Nation and Nationalism ... .1,3
Chapter 3: RememberingRizal ...25
right @ 201.8 by C 6c E Publiehing, Inc., Chapter 4z TheLifeofJos6Rizal . .....40
Rhodalyn Wa.ni-Obias, Aaron Abel Mallari,
and janel Reguindlr,hEstella
Chapter 5: The Nineteenth Century Philippine Economg
Mestizos . . . . 59
Society, and the Chinese
ALL RIGHTS RESERVED. No part of this publication AgrarianDisputes.
may be reproduced, stored in a retrieval system, or
Chapter . . .72
transmitted in any form or by any means-electronic, Chapier EmergingNationalism . , . . .87
mechanical, photocopying, recording, or otherwise-
without the prior written permission of the publisher.
Chapter 8: ImaginingaNation ...98
Chapter 9:Noli Me Tdngere, Context and Content 108
Cataloguing-in-Publication Data
Chapter 10: Noli Me Tdngere, Continuing Relevance. 119
DS Wani-Obias, Rhodalyn
675 Chapter 11: Looking at the Filipino Past L27
The li{e and works of Jos6 Rizal/Rhodalyn
.8R62
Wani-Obias, Aaron A. Mallari, and Janet R. Estella.- Chapter 12: Indolence or Industry 135
.w36
20L8 Quezon City: C & E Publishing, Inc,, @2018.
Chapter El Filibusterismo: Context and Content . L42
viii, 1.81 p. : ill.; cm.

Includes bibliography and index. Chapter El Filibusterismo: Continuing Relevance 1,52

ISBN: 978-971 -98-0936-4 Chapter The Destiny of the Filipino People. 1,62
1. Rizal,Jos6, 1861,-1.896. I. Mallari,Aaron A. Chapter Biography and National History L67
II. Estella, Janet R. III. Title.
Index 1,75
Book Design: PaullAndrew L. Pagunsan
Cover Design: Migudl Eriricb B. Dimagiba About the Authors

tlo*tta A- r
 Pnr,racE
In the nineteenth century, Filipino propagandists in Spain
bemoaned the state of education in the Philippines. They cited
as a barrier to educational progress "the old methods which
they use to give strength to intellectual development... the
rudimentary system which seems glued to the abominable
magister dixit... the shallowness of the courses offered which
are completely parallel to the knowledge of the professor...
[which] are not frankly the best means of making the Filipinos
F
*i
L
outstanding in their respective careers."l So problematic were
= these points that it became difficult and inconvenient for Filipino
e students to catch up and adjust when they pursued their studies
in Spain. Hence, the propagandists would also call for reforms in
Philippine education.
More than a century later, we are again faced with similar
sentiments. In a globalized world where technology has given us
modern-day conveniences and communication has broken down
age-old barriers, we confront the task of transforming how and
what one should learn in the twenty-first century.'SThere lecture-
based classes formed the foundation of learning in past centuries,
the corpus of recent literature has argued for a more student-
centered pedagogy. Underlying this argument is the assumption
that different times entail different demands from our learnersl

1 Guadalupe Fores-Ganzon, trans., "The University of Manila: lts Curriculum:' in Lo Solidoridod,

15 December 1890 (Philippines: Fundacion Santiago, 1996): 583.

vtt
hence, the skills that were once useful in the past may not
necessarily be applicable today.
It is in relation to these changes that the Commission of
Higher Education (CHED) released a memorandum in 2013 CHAPTER I
emphasizing a "paradigm shift to learning competency-based
standards in Philippine higher education."2 Eight core courses
were institutionalized along with the already-mandated course of UNDERSTANDING
Rizal's life and works.
This particular book on Rizal's life and works is a direct
THE RIZAL LAW
product of these efforts to bring Philippine education closer to
what is needed and expected in the twenty-first century.'!7hile
he mandatory teaching of Jos6 Rizal's life with the emphasis
the course on Rizal has been mandated by law since 1956, newer
on his landmark novels is inscribed in legislation. Republic Act
approaches to studying Rizal's life and works were used in this
No. 1425, more popularly known as the Rizal Law, was passed in
book. It is our hope that as we continuously adapt to changes in 1956 leaving a colorful narrative of debate and contestation.
our education, our understanding of Rizal continue to evolve as
As an introduction to the life and works of Jos6 Rizal, this textbook
well, making an appreciation of our hero's life and works fitting
will begin with the reading of the Rizal Law. ln this chapter, you will
to Filipinos of various generations.
study RA 1425 within its context, look into the major issues and debates
surrounding the bill and its passage into law, and reflect on the impact
and relevance of this legislation across history and the present time.
ln the course of the discussion, the process of how a bill
becomes a law in the Philippines will be tackled so you will have an
idea regarding the country's legislative process. The life of one of the
major champions of the Rizal Law, Senator Claro M. Recto, will also be
discussed.

At the end of this chapter, the students should be able to:

y' locale the passage of the Rizal Lawwithin its historical contex|
/ determine the issues and interests at stake in the debate over the
Rizal Bill;and

2 relate the issues to the present-day Philippines.

'z Commission on Higher Education, "General Education Curriculum: Holistic Understandings,
lntellectual and Civic Competencies." Accessed on 13 July 2017 from http://www.ched.govphi
wp-contenVuploa dsl 2013l07 /CMO-No.2O-s2013.pdf.

utlt
2 T:':,r. l.rFE AND woRKS oF JosE RizAL UNDERSTANDINC THE RIZAL LAw 3

Voting on Third Reading. Copies of the final

bill - a measure which, if passed through the legislative process, versions of the bill are distributed to the
STEP 6
becomes a law members of the Senate who will vote for its,
- approval or rejection.
unexpurgated -
basically untouched. ln the case of the novels of Rizal,
unexpurgated versions were those that were not changed or censored
to remove pafts that might offend people. Consolidation of
Version from the
bicameral - involving the two chambers of Congress: the Senate and House. The similar
the House of Representatives steps above are
followed by the House
Voting on Second of Representatives in
Reading. The senators coming up with the
vote on whether to approved bill. lf there
- approve or reject the
STEP 7
are differences between
The Context of the Rizal Bi!! STEP 5 bill. lf approved, the bill the Senate and House
is calendared for third versions, a bicameral
reading. conference committee
The postwar period saw a Philippines rife with challenges
is called to reconcile
and problems. With a country torn and tired from the stresses of

I
the two. After this, both
World'V7ar II, getting up on their feet was a paramount concern chambers approve the
of the people and the government. consolidated version.
STEP 8
Bill is filed in the Senate Office Second Reading.
of the Secretary. lt is given a The bill is read and
number and calendared for first discussed on the floor.
reading. The author delivers a
sponsorship speech.
I

The other members Transmittal of the Final Version to

STEP I
of the Senate may Malacafian. The bill is then submitted
engage in discussions to the President for signing. The
regarding the bill President can either sign the bill into
and a period of law or veto and return it to Congress.
debates will pursue.
Amendments may be
suggested to the bill.
First Reading.
The bill's title,
number, and
autho(s) are Committee Hearings. The bill is discussed within the committee
read on the floor. and a period of consultations is held. The committee can
STEP 2
Afterwards, it approve (approve without revisions, approve with amendments,
is referred to or recommend substitution or consolidation with similar bills) or
the appropriate
-
reject. After the committee submits the committee report, the bill
committee. is calendared for second reading.
4 Irtti LrrE AND WoRKS OF IOSE RrZAL UNDERSI'ANDING THE RlZAL LAw 5

As the Philippines grappled with various challenges,

particularly the call for nation-building, prominent individuals who CLARO M. RECTO
championed nationalism came to action. They pursued government (February,8, 1890-October 2, 19601 :, ,. ,:, ::.: : ,

measures to instill patriotism and love for country in the hearts

and minds of the Filipinos. These people drew inspiration from the
The main sponsor and defender of the Rizal Bill
was Claro Mayo Recto. He was born in Tiaong, Tayabas
Philippine experience of the revolution for independence against
(Quezon) on February 8, 1890 to Claro Recto, Sr. and
Spain and from the heroes of that important period in the country's
Micaela Mayo. He completed his primary education in his
history.
hometown and his,;s€condallr education in Batangas. For
One measure sought was the passage of the Republic Act his college education, he moved to Manila and completed
No. 1425 or the Rizal Law, which was primarily set to address his AB degree at the Ateneo and was awarded moximo
"a need for a re-dedication to the ideals of freedom and cum loude in 1909. ln 1914, he finished his law degree from !
J
o
nationalism for which our heroes lived and died." The passage of the Univefsity of Santo Tomas,. He was admitted to the bar o
o
the law was met with fierce opposition in both the Senate and the that same year. c
f,
o
House of Representatives. ; 1': lli! '; in the House of
:pralitical,, aareer 1111516ll"O o
RepresentatiVes'',''in:,,,1919':when he was elected as f
o
representative of the third district of Batangas. He later zo
From the Rizal Bill to the Rizal Law became House Minority Floor Leader. From the House of
d
o
f
9r
Repiesentatives; he moved to the Senate,in 1931 when q
On April 3, 1.956, Senate Bill No. 438 was filed by the =.
o
he was elected as a senator. ln the Senate, he held key a
Senate Committee on Education. On Apil17,1956,then Senate o
positions such as Minorlty Floor Leader, Majority Floor
Committee on Education Chair Jose P. Laurel sponsored the =
o
Leader, and Senate President Pro-Tempore. Recto's career -o
bill and began delivering speeches for the proposed legislation. in the Philippine government was not confined to the
f,
p=
!.l
Soon after, the bill became controversial as the powerful Catholic legislature. ln 1935, he became Associate Justice of the o
Church began to express opposition against its passage. As the Supreme Court.
influence of the Church was felt with members of the Senate
Reclo Waq. also instrumental in the drafting of the
voicing their opposition to the bill, its main author, Claro M.
constitution of the Philippines in 1934-'!935 as he was
Recto, and his allies in the Senate entered into a fierce battle seleiteO prasiOent of tne assembly. After the Phitipplnes
arguing for the passage of SB 438. Debates started on April 23, transitioned, to,the Cdmmonwealth Period and surviVed
1956. the Pacific War, Recto again served as senator for several
The debates on the Rizal Bill also ensued in the House terms. He also served as diplomat and was an important
figure in interyational relations.
oi R.pr.r.ntatives. House Bill No. 5561,, an identical version
I
fnown lan ardent nationalis!, Recto was also
of SB 438, was filed by Representative Jacobo Z. Gonzales 'as, a
man of letters. He penned beautiful poetry and prose. On
on April 19, 1956. The House Committee on Education
October 2, 1960, he died of a heart attack in ltaly. He was
approved the bill without amendments on May 2,1956 and
survived by his wife, Aurora Reyes and their flve children.
the debates commenced on May 9,1956. A major point of
the debates was whether the compulsory reading of the texts
 6 trrI LrFE AND WORKS oF losE RrzAL UNDERSTANDINC THE RIZAL LAW

Noli Me Tdngere and El Filibusterismo appropriated in the

bill was constitutional. The call to read the unexpurgated The Debates about the Rizal Bill
versions was also challenged.
Read the following excerprs from the statements of the
As the country was soon engaged in the debate, it seemed It'gislators who supported and opposed the passage of the Rizal
that an impasse was reached. To move the procedure to the next l.;rw in 1956. Then, answer the questions that follow.
step, Senator Jose P. Laurel proposed amendments to the bill on
May 9,1956.In particular, he removed the compulsory reading
of Rizal's novels and added that Rizal's other works must also
FOR
be included in the subject. He, however, remained adamant in his "Noli Me Tdngere and E/ Filibusterismo must be read by all Filipinos.
stand that the unexpurgated versions of the novels be read. On They must be taken to heart, for in their pages we see ourselves as
May 14,1956, similar amendments were adopted to the House in a mirror, our defects as well as our strength, our virtues as well as
version. our vices. Only then would we become conscious as a people and
so learn to prepare ourselves for painful sacriflces that ultimately
The amended version of the bills was also subjected to
lead to self-reliance, self-respect, and freedom."
scrutiny but seemed more palatable to the members of Congress.
The passage, however, was almost hijacked by technicality since -Senator Jose P. Laurel
the House of Representatives was about to adjourn in a few
"Rizal did not pretend to teach religion when he wrote those
days and President Ramon Magsaysay did not certify the bills as
books. He aimed at inculcating civic consciousness in the Filipinos,
priority. The allies in the House skillfully avoided the insertion of
national dignity, personal pride, and patriotism and if references
any other amendment to prevent the need to reprint new copies
were made by him in the course of his narration to certain religious
(which would take time). They also asked the Bureau of Printing practices in the Philippines in those days, and to the conduct
i
to use the same templates for the Senate version in printing the and behavior of erring ministers of the church, it was because he
House version. Thus, on May 17,1956, the Senate and House portrayed faithfully the general situation in the Philippines as it then
versions were approved. existed."
The approved versions were then transmitted to Malacaflan -Senator Claro M. Recto
and on Jtrne 12,1956, President Magsaysay signed the bill into
law which became Republic Act No. 1425.
ASAII\ST
'A vast majority of our people are, at the same time, Catholic and
Filipino citizens. As such, they have two great loves: their country
and their faith. These two loves are not conflicting loves. They are
harmonious affections, like the love'for his father and for his mother.
This is the basis of my stand. Let us not create a conflict between
nationalism and religion, between the government and the church."

-Senator Francisco "Soc" Rodrigo

g

8 t uE LrFE AND woRKS oF Josd RrzAL UNDERSTANDu'lc rHE RIZAL LAW 9'...

Questions
'S7hat The Rizal Law and the Present Context
1. was the major argument raised by Senator Francisco
"Soc" Rodrigo against the passage of the Rizal Bill? In groups, talk about the preceding questions and prepare a
sf-rort summary of your discussion points to be presented in class.

The Rizal Law

'!7hat
2. was the major argument raised by Senators Jose
P. Laurel and Claro M. Recto in support of the passage of
REPUBLIC ACT NO. 1425
the Rizal Bill?
AN ACT TO INCLUDE IN THE CURRICULA OF ALL PUBLIC AND
PRIVATE SCHOOLS, COLLEGES AND UNIVERSITIES COURSES ON
THE LIFE, WORKS AND WRITINGS OF JOSE RIZAL, PARTICULARLY
HIS NOVELS NOLI ME TANGERE AND EL FILIBUSTERISMO,
AUTHORIZING THE PRINTING AND DISTRIBUTION THEREOF, AND
FOR OTHER PURPOSES

WHEREAS, today, more than any other period of our history there
is a need for a re-dedication to the ideals of freedom and nationalism for
which our heroes lived and died;
WHEREAS, it is meet that in honoring them, particularly the national
hero and patriot, Jose Rizal, we remember with special fondness and
Are there points of convergence between the supporters and devotion their lives and works that have shaped the national character;
opposers of the Rizal Bill based on these statements?
WHEREAS, the life, works and writing of Jose Rizal, particularly his
novels No/i Me Tongere and El Filibusterismo, are a constant and inspiring
source of patriotism with which the minds of the youth, especially during
their formative and decisive years in school, should be suffused;
WHEREAS, all educational institutions are under the supervision of,
and subject to regulation by the State, and all schools are enjoined to
develop moral character, personal discipline, civic conscience and to
teach the duties of citizenship; Now, therefore,
l0 l'HE LrFE AND WoRKS oF JosE RrzAL U NDERSTANDINC THE RIZAL.+w l1
ta

SECTION 1. Courses on the life, works and writings of Jose Rizal, SECTION 4. Nothing in this Act shall be construed as amendment
particularly his novels Noli Me Tongere and E/ Filibusterismo, shall be or rc.pealing section nine hundred twenty-seven of the Administrative
included in the curricula of all schools, colleges and universities, public t.ode, prohibiting the discussion of religious doctrines by public school
or private: Provided, That in the collegiate courses, the original or Ir.rrchers and other persons engaged in any public school.
unexpurgated editions of the No/l Me Tongere and E/ Filibusterismo or
SECTION 5. The sum of three hundred thousand pesos is hereby
their English translation shall be used as basic texts.
, rrrthorized to be appropriated out of anyfund not otherwise appropriated
The Board of National Education is hereby authorized and directed irr the National Treasury to carry out the purposes of this Act.
to adopt forthwith measures to implement and carry out the provisions
SECTION 6. This Act shall take effect upon its approval.
of this Section, including the writing and printing of appropriate primers,
readers and textbooks. The Board shall, within sixty (60) days from the Approved: June 12, 1956
effectivity of this Act, promulgate rules and regulations, including those Published in the OlifrclolGozette, Vol. 52, No. 6, p. 2971in June'1956.
of a disciplinary nature, to carry out and enforce the provisions of this
Act. The Board shall promulgate rules and regulations providing for the
exemption of students for reasons of religious belief stated in a sworn
written statement, from the requirement of the provision contained in The Rizal Law could be considered a landmark legislation
the second part of the first paragraph of this section; but not from taking
rn the postwar Philippines. During this period, the Philippines
the course provided for in the first part of said paragraph. Said rules and
was trying to get up on its feet from a devastating war and
regulations shall take effect thirty (3O) days after their publication in the
rrirning towards nation-building. As the government sought
Officiol Gozette.
ways to unite the people, legislators like Claro M. Recto drew
SECTION 2. lt shall be obligatory on all schools, colleges and inspiration from the lives of the heroes of the revolution against
universities to keep in their libraries an adequate number of copies
Spain. In this frame, the teaching of the life and works of Jos6
of the original and unexpurgated editions of the No/i Me Tongere and
Ilizal, particularly the reading of his novels No/i Me Tdngere and
El Filibusterisrno, as well as of Rizal's other works and biography. The
said unexpurgated editions of the Noli Me Tongere and Et Filibusterismo
lil Filibusterismo, was proposed to be mandated to all private
or their translations in English as well as other writings of Rizal shall be
and public educational institutions. The proposed legislation,
included in the list of approved books for requlred reading in all public however, met opposition particularly from the Catholic Church.
or private schools, colleges and universities. After much debate, the proposed bill was eventually signed into
law and became Republic Act No. 1425.
The Board of National Education shall determine the adequacy of
the number of books, depending upon the enrollment of the school,
college or university.
SECTION 3. The Board of National Education shall cause the
Constantino, Renato. 1969. The Rizal Law and the Catholic
translation of the No/i Me Tongere and El Filibusterismo, as well as other
hierarchy. kt The making of a Filipino: A story of Philippine
writings of Jose Rizal into English, Tagalog and the principal philippine
colonial politics, pp.244-247. Quezon City: Malaya Books.
dialects, cause them to be printed in cheap, popular editions; and cause
them to be distributed, free of charge, to persons desiring to read them, Laurel,.|ose B., .lr. 1,960. The trials of the Rizal Bill. Historical
through the Purok organizations and Barrio Councils throughout the B wll etin 4 (2) : 1, 3 0-1. 3 9 .
country.
l2 'rHE LlFE AND woRKs oF
losd RrzAL

Republic of the Philippines.1,956. Republic Act 1425.Available

from http ://www. of ficial gazette. gov.phl 1 9 5 6 I 0 6 I 12 h epublic-
act-no-L4251
Schumacher, John. 20LL. The Rizal Bill of 1.956: Horacio de la CHAPTER 2
Costa and the bishops. Philippine Studies 59(4): 529-553.
Website of the Senate of the Philippines. "Legislative Process."
Available from https://www.senare.gov.ph/about/legpro.asp
NeUoNAND
NeUoNALISM

he previous chapter stated that one of the major reasons

behind the passage of the Rizal Law was the strong intent to
instill nationalism in the hearts and minds of the Filipino youth.
This chapter will now focus on nation and nationalism in the Philippine
context. lt will explain the concepts of nation, state, and nation-state as
a precursor to understanding nationalism and the projects that lead to
it. Likewise, the discussion will touch on some of Rizal's works that deal
with nation and nationalism.
The chapter also aims to reflect on nation-building in the Philippines
which is a major force behind the passage of the Rizal Law.

At the end of this chapter, the students should be able to:

P deflne nationalism in relation tq the concepts of nation, state, and

nation-state;

,b appraise the development of nationalism in the country; and

r' explain the relevance of nationalism and nation-building at present.

l4 Irn, 1-rrrE AND WORKS or iosE RIZAL NATToN AND NATToNALtsM 15

\
boyon/bonuo - indigenous Filipino concepts of community and ,'rpt:rience,to name a few. A state, on the other hand, is a
territory that may be related to nationalism l,olitical entity that has sovereignty over a defined territory.
nation a group of people with a shared language, culture, and history
\r:ttcs have laws, taxation, government, and bureaucracy-
-
l,rrsically, the means of regulating life within the territory.
nation-building - a project undertaken with the goal of strengthening
llris sovereignty needs diplomatic recognition to be legitimate
the bond of the nation
.rrrrl acknowledged internationally. The state's boundaries and
nation-state - a state ruling over a nation
tt r-ritory are not fixed and change across time with war, sale,
patriotism - a feeling of attachment to one's homeland ,rr'[ritration and negotiation, and even assimilation or secession.
sovereignty - the authority to govern a polity without external The nation-state, in a way, is a fusion of the elements of
interference/incursions tlrc nation (people/community) and the state (territory). The
,lt'velopment of nation-states started in Europe during the
pcriods coinciding with the Enlightenment. The "classical"
rr:rtion-states of Europe began with the Peace of 'Westphalia in
tlrc seventeenth century. Many paths were taken towards the
Iormation of the nation-states. In the "classical" nation-states,
Nation, State, Nation-State rurrny scholars posit that the process was an evolution from
To better understand nationalism, one must learn first the lrcing a state into a nation-state in which the members of the
concepts of nation and nationhood as well as state and nation- lrureaucracy (lawyers, politicians, diplomats, etc.) eventually
rrroved to unify the people within the state to build the nation-
state. Refer to the following summary:
strrte. A second path was taken by subsequent nation-states
which were formed from nations. In this process, intellectuals
rrrrd scholars laid the foundations of a nation and worked
towards the formation of political and eventually diplomatic
lccognition to create a nation-state. A third path taken by many
Asian and African people involved breaking off from a colonial
rclationship, especially after 'World 'War II when a series of
rlccolonization and nation-(re)building occurred. During this
time, groups initially controlled by imperial powers started to
irssert their identity to form a nation and build their own state
from the fragments of the broken colonial ties. A fourth path
was by way of (sometimes violent) secessions by people aheady
Social scientists have fleshed out the nuances of nation, part of an existing state. Here, a group of people who refused
statc, and nation-state. A nation is a community of people that to or could not identify with the rest of the population built a
are bclicved to share a link with one another based on cultural nation, asserted their own identity, and demanded recognition. In
practices, languagc, religion or belief system, and historical tl-re contemporary world, the existing nation-states continuously
l6 tlrL. t.rFE AND woRKS oF Josi RIZAL NATToN AND NA'rroNAlls,r,t 17

l
strive with proiects of nation-building especially since lo understanding nationalism, this view maintains that
globalization and transnational connections are progressing. rr:rtionalism is socially constructed and imagined by Beople who
itlcntify with a group. Benedict Anderson argues.that nations
,rrc "imagined communities" (2003). He tr,acds the history
Nation and Nationalism ,,f these imagined communities to the Enlightenment when
lruropean society began challenging the supposed divinely-
As mentioned, one major component of the nation-state
,rrdained dynastic regimes of the monarchies. This idea was
is the nation. This concept assumes that there is a bond that
starkly exemplified by the Industrial Revolution and the French
connects a group of people together to form a community. The
Itcvolution. The nation is seen as imagined because the people
origin of the nation, and concomitantly nationalism, has been
who affiliate with that community have a mental imprint of
a subject of debates among social scientists and scholars. In
the affinity which maintains solidarity; they do not necessarily
this section, three theories about the roots of the nation will be
rrced to see and know all the members of the group.\JTith this
presented.
inragined community comes a "deep, horizontal comradeship"
The first theory traces the root of the nation and national tlrat maintains harmonious co-existence and even fuels the
identity to existing and deep-rooted features of a group of willingness of the people to fight and die for that nation.
people like race, language, religion, and others. Often called Anderson also puts forward the important role of mass media in
primordialism, it argues that a national identity has always the construction of the nation during that time. He underscores
existed and nations have "ethnic cores." In this essentialist stance, that the media (1) fostered unified fields of communication
one may be led to conclude that divisions of "us" and "them" which allowed the millions of people within a territory to
are naturally formed based on the assumption that there exists "know" each other through printed outputs and become
an unchanging core in everyone. The second theory states that rrware that many others identified with the same community;
nation, national identity, and nationalism are products of the (2) standardized languages that enhanced feelings of nationalism
modern condition and are shaped by modernity. This line of end community; and (3) maintained communication through a
thinking suggests thdt nationalism and national identity are few languages widely used in the printing press which endured
necessary products of the social structure and culture brought through time.
about by the emergence of capitalism, industrialization,
secularization, urbanization, and bureaucratization. This idea
further posits that in pre-modern societies, the rigid social Nation and Boyon
hierarchies could accommodate diversity in language and
culture, in contrast with the present times in which rapid change In the Philippines, many argue that the project of nation-
pushes statehood to guard the homogeneity in society through building is a continuing struggle up to the present. Considering
nationalism. Thus, in the modernist explanation, nationalism is a the country's history historians posit that the nineteenth century
political project. brought a tremendous change in the lives of the Filipinos,
The third theory-a very influential explanation- including the actual articulations of nation and nationhood that
about nation and nationalism maintains that these ideas are culminated in the first anti-colonial revolution in Asia led by
discursive. Often referred to as the constructivist approach Andres Bonifacio and the Katipunan. Furthermore, scholars note
l8 '[HE LrFE AND WoRKS oF Josti F.rzAL NATIoN AND NATToNALTsM 19

the important work of the propagandists like Rizal in the ,rt rurrl community they are identifying with. Thus, bayan/banua
( n( orrrpasses both the spatial community 4s well as the imagined
sustained efforts to build the nation and enact change in the
Spanish colony. These themes will be discussed in the succeeding ,,,rrrrnunity. The concept of bayan claslied with the European
r< rt ion of naci6n during the Spanish colonialism. T'he proponents
chapters. As you continue to familiarize yourselves with the r

r rl I)antayong Pananaw maintain the existence of a great cultural

concepts of nation and nationalism, it would be worthwhile to
look at how these ideas have been articulated in the past as well ,lrvide that separated the elite (naci6n) and the folk/masses
as how scholars locate these efforts in the indigenous culture. lltlyan) as a product of the colonial experience. This issue brings
tlrc project of nation-building to a contested terrain.
Many Filipino scholars who endeavored to understand
indigenous/local knowledge have identified concepts that relate Throughout Philippine history, the challenge of building the
to how Filipinos understand the notions of community and, to I ilipino nation has persisted, impacted by colonialism, violent
an extent, nation and nation-building. The works of Virgilio rrrvasion during ITorld'$Var II, a dictatorship, and the perennial
Enriquez, Prospero Covar, and Zeus Salazar, among others, \truggle for development. The succeeding chapters will look into
attempted to identify and differentiate local categories for rlre life and works of Jos6 Rizal and through them, try to map
communities and social relations. The indigenous intellectual lrow historical events shaped the national hero's understanding of
movements like Sikolohiyang Pilipino and Bagong Kasaysayan the nation and nationalism.

introduced the concepts of kapua and bayan that can enrich

discussions about nationalism in the context of the Philippines.
Kaputa is an important concept in the country's social Concept Map
relations. Filipino interaction is mediated by understanding
Make a concept map summarizing:
one's affinity with another as described by the phrases "ibang
tAo" and "'di ibang tao." In the formation and strengthening o the major points in relation to nation and nationalism;
of social relations, rhe kapwa concept supports the notion of o the definitions of nation and nationalism, and their
unity and harmony in a community. From this central concept relationship to state and nation-state; and
arise other notions such as "pakikipagkdpwA," "pdkikisama," o the development and explanatory models of the origins
and "pakikipag-ugnay," as well as the collective orientation of
of state and nation-state.
Filipino culture and psyche.
In the field of history, a major movement in the
indigenization campaign is led by Bagong Kasaysayan, founded
by Zeus Salazar, which advances the perspective known as
Pantayong Pananaw. Scholars in this movement are among the
major researchers that nuance the notion of bayan or banua.
In understanding Filipino concepts of community, the bayan
is an important indigenous concept. Bayan/Banua, which can
be traced all the way to the Austronesian language family, is
loosely defined as the territory where the people live or the
 \\
20 .I'IIE LIFE AND WORKS OF NAT]ON AND NAT]..ONALISM 2t
JOSf R]ZAL \
Exchange concept maps with a classmate. Have him/her rate Excerpts from Emilio Jacinto's Kartilya ng Katipuiqn and
your work using the following rubric: Liwanag at Dilim

.ri i...ri.rr_,r:.r:;rrr:::r:r':i:itrrri:...,.

