rizal.docx

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INSTRUCTIONAL MATERIALS IN GEN. ED 07 (THE LIFE AND WORKS OF RIZAL)
REPUBLIC ACT NO. 1425 (Rizal Law)
The study of Dr. Jose P. Rizal’s life, works
and writings has been mandated by Republic
Act no. 1425 known as Rizal Law enacted on
June 12, 1956 and took effect on August 16,
1956. This was sponsored by Sen. Jose P.
Laurel Sr. as Chairman of the Senate Committee
on Education.
REPUBLIC ACT NO. 1425
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 devotion
their lives and works that have shaped the national character;
WHEREAS, the life, works and writing of Jose Rizal, particularly his
novels Noli Me Tangere 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,
SECTION 1. Courses on the life, works and writings of Jose Rizal,
particularly his novel Noli Me Tangere and El Filibusterismo, shall be included
in the curricula of all schools, colleges and universities, public or private:
Provided, That in the collegiate courses, the original or unexpurgated editions
of the Noli Me Tangere and El Filibusterismo or their English translation shall
be used as basic texts.
CHAPTER 1

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The Board of National Education is hereby authorized and directed to
adopt forthwith measures to implement and carry out the provisions of this
Section, including the writing and printing of appropriate primers, readers and
textbooks. The Board shall, within sixty (60) days from the effectivity of this Act,
promulgate rules and regulations, including those 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 second part of the first paragraph of this section; but
not from taking the course provided for in the first part of said paragraph. Said
rules and regulations shall take effect thirty (30) days after their publication in
the Official Gazette.
SECTION 2. It shall be obligatory on all schools, colleges and
universities to keep in their libraries an adequate number of copies of the
original and unexpurgated editions of the Noli Me Tangere and El
Filibusterismo, as well as of Rizal’s other works and biography. The said
unexpurgated editions of the Noli Me Tangere and El Filibusterismo or their
translations in English as well as other writings of Rizal shall be included in the
list of approved books for required reading in all public or private schools,
colleges and universities.
The Board of National Education shall determine the adequacy of the
number of books, depending upon the enrolment of the school, college or
university.
SECTION 3. The Board of National Education shall cause the translation
of the Noli Me Tangere and El Filibusterismo, as well as other writings of Jose
Rizal into English, Tagalog and the principal Philippine 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, through the Purok organizations and
Barrio Councils throughout the country.
SECTION 4. Nothing in this Act shall be construed as amendment or
repealing section nine hundred twenty-seven of the Administrative Code,
prohibiting the discussion of religious doctrines by public school teachers and
other person engaged in any public school.
SECTION 5. The sum of three hundred thousand pesos is hereby
authorized to be appropriated out of any fund not otherwise appropriated in the
National Treasury to carry out the purposes of this Act.
SECTION 6. This Act shall take effect upon its approval.
Approved: June 12, 1956
By integrating Rizal in the curriculum, this would benefit the Filipino youth
as well as the whole nation to acquire the following traits incorruptible,
confidence, direction, courage and determination, high sense of relationship,
nationalism and patriotism.

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Department of Education (Dep Ed) Order No. 2 Series of 1996 directs
the Committee on Education for the inclusion of the Rizal Course as a 3-unit
lesson with the following aims and purposes:
1. THE LAW AIMS AND DESIRES TO re-establish that the Filipinos
themselves be imbued with the principles of freedom and a sense of
nationalism. The rational of which is to perpetuate the memories of our hero s
death and sacrifices.
2. The law aims to honor the heroes particularly Dr. Jose P. Rizal and to
remind us of his and his two novels Noli Me Tangere and El Filibusterismo that
paved the way to the nationalism and patriotism of the entire country.
3. The law aims to cultivate and inculcate among the students in all
schools the character development, Self - discipline, civic consciousness and
to teach the duties of citizenship which became the primary reasons for the
enactment of the law for reforms and changes.
To take one’s interest of and to comprehend fully and satisfactorily the
life, works and writing of Dr. Jose P. Rizal, our national hero, it is indeed
indispensable to gain knowledge of the background of world history and the
Philippines during his times. The 19th century of violent blow of the winds in its
history, most particularly in Asia, Europe and America. It was a rigid pour of
events that emanated beyond ones control like sea tides that ruthlessly inflicted
the human lives and fortunes of mankind.
On June 19, 1861, Rizal was born, as the titanic chaos exploded on April
12, 1861 which resulted into the American Civil War (1861 - 1865) that rage
indignantly in the United States over the issue of Negro slavery Compelling
President Abraham Lincoln to proclaim the Emancipation of Negro slaves in
September 22, 1861.
Rizal s time was deemed to be the height of the maladministration of
Spain and its decay that obscured the Philippine skies. The Filipino people
suffered intensely beneath the bondage of Spanish misrule for they were ill-
fated victims of the evils, injustice, prejudices and sudden collapse of colonial
power. Among these baneful features were the following:
1. Instability of Colonial Administration
2. Corrupt Spanish Officials
3. No Philippines Representation to the Spanish Courts
4. Human rights Denied to the Filipinos
5. No equality before the law
6. Maladministration of justice
7. Racial Discrimination
8. Frailocracy/secularization of Filipino Priest
9. Forced Labor / excessive Taxes

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Criteria in
choosing the
national hero
He
should be
a Filipino
He is a
peace-
loving
person
He has
high
ideals
and love
of country
He died
for the
country
as a
martyr
DR. JOSE P.
RIZAL WAS
CHOSEN AS
THE
GREATEST
PHILIPPINE
NATIONAL
HERO
Dr. Jose Protacio Rizal Mercado Y Alonzo was a man of
many talents.
The Noli Ma Tangere and El Filibusterismo provided the
ember that awaked Filipino nationalism and paved the way
for the Philippine Revolution of 1896.
He proved that the “Pen is Migther than Sword” to
redeem a people from their political slavery.
10. Haciendas owned by Friars and Spanish Officials
11. The abuses of the Guardia Civil, Church Officials and Political
Leaders
Dr. Jose Rizals writing summarize his nationalistic and patririotics
philosophy as well as his keen sense of awareness of the Filipino people s need
for nation building.
A tribute to a man and hero should be our rationale, because we believe
that Dr. Jose Rizal was an exponent of the roots of our nationhood
The framers of the Rizal law Envisioned that by studying his life,
dissecting his teachings and literary works, the youth may gain inspiration and
might personally involve themselves in nation-building.
DR. JOSE P. RIZAL WAS CHOSEN AS THE GREATEST PHILIPPINE
NATIONAL HERO
Dr. Otley Bayer, an
anthropologist and
technical members of the
panel of the Phlippine
Commission recommended
the following criteria in
choosing the national hero.

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He was the first Filipino to unite
and awaken the Filipino people to
peacefully rise for independence.
He is model for being a
peacemaker by his complete self -
denial his complete abandonment
of his personal interest and to
think only of his country and
people.
He was a towering figure in the
propaganda campaign from 1882 -
1896.
He was a martyr at Bagumbayan
where he willingly died for our
country.
THE REASONS WHY
RIZAL WAS CHOSEN
AND DECLARED AS
THE PHILIPPINE
NATIONAL HERO
REASONS WHY RIZAL WAS CHOSEN AND
DECLARED AS THE PHILIPPINE
NATIONAL HERO

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Napoleon I who was a great conqueror and ruler said. “There are
only two powers in the world the sword and pen; and in the end
former is always conquered by the sword and pen and the end the
former is always conquered by the latter.”
Sir Thomas Browne said “Scholars are men of peace; they bear no
arm, but their tongue are sharper than the sword. Their pens carry
further and give a louder report than thunder. I rather stand in the
shock of a basilisk than in the fury of a merciless pen”.
What is most admirable in Rizal according to Rafael Palma: “Is
his complete self –denial, his complete abandonment of his
personal interest in order to think only of his country. He could
have been whatever he wished to be , considering his natural
endowments, he could have earned considerable sum of money
from his profession, he could have lived relatively rich happy,
prosperous, had he not dedicated himself to public matters. He
preferred to live far from his family and to sacrifice his personal
affection for an ideal he had dreamed of following his conscience.
He did not have great means at his disposal to carry out his
campaign; He contented himself with what he had. He suffered the
cold winter of Europe, hunger, privation and misery but when he
raised his eyes to heaven and saw his ideals, his hope was reborn,
he soon felt, comforted and resumed the task of bearing the cross
OTHER COUNTRIES CHOOSE THEIR NATIONAL HEROES
Warriors and generals who serve their cause with the sword, distilling,
blood and tears are the heroes of occidental nation. The hero of the Filipinos
served his cause with the pen.
In some countries, they chose their national heroes from soldier-
generals, who fought for the country’s Liberty and independence in the
battlefield with their called mighty “swords”.
Some of them were George Washington of USA, Joan of Arc of France,
Simon Bolivar of Venezuela, Jose de San Martin of Argentina, Jimmo Tenno of
Japan and other.
While in the Philipiines, Jose Rizal, the Philippine national hero was a
pacifist and a civilian who served his cause with the pen through which his
writings had awakened Filipino nationalism and paved the way for the
Philippine Revolution.
What other great men said about the pen and sword.