.i.i..ri:.lt'rr.i'rtr.:l Kartilya ng Kdtipunan:

,l..Elc€llgrittli:,rlrutt Sfiidtnt
:,1::lrr,l:l:::,t*:::::t, l].:l:,:;l:l::r,ll gC.6..Ig.r',!l::i.: SaMay Nasang Makisanib Sa Katipunang lto
Well organized Thoughtfully
organized
Somewhat
organized
Choppy
and
Sa pagkakailangan, ta ar.g lahat na nagiibig pumasuk
Logical format
Easy to follow Somewhat confusing sa katipunang ito, ay magkaroon ng lubos na pananalig
Contains main
concepts most of the incoherent Contains at kaisipan sa mga layong tinutungo at mga kaaralang
time Contains a limited
Contains a
number of
pinaiiral, minarapat na ipakilala sa kanila ang mga bagay
appropriate Contains only a few
6r.
number of most of of the main concepts na ito, at ng bukas makalawa'y huag silang magsisi
t!
Nrl concepts the main concepts at tuparing maluag sa kalooban ang kanilang mga
Gl.: concepts
Eil Map is "tree- tungkulin.
o,: like" and not Contains an
stringy adequate Ang kabagayang pinag-uusig ng katipunang ito ay lubos
number of
Follows na dakila at mahalaga; papagisahin ang loob at kaisipan
concepts
standard map
conventions Follows the ng lahat ng tagalog (") sa pamagitan ng isang mahigpit
standard map
conventions
na panunumpa, upang sa pagkakaisang ito'y magkalakas
Linking words Linking words Linking Difflcuit
na iwasan ang masinsing tabing na nakabubulag sa
demonstrate are easy to words are to follow kaisipan at matuklasan ang tunay na landas ng Katuiran
superior follow but at clear but
E: No links at Kaliwanagan.
:.1t: conceptual times ideas present
t
:o
()
understanding are unclear a flaweci (") salitangtagalog katutura'y ang lahat nang tumubo
Sa
Links are Links are rationale
sa Sangkapuluang ito; sa makatuid, bisaya man, iloko
.'..:i

precisely not precisely Links are

labeled labeled not labeled man, kapangpangdn man, etc., ay tagalog din.
Adapted from: National Computational Science Education Consortium. (n.d.). Rubrrcs for concept mop.
Available from www.ncsec.org/team11/RubricconceptMap.doc
Dito'y isa sa mga kaunaunahang utos, ang tunay na pag-
ibig sa bayang tinubuan at lubos na pagdadamayan ng
isa't isa.

Articulations of Nation and Nationalism

Liwanag at Dilim
Enrich your understanding by looking at how nationalism is "Arrg alinmang katipunan at pagkakaisa ay
espoused by other historical figures. Read the excerpts from the ng isang pinakaulo, ng isang
nangangailangan
writings of another important thinker in the nineteenth century, kapangyarihang makapagbibigay ng ayos,
Emilio Jacinto, and answer the questions that follow. makapagpapanatili ng tunay na pagkakaisa at makapag-
aakay sa hangganang ninanais, katulad ng sasakyang
22 THE LrFE AND woRKS oF Josf RIzAL o* AND NATIoNALISM 23

itinutugpa ng bihasang piloto, Ra kung ito'y mawala ay b. Leadership

nanganganib na maligdw at abutin ng kakila-kilabot
na kamatayan sa laot ng dagat, na di na makaaasang
makaduduong sa pampang ng maligaya at payapang
kabuhayang hinahanap. Attg pinakaulong ito ay
tinatawag na pamahalaan.
"Ang kadahilanan nga ng mga pinuno ay angbayan, at
ang kagalingan at kaginhawahan nito ay siyang tanging
dapat tunguhin ng lahat nilang gawa at kautusan.
Tungkol nila ang umakay sa bayan sa ikagiginhawa,
kailan pa ma\maghirap at maligaw ay kasalanan nila.
"[A]ng alinmang kapangyarihan upang maging tunay How does the Katipunan understand/make sense of the
at matuwid ay sa Bayan lamang at sa kanyang mga trlrprno natloni
tunay na pinakakatawan dapat na manggaling. Sa
madaling salita, di dapat nating kilalanin ang pagkatao
ng mga pinuno na mataas kaysa madla. Ang pagsunod
at pagkilala sa kanila ay dahil sa kapangyarihang
ipinagkaloob ng bayan, samakatu#id, ang kabuuan
ng kapangyarihan ng bawat isa. Sa bagay fla ito,
ang sumusunod sa pinunong inilagay ng bayan ay
dito sumusunod at sa paraang ito'y nakikipagisa sa
kalahatan."

Questions

1. How does the Katipunan understand/make sense of the \X/hat are your reflections on these writings about some
following? important ideas of the Katipunan?
a.. State and Government
GT
r'
.,
t 24 THE t-rFE AND woRKs oF JosE RIZAL

As stated in the first chapter, the imperative of instilling

nationalism in the minds of the youth was a major factor
behind the passage of the Rizal Law. To have a basic grasp of
nationalism, the concepts of nation, state, and nation-state
must be examined. This chapter explained the basic definitions REMEMBERING
of nation (a community of people), state (a political entity),
and nation-state (a fusion of the previous two) and traced the RIZAL
development of the nation-state. It then tackled the various ways
by which social scientists made sense of the concepts of nation
and nationalism, their origins, and development. Discussed
were the primordialist, modernist, and social constructionist
approaches as lenses in which nationalism could be viewed'
The chapter ended with a brief discussion about nationalism
in the context of the Philippines, particularly how indigenous
knowledge could be used to examine how Filipinos understand izal's execution on December 30, 1896 became an important
the concepts of nation and nationalism. turning point in the history of Philippine revolution. His death
activated the full-scale revolution that resulted in the declaration
As you study the life of Jos6 Rizal, it is important to remind ,rl Philippine independence by 1898. Under the American colonial
yourself of the multiplicity of ideas during his time and beyond ,l,rvcrnment, Rizal was considered as one of the most important Filipino
that will affect your understandings of nation and nationalism. lnroes of the revolution and was even declared as the National Hero
lry lhe Taft Commission, also called the Philippine Commission of
l')o1. A Rizal monument was built in every town and December 3O
w,r', declared as a national holiday to commemorate his death and
Abinales, Patricio and Donna Amoroso. 2005. State and society lr(,roism. ln some provinces, men-most of whom were professionals-
in th e P h ilipp ines. P asig: Anvil Publishing, Inc. ,
'r(
f
,urized and became members of Cobolleros de Rizol, now known as
llrr . (nigfi[5 of Rizal.
Anderson, Benedict. 2003. lmagined communities: Reflections
on the origins and spread of nationalism. Pasig: Anvil lnfluenced by both the Roman Catholic Church and the prehispanic
Publishing,Inc. .lrirrltral culture, some Filipino masses likewise founded organizations
tlr.rl rccognize Rizal not just as an important hero but also as their
Aquino, Clemen. Mula sa Kinaroroonan: Kapwa, kapatiran, at
.,rvior from all the social ills that plague the country. These groups,
bayan sa agham panlipunan. CSSP Centennial Professorial
rrylrlr lr cafl be linked to the long history of millenarian movements in
Chair PaPers Series of 1999.
llr'. ( ()untry, are widely known as the Rizalistas. These organizations
Gallaher, Caroline, et al. 2009. Key concepts in political lrr'll1,v1' that Rizal has a Latin name of Jove Rex Al, which literally means
geography. London: Sage Publications Ltd. t ,, rr l, Kihg of All." This chapter will discuss the history and teachings of

Griffiths, Martin, et al. 2002. lnternational relations: The key , l,'r li.rl Rizalista groups founded after Rizal's execution.
concepts. London: Routledge.
)6 lFll, l-lFE AND W0RKS ol' losE ll-lzAL RIMEM n Er1 rN c R rzAL 27

rrr tlrc heart of Mount Makiling" (Ileto, 1998). Similar stories

,.nlirrued to spread after Rizal's death towards the end of the
At the end of this chapter, the students should be able to: nrrrt'tcenth century. The early decades of 1900s then witnessed
P evaluate Rizal's heroism and importance in the context of Rizalista tlr, f<runding of different religious organizations honoring Rizal
groups; r., thc "Filipino Jesus Christ" (Ocampo, 2011).
A discuss the history of selected Rizalista groups; and In 1907, Spanish writer and philosopher Miguel de
compare and contrast the different views on Rizal among the llrrrruruno gave Rizal the title "Tagalog Christ" as religious
P
Rizalistas. ,rrsrrnizations venerating him had been formed in different
t).u-ts of the Philippines (Iya, 2012). It is, however, importanr
to rnention that Rizal was not the first to be called as such. In
lristory, Apolinario de la Cruz (1815-1841) who founded the
Millenarian groups socio-political movements who generally believe
- rt'ligious confraternity Cofradia de San /ose was also considered
in the coming of a major social transformation with the establishment of
:rs the "Tagalog Christ" by his followers. Moreover, Filipino
the Kingdom of God
rt'volutionary Felipe Salvador (1870-1912), also known as
Rizalista - a religious movement that believes in the divinity of Josti i\;ro Ipe, who founded the messianic society Santa lglesia (Holy
Rizal ( )hurch) was called by his followers as the "Filipino Chrisr" and

Jove Rex the Latin name of Jos6 Rizal according to Rizalistas; Jove
Al - tlre "King of the Philippines." The titles given to some earlier
means God; Rex means King; and A/ means All (thus, God, King of All) Irilipino revolutionary leaders reveal that associating religious
colorum - a term used to refer to secret societies that fought against hcliefs in the social movement is part of the country's history.
the colonial government in the Philippines I'cachings and traditions of political movements that were
the act of declaring a dead person as a saint
organized to fight the Spanish and American colonial powers
canonization -
were rooted in religious beliefs and practices. These socio-
rcligious movements known as the millenarian groups which aim
to transform the society are often symbolized or represented by a
hero or prophet.
Rizal as the Tagalog Christ The same can also be said with the Rizalista groups which, as
nrentioned, have risen in some parts of the country after Rizal's
In late 1898 and early 1'899, revolutionary newspapets La
clcath in 1896. Each group has its own teachings, practices,
lndependencia and El Heraldo de la Reuolucion reported about and celebrations, but one common belief among them is the
Filipinos commemorating Rizal's death in various towns in the veneration of Jos6 Rizal as the reincarnation of .|esus Christ.
country. In Batangas, for example, people were said to have 'Ihese groups likened the travails of
Jos6Rizal to that of Jesus
gathered "tearfully wailing before a portrait of Rizal" (Ileto, Christ as narrated in the Pasyon, an epic poem which became
1,998) while remembering how Christ went through the same popular among the Tagalogs during the Spanish period (Ileto,
struggles. After Rizal's execution, peasants in Laguna were also 1998). Rizalistas believe that Rizal, just like Jesus Christ, would
reported to have regarded him as "the lord of a kind of paradise eventually return to life and will save mankind.
 /
,,
28 THE LrFE AND woRKS oF ,osd RIZAL REMEMBERING RIZAL 29

People saw the parallel between the two lives being sent Scptember 24,1.903, On this day, Jos6 Rizal and the three priests
into the world to fulfill a purpose. As Trillana (2006, p. 39) puts wcre canonized following the Roman Catholic rites.
it, "For both Jesus and Rizal, life on earth was a summon and After Rizal's canonization, Aglipay ordered that no masses
submission to a call. From the beginning, both knew or had for the dead shall be offered to Rizal and the three priests.
intimations of a mission they had to fulfill, the redemption of 'l'heir birth and death anniversaries will instead be celebrated
mankind from sin in the case of Jesus and the redemption of his in honor of their newly declared sainthood. Their statues were
people from oppression in the case of Rizal." revered at the altars; their names were given at baptism; and, in
Reincarnation in the context of Rizalistas means that both the case of Rizal, novenas were composed in his honor. Aglipay
Rizal and Jesus led parallel lives. "Both were Asians, had brilliant also mentioned that the PIC's teachings were inspired by Rizal's
minds and extraordinary talents. Both believed in the Golden ideology and writings. One of PIC's founders, Isabelo de los
Rule, cured the sick, were rabid reformers, believed in the Iteyes, said that Rizal's canonization was an expression of the
universal brotherhood of men, were closely associated with a "intensely nationalistic phase" of the sect (Foronda,2001,).
small group of followers. Both died young (Christ at 33 and Today, Rizal's pictures or statues can no longer be seen in the
Rizal at 35) at the hands of their enemies. Their lives changed the altars of PIC. His birthday and death anniversary are no longer
course of history" (Mercado, 1,982rp.38). celebrated. However, it did not deter the establishment of other
Rizalista organizations.

The Canonization of Rizal: In the 1950s, Paulina Carolina Malay wrote her observations
Tracing the Roots of Rizalistas of Rizal being revered as a saint (Foronda,2001.,p.47):
Many towns of Leyte, drnong them Dulag, Barauen, and
The earliest record about Rizal being declared as a saint is Limon, haue religious sects called Banal uhich uenerate
that of his canonization initiated by the Philippine Independent Rizal as a god. They haue chapels where they pray on
Church (PIC) or La lglesia Filipina lndepend.iezre. Founded on their knees before the hero's picture or stdtue.
August 3,1902, the PIC became a major religious sect with a
number of followers supporting its anti-friar and anti-imperialist Legaspi City, too, has a strange society called Pantay-
pdntdy whose members are called Rizalinos. Periodically,
campaigns. As a nationalist religious institution, PIC churches
displayed Philippine flags in its altars as an expression of their the members ualk barefoot in a procession to Rizal's
love of country and recognition of heroes who fought for our monument and hold a queer sort of a mass. Uswally, this
procession is done on Rizal Day (Decernber 30) or on
independence (Palafox, zOtZ).
lwne 19, the natal day of the hero.
In 1903, the PIC's official organ published the "Acta de
Canonizacion de los Grandes Martires de la Patria Dr. Rizal y PP. Sotne "colorrtrn" sects also uenerate Rizal as a god. A
Burgos, Gomez y Zamora" (Proceedings of the Canonization of
"colorum" sect inTayabas, Qwezon has buih a chapel for
the Great Martyrs of the Country Dr. Rizal and Fathers Burgos, bim at the foot of Bwndok San Cristobal, better knoutn
as Mt. Banahaw...
Gomez and Zamora). According to the proceedings, the Council
of Bishops headed by Gregorio Aglipay met in Manila on
]0 't rrE IiTL AND WoRKS oF jostl RIzAL REMEMBERTNG RrzAL 3l

The sect called Rizalirua in Barrio Calwlwan, Concepcion, 4. Man is endowed uith a soul; as swch, mAn is capable of
Tarlac has euen d sort of nwnnery for its priestesses. The good deeds.
girls, forbidden to marry dwring a certain period, a.re sent
5. Heauen and hell exist but are, neuertheless, "witbin us."
to Rizal's hometoran, Calamba for "training."'Wben they
go back to Tarlac, they perform mdsses, baptize and do 5. The abode of the members of the sect in Bongabon,
otber religious rites... Nweua Ecija is the New Jerusalem or Paradise.

These observations show that Rizalistas continued to flourish

7. The caues in Bongabon are the dwelling place of lehouab
or God.
after the PIC's canonization of Rizal. Tracing the origins and
establishment of different Rizalista groups will, therefore, help B. There are four persons in God: God, the Father, the Son,
one appreciate the followers' view of Rizal's role in shaping their the Holy Gbost, and the Mother (Virgin Mary).
socio-religious beliefs.
Like the Catholic Church, the Adarnista also conducts
:;rrcraments such as baptism, confirmation, marriage, confession,

Groups Venerating Jos6 Rizal .rrrd rites of the dead. Masses are held every'Wednesday and
StrndaS at 7:00 in the morning and lasts up to two hours.
Adarnisto or the lglesiong Pilipino Special religious ceremonies are conducted on Rizal's birthday
;rrrd his death anniversary which start with the raising of the
In 1901, a woman in her thirties, Candida Balantac of
lrilipino flag. In a typical Adarnista chapel, one can see images
Ilocos Norte, was said to have started preaching in Bangar,
.,f the Sacred Heart of Jesus, the Immaculate Heart of MarS Our
La Union. Balantac, now known as the founder ol Adarnista
Lady of Perpetual Help, and in the center is the picture of Rizal.
or the lglesiang Pilipina, won the hearts of her followers from
llcside the latter are pictures of other Philippine heroes like Luna,
La Union, Pangasinan, and Tarlac. This preaching eventually
[]urgos, del Pilar, Mabini, Bonifacio, etc. (Foronda,2001).
led her to establish the organization in Bongabon, Nueva Ecija
where she resided until the 1960s (Ocampo, 2011). The Adarnistahas more than 10,000 followers in La Union,
Isabela, Pangasinan,Zambales, Nueva Ecija, Tarlac, and Nueva
Balantac's followers believe that she was an engkantada
Vizcaya, and some in Baguio City and Manila.
(enchanted one) and claimed that a rainbow is formed (like that
of Ibong Adarna) around Balantac while she preached, giving her
the title "lndng Adarna" and the organization's name, Adarnista. Sambohong Rizol
Others call Balantac Maestra (teacher) and Espiritu Santo (Holy
Spirit). Literally the "Rizal Church," the Sambahang Rizal was
founded by the late Basilio Aromin, a lawyer in Cuyapo, Nueva
The members of the Adarnisfa believe in the following
(Foronda,2001): Ircija, in 1918. Aromin was able to atffact followers with his
claim that Sambahang Rizal was established to honor Rizal who
1. Rizal is a god of the Filipino people. was sent by Bathala to redeem the Filipino race,like Jesus Christ
2. Rizal is trwe god and a true man. who offered His life to save mankind (Foronda, 2001). Batbala is
3. Rizal was not execwted as has been mentioned by the term used by early Filipinos to refer to "God" or "Creator."
hislorians. Aromin's group believes that Rizal is the "Son of Bathala" in
 ')2 t HE LrFE AND woRKS or JosE RrzAL REMEMBERINC RIZAL 33

the same way that Jesus Christ is the "Son of God." Noli Me ,lr,rrrgedto iglesia to avoid suspicion by the Japanese soldiers
Tdngere and El Filibusterismo serve as their "bible" that shows ,lrrring'World'War II, making it as the lglesia.Watauat ng Lahi
the doctrines and teachings of Rizal. Their churches have altars (ly;t,20!2).
displaying the Philippine flag and a statue of Rizal.
The aims of the organization are as follows (Foronda, 2001):
Similar to the Catholic Church, the Sambahang Rizal
1. To loue God aboue all things
conducts sacraments like baptism, confirmation, marriage, and
ceremonies for the dead. It assigns preachers, called lalawigan 2. To loue one's fellowmdn ds one loues himself
guru, who are expected to preach Rizal's teachings in different 3. To loue the motberland and to respect and uenerate
provinces. Aromin, the founder, held the title Pangwlw guru the heroes of the rAce especially the martyr of
(chief preacher). At the height of its popularitg the organization Bagumbayan, Dr. Rizal, to follow, to spread, and to
had about 7,000 followers found in Nueva Ecija and Pangasinan support their right teachings; and to serue the country
(Foronda, 2001). with one's whole heart towards its order, progress, and
peace.

lglesia Watawat ng Lahi Foronda (2011,) also enumerated the beliefs of the sect
lirrthered from his interviews in 1960-1,961,:
Samahan ng'V/atauat ng Lahi (Association of the Banner
1. The teachings of the sect are based on the commands
of the Race) is said to have been established by the Philippine
:t: of the Holy Moses, Our Lord Jesws Christ, and tbe
national heroes and Arsenio de Guzman in 1,911,.It was in this
teachings of Dr. lose Rizal culled from his writings.
year that de Guzman started to preach to the Filipino people that
Rizal was the "Christ" and the "Messenger of God." He claimed 2. Cbristians belieue in the Trinity; the power of the Father
that God has chosen the Philippines to replace Israel as his "New was giuen to Moses; the power of the Son, giuen to
Kingdom." Some believe that it was the spirit of Rizal which was lesus Cbrist; and this sect belieues that tbe pouer of the
working with de Guzman telling people to live in accordance Holy Ghost was giuen to Dr.lose Rizal.
with Christ's and Rizal's teachings (Iya,201,2). 3. Jesus Christ is embodied in Dr.lose Rizal and hence, Dr.
According to stories, sometime in 1936, a banal na tinig Rizal is at once a god and d mdn.
(holy voice) instructed Mateo Alcuran and Alfredo Benedicto to 4. Rizal is not dead; he is aliue and is pbysically and
go to Lecheria, Calamba in the province of Laguna to look for materially present in the New Jerusalem which is
Jovito Salgado and Gaudioso Parabuac. Alcuran and Benedicto presently hidden in the site extending from Mt.
followed the banal na tinig and met with Salgado and Parabuac Makiling to Mt. Banahaw.
in Lecheria on December 24, 1936. Every Saturday afternoon 5. It is tbe uoice of Rizal which commands the officials
from then on, the four listened to the teachings of the banal na
and the members what to do; this uoice is heard in the
tinig.In 1.938,the banal na tinig informed them that their guide weekly meetings. Howeuer, an inuoker in the person of
was the spirit of Jos6 Rizal which instructed them to organize a
Gaudioso Parabwac is needed to ask Rizal to come and
movement called the Samahan ng'Watawat ng Labi (Association
talk to members.
of the Banner of the Race). However, the word samahan was
34 l HE I.rrr, ANr) woRKS or JosE RrzAr. REMEMBTRI\: II 1{{ZAL 35

5. If World War lll breaks out, nwmberless peoples will be the early 1920s. TodaS Ciudad
'.r;rrrcd her spiritual missions in
killed by atomic tueapons. Bwt after the war, Dr. Rizal llrstica is the biggest Rizalista group located at the foot of
will make dn dppedrdnce to the new tuorld, and he will 1\lt. llanahaw in Barangay Sta. Lucia in Dolores, Quezon with
lead the army of God. .rpploximately 5,000 members in Sta. Lucia alone. All over
7. Man has a sowl, but a soul that is different from tbe I rrzr)n, it has about 100,000 members.
sowl of Dr. Rizal, for Rizal is god. Three days after his In the history of Ciudad Mistica's establishment, the group
death and if he was boly in life (i.e., if he followed the lr,rs :rlways been led by awoman. Its leader is called the Swprema
commandments of God), man will rise again and his rvlrr assumes the responsibilities of assisting members seeking
soul will proceed to the New Jerusalem. lf he did not .r..lvice, resolving conflicts among members (including legal
fulfill the commandments of God, the soul is not to be , onflicts), and making major decisions in the organization.
pwnished in hell (for there is no hell) bwt will be made
The members believe that as a result of endless conflicts
to work in a place opposite the Neru lerwsalem. .unong countries in West Asia, God decided to transfer His
8. There is a particwlar iudgment (the soul is judged three "l(ingdom" to the Philippines. It explains why there existed
days after death) and tbe last iwdgment (when all the "lroly stations/altars" (locally called pwesto) in Mt. Banahaw,
credtures will be iwdged). rvhich is equivalent to the stations of the cross of Christ in the
l\syon (Ocampo, 2011).
lglesia 'Watawat ng Lahi is one of the biggest Rizalista
groups with more than 1-00,000 members found in different For the Ciwdad Mistica,Jesus Christ's work is still unfinished
parts of the country. FIowever, in 1987, it was divided into ,rrrd it will be continued by Dr. Jos6 Rizal and the "twelve lights"

three factions: (1) the Watawat ng Lahi, also known as ,rI the Philippines composed of the nineteenth century Philippine
the Samahan ng 'Watawat ng Lahi Presiding Elders; (2) the lrcroes. These "twelve lights" are said to be the equivalent of
.Watawat f csus Christ's twelve apostles. Their work will be fulfilled by a
lglesia ng Labi, Inc.; and (3) the lglesia ng Lipi ni
Gat Dr. lose P. Rizal, lnc. (Iya, 201,2). The first group now woman, in the person of MBB, as can be seen in their hymns
teaches that Rizal is not Christ but only a human while the (Quibuyen, 1991.):
last two groups claim that they hold the original teachings and The Virgin Maria Bernarda, a Filipino motber
doctrines of the old lglesia Watawat ng Lahi-Rizal is God/ Dr. Jose Rizal, a Filipino father
Christ himself, the loue Rex Al (God, King of All). Once in d mystery, they came togetber
And so, emerged this country, the Philippines.
Supremo de la lglesio Like the other Rizalista groups, the Ciudad Mistica
de lo Ciudod Mistica de Dios, lnc. shares many elements with the Catholic Church. They hold
rnasses (every Saturday), and have prayers and chants. They
Officially registered as an organization in 1.952, Suprema de commemorate the birth and death anniversaries of the "twelve
la lglesia de la Ciwdad Mistica de Dios, lnc. (Suprcme Church lights," with Rizal's death (December 30) as the most important
of the Mystical City of God) was founded by Maria Bernarda celebration. Each commemoration starts with the raising of the
Balitaan (MBB) in the Tagalog region who was said to have Philippine flag.
36 'l'HE LrFE AND woRKS oF Josf, RIZAL REMEMBERTNG RrzAL 37

llLrbric
Chapter Questions
rrli::r:irlt:l:llir:::ll{i

Briefly answer the following: All statements are Few or none of

supported by the text. the statements are
1,. How do Rizalista groups view Jos6 Rizal and other supported by the
text.
national heroes?
All statements noting Most statements Few statements
similarities are placed are placed in the are placed in the
in the center circle and correct circle, correct circle.
withl.l,,,i:'ii::,rl:,l:tll all statements that note but student has
the Vei'h:,::r:tiri:ti differences are placed mixed up a few
e Ia^;i*il:::l:illl::1, in the correct outer statements.
circle.
'What are the similarities between
2. Jesus Christ and Rizal Num,b€f:r;:t: Student is able to make Student is able Student has
as seen by the millenarian groups? of qiiiLti,lr, 5 or more comparison to make 3-4 made only 2 or
statements in each comparison fewer comparison
circle. statements in each statements in each
circle. circle.
';ource: lnternational Reading Assoclation/National Council of Teachers of English. (2007). Venn
( liagram rubric. Available from http://www.readwritethink.org/flles/resources/lesson*images/

l(.sson 54ldetectiverubric.pdf

3. Name some influential women in various Rizalista

groups and explain their significant roles in their
respective organizations.
Form yourselves into groups of five members. Then, make a
.5- to 10-minute audio-visual presentation on one Rizalista group
rrsing photos of the churches, altars, and celebrations/activities of
the group. Also look for other information not mentioned in the
cliscussion. Present your work in class.

Il u bric
Venn Diagram
ir.:,,8ii!4
Choose two of the Rizalista groups, that were discussed. On
Cont€iiali:r:].:ir,:rr:li:' Presentation shows Presentation shows Presentation
a separate sheet of paper, create a Venn diagram showing the . .a .a,.' .a::..',::)',;a:.: full knowledge some knowledge; lacks important
beliefs and practices that are similar and different between the : .: :::.aa: :'.::.: t:..:'t:: .::::.
by providing lacks interpretation information;
interpretations and and analysis; has no substantial
two groups. Afterwards, rate yourself according to the rubrics .i ,'i ,l:i,..lil,ll ,lll:lll,l:ll
analysis; complete incomplete photos interpretation and
that follow ]ir,:i:.,t:r:til,::ii::,,,t:r l with photos and and illustrations. analysis; has no
r
rrtr::, r:,t.rtrt,,:t. t:,t:.t:trt illustrations from photo or illustration.
research.
38 'fr-n: LIFE ANII woRKs oF JoSi, RIZ-AL REMEMBERING R,IZAL 39

Video information The cl6ss cannot The video has no Etbics, Religion and Philosophy (ACERP). Osaka, Japan.
is logical; has follow the sequence clear narrative line. Accessed on March 23,2017 from https://www.academia.
sequence which because the
e dul 9 0 8 37 64{ove_Rex_Al_The_Making_of_Filipino_Christ
the class can easily presentation jumps
follow. from one theme to Mcrcado, Leonardo V., SVD. 1982. Christ in the Philippines.
Tacloban City, Philippines: Divine 'Word University
another.
Presentation has Some photos and Photos and audio
high quality photos audio need editing. are not clear making Publications.
and audio. the video difficult to ()campo, Nilo. 2011. Kristong Pilipino: Pananampalataya kay
understand.
Jose Rizal. Quezon City: Bagong Kasaysayan.
l'alafox, Quennie. 2012. "Rizal: A hero-saint?" Accessed on
March 24, 2017 from http:l lnhcp. gov.ph I jose-rizal-a-hero-
This chapter showed that Rizal is not only regarded as the saint/
Philippine national hero but also venerated as the "Filipino (luibuyen, Floro C. 1991. And woman will prevail over man:
Jesus Christ" or the Joue Rex A/ (God, King of All) by most Symbolic sexual inversion and counter-hegemonic discourse
Rizalista groups. The canonization of Rizal by La lglesia Filipina in Mt. Banahaw, The case of the Ciudad Mistica de Dios.
Independiente and the eventual emergence of Rizalista groups Philippine Studies Occasional Paper No. 10. Cenrer for
in different parts of the country could be associated with the Philippine Studies, University of Hawaii at Manoa.
long struggle of the Filipinos for freedom and independence. I'rillana, Pablo S., III. 2006. Rizal and heroic traditions: A sense
Syncretism is also evident among the Rizalista groups as the of national destiny. Other essays and bometown stories.
nationalist visions are included in their religious beliefs and texts. Quezon City: New Day Publishers.

Covar, Prospero. 1.998. Larangan: Semindl essdys on Philippine

cwlture. Manila: National Commission for Culture and the
Arts.
Foronda, Marcelino A.,Jr.2001.. Cults honoring P.izal. Historical
Bulletin (5Oth Anniversary Issue): 46-79. Manila: National
Historical Institute.
Ileto, Reynaldo. 1998. Rizal and the Underside of Philippine
History. In Filipinos and their reuolution: Euent, discowrse
and historiography, pp. 29-78. Quezon City: Ateneo de
Manila University Press.
Iya, Palmo R. 2012. "Joue Rex Al: The Making of Filipino
Christ." Paper presented in The Asian Conference on
 THE LiFE or JosE RrzAL 4l

chinese mestizo - a person of mixed Chinese and Filipino ancestry

prlncipalio - the ruling and usually educated upper class in Spanish

CHAPTER 4
,olonial Philippines
Bochiller en Artes - Bachelor of Arts degree bestowed by colleges or
THr, Ltpr, rrrriversities

oF ]osE Rrzel sponish Corfes

llustrodo -
- Spain's lawmaking or legislative body
a term which literally means "enlightened ones" or the
I ilipinos educated in Europe

Masonry - fraternal organization which strives for moral betterment

Rizal's Family

biography narrates how a person has lived during a certain Jos6 Rizal was born on June L9, 1.861 in the town of
(,:rlamba, province of Laguna. Calamba, then a town with
period of time. lt presents not only the life of an individual
and how he/she has influenced the society but also how an .rround three to four thousand inhabitants, is located 54
individual and his/her ideas have been shaped by historical events. l<ilometers south of Manila. It is found in the heart of a region
Jos6 Rizal lived in the nineteenth century, a period in Philippine history Inowfl for its agricultural prosperity and is among the major
when changes in public consciousness were already being felt and 1',roducers of sugar and rice, with an abundant variety of tropical
progressive ideas were being reaiized. Studying Rizal's biography, lruits. On the southern part of the town lies the majestic Mount
therefore, will lead to'a better understanding of how Rizal devoted his Makiling, and on the other side is the lake called Laguna de Bay.
life in shaping the Filipino character. This chapter will cover Rizal's life l'he wonders of creation that surrounded Rizal made him love
and how he became an important hero of the Philippines. nature from an early age. His student memoirs show how his
Iove of nature influenced his appreciation of the arts and sciences
((loates, 1992).

At the end of this chapter, the students should be able to: Rizal's father, Francisco Mercado, was a wealthy farmer
who leased lands from the Dominican friars. Francisco's
,P discuss about Rizal's family, childhood, and early education;
t'rrrliest ancestors were Siang-co and Zun-nio, who later gave
P describe people and events that influenced Rizal's early life; birth to Lam-co. Lam-co is said to have come from the district
? explain Rizal's growth as a propagandist; and of Fujian in southern China and migrated to the Philippines in
tlre late 1600s. In 1,697, he was baptized in Binondo, adopting
A identify the factors that led to Rizal's execution.
"l)omingo" as his first name. He married Ines de la Rosa of a
42 THE LrrE AND WoRKS or Josf RIZAL THE LIFE OT JOSE RIZAL 43

known entrepreneurial family in Binondo. Domingo and Ines The house was high and euen sumptuous, a solid and
later settled in the estate of San Isidro Labrador, owned by massiue edrthqudke-proof structure utith sliding shell
the Dominicans. In 1,731, they had a son whom they named windows. Tbick walls of lime and stone bounded the
Francisco Mercado. The surname "Mercador" which means first floor; the second floor was made entirely of wood
"marketr" was a common surname adopted by many Chinese except for the roof, which uas of red tile, in the style of
merchants at that time (Reyno,2012). the buildings in Manila at that time. Francisco himself
Francisco Mercado became one of the richest in Biflan and selected tbe hardest woods from the forest and had them
owned the largest herd of carabaos. He was also active in local sawed; it took him more tban two years to construct the
politics and was elected as capitan del pweblo in 1,783. He had house. At the back there was An d.zotea and a wide, deep
a son named Juan Mercado who was also elected as capitdn del cistern to hold rain water for home wse.
pueblo in 1808, 1813, and 1823 (Reyno,2012).
Jos6 Rizal (LS6L-1.896) is the seventh among the eleven
Juan Mercado married Cirila Alejandra, a native of Biian. children of Francisco Mercado and Teodora Alonso. The other
They had 13 children, including Francisco Engracio, the father children were: Saturnina (1850-1913); Paciano (1851-1930);
of Jos6 Rizal. Following Governor Narciso Claveria's decree in Narcisa (1852-1,939); Olimpia (1855-1887); Lucia (L857-
1849 which ordered the Filipinos to adopt Spanish surnames, 19191; Maria (L859-1945); Concepcion (1862-1865); Josefa
Francisco Engracio Mercado added the surname "Rizal," from (1865-1945); Trinidad (1868-1951); and Soledad (1.870-1.929).
the word "ricial" meaning "green fieldr" as he later settled in
the town of Calamba as a farmer growing sugar cane, rice, and
Rizal was affectionate to all his siblings. However, his
relation with his only brother, Paciano, was more than that of an
indigo.
older brother. Paciano became Rizal's second father. Rizal highly
Being in a privileged family, Francisco Engracio (1818-1898) respected him and valued all his advice. It was Paciano who
had a good education that started in a Latin school in Biflan. lccompanied Rizal when he first went to school in Biflan. It was
Afterwards, he attended the College of San Jose in Manila. In also him who convinced Rizal to pursue his studies in Europe.
1,848, Francisco married Teodora Alonso (1826-L9ll) who Like Rizal, Paciano had his college education in Manila but later
belonged to one of the wealthiest families in Manila. Teodora, decided to join the Katipunan and fight for independence. After
whose father was a member of the Spanish Cortes, was educated the revolution, Paciano retired to his home in Los Bafros and led
at the College of Sta. Rosa. Rizal described her as "a woman of a quiet life until his death in 1930.
more than ordinary culture" and that she is "a mathematician
and has read many books" (Letter to Blumentritt, November 8,
1888). Because of Francisco and Teodora's industry and Childhood and Early Education
hardwork, their family became a prominent member of the
principalia class in the town of Calamba. Their house was among Rizal had good memories of childhood in Calamba. As a
the first concrete houses to be built in the town. Rafael Palma familS they prayed together during the Angelus. There were
(1,949, p. 1), one of the first biographers of Jos6 Rizal, described times when they would stay in the garden exchanging stories. It
was in this garden where he learned to appreciate nature. Rizal's
the family's house:
childhood was full of love and care shown to him by his parents
44 THE l.rFE AND woRKS or IosE RIZAL THp.'trpr oF JosE RIZAL 45

and siblings. Due to his poor health, Rizal had a personal servant In Bifran, he excelled in Latin and Spanish. He also had
who, after the daily Angelus, would tell him legends and fairy painting lessons under Maestro Cruz' father-in-law, Juancho, an
tales. These stories made him become interested in myths and old painter. Rizal's leisule hours were mostly spent in Juancho's
folklores. studio where he was giveh free lessons in painting and drawing.

As a young boy, Rizal demonstrated intelligence and learned After receiving a letter from his sister, Saturnina, Rizal
easily. His first teacher was Dofra Teodora who taught him returned to Calamba on December 17, 1.870 after one-and-
how to pray. He was only three years old when he learned the .r-half year of schooling in Bifran. He went home on board the
alphabet. At a very young age, he already showed a great interest steamship Talim and was accompanied by Arturo Camps, a
in reading books. He enjoyed staying in their library at home firenchman and friend of his father (P. Jacinto, 1879).
with his mother. Eventually, Dofra Teodora would notice Rizal's
skills in poetry. She would ask him to write verses. Lateg she felt
the need for a private tutor for the young Rizal.
Student of Manila
Just like the other children from the principalia class, Rizal Rizal was sent by his father to Ateneo Municipal, formerly
experienced education under private tutors. His first private l<nown as Escuela Pia, for a six-year program, Bachiller en
tutor was Maestro Celestino followed by Maestro Lucas Padua. Artes. He took the entrance exam on June 10, L872, foar
But it was Leon Monro5 his third tutor, who honed his skills rnonths after the execution of Gomburza.He followed the advice
in basic Latin, reading, and writing. This home education from of his brother, Paciano, to use the name Jos6 Rizal instead of
private tutors prepared Rizal to formal schooling which he first .fose Mercado. He feared that Rizal might run into trouble if it
experienced in Biflan. was known openly that they were brothers since Paciano was
known to have links to Jose Burgos, one of the leaders of the
At the age of nine, Rizal left Calamba with his brother to
secularization movement and one of three priests executed.
study in Bifran. After one-and-a-half hour of travel, they reached
the town on board a cdrrorndta.They went to the house of their During this time, Ateneo Municipal was known to offer the
aunt where Rizal stayed for more than a year. Before leaving best education for boys. Like all colleges in Manila, Ateneo was
his brother, Paciano introduced Rizal to the teacher, Justiniano managed by priests, but with an important difference in the sense
Aquino Cruz, who was also Paciano's former teacher. that these religious were not friars but Jesuit Fathers. Students
in Ateneo were required to attend masses in the morning before
The class, as described by Rizal (P. Jacinto, L879), was in a
the start of classes. Ateneo was also known for its rigid discipline
nipa house, about thirty meters away from his aunt's house.
and religious instruction that trained students' character.
Every da5 Rizal would wake up early and either hear mass at
four o'clock in the morning or study his lesson first and go to Students in Ateneo were divided into two groups, the
mass after. After returning home, he would take breakfast and go l{omans and the Carthaginians. The Roman Empire was
to class from which he would come out at ten o'clock. He would composed of students boarding at Ateneo while the Carthaginian
then again go to school at two o'clock and come out at five. He Empire was composed of non-boarding students. This grouping
would pray with his cousins at six and then study for a while was done to stimulate the spirit of cornpetition among
before going to sleep.
*-{ tta.

46 'f uE LrFE AND won*s 3p losd RtzAL

'f 1-rE LlFE Or lOs'lirnlzer" 47
\r.

the students. At the start, Rizal lagged behind his classmates but
I lt' was only twenty years old and as a young man, he rdas very
,rlrscrvant and eager to interact with foreign nationals. He qade
because of his perseverance and seriousness in studies, he became
,.lictches of his fellow passengers and of the things that he saW
the "emperorr" a title given to the most outstanding student in
class, in just a month's time (Zaide &. Zaide,1999).
,lrrring his travels.

Rizal studied at Ateneo from L872-1,877.In those years, he Rizal reached Barcelona on June 1.6,1882. He arrived during
consistently showed excellence in his academic performance. He
tlrc summer vacation so he was able to meet up with former
passed the oral examination on March 14,1,877 and graduated r lirssmates in Ateneo. These classmates organized a welcome
with a degree Bachiller en Artes, with the highest honors. ;rrrrty for Rizal at a coffee house in Plaza de Catalufra. They
roured Rizal around the city and brought him to the famous
After finishing Bachiller en Artes, Rizal was sent by Don lristorical sites in Barcelona.In this city, Rizal found time to write
Francisco to the University of Santo Tomas. Initially, Dofra :ur essay entitled "El Amor Patrio" (Love of Country)' This essay
Teodora opposed the idea for fear of what had happened to
was published on August 20, L882 in Diariong Tagalog where he
Gomburza. Despite this, Rizal still pursued university education
rrsed the pen name Laong Laan.
and enrolled in UST. During his freshman year (1.877-L878),he
attended the course Philosophy and Letters. Also in the same After the summer vacation, Rizal decided to move to
year, he took up a vocational course in Ateneo that gave him the Madrid where he enrolled in Medicine and Philosophy and
|rrle perito agrimensor (expert surveyor) issued on November 25, l,etters at the Universidad Central de Madrid (presently the
1B 81. tlniversidad Complutense de Madrid) on November 3, 1,882-
I [e also took lessons in painting and sculpture at the Academia
In his second yeat at USI Rizal shifted his course to cle San Fernando, and classes in French, English, and German
Medicine. He felt the need to take up this course after learning rrt the Madrid Ateneo. Not content with these activities, he still
about his mother's failing eyesight.
rnanaged to enroll in fencing class at the schools of Sanz and
Rizal's academic performance in UST was not as impressive Carbonell. In January of 1883, Rizal wrote to his family and
as that in Ateneo. He was a good student in Medicine but not as informed them that: "I am now sttldying Italian and have made
gifted as he was in Arts and Letters. Despite this, he was still one a bet that I shall be able to speak it in two months" (Guerrero,
of the seven students who remained in the course in his last year 2010).
at UST out of the original batch of twenty-four (Jose, 2011).
Rizal was awarded with the degree and title of Licentiate in
In 1882, Rizal and Paciano made a secret pact-Rizal would Medicine for passing the medical examinations in June 1884.
go to Europe to complete his medical studies there and prepare STith this title, Rizal was able to practice medicine. He continued
himself for the great task of liberating the country from Spanish enrolling in courses that would have led to a Doctorate in
tyranny. Medicine but the degree was not liiven to him because he failed
to pay the fee required to defend his thesis. It is important to
note that at this time, Rizal was already feeling the effect of
Rizal in Europe the difficult economic situation in Calamba. His family faced
On May 3,1,882, Rizal left the Philippines for Spain. In his financial problems brought abont by low crop production
first trip abroad, Rizal was very excited to learn new things. because of drought and locusts aggravated by the hike in rentals
48 'rHE LrFE AND woRKS or Josi RIZAL THE LrFE oF Jos6 RIzAL 49

on the haciendas by the Dominicans. Consequentl5 there were n()r want to ruin their friendship. In 1883, Rizal wrote a poem
delays in his monthly allowance from the Philippines. l,rr Consuelo enritled A Sefiorita C. O. y R.

Rizal also took examinations in Greek, Latin, and world Rizal specialized in ophthalmology and trained under the
history. He won the the first prize in Greek and a grade of Icacling ophthalmologists in Europe like Dr. Louis de'Weckert
"excellent" in history. He also obtained the degree Licenciado en ,,lr Paris for whom he worked as an assistant from October
Filosofia y Letras (Licentiate in Philosophy and Letters) from the to March 1885. In GermanS he also worked with expert
llJU5
Universidad Central de Madrid on June 19, 1885 with a rating of ,,phthalmologists Dr. Javier Galezowsky and Dr. Otto Becker in
sobresaliente. I lcidelberg in 1885 and Dr. R. Schulzer and Dr. Schwiegger in
lll87 (De Viana, 2011).
In between his studies, Rizal made time for meeting fellow
Filipinos in Madrid. Known as ilwstrados, the,se Filipinos During his stay in Germany, Rizal befriended different
(enlightened ones) formed the Circulo Hispano-Filipino which scholars like Fredrich Ratzel, a German historian. Through
held informal programs with activities like poetry-reading and lris friend, Ferdinand Blumentritt, Rizal was also able to meet
debates. As a prolific writer and poet, Rizal was asked to write lrcodor Jagor and Hans Virchow, anthropologists who were
a poem. As a result, he wrote Mi Piden Versos (They Ask Me for tloing studies on Philippine culture. Rizal mastered the German
Verses). language and wrote a paper enrirled Tagalische Verkwnst
( I-agalog Metrical Art). He also translated Schiller's'William Tell
In one of the Filipino reunions at the house of Pedro Paterno
into Tagalog in 1886. It was also in Berlin where he finished
in Madrid on January 2, -1.884, Rizal proposed the writing of Noli Me Tdngere which was published on March 21,1887 with
a novel about the Philippine society. The group approved the l'inancial help from his friend Maximo Viola.
project but this plan did not materialize. His fellow Filipinos who
agreed to help him did not write anything so he drafted the novel After five years in Europe, Rizal went home to Calamba on
alone. It was in Madrid that he was able to write the first half of August 8,1887. He spent time with the members of his family
his novel, Noli Me Tdngere. who were delighted to see him again. He also kept himself busy
by opening a medical clinic and curing the sick. He came to be
While in Madrid, Rizal was exposed to liberal ideas through
l<nown as Doctor Uliman as he was mistaken for a German. His
the masons that he met. He was impressed with the masons'
vacation, however, was cut short because he was targeted by
view about knowledge and reasoning and how they value the friars who were portrayed negatively in his novel Noli Me
brotherhood. He joined the Masonry and became a Master 'ldngere. He left the country for the
second time on February 16,
Mason at the Lodge Solidaridad on November 15, 1890.
I 888.
Filipinos in Madrid occasionally visited Don Pablo Ortiga
y Rey, the former city mayor of Manila under the term of
Governor-General Carlos Maria de la Torre. Rizal joined his Rizal's Second Trip to Europe
fellow Filipinos at Don Pablo's house where he met and became
In his second trip, Rizal became more active in the
attracted to Consuelo, Don Pablo's daughter. However, Rizal did
I)ropaganda Movement with fellow ilustrados like Marcelo H.
not pursue her because of his commitment to Leonor Rivera. His
del Pilar, Graciano Lopez Jaena, Antonio Luna, Mariano Ponce,
friend, Eduardo de Lete, was also in love with Consuelo but did
50 l'irE LrFE AND woRKS o!: JosE I{IZAL TrjE LrFE 0F,osE RrzAL 5l

.rlirrinst their vow of poverty. In spite of his protests and denial of

and Trinidad Pardo de Tavera. The Propaganda Movement
lr;rving those materials, Rizal was exiled to Dapitan in Mindanao.
campaigned for reforms such as: (1) for the Philippines to be
made a province of Spain so that native Filipinos would have
equal rights accorded to Spaniards; (2) representation of the Exile in Dapitan
Philippines in the Spanish Cortes; and (3) secularization of
parishes. Rizal arrived in Dapitan on board the sreamer Cebu on July
17, 1892. Dapitan (now a city within Zamboanga del Norte) was
Rizal became preoccupied with writing articles and essays
.r rcmote town in Mindanao which served as a politico-military
which were published in the Propaganda Movement's newspaper,
()utpost of the Spaniards in the Philippines. It was headed by
La Solidaridad. Among his intellectual works in Europe is his
t irrptain Ricardo Carnicero, who became a friend of Rizal during
annotation of Antonio de Morga's Swcesos de las lslas Filipinas
lrrs exile. He gave Rizal the permission to explore the place and
(1890) in which Rizal showed that even before the coming of the
rctluired him to report once a week in his office.
Spaniards, the Filipinos already had a developed culture. He also
wrote an essay entitled "Sobre la Indolencia de los Filipinos" The quiet place of Dapitan became Rizal's home from
(On the Indolence of the Filipinos) published in 1890 in which l,892 to 1896. Here, he practiced medicine, pursued scientific
he attributed the Filipinos' "indolence" to different factors such studies, and continued his artistic pursuits in sculpture, painting,
as climate and social disorders. Another essay he wrote strongly sl<etching, and writing poetry. He established a school for boys
called for reforms; it was called "Filipinas Dentro de Cien Afios" .rnd prcmoted community development projects. He also found
(The Philippines a Century Hence) published in parts from 1889 lirne tostudy the Malayan language and other Philippine
to 1890. l;rrrguages. He engaged himself in farming and commerce and
t ven invented a wooden machine for making bricks.
By July L897, while in Brussels, Rizal completed his second
novel, El Filibusterismo, which was published on September 18, On September 21, 1892, Rizal won the second prize in a
1891 through the help of his friend, Valentin Ventura. Compared Iotter/ together with Ricardo Carnicero and another Spaniard.
with his No/i, Rizal'5 El Flli was more radical with its narrative I lis share amounted to 6,200 pesos. A portion of Rizal's
portrayed of a society on the verge of a revolution. winnings was used in purchasing land approximately one
to return to the Philippines thinking l<ilometer away from Dapitan in a piace known as Talisay. He
In 1.892, Rizal decided
built his house on the seashore of Talisay as well as a school and
that the real struggle was his homeland. In spite of warnings
in
rr lrospital within the area.
and his family's disapproval, Rizal arrived in the Philippines
on June 26,1892.Immediately, he visited his friends in Central In his letter to Blumentritt (December 19, IB93), Ftizal
Luzon and encouraged them to join the La Liga Filipina, rlcscribed his daily acivities in Dapitan:
a socio-civi c organization that Rizal established on July 3, L892-
Unfortunately, just a few days after the Liga's formation, Rizal
I am going to tell you hou we liue here. I baue a squdre
howse, anotber hexagonal, and another octagonal-
was arrested and brought to Fort Santiago on July 6, L892.He
was charged with bringing with him from Hong Kong leaflets
all made of bamboo, wood and nipa. In the square
entitled Pobres Frailes (Poor Friars), a satire against the rich
my mother, sister Trinidad, d nephew and I liue.
Dominican friars and their accumulation of wealth which was
In the octagonal my boys liue-some boys whom
r -.....
----.- )
52 I HE LIFE AND WoRKS oF JosE RIZAL THE LrrE or ;osE RrzAL 53

I aritbmetic, Spanish and English-and now

teacb On the eve of l:ur,e 21.,1.896, Dr. Pio Valenzuela visited Rizal
and tben d pdtient wbo has been. operdted on. ln the in Dapitan and informed him about the founding of Katipunan
hexagonal dre rny chickens. From my house I hear tbe rrnd the planned revolution. Rizal objected to it, citing the
murrnur of a crystalline riuulet that comes from the high importance of a well-planned movement with sufficient arms.
rocks. I see the beach, the sea where I haue tuto small Meanwhile, Rizal had been sending letters to then Governor-
crafts-two canoes or barotos, as they call them bere. I (ieneral Ramon Blanco. Twice he sent letters, one in 7894 and
haue many fruit trees-?ndngoes, lanzones, guyabanos, rrnother in 1895. He asked for a reyiew of his case. He said
baluno, nangka, etc. I baue rabbits, dogs, cdts, etc. I get that if his request would not be granted, he would volunteer to
wp early-at S:00. I uisit my fields,l feed the chickens. scrve as a surgeon under the Spanish army fighting in the Cuban
I wake up ny folks, and start them mouing. At 7:30 rcvolution.
we take breakfast-tea, pastry, cbeese, sweets, etc. On July 30, L896, Rizal's request to go to Cuba was
Afteruards I treat rny poor patients uho come to my
rrpproved. The next day, he left for Manila on board the steamer
land. I dress and go to the town in my baroto, I treat
lt,spafi.a. And on September 3,L896, he boarded the steamer Isla
the people there and I return at L2:00 and take lunch.
de Panay which would bring him to Barcelona. Upon arriving at
Afterwards, I teach the boys until 4:00 and I spend
the fort, however, Governor-General Despujol told him that there
the afternoon farming. I spend the euening reading and
was an order to ship him back to Manila. On November 3,1896,
studying.
Itizal arrived in Manila and was immediately brought to Fort
Santiago.
Relative to Rizal's project to improve and beautify Dapitan,
he made a big relief map of Mindanao in the plaza and used it
to teach geography.'S7ith this map, which still exists todaS he Trial and Execution
discussed to the town people the position of Dapitan in relation
to other places of Mindanao. Assisted by his pupils, Rizal also The preliminary investigation of Rizal's case began on
constructed a water system to supply the town with water for November 20,1896. He was accused of being the main organizer
drinking and irrigation. He also helped the people in putting up of the revolution by having proliferated the ideas of rebellion
lampposts at eyery corner of the town. and of founding illegal organizations. Rizal pleaded not guilty
rrnd even wrote a manifesto appealing to the revolutionaries
Having heard of Rizal's fame as an ophthalmologist, George
ro discontinue the uprising. Rizal's lawyer, Lt. Luis Taviel de
Taufer who was suffering from an eye ailment traveled from
Andrade, tried his best to save Rizal. However, on December 26,
Hong Kong to Dapitan. He was accompanied by his adopted
1896, the trial ended and the sentence was read. Jos6 Rizal was
daughter, Josephine Bracken, who eventually fell in love
fuund guilty and sentenced to death by firing squad.
with Rizal. They lived as husband and wife in Rizal's octagonal
house after being denied the sacrament of marriage by Father On December 28, 1896, Governor-General Camilo de
Obach, the parish priest of Dapitan, due to Rizal's refusal to l)olavieja signed the court decision. He later decreed that Rizal be
retract his statements against the Church and to accept other cxecuted by firing squad at 7:00 a.m. of December 30.
conditions.
 54 l'HE LIFE AND woRKs oF JosE lllzAl THE LlFE or Josi RtzAL 55

Rizal, on his last remaining days, composed his longest .). !7ho were the important persons that influenced Rizal in
poem, Mi tlltimo Adios, which was about his farewell to the his intellectual pursuits?
'!7hen his mother and sisters visited him on
Filipino people.
December 29,1.896, Rizal gave avzay his remaining possessions.
He handed his gas lamp to his sister Trinidad and murmured
softly in English, "There is something inside." Eventually, Trining
and her sister Maria would extract from the lamp the copy of
Rizal's last poem.
:

tlEI At 6:30 in the morning of December 30, L896, Rizal, in black

tI
E suit with his arms tied behind his back, walked to Bagumbayan.
r The orders were given and shots were fired. Consummatwm est!
r ("It is finished!") Rizal died offering his life for his country and
4.
Ij
I
\7hat were Rizal's activities in Dapitan and their impact?
its freedom.
t- u
o

Chapter Questions
-l o u
E
F

ill o6z
Briefly answer the following:
^l
I 1. Describe the background of Rizal's ancestry that might
t
have contributed to his life and education.
t
t
I

How would you assess Rizal's objection to the

revolution?
F
Z. Compare the experiences of Rizal as a student in Ateneo
F
E
Municipal, UST, and in Madrid.
t
t
!

t
I*
E*
F'
t lh.ilQ c.G
 ,/

56 THE LlFE AND WORKS OF JOSE RIZAL TrJE LrFE or;osd RrzAL 57

Creating a lnfographic of Rizal's Life

This chapter covered the important srages of Rizal's life-
Divide yourselves into groups. As a group, pick one aspect of lr orn his family history to his memorable childhood in Calamba

Rizal's life (e.g., family early education, etc.). Research further on ,,ncl his first taste of education in the town of Biflan in Laguna.
this aspect of Rizal's life and create an infographic. Present your l'lrc narrative also showed how Rizal's ideas and works were
infographic in class. rnl'luenced by his education in Manila and later in Europe.
I lis active participation in the Propaganda Movement made him
Rubric ()nc of the most known reformists. Rizal's writings and alleged

'rrvolvement
in the Philippine Revolution of 1896 were used by
2 t :.r,l

rlrc Spanish colonial government to justify his public execution

Use of class time Used class tiime Used some ofthe Did not use the
well to get the class tiime to get class tiime to get ,,rr December 30,1896.
project done. the project done. the project done.

Relevance of All graphics are Some ofthe None ofthe

graphics related to the graphics are graphics are
topic, thus making related to the related to the
the topic easy to topic. topic.
( loates, Austin. 1992. Rizal: Filipino nationalist and patriot.
understand. Manila: Solidaridad Publishing House.
Accuracy of At least 5 At least 3 No accurate facts
content accurate facts are accurate facts are are displayed on
l)c Viana, Augusto V. 201,1,. lose Rizal in owr times: A gwide
displayed on the displayed on the the infographic. for the better understanding of the Philippines' foremost
infographic. infographic.
national hero. Mandaluyong City: Books Atbp. Publishing
Attractiveness The infographic The infographic The infographic Corp.
is attractive in its is attractive but is incredibly
design, layout, slightly messy. messy and poorly ( iuerrero, Leon Ma. 2010. The first Filipino: A biography of Jose
and colors used. designed.
Rizal. Marrlla: Guerrero Publishing, Inc.
Choice of words The choice The choice of The choice
and granrmar of words is words is sllghtly of words is f'. Jacinto (Pen Name of Rizal). 1879-1881. Memorias de wn
appropriate appropriate and inappropriate
and there are there are a few and there are
estwdiante de Manila (Memoirs of a student in Manila).
no grammatical grammatical many grammatical Translated by the Jose Rizal National Centennial
errors. errors. errors.
Commission.
f <rse, Regalado, 13 June 2011. The truth about Rizal's "poor"
grades in UST. Inquirer Online. Accessed onFebrtary 27,
2017 from http://lifestyle.inquirer.n etl 3292lthe-rruth-about-
rizal-grades-in-ust/
f 'alma, Rafael (Translated by Roman Ozaeta). 1949. The Pride of
the Malay Race. New York: Prentice Hall.
58 TFrE LrFE AND WoRKS oF ]osd 1ltzAl

Reyno, Ma. Cielito. 18 September 2012. "Rizal's paternal

lineage." Accessed on February 22,2017 from http://nhcp.
gov.ph h izals -p aterna I J ine ageI
CHAPTER 5
Rizal, Jose. 196L. Letter to Blumentritt, 8 November 1888. In
The Rizal-Blumentritt Correspondence, Part One: 1886-
1889, Volume II, p. 210. Manila: Jose Rizal National
Centennial Commission.
TuT, NINpTEENTH
Rizal Jose. 20LL. Correspondence with Blumentritt, Volume II. CPNTURY PHILIPPINE
Manila: National Historical Commission of the Philippines.
"Rizal's exile in Dapitan, 1,892,-1896." Accessed on March 1,
EcoNoMY SoCIETY,
20 L7 from http ://dipolognon.com,/dapitancom/rizalsadapitan
insert.htm
AND THE CHINESE
Zaide, Gregorio and Sonia Zaide.1,999. Jose Rizal: Life, works Musrtzos
and u.,ritings of a genius, r,uriter, scientist, and national hero,
pp. 24. Quezon City: All-Nations Publishing Co.