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The day of his birth and day of his execution are fittingly commented by all
classes of people throughout the country and other Filipinos abroad.
No other Filipino Hero can surpass Rizal in the number of monuments
erected in his honor, in towns, barrios, and schools.
His name is a byword in every home and his picture in printed and used
in postage stamps.
The money paper/coins with his image have the widest circulation that
the poorest of the poor can take hold.
Streets, boulevards, educational institution and persons were named
“Rizal”.
His Noble thoughts and teachings had been frequently invoked and quoted
by speakers.
The union of Manila and Morong to be a province was named after the
illustrious Filipino hero thus the Rizal province was established.
SPAIN
AND THE
PILIPPINE
IN
RIZAL’S
TIME
Spanish rule was imposed in the Philippines by conquest.
Miguel Lopez de Legaspi established the first Spanish
settlement in 1565 in Cebu.
The Spanish conquerors forced them to adopt foreign ways
and Spanish Catholicism that they never understood.
They lost hire ancestral lands to the “conquistador” by the
encomienda system.
Changes in the form of government and laws took place.
HONORS ACCORDED TO RIZAL A THE PHILIPPINE
NATIONAL HERO

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• He exercised extensive powers as the head of the
state and the church.
• He issued executive orders and proclamations.
• He was commander-in-chief of the military, and he
also exercised legislative powers with his “cumplase”
by which he could decide which law or royal decree to
implement of disregard
• He enjoyed judicial powers as an ex-officio president
of the Royal Audencia.
• His religious duty gave him the prerogative to
nominate priest to ecclesiastical positions and to
control the finances of the missions.
Governor
General
POLITICAL SYSTEM
The King and the other officials issued royal decrees governing the
Philippines through the Ministry of Colonies (Ministro de UltraMar) based in
Madrid. It helped the Spanish monarch manage the affairs of the colonies and
govern the Philippines though the centralized government in manila exercising
the three powers, the executive, legislative and religious power.
The Governor General, was appointed by the Spanish King headed the
central administration. He was the king’s representative in the government
matters and was the Vice-Royal Patron in terms of religious matters.
The Governor General was assisted by the Lieutenant General (General
Segundo Cabo) and advisory group such as the Board of Authorities, Council
of Administration and Secretariat of the Central Government.
Next to the Central government was the provincial government or
alcaldias run by civil governors, the city government called “cabildo or
ayuntamiento” administered by mayor and a vice mayor who were both chief
executives and chief judicial magistrate. It should be noted that the above
positions are occupied by the Spaniards.
The local government composed of barangay headed by the”
governadorcillo” (later called capitan). This is the highest position in the
government to which a native Filipinos could be appointed. He was elected at

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Governor General
• His prerogatives often gave him the
opportunity to reward his favorites and
relatives and to penalize those who had
displease him.
• He oftentimes lacked the moral strength to
resist corruption for material
advancement.
• He filled in some positions in the
government from the highest bidder thus
many officials exploited their offices to
recover their expenses and to enrich
themselves.
Alcalde Mayor • He controlled the principal trade.
• He bought the people's rice and other
products at low price and sold them back
to the natives at high prices.
• He collected all the products to complete
his needed quota even in time of poor
harvest or crops failure, thus leaving the
farmers with no seeds for next planting.
More for taxes were collected than
required by law and pocketed the excess
collections.
the beginning of every year by the “principalia” made up of the incumbert ex-
cabesa de barangay, the smallest unit of government.
The barangay or barrio headed by the “cabeza de barangay” whose
main responsibility was to collect taxes and tributes from the families. For his
services, he received two percent (2%) of the tax proceeds, and four percent
(4%) of the “sanctorum” or tax paid to the church each year to cover the cost
of three fiestas namely; All Saints Day, Holy Thursday and Corpus Christi.
To ensure that the revenues collected will be submitted, the cabeza’s
properties were deemed mortgaged to the state for the entire duration of his
term that ran for three years
ABUSES OF THE GOVERNMENT
The provincial government
where the alcalde mayor was
the administrator, judge, and
military commander was the
most corrupt branch of the
government.
The excessive powers and
privileges of the governor
general made him weak and
undisciplined.

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EDUCATION
SYSTEM
DURING THE
SPANISH
REGIME
The parochial schools were established with Spanish
missionaries as the teachers.
The friars occupied the dominant positions.
The friars decided what to be taught to the children.
Learning in every level was by rote or memorization and the
students memorized the contents of the book that they did not
understand.
The students were taught in the native dialect although there
was a law requiring the children to be taught in Spanish. The
Spaniards believed that learning Spanish would make the
Filipino people to opposed Spanish rule.
Religion was the most important subject.
The natives were reminded that had they had inferior
intelligence and they were fit only for manual labor.
The children attended classes on the ground floor of the
convent, or in a stable in the casa real or in the darkest corner
in the pueblo’s town hall.
The friars maintained these miserable schools to repress
human intellect rather than to cultivate and develop them.
The Filipinos must keep in the dark. Thus, this explained why
books read by the Filipino people had to pass rigid censorship
by church authorities as well as the government.

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At the end of the Spanish period, the University of Santo Tomas (UST)
was the only institution of university level in Manila. It was established in 1611
solely for the Spaniards and mestizos. It opened its doors to Filipino students
four decades before the end of the Spanish regime, thus Jose Rizal and other
heroes had come to study. The official secondary schools for boys were San
Juan de Letran College and Ateneo de Manila. Secondary Education for girls
was established in Manila; pioneered by Santa Isabel College, La Concondia,
Sta. Catalina College, Sta. Rosa and Asilo de Lookan.Although the Spanish
colonial administration issued the education decree of 20 December 1863
stating, “that each major town of in the Philippines should establish at least one
primary school for boys and another for girls, that the medium of instruction is
Spanish”, the friars did not implement this decree because they believed that if
Filipinos will be educated, it might be inspired by new ideas of freedom and
independence as well as justice.
Another noble intention of Spain to improve
the Educational System in the Philippines was the
Moret Decree of 1870. This decree intended to
secularize higher education in the colony; again the
friars opposed the idea of the government’s control
over education.
INSTABILITY OF COLONIAL ADMINISTRATION
The political instability in Spain adversely affected Philippine affairs
because it brought about frequent periodic shifts in colonial policies and a
periodic rigodon of colonial officials. For instance, from 1849-1898, the
Philippines was ruled by forty-five governor-generals, each serving an average
term only one year and three months. At one time, from December 1853 to
November 1854- a period of less than a year, there were four governor
generals.
The frequent change of colonial officials hampered the political and
economic development of the Philippines. Hardly had one governor-general
begun his administration when he was soon replaced by his successor.
Naturally, no chief executive, no matter how able and energetic he was, could
accomplish much for the colony.
CORRUPT SPANISH OFFICIALS

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PHILIPPINE REPRESENTATION IN THE SPANISH CORTES
The first period of the Philippines representation in the Spanish Cortes
(1810-1813) was fruitful with the beneficent results for the welfare of the colony.
However, the second period of representation (1820-1823) and the third period
(1834-1837) were less fruitful in the parliamentary work.
Unfortunately, the representation of the overseas colonies (including the
Philippines) in the Spanish Cortes was abolished in 1837. Since then, Philippine
conditions worsened because there was no means by which the Filipino people
could expose the anomalies perpetrated by the colonial officials. Many Filipino
patriots valiantly pleaded for the restoration of the Philippine representation in
the Cortes. Spain ignored the fervent plea of Graciano Lopez Jaena and his
compatriots. Their grievance was embittered by the fact that Cuba and Puerto
Rico were granted representation in the Cortes by the Spanish Constitution of
1876. Until the end of Spanish rule in 1889, Philippine representation in the
Cortes was never restored.
4.2 HUMAN RIGHTS DENIED TO FILIPINOS
Since the adoption of the Spanish Constitution of 1812 and other
constitutions, the people of Spain enjoyed freedom of speech, freedom of the
press, freedom of association, and other human rights. The Spanish who
cherished these human rights or constitutional liberties in Spain denied them to
the Filipinos in Asia.
General Rafael de Izquierdo (1871-1873), a boastful and ruthless governor general,
aroused the anger of the Filipinos by executing the innocent Fathers Mariano Gomez,
Jose Burgos and Jacinto Zamora, the “Martyrs of 1872”.
Admiral Jose Malcampo (1874-1877) a good Moro fighter, but he was an inept and
weak administrator.
General Fernando Primo de Rivera, governor general for two terms (1880-1883) and
(1897-1898), enriched himself by accepting bribes from gambling casinos in Manila
which he scandalously permitted to operate.
General Valeriano Weyler (1888-1891), a cruel and corrupt governor general of
Hispanic-German ancestry, arrived in Manila a poor man and returned to Spain a
millionaire. He received huge bribes and gifts of diamonds for his wife from wealthy
Chinese who evaded the anti-Chinese law. The Filipinos scornfully called him “tyrant”
because of his brutal persecution of the Calamba tenants, particularly the family of Dr.
Rizal. The Cubans contemptuously cursed him as “The Butcher” because of his
ruthless reconcentration policy during his brief governorship in Cuba in 1896, causing
the death of thousands of Cubans.
General Camilo de Polavieja (1896-1897), an able militarist but heartless governor
general, was widely detested by the Filipino people for executing Dr. Jose Rizal.

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4.3 NO EQUALITY BEFORE THE LAW
The Spanish missionaries, who introduced Christianity into the
Philippines as early as in the 16th century, taught that all men, irrespective of
color and race, are children of God and such they are brothers, equal before
God. In practice, the Spanish colonial’s authorities, who were Christians, did
not implement Christ’s precepts of the brotherhood of all men especially during
the last decades of Hispanic rule. They arrogantly regarded the brown-skinned
Filipinos as inferior beings, not their Christians brothers to be protected but
rather as their subjects to be exploited. The Filipinos were abused, brutalized,
persecuted, and slandered by their Spanish master. They could not appeal to
the law for justice because the law, being dispensed by the Spaniards, was only
for the white Spaniards.
MALADMINISTRATION OF JUSTICE
Dr. Rizal and his family were victims of Spanish injustice. Twice, first in
1871 and second in1891, Dona Teodora (Rizal’s mother) was unjustly arrested
and jail on flimsy grounds. Rizal himself was deported in July, 1892 to Dapitan
without benefit of a trial. His brother Paciano and his brother-in-law were exiled
to various parts of the archipelago without due process of law. Like Fathers
The courts of
justice in the Philippines
during Rizal’s time were
notoriously corrupt. They
were courts of injustice,
as far as the brown
Filipinos were
concerned. The Spanish
judges, fiscals
(prosecuting attorneys)
and other court officials
were inept, venial, and
often time of law
Justice was costly, partial, and slow.
Poor Filipinos had no access to the courts because they
could not afford the heavy expenses of litigation.
To the Filipino masses, litigation on court was calamity.
The expenses incurred even in a simple lawsuit often
exceeded the value of the property at issue, so that in
many instances the litigants found themselves
impoverished at the end of the long tussle.
Criminal cases dragged on for many years during which
period either the delinquents took to flight, or the
documents were lost.