'To fully appreciate the details of Rizal's life related in the previous
II cnapter, one needs to locate him within the wider context
I of the Philippines in the nineteenth century. This chapter will
discuss the changing landscape of Philippine economy in the
nineteenth century and describe how these developments had an
impact on the society in which Rizal grew up, matured, and eventually
was martyred. lt will begin by looking at the tremendous economic
development starting in the late eighteenth century as a product of
multiple factors. The chapter will then map the effects of economic
developments on Spanish policies on education, social life, and the
people of the Philippines. The role of an important population, the
Chinese mestizos, in Philippine life and economy will also be noted.
These Chinese mesfZos will be located in the context of the changing
social stratification in the Philippines.
 50 I HE LIFE AND woRKS oF losf RIzAL r. H EN IN Er E
?YI li'"T' :,,] i,i I l.',fi ?i'Yi""; o'
"::1'?
The Changing Landscape
A,t the end of this chapter, the students should be able to: of Philippine Economy and Society
A locate Rizal's life in the Philippines within the wider context of the Many scholars consider the nineteenth century as an era
developments in the nineteenth century; .rf profound change in the Philippines. During this period,
P explain the important role of the Chinese mestizos and their ranks vast economic, political, social, and cultural currents were
within the changing Philippine economy and society; and lclt. Change, however, had its initial ripples in the previous
/ discuss the interplay of several factors that contributed to the ccntury. By the late eighteenth century, the monarchy in
changing landscape of Philippine society and economy. Spain experienced a dynastic shift from the Habsburgs to
the Bourbons. Under the new leadership, Spain recalibrated
colonial policies that would have an effect on the Philippines.
cash crop - crops cultivated for export V7ith the goal of invigorating the profitability of the colonies
an order issued by a legal authority; a policy pronouncement
like the Philippines, Bourbon policies and reforms were carried
decree -
out. The first governor-general to the Philippines under the
Galleon Trade - From 1565-1815, this was the form of trade between
Bourbon mandate was Jos6 de Basco y Vargas who arrived in the
the Philippines and Mexico. The galleons would sail to Mexico loaded
with goods and return to the Philippines carrying the payment in silver.
l']hilippines in 1778.

insulores - pure-blooded Spanish born in the Philippines By the time Basco arrived, the Galleon Trade, the main
mestizo - a person with mixed ancestry-one parent is Chinese or cconomic institution existing in the Philippines, was already a
:L
Spanish and the other is a native; an important sector of the population losing enterprise. As Spain sought ways to salvage the dwindling
p:
in nineteenth century Philippines cconomy of the empire, the global wave of industrialization
merchant houses firms established in Manila and other cities by became a silver lining. As many imperial powers in Europe and
-
foreign traders the West were undergoing industrialization, an increased demand
pocto de retrovento -.an agreement that allowed a landowner to sell
for raw materials presented an opportunity to look into the
his/her land with the guarantee that he/she could buy the land back at agricultural potential of the Philippines. Thus, it was viewed
the same price that the transformation of the economy towards being export-
Parian - Chinese enclave established in 1581 outside the walls of
oriented, harnessing the agricultural products that could be
lntramuros. The Chinese were forced to live in the Parian'
yielded from the archipelago, was the way to go.
peninsulores - pure-blooded Spanish born in Spain To better facilitate the envisioned reorientation of the
principolio wealthy pure-blooded natives said to have descended economy, Basco established the Royal Philippine Company in
-
from the kodotoon class 1785 to finance agricultural projects and manage the new trade
being established between the Philippines and Spain (and Europe)
songtey - a term that proliferated in the Spanish Philippines to refer to
people of pure Chinese descent; came from the Hokkien word "seng-li" as well as other Asian markets. These changes, however, were met

meaning business with lukewarm reception. Resistance also came from various
sectors like the Catholic Church that was nor receprive of the
social stratification - a way by which people in a society are
categorized based on socio-economic as well as political standards labor realignments entailed by the planned reforms, and traders
 ,/,

62 'THE 1.ri,r AND wor{KS or Jos€ R{zAL THE NINETEENTH CENTURY PHILIPPINE I,OONOMY.
socr'rY, AND rHE i';,n*';;r";;;';;';t 63
that were still holding on to the Galleon Trade. It also did not rrt which it was sold. However, it became difficult to buy back
help that the Royal Philippine Company was fraught with issues
land given the continuously increasing demand of the economy
of mismanagement and corruption. As Basco pushed for the rrnd the renewals of the sale, which further buried the farmers to
reforms, he lifted a ban on Chinese merchants that reinvigorated
indebtedness. EventuallS they would forfeit the land and would
internal trade; initialized the development of cash crop farms;
lre forced to become tenant farmers, or kasamd. Aside from this
relaxed certain policies that allowed the gradual opening rnode, land acquisition also came in the form of land-grabbing.
of Manila to foreign markets; and established the Tobacco As the growing economy required better management of lands,
Monopoly to maximize the production of this export good.
inquilinos emerged, renting land to sublet it to smaller farmers.
Global events continued to affect the Philippines at the These factors would bring change to the social stratification
beginning of the nineteenth century. By 1810, the Mexican in the countryside that, as the next chapter will show, did not
'War
of Independence rattled the Spanish empire, as it would continue without tensions and contestations.
eventually lead to the loss of the precious Latin American
'S7ith
colonies. this came the eventual end of the Galleon Trade
which became a concern in the Philippines. As the Philippine The Chinese and Chinese Mestizos
economy hung in the balance, policies were recalibrated and
The sectors that greatly benefited from the changing
with the eventual closing of the Royal Philippine Company,
economy were the Chinese and the Chinese mestizos. Since
Manila was opened to world trade by 1834. As a result,
pre-colonial times, the natives of the Philippines had had trade
foreign merchants and traders came and eventually resided in
relations with the Chinese. During the height of the Galleon
Manila and took over the role of financing and facilitating the
Trade, it was also Chinese products that comprised most the
burgeoning agricultural cash crop, export-oriented, economy.
goods being traded. The influx of Chinese settlements in the
Some of the major investments came from British and American
Philippines made the Spaniards suspicious of the Chinese.
traders that set up merchant houses in Manila.
These feelings led to stringent state policies towards the sangley
The rapid development of the economy began to flow in the ranging from higher taxes, the restriction of movement with
Philippines through cash crops. By the first half of the nineteenth the establishment of the Chinese enclave (the Parian), to actual
century, majority of the exports of the Philippines came from policies of expulsion.
cash crops like tobacco, sugar, cotton, indigo, abaca, and coffee.
The Chinese, however, proved to be "necessary outsiders"
The importance of land became more evident as cash in Philippine colonial economy and society. Although the
crops became the major source of revenue in the colony. As the Spaniards were wary of the Chinese, they realized the importance
provinces shifted to cultivating cash crops, land ownership and that the latter played in sustaining the economy. From the
management began to be a concern. The farmers felt the pressure goods loaded on the galleons to the development of retail trade,
of the economy while the hacenderos grabbed the opportunity. the Chinese enlivened the economy. Eventually and gradually,
For example, when a small landowner needed capital and moneg they became integrated into colonial societS giving rise to
he would engage in a pacto de retrouentd, an agreement of sale intermarriages with indios that gave birth to Chinese mestizos.
guaranteeing that he could buy the land back at the same price The Chinese mestizos assumed an important role in the economy
r
64 fHE l.rFE AND vroRKS oF fosE RrzAL E N IN ErE"X1'??5I3"'l?':',ll*i-"T?[?X o I
'H

all throughout the Spanish colonial period. They influenced the cedula personal bearing one's name and residence, the colonial
changing economy in the nineteenth century by purchasing land, government sought to have a better surveillance ,fnechanism.
accumulating wealth and influence. To help carry out policies better, the guardia ciuilwas eventually
established. As the new economy afforded the cokinial srate new
opportunities, it also prompted the state to be more regulatory
lmpact on Life in the Colony .rnd to assert its authority.

The economic developments, as mentioned, precipitated

social, political, and cultural developments as well. For example, Renegotiating Social Stratification
the new economy demanded a more literate population to
address the rising need for a more professionalized workforce The Philippine society felt the impact of the developing
to man the trading activities in Manila and other centers. This cconomy. As a result, social relations underwent redefinitions
demand compelled the issuance of the colonial government and the changing dynamics brought about a renegotiation of
'S7ith
order in 1836 that required all towns to set up primary schools social stratification. the growi:rg relevance of the mestizo
to teach the population how to read and write. It eventually led population, new lines were drawn with the following social
to the passage of an education decree in 1863 that mandated strata:
free primary education. Eventually, the nineteenth century
also gave birth to many schools that addressed the growing .-
lrentnsulor
Pure-blooded Spaniard born in the lberian
Peninsula (i.e., Spain)
demand for more professionals. Schools like Ateneo Municipal
were established during this time. The complex nature of the lnsulor Pure-blooded Spaniard born in the Philippines
developing economy also allowed the government to intensify
bureaucratization and to streamline colonial governance. .,,. r r, ,,,,i i :, i.i, l,Spanish fnestjzo:- o0€ pafent is Spanish,lthe,,

As Manila became a trading center, it became a viable

Chinese mestizo- one parent is Chinese, the
destination for people seeking better opportunities or those ...,..'..''..''.,,.....'.oth€r',isa]native....,].'il.',','..'l
wanting to escape the worsening conditions in the farmlands.
Wealthy pure-blooded native supposedly
The increased rate o{ internal migration raised several PrrncrDolio
' descended from the kodotoon class
concerns. One, people flocked the centers of trade like Manila.
Overcrowding implied issues in living quarters, sanitation and lndio Pure-blooded native of the Philippines

public health, and increase in criminality. Two, the continuous Chino infiel Non-Catholic pure blooded Chinese
movement of people made tax collection extra difficult. In order
to mitigate these concerns, one measure implemented was the As the Spaniards lost economic power in the nineteenth
'1849 decree of Governor-General Narciso Claveria that urged century, they asserted dominance by virtue of their race. This
'S7ith issue brought complications with the rising principalia and
the people in the colony to adopt surnames. the catalogo
de apellidos drawn up, the colonial government assigned mestizo populations who realized their indispensable position
surnames to people and forbade changing names at will. Together in society as movers and facilitators of the economy. The
with more policies like the registration and possession of a renegotiation continued throughout the century as ihe mestizos
66 THE, Llrr AND woRKS oF Josi RIZAL

and principalia elite eventually demanded social recognition that

the pure-blooded Spaniards had consistently denied them.
Life in a Cigar Factory
These wealthy mestizos and members of the principalia
contirrugd to amass economic and cultural capital. They also Read the following excerpts about the cigar factories in
availed themselves of the opportunity to obtain higher degrees of Manila in the nineteenth century.
education not only in the Philippines but also in Europe. These Note: As the economy developed with tobacco being
activities augmented their relevance in society as it was from one of the most profitable crops, cigars became a
these 1a1fts that articulations of nationalism would emerge. prime export from the Philippines. This allowed the
proliferation of cigar factories in Manila that often
employed women, called cigarreras. In the following
Summative ActivitY excerpts, you will get glimpses about the life in a cigar
factory.
Create a worksheet containing the table illustrated below'
!7rite the changes and developments that were felt in the
ABOUT THE WORK IN THE FACTORY
nineteenth-...rrr"ry Philippines. After listing the changes, plot
them v7i1[in Rizal's biography and write which aspects you think From foreign observers:
had a direct or indirect impact on Rizal while citing events in his I was surprised by the order and decency uhich reigned
life. ouer the multitude of women and yowng girls; they
certainly did not belong to the lowest rung of society and
uswally worked by families.
All were silent and none said a word but their eyes
functioned uery effectiuely and their hands sren fitor€ so.
I noticed the celerity with which the womert. rolled each
cigar and pasted both ends. However their work was not
c:onsidered done until after both ends of the cigar were cut
,/bllowing a given model and afterwards strictly inspected by
lhe maestra of the section. Then only was the cigar allowed to
he part of a pack of 32; a thousand packs made up one chest
and 500, a half chest.
 rH E N" * IIT'
68 THE I-IFE AND \{OR.KS OF }OST RlZAL
"' l[ti,??y,x i", l:'iHiJ!,"';?]?*; e s

ABOUT THE STRUGGLES OF THE CIGARRERAS: to follow them to fields and forest. They (tbe cigarette
From a complaint as reported by an inspector: workers) were only allotued to go after much begging on
their part and after bribing tbe soldiers.
The many abwses committed by tbe soldiers against tbe
With this kind of behauior it is certain that uery soon the
female workers of the factory (if the abuses cannot be
stopped) migbt cause the closing down of the factory as workshops of this factory shall rwn owt of employees.
a resub of manporuer shortage. These workers are mostly
This is wby I bring all tltese to your knoruledge so that
the poor and needy people of the towns of Obando, Polo the Central Gouernment can adopt medsures to cwrb
and Meycawayan and tbe remote towns of Bulacan uho such abuses which may aduersely affect the factory
seek employment in the establisbment, starting either established in tbat area.
as bustaquems or sorters of tobacco wntil they learn
rrce: Camagay, Maria Luisa, "The Cigarreras of Manila,, philippine Studies vol. 34 no. 4 (1996):
how to make cigars. They liue miserably in the nearby
' ,r rr

' ,t)1 517.

poblaciones and go to their homes only during fiestds
or after hauing been paid their wages. Howeuer, a group ( luestions for Reflection
of soldiers would get together at night and search their
homes under the pretext of looking for tulisanes and then Divide the class in groups of five members and discuss the
wowld mercilessly mabreat them. lollowing questions. Prepare a short report and share your
,liscussions with the class:
On the night of March 20 of this year U8551 at 1"2
midnight, d maestra by the name of Maria Tac came to 1. 'W'hat can you say about the conditions of the
me weeping to denownce tbe abwses of these soldiers. cigarreras in Manila?
While she and her son and two other companions 'V7hat
2. do these excerpts reveal about the life in
uere sleeping, the door was forced open dnd four or nineteenth century Manila?
fiue armed men broke into it and searcbed the house 3. How can these excerpts be related to a discussion
and tbeir belongings for smwggled items. Not bauing
about the situation of women in nineteenth century
fownd wore than a peso and some cuartos which they Manila?
took, tbey left wttering profanities, sbowing no respect i

for the maestra. The following day I went to see the

gobernadorcillo o/ the mestizos to present the attached ii

report.lYithout knouing what decision was taken in this This chapter aimed to situare Rizal's life within the larger
tr

regard, all I assure yow is that tbe money taken was not t onteXt of the nineteenth century. It focused on the economic
retwrned and the abuses continue to be committed. .rrrcl social developments in the century that shaped the world
On the night of the L4tb of this month between 9 and rn which Rizal lived. The Philippines, being part of the wider
rl
10 in the euening, some soldiers led by their liewtenant, \lrenish empire, underwent changes when the Spanish Crown
wbile on pdtrol in barrio Dampalit, met female cigarette .rlso had a dynastic shift in the eighteen cenrury. \7ith this came
workers residing in otber towns and forced the workers tlrc Bourbon reforms that brought new policies of economic
 \
r H EN IN ErE'sLt,?1xHy"#' b'; i',:I :"f,? I'?I"'\
7O THE LrFE AND woRKs oF Iosd RrzAL
backgrou nd' lrt
e

N' 2OO9'Th: ; ::
*Schumacher,
- -i' John l}*'I3ine i- 1 Que zon c i'lv :
reorientation for the colonies,'S7ith the development of the cash
*, r*, - tfr:j:,i #it';;
crop economy and the opening of Manil a and other cities to ff ?
l"t]^^"" ","", in the conrext of the
Ateneo de Maruta
wodd trade, the economy boomed in the nineteenth century.
np- t6-34'
This development in the economy also had a profound Schurnache,,
,l',li; i^*ilJit;\!;;;,
.
J"h"-J,:
impact on the social and political landscapes. The new economy
resulted in changes in policies about education and heightened ffi'.Tt#TiJJ;''o"i;;1:il1"';::,il"",r,,r,n,,,,"
The Chineilffi,'l''z-roo'
the surveillance and regulatory mechanisms of the state. *T;;;;'
V/ickbers, Edgar' .1964'
southeast Asian
Furthermore, the nineteenth century saw the ascendance of the Joirnat of 1
o o' T he
Philipp*i
mestizo and principalia classes that would assert their relevance rs, Ed
\x/ickbe
ga r. zo
rt:'1i}; rl'i"J:,:::?'
'"
in Philippine'
in society. \n The Cbinese ':f',JJil;;;;:
Press'
Thus, it is not wholly surprising that men like Jos6 Rizal Quezon citv';;; lt iui""it' Universitv
flourished in the nineteenth century. Born in the 1860s, Rizal
grew up in a society in transitions. By the time he matured, he
could reap the benefits of the changes that were happening. As
he was exposed to higher education, he would realize that as
t',
much as economic development was a realitS so was the rising ;i

inequality and worsening conditions for the majority of the

population.

Abinales, Patricio and Donna Amoroso. 2005. State and society

in the Philippines. Pasig: Anvil Publishing, Inc.
Bankoff, Greg.1,996. Crime, society, and the state in nineteenth
centwry Philippines. Quezon City: Ateneo de Manila
University Press.
Camagay, Maria Luisa. 1,986. The cigarreras of Manila.
P hilippine Studies j4(4)z 507-5 1.7.

Diokno, Maria Serena l. 1998. The end of the galleon trade.

Kasaysayan Series Vol. 4: Life in the Colony, pp. 7-25.
Hong Kong: Asia Publishing Company Limited.
Diokno, Maria Serena I. 7998. The economy transformed.
Kasaysa,yan Series VoL 4: Life in tbe Colony, pp. 27-42.
Hong Kong: Asia Publishing Company Limited.
 AGRARIA DTsPUTES 73

conquistador- a Spanish conqueror

CHAFTER 6 coballeria - a small tract of land included in a land gran

cdnon - annual rent paid by the inquilino

covon - a measure equal to 75 liters
=-
AGRARIAN hqciendo - large estates that were used for raising livestock and

DISPUTES agricultural production

inquilino - a tenant who rented land from the friars and subleased the
land to sharecroppers

principoles - ruling elite class

I n 1891, Jos6 Rizal was in Hong Kong when he received distressing
n"*r about his family who were, at that time, embroiled in a litigation
II case sharecropper lkosomSl - an individual who rented the Iand from an
concerning the Hacienda de Calamba. He heard that the inquilino and worked the land
Spanish authorities were summoning his mother, Dofia Teodora, and
sitio de ganodo moyor - a large tract of land included in a land grant
two younger sisters, Josefa and Trinidad, for further investigation. ln
a show of support, he wrote to his family, "l am following your cavalry
step by step. Do not be afraid, I am doing all I can... Patience, a little
patience. Courage!"

Scholars and students of history agree that the conflict between his
family and the Dominicans over the hacienda greatly affected Rizal.
Brief History of Friar Estates in the Philippines
This chapter will attempt to show the historical context behind this The origin of the friar estates can be traced back to land
incident that played a pivotal role in'Rizal's life. lt will first provide a brief grants awarded to the early Spanish conquistadores who arrived
history of friar estates in the Philippines and will then look closely into in the Philippines during the late sixteenth and early seventeenth
the Hacienda de Calamba conflict. centuries. Approximately 1,20 Spaniards were given grants that
were often composed of a large tract of land known as sitio de
ganado mayor (measuring 1,,742 hectares) and smaller tracts of
land known as caballerias (measuring 42.5 hectares).
At the end of this chapter, the students should be able to:
A examine Rizal's life in the Philippines within the wider context of
In time, the Spanish hacenderos failed to develop their
the developments in the nineteenth century; lands for three reasons. First, the Spanish population in the
Philippines was transient.It was a common practice for Spanish
P explain how the Hacienda de Calamba issue seryes as an
administrators to return to Spain after having served in the
exemplary illustration of agrarian conflicts in the late nineteenth
country. Second, the market for livestock products, which
century; and
haciendas offered, remained relatively small until the latter
) describe the interplay of several factors that contribute to the part of the Spanish colonial period. Third, the Galleon Trade
changing landscape of Philippine society and economy.
 74 THE LIFE AND WORKS OF T{.IZAL
AORARIAN DISPUTES 75
'OSE

that was based in Manila offered bigger economic rewards and annual rent, which was usually a fixed amount of harvest
attracted more Spaniards. Because the Spanish hacenderos lacked later centuries, money.
the interest and inclination to develop their lands, the religious
By the mid-eighteenth century, an expanding economy
orders soon took over the task.
based on exporting agricultural crops ushered in change and
Land was acquired by the religious orders through various gradually put into place an inquilinato system. Under this
means. Often, the lands were donated by Spaniards seeking system, an individual rented land for a fixed annual amounr,
spiritual benefits. There were cases' too, in which estates that f<nown as cdnon. Aside from the rent, the inquilino or lessee
had been heavily mortgaged to the ecclesiastics were eventually was also expected to render personal services to his landlords. If
purchased by the religious orders themselves. Records reveal the inqwilino failed to satisfy these requirements, he could face
that a number of Filipino principales also contributed to the c,xpulsion from the land. Usually, the inquilino, in turn, would
formation of the friar estates through donations and sales. sub-lease the land to a kasamti or sharecropper who would
Despite these methods, there persisted a commonly held belief then take on the task of cultivating the soil. Thus, a three-tiered
among the Filipinos that the religious orders had no titles to system emerged with the landlords at the top, the inquilinos at
their lands and that they had acquired these lands through the middle, and the sharecroppers at the bottom.
usurpation or other dubious means. Nevertheless, religious
I estates in the Tagalog region continued to grow that by the
By leasing the land to an inqwilino, the religious
ltacenderos freed themselves from the social responsibilities
nineteenth century, they constituted approximately 40 percent
hrlrne from a direct interaction with the sharecroppers since
I
of the provinces of Bulacan, Tondo (presently Rizal), Cavite, and
it was now the inquilinos who dealt directly with the kasamd.
Laguna. 'l'he sharecroppers, on the other hand, benefitted
from the
The preoccupation in the estates was varied during the ilrrangement because their labor obligations to the religious
early centuries of Spanish colonial rule. In the sixteenth and estates allowed them to be exempted from the responsibilities
seventeenth centuries, the estates priryrarily served as cattle of' forced labor demanded by the Spanish government. The
ranches as well as farms of subsistence crops. Sf-.-,e-+"d lUSAl" tl.wnside to this type of arrangement, however, was that two
later served as main commodities produced in the haciendas ttorr-cultivating groups further diminished the income of the
and became important sources of income for the religious orders rlrrrrecroppers. After the inquilino paid his rent ro the religious
especially during the nineteenth century. 'l htcenderos and deducted his own share, the remaining amount
Agrarian relations in the haciendas developed in the time. rrl income would then be divided among all the ,h"r..ro"pp.rr.
In the sixteenth and seventeenth centuries, the social structure The change in the social structure and land tenure practices
found in the haciendas was primarily composed of lay brothetr wrrrld eventually render the bacienda.s as sites of contestation
administrators at the top and cultivating tenants below. Although rlnrong the Spanish religious hacenderos, the inquilinos, and the
the lay brother administrators were under the direct authority rltrtrccroppers. It is not surprising, then, that when the philippine
of the heads of their religious orders, they were relatively free to l{evolution broke out in -1"895,the abuses in the friar estates were
make their own decisions on administrative affairs. The tenanto, lrltrn identified as one of the main causes that instigated the
on the other hand, were expected to work the land and pay an IrvoIt.
 76 THE LIrE AND woRKS or ;osE RIZAL AGRARIAN

tenants for not paying the rent, the Dominicans declared the
Hacienda de Calamba Conflict
lands vacant and invited residents of other towns to take over
Not much is known about the Hacienda de Calamba prior the tenancies. Because only a few outsiders responded to the
to L759 other than it was owned by several Spanish laymen. In Dominican's invitation, the friars weakened their position. Most
17 59, a destitute Spanish layman, Don Manuel Jauregui, donated tenants, except for four or five, were spared from eviction.
the lands to the Jesuits on the condition that he would be The charges against the friars continued with Rizal,s brother-
allowed to live in the Jesuit monastery for the rest of his life. The in-law, Mariano Herboso, specifically complaining about the
Jesuits would claim ownership to the land for a mere eight
years
yearly increase in rentals, faulty irrigation systems, and failure
before they were expelled from the Philippines through a decree
to issue receipts. Coupled with these problems was the fact that
issued by King Charles III on February 27,'1,767. As a result of rrt this time, the price of sugar continued to decline in the world
the expulsion, Hacienda de Calamba, along with other Jesuit market. The situation became so dire that Paciano, at one point,
properties, were confiscated by the government and put under considered giving back his lands to the friars and clearing land
the management of the Office of Jesuit Temporalities. clsewhere.
l

I In 1803, the government sold the property to a Spanish to escalate when in lBB7, the colonial
Problems continued
layman, Don Clemente de Azansa, fot 44,507 pesos. \J7hen he Hovernment demanded from the tenants of the bacienda a
,t
died in 1833, the Hacienda de Calamba, which measured 1'6,424
!i hectares, was purchased by the Dominicans for 52,000 pesos. By
rcport on the income and production of the estate because they
suspected that the Dominicans were evading payment of their
this time, many families from neighboring towns had migrated tnxes. The tenants complied and submitted a report, but they also
h, to the hacienda in search of economic opportunities. Among the uttached a petition authored by Jos6 Rizal. The petition presented
Ir families that arrived at the hacienda were Rizal's ancestors, who ir list of grieVances against the bacienda owners including a
eventually became one of the principal inquilinos inthe hacienda, tomplaint on the increasing amount of rent. To show resistance,
[, Although the lands in Calamba were leased to several rome of the tenants began to withhold rents.
families, it was Rizal's farnily that rented one of the largest leased As a form of retaliation, the friars began to evict tenants who
t lands, measuring approximately 380 hectares. Sugar was a main tcfused to pay rent in 1891. Those who persisted still in resisting
commodity planted in the hacienda as there was a demand for lltc friars were eventually expelled. Among those who were exiled
the crop in the world market. Much of the wealth of Rizal's l{r remote areas in the country were Rizal's parents, brother, and
family came from these lands; hence, it is but natural that when riltcrs. Although Rizal had worked on reversing the decision
the conflict began to manifest itself as early as 1883, there w4E ol'the Philippine courrs, his family's exile would only be lifted
much for the family to be concerned about. ttlton the issuance of a decree from another governor-general.
In 1883, Paciano Rizal wrote that the friars were collectitrtg 'l'ltc experience affected Rizal deeply and the increasing despair
I
rents without issuing the usual receipts. Two years later, thg he felt from the event would be reflected in his second novel,
tenants failed to pay their rents because the rent had sup l",l ltilibusterismo.
increased while sugar prices had remained low. To punish

I
78 THE LIFE AND WoRKS OF JosE RIZAL AGRARIA}.I D]SPUTES

that invisibly extends the land or a natural power

Tenant Grievances and Rizal's Petition that shortens the measure of the official, who after
all is neither an expert nor a surveyor, though he
Read the following excerpt from "Peririon
of the Town of is very venal indeed. Without this trick, the rent is
Calamba" written by Jos6 Rizal in January 1888. Answer the also raised when the tenant makes improvement in
worksheet found at the end of the text. the lot, or when he replaces the bamboo fence with
From the decl4ration of the tenants interviewed, it turns a stone one, or builds a wooden house, for comfort

out that the products of the Estate-if by-products are to and public embellishment; therefore, many do not
be understood everything that the land produces-have improve their dwellings even if they have the means
increased for the Estate and diminished remarkably for to do so...
the tenants, not only in the years that have passed but (4) Because ricefields that are planted with only 3 or
also in the last three, as the enclosed account proves. 4 cauanes of seed, pay as if they have a capacity
Such a statement needs to be explained. The products for 9.5 and L4 cctudnes, on pain of being declared
increase to the benefit of the Estate: vacant and given to others... The products for
(1) Because the wild forests which are given to the the tenants have decreased considerably in spite
tenants for a low rent at the beginning according of continuous labor, not only before but also
as the tenants clear and clean them, investing these last years as proven by the large number
large capital in them, according'as the fortune of of ruined farmers, indebted and dispossessed of
the farmer becomes involved in them, the contract their property... On the other hand, the desperate
is arbitrarily altered by the Estate, the rent rises ones who wish to return a parcel of land that
enormously, there being a case when 45 pesos is unproductive will not be allowed to do so and
became 900 in a few years through an annual they face ruin as they will be threatened of being
forced imposition. despoiled of all their other parcels. It arouses
suspicion that they do not want to write in the
(21 Because some lands pay twice for two harvests of
receipts the amount paid as rental and the total
rice, where some bamboo groves are found, the
absence of any record, especially in these last
farmer pays for the land and for each bamboo
years...
grove besides, regardless of whether it is useless
Source: Rizal, J. 2007. "Petition of the town of Calamba." ln Politicol ond Historicol Writings.
or it has been felled. In the lands where huts have Manila: National Historical lnstitute, pp. 37-41.
been erected for the workers, one has to pay for the
lots and the huts besides.
(3) Because the rent of the town lots where houses
or warehouses are erected increases every time an
official or servant of the Estate measures them.
There seems to exist either a supernatural power
 80 THE LIFE AND WORKS OF JOSd RIZAL AGRARIAN DISPUTES 81

Written Document Analysis Worksheet 6, IThy was this document written? Cite pieces of evidence
in the document that support your answer.
Provide the required information on the given spaces
1. Type of document (Encircle the letter that corresponds to
your answer.)
a. newspaper
b. letter
c. map
d. report
e. diary
f. others; please specify: 7. List two things that tell you about life in the philippines
2. Date of the document: at the time the document was written.

l1
Author of the document:
l

ll 107ho is the audience of this document?