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•Spaniard or a mestizo, no matter how stupid or Mongol
born, always enjoyed political and social prestige in
the community.
•Racial prejudice was prevalent everywhere--- in
government offices, in the courts of justice, in the
armed forces, in the social circles, and even in the
educational institutions and in the ecclesiastical
hierarchy.
4.5
RACIAL
DISCRIMINATION
•The Spanish political philosophy of union of Church
and State arose a unique form of government in
Hispanic Philippines called "frailocracy"
(frailocracia), because it was a government by friars.
•The friars (Augustinians, Dominicans, and
Franciscans) controlled the religious and educational
life of the Philippines, and later in the 19th century,
they came to acquire tremendous political power,
influences and riches.
•The friars practically ruled the Philippines through a
facade of civil government. The colonial authorities,
from the governor general down to the alcaldes
mayores, were under the control of the friars.
•He could send a patriotic Filipino to jail or denounce
him as a filibuster (traitor) to be exiled to a distant
place or to be executed as an enemy of God.
4.6 FRAILOCRACY/
SECULARIZATION
OF FILIPINO
PRIEST
Mariano Gomez, Jose Burgos, and Jacinto Zamora, Rizal was executed—a
noble victim of Spanish miscarriage of justice.

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•The last hated symbol of Spanish tyranny was the
Guardia Civil (Constabulary) which was created by the
Royal Decree of February 12, 1852, as amended by
another Royal Decree on March 24, 1888, for the
purpose of maintaining internal peace and order in the
Philippines.
•It was patterned after the famous and well-disciplined
Guardia Civil in Spain.
•They later became infamous for their rampant abuses,
such as maltreating innocent people, looting their
carabaos, chickens and valuableelongings and raping
helpless women.
•Both officers (Spaniards) and men (Natives) were ill
trained and undisciplined, unlike the Guardia Civil in
Spain who were respected and well-liked by the
populace.
4.9
THE ABUSES OF
GUARDIA CIVIL,
CHURCH
OFFICIALS AND
POLITICAL
LEADERS
Jose Rizal actually witnessed the atrocities committed by the Guardia
Civil on the Calamba folks. He himself and his mother had been victims of the
brutalities of a lieutenant of the Guardia Civil.
It was natural that Rizal directed his stinging satire against the hated
Guardia Civil. Through Elias in Noli Me Tangere, he exposed the Guardia Civil

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as bunch of ruthless ruffians good only “for disturbing peace and
persecuting honest men.”
I. IDENTIFICATION. Identify the following statements
correctly by writing the answer on the space provided
before the number.
1. He is n anthropologist who recommended the criteria in choosing the
Philippines National Hero to the technical members of the Philippine
Commission.
2. Name the two powerful novels of Dr. Jose Rizal that
awakened Filipino Nationalism and paved the way for the
Philippine Revolution.
3. He is the Philippine National Hero considered as a pacifist and
a civilian who served his cause with the pen which his writing
hand had awakened. Filipino nationalism and paved the way
for the Philippine Revolution.
Chapter I Exercises

17
4. He is the great man and leader who mentioned that, “Scholars
are men of Peace; they bear no arms, but their tongue are
sharper than sword. Their pens carry further and giver a
louder report than thunder”.
5. He is the Spanish colonizer who imposed and established the
first Spanish settlement in 1565 in Cebu.
6. It is the governing body which helped the Spanish monarch
manage the affairs of the colonies and govern the Philippines
through the centralized government in Manila and issued
through Royal decrees.
7. Name the educational institution that was established in 1611
solely for the Spaniards and mestizos which opened its doors
to Filipino students four decades before the end of the
Spanish regime; thus Jose Rizal and other heroes had come
to study.
8. He is the beautiful and ruthless governor general that aroused
the anger of the Filipinos by executing the innocent Fathers
Mariano Gomez, Jose Burgos and Jacinto Zamora in 1872.
9. It is a unique form of government in Hispanic Philippines
which resulted in the Spanish political philosophy of the union
of church and state.
10. It is the sum of money to be paid to the government to be
exempted from the Polo and compulsory labor imposed by the
Spanish colonial authorities.
II. TRUE OF FALSE. Write TRUE if the statement is
correct and FALSE if otherwise.
1. Dr. Jose Rizal proved that: “sword is mightier
that Pen” to redeem a people from their
political slavery.
2. The most admirable in Rizal according to Jose Palma: is his
complete self-denial his complete abandonment of his
personal interest in order to think only of those of his country.
3. One of the reasons why Rizal was chosen and declared as the
Philippines National Hero because he was the first Filipino to write and
awaken Filipino people to peacefully fight for independence.

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1. Explain the reasons why Dr. Jose Rizal was chosen
and declared as the Philippine National Hero.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
_________________________
4. The heroes of occidental nations are warriors and generals who served
their cause with the pen while the heroes of the Filipinos who served
their cause with the sword.
5. Dr. Jose Rizal said that, “There are only two powers in the world, the
sword and pen; and in the end the former is always conquered by latter”.
6. No other Filipino hero can surpass Rizal in the number of monuments
erected in his honor, in towns, barrios, school and some places of the
world.
7. The barangay or barrio during Spanish era was headed by the “Cabeza
de barangay” whose only responsibility was to collect taxes and tributes
from the families.
8. The Spaniards believed that learning Spanish would cause the Filipino
people to oppose Spanish rule.
9. Spain ignored the fervent plea of Graciano Lopez Jaena and his
compatriots and their grievances; hence, they were embittered by the
fact that Cuba and Puerto Rico were granted representation in the
Cortes by the Spanish constitutions of 1876.
10. The union of Manila and Rizalinto a province after the illustrious Filipino
brought about the establishment of the Rizal province.
III. ESSAY

19
2. Compare and contrast the educational system during
the Spanish period to our present education system.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
___
3. Enumerate and discuss briefly the reasons behind
the Filipino revolts against the Spanish Government.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
____________________________________
4. Identify and explain briefly at least four (4) virtues of
Rizal that you should possess as a student.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
___
JOSE RIZAL’S FAMILY TREE AND HISTORY
The wisdom and sacrifices of Jose Rizal for the country earned him the
title of the greatest Malayan who ever lived. It was an honor he rightfully
deserves. Up to this day, no Asian has surpassed Rizal’s ingenuity and extreme
intelligence.
The fact that he is the national hero of the Philippines is just one of side
of him. The life and times of Rizal though short is an endeavor that scholars
CHAPTER 2

20
and scientist alike find worthy to study and analyze. What is about the union of
Francisco Mercado and Teodora Alonzo (Rizal’s parents) that produce Jose
Rizal? As well-known Rizalist, Dr. Austin Craig was the first to trace Rizal’s
family roots and discover his Chinese ancestry.
Rizal’s Chinese ancestors, a Chinese immigrant and business tycoon
Don Domingo Lamco, (Chinese name: Cue Yi-Lam) of Laguna was the great-
great grandfather of Jose Rizal. Lamco is originally from Amoy, China who
came to the Philippines in the mid-17th century. This is where he met his wife,
Inez de la Rosa daughter of Augustin Chinco an immigrant trader from
Chuanchow.
To prevent conflict and hostility with the Spanish authorities, he decided
to drop the name Lam-co and adapted a Spanish surname. As merchants, they
chose the name “Mercado” because it means market. Lamco started the
businesses of the Mercado clan. He was a successful entrepreneur in spite of
the discrimination experienced by Chinese traders from Spaniards.
In June,1697, Lamco was baptized in the Catholic church of Manila’s
Parian Chinese ghetto and moved to Biñan, Laguna. He was 35 years old at
the time. His financial state improved in Biñan and he became a Chinese
community leader. Lamco’s son Francisco Mercado and grandson Juan
Mercado married Chinese mestizas and both served as distinguished mayors
of Biñan for five terms.

21
Don Francisco Mercado Rizal (1818-1898) was
born in Biñan, Laguna.He studied Latin
Philosophy at the College of San Jose in Manila.
After their parent’s death, Francisco and two of
his sisters moved to Calamba. He became a
tenant farmer of the Dominican-owned hacienda.
Doña Teodora Alonso Y Realonda (1829-1911)
was born in Meisika Sta. Cruz Manila. She
studied at Colegio fe Sta. Rosa in Manila. She
was woman of refined culture and character, with
exemplary literary talents, the fortitude of Spartan
woman and with business ability, she managed
their store.
Juan’s wife Cirila Alejandra was the daughter of an immigrant trader and
Domingo Lamco baptismal godson Siong-co. They are the parents of Rizal’s
father. When Rizal’s father was born, the family transferred to Calamba. The
house they built was the first stone house in the whole town.
Jose Rizal’s brother, Paciano was identified with one of the martyred
priest, Jose Burgos, so the family changed their surname from Mercado to
Rizal.
Recent genealogical findings revealed that Rizal also had Spanish,
Japanese, and Negrito acncestry. Teodora’s (Rizal’s mother) great grandfather,
Eugenio Ursua was a descendant of Japanese settlers.
Ursua married a Filipina named Benigna and their union produced
Regina Ursua. Atty. Manuel de Quintos, a Sangley mestizo from Pangasinan
married Regina and their daughter is named Brigida. Brigida married half-caste
Spaniard named Lorenzo Alberto Alonzo. They are the parents of Teodora and
Rizal’s grandparents.
JOSE RIZAL’S FAMILY
The Rizal family belonged to the “Principalia” an aristocratic town of
distinguished families.
THE HEROE’S PARENTS
Jose Rizal described his father in his diary:
“My father was a model of fathers had given us an education commensurate
with our small fortune; and through thrift he was able to build a stone house;
erect a little nipa house in the middle of our orchard under the shade of some
trees and others.”
Rizal lovingly described his mother:

22
“My mother is a woman of more than ordinary culture: she knows literature and
speaks Spanish better than I. She even corrected my poems and give me wise
advices when I was studying rhetoric. She is a mathematician and has read
many books.”
Both parents greatly influenced Rizal as shown in his character, “From
his father he inherited a profound sense of dignity and self-respect, seriousness
and from his mother the dreamer and bravery for sacrifices and her literary
prowess”.
Don Francisco Mercado Rizal and Doña Teodra Alonso Y Realenda
were blessed with eleven (11) children: two (2) boys and nine (9) girls. They
were as follows in order of their birth.
1. Saturnina Rizal
(1850-1913)
1. He eldest child of the Rizal children, nicknamed
“Neneng” who was married to Manuel T. Hidalgo
of Tanauan, Batangas. Hidalgo and Rizal sent
frequent correspondence while the latter was in
Europe.
2. Paciano Rizal
(1851-1930)
1. He was the second child and oldest brother of
Rizal. He was Rizal’s confidant, and he was the
one who convinced Rizal to study in Europe
without their parent’s permission. Paciano

23
constantly advised his brother Jose Rizal
through letter while in Europe. After Rizal’s
execution in December 1896 at Bagumbayan, he
joined the Philippine Revolution and became a
combat General. He returned to his farm in Los
Baños, where he lived as a gentleman farmer
and died at the age of 79.
3. Narcisa Rizal
(1852-1939)
1. The third child and whose nickname is “Sisa” and
was married to Antonio Lopez (nephew of Father
Leoncio Lopez) a school teacher in Morong,
Bataan.
4. Olympia Rizal
(1855-1887)
1. The fourth child with a nickname “Ypia”, who was
married to Silvestre Ubaldo, a telegraph operator
form Manila and was blessed with five children.
She died while giving birth in 1887.
5. Lucia Rizal
(1857-1919)
2. Who married Mariano Herbosa (nephew of
Father Casañas). Herbosa died of Cholera and
was denied of Christian burial being the brother-
in-law of Jose Rizal.
6. Maria Rizal
(1859-1945)
3. Nicknamed “Biang” and was married to Daniel
Faustino Cruz of Biñan Laguna. The couple was
blessed with five (5) children.
7. Jose Rizal
(1861-1896)
4. Nicknamed “Pepe” the greatest Filipino hero,
and peerless genius. He became the National
Hero of the Philippines. He had a common law
relationship with Josephine Bracken, an Irish girl
from Hong Kong. He had a son but died few
hours after birth. Rizal named him after his
father.
8. Conception Rizal
(1862-1865)
5. Nicknamed “Concha” who died at the age of
three. Her death was Rizal’s first sorrow in life.
9. Josefa Rizal
(1865-1945)
6. Nicknamed “Panggoy”. She was epileptic and
died spinster at the age of 80.
10. Trinidad Rizal
(1868-1951)
7. Nicknamed “Trining”. She was the last of Rizal
children to survive and died as spinster too and
died at the age of 83.

24
11. Solidad Rizal
(1870-1929)
8. The youngest whose nickname is “Choleng”
married to Pantaleon Quintero of Calamba and
blessed with five children.
Jose Rizal loved his sister that he usually wrote letter to them while in
the Philippines and foreign countries. He emphasized his ideas about women
and their righteous place in the society. He also compared the Filipina to
European women as to their dignity. Once of his letters before he left the
Philippines for Cuba 1896 stated thus:
“I urge you take care, serve and love our parents as you would like your
children later to take care of you, serve and love you in your old age. May you
live united, forgive one another’s faults, and avoid misunderstanding, the
natural thorns of life because it is displeasure for parents to see that their
children not living in harmony”.
RIZAL’S AUTOBIOGRAPHY
THE BIRTH OF RIZAL
Jose Rizal, the 7th child of the Rizal
family, was born on June 19, 1861
Wednesday between 11:00 and 12:00
night in the town of Calamba, province of
Laguna, Philippines. His mother almost
died during her delivery because Jose’s
head was big. As he recounted in his
student memoirs:
“My coming out this vale of tears would have cost my mother
and her life, had she not vowed to the Virgin of Antipolo to take me
to her sanctuary by the way of pilgrimage”.
He was baptized in the Catholic Church in Calamba on
June 22, 1861 by the parish priest, Father Rufino Collantes. His godfather was
Father Pedro Casañas, a close friend of the Rizal family. Father Collantas was
impressed by the big head of baby Jose. He told them “Take good care of this
child, for someday he will become a great man”. The name “Jose” was chosen
by his mother to honor of
San Jose (St. Joseph) whose feast was March 19.
His complete name was JOSE PROTACIO MERCADO RIZAL
ALONZO Y REALONDA. The name Protacio was taken from the Catholic
calendar which was a practice during the Spanish time, that when a child is
born, he/she is named after the saint of the day. The surname Mercardo which
means market in English was adopted in 1731 by his paternal great-
grandfather, Domingo Lamco a full-blooded Chinese merchant.

25
Added surname Rizal was given by Don Francisco which is closer to the
Spanish word Racial which means “luntiang bukirin” related to his work as
hacienda owner/farmer. Alonzo was the surname of Rizal’s mother and
Realoda was used by Doña Teodora which is the surname of her godmother.
JOSE RIZAL’S CHILHOOD YEARS
Jose Rizal, as a young boy had beautiful, fruitful and pleasant memories
as well as sorrow. He grew up in a happy home. He could remember the
tenderest care of his parents because he was frail, sickly and undersized boy.
His father built a nipa hut in the garden for him to play in the daytime. At the
age of three (3), he enjoyed watching in the garden the insects, the maya,
culiawan, maria capra, pipit the martin and other birds. He listened “with
excitement and wonder” to their twilight songs and sounds.
Another childhood memory was the daily praying of Angelus of 6:00pm
in their altar as all of them gathered for prayers.
At the “azotea” on a moonlit night, the aya (nursemaid) would tell stories
about fairies, legends, tales of buried treasures, and other fabulous stories.
Sometimes if he did not like to eat his supper, the Aya would threaten him that
aswang, tikbalang, nuno or the turbaned Bombay will come to take him away.
He is brought for a walk for the relief-giving breeze, to see the fruit
bearings trees, flowers, birds. The scenic beauty of his hometown Calamba,
the legendary Mt. Makiling and the distant Antipolo with the shrine of the
miraculous Lady of Peace and Good Voyage.
At the age of three (3) he began to join religious processions, novena in
the church and and at the age of five (5) he was able to read the Spanish Bible
with the help of his mother.
When Rizal was nearly 7 years old (June 6, 1868), his father took him
for a pilgrimage to Antipolo in order to fulfil his mother’s vows which was made
when Jose was born. Doña Teodora could not accompany them because he
had given birth to Trinidad. It was the first trip of Rizal across Laguna de Bay
and his first pilgrimage to Antipolo.
After praying at the shrine of the Virgin of Antipolo, they went to Manila,
to visit his sister Saturnuna at the La Concordia College in Santa Ana.
THE HERO’S FIRST SORROW
The Rizal children were bound together by the ties of love and care. Jose
loved most his little sister Concha (Concepcion) who has next to him.
Unfortunately, Concha died at the age of three and for the first time he shed
tears for love and grief, which is said to be his first sorrow.

26
THE STORY OF THE MOTH
Of all the stories told by Doña Teodora to Jose, the story of the moth
made the profoundest imprint of him which he recalled after some years.
“My Mother was teaching me how to read in Spanish” The Children’s
Friends (El Amigo de Los Niños). This was a rare book and old copy. This night
my mother became impatient with hearing me read so poorly. I did not
understand Spanish and so I could not read with expression. She took the book
and read it to me but I was watching the flame with some little moths circling
around the flame. Soon as my mother noticed that I was not interested. She
stopped and said to me, “I once opened my eyes on hearing the word story.
She told me “The story of the moth”.
Once upon a time, an old moth had warned her daughter against the
flame, so beautiful, so inviting, yet fatal and deceitful fir it destroyed whoever
came too close. She herself said, she was once been tempted by it; she had
barely escaped with half-burnt wings. The frightened young moth promised to
obey, but was soon asking herself: “now why should my mother try to give me
such a scare? Why should I close my eyes to such a pretty sight? These old
people are such cowards! They thinks every fly is ‘an elephant, any old dwarf a
giant. What harm can it do to me, whatever she says, if I come near the flame,
so long as I am careful? What I am, a little silly? What a story I shall have for
all other girls if I, being very careful of course, take a closer look. “No sooner
said that done, and the silly little moth went fluttering around the flame. At first
she only felt pleasantly warm; this encouraged her and she flew closer and
closer until at last, dazzled by flame, fell and perished in it.
As she put me to bed, my mother said: “See to it that you do not behave
like the young moth. Don’t be disobedient, or you may get burned as it did.” I
do not know whether I answered or not.
The story revealed to
me the things until then
unknown. Moths no longer
were, for me, insignificant
insects. Moths talked, they
knew how to warn. They
advised just like my mother.
The light seemed to me
more beautiful. It had grown
more dazzling and more
attractive. I knew why the
moths circled the flame. The
tragic fate of the young
moth left a deep impact on
Rizal’s mind, and like that
young moth he was fated to
die as a martyr for a noble
ideal.

27
RIZAL’S MENTORS
Doña Teodora, Rizal’s mother was his first teacher. Barely three (3)
years old. Rizal learned the alphabet from his mother. He was taught how to
read and wright in Spanish.
As he grew older, his parents employed private tutors to give him lessons
at home. The first was Maestro Celestino and the second, Maestro Lucas
Padua. Later, and old man named Leon Monroy, a former classmate of Rizal’s
father, became the boy’s tutor. This old teacher lived at the Rizal home and
instructed Jose in Spanish and Latin. Unfortunately, he did not live long. He
died five months later.
After Monroy’s death, the hero’s parents decided to send their gifted son
to a private school in Biñan.
At about this time, two of his mother’s cousin frequented Calamba. Uncle
Manuel Alberto, seeing Rizal frail in body, concerned himself with the physical
development of his young nephew and taught the latter love for the open air
and developed in him a great admiration for the beauty of nature, while Uncle
Gregorio, a scholar, instilled into the mind of the boy love for education. He
advised Rizal: “Work hard and perform every task very carefully; learn to be
swift as well as thorough; be independent in thinking and make visual pictures
of everything.”
Rizal possessed a God-given talent for literature. His mother who was a
lover of literature noticed his poetic inclination, hence, she encouraged him to
write poetry.
Since childhood, Rizal showed an unusual talent in art and literature. He
scribbled verses on loose sheets of paper and on the textbooks of his sisters.
His mother, who was a lover of literature, noticed his son’s inclination and gift
for writing poetry. At the age of eight years old, Rizal wrote his first poem in the
native language entitled, “Sa aking Mga Kabata – To My fellow children”.
TO MY FELLOW CHILDREN
Whenever people of a country truly love
The language which by heav’n they were taught to use
That country also surely liberty pursue
As does the bird which soars to freer space above
For Language is the final judge and referee
Upon the people in the land where it holds sway;
In truth our human race resembles in this way
The other living beings born in liberty.
Whoever knows not how to love his native tongue
Is worse than any beast or evil smelling fish.

28
To make our language richer ought to be our wish
The same as any mother loves to feed her young.
Tagalog and the Latin language are the same
And English and Castillian and the angels’ tongue;
And God, whose watchful care o’er all is flung,
Has Given us His blessing in speech we claim,
Our mother tongue, like all the highest that we know
Had alphabet and letters of its very own;
But these were lost – by furious waves were overthrown
Like bancas in the stormy sea, long years ago.
This poem reveals Rizal’s earliest nationalist sentiment. In poetic verses,
he proudly proclaimed that a people who truly love their native language will
surely strive for liberty like “the bird which soars to freer space above” and that
Tagalog is the equal of Latin, English, Spanish, and any other language.
Father Leoncio Lopez, the old and learned parish priest of Calamba
fostered Rizal’s love for scholarship and intellectual honesty.
At an early age, Rizal was already exposed to the injustices and
brutalities of Spanish authority in the Philippines particularly the Guardia Civil
who were supposed to protect the people from harm. Rizal wondered why these
abuses were happening especially to the poor. Years later, he related:
I spent many, many hours of my childhood down on the shore of the
lake, Laguna de Bay. I was dreaming of what might be over on the other side
of the waves. Almost every day, in our town, we saw the Guardia Civil lieutenant
injuring some unharmed and inoffensive villagers. The villager’s only fault was
that while at a distance he had not taken off his hat and made his bow. The
alcalde treated the poor villagers in the same way whenever he visited us.
We saw no restraint put upon brutality. Acts of violence and other excess
were committed daily… I asked myself if, in the lands which lay across the lake,
the people lived in this same way. I wondered if there, they tortured any
countryman with hard and cruel whips merely on suspicion. Or ever yonder
also, in order to live in peace, would one have to bribe tyrants?
Rizal, young as he was, grieved deeply over the unhappy situations of
his beloved fatherland. The Spanish misdeeds awakened in his boyish heart a
great determination to fight tyranny.

29
before the number.
1. The old parish priest of Calamba who fostered Rizal to value intellectual
honesty and scholarship.
2. The first native poem written by Rizal when he was eight (8)
years old.
3. An old man and former classmate of Rizal’s father who taught
Rizal Spanish and Latin.
4. The complete name of the Philippine National Hero.
5. The priest who baptized Rizal in the Catholic Church in
Calamba on June 22, 1861.
6. The name that was taken from the catholic calendar which
was a practice during Spanish time, that when a child is born,
he/she is named after the saint of the day.
7. The name of the saint whose feast day is celebrated every
March 19 that gave the mother of Rizal to derive his name.
8. A woman of refined culture and character, who studied at
Colegio de Sta. Rosa, with exemplary literary talents, with
business ability and was considered the great mother of Rizal.
Chapter 2 Exercises

30
9. A great man who took Latin and Philosophy at the Colegio de
San Jose, became a tenant farmer of the Dominican-owned
hacienda, hardworking and independent minded.
10. A well-known Rizalist who was the first to trace Jose Rizal’s
family roots and discovered the Chinese ancestry of Rizal.
1. Of all the stories told by Doña Teodora
to Rizal, the story of the moth made
the profoundest imprint of him.
2. Both of Rizal’s parents greatly influenced his character.
“From his father he inherited a profound sense of
dignity and self-respect; and from his mother, the
dreamer, bravery for sacrifices and literary prowess.
3. The sacrifices and wisdom of Jose Rizal for the country gave
him the title of the Greatest Malayan.
4. The Rizal surname was given by Doña Teodora Alonzo which
is closer to the Spanish word “Ricial” which means “luntiang
bukirin” related to his work as hacienda owner.
5. At the age of four (4), Rizal joined religious processions,
novena in the church and at the age of five (5), he was able
to read the Spanish Bible with the help of his mother.

31
1. Explain the message of the letter given by Rizal to
his beloved sisters before he left the Philippine for
Cuba in 1896.
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
_________________________
2. Enumerate and explain briefly the importance and
similarities of your family and parents to Rizal’s family
and parents.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
6. Doña Teodora was the first teacher of Rizal and by three (3)
years old, Rizal learned the alphabet, and also how to read
and write in Spanish.
7. The Rizal family belonged to the “principalia”, the aristocratic
section of the town composed of distinguished families.
8. Josefa was the most beloved sister of Rizal who was next to
him and died at the age of 3 and for the first time he shed
tears for love, grief and said to be his first sorrow.
9. Jose Rizal was the 8th child of the Rizal family, was born on
June 19, 1861 Wednesday between 11:00 and 12:00 night in
Calamba, Laguna.
10. When Rizal was nearly seven (7) years old, his mother took
him for a pilgrimage to Antipolo in order to fulfill the vow his
mother made when Jose Rizal was born.
III. ESSAY

32
3. Explain the important lesson that we can learn
from “the Story of the Moth” particularly in dealings
with our parents’ advice and reminders
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
____________________________________
4. Explain the message of the poem, “To My fellow
Children” giving importance to nationalism and national
identify.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
___
JOSE RIZAL’S ACADEMIC BACKGROUND
EDUCATION AT BIÑAN, LAGUNA
In June of 1896, Paciano, Rizal’s brother accompanied him to Biñan tp
continue his studies. They proceeded to their aunt’s home where Jose will stay.
Paciano brought Rizal to the school of Maestro Justiniano Aquino
Cruz, his older brother’s former teacher. The school, which was made if Nipa
doubled as the house of the Maestro. At once, Jose Rizal was assigned a seat
and was asked and replied at once: “Do you know Spanish? “A little Sir” Do you
know Latin? “A little Sir” The boy in the class, especially Pedro, the teacher’s
son laughed at Jose’s answers. The teacher sharply stopped all noises and
begun the lessons of the day.
CHAPTER 3

33
The Jesuit’s
system of
education
The Jesuit’s system of education was more advanced.
Its discipline was rigid and the methods are varied.
It promoted physical culture, humanities and scientific
studies.
It also establishes vocational courses in agriculture,
Maestro Justiniano Aquino Cruz was a disciplinarian. He was a tall man,
lean and long-neck, with a sharp nose and a body slightly bent forward. He
used to wear a sinamay shirt woven by deft hands of Batangas women.
In afternoon of his day in school, when the teacher was having his siesta,
Jose met the bully, Pedro. He was angry for making fun of him during his
conversation with teacher in the morning.
Jose challenged pedro to a fight. The latter readily accepted, thinking
that he could easily beat the Calamba boy who was smaller and younger.
The two boys wrestled furiously in the classroom, much to the glee of
their classmates. Jose, having learned the art of wrestling from his athletic Tiyo
Manuel, defeated the bigger boy. Because of this, he became popular among
his classmates.
After the class in the afternoon, a classmate named Andres Salandanan
challenged him to an arm-wrestling match. They went to a sidewalk of a house
and wrestled with their arms. Jose, having the weaker arm, lost and nearly
cracked his head on the sidewalk.
In succeeding days, he had other fights with boys of Biñan. He was not
quarrelsome by nature, but he never ran away from a fight.
Jose spent his leisure hours with teacher Justiniano’s father in-law, a
master painter named Juancho. He took the opportunity to become an
apprentice together with his classmate Jose Guevarra. Sooner they became
the class’s best painters.
Jose Rizal led a frugal and methodical life in Biñan. His time was well
budgeted form 4 o’clock in the morning such as hearing mass, eating time,
studies and leisure time at times he played in the street with friends and other
boys when there was the moon. He concentrated on his studies diligently and
he excelled in Spanish, Latin and all subjects.
Having finished his studies in Biñan, Rizal returned to Calamba on board
the motorboat “Talim”. His parents planned to transfer him to Manila to
continue his studies.
EDUCATION AT THE ATENEO DE MANILA
On June 10, 1872, Paciano accompanied Rizal to take the entrance
examination at College of San Juan de Letran and passed it. Don Francisco
changed his mind and decided to send Rizal to Ateneo Municipal.
Paciano accompanied Rizal to Manila to enrol at the Ateneo Municipal.
Father Magin Fernando, the school registrar, refused to admit him for these
reasons: he was late for registration and he was sickly and small for his age.
With the intercession of Perez Burgos, a nephew of Father Burgos, he was
admitted to the Ateneo that was located in Intramuros within the walls of Manila.