8. ITrite a question to the author that is not answered by

the document.
5. List three things in the document that are important:
 Of AoRARTAN Drsput'Es 83
82 l"lrE LrrrE AND WoRKS JOSri RIZAL

Rubric

Writing a Petition 4 rl:r3 "2:::..

::.{',i
The introduction The introduction The introduction There is
Form yourselves into groups of three members. Choose is inviting, states includes the includes the main no clear
one issue prevalent in society today. You may pick from the list the goal or thesis, goal or thesis goal or thesis. introduction,
and provides an and provides an Most information
provided below or propose one of your own. If you choose an
structure, or
overview ofthe overview of the is presented in conclusion.
issue that is not listed, please get your teacher's approval. o issue. lnformation issue. lnformation a logical order.
is presented in is presented in A conclusion is
GI:
N. a logical order a logical order included, but it
Abortion Gay Marriage Qt
o,. and maintains but does not does not clearly
6t
the interest of always maintain state a personal
AIDS Global Warming o,
the audience. the interest of opinion.
The conclusion the audience.
Alcohol and Drinking Homosexuality
strongly states a A conclusion
Human Rights personal opinion. states a personal
Animal Rights
opinion.
Censorship Overpopulation
There is one There is one A personal The personal
a: goal
Child Labor Pollution 0...
lUrl
or thesis goal or thesis opinion is not opinion is
that strongly and that states a clearly stated. not easily
Corruption Poverty 'O,,.
clearly states a personal opinion There is little understood.
l!lir personal opinion and identifies the reference to the There is little or
Cyberbullying Sex Education o and identifies the issue.
Ol issue. no reference to
issue. the issue.
Death Penalty Terrorism
?: Three or more Three or more Two reasons are Arguments
Drugs and Drug Abuse Traffic oi
itL excellent reasons reasons are stated but with are weak
IL are stated with stated, but the weak arguments
a. or missing.
Extrajudicial Killings Violence ri good support.
lqll:
arguments are Less than two
raE
It is evident that somewhat weak reasons are
As a group, write a petition to the president of the a. a lot of thought
.c
.Ol and research
in places. stated.
ro-
Philippines expressing and defending your ideas regarding this .u. was put lnto this
'Oi

your petition in class. assignment.

issue. Present
rO:: Argument Argument Argument Argument
,.u,
demonstrates demonstrates demonstrates does not seem
9,, a clear a clear some
!:t,: to target any
o' understanding understanding understanding particular
:Ol of the potential of the potential of the potential
?.. audience.
e audience and audience. audience.
r.9l
9., anticipates
(,:: counter-
arguments.
84 THE LrFE AND woRKS or JosE RIZAL ACRARIAN DIsPUTES 85

There is evidence
of attention to
word choice. This chapter presented a brief history of the hacienda from
its beginnings as a royal land grant rewarded to Spaniards
who had rendered exemplary service to the Spanish Crown.
Visuals are Visuals are Visuals are Visuals are not Later, these lands came into the possession of the friars by way
appealing, highly appealing and related to the directly related of purchase or donation. Also pointed out in this chapter was
relevant, and add support to topic. Delivery to.the topic.
add support to the argument. lacks some Delivery is not the change in landlord-tenant relationships from a two-tiered
the argument. Delivery is fluent. fluency. fluent. relationship between a religious administrator and a tenant to a
Delivery is fluent,
three-tiered one with landlords, inquilinos, and sharecroppers.
with an engaging
flow of speech. Rizal's family served as inqwilinos in the Dominican's
There are no There are few There are several There are
Hacienda de Calamba. By 1883, the family began to notice
errors in grammar, errors in grammar, errors in grammar, numerous changes in the manner through which the Dominicans collected
mechanics, and/or mechanics, and/ mechanics, and/or errors in
grammar,
rent. The conflict reached its height towards the end of the 1880s
spelling. or spelling, but spelling.
they do not mechanics, when the farmers wrote a petition to the government detailing
interfere with and/or spelling.
their grievances against the Dominicans and with the priests
understanding.
retaliating as a result. The conflict affected Rizal deeply and was
reflected particularly in his second novel, El Filibusterismo.

Aguilar, Filomeno V, Jr. 1,998. Clash of spirits: The history of

power and swgar planter hegemony on a Visayan Island.
Quezon City: Ateneo de Manila University Press.
Bauzon, Leslie E. 1 December 1,974. Philippine agrarian reform,
1880-1955: The reuolwtion that neuer LUA; (Occasional Paper
No. 31). Singapore: Institute of Southeast Asian Studies.
Coates, Austin (Translated by Nilo
S. Ocampo). L995. Rizal:
Makabayan at martir. Quezon City: University of the
Philippines Press.
Donesa, Robert John I. 201,2. "The Hacienda de Calamba
agrarian problem (1887-1891): A historical assessment."
Master's thesis, University of Santo Tomas. Accessed from
http : I I hacie n d a de c a I am b a. b I o g s p o t. c o m/2 0 1 2 _0 6 _0 1 _
Source: lnternational Reading Association. n.d. "Persuasion rubric." Available from: http://ww. archive-html
readwritethink.org/fi les/resources/printouts/Persuasion%20Rubric.pdf
86 THE LIFE AND WoRKS oF IOSE RIZAL wse
Guerreroo Leon Ma. 201,0. The C1q,:
Guerrero Publishing, Inc..
Mclennan, Marshall S.1,969.,Laqd,and tenancy in the Central
Luzon plain. Philippine Studies 17(4)t 651,-682. . CHAPTER 7
Roth, Dennis M. 1.977. The friar estotes of the. Pbilippines.
, , Albuquerque: University of New Mexico Press,
EmpnGING
NETIoNALISM

hen Rizal published El Filibusterisrno in 1891, he dedicated

the book to the three martyred priests, Mariano Gomez, Jose
Burgos, and Jacinto Zamora. ln his dedication, he wrote:
I hove the right to dedicate my work to y9u os victims of
the evit which t undertoke to combot. And while we owoit
expectantly upon Spoin some doy to resfore your good nome
ond ceose to be answeroble for your death, /ef fhese poges
serye os a tordy wreoth of dried /eoyes over your unknown
tombs', ond let it" be understood thot every one Who withaut
clear proofs ottocks your memory stoins his honds in your.
blood!
Although Rizal was only 10 years old when'the three priests were
executed, the events of 1872 would play a decisive role in shaping
Rizalis ideas and decisions. This chapter will focr.rs.on these events,
particularly the,Cavite Mutiny and the execution of the three priests,
Gomez, Burgos, and Zamora.

At the end of this chapter, the students should be able to:

P examine the causes and effecls of the Cavite Mutiny; and

,C explain the conflict between the Filipino secular priests and the
Spanislr regular priests.
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90 THE LiFE AND WORKS OF JOSf RIZAL EMERCING NATIoNALISM 9I

to introduce the faith and establish religious communities, the The second {ssue had to do with the management of the
parishes. Regular priests maintained control or., ih" parishes in
management of the parisheb themselves was left to the secular
the early stages of christianization out of necessity because of the
priests. ;

scarcity of secular priests to whom the parishes would be passed

The missionary efforts in the Philippines, however, presented ,n. However, beginning in the late seventeenth centurS efforts
a unique case. In other Spanish colonies, well-established parishes were intensified to produce and train Filipino securar priests
witnessed the replacement of regular clergy by secular priests in that by the nineteenth century, they constituted an increasingly
the management of the religious communities. In the Philippines, significant number., Despite' this, the regular clergy usually
the regular clergy remained administrators of the parishes well contested, if not outright refused, the rights of the secular clergy
into the nineteenth century. to the parishes.
n
Two issues were particularly contentious among the clergy one reason p'rovided by the regulars was that the philippines
in the Philippines. The first issue had to do with episcopal still remained an active mission, en uiua conqwista espiritual,
visitations. Ln omnimoda bull passed by Pope Adrian VI in with some groups not yet christianized. They would, therefore,
L522 allowed the regulars to administer the sacraments and act argue that the Filipinos were not ready to be turned over to the
as parish priests independent from the authority of the local secular clergy. Another reason was more economic in nature
bishop. This bull, however, conflicted with reforms established in with the regulars refusing to give up the parishes that generated
the Council of Trent (1545-1553), which declared that no priest large profits for them. However, an overwhelming reason why
could care for the souls of laymen unless they were subjected to the regulars refused to give up the parishes had to do with
episcopal authority that often came in tlre form of visitations. their view that the Filipino secular clergy were unqualified and
Although King Philip II was granted discretionary power to incompetent. Even worse, some viewedlh. ,".rlrrs as potential
enforce the reforms in the Philippines, the regular clergy often leaders of any future qeparatist movement.
thwarted their implementation. \ The secular clergy would react strongly to these claims. In
The regular clergy argued that if they allowed the visitations the mid-nineteenth century, Fr. Mariano Gomez, parish priest of
to occur, the congregaiion would be subjected to two sources of Bacoor, and Fr. Pedro Pelaez, secretary to the archbishop, drew
authorit% the bishop and the provincial superiors, who mag at up expositions to the government on behalf of the secular clergS
some point, issue conflicting orders. By refusing the episcopal but their efforrs proved futile. The struggle eventually rook on a
visitations, they hoped to avoid the possibility of violating their different tone towards the 1860s as the issue of secularization
vows of obedience to their own superiors. Serious attempts to was no longer limited to questions of merit and competence.
enforce the visitations, however, were often countered by the By 1,864, the nature of the issue became one of rucial equality
regular clergy who abused their authority by resigning from their as well. At the forefront of this struggle to gain equality between
posts and leaving the parishes unattended. This type of situation Spanish and Filipino priests was Fr. Jose Burgos.
was especially disastrous in the early stages of Christianization
when the paucity of secular priests often forced the government
to give in to the wishes of the regular clergy.
 I

92 THE LIFE AND woRKs or losE RIzAL EMERCiNr; NATToNALTsM 93

Execution of Gomez, Burgos, and Zamora The three priests follorued Saldua: Bwrgos "weeping like
a child," Zamora with uacant eyes; and Gomez head
As a result of the revolt in Cavite, several priests and laymen lteld bigh, blessing the Filipinos ot,ho knelt at his feet,
were arrested on the orders of Governor-General Izquierdo. heads bared and praying. He was next to die. When his
Among the priests arrested in the succe-eding days were Fathers confessor, a Recollect friar, exhorted him loudly
Mariano Gomez, lo dccept
Jos-e Burgos, Jacinto Zamota, JoseGqqlara, his fate, he replied: "Fatlter,I know that not a leilf falls to
r.ii"i"r1q Gomez, Mariano- Sevilla, BartolomE- Jerra, Miguel the ground but by the uill of God. Since He uills that I
49. Lgr?, Justo
.Guazon, Vicente--dclRosqrio, Pedro Pandan, sbould die here,'His holy uill be done."
J"a e"r.teto Desiderio. Among the laymen were lawyers Zamora went up the scaffold without a word and
and businessmen: Gerva-eio -SVnclrez, Pedro*lQar{o, Maximo deliuered his body to the executioner; his mind had
Inoceqcio, Balbiuo. \dauricio, Ramo-q-,Iv[aurente, Maximo already left it.
paterno, and Jose,Basa. These Filipinos were sentenced to varying
,.rifif exile in Guam. The three priests, BrrrgoS, Gomez, and Burgos wds thte last, a refinernent of crueblt that
compelled him to utatch tbe death of his companions.
Zamor4 onthe other hand, were condemned to death by garrote
on February t5,L872.
He seated himself on the iron rest and then sprang up
crying: "But wbat crime haue I committed? Is it possible
A French writer-journalist named Edmund Plauchut gaYe an that I sbould die like this. My God, is there no justice on
account of the execution: earth ? "
Late in the night of the 75'h of February 7872' a Spanish A dozen friars suruounded him and pressed him dotan
court rnartial fourtd three secular priests, Jose Bwrgos, again upon the seat of the garrote, pleading with him to
Mariano Gomez and Jacinto Zamora, guihy of treason die a Christian death. He obeyed but, feeling his arms
as the instigators of a rnwtiny in tbe Cauite nauy-yard tied round the{atal post, protested once again: "But I am
a month before, and sentenced them to death' The innocent!"
judgment of the cowrt martial was read to the priests in
Fort Santiago early the next morning and they uere told
"So wds lesus Christ," sdid one of the friars. At this
Burgos resigned himself. The executioner knelt at bis feet
it raowld be execwted the following day... Upon hearing
the sentence, Burgos broke into sobs, Zamora lost his and asked his forgiueness. "l forgiue you, my son. Do
mind and neuer recouered, and only Gomez listened your dwty." And it was done.
impassiuely, an old rndn dccustomed to the thought of Although the public execution of the three priests was meanr
death. to instill fear in the Filipinos, it had the opposite effect..In his
When d.aun broke on the 1.7'h of February, there were work, La Reuolwcion Filipina,Apolinario Mabini stated:
almost forty tbousand of Filipinos (utho came from as far The friars wanted to make an example of Burgos and his
as Bwlacan, Pampanga, Cauite and Laguna) surrownding companions so that the Filipinos should be afraid to go
the four platforms where the three priests and the against them from then on. But that pdtent iniustice, that
man whose testimony had conuicted them, a former official crime, aroused not fedr but hatred of the friars
arti.lleryman called Saldua' would die.
94 THE LIrE AND WoRKs ()r ios6 RIZAL EMERGINo NATIoNALisM 95
,
and of the regime thqt supported them, and a profound l. IThat is Rizal's main message in this letter?
syrnpatby and sorrow for the uictims. This sorrow
utorked a miracle: it made the Filipinos realize their
condition for the first time. Conscious of pain, and thus
conscious of life, they ask"ed themselues uthat kind of a
life they liued. The auakening uas painful, and uorking
to stdy aliue more painful still,'but one mwst liue. How?
They did not know, and the desire to knout, the anxiety 2. List two things in the letter that support Rizal,s main
to learn, oueruhelmed and took- possession of the youth message.
of the Philippines. The curtain of ignorance laouen
diligently for centwries wds rent at last: fiat lux, let there
be light, would not be long in coming, the dawn of a nettt
day was nearing.

Rizal and Gomburza

-r- \fhat does the letter tell you about nineteenth century
Philippines?
Read the following excerpt from a leqter Jos6 Rizal wrote to
Mariano Ponce. Answer the questions that follow.
Without 1872 there would not be now either a Plaridel,
or laena, or Sanciangco, or would tbere exist braue and
generous Filipino colonies in Ewrope; without L872 Rizal
wowld be a Jesuit now and instead of writing Noli Me 'VTrite
Tdngere, utould haue uritten the opposite. At the sigbt
4. a question that was left unanswered by the letter.

of those injustices and cruelties, uhile still a child, my

imagination was awakened, and I swore to deuote myself
to auenge one day so mdny uictims, artd with this idea
in my mind I haue been stwdying and this can be read in
all my works and writings. God will sorneday giue rne ak 5. Where would you find the possible answer to your
opportunity to carry out my promise. Good! May they question?
commit abuses, let there be imprisonfitents, banishments,
executions, good. Let Destiny be fulfilled! The day they
lay their hands on u.s, the day they martyrize innocent
families for owr fauhs, goodbye, friar gouernment, and
perhap s, goodbye Sptanish gouernment!
96 THE I-rFE AND WoR.(s or losE RrzAL ErlrgRCING NATIoNALISM 97

{
Conversation Caf6 1

t The Cavite Mutiny and the subsequent execution of the three

Form yourselves into groups of five members. Each group 3 priests-Jose Burgos, Mariano Gomez, and Jacinto Zamora-
will be given five characters to play. The characters represent marked 1,872 as a significant year in Philippine history. Although
five personalities from the nineteenth century: (1) an indio, (2) a the clamor for a more liberal administration during this time
Filipino secular priest, (3) a Spanish regular priesr, (4) a Spanish was temporarily silenced, nationalism was gradually awakened,
administrator, and (5) a non-spanish foreign journalist. culminating in more decisive events towards the end of the
nineteenth century.
Each member of the group will now hypothesize how his/
her character would feel about the events of 1872. Based on the
characters assigned to you, your group will now congregate and
converse, as though in a caf6., on what your thoughts are about
Mabini, Apolinario (Translated by Leon Ma. Guerrero). 1969.
the events of 1"872.
Tbe Philippine reuolwtion. Manila: National Historical
Commission.
Rubric
Phelan, John Leddy. 1-9 of the Philippines:
59. Tbe Hispanization
ii:$1itxil:l:ii;.:t:lsiilt:iiiii:itlr;leil:ir:i;ttltlllffiii:i::,itiii,t;tiis,lliii: Spanish aims and Filipino responses, 1565-L700. Madison:
'STisconsin
Three or more Two ideas are One idea is None ofthe The University of Press.
ideas are presented in presented in ideas are
presented in an organized an organized presented in Plauchut, Edmund. n.d. "The execution of Gomburza." Accessed
an orgdnized manner. manner. an organized from http://malacanang .gov.phl7 695-the-martyrdom-of-the-
manner. manner.
gombarzal
ffi Three or more Two pieces of Evidence is No evidence is
Rizal, Jos6. 2011. Correspondence witb fellow reformists.
pieces of evidence are used to support used to support Manila: National Historical Commission.
evidence are used to support the views of a the views of a
used to support the views of a character. character. Schumacher, .|ohn N. 1981. Reuolwtionary clergy: The Filipino
the views of a character. clergy and the nationalist mouement, 1850-1903. Quezon
character-
City: Ateneo de Manila University Press.
The speaker The speaker The speaker The speaker
spoke in a loud, was loud and was hard to hear could not Schumacher, John N. 2006. The Burgos manifesto: The authentic
'riti:.::!Eiitr:i clear voice, and clear, but not at times and not be heard or
::l::t-quill;
text and its genuine author. Philippine Stwdies 54(2): 1,53-
*s* was expressive. very expressive. expressive. understood.
304.
tir$$
lliliillr::iai]:a Schumacher, John N. March 201.1..The Cavite mutiny toward a
r:!ll.q.:ri;
l.riliiql:,illl definitive history. Philippine Studies 59(1): 55-81.
lir:l::ral[,l:ri:a':
rl:i:iil6:.!i:
::]ii:€t',:i
;::i,Ol:ii::l
ta:tiii:lli}:li:ri:

::::,u:ri:,,::li:
ll.iari:':ilrr:i:;l
 IMA<:TNINC A NATIoN 99

At the end of this chapter, the students should be able to:

CHAPTER 8 P discuss the Propaganda Movement;

A distinguish Rizal's involrzement in the movemenU and

IA4AGINING / explain how propaganda works.

ANATION
Cortes - the legislative or lawmaking body of the Spanish government
creole - a Spaniard born in the Philippines
owards the end of the nineteenth century, economic conditions mestizo - an individual born of mixed ancestry; may refer to a Spanish
in the Philippines had improved in such a way that it was mestizo or a Chinese mestizo
possible for many creole and mestzo families to send their sons
propaganda - information used to promote or publicize a particular
to school not only in Manila, but also in Europe. The young Filipino
cause or point of view
students'sojourn to the Peninsula would awaken in their minds ideas
about progress and love for their motherland. Restoration - refers to the Spanish Restoration; a period in Spanish
history spanning the years 1874*1931that saw the restoration of the
Nineteenth century Spain was also going through several processes
monarchy un6sr Alfonso Xl together with the establishment of a
of change. Politically speaking, the Restoration put back into place the
bicameral legislature
monarchy of Alfonso Xll and established a constitutional monarchy with
a bicameral legislature. The Constitution of 1876 ensured that political
stability relied on the rotation of the Liberal and Conservative parties
in the government. The parliamentary system of two parties, however,
was weakened by manaled elections and numerous turnovers of
government employees. The earliest atternpt to unite Filipinos studying in Spain was
The young Filipino students also observed a difference in the the formation of the Circulo Hispano-Filipino, an organizarion
position of the Church in Spain. While the Constitution of 1876 under the leadership of a creole, Juan Atayde. It had the support
declared Catholicism as the religion of the state, private practice of of Spaniards who were sympathetic towards the Filipinos. The
other religions was tolerated. More significantly, the Church had little Circulo published a bi-rveekly newspaper ritled Reuista del
influence on political matters. Circulo Hispano-Filipino in 1882, but the newspaper and the
The environment where the Filipinos immersed themselves, organization itself werg short-lived and lasted only until 1883.
therefore, was one where ideas of progress could be expressed Despite the demise of the Reuista del Circulo Hispano-
and exchanged freely. Political and religious institutions could be Filipino, the Filipinos in Spain continued to write and engage in
questioned and attacked without fear of reprisal. lt was an environment journalism. In 1883, a periodical called Los Dos Mwndos came
that allowed these young Filipino students to think, question, and out with the intention of demanding for rhe overseas Hispanic
imagine what a nation is.
100 THE LrFE AND woRKS or JosE RrzAL IMAGININo A NATIoN

colo:ries equality of rights and equal opportunities fo1 progress. from foreign correspondents, all speaking of situations on the
Although it could not be determined whether the newspaper ground. Aside flom the political and economic content, the
was a Filipino project, Filipinos such as Graciano Lopez Jaena periodical gave space for the publication of literary works AS
and Pedro Govantes y Azcarraga'were involved as staff members. well.
Other Filipinos including Rizal and Eduardo de Lete also Support for the newspaper gradually increased and its roster
contributed articles concerned with socio-political and economic
of writers grew. Among those who eventually contributed articles
reforms in the Philippines.
were Jos6 Rizal, Dominador Gomez, Jose Maria Panganiban,
During the time Rizal's first novel, Noli me Tdngere, caryre Antonio Luna, and renowned Filipinist scholar Ferdinand
out in 1.887, another newspaper titled, Espafia en Filipinas Blumentritt. Other Filipinos who contributed articles did so using
began its publication through the support of Filipinos, creoles, assumed names.
and mestizos in Madrid. The newspaper was short-lived as
In time, del Pilar gradually took on the active role of running
well because of glaring differences and internal feuding among
the paper. LopezJaena, although editor in name, spent most of
its staff. With the end of the newspaper emerged a stronger his days in cafes and was known to be incapable of sustained
Filipino community united in its purpose to continue working
work. By the time del Pilar decided to move to Madrid, the paper
for Filipino rights. By January 1889, the Filipino community went with him. The first issue printed in Madrid came out on
in Barcelona began preparations for the publication of a new November 15, 1889. A month later, the periodical announced its
periodical. Among the early supporters who helped with finances
change of editorship with del Pilar now taking the helm.
were Mariano Ponce and Pablo Rianzares,. On the other hand,
Graciano Lopez Jaena offered his services as editor. Marcelo H. By 1890, two of the most prominent members of the Filipino
del Pilar, having arrived from Manila at this time, also joined the community in Spain began to increasingly show differences in
efforts. stance with regard to Philippine affairs. Rizal always held the
opinion that to serve the country better, one had to bring the
The newsp ap€r, La Solidaridad, released its first issue issues closer to home. One had to speak to the Filipinos, rather
on February 15, L889.. In its first article, the staff defined its
than the Spaniards. Del Pilar, on the other hand, was a skillful
"program asr "to combat all reaction, to impede all retrogression, politician who felt that efforts at persuading the Spanish leaders
to applaud and accept every liberal idea, to defend all progress."
and officials needed to be continued and that this was the best
Among the reforms the newspaper sought were: Philippine
way to achieve the reforms Filipinos were seeking.
representation in the Cortes, freedom of the press, and the end
of the practice of exiling residents without due process. The Things came to a head when at a New Year's Eve banquet in
periodical placed particular emphasis on affairs dealing with the 1.891, the Filipinos in Madrid proposed that they elect a leader
Philippines because of all Spain's overseas provinces, it was the to unite their community. Rizal agreed with the proposal while
only one that lacked parliamentary representation. del Pilar expressed initial misgivings. Nevertheless, the voting
took place resulting in three inconclusive ballots on the first
La Solidaridad often ran articles dealing with Spanish day and two more inconclusive ballots the next day. Rizal did
politics, attacks on friars, and reforms for the Philippines.
eventually win the position as Filipino leader but only through
Sections were also assigned to accommodate and print letters
 IMAGINING A NATIoN 103
102 THE LIFE AND woRKs oF losE RizAL

'We
shall pdy special attention to the Philippirues because
the manipulations of Mariano Ponce. In the end, Rizal felt his
those islands need the most help hauing been depriued
triumph was shallow and left Madrid a few weEks later. From
this point onwards, Rizal stopped from contributing articles to of representation in the Cortes. 'We shall thus fulfill
La Solidaridad and focused instead bn the writing of his novels. our patriotic duty in the defense of democracy in those
islands.
The periodical continued to publish only until 1895. Because
of lack of funds and internal feuding, the newspaper released its The nation of eight million souls should not and
final issue on November 15, 1895. In its final issue, its editor, must not be the exclusiue pdtrimony of theocracy and
del Pilar, had written, "'$7e are persuaded that no sacrifices are conseruatism...
too little to win the rights and the liberty of a nation that is Indifference to our Archipelago will not be so good
oppressed by slavery." for Spain's integrity in the Philippines. The cowntry is
attuned to progress. The heart of the nation longs for
legitimate hopes of a better life and we do not belieue in
any political theory which uould discuss such pleas with
Aims of fo Solidaridod
the classic "-We shall see."
Read the following excerpt from the article, "Our Aims," 'We
belieue therefore that by offering to study the
written by the staff of La Solidaridad on February 15, 1889. problems mentioned aboue and those relating to tbem,
Answer the questions that follow. ue shall be, in our humble uay, of seruice to the nation
and her institutions.
Our Aims
1.. What are the aims of the newspaper, La Solidaridad.?
Modest, uery modest indeed dre our aspirations. Our
prograrn aside from being harmless is uery simple;
to fight all reaction, to hinder all steps backward, to
applaud and to accept all liberal ideas, and to defend
progress; in brief, to be a propagandist aboue all of ideals
of democracy so that these might reign ouer all nations
here and beyond tlte seas.
The aims of La Solidaridad are defined: to gather, to 2. 'S7hat
are the ill effects of "theocrdey" and "conservatism"?
collect liberal ideas which are daily exposed in tbe camp
of politics, in the fields of science, arts, letters, cornrTterce,
agriculture, and industry.
'We shall also discussall problerns wbich deal u.,ith the
general interest of the nation, seeking solutions that are
purely national and democratic...
104 THE LrFE AND woRKS 0F Josg RrzAL IMAGININC A NATIoN

"$7hat
3. does the'article tell you about nineteenth century Types of Propaganda
Philippines?

Giving a person or idea

a derogatory name

2. Glittering Emotionally appealing "Common good"

generalities phrase that links
"Freedom"
'S7hat persons or ideas to
4. is a propagandist?
highly valued concepts
and beliefs; it is usually
vague

Linking an idea to a When a president

symbol that carries is photographed
respect, authority, or together with the
5. Based on the article, what are the propagandists' view of
prestige country's flag
progress?
A respected personality When an actor
endorsing an idea as endorses a product
good (or bad) in a commercial

Asking an audience to "Be the first"

accept an idea or else
"This is the wave of
they would miss out
the future"

Claiming that there are Pro-administration vs.

only two sides of an anti-administration
Calling Out Propaganda
issue even if, in reality,
there are many sides
Propaganda is information used to promote or publicize a
particular cause or point of view. It is often constructed with the 7. Distortion Using selected A toothpaste
intention to manipulate or incite an audience into action. Because of data information and not commercial which
presenting the whole claims that four
of its nature, there is an urgent and important need to determine
story out of five dentists
what propaganda is before making informed decisions.
recommend the
Form yourselves into groups of three members. Pick an toothpaste, but does
article on any topic of your choice (e.g., politics, economics, not reveal the total
number of dentists
showbiz, health, etc.) from the Internet. Determine if the article actually surveyed
uses one or more of the propaganda techniques listed below.
Discuss your findings in class.
106 THE LrFE AND woRKs oF Josi RIzAL IMAoTNTNC d NATToN 107

8. Misuse Presenting statistics Election surveys that

of statistics but leaving out some show which politician
integral parts is leading but do not Early efforts to unire the Filipino community in Spain began
show how big the as early as 1882 and reached its height with the emergence of the
sample size is newspaper La solidaridad in 1889. Journalism became a means
9. Fear Using fear to convince An insurance flyer or
for Filipinos to engage the Spanish-reading public on issues
people to believe in an pamphlet showing concerning the Philippines. Among the reforms they sought were
idea pictures of houses representation in the Spanish Cortes, freedom of the press, and
destroyed by floods the end of the practice of exiling Filipino residents without due
"You are too young to
process. By the mid-1890s, internal feuding and lack of funds
10. Ad hominem Attacking the person
attack to undermine his or her understand." would end the Propaganda Movement while a few Filipinos,like
(Deflection) arguments Rizal, would bring the struggle closer to home.

Modified from: Leonard, Jonathan. "Propaganda Techniques to Recognlze." Accessed on

February 26, 2017 from http://www.uvm.edu/-jleonard/AGRl183/propoaganda'html

Guerrero, Milagros C. and John N. Schumacher. tg9g.

Rubric Kasaysayan Series Vol. S: Reform and reuolution. Hong
Kong: Asia Publishing Company Limited.

Propaganda Propaganda Schumacher, John N. 1991. The making of nation: Essays on

material's purpose material's purpose nineteenth-century Filipino nationalism. euezon City:
or message is or message is not
explained but some explained at all in Ateneo de Manila University press.
details are missing the analysis.
in the analysis.
Schumacher, John N. 1997. The propaganda mouemerut, 1gg0_
1895: The creation of a Filipino c:onsciousness, tbe making
Propaganda type
used is explained of the reuolution. Quezon city: Ateneo de Manila University
but some details are Press.
missing.
Thomas, Megan C. 2016. Orientalists, propdgdndists, and
ilustrados: Filipino scholarship and the end of Spanish
colonialism. Pasig City: Anvil publishing, Inc.
 NoLt t/18 TAN?ERE, CoNTEXT ANID CONTENT. 109

The Publication of the Noli

As a sojourner in Europe, Rizal participated in the movement
of the ilustrados to utilize propaganda to campaign for reforms
in the Philippines. Utilizing their intellectual prowess, the
ilustrados released various written outputs from news bits, to
NoIT Mr, M,NCERE, feature articles, and commentaries. They also produced creative
outputs from satirical pieces to world-class paintings. Within
CONTEXTAND CONTENT this artistic and literary collection, Rizal's exemplary mastery of
words was clearly evident in one of his most celebrated works,
os6 Rizal's first novel, Noli Me Tdngere,ls considered one of his first novel, Noli Me Tdngere.
the most important written outputs by the national hero at the The idea of publishing a book was nor alien to Rizal. In a
height of his intellectual endeavors in Europe. ln this novel, meeting of the ilwstrados in 1884, he proposed to write a book
Rizal mustered his academic acumens as he tapped his knowledge projecc to be done collaboratively with his fellow writers.
of various fields and wove a narrative that aimed to represent, Unfortunately, the project did not materialize. He eventually
if not expose, the realities of nineteenth century colonial life in the
decided to write a novel on his own. He started work on the
Philippines. Many appreciate the Noli for its narrative that takes the
project in 1884 and completed it in 1887.
readers, through the eyes of its characters, on a journey of love and
deception, struggles and triumphs; and in the process, presents Many of his biographers cite several works that influenced
pressing questions about power and social inequalities. Rizal in the writing of the No/1. One of these is Juan Luna's
This chapter will explore the context of the publication of the painting, Spoliariwm, which depicted the sufferings faced by
No/i. The novel's major elements will also be appraised from its main humanity in the face of inequalities. Another is [Jncle Tom's
characters and settings and its plot and major conflicts will be tackled. Cabin, a novel by Harriet Beecher Stowe that dealt with slavery
in America.
Rizal finished the first half of the novel in Spain, supposedly
the other half in France, then completed the draft in 1886. The
At the end of this chapter, the students should be able to:
novel was published the following year in Germany. Lack of
A describe the context of the publication of the Noli Me T6ngere; and funds delayed the book's publication until a fellow ilwstrado,
? discuss the major elements of the No/i Me Tdngere as a novel. Maximo Viola, insisted on lending him 300 pesos for the printing
of the first 2,000 copies. By 1887, Rizal was already sending
out copies of the No/i to his friends and the book began to take
flight.
novel - a long written story most often about fictional events and
characters
setting (in a novel) - the context in which the events take place; covers
geographical areas in particular periods of time
plot - the flow of the narrative in a story
 I1O THE LIFE AND WORKS OT JOST RIZAL NoLr A4E TANGERE, CoNrExr AND CoNTrNr lll

And to this end, I will atternpt to faithfulty reproduce

Motivations behind Wrifing the No/i
your condition without much ado.l utill lift part of the
The title, Noli Me Tdngere, had Biblical reference to the shroud that conceals your illness, sacrificing to the truth
Gospel of John in which Jesus appeared to Mary Magdalene and euerything, euen rny own self-respect, for, as your son,
uttered these words: "Touch me not, for I am not yet ascended I also suffer in your defects and failings.
to my Father." The choice of title according to Rizal was fitting
lose Rizal,1886
because he intended to write about themes that were taboo in the
Sources: Rizal, Jos6 (Translated by Ma. Soledad Lacson-Locsin). 1996. No li me tongere.
Philippines for centuries; things that people dared not touch. Makati: Bookmark.

According to his biographers, Rizal first planned to write his

novel in French, considered to be the language of the intellectuals The project of writing the No/i, as stated, was geared
in Europe at that time. He, however, shifted to Spanish because towards exposing the ills of Philippine colonial society under
he intended to reach out to his countrymen in the Philippines. Spain. Thus, through the passages within the No/I, readers also
,,i get glimpses of how Rizal saw his country.
Ii Rizal explained: "I must wake from its slumber the spirit of my
I ,1
country... I must first propose to my countrymen an example
with which they can struggle against their bad qualities, and
,:| Plot
afterwards, when they have reformed, many writers would rise
up to present my country to proud Europe" (qtd. in Schumacher, The story of the Noli Me Tdngere followed the life of Juan
I
t";'r:,lr'rlon,", Crisostomo lbarra after he returned to the philippines from
'il

,r*., of the No/1, the dedication titled "A Mi studying in Europe. The novel opened with Capitan Tiago
,,1 Patria" clearly articulated Rizal's purpose for writing the novel: preparing a homecoming gathering for the young ilustrado.
Throughout the pages of the novel, the characters could be seen
To my Motherland navigating the complex realities of colonial philippines. Ibarra
ln the annals of human aduersity, there is etched a was shown to be rekindling links with his betrothed Maria
cdncer, of a breed so malignant that the least contdct Clara. But not everything was fine and dandy for Ibarra. Upon
exacerbates it, and stirs in it the sharpest of pains. his return, he learned about the ills that plagued his town as
An thus, many times amidst rnodern cultures I haue well as the abuses of the friars to which his late father fell victim
utanted to euoke you, sarnetimes for memories of you to. Ibarra found an antagonist in Padre Damaso, the former
to keep rne compdn!, other times, to cornpdre you with curate of San Diego who ordered that the corpse of his father be
other nations-mdny times your beloued image appedrs exhumed and reburied in the Chinese cemetery.
to me afflicted uith a social cnncer of similar malignancy. Despite these personal travails, Ibarra persevered to fulfill the
Desiring your well-being, uhicb is our oLUn and plan of building a school in San Diego, staying true to his belief
searching for the best cwre, I will do with you as the that education was crucial for his nation's progress. rbarra almost
ancients of old did with their afflicted, expose thern on got killed had it not for Elias, a boatman, who saved him. Elias
the steps of the temple so that each one who uould come also previously cautioned Ibarra about his actions that could
to inuoke the Diuine utould propose d cure for them. anger the friars. After the incident, Ibarra organized a luncheon.

ilo,lto c, (,
 ll2 THE, LIFE AND wonKS oF ]ostr RIzAL NaLr A4E TANGERE, CoNTEXT AND CoNTENT 113

Here, another confrontation occurred between Ibarra and

Damaso who attended the luncheon uninvited. In a fit of anger, The Setting ,:l
Ibarra took a knife against Damaso's neck and threatened to
Answer these questions pertair.irg to the setting of the
slit his throat as he told everyone of the abuses committed by
Damaso and the desecration he did to Ibarra's father. Maria
Clalr. calmed lbarra and prevented him from killing the friar' t. Is the novel set in a particular time period?
Damaso, in an act of revenge, persuaded Capitan Tiago, the
father of Maria Clara,to not allow his daughter to marry Ibarra.
After some time, a revolt was blamed on Ibarra, which
caused his incarceration. \7ith the help of Elias, he escaped and
went to see Maria Clara who was soon marrying the man her
,
,,1
father chose for her. In a heartbreaking confrontation, Ibarra and
r;l Maria Clara exchanged accusations and in the process, it was
t' \l revealed that Damaso was the true father of Maria Claru.
l,rll As turmoil and confusion engulfed the town, Matia Clara
rl "
thought lbarra had been killed. This caused her endless grief. She
h
asked to be confined to a nunnery lest she take her own life. It
.,i

",,,1
was later revealed thatlbarra was not dead and that Elias was
the one fatally shot. In the latter passages, the dying Elias was 2. Where do the events take place? Are there multiple
waiting for lbarra but instead, met and talked to the young locations?
Basilio. He instructed the orphaned boy (his mother Sisa, who
beiame insane looking for her young sons, had died) to find the
treasure of Ibarra buried in the cemetery and use it to get an
education. He reminded Basilio to never lose hope and if one day
freedom and progress would come to his countr5 to not forget
those who labored in the night.
'IJ7ithin
this general contour of the narrative, Rizal .wove a
complex story and subplots. Reading through the novel, different
characters and their corresponding stories unfolded as told
through the voice of an unseen narrator. TrulS the pages of the
No/l reflected the lives of people living in the complicated world
of colonial Philippines.
 II4 THE LIFE AND WoRKs oF JoSg RIZAL NaLI ME TAN.GERE, CoNTEXT AND CoNTENT II5

't
tri After reading the novel, complete the ta'bl- to,deic
the setting of the noi'el., Cite the chapters where
descriptions appear.
The
townspeople

The Church
and the
clergy

The Ch"gracters

[. Character relationship map

Vork in pairs. After reading the novel, make a
character map of the main chaiacters listed below. Describe
each of the characters and write your impressions about
them. Afterwards, connect the characters to each other
by stating their relationship in terms of the roles or peifts
. they play in the story. Nlake,a creative presenration of your
work in class.
Crisosto'mo Ibarra Padre Salvi
Elias Sisa
Maria Clara Pilosopo Tasio
Lapltan llago Basilio
Padre Damaso Dofra Victorina
Schoolmaster Dofla Pia
116 THE LrFE AND woRKS oF JosE RtzAL N?LI ME TANCERE, CONTEXT AND OONTENT I17

Below is a sample characters relationship map of II. No/i and colonial society
Shakespeare's Hamlet: - Complete the table below by identifying what the
brother major characters in No/i Me Tdngere symbolize in relation
to colonial Philippine society.

King Hamlet's Ghost

(has returned to Castle Claudius Symboli!rit:,1.l
(King of Denmark; marries
Elsinore to tell Hamlet that
Claudius is his murderer) his sister-in-law and
ascends to throne after the
Crisostomo lbarra
death of King Hamlet)

Gertrude Maria Clara

(Queen; widow of the late
King and wife of Claudius)

Capitan Tiago

Hamlet
(Prince of Denmark, seeks
to avenge his father's death) Padre Damaso

Sisa
Ophelia Laertes
C (Polonius'daughter, who goes mad (returns
o
lJ and drowns herself after Hamlet from France
tE
C
o mistreats her and murders her father) to avenge
U
io Polonius'death Pilosopo Tasio
c and conspires
@
! with Claudius to
c
o
.E kill Hamlet)

Dofra Victorina
Horatio Rosencrantz and Guildenstern
(supports Prince (Hamlet's school chums, brought to Denmark
Hamlet in his quest) to spy on the Prince for Claudius)
Basilio
 THE LIFE AND WORKS ()F ,056 RIZAL
ffiffiw

This chapter discussed No/l Me Tdngere, tracing

publication and Rizal's motivation behind its writing. Noli Me
Tdngere was part of a publication agenda conceived by Rizal in
its
'M
'l

CHAPTER IO
the hopes of awakening his countrymen and the world about the
colonial conditions in the Philippines. On the pages of the No/i,
Rizal's genius shone through as he assembled and harnessed his NOII ME TANaERE,
intellect to paint a picture of nineteenth century Philippines.
The plot provided a story of hope and struggle against the
CoNTINUING RELEVANCE
backdrop of an elaborate setting filled with equally complex
characters. Through the novel's characters, varied points of view
were gleaned from colonial life and through its plot, an allegory
of colonial society was created. The next chapter will continue
discussing the novel by examining its impact and continuing
relevance.

le the No/l Me Tdngere triggered social conversations in

the late nineteenth century Philippines, it is important to
Anderson, Benedict. 2008. Why counting counts: A stwdy of note how the novel continues to resonate beyond its time.
forms of consciowsness and problems of langwage iz Noli
The success of Rizal's novel also rests on its timelessness in terms
of present-day social issues and political/economic realities. ln this
Me T6nger e and' El Filibusterismo. Quezon City: Ateneo de
chapter, No/i's legacy and continuing relevance will be explained as
Manila University Press.
a text not only in the field of literature but also in the areas of history
Guerrero, Leon Ma. 1,974. Tbe first Filipino. Manila: National and the social sciences. The chapter will also look at Rizal as a
Historical Institute. social scientist who espoused early articulations of a social-scientific
manner of understanding and presenting the way of life, in this case,
Rizal, Jos6 (Translated by Ma. Soledad Lacson-Locsin)' 1996'
wfihin. a colonial context. The lesson will start with a discussion of the
Noli me tangere. Makati: Bookmark.
incarnations of the No/l as it was published after Rizal's time. This will
Schumacher, John. 199L. The making of a nation: Essays on be followed by a section on the study of colonial society.
nineteenth century Filipino nationalism. Quezon City: Ateneo
de Manila University Press.

Testa-De Ocampo, Ana Melinda.20t1,.The afterlives of the No/l

At the end of this chapter, the students should be able to:
Me Tdngere. Philippine Stwdies 59(4): 495-527.
/ appreciate the importance of Rizal as a thinker; and

/ relate the issues raised in the novel to the changing landscape of

the contemporary world.
120 THE LrFE AND WoRKS oF JosI, RIZAL NaLI hlE ?XN(;ERT, CONTINUING RELEVANCa I2I

the novel coming from Spanish officials and academics also

circulated in Spain. One staunch critic of the novel was
censorship- the suppression of'the release or publication of material the Spanish academic Vicente Barrantes who wrote several
deemed inappropriate, obscene, politically unacceptable, or a threat to
articles in Spanish newspapers ridiculing Rizal as a .,man of
contradictions." Barrantes lamented that Rizal,s lambasting
critique- an evaluation, analysis, or assessment of a literary, of the friars and the Spaniards was reflective of the author and
philosophical, or scientific work
, -). telling more about the Filipinos.
sociology - the social science dealing with the study of the | .
As much as Rizal's critics came from various sectors, his
development, st{uctures, and functioning of human society
novel also found ardent defenders among his peers. Many of
his colleagues in the Propaganda Movement praised his novel.
One example is Marcelo H. del Pilar who even wrote essays
in response to critics of the No/i. Rizal's friend, Ferdinand
Blumentritt, also an academic, also expressed support for the
NoliAfter lts First Publication
novel.
At present, Noli Me Tdngere is considered by many as a As the No/i stirred controversy in social circles in nineteenth
landmark piece of literature. In his account of the literary history century Philippines, it is remarkable to rcalize that even beyond
of the Philippines, scholar Resil Mojares even went to the extent its time, the novel continued to be a subject of debate and
of naming Rizal as the father of the Filipino novel (Testa-De discussion. In the immediate years after its publication, the
Ocampo, 2O1,Ll.As already discussed in the previous chapter, the No/i was translated into several languages. One of the earliest
themes of the novel revolved around societal issues experienced translations of the novel was done in French. Many scholars
in the Philippines under the Spanish colonial rule. As such, the posit that there were early attempts to translate the novel into
novel did not go unnoticed and became a subject of discussion German (by Blumentritt) and even Tagalog (by Rizal?s brorher,
and debate. Paciano) but these plans never came to fruition. At the turn of
In the immediate months and years after its release in the twentieth centurS during the American colonial period,
L887, the No/i gerierated reactions from readers, Filipinos and several other translations and editions of the novel came
foreigners alike. Responses ranged from praise to outright out...,rArguably the most circulated versions were the English
ridicule. One sector rthat espoused utmost disdain for the translations of Charles Derbyshire, By the 1930s, Rizal,s No/l
novel was the Spanish clergy as well as some Spanish colonial had several Spanish editions, translat"ions into English, French,
officials. It is thus understandable that Spanish friars vehemently Japanese, and also into several languages in the philippines
prohibited the circulation of the novel in 1887 when Fray including Tagalog, Cebuano, \Varay, Iloko, and Bikol (Testa-De
Salvador Font, chair of the censorship commission, outlawed Ocampo,201l).
the reading and possession of Rizal's novel. Many other friars The very controversy that surrounded the passage of the
assessed and judged the book as pernicious. They enjoined Rizal Law indicated the relevance of the texr in the 1950s
devout Catholics not to read the novel to avoid committing and even beyond. In academia, many scholars have also
capital sins. Not only confined in the Philippines, critiques of made it a point to discuss the politics of translation and the
122 Trir LIFE Al'lD WoRKS or iosE Il. lzAL IVOTJ A4f, ?iiNcr{E, CONTINUINC RELEVAI.JCE 123

nuances of transforming the text in several forms. As Testa-

De Ocampo points out, as much as the novel is elevated in the No/i Today
highest echelons of Philippine literary history, seldom do we
Form yourselves into groups of three to four members.
find Filipinos reading it in the original Spanish. Versions and
Imagine yourselves writing an updated version of the No/i
translations of the No/i also did not go without scrutiny from
Me Tdngere today. Juxtapose your observations about the
academics like Benedict Anderson. Truly, be it about its content,
contemporary society with what Rizal saw in late nineteenth
context, or the way it is read or used, the value of Rizal's novel is
century Philippines. In the second column on the table below,
definitely felt in the Philippines.
write Rizal's observations about the aspect mentioned. In the
third column, write your own observations of present-day
Noti and the Study of a Colonial Society conditions.
Make a creative presentation about the comparison and
A remarkable aspect of Rizal's No/l lies in its text which
present your output in class.
espoused the national hero's articulations of a social-scientific
view of the nineteenth century Philippines he was describing'
Sociologist Syed Fareed Alatas even went as far as describing
Rizal as ,,probably the first sysremaric social thinker in Southeast
Asia."
Taken together with Rizal's other writings, the No/i makes an
important contribution to the understanding of a colonial society
and of the workings of the Spanish empire in the Philippines. The
novel portrayed the lives of the characters of diverse positions
from which people in nineteenth century Philippines thought
and acted in relation to others. Many scholars interpret the No/l
as Rizal's diagnosis of the ills of colonial society as he assessed
the role played by the church, the state, and the people. In the Romantic
relationships
No/1, Rizal highlighted some of his ideas on how the Philippine
(courtship,
society could be emancipated from the bondage of colonial rule. rnarriage, etc.)
He underscored the importance of education as a powerful tool
to achieve progress. However, he also exposed the complexities
and constraints wrought by the colonial condition not only on
foreigners, but also on some misguided Filipinos that contributed
to the ills of sociery. As Rizal exposed the vile realities of the
context he wrote about, he also emphasized the good qualities of
the Filipinos, which needed to be harnessed in order to succeed in

I
I ife in the city
the struggle for emancipation.
124 THE LIFE AND WoRKS OF ,[OSE RIZAL NALI ME TIIVC-SNT, CONTiNUINC RELEVANCE I25

Rubric
Response and Reflection

Group accurately Group captured Rizal'S Group identified Riz;it's Based on the output from the first activity work individually
captured Rizal's observations effectively observations but some
observations of and soundly compared were not accurate and reflect on your material. Imagine that you are writing a
nineteenth centuIy them with contemporary and there were unfair letter to Jos6 Rizal. Try to explain to him the differences and
Philipplnes and situations. comparisons with
compared them present-day conditions. similarities you can point out. In your letter, tell Rizal your
Group cited the sources
with contemporary thoughts about the following questions:
where the observations Group did not cite the
conditions using the passages where the
or interpretations were
same. categories and
tracking changes
based on. information came from or 1. \7hat ate the three most salient problems that
the group misused them.
effectively. Philippine society is facing today?
Group gave the
chapters/passages
2. \7hat factors contribute to the persistence of these
where Rizal's problems?
observations were
'!7hat
obtained. 3. should be done to address these problems?
Group justified the
interpretations.
Views about the
present are also based
on reliable sources and
sound interpretations.
In this of Noli Me Tdngere was
chapter, the "afterlife"
discussed, highlighting its impact on Philippine society as
Group had an ingenious Presentation was Apparently, the group
and innovative way creative and innovative. did not exert much effort well as on disciplines such as literature, history, and the social
of presenting the in thinking of a way to sciences. This way, the relevance of Rizal and his first novel was
Group presented ideas
comparison. present their ideas.
clearly with minor underscored. The No/1, in the end, is not just a literary piece; it
Group presented ideas glitches. Group presented the
in a clear, concise, and ideas clearly. is a political, historical, and social scientific treatise about the
Group could have had
organized manner.
better dynamics among Group needed to be conditions in the Philippines during the late nineteenth century.
Group interaction and members. more organized in their
participation were presentation. As such, the novel continues to stimulate discussions up to the
observably ideal with all present and its themes remain worthy of debate. In the next
members participating.
chapters, the other major writings of Rizal will be tackled which,
when taken together, will illustrate further the brilliance and
relevance of the national hero.
126 THE LrFE AND woRKs oF ,osE Itr1zAr

Alatas, Syed Farid. 201,1. "Ri2a1 and the Sociology of Colonial ${

Society." Conference Paper read at the Rizal@150
Conference , 22-24 June 201 1, University of the Philippines.
CHAPTER II
-Why
Anderson, Benedict. 2008. counting counts: A study of
forms of consciowsness and problems of language iz Noli
Me Tdngere and El Filibusterismo. Quezon City: Ateneo de
LOOKING AT
Manila University Press. THE FTI-TPINO PAST
Guerrero, Leon Ma. 1,974. The first Filipino. Manila: National
Historical Institute.
Rizal, Jos6 (Translated by Ma. Soledad Lacson-Locsin). 1996. {j
Noli me tdngere. Makati: Bookmark. j

Testa-De Ocampo, Ana Melinda.2011. The afterlives of the No/i

me Tdngere. Philippine Studies 59(4): 495-527.

uring the Spanish colonial period, Philippine history was

primarily written by the Spaniards. Early Spanish historians took
note of the native's appearance and way of life. However, many
of these early histories depicted the Filipinos in negative terms and
often contained biases against the colonized people.
Jos6 Rizal's annotation of,Antonio Morga's work, :gggscry-de
-leilslss-E@Jlgs, was an attempt to tS9f$_s tt ,s bla.cd view of the
Filipinos. Although Rizal's annotations have been "largely disregarded,"
his work has been credited as the first Philippine history to be written
from the viewpoint of a Filipino.

At the end of this chapter, the students should be able to:

,p argue the reasons why Jos6 Rizal decided to annotate Antonio

Morga's work, Sucesos de /os lslos Filipinos;

? relate how Rizal's annotations conform with the overall aims of the
Propaganda Movement; and

A create their own annotations of a sample text.

 I^

128 THE LrFE AND WoRKs t>F josE RIzAL LOOKII..IG AT THE FILIPINO PAST I29

By September 1889, Rizal decided to publish the annotations

himself in Garnier Hermanos, a printing press based iE fe$.
Audiencio - the EgyEL&djqgia or the royal court ofjustice in Spain
and its colonies Rizal's choice of
annotating Morga's work among all
other early chronicles written by Spaniards is not coincidental.
ecclesiastics-tl@
Historian Ambeth Ocampo provides Irygjgglglg behind Rizal's
secular - havlng ideas and attitudes not determined by any reljgrJgs
<--\------'/ choice.
bias
The first reason, according to Ocampo, was the fact that
. In fact, the
original Spanish text had never been reprinted in full until Ri2al
published his annotations in 1889. Second, pnlike other early
Antonio Morga was a @r who served_ Spanish chronicles written by ecclesiastics$[orga was a civil
in the Philippines in the l4te sixteenth qg"!Uy. He was -bor+r in administrator and therefore provided a secular view of hist.,rical
SXg&4LS9 and began worki=ng for the government in!80. events during the early Spanish crilonial perigd. This second
He served as the Lieutenant-Governor-seclgd{aslBelrygful ffial's belief that a secular account was more
position in the colony-of the Philippines in 1,593 and then as credible th"r th
a iudge of the Audiencia in 1598. Bv 161lhe moved to Mexico tn .i.
*["r" he served as the president of tde Audiqncia. He was laiil- towards the natives in contrast to the biased accounts written
investigated for corruption and was found guilty. Before being W-* i
^;'.
F i", l@vlorga-swo?trwasafttinq1lr
I o5{
-.--
sent to the gallows, however, he died in 1636.
he was an evewitn.."r ed the
Philippines during the period of early Spanish colonipation.
Morga's work, Sucesos de las lslas Filipinds, was published
in 1609 in Mexico and consisted of gighldapters. The first n irrt
presented an outline of a linear conception of history.I7hile No/i
sevei-E6ffirsTeilt with the terms of the governor-generals urho
had served in the Philippines from the tir.r. fvfiguel Lopez de Me Tdngere d'ealt with the ninetebnth century or Rizal's present,
pl ln "f apter,
and El Filibusterisrno and the eslay titled "fhe_-lhjlipi a .nes

t CSltqy-Hglg." .g{gltd the f,uture, the annotations of Sucesos

r" provided ample
descriptions of early Filipinos upon the arrival of the Spaniards tackled the past.
in the sixteenth century. More than an attempt to write the country's history,
\7hile at the British Museum in late 1889, Rizal found a however, Rizal's annotation of Morga's Salcesos must also be
copy of the first edition of Antonio Morga's Swcesos de las Islas seen within the context of the Propaganda Mo t.Ata
Filipinas and began copying the text by hand. He annotated time when Filipino propagandists were clamoring for reforms
the work along the way with the intention of creating a critical in Spain, presenting a critical narrative of the country's history
work on the history of the Philippines. Despite hopes of getting might be considered as an endeavor to create a sense of nation3l
the work published through the help of Antonio Regidor, Rizal .W that was anchored on a glorioffitt.
'Vflhereas
ended up with no publisher when his annotations were done. early Spanish chroniclers ridiculed the early Filipinos
r 130 THE LrFE AND woRKS oF JosE R-rzAL

for being barbariaug, Rizal's copious notes of Sucesos revealed Excerpt 2

LooKrNG AT THE FTLIPTNo PAST l3l

early
.Filipino culture as rich and flouri+hrqg. Thus, Rizal's
annotations may be considered an effqrt to assert Filipino Morga:
identity within an oppressive colonial framework. In tbe riuers and streams there are uery large and
small scorpions and a great number of uery fierce and
"crwel crocodiles uhich freqwently get the natiues from
Critical Reading their bancas on uhich they ride... Howeuer much the
people may trap, catch and kill them, these reptiles hardly
Read the following excerpts from Rizal's annotations of seem' to diminish in number. For this redson, the natiues
Morga's Sucesos de las Islas Filipinas. Answer the questions that build on the border of their riuers and stredms in their
follow. : settlements where they bathe, traps afid fences uith thick
. enclosures and bars of bamboo and tirnber tuithin which
Excerpt 1
they do tbeir bathing and washing, secLtre from these
monsters uhich tbey fear and respect to the degree of
Morga: ueneration, as if they were sornehow swperior to them.
Their regular daily food is rice.;. together with boiled
Rizal's annotation:
fish of which there is an abwndance, and pork or uenison,
likeutise meat of wild buffalo or carabao. They prefer Perhaps for tbe same rectson, other nations haue great
meat and fish, sabfish which begin to decompose and for the lion and bear, putting them on their shields
esteeftt
smell. and giuing them honorable epithets. Tbe mysteriows life
of the crocodile, the enormous size that it sometimes
Riza['s annotation: reaches, its fatidical dspect, tuithout counting any more
This is another preoccupdtion of the Spaniards who, its uoraciousness, must baue influenced greatly the
like any other nation, in the matter of f&d,loathe that imagination of the Malayan Filipinos.
to tahich they are not accustomed or is unknoutn to
thern. Tbe Englisb, for example, is horrified on seeing Questions
a Spaniard eating snails; to the Spaniard beefsteak is
repwgnant and be can't understand how raw beefsteak 1,. In Excerpt 1, what impression of the Filipinos do you get
can be edten; the Chinese wbo eat tah:uri arud shark from reading Morga's description of the type of food
cdnnot stand Roquefort cheese, etc., etc. The fisb the natives eat? Which particular phrase gives you this
that Morga mentions does not taste better when it is impression?
beginning to rot; all on the contrary: it is bagoong and all
those wbo ttaue eaten it and tasted it knout thdt it is not
or ought not to be rotten.
132 THE LrFE AND woR.KS oF IosE RrzAL LOoKING AT THE FILIPINO PAST I33

2. What is Rizal's purpose in writing an annotation about the

food preferences of the English, Spaniards, and Chinese? Annotating a Text

Form yourselves into groups of three to four members.