34
Rizal’s first professor in Ateneo was Fr. Jose Bech. Being a newcomer
and with little knowledge of Spanish, and an externo (non-boarders), he was
placed in the Carthaginian Empire. The other group was the “Roman Empire”
consisting of the internos (boarders). Within the empire, the students aspired
for the position by answering the questions for the day’s lesson. If a student
made three (3) mistakes he could lose his position. Any student might be at the
end of the line, but if he studies hard and was brilliant, he could become an
“emperor”. The two groups “Roman Empire” and “Carthaginian Empire”
were in constant competition for supremacy in the class.
Jose Rizal progressed well in his studies that after a month he became
the “emperor” and was considered the brightest pupil of the class. He was
awarded a prize, namely, “a religious picture” which he was so proud of
because it was the 1st prize he ever received at Ateneo.
He spent his leisure hours by taking private lessons to improve his
Spanish at Sta. Isabel College. He paid three pesos for the Spanish Lessons.
At the end of the school year on March 1873, he returned to Calamba
for the summer vacation. He did not enjoy his vacation because his mother was
in prison at Sta. Cruz. Doña Teodora was arrested on a malicious charge that
she and her brother, Jose Alberto tried to poison the latter’s wife. After her
arrest, Doña Teodora was forced to walk from Calamba all the way to Sta. Cruz,
a distance of 50 kilometers. She was imprisoned for two and half years.
In his second year in Ateneo (1873-1874), nothing unusual happened to
Rizal. Once again, he received excellent grades in all subjects and a gold medal
as a diligent student and voracious reader. Rizal kept reading fiction, non-fiction
and novel like the Count of Monte Cristo by Alexander Dumas. His imagination
was stirred by the sufferings of Edmond Dantes (the hero), his escape from the
dungeon of Chateau d’ If, and his finding a buried treasure on the rocky island
of Monte Cristo and his revenge on his enemies who had offended him.
Rizal also read Travels in the Philippines written by Dr. Feodor Jagor, a
German scientist-traveller who visited the Philippines in 1859-1860. The book
consisted of the keen observation of the defects of Spanish colonization and

35
that America would come to succeed her as a colonizer. Through his readings,
he discovered the wisdom of books and its influences on his search for
knowledge.
Another book that his father bought was the Universal History by Cesar
Cantus which a risk source of historical facts about the world. He used to read
this while studying in Ateneo.
On his fourth year in Ateneo, Jose Rizal was inspired to study hard and
to write poetry by one of his professors, Father Francisco de Paula Sanchez, a
great educator and scholar. Rizal had a highest affection and respect for Father
Sanchez, whom he considered his best professor in Ateneo.
Rizal’s formal lessons at the Ateneo gradually gained him proficiency
both in the art of rhetoric and in the art of independent thinking.
He expressed his ideas on the value of education in his poem “Through
Education The Country Receives Light” (Por la Education Recibe Lustre la
Patria). He stressed that responsible education instills in the youth, noble ideas
and sublime virtues. Learning infuses truth, and discipline brings peace, glory
and tranquillity to the nation.
Por la Education Recibe Lustre la Patria. “Through Education the
Motherland Receives Light” (1 April 1876). This poem shows Rizal’s higg
regard for education. He strongly believed in the important role which education
plays in the development and progress of a nation.
Wise education, vital spirit,
Instills an enchanting virtue,
She elevates the country to the lofty seat
Of immortal dazzling glory
And as the gently puff of the fresh breeze
Again turns green the hue of fragrant flower
Thus education, with learned hand,
Beneficently exalts the human being.
For her the mortal sacrifices
His existence and placid repose;
For her born are seen art and science

36
1. Un Recuerdo a Mi Pueblo (In Memory of My Town) – A tender
poem in honor of Calamba, the hero’s natal town.
2. Alianza Intima Entre la Religion y la Buena Education
(Intimate Alliance Between Religion and Good Education).
3. Por la Education Recibe Lustre la Patria (Through
Education the Country Receives Light).
4. Ed Cautiverio y el Triunfo: Batalla de Lucena y Prison de
Boabdil (The Captivity and the Triumph: Battle of Lucena and
the Imprisonment of Boabdil). This martial poem described the
defeat and capture of Boabdil, the last Moorish sultan of Granada.
That crown the human with beautiful laurels;
And as a from the eminence of lofty mountain
Springs pure torrent of the wavy river;
Thus education without measure gives
To the country were peace securely dwells.
Where wise education raises a throne
Vigorous youth robustly grows,
That subdues error with firm resolve
And with noble ideas exalts itself
The cervix of vice she breaks;
Black crime before her pales;
Barbarous nations she tames.
And of savages champions she makes.
In sapphire may her deeds be carved;
Let the country a thousand honors pay her;
For in her son’s noble breast
Virtue transplanted vigorous flowers;
And in the love of good ever strong
Rulers and masters shall see
The people noble who with faithful happiness
Ever seek Christian education
And like the golden morning sun sheds
Resplendent rays of gold,
And like the beautiful golden and scarlet dawn
Scatters its refulgent colors;
Thus virtue of pleasure to the living,
And to beloved illustrious country
Immortal splendor and luster she offers.
There were other poems written by Jose Rizal while in Ateneo as inspired by
Father Sanchez: “to make full use of his God-given talents in poetry and open
his mind to the rich influence of the world’s literature”.
In 1876, Rizal wrote poems on various topics – religion, education,
childhood memories, and war. They were as follows:

37
1. El Heroismo de Colon (The Heroism of Columbus) – This year
praises Columbus, the discoverer of America.
2. Colon y Juan II (Columbus and John II) – This poem related
how King John of Portugal missed fame and riches by his failure to
finance the projected expedition of Columbus to the New World.
3. Gran Consuelo en la Mayor Desdicha (Great Solace in Great
Misfortune) – This is a legend in verse of the tragic life of
Columbus.
4. Un Dialogo Alusivo a la Despedida de los Colegiales (A Farewell
Dialogue of the students) – This was the last poem written by Rizal in
Ateneo; it is a poignant poem of farewell to his classmates
A year later, in 1877 he wrote more poems. It was his last year in Ateneo.
Among the poems written that year were:

38
LAST YEAR OF RIZAL AT ATENEO (1876-1877)
He excelled in all subjects and won five medals at the end of the schools
term. He proudly offered all his excellent ratings and medals to his parents,
a way to repay them for their sacrifices and love. He was considered, the
most brilliant Ateneo of his time, he was truly the “Pride of the Jesuits”. His
scholastic records at the Ateneo from 1872 to 1877 were as follows:
1872 – 1873 1873 – 1874
SUBJECT RATING SUBJECT RATING
Arithmetic Excellent Greek 2 Excellent
Greek I Excellent Latin 2 Excellent
Latin I Excellent Spanish 2 Excellent
Spanish I Excellent Universal Geography Excellent
1874 – 1875 1875 – 1876
Arithmetic & Algebra Excellent French I Excellent
Greek 3 Excellent Geometry &
Trigonometry
Excellent
History of Spain and
the Philippines
Excellent Rhetoric & Poetry Excellent
Latin 3 Excellent
Spanish 3 Excellent
Universal History Excellent
1876 – 1877
SUBJECT RATING
Botany & Zoology Excellent
Mineralogy &
Chemistry
Excellent

39
The academic excellence of
Rizal and his literary skills qualified
him for membership in two exclusive organizations of Ateneo, namely, “The
Academy of Spanish Literature and the Academy of Natural Science” where he
became the “prefect”.
He also joined the Marian Congregations; (Sodality of our Lady and
Apostleship of Prayer) where he became the secretary of the Marian
Congregations.
RIZAL’S STUDIES AT THE UNIVERSITY OF SANTO TOMAS 1877- 1882
For higher studies, after graduation from Ateneo, he pursued his studies
at the University of Sto. Tomas. The Bachelor of Arts course during the Spanish
times was equivalent only to the high school and Junior College Courses today.
His mother Doña Teodora was opposed to his son’s pursuing higher
education in Manila because she was reminded of the fate of intelligent Filipinos
like the priests GOMBURZA.
Don Francisco believed of the great future that awaited to his son whose
intelligence was among the “best” during that time.
During his first year at UST he studied simultaneously at Ateneo taking
up vocational course leading to the title of “perito agrimensor” (expert
surveyor) with grades of “Excellent” but was not given the title because he
was still 17 years old.
He finally decided to take up medicine with the advice of Fr. Pablo
Ramon, the Director of Ateneo de Manila with the intention and desire to cure
Doña Teodora’s failing eyesight.
EXPERIENCE OF SPANISH BRUTALITY
Rizal experienced his first taste of Spanish Brutality when he was in
Calamba spending summer vacation after a long tedious study as medical
students of UST.
One night while he was walking alone along a dark street, Rizal failed to
recognize the Spanish civil guard, passing by his side, thus, he did not bow,
salute or greet the man. At a striking distance, the civil guard (Guardua Civil)
whipped Rizal mercilessly at the back with a stingray tail (buntot pagi). He
suffered from the wounds inflected on his back that lasted for two weeks before
it was completely healed. He could not accept such brutal treatment. When the
incident was reported to the Captain General Primo de Rivera, he was even
Philosophy 1 Excellent
Philosophy 2 Excellent
Physics Excellent

40
reprimanded and even told Rizal that he should be thankful for being still alive
and spared by the civil guard.
RIZAL’S ARTISTIC WORKS
While at UST, Jose Rizal showed his literary prowess. In the year 1879,
the Artistic-literary Lyceum of Manila (Liceo Artistico Literario) a society whose
members were the artists in literature held a contest in poetry writing and
composition.
The contest is opened to natives or mestizos. Rizal showed his literary
prowess. In the year 1879, the Artistic-literary Lyceum of Manila (Liceo Artistico
Literario) a society whose members were the artist in literature held a contest
in poetry writing and composition.
The contest is opened to natives or mestizos. Rizal joined the contest
and submitted his poem “To the Filipino Youth” (A La Juventud Filipina). It is
an inspiring poem of very significant form. Rizal pleaded to the Filipino youth to
rise from their complacency and how their talents and skills.
TO THE FILIPINO YOUTH / A LA JUVENTUD FILIPINA
Unfold, oh timid flower!
Lift up your radiant rainbow,
This day, Youth of my native strand!
Your abounding talents show,
Resplendently and grand,
Fair hope my Motherland! Soar high, oh genius great,
And with noble thoughts filled their mind;
The honor’s glorious seat,
May their virgin mind fly and find
More rapidly than the wind.
Descend with the pleasing light
Of the arts and sciences to the plain,
Oh Youth, and break forthright
The links of the heavy chain
That your poetic genius enchain.
See that in the ardent zone,
The Spaniard, where shadows stand,
Doth offer a shining crown,
With wise and merciful hand
To the son of his Indian land.
You, who heavenward rise
On wings of your rich fantasy,
Seek in the Olympian skies

41
The tenderness poesy,
More sweet that divine honey;
You of heavenly harmony,
On a calm unpredictable night,
Philomel’s match in melody,
That in varied symphony
Dissipate man’s sorrow’s blight;
You at th’ impulse of your mind
The hard rock animate
And your mind with great pow’r consigned
Transformed into immortal state
The pure mem’ry of genius great;
And you, who with magic brush
On canvas plain capture
The varied charm of Phoebus,
Loved by the divine Apelles,
And the mantle of Nature;
Run! For genius’ sacred flame
Awaits the artist’s crowning
spreading far and wide the fame
Throughout the sphere proclaiming
With trumpet the mortal’s name
Oh, joyful, joyful day,
The Almighty blessed be
Who, with loving eagerness
Sends your luck and happiness
After the expert reading and scrutiny, discussion of all the entries, the
Board of Judges had chosen Rizal’s poem as superior and had won the first
prize and recognition. The prize consisted of a feather shaped silver pen
decorated with a gold ribbon.
The following year, the Liceo again sponsored another competition
celebrating the centenary of the death of Miguel de Cervantes, the national poet
of Spain. Again he joined and won the first prize for his play; The Council of the
Gods (El Consejo de los Dioses).
This presented a discussion among the Olympian gods and goddesses
as to who the greatest poet was between Homer, Virgil, or Cervantes. Jupiter
was the final judge. The evaluation showed that the works of the three poets
were of equal value. Critics and readers praised the work lavishly. They
awarded the first prize to Rizal’s work due to its superiority and quality. The
second was awarded to a Spanish writer. The two prize winning works proved
that an “Indio” could write as well as a Spaniard, or even better.