Choose one article from the headlines section of a recent issue of
a local newspaper. Reflect on the article by annotating the text.
Use the following pointers to help you write your annotations.*
1. Define words. Look up and write down definitions of
3. In Excerpt 2, how did Morga portray the Filipinos? unfamiliar words.
z. Relate certain portions to other parts of the article.
a
J. Relate certain ideas to what you have read from other
materials.
4. Re-write by paraphrasing or summarizing portions that
you find difficult to understand.
4. In Rizal's subsequent annotation, what does he mean when
5. Relate certain ideas to your own experiences.
he says, "Perhaps for the same reason, other nations have
great esteem for the lion and bear, putting them on their 6. Explain the context behind the article you have read.
shields and giving them honorable epithLts"? 7. Analyze or interpret what is being said in the text.
*For more pointers, see Brown, Matthew D. March 2007. l'll have mlne annotated, please: helping
students make connections with texts. Engllsh Journol 96-4 '13-78. Also available online at http://
www.readwritethink.org/files/resources/lesson-images/lesson1132/EJ0964Have.pdf

Rizal's annotations of Sucesos de las lslas Filipinas may be

considered an attempt to write Philippine history from the point
5. In general, what is Rizal's motive in writing his annotations of view of a Filipino.'With the publication of this work, Rizal
of Morga's work? How does this fit into the aims of other provided a linear view of history with No/i Me Td.ngere showing
propagandists working for reforms during this time? a view of the present, El Filibusterismo and "The Philippines
a Century Hence" illustrating a view of the future, and the
annotations clarifying a view of the past.
In addition, Rizal's annotations should also be understood
within the context of propaganda work that Filipinos in Spain
were engaged in. The annotations explored the possibilities of
creating a Filipino identity anchored clearly ort a pre-Spanish
past.
134 THE LrFE AND woRKS or iosf RrzAL

Ocampo, Ambeth. 1998. Rizal's Morga and views of Philippine

history. P h ilip p ine Studies 4 5 (21 z 1,84-21,4. CHAPTER 12
Rizal, Jos6. 1,961, [1890]. Sucesos de las islas Filipind.s por el
Doctor Antonio de Morga, obra publicada en M6jico el afi.o
de 1609 nueuAmente sacada a luz y anotada (Euents of the INDOLENCE
Philippine lslands by Dr. Antonio de Morga, published in
Mexico in 1609 recently brought to light and annotated). OR INDUSTRY
Manila: Jos6 Rizal National Centennial Commission.
Schumacher, John. 1997.The Filipino past and education for the
future, 1,887-'1891. In The Propaganda Mouement, 1880- n the opening scene of No/i Me T6ngere, a social gathering in the
1895: The creation of a Filipinct consciousness, tlte making of
!
I frouse of Kapitan Tiago serves as a venue for guests to mingle and
the reuolution,pp.2T2-235. Quezon City: Ateneo de Manila I .onuerse. ln one such ocassion, Father Damaso explicitly states his
University Press. opinion of the indlo. While speaking to a young man about the native
Veneracion, Jaime B. 1,983 and 1984. Ang kasaysayan sa Filipinos, Damaso exclaims, 'As I believe in the Gospel! The lndian is
so indolent!" To this, the young man poses the question, "Does this
kasalukuyang henerasyon. Historical Bulletin (Tomo 27 and
indolence actually, naturally, exist among the natives or is there some
28\: 1.3-27.
truth in what a foreign traveler says that with this indolence we excuse
our own, as well as our backwardness and our colonial system?"
lndolence in the natives was a view commonly held by foreigners
who came to the Philippines as evident in the conversation narrated
above. Rizal and the other propagandists, however, felt that this view
was misguided and made efforts for its rectification. One such attempt
was through Rizal's essay, "Sobre lo lndolencio de los Filipinos" (On the
lndolence of the Filipinos), which will serve as the topic of this chapter.

At the end of this chapter, the students should be able to:

/0 summarize in their own words Rizal's essay, "On the lndolence of

the Filipinos";

/ explain the factors that cause the indolence of Filipinos; and

p defend their personal views on the question of the indolence of the
Filipinos.
 136 THE LrFE AND woRKs or ,osE tri"rzAL Ir..rDoLENCE oR INDUSTRY 137

The essay was serialized in six issues of La Solidaridad from

indio - a term used by the Spaniards to refer to the native Filipinos; July 15 to September 15, 1890. It addressed the accusations
occasionally used in a derogatory manner
made by foreign observers by establishing through careful
argumentation that indolence was not an inherent trait but was
Moro pirary - a series of raids in several Philippine towns committed
an effect of other conditions imposed upon the Filipinos.
by Muslims from Mindanao during the seventeenth to eighteenth
centuries Rizal's reasoning echoes the ideas laid down earlier by
Gregorio. Sancianco's El Progreso de las Filipinas in L881.
--.r-----_---_
Sancianco advoiitEff'for reforms in the government's taxation
system because he believed that public revenues were necessary
for the overall development of the country. He also confronted
Filipinos during the period of Spanish colonization were the issue of the laziness of Filipinos by attributing the trait to the
commonly described as lazy. Several foreigners visiting the poor economic conditions that rendered the natives lethargic and
i.' Philippines from the seventeenth to the nineteenth cenruries unmotivated.
r,, affirmed this view with their observations. Gemelli Careri, Rizal's essay, though, addresses the issue of the Filipino's
t,' an Italian traveler who came ro the counrry in thil&Ett&frih laziness more directly "inasmuch as the talk about it has
h
H
century, remarked, "It is their laziness that makes them appear continued, not only by employees who blame it to cover their
) less ingenious; and they are so entirely addicted to it, that if in own stupiditg not only by friars who consider it necessary for
lr' walking they find a thorn run into their fobt, they will not the perpetuation of their pretention that they cannot be replaced,
stoop to put it out of the way that another may not tread on
!' it." A more scathing portrayal was given by friar G-asp-a_g de
but also by serious-minded and disinterested persons."
t, From the outset, Rizal does not deny the existence of
San Agustin in 1720. He stated that "their laziness is such that
indolence in the Filipinos. "The predisposition exists," he notes,
h if they open a door, they never close it; and if they take any "[because] the warm climate demands of the individual quietness
implement for any use, such as a knife, pair of scissors, hammer,
r and rest, just as cold climate stirs up men to work and to be
etc., they never return it whence they took it, but drop it there
active." However, he asserts that the evil does not lie in the
at the foot of the work." Indolence was also commented upon
I existence of indolence, but in the way that it is perpetuated. He
by the German scholar Feodor Jago! in the nineteenth century,
points out, "The evil is found in the fact that indolence in the
I "Along the river Pasig,;ofr;Eo.l-ymight be seen asleep on a
Philippines is an exaggerated indolence, a snowball indolence, so
heap of coconuts. If the nuts run ashore, the sleeper rouses
to speak, a vice which increases four-fold as time elapses."
t himself, pushes off with a long bamboo, and contentedly relapses
into slumber, as his eccentric rafts regains the current of the The Filipinos were not always lazy, according to Rizal.'V7hen
I river." More than simple observations, the remarks given by one looked back at the precolonial past, he/she would see the
these foreigners resulted in a perennial view of the Filipinos as industry, agriculture, and commerce the early Filipinos engaged
incapable or inherently lacking in abilities. in. Rizal cites as one example an account written by Pigafetta
who described the flourishing trade of goods such as cinnamon,
Rizal's work, "Sobre la Indolencia de los Filipinos" (On the
pepper, nuts, and other articles. Mining was also practiced by
lndolence of the Fil6i6ilwas an ad€rlipii6rEtify this view.
138 THE LrFr AND woRKs <lF Josg RIZAL INDoLENCE oR INDUSTRY 139

early Filipinos as evidenced by Pigafetta's descriptions of vessels

and utensils made of pure gold. Argument and Evidence
If earlySpanish accounts were in agreement on the industry
Read Rizal's essay, "On the Indolence of the Filipinos." Form
of the Filipinos, what then brought about a change in them?
yourselves into groups of five members. Each group will be
Rizal determines that the circumstances that produced a
assigned to study one part of Rizal's four-part essay. Determine
predisposition towards laziness were the constant wars waged
Rizal's main argument in the section assigned to your group by
during the early stages of colonization, the Moro piracies
making a graphic organizer as illustrated below. More branches
that occurred in the centuries that followed, and the abuses
may be added to the graphic organizet. Present your answers in
comrnitted by the Spaniards against the Filipinos, All the death
class.
and destruction brought about by these situations, according to
Rizal, took away from the Filipinos their desire to work.
Yet, Rizal also argues that while the previous circumstances
made it possible for laziness to take root in the Filipino's
constitution, other factors ensured its maintenance. Rizal points
out that while the government did not provide the economic
and moral incentives to encourage industry among the Filipinos,
the Filipinos themselves also had their own flaws. He states
that the defect of education and lack of nationbl sentiment seen
in the Filipinos only contributed to rnaintaining the Filipino's
predisposition towards indolence.
Having explained the reasons why the Filipinos becamelazy,
Rizal concludes that all attempts to reform the Filipino would
only be successful with education and freedom. With this, Rizal
argues convincingly that indolence in the Filipinos is not an
inherent trait, but rather a malady with its own causes and cures,

Reffecting on the lndolence of the Filipinos

Write an essay reflecting on the ideas Rizal presented in his

work, "On the Indolence of the Filipinos." Do you believe that
indolence is an inherent trait among the Filipinos? Do you agree
or disagree with the reasons Rizal presented? IThy or why not?
I4O THE LiTE AND WoRKS oF JoSE RIZAL INDoLENCE oR INDUSTRY 141

Rubric
Rizal's essay, "On the Indolence of the Filipinos," provided
There is one There is one The personal a compelling argument about the trait foreigners criticized
goal or thesis goal or thesis opinion is the Filipinos for-laziness. Rather than accept the view that
that clearly that states a not easily
states a personal personal opinion understood.
indolence was an inherent characteristic among Filipinos, Rizal
opinion and and identifies There is little or presented a persuasive view of the circumstances that brought
identifies the the issue. no reference to
issue. the issue:
about the Filipino's indolence and the factors that might have
There is no
maintained it. In the end, Rizal contended that the Filipino's
There is a very There is a little There is no
clear sense of sense of order in sense of order in sense of order in predisposition towards laziness was a condition that could be
order in the the presentation the presentation the presentation cured through education and freedom.
presentation of ideas and of ideas but of ideas and
of ideas. important points important points points do not
Supporting are presented support the main support any
points are in a logical argument. main argument.
presented progression.
in a logical Alatas, Syed Hussein. 1977. The myth of the lazy natiue: A study
progression.
of the image of the Malays, Filipinos, and lauanese from the
Three or 16th to the 20th century and its function in the ideology of
more pieces
of supporting colonial capitalism. London: Frank Cass.
evidence
are used in De Dios, Emmanuel. December 2011,.Indolence, incentives, and
strengthening institutions. The Philippine Reuietu of Econornics 48(2): 4L-
the arguments.
78.
All sentences Most sentences Most sentences Sentences
are well- are well- are well- sound awkward, Rizal, Jose (Translated by Guadalupe Fores-Ganzon). L996
constructed. constructed. constructed, and there are
There are There are a but there are several errors [1890]. Sobre la indolencia de los Filipinos (On the ihdolence
no errors in few errors in several errors in grammar or of the Filipinos). La Solidaridad,Yol. 2, pp. 322-327, 340-
grammar or grammar or in grammar or spelling that
spelling. spelling. spelling that interfere with
345, 362-369, 388-401, 4L6-42t Pasig City: Fundacion
interfere with understanding Santiago.
understanding the essay.
the essay.
All margins, Most margins, Most margins, Fails to follow
spacing, and spacing, and spacing, and instructions on
indentations indentations indentations format. lncorrect
are correct. are correct. are correct, but margins,
Essay is neat Essay is neat essay is not neat spacing, and
and correctly and correctly and correctly indentation.
assembled with assembled. assembled. Neatness of
a clean and essay needs
orderly look. attention.
 EL FILIBUSTERISMo: CONTEXT AND CONTENT 143

w@M
#-e k#dffihw@e
'tE$'it&'ffidwHffi.;.
.: f.*;€6##*".ffi"i-+#Fi CHApTER 13
filibustero (nineteenth century context) - translated as "subversive";
a patriot who was usually associated with revolutionary activities
guardia civil
- police/military force assigned by the colonial
government to maintain peace and order

ET FTTSUSTERISMO: cobezo de borangoy - head ofthe barangay

CONTEXTAND CONTENT
Filibustero: History and Context
Rizal started writing El Filibusterismo as a sequel to the
Noli Me Tdngere after he returned to Europe on February
1888 (Lacson-Locsin, 2004). The novel, therefore, was written
in the midst of threats and oppressions he and his family were
izal's second novel, El Filibusterisrno, is a story set in twilight
years of the Spanish colonial government in the Philippines. experiencing because of the No/i and the Calamba incident.
It was first translated into English by Charles Derbyshire in Rizal continued working on his novel and made some
1912 under the title, The Reign of Greed. The book according to the revisions while he was in London in L888. He was able to
translator "represents Rizal's more mature judgment on political and complete the novel after three years when he was in Bialtilz,-
social conditions in the islands, and in its graver and less hopeful Frg ce on March 29, 1,89'1,. However, because of financial'
tone reflects the disappointments and discouragements which he had c6nsraints, it was not until September of the same year that the
encountered in his efforts to lead the way to reform."
book was published with the help of his friend, Valentin Ventura.
This chapter will narrate how Rizal was able to write and publish
his second novel despite threats from the Spanish colonial government
In March 1.887, after reading the Noli Me Tdngere,
Blumentritt asked Rizal the meaning of the word "filibustero"
that regarded his first book, No/l Me Tdngere, as subversive. A brief
synopsis of his novel will also be presented for discussion and analysis.
which he did not find in the Spanish language (Aguilar, 201,1,).
To recall, Rizal replied:
The uord filibustero is still uery little known in the
Philippines; the common people ds yet do not knou
At the end of this chapter, the students should be able to:
it. I heard it for the first time in 1.872 when tbe tragic
A trace the meaning of the term filibustero across time; execwtions took place. I still remember the terror it
/0 explain the historical context in which El Filibusterismo was written; aroused. Our father forbade us et)er to utter it, as well
ds the uords Cauite, Bwrgos, etc. The Manila neluspdpers
A examine current events through the eyes ofthe characters; and
and the Spaniards aPPly this word to one utbom they
,A evaluate Rizal as a novelist.
144 THE LrFE AND woRKS oF JosE RIZAL EL FILIBUST6R,sMo: CONTEXT AND CONTENT I45

Laant to render suspect of reuolwtiondry dctiuities. The As long therefore as your participation in tbe Cauite
edwcated fear the reach of the word. lt does not haue uprising is not clearly shoun, whether or not you Luere
the meaning of freebooter; it ratber medns a dangerous patriots, whether or not you nourisbed sentiments of
patriot uho ui.ll soon be hanged, or a presumptuous fwstice and liberty,l haue the right to dedicate my work
fellou. to you, as to uictims of tbe euil that I am trying to fight.
And wbile we wait for Spain to reinstate you and make
In 1890,'Wenceslao Retana wrote about the"filibustero" and herself jointly cwlpable for your death, Iet these pages
described the term as "the one who, eager for the independence serue as belated wreath of dried leaues laid on your
of the country, resorts to various extralegal proceedings in order uruknown graues; and may your blood be wpon the
to reach the objective that he pursues" (Aguilar,20L1,). By the hands of those u.,ho, without sufficient proof, assail your
end of the nineteenth centurS the Spanish colonial government memory!
defined "filibuster" as "someone who works for the separation
of our overseas provinces." \7ith these definitions, one will have Rizal, however, made mistakes in indicating the age of the
an idea about the plot of Rizal's second novel. It deals with three priests and the date they were executed. The Gomburza
subversion. It pictures the lives of people under an oppressive were publicly executed by garrote on the early morning of
regime. It narrates the struggles of every Filipino in fighting for February 1.7, L872. Gomez was then 73, Burgos was 35, and
independence. Zamorawas 37.
El Flli is dedicated to Gomburza,the thrge priests who were In her translation of the novel, Soledad Lacson-Locsin
accused of being filibusters in 1872. In his dedication, Rizal described the book based on the themes that can be seen in
expressed his high regard for the priests who became victims of the story: "El Fili begins where the No/i leaves off, where love,
"the evil that I am trying to fight." romance, heroism, idealism and tragedy turn to hate, bitternesp,
anger, disillusionment and vengeance" (Lacson-Locsin, 2004).
To tbe Memory of the priests: Unlike Noli, El Fili burns with passion and ideology. Rizal's
Don Mariqno Gomez (85 years old) biographers opined that El Fili showed his maturity as a novelist.
Don Jose Burgos (30 years old)
and Don Jacinto Zamora (35 years old)
Synopsis
Execwted on tbe scaffold at Bagumbayan
The story of El Filibusterisrno revolved around the main
on February 28, 1872
character, Simoun, who was a rich jeweler. Simoun was actually
The Church, in refusing to degrade yow, has placed in Crisostomo lbarca of the No/i whom everyone thought was
doubt the crime imputed to you; the Gouernment, in killed by the guardia ciuil at the Laguna de Bay thirteen years
sbrowding your cduse with mystery and obscurities, ago. He was able to escape and fled to Cuba. He became wealthy
cre(fies belief in sorne error committed in critical and was able to establish connections with prominent Spanish
moments, and the whole Philippines, in uenerating officials. Upon his return to the Philippines, Simoun became very
your memory and calling you martyrs, in no way influential being the consultant of the governorgeneral.
acknou.,ledges your guib.
146 TI-IE I-IFE AND WORKS OF JOST R"IZAL EL F]LIBUSTERISMOI CONTEXT AND CONTENT I.47

Simoun came'back with his grand plan to exact revenge on was secretly watching his love, Paulita, celebrating her wedding.
Spanish officials and to rescue Maria Clara who entered the Basilio told Isagani about the explosive and asked him to leave
convent after learning the news of Ibarrals death. He planned the place.
to launch a revolution which he started by smuggling arms and \fhen Padre Salvi confirmed Ibarra's handwriting, the guests
recruiting followers, mainly from the exploited and abused began to panic. The lamp flickered and Padre Irene tried to turn
natives. One of his recruits was Basilio, the son of Sisa.'!7ith the wick. But Isagani, wanting to save Paulita, ran into the house,
the help of Capitan Tiago, Basilio was able to study medicine grabbed the lamp, and threw it into the river where it exploded.
in Manila. Simoun also began to establish an alliance with Simoun took refuge in the house of a kind Filipino priest,
Kabesang Tales and his revolutionary group. Kabesang Tales was
Padre Florentino. The gwardias ciuiles, however, learned about
a former cabeza de barangay who was maltreated by the friars.
the whereabouts of the fugitive, and informed the priest that they
Using his position, Simoun encouraged corruption and more
would come in the evening to arrest Simoun.
oppressive government policies to enrage the people and thus,
provoke them to revolt. Instead of surrendering to the authorities, Simoun poisoned
himself. As the poison started to take effect on his body he
Simoun's plans of revolution failed twice. In his first
confessed to Padre Florentino his true identity and his plans for
attempt, he decided not to give the signal for the outbreak of the
revenge. After the long and tedious confession, the priest told
uprising upon hearing the news of Maria Clara's death. Basilio
Simoun that his plans might have failed because of the unjust
and other students were then arrested for allegedly forming a
means that were used. He assured Simoun that there was still
seditious organization. Simoun arranged the release of Basilio
hope for the freedom of the country.
who became bitter and vengeful. However, he was very grateful
to Simoun and offered his full support for the revolution. The The story ended with Padre Florentino throwing Simoun's
second attempt at starting a revolution entailed the planting of jewels into the sea so that they would not be used by the greedy.
a bomb at the wedding reception of Paulita Gomez and Juanito He also prayed that when the right time comes, the treasure
Pelaez.Illustrious guests at the mansion (formerly the house of would be recovered and used for a noble purpose.
Capitan Tiago) included Padre Salvi and the governor-general. In
Simoun's plan, the revolution would be triggered by his gift to
the couple-a kerosene lamp with an explosive.'S7hen the lamp Writing Exercise: Create Your Own Ending
starts flickering and someone turns the wick, there would be an
explosion, signaling the revolutionaries to attack all government After reading the novel, complete the table by creating your
buildings in Manila. own ending of the story of each character.

As planned, Simoun gave the lamp during the reception.

Before leaving the venue, he left a note with a message: "You will
die tonight," signed by Crisostomo Ibarra.
Simoun
Meanwhile, when Basilio saw all the people at the venue,
his conscience bothered him. He saw his friend, Isagani, who
148 TI{E LrFE AND wonKS oF JosE RrzAL EL FtLtBUSTrRtsi4o: CohtrExr AND coNlENT 149

Debate

Basilio Divide the class into two groups. One group will represent
"Simoun" and the other will represent "Basilio." Taking into
account the beliefs, principles, and viewpoints of the two
characters, the two groups will debate about the following topics:
1. English as the medium of instruction in schools

Maria Clara
2. Reimposition of death penalty in the Philippines
3. Retaining the Sangguniang Kabataan Federation in the
country

Rubric

Padre Salvi Qitteria, {r-15 6+!O::,tr: l!:,9,,

All statements, Most statements Statements and

body language, and responses responses were
and responses were respectful. consistently not
were respectful. Appropriate respectful.
Appropriate language was
language was used.
used-
Kabesang
All information Some information lnformation
Tales
presented in the presented in the presented had
debate was clear, debate was clear, some major
accurate, and accurate, and inaccuracies or
thorough. thorough. was not usually
clear.

Rubric All counter- Most counter- Cou nter-argu ments

arguments were arguments were were not accurate
accurate, relevant, accurate, relevant, and/or relevant.
,115a€:rr:t,:'::.t:i:
3;4 ,ll::,,,1;2,l.ll
and strong. and strong.
Student shows full Student shows some Student does not show
The group clearly The group seemed The group did not
knowledge about the knowledge about the knowledge about the
understood the to understand show an adequate
story of the character story ofthe character story of the character
topic in depth the main points understanding of
as reflected by the as reflected by the as reflected by the
and presented of the topic and the topic.
created ending. created ending. created ending.
their information presented them
'i:ri
g:l The story is clearly The story needs to be Writing and forcefully and with ease.
.l{E.i
written and ideas are polished. organization of ideas convincingly.
.il.,
c well presented. need improvement.
Modified from: Class debate rubric. n.d. Faculty Development and lnstructional Deslgn Center,
a Northern lllinois University. Available from http://www.niu.edu/facdev/_pdTguide/strategies/
UT
o classroom_debate_rubric.pdf
I 150 THE LrFE AND WoRKS oF Josf RrzAL EL TILTBUS'TER]SMO: CONTEXT AND COI'{TENIT I5I

Chapter Questions
This chapter traced the history of the term filibustero and
Briefly answer the following: how the Filipinos defined the concept during Rizal's time.
L. IThat does filibustero mean?
For the Spaniards, a filibustero was someone who rebeled
against the government while for the indios, he was a patriot
who fought for the country's freedom. Compared to Noli Me
Tdngere, El Filibwsterismo showed how Rizal matured as a
writer. This transformation could be seen in the main character
Simoun who changed from being a moderate ilus*ado to a
2. IThy did Rizal dedicate El Filibwsterismo to Gomburza? revolutionary jeweler and planned to launch a revolution against
the colonial government. Through this novel, one could see how
a victim of oppression and injustice could turn into an influential
revolutionary.

'!7hat
3. were the struggles that Rizal went through to
publish El Fili? Aguilar, Filomeno Jr.20LL. Filibustero, Rizal and the Manila men
of the 19th century. Philippine Studies 59(11): 429-469.
Almario, Virgilio. 2008. Si Rizal: Nobelista (Pagbasa sa Noli
at Frli bilang nobela). Quezon City: University of the
Philippines Press.
-S7hat
4. Choose a character in the novel. does he/she "The martyrdom of Gomburza." 2013. Accessed on June 7,201.7
symbolize in relation to Philippine society today? fr om http :/ lmalacanang .gov.phl7 695 -the-martyrdom-of-the-
gomburzal .

Rizal, Jos6 (Translated by Soledad Lacson-Locsin). 2004.

El filibwsterismo. Makati: The Bookmark,Inc.
Rizal, Jos6 (Translated by Charles Derbyshire) . 1.91,2. The reign
5. After reading Rizal's two novels, how will you appraise of greed (El filibwsterismo). Manila: Philippine Education
Rizal as a novelist? Company.
 EL FILIBUsrERrstvto: CoNTINUINc RELEVANog 153

reform - improvement or change to a better state (social, economic,

and political institutions) ',

revolution - a violent attempt to overthrow a government

principalioclass - the ruling and usually educated upper class in the
EI FTTSUSTERISMo: nineteenth century Philippines

CoNTINUING RELEVANCE
One hundred twenty years after Rizal's execution, his
writings remain socially relevant. The ills that he rallied against-
inept leadership, corruption, abuse of women, and the influence
of the Catholic Church over political and social affairs-are
still persisting in the Philippine society today. A thorough
fter tracing the historical background of Rizal's El Filibusterismo understanding of the historicity of his novels is important as
in the previous chapter, it is now time to,look into its content it serves as the background of the story. In reading historical
and review its social significance as a novel. Rizal clearly stated novels like EI Filibusterisrno, otte must be knowledgeable about
that he wrote the novel to describe the Philippine society and expose the social milieu of the period when it was written. In this way,
the injustices that he and his fellow Filipinos were experiencing. The history can be used as a tool for interpreting a literary work like
novel may be written more than a hundred years ago, but it cannot El Fili (Nuncio, 20141.'
be denied that the social ills that Rizal depicted in his novel are still
present today. As with Noli Me Tdngere, Rizal's main objective in writing
El Filibusterismo is to expose the Philippine situation as he
This chapter will focus on the important themes tackled by Rizal in
witnessed during his time. in reading this novel, one can see the
his second novel. Through these themes, the national hero's views and
ideas about the different aspects of society can be examined.
nation's past and present situations which make this literary
work enduringly significant. Renato Constantino (L971, p. 137)
wrote about the relevance of Rizal's teachings where he said:
The importance of Rizal's ideas for our generdtion has
At the end of this chapter, the students should be able to:
a tutofold basis-first, the applicability to present-day
A discuss the summary and the important themes in El Filibusterismo; problems, and second, their inspirational ualue. Rizal
P explain why a knowledge of history is important in reading a holds a mirror to our faces and ue see ourselues, our
historical novel; and uices, our defects, our rnednfl.ess. Because the conditions
examine the conditions of the Philippine society through Rizal's he describes are the uery conditions oue see around us,
A
El Filibusterismo. and the characters he portrays are people we continue to
r 154 THE LIFE AND WORKS OF RIZAL

meei,,ie read.;ily:respond to his ea,rneist deqire'.for basic

EL FILIBUST,ER]sMO: CoNTINUiNG RELEVANCT, L55

fact, known to all, that il)€:a/€ patient and peaceful, mild,

changes in our society and in ourselues. One hand holds unfeeling, etc. But euerything ends in this life, there is
a mirror to sharne us and the other points the way to our nothing eternal in the,u.,arld and that refers also to our
patience" (Ocampo, 2A1,2).
regeneration. Yet, the truth is that tbe mirror ruas not
rnea.nt to reueal our image, but the imagi of the petople Rizal's words in the aforementioned letter are significant
because they proved that he was not against the idea of violence
By going back to the themes that Rizal tackled in El Fili, one if necessary. Historian Ambeth Ocampo (20L2) wrote: "Simoun
can see the importance of the novel at present. Themes are the failed-not because Rizal was against the revolution, but because
main ideas that flow through the narrative"which can be used to he reflected on the anger and bitterness in his heart following the

evaluate Rizal's views and ideas on different social issues. agrarian dispute in Calamba, and realized that one must start
with a good intention to succeed."
'

Revolution as a Means of Social Change

On Leadership and Governance
In the novel, Simoun is ,the filibusteTo who encourages
the principalia to abuse the poor so that the latter would
class El Fili's message is very clear-the inept leaders, corrupt
be driv-en to revolt against the goyernment. His character officiatrs, and system of ,government in the Philippines could
may be interpreted as someone who geprEsents the Filipino lead to Spain's downfall.'S7hen Simoun said: "Wbat is a man to
revolutionaries that supported the idea of a bloody revolution do tuhen he is denied iustice? Tahe the law into his oun hands
against the Spanish polonial government. Simounls, death in the or wait for Spain to giue him rights...i" he stressed that if the
stgry made some readers conclude ,that Rizal was against the demands of the people would not be granted, they would be
idea of a revolution. Simoun's failed uprisings in the narrative, driven to oppose the system and organize movements to fight for
were interpreted as Rizal's abhorrence of violence and bloodshed. their rights.
They failed to see that Rizal, togethei with other reformists like Rizal himself was admired as a good leader. His colleagues
Marcelo H. del Pilar, regarded reform and assimilation as a first in the Propaganda Movement respected him because he showed
step towards Philippine independence. In his letter to'Blumentritt a kind of leadership that was not motivated by personal interest.
on Jurie 19,788'7, he siid:' The call for a good leadership could be gleaned from El Fili when
"I assltre you thdt I haue no desire to tahe part in he stressed the importance of national sentiment to guard the
conspirdcies uthich seerfl to m.e uery premature and risky. society against all kinds of injustices and oppression.
But if the gouernment driues us to the brink, that is to Rizal condemned the friar-led officials for their greed,
say utben ll.o other hope remaini but seek our destruction corruption, and exploitation of the natives. On the other hand,
i,n war, wben the Filipinos would prefer to die rather than he also criticized his fellow Filipinos who did not respond to
endurl'e their misery dny longer,'iben I utill also become the challenges under the abusive leadership of the Spaniards.
d pdrtisan of uiolent mzdns. The choice of peace or The character of Basilio, for example, who, despite the extreme
destruction is in the hands of Spain, because it is a clear sufferings that he and his family experienced, did not support
156 THE LrFE AND woRKS oF I't"rzAL EL FrLrBUsrERrsl4o: coNTTNUTNC RELEVANCT 157

Simoun's plan of overthrowing the government. He only joined ridiculous were it not for its deplorable consequences?
the revolutionary group after being arrested and imprisoned, Do you wish to add another idiom to the more than
followed by the death of his sweetheart, Juli. There was also one forty already spoken in the islands so thdt you lnay
character, Seflor Pasta, who abandoned his noble ideas to serve understand each other, each time, less...?
only the,interest of those who hired him. Still about the language issue, Simoun added:
While Rizal exposed the injustices done by the colonial You allou yourselues to be misled by big words and you
government, he also challenged the Filipinos to guard their neuer get to the bottom of things to examine the effects
righis as one of their main responsibilities. Good leadership and in their ultimate manifestations. Spanisb utill neuer be
governance bring about social, economic, and political reforms the common language in the country; the people utill
in the country. All this can be achieved if the leaders have moral neuer speak it because for the ideas of its mind and the
fiber, and arc ready to give up their personal interests for the sentiments of its heart there are no uords in that idiom.
welfare of their constituents. Each country has its own, as it has its manner of feeling.
'What will you gain with Spanish? The few who speak it?
On Education and Language To stamp out your originality, subordinate your thoughts
to other minds and instead of making yourselues
At the time that Simoun was planning to launch the free, make yourselues *uly slaues! Nine out of ten of
revolution, students including Basilio were also fighting for the those among you uho prcsume to be enlightened, are
establishment of a school that would allow natives to learn the renegades to your motberland. Those dn ong you who
Spanish language. Simoun strongly reacted against the project speak that language dre indifferent to their own tongue,
advocated by the students. For him, it would mean the death so mucb so that they neither utrite nor understdnd it.
of national identity and the institutionalization of tyranny. In How many haue I seen who pretend not to knou a single
Chapters 6 lBasilio) and 7 (Simounl, Simoun expressed his word of it!
disapproval of the students' program, convincing Basilio to join
him in his plan of revolution instead. He questioned the students' Basilio, on the other hand, believed that through education,
advocacy and said: he would be able to alleviate the lives of his fellow Filipinos. He
'Wbat did not believe that revolution could be an effective means to
will you be in the future? A people utithout
achieve freedom. For him, education and science would save the
character, a nation without liberty. F.uerything in you uill
country from its present situation.
be borrouted,-euen your uery defects. You are asking to
be Hispanized and you do not blanch uith sharne utben
it is denied you! Euen if it is conceded, what utould On the Filipino Youth
'What
you want? ouould you gain? At best, to become a
country of pronouncements, a coilntry of ciuil rucffs, ct Where are the youth who will consecrdte their golden
republic of the rapacious and the discontented,like some hours, their illusions, and their enthusiasm for the
'Where
republics of South America. Why do you now come with welfare of tbeir country? are they who uould
your teaching of Spanish, a pretension that would be generously shed their blood to uash away so mwch
r
I
158 THE LrFE AND woRKS oF RrzAL

shd.me, so much crimb, so much abomination? Pure and

EL FrLrBUsrtRrslvlo: CoNTTNUTNC RELEVANCe 159

spotless the uictim has to be for tbe holocaust to be

-3. Padre
dcceptable!....Where are you, youth who utill incarnate in Camorra
yowrselues the uigor of life that has, fled from our ueins,
the purity of ideas that baue been soiled in our minds,
and the fire of enthusiasm that has been extinguisbed in 4. Hermana
our hearts?...'We wait for you, O youth! Come, for we Penchang
await you!
Such were the words of Jose Rizal through the character of
Padre Florerttino, a patriotic Filipino priest in El Fili. Rizal saw 5. Juli
the youth as the future of the country because this generation
would one day lead the nation. Their actions today would shape
the path of tomorrow.
Rubric
Rizal stressed the important role of the youth in challenging
the government as seen in the efforts of students like Basilio and
Isagani to organize themselves and unite to call for reforms. For Student shows full Student shows some Student shows lack of
knowledge about the knowledge'dbout the knowledge.about the
Simoun, it was a way of embracing the Hispanization of the selected'social'is6ue 'social issue and wos social issue andlwas
country. On the other hand, it could also be seen as Rizal's way and was able to relate it able to relate it to the not able to relate it to
to the character. character. the character.
of showing what the youth could do if they wanted reforms from
the government. Answers are clearly Writihg needs to be Wrlting and
written and ideas.are polished. organization o{ iQeas
well-pres6nted. need improvement.

More About the Characters

Relate the following characters to current social issues they

represent and justify your answer. Audio-Visual Story
lnstructions , : ,l

7. Form yourselves into groups of'fiu" members

2. Choose a character in El Filibusterismo.
'Write your own story about the chosen character that
3.
portrays his/her qualities and mindset. The story must be
within the present context of the country.
5. Show your work to the class through a 3- to S-minute audio-
visual presentation.
 160 THE LrFE AND woRKS oF RrzAL EL FILIBUSTERISMO: CONTINUlNG RELEVANCE I6I

Rubric

This chapter showed how E/ Filibusterismo could be used in

i:,l:al.:liit]i:]:]|i:' sriiiitai:ti:lr:l iirlll:a:i.irl:li.ii:Q ,iil:ill.li,::i,ilii::ll'il
examining the Philippine conditions during Rizal's time. Through
Group shows full Group shows some Group lacks
knowledge ofthe knowledge of the knowledge of the his novel, readers got a glimpse of the kind of society where
chosen character and chosen character and chosen character and Rizal had lived. The characters might be fictional but most of the
the present Philippine the present Philippine the present Philippine
situation depicted. situation depicted. situation depicted. situations in the story were actual events or portrayals of similar
events that happened in the past.
Video information The class cannot The video has no clear
is logical and has a follow the sequence narrative line.
sequence which the because the
class can easily follow, presentation jumps
from one theme to
another.
Constantino, Renato. L971.. Our task: To make Rizal obsolete.
The Filipinos in the Philippines and otber essays, pp.-1,37-
Presentation uses high Some photos/video Photos/video and
quality photos/video and audio need audio are not clear 151. Quezon City: Filipino Signatures.
and audio. editing. making the video
difficult to understand. Nuncio, Rhoderick V. 5-8 March 201,4. "Mirroring and reliving
history through Rizal's novels: An intertextual reading using
Casper's and Dilthey's frame." Paper presented at the DLSU
Research Congress 2014, De la Salle University, Manila.
Chapter Questions
I Ocampo, Ambeth. 1.9 January 2012. Reform and revolution. In
l
1. In terms of the themes tackled in the novels, compare and Philippine Daily Inquirer. Accessed on July 05, 20L7 from
contrast Noli Me T,Tngere and El Filibusterismo. http ://opinion.inquirer.n etl 21 45 1 h eform-and-revolution
i
Palafox, Quennie Ann. 9 December 201,2. "Rizal's cogent
leadership thought as a model in public administration."
Accessed on Joly 05, 201,7 from http://nhcp.gov.ph/
rizals-cogent-leadership-thought-as-a-model-in-public-
administration/

2. Choose three most important characters in the novel and Rizal, Jos6 (Translated by Soledad Lacson-Locsin). 2004.
explain why you consider them as such. El filibusterismo. Makati: The Bookmark, Inc.
I
**, ,&1
r fHE DESTINY OT THE FILIPINO PEOPLE 163
iffiffi
Rizal's essay titled "The Philippines a Century Hence"
presents compelling arguments on what the state of the country
will be like in the future. However, in order to be forward-
CHAPTER 15 looking, one must, at first be able to look back at the country's
past. In Rizal's words, "In order to read the destiny of a people, it
is necessary to open the book of its past."
TUT, DESTINY The first part of Rizal's essay does this by illustrating that
OF THE FII-TPINO PEOPLE with the arrival of the Spaniards, the Filipinos were forced to
accept and subject themselves to a new and foreign culture. Time
passed while Spaniards attempted to subjugate the Filipinos
completely, but Rizal argues that the continued oppression only
resulted in the gradual awakening of the Filipinos.
By the nineteenth century, economic conditions had become
better in the Philippines and Rizal recognizes this. However,
beyond the material prosperity, he points out that the Filipinos
remain brutalized and oppressed. Since advancement or progress
izal's work, "The Philippines a Century Hence" was serialized in is clearly inevitable, Rizal poses the question on whether the
La Solidoridod in four installments from September 30, 1889 to Philippines will remain a colony of Spain despite all the changes.
January 31, 1890. ln this essay, Rizal attempts to answer the basic
To this question, his answer is straightforward. He states
question of whether the Philippines will remain a Spanish colony or not.
that the Philippines will remain a colony of Spain if the mother
country implements reforms such as freedom of the press and
representation in the Cortes. Rizal also concedes that if Spain
At the end of this chapter, the students should be able to: does not grant these reforms, the Filipino will likely become
independent after a violent and bloody revolution.
A summarize in their own words Rizal's essay, "The Philippines a
Century Hence"; The final part of Rizal's work presents another interesting
point of discussion since he attempts to look into the future of
/ present Rizal's arguments on what the Philippines will be like in the
future; and the country. He argues that if the Philippines becomes free in
the future, this independence will be short-lived since the United
/e construct their own arguments on what the Philippines at present
States of America will probably acquire and colonize the country
will be like after flfty years.
as one of their own territories.

In the end, Rizal makes a strong assertion that it is

imperative for Spain to grant the Filipinos reform, for as he
Spanish Cortes - the government body in charge of drafting laws eloquently states, "It is better to keep pace with the desire of a
peftaining to Spain and its colonies people than to give way before them; the formei begets sympathy
and love, the latter contempt and anger."
 164 THE LrFE AND woRKs oF IosE RrzAL THE DEsTINY oF THE FILIPINO PEOPLE 165

Rubrics
QCQ Worksheet
,:Ili!!g::
Read Rizal's essay, "The Philippines a Century Hence." The introduction The introduction The introduction There is no clear
states the states the introduction,
Then, make a worksheet like the one below and fill it out. Copy is inviting, states
the main topic, main topic main topic. structure, or
one quotation from the essay that has caught your attention and provides and provides A conclusion is conclusion.
under the Quotation heading. Under the Comments section, an overview an overview included.
'What of the paper. of the paper.
take into consideration the following questions: (a) does lnformation is A conclusion
the quotation remind you of? (b) Do you agree or disagree and relevant and is included.
proceeds in a
why? (c) How does the quotation relate to the class discussions? logical order.
(d) rU7hat are your reflections on the quotation? Under the The conclusion
is strong.
Questions, write down the questions that come to your mind
Strong Arguments Arguments are There are no
while reading the quotation from Rizal's essay. arguments are are used. used. Evidence clear arguments
used. More Two pieces ls used per in the paper.
than three of accurate argument. There is no
iti,:r:iScryifia$ rt:rl:;iiii:,!iatlS olf8i:irliiiiilii:,:l:l,lu::it' pieces of strong evidence per evidence
and accurate argument are presented.
evidence used.
support each
argument.

I The author The author The author The author

m6kes no error makes a makes several makes
I in grammar and/ few errors in errors ln numerous errors
or spelling. grammar and/ grammar and/ in grammar and/
{ or spelling, but or spelling that or spelling that
they do not interfere with interfere with
i interfere with understanding. understanding.
understanding.

The essay "The Philippines a Century Hence" was Rizal's

attempt to answer the question of whether or not the Philippines
would continue to remain a colony of Spain. By presenting
sound arguments, Rizal made a compelling case that the
The Philippines Fifty Years Hence
Philippines would only remain a colony of Spain if the Filipinos
Similar to Rizal's work, write a S-page essay on what you were granted reforms, particularly the freedom of the press and
think will happen to the Philippines 50 years from now. Organize representation in the Spanish Cortes. \Tithout these reforms,
your arguments clearly and use evidence whenever necessary. Rizal forsaw the eventual the independence -of the Philippines
resulting from a violent revolution.
 W&
166 THE LrFE AND \MoRKS oF tosE RrzAL

Riial, ,]os6 (Translated by ,Austin. Craig). The Philippines a

centuq{ hence. Accessed from,https :llarchive.orglstreaml CHAPTER 16
philippinescentu0 0rizalphilippinescentu0 0riza-djvu.txt
Salazar, Zeus. 2007. A legacy of the Propaganda: The tripartite
view of Philippine history. Accessed from http://w1rw. BIOGRAPHYAND
bagongkasaysayan.org/downloadable/zeus-005.pdf , ,'
NeuoNAL HISToRY

the previous chapters, you have seen how Rlzal's biography has
I nbeen incorporated in the context of Phlllpplne history and society.
!I You have learned that the story of an lndlvldual is best understood
within a historical setting which can help you chart the major turning
points of his/her life. Ri7al; as a product of hls time, cannot be fully
understood without looking at the perlod ln which he lived. Such
factors are important in the study of his llfe and works.

, This final chapter will focus on the slgnlflcance of biographical

studies and its impact on national hlstory, specifically in the case of
Rizal and Philippine history.

At the end of this chapter, the students should be able to:

,e explain the history of biographical wrlting in the Philippines; and

,P appraise the importance of biography and national history.

biography - the story of one's life written by someone else

national history - the study of a nation's past events
social context - physical and social setting in which people live
r
I68 THE LIFE AND WoRKS oF JosE RIzAL BIoGRAPHY AND NATIoNAL HISTORY 169

Biography in Philippine History Following these publications is the National Historical

Institute's first book in its five-volume project entitled Filipinos in
At the turn of the twentieth century the Philippine history History in 1.955. The preface of the book was written by Carlos
noted the publication of the considered first biographies focusing Quirino, then Director of the National LibrarS who said:
on the life of the missionaries who worked in the evangelization
Scores of men and u.,omen haue been buried in the
of the natives. These Spanish-written narratives can be read obscurity of the past. Their liues haue been resurrected
in religious chronicles and histories citing the missionaries'
important roles in building churches or even bridges and from musty archiues and forgotten uolumes and from the
memory of tbe still liuing fetu in order tbat their deeds
fortresses. Filipino biographies can only be found in the accounts
may serue as a guide and inspiration to our people.
of the Spanish priests who reported on how they defended the
Spain and the Catholic faith against the Filipino "enemies." Early Historian and biographer Gregorio Zaide also published his
colonial Filipino biographies, therefore, are narratives of Filipino Great Filipinos in History in 1.970. He and his daughter revised
fighters who were seen as "enemies of the State." These references the book in 1988 with the ritle Rizal and Otber Great Filipinos,
are still used by historians and researchers who write the featuring the biographies of forty heroes, foremost of which is
biographies of Filipino heroes such as Palaris, Sultan Kudarat, Rizal. The purpose of the revised l'rook, as summed up by Sonia
Tamblot, and Dagohoy (Romanillos, 2008). Zaide was "to inspire the younger ge nerations of Filipinos to love
In postwar Philippines, the study on biographies broadened. and serve their country."
One monumental work in the history of life-writing in the Today, many Filipino biographies have been written.
country is that of E. Arsenio Manuel in 1955, a four-volume Undoubtedlg Jos6 Rizal's life and works have always been the
compilation entitled Dictionary of Pbilippine Biography. favorite subject of writers and biographers. Among the most
Two years after, D. H. Soriano and Isidro L. Retizos published known biographies of Rizal include the books of Austin Craig
'Who,
Tbe Philippines Who's a book about the lives of 400 (1913); Carlos Quirino (1,9401; Rafael Palma (1949); Leon Ma.
Filipinos and their achievements. The authors mentioned the Guerrero (1963); Gregorio Zaide (1981); and Austin Coates
importance of writing biographies (Romanillos, 2008): (1,992).
For many years nolu, there has been an imperatiue need Historical biographies, therefore, serve as means or tools
for a simple and handy guidebook on notable liuing to study the lives and experiences of Filipinos, particularly of
Filipinos and prominent residents of the Philippines utho Philippine heroes from which one can learn and be inspired to
are successfully established in their uarious professions serve the country.
and callings. Students and scbolars, businessmen here and
abroad, organizations and associations euerywhere, and
the general public haue tbe need for such a book-to saue Biography and National History
both time and effort in gathering concise essential facts
In history, it is always important to connect the individual's
about uell-known people in this country.
life story with the historical situation he/she was in. Remember
that the goal of studying a biography is to "tead a society
through an individual's story" (Ferraroti, 19{i3). In the case
 l7O THE LrFE AND woRKS oF JosE RIZAL BrocRApHy AND NATToNAL HrsroRy 171

of Jos6 Rizal, the study of his life proved that by reading his
narratives, sorne of the national experiences can be reflected and
identified. Read a brief biographical entry of a historical personality.
(e.g., a student at the time of Martial Law; a'mother'during
Understanding Rizal, therefore, means''comprehending 'World'War II,
an activist present during the EDSA People Power
l
the context of his time. Rizal's biographS for example, is not
1).'Write a reflection paper about the life of that individual and
complete without mentioning the Industrial Revolution and the
his/her impact on Philipfine society. Cite the sources used in your
American Revolution which happened years before he was born.
paper.
The social impact of these events shaped the society in which
Rizal had lived. Moreover, Rizal's life covers the period from
1861 to 1895; therefore, it is inevitable to look into the events in Rubric
the Philippines during the nineteenth century. Specific episodes in
Philippine history, like the rise in power of the Catholic Church
Demonstrates Demonstrates
called by the reformists as frailocracy; the opening of the Suez a llmlted little
Canal and the ?hilippines to free trade; the liberal rule of Carlos understandlng understanding
of the sublect ofthe subject
Ma. de la Torre; the Cavite Mutiny of 1872 that resulted in the mstter matter
execution of Gombur za; and the founding of the Propaganda
Movement in the 1880s, were all significant in shaping Rizal's
views and ideas. Rizal was born and grew up in a period of
massive changes not just in Europe but also in Spain and the
Philippines.
Uses
In the field of history and social sciences, biography is best stylistically
understood with a contextual backdrop. By looking at the sophisticated
language that
individual and broader historical and social context, one can is precise and
frame a biography that is rooted in national history. engaging
Modified from: lnternational Reading Association. n.d. Avallable from htp://www.readwritethink.
org/fi les/resources/lesson-images/lesson963/Rubric.pdf
174 THE LIFE AND WORKS OT JOSE RIZAL ffiw&

Biography could be a tool in understanding a particular

period of history. rThe life of an lndividual cpuld not be detached
from the milieu that shaped his/her views and ideas. This chapter
showed how the study of biography could be an integral factor
in understanding the broader context of national history.
INDEX

Ferraroti, Franco. L983. Biography and the social sciences. Soci.al

Research 50(1): 57-80. Accessed on July 7,2017 from http:// A Bathala,3T*32
www. stor.
j o r gt stablel 4 09 5 8 8 5 8 Bayan,lS-79
"A Mi Patria," !1p
Becker, Otto, Dr.,49
Javar, Roderick C. 2016. Kasaysayang buhayt Pananaw, A Sefiorita C. O, y R.,49
Beecher Stowe, Harriet, 1"09
pama\nataa,n;, pananaliksik. sik' E-Journal, pp. L-47.
SalzA Academia de San Fernando,4T
Benedicto, Alfredo, 32
Accessed on July 7, 2077 from https://ejournals.ph/article. Adamista,30-31
8il1,2-3
php?id=11413 beliefs, 30-31
Bifran,44-45
AdrianVI, Pope,90
Romanillos, Emmanuel Luis.2008. Biographical literature in the Biography, 40, 167 -17 O, 17 4
AglipaS Gregorio,28
Philippines. Linguae et Litterae, pp. 124-131. Accessed on importance of writing, 158
Alcuran, Mateo,32
of Filipinos, 168
Joly 7, 2077 from http://journals.upd.edu.ph/index.php/lel/ Alonso, Teodora, 42, 44, 46, 72
article/viewE ilel 1,7 81 I 17 00. Blanco, Ramon, Gouernor-Gemeral,
American Revolution, 170' 53
Anderson, Benedict, 17 Blumentritt, Ferdinand, 49, 57,
Aromin, Basilio,3l-32 l0l, lzt,143,154-155
Atayde,Jranr99 Bonifacio, Andres, 17
Ateneo Municipal, 4546, 64 Bracken, Josephine, 52
grouping,45 Burgos, Jose, Father, 28-29 , 4 5 , 87 ,
Augustinian Recollects, 89 91.-92,97

B c
Bagong Kasaysayan, 18 Caballerias,T3
Bagumbayan,54 Caballeros de Rizal,25
Balantac, Candida, 30' See also Knights of Rizal

Balitaan, Maria Bernarda, 34 Calamba, 4143, 47, 49

Binua,18 Camps, Arturo,.45
See also Bayan Canon,75
178 INDEx rNDEx 179

Laong Laan,47 National identity, 15 Parabuac, Gaudioso,32

Inquilinato system,T 5
Laurel, Jose P., Senator,4,6-7
Nationalism, 1.3, 16-1.8, 24, 97 Pardo de Tavera, Trinidad, 50
lnquilino/s,63,7 5,85
lnsular,65 Law,2-3 Nation-building,4, L7 Paris,49
Licenciado en Filosofia y Letras,48 Nationhood, 17 Parishes, management of, 91

Licentiate in Medicine, 47 Nation-state, 13-1,5, 24 Pasyon,27

J Liuanag at Dilim,2\-22 formation of, 15 Paterno, Pedro, 48
Lopez Jaena, Gtaciano, 49,
Nineteenth century, 61 Pelaez, Pedro. Father,
Jagor, Feodor, 49,736
9 1

100-101 Noli Me Tangere, 4, 7, 32, 48-50, Peninsular,65

Jauregui, Manuel, Don, 76 100, 109-125, 1,29,
los Dos Mundos,99 1"3 5, Petition of the Town of Calamba,
Jesuits, 75, 89 L42-143,145,75L
Luna, Antonio,49,107 78-79
JesusChrist,27-28,37 censorship, 120
Luna, Juan, 109 l'hilip II, King,90
Joue Rex A1,25,34,38 continuing relevance, 119-125
Philippine economy in the
dedication, 110-111 nineteenth century, 59
interpretations, 122
K M development of, 52
motivations behind writing, I'}hilippine Independent Church
Kapua,1,8 Madrid Lteneo,47 110-111 (Prc),28-30
Kartilya ng Katipunan, 2l MagsaysaS Ramon, President, 6 plot, 111
Phif ippine Revolution of L895,25,
Masonry,48 publication of,1.09 \7 7\
Kasamd,63,75
Mass media, role in the reactions, 120 Philippines, 1.,17,90
Katipunan, 17,43,52
construction of the nation, 17 translations, 127-122 missionary efforts in, 90
"King of the Philippines," 2T
Mercado, Francisco Engracio, PIC
Knights of Rizal,25 4142
SecPhilippine Independent
Mestizo,65-66,70 o Church
Mexican War of Independence, 62 Pigafetta, Antonio, 137-738
L Obach, Father,52
Mi Piden Versos,48 Pobres Frailes, 50
Office of Jesuit Temporalities, 75
La lglesia F ilipina lndependiente, Mi Uhimo Adios,53 Polo,88
28,38 Omnimoda bull,90
Millenarian groups,27 Ponce, Mariano, 49, 700, 102
La lndependencia,26 "On the Indolence of the
Modernity 16 Filipinos," 141 Primary schools, 64
La Liga Filipina,50
Monroy, Leonr 44 Seealso "Sobre la Indolencia Primortlialism, l6
La Solidaridad, 50, 100-102, 107,
Morga, Antonio, 127 -729, 133 de los Filipinos"
1.36,162 Principalia, 42, 6 5-65, 7 0
final issue, 102 Mt. Banahaw,35 Ortiga y Rey, Consuelo,4849
Propaganda, 104-106
"Our Aims," 102 Ortiga y Rey, Pablo, 48
Propaganda Movement, 49-50, 57,
reforms sought by, 100 1.29,1,70
N reforms campaigned for, 50
Lagrrta, ST
P
Bifran,57 Naci6n, 19
Calamba,5T Nation, 13-t8,24 Pacto de retrouenta, 62-63
Land acquisition,T4 roots of, 15 Panganiban, Jose Maria, 101 o
Land, importatce of,62 National Historical Institute, 159 Pantayong Pananaw, 18-1.9 Quirino, Carlos, 159
180 ]NDEx INDEx l8l

R Rizalistas, 25 State, 13-15,24 U

Rodrigo, Francisco "Soc," Sucesos de las Islas Filipinas, 50,
Ratzel, Fredrich,49 Senator,T 127-1.30,733 Uncle Tom's Cabin, 109
Recto, Claro M., Senator, 1, 4-7 Roman Catholic Church, 25, 31 Rizal's annotation o{, L27- Universidad Central de Madrid,
Regular priests/clergy, 89-91 Royal Philippine CompanS 5L-62
130, 133 4748
Religious estates,T4 Sogar,76 University o{ Santo Tomas,46
Republic Act No. 1425, l, 4, 5 Suprema de la lglesia de la Ciudad Rizal's academic performance,
s Mistica de Dios, Inc.,34-35 46
See also Rizal Law
hymns,35
Reuista del Circulo His\dno- Salazar,Zeus,18 leader, 35
Filipino,99
Salgado, Jovito, 32
Rianzares, Pablo, 100
V
Salvador, Felipe,27
Rivera, Leonorr 48 Valenzuela, Pio, Dr., 52
Samahan ng.Wataruat ng Lahi, T
Rizal and Other Great FiliPinos, -72-)J Ventura, Valentin, 50, 143
769 Tagalis ch e Verkunst, 49
See also lglesia'Watatuat ng Virchow, f,Ians, 49
Rizal Bill,2,4 Labi "Tagalog Christ," 27
context of,2,4 Sambab ang Rizal, 31"-32 Talisay,5l
Rizal Law, 1, 4, 9-1-1-, 1'3, 24, 1.21' sacraments, 32 Taufer, George,52 w
Rizal, Jos6, 1, 6-7, 24-30, 40-54, Sanciangco, Gregorio, 137 Taviel de Andrade, Luis,
7 0, 72, 7 6, 100-',1.02, 1.08,'1.37, Lieutenant,53 William'fell,49
Santa lglesia,2T
169-1.70 "The Philippines a Century
Sanz and Carbonell,4T
as a saittr29 Hence," 1,29, -1,62-L65
of Marila,4545
as a student
Schulzer, Dr.,49
Tbe Pbilippines Who's
"Who,1.68 z
Schwiegger, Dr.,49
biographS 169-170 Tobacco Monopoly,62 Zamor a,Jacinto, Fath er, 28-29, 87,
Secular priests/clergy, 89-9 1 q) q7
canonization of,28-30 Tributo, SS
childhood and early education, Secularization movement, 89-91
4345 Senate, 2,4
commemoration al death, 26 Senate Bill No. 438,4
executionr 25 See also Rizal Bill
exile in Dapitan,5l-53 Sharecroppers, 75, 85
inEwope,4649 See also Kasamd
main accusation,53 Sikolohiyang Pilipino, 18
second trip to Europe,49-51, Sitio de ganado mayor,73
trial and execution, 53-54 "Sobre la Indolencia de los
Rizal,Josefa,T2 Filipinos," 50, 135
Rizal, Paciano, 4346, 7 6 Social stratification, 59, 65
Rizal, Saturnina,45 Spain, monarchy in,61
Piizal,Trinidad,T2 Spanish Constitution oI 1876,98
Rizalista groups, 27. 38 Spoliarium,1,09
IIT

ti
w&
ll
I

I
AgoUTTHE AUTHoRS
i

RHODALYN \7ANI-OBIAS is an assisrant professor in the

Department of History at UPD. She obtained her Bachelor of
Arts in Sociology and Master of Arts in Hiltory from UpD.

AARON ABEL MALLARI is an assistant professor in the

Department of History at the University of the philippines
Diliman (UPD). He obtained his Bachelor of Arts inltsristory (cum
laude) and Master of Arts in History from UpD.

JANET REGUINDIN-ESTELLA currently serves as faculty

member in the Social Sciences Department at Miriam College
and in the Department of History at the Ateneo de Manila
University. She obtained her Bachelor of Arts in History and
Master of Arts in History from UPD.

li

ti

ll

II

li
i,,