42
The allegory gave a parallel among Homer, Vigil and Cervantes. The
gods discussed the merits of the great writers. The decision was to give the
trumpets to Homer, the lyre to Virgil, and the laurel to Cervantes. At the end,
the naiads, nymphs, satyrs, and other mythological characters dancing and
gathering laurels for Cervantes.
Another literary piece that Rizal penned was the zarzuela; JUNTO al
PASIG (Beside the Pasig) which was staged by the Ateneans on December 8,
1880 on the occasion of the annual celebration of the Feast Day of the
Immaculate Conception.
OTHER LITERARY WORKS OF RIZAL
To the Philippines (A Filipinas) – a sonnet that Rizal dedicated to the
Society of Sculpture in 1880.
AL M.R.P. – Birthday greetings to the very reverend Father Pablo Ramon, S.J.
Rizal gave honors to the kind priest who raised his spirit and intelligence. He
wrote the poem in January 25, 1881.
The study of Rizal at University of Sto. Tomas (UST) was not
meaningful and fruitful just like when he was at Ateneo. He found the
atmosphere at UST suffocating to his sensitive spirit. He was unhappy at the
Dominican institution of higher learning. The professor were hostile ot him, the
method of teaching was farm from the brilliant method at Ateneo and prejudice
and racial discrimination was prevalent.
Because of his situation, Rizal failed to win high scholastic honors.
Although his grades in the first year of the Philosophy courses were all
“excellent” they were not impressive in the four years of his medical courses.
His scholastic records were as follows:
Philosophy & Letters 1877 – 1878 Medicine 1878 – 1879 – 1st year
Cosmology &
Metaphysics
Excellent Anatomy I Good
History of Philosophy Excellent Chemistry Excellent
Theodicy Excellent Dissection I Good
Natural history Good
Physics Fair
Medicine 1879 – 1880 – 2nd year Medicine 1880 – 1881 – 3rd year

43
before the number.
1. He was the priest that Rizal considered as the best professors
in Ateneo.
2. He prophesied that someday Spain would lose the
Philippines, and America will succeed her as a colonizer.
3. He was considered the brilliant Atenean of his time and Pride
of the Jesuits.
Anatomy 2 Good General Pathology Good
Dissection 2 Good Surgery Good
Physiology Good Therapeutics Excellent
Private Hygiene Good
Public Hygiene Good
Medicine 1881 – 1882 – 4th year
SUBJECT RATING
Medical Pathology Good
Obstetrics Good
Surgical pathology Excellent
Chapter 3 Exercises

44
4. The teacher of Rizal in Biñan who was a disciplinarian and
also a former teacher of Paciano.
5. The first prize winning poem of Rizal while at UST which he
pleaded to the youth to rise from their complacency and use
their talents and skills.
6. The book written by Dr. Feodor Jagor consisting of his keen
observation of the defects of Spanish Colonization in the
Philippines.
7. The novel read by Rizal that his imagination was stirred by the
hero’s (Edmond Dantes) sufferings and his revenge on his
enemies.
8. The school registrar of Ateneo Municipal who refused, to
admit Rizal because he was sickly and undersized for his age.
9. The poem written by Rizal which stressed that education
instills in the youth noble ideas and sublime virtues toward the
development and progress of a nation.
10. The school in Manila where Rizal first took the college
entrance examination.
1. The book Universal History that Rizal’s father
bought was a rich source of historical facts about
the world.
2. Jose Rizal was inspired by the Dominican fathers to make full use
of his God given talents in poetry.
3. When Rizal finished his medical course at UST, all his grades were
excellent.

45
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4. While in Ateneo, Jose Rizal became the “emperor” and was considered
the brightest pupil in class.
5. Doña Teodora was not spared the brutalities of the Guardia Civil and
was imprisoned for two and half years.
6. Being a man, Jose Rizal was not qualified to join the Marian
Congregations which is one of the exclusive organizations at Ateneo.
7. Jose Rizal as a young boy was by nature quarrelsome that’s why he is
always involved in fights in school.
8. Jose Rizal offered all his excellent ratings and medals to his parents to
repay them to their sacrifices and love.
9. The guardia civil was reprimanded by the captain general when Rizal
reported to him that he was whipped mercilessly when he failed to bow,
to salute and to greet him.
10. The grouping of the class with certain ranks/ position to be maintained
by its member is a good motivation to make the students to study hard.
IV. Diagramming. Make a brief historical sketch of Rizal’s Education using the
flowchart below.

46
1. Name at least three of the qualities or virtues of
Rizal as a student which you can also put to practice
while you are here in our institution.
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2. Describe fully how Jose Rizal as a student spent his
money and leisure time wisely. What about you?
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IV. ESSAY
JOSE RIZAL TRAVELS AND STUDIES
CHAPTER 4

47
FIRST TRAVEL DECISION TO GO ABROAD
Jose Rizal continued his four years of the medical course at the
University of Santo Tomas (UST). The academic freedom that he had enjoyed
while at the Ateneo was weakened by the racial prejudice and limitation at the
UST. Nevertheless, he finished his course for he wanted to treat the failing
eyesight of his mother. His general average was creditable but he found the
classroom inadequate for his academic curiosity. He them decided to continue
his studies in Spain.
Aside from continuing his studies abroad, he intended to observe the life,
culture, industries, government and laws of the European nations in order to
prepare himself in his obsession to liberate the Filipino people from Spanish
tyranny.
The plan was not known to his parents because they would surely
disapprove of his leaving for Spain. His older brother Paciano, his two sisters,
Saturnina and Lucia, his uncle Antonio Rivera and other friends supported him.
TRAVEL FOR SPAIN
On May 1, 1882, he began writing
farewell to his friends and family. Using
the name Jose Mercado, Jose Rizal’s
departure for Spain was made possible.
His brother Paciano gave him some
money, while Saturnina gave him a
diamond ring and a Jesuit priest gave him
letter of recommendation from the Ateneo
authorities to the Jesuit father in
Barcelona, Spain.
On May 3, 1882, Rizal left on board the Spanish steamer ship
SALVADORA bound for Singapore. He was the only Filipino and the rest were
Spaniards, British and Indian Negroes. He got along famously with his fellow
passengers, some of them older than him, whom defeated in chess. Even the
ship Captain, Donato Lecha from Asturias, Spain had made friends with Rizal.
After five days of sailing, the Salvadora reached the English Colony of
SINGAPORE. He registered at Hotel dela Paz. His two days stopper were spent
most of the time in visiting the historic places, temples, botanical garden, art
galleries and the status of Sir Thomas Stanford Raffles ( Founder of Singapore
in 1819).

48
FROM SINGAPORE TO COLOMBO, SRI-LANKA (CEYLON)
From Singapore he boarded the DJEMNAH,
A French steamer bound for Europe on May 11,
1882. French was mostly spoken on board. To
his surprise. The Frecsh he learned at the
Ateneo could not be understood. He gradually
improved his facility of the language by
conversing daily with the passengers.
On May 17,
1882, Djemnah made its stopover at the POINT
GALLE. He noted, “ Point Galle, a seacoast
town in southern Ceylon (now Sri Lanka) which
is picturesque but lonely, quiet and at the same
time sad.” The ship then headed north and on
May 18, docked at COLOMBO, capital of
Ceylon. Rizal wrote, “Colombo is more
beautiful, smart and elegant than Singapore,
Points Galle and Manila”.
TRIP THROUGH SUEZ CANAL
The Djemnah continued to voyage crossing
the Indian Ocean to the CAPE OF
GUARDAFUL, the barren coast of Africa
which for Rizal was an inhospitable land but
famous, The next stopover was in ADEN.
This was the first time Rizal stepped in Africa
soil and saw camels. From Aden, the
Djemnah arrived at the PORT SAID in the
CITY OF SUEZ. The Red Sea Terminal suez
Canal Rizal was fascinated to hear the multi-racial inhabitants speaking “A
babel of tongues” Arabic, Egyptian, Greek, French, Italian, Spanish etc..
From PORT SAID, the ship traversed the suez Canal and on June 11,
arrived at NAPOLCOM ( Now NAPLE, Italy). Passengers were allowed to move
around the place and Rizal never wasted time to explore the first European
territory in his sight. He was pleased because of its business activities, its lively
people, its panoramic beauty like Mt. Vesuvius, the Castle of Saint. Telmo, and
other historic sights.
After the brief stop at Napoli, the ship proceeded to MARSEILLES and
arrived at the French harbor on June 12, 1882. He visited the famous chateau
d’ If where DANTES, the hero of “THE COUNT OF MONTE CRISTO” was
imprisoned. He enjoyed reading this novel of Alexander Dumas when he was
at the Ateneo. In the afternoon of June 15, Rizal left Marseilles by train bound
for BARCELONA. The train crossed PYRENEES and stropped for a day at
PORT BOU for passport inspection and they finally reached BARCELONA on

49
June 16, 1882, the second largest city of Spain and the greatest city of
Cataluña.
Jose Rizal’s first impression of the city was not favorable for he
happened to stay upon his arrival at a dirty inn wherein the staff and guest were
indifferent to him. However, as he had stayed in the city this impression had
changed and found Barcelona to be really great city. The people were
courageous, open-hearted and hospitable, and most of all the atmosphere of
freedom and liberalism in Ateneo welcomed him. He was given a party at their
favorite café in PLAZA DE CATALUÑA, with customary exchange of toast. The
acquaintances, the attractions of the city and the good customs of the Spanish
people were the opposite of the in the Philippine.
While in Barcelona, Rizal wrote a nationalistic essay entitled, LOVE OF
COUNTRY (AMOR PATRIO) which was his first article written in Spin’s soil
under the penname LAONG LAAN. He sent this to his friends BASILIO
TEODORO MORAN, publisher of DIARIONG TAGALOG, the first Manila
newspaper that published both Spanish and Tagalog. This AMOR PATRIO was
published on August 20, 1882 in two texts. The Tagalog text was the translation
made by MARCELO H. DEL PILAR. In this essay, he urged the Philippines to
love the love the Philippines, their fatherland. He wanted them to be free, to be
people with dignity and honor according to God’s plan and not slaves. He was
requested by his friend to write more articles because it had caused a sensation
to the readers because of its nationalistic fervor. In response to the request , he
wrote the second article for Diariong Tagalog LOS VIAJES (TRAVELS). His
third article entitled REVISTA DE MADRID ( REVIEW OF MADRID) was
returned to him for Diariong Tagalog had stopped publication because of lack
of funds.
IN MADRID
With unwavering determination, prodigious
energy and talent, he left Barcelona on November
3, 1882. He enrolled at the Central University of
Madrid ( Universidad Central de Madrid) for the
Licentiate in Philosophy and Letters. He followed
systematic and well-organized schedule of study
because he wanted to learn so much within a short
time. To enhance his artistic talents he also took up
lessons in painting and sculpture at the Academia
de Bella Artes de San Fernando ( Academy of Fine Arts of San Fernando) as
well as lessons French, German and English under private.
During his free hours, he practiced fencing and shooting or he attended
lectures on art galleries and museums, and read books on all subjects including
military engineering. He rigidly budget his money and time. He lived frugally,
with immense capacity for work. He was a voracious reader who could stay until
midnight reading fiction and non-fiction novels, which a habit he acquired early
in life at home. With the many books he had read, two books left a deep

50
impression on him that heightened his sympathy for the oppressed and
unfortunate people. These were Uncle Tom’s Cabin by Hariet Beecher Stowe
and The Wandering Jew by Eugene Sue.
Rizal joined the Hispano Philippine Circle ( Circulo Hispano-Filipino), a
society of Spaniards and Filipinos shortly after his arrival in Madrid. Upon the
request of the members of this society, he wrote a poem entitled, THEY ASK
ME FOR VERSES (ME PIDEN VERSES) which he personally declaimed during
the New Year’s Eve reception in Madrid last December 31, 1882. In this sad
poem, he poured out the cry of his agonizing heart, his loneliness and sadness
of being alone in a foreign land.
They Ask Me for (Mi Piden Versos)
He was wrote this poem in 1882 while he was enrolled in the Universidad
de Madrid. Addressed to his mother, he bared his loneliness and sadness of
being alone in a foreign shore. He showed also the physical and emotional
strains of his crusade for freedom.
He lamented that he did not have “love, fervor and eagerness” anymore
for he left them “ neath the sky of so flowery a region” the Philippine.
During his first summer vacation in Madrid from June 17 to August 20,
1883 he went to Paris which is the famous capital of France. Like all tourists,
Rizal was attracted to the sights of Paris like the beautiful boulevards (Champs
Elysses), the arch of Triumph, the Cathedral of Notre Dame and the Invalides
(containing the tomb of Napoleon the Great). He also observed closely the
French way of life, visiting museums, the world famous Louvre; botanical
garden in Luxembuirg; Laennee Hospital and Sariboisiere Hospital where he
observe Dr. Nicaise treating his patients.
Among the significant developments in Rizal’s Life in Madrid was his
becoming a mason. He came in close contact with the Spanish liberals and
republicans who were mostly masons. He was impressed by the Spanish
masons openly and freely criticized and attacked the government and the
church which could not be done in the Philippines for they will be jailed or
executed if they do so. He discovered the political possibilities of becoming a
Mason so he joined the Masonic lodge called Acacia in Madrid with the Masonic
name DIMASALANG. Two reasons impelled him to join masonry; to secure
freemasonry’s aid in his fight against the friars in the Philippines for they use
the Catholic religion as a shield to entrench themselves in power and wealth
and persecute the Filipino patriots; second, to utilize freemasonry as his shield
to combat these problems in the Philippines and for more mature contacts and
enlightenment as he was writing his Noli Me Tangere. He had been awarded
the diploma as Master Mason on Feb. 15, 1892. After joining the masons, Rizal
naturally ceased going to mass and wandered far from the faith. He continued
to have faith in Divine Providence, a testimony to the deep imprint of
Catholicism in his soul.
While in Madrid, the Filipinos including Rizal were having financial
problems. However, they were inspired by the victory of Juan Luna and

51
Resurrection Hidalgo. Luna’s painting, “Spolarium” won first prize gold medal
while Hidalgo’s painting, “Christian Virgins Exposed to the Populace” was a
awarded second prize silver medal in the National Exposition of Fine Arts in
Madrid. It was an Exalting moment for the Filipinos colony in Madrid and Rizal
was invited to give the principal speech held in the evening of June 25, 1884. It
was attended by prominent Spanish artists, newspapermen, statesmen and
Filipinos. He salute Luna and Hidalgo as the two glories of Spain and the
Philippines Speaking in sonorous Castilian, he held his audience spellbound.
He concluded with refined sarcasm the abuse and blindness of some Spaniards
who could not comprehend an university genius. He significantly conducted his
memorable speech by offering a toast to Luna and Hidalgo to parents whose
sons were in Europe. The magnificent speech of Rizal was greeted with
ovations, for they have not heard such speech from the lips of a brown Filipino
which was almost peerless in mobility of thoughts, in Spanish rhetoric
eloquence and sincerity of feelings.
RIZAL’S EDUCATION IN SPAIN
Rizal followed a systematic and well-organized schedule of study. He
completed his medical course and was conferred the degree of Licentiate in
Medicine by the Universidad Central de Madrid on June 21, 1884 that made
him a full-pledge physician, qualified to practice medicine. The next academic
year ( 1884-1885) he studied and passed all subjects leading to the degree of
Doctor of Medicine but was not awarded his Doctor’s Diploma for he did not
submit the thesis as a requirement for graduation nor paid the corresponding
fees. At the same time, he was also awarded the degree of Licentiate in
Philosophy and Letters on June 19,1885 with the rating of “ Sobresaliente”
(excellent). The degree of Doctor of Medicine was conferred on him
posthumously in 1961 during the centenary of his birth.
RIZAL IN PARIS AND BERLIN (1885-1887)
With Rizal’s relentless search for
relevant education and advance studies, he
went to Paris, France and Berlin, Germany
to specialize in ophthalmology because be
wanted to cure his mother’s eyes ailment. On
his way to Paris he stopped at Barcelona to
visit his friend, Maximo Viola, a medical
student who belonged to a rich
family in San Miguel, Bulacan and Don Miguel
Morayta, the owner of La Publicidad. He
arrived in Paris in October of 1885 and
stayed there for four months as an assistant to
Dr. Louis de Weckert a leading French
Ophthalmologist. After four

52
months and concentrated study, he learned the medical techniques of an eye
operation.
During his stay in Paris, he visited the studio of Juan Luna, the home of
Pardo de Tavera and Felix Ressurecion Hidalgo. They had long hours of
discussion on the many problems of art and learned techniques of his own. He
help Luna by posting as a model in several paintings like “The Death of
Cleopatra” where he posed as the Egyptian priest. In another of Luna’s great
painting, ”The Blood Compact”, he posed as Sikatuna with Dr. Trinidad Pardo
de Tavera taking the role of Legazpi.
RIZAL IN HISTORIC HEIDELBERG, BERMANY
His limited allowance and his
desire to learn more about eye
ailments prompted him to go to
Germany, where the cost of living
was cheaper than in Paris. On
February 2, 1886, he reached
Heidelberg, a historic city in
Germany famous for its old
university. He worked at the
University Eye Hospital under the direction and supervision of Dr. Otto Becker
a distinguished renowned German ophthalmologist. He attended the lectures
of Doctor Becker and Prof. Wilhelm Kuehne at the University. During weekends,
Rizal visited scenic spots around Heidelberg, the famous Heidelberg Castle,
the romantic Neckar River, the old churches. He noticed that the German
Catholics and Protestants practiced ecumenism for they lived together in
harmony and cordially. Half of the town churches was used by Catholics and
the other by the Protections.
During his stay in Heidelberg he lived with a Protestant pastor Dr. Karl
Ullmen, who became, who became his good friend. The two had many friendly
conversations on the merits of Catholicism and Protestantism Rizal a mason by
this time, ably defended Catholicism. In the spring of 1886, Rizal was fascinated
by the blooming flowers along the banks of the Neckar River. Among them was
his favorite flower – the light blue “forget me Not”.
“A Las Flores de Heidelberg “To The Flower of Heidelberg” (April 22,
1886) was written during his stay in the city of Heidelberg, Germany. He was
inspired by the pretty flowers strewn along the banks of the Neckar River. In his
poem, he revealed his longings for his native land. Rizal sent his message of
love and faith in the Philippines.
FIRST LETTER TO PROFESSOR FERDINAND BLUMENTRITT
Rizal’s pride in his linguistic talent was heightened when he wrote in a
German letter to Professor Ferdinand Blumentritt, Director of Ateneo of

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