This document discusses Jose Rizal and the Rizal Law. It provides background on Rizal's life and importance as the first Filipino nationalist. It then summarizes the key aspects of the Rizal Law passed in 1956 which mandates the study of Rizal's life, works and writings in schools. The law aimed to provide Filipino youth with a role model and inspire nationalism by studying Rizal and other heroes. The document also discusses the origins and impacts of major historical events in the 18th-19th centuries like the French Revolution, and how these influenced Rizal and Filipino nationalism.

1. P. Rizal being the “First Filipino’’ stands out in the history of the Philippines as a nation. His
life, works, writings and teachings were vital in the origins and development of a Filipino
national consciousness that led to the shaping of the nation. The Principles and ideals that
he lived and died for permeate through every lesson in this module.
In fact the authors of the Rizal law [R.A. No. 1425] had hoped that by having an
understanding of his life and analyzing his teachings and literary works, the Filipino youth
may be provided the much- needed role model that seen too wanting today. They may also
gain inspiration and insight and involve themselves in the community, carrying the values
and virtues of the national and the other heroes.
Republic Act No. 1425 or the Rizal Law
The Republic Act 1425, better known as the Rizal Law, was passed on June 12, 1956,
authored by Senator Jose P. Laurel Sr. According to the “Official Gazette” the Rizal Law was
implemented by the National Council of Education on August 16, 1956. The Rizal law
provides for the inclusion of Rizal’s life, works, and writings especially his novels Noli Me
Tangere and El Filibusterismo in the curriculum of all schools, private and public. Among
other things, it also authorizes the publication and the distribution of materials that contain
the life, works, and writings of Jose Rizal. For contemporary relevance, the inclusion of the
works of other nationalists, from the GomBurZa to Marcos, as allowed and encouraged by
the same law (Department Order No. 112 s 1969, implementing the three- unit course on
the Life, Works, and Writings of Jose Rizal).
The central idea of the chronological, biographic, critical, and analytical approach is
to combine the salient points of Rizal’s life, works, and writing into the origin, evolution, and
development of our national consciousness. Moreover, as the law requires, there is a need
for rededication to the ideals of freedom and nationalism for which our heroes lived and
died.
Rizal law stresses, particularly the novels Noli Me Tangere and El Filibusterismo as the
basic text from among the writings of Rizal. The framers of the law regarded the books as
“constant and inspiring source of patriotism with which the minds of the youth during their
formative and decisive years in school be suffused.” They hoped and by studying Rizal’s life
and analyzing his teachings and literary works, the youth may gain inspiration and insight so
that consequently involve themselves in the community, carrying the values and virtues of
Rizal and other national heroes. The youth, who Rizal referred as the “ Fair hope of the
Fatherland,” must acquire proper direction and search for a better national life.
The 19th century marked as very dynamic and productive age mainly in continents Europe
and Asia.
1. Struggle for Nationalism1425

2. • The French Revolution
Rather than affect the economic landscape of the Philippines, the French Revolution
affected the political tone of the 19th century. The revolution was a period of social and
political upheaval and in France the governmental structure was transformed from
monarchy to a democratic government based on the principles of citizenship. Spain was
particularly affected by this revolution and suffered a century of turbulent political
disturbances.
• The American Revolution
Unlike the economic effects of the Industrial Revolution and the political effects of the
French Revolution, the American Revolution played a role on the democratic aspirations of
the Filipino reformist that was led by Rizal in the 19th century. The political upheaval of the
American Revolution led to North America overthrowing the British Empire and rejecting
their monarchy.
These three major events of the 18th and 19th centuries had an effect on Rizal and his work.
The turbulent environments encourage Rizal to become a strong political figure, something
that would eventually lead to his execution.
2. Spread of Liberalism and democracy
Rise and Gradual Spread of Liberalism and Democracy -The principal ideas of liberalism-
liberty and equality- were first realized successfully in the American Revolution and then
achieved in part in the French Revolution. This political and social philosophy challenged
conservatism in the European continent. -Liberalism demanded representative government
as opposed to autocratic monarchy, equality before the law as opposed to legally separate
classes. The idea of liberty also meant to specific individual freedoms: freedom of the press;
freedom of speech, freedom of assembly; and freedom from arbitrary arrest.
Rise and Gradual Spread of Liberalism and Democracy -Democracy became a way of life in
many European countries, like Britain, Belgium, and Switzerland. -Democracy was gradually
established thru the following means: *promulgation of laws that advance democracy;
*undertaking of reforms thru legislation; abolition of slavery; *adoption of a liberal
constitution; providing the citizens the *opportunity to propose laws; *adoption of
manhood suffrage; and *granting of political, economic and social rights to the people.
3. Industrial Revolution
The Industrial Revolution One of the most crucial developments in the 19th century was the
Industrial Revolution. The Industrial Revolution refers to the transformation of
manufacturing brought about by the invention and use of the machines. This development
started in England and later on spread into Belgium, France, Germany, and even in the
United States.

3. Positive effects of industrial revolution; The rise of the factory system; Mass production of
essential and non-essential goods; Improvement of people’s standard of living; Greater
urbanization of society; Beginnings of specialization or division of labor; Invention of labor-
saving devices; The beginnings of industrial capitalism; Fostering of liberalism and
nationalism; and Encouragement of people’s mobililty.
Negative effects of Industrial Revolution; -Widening of gap between the rich and the poor; -
Unending economic warfare between labor and capital and other environmental problems -
Beginning of child and women labor; and -Intensification of imperialistic rivalry between and
among industrialized countries. In the Philippines, it caused the displacement of the farmers
from their lands.
4. Advent of Science
The Advancement of Science The triumph of science and technology had at least three
significant consequences. - First, everyday experience and innumerable scientists impressed
the importance of science on the mind of ordinary citizens. -Second, as a science became
more prominent in popular thinking, the philosophical implication of science spread to
broad sections of the population. Technical advances led the people to develop optimistic
faith in man’s capability to achieved progress. -Third, the methods of science acquired
unrivalled prestige after 1850. For many, the union of careful experiment and abstract
theory was the only route to truth and objective reality.
5. Optimism and Confidence in Progress
Optimism and Confidence in Progress Optimism or faith in society and man’s ability to
progress was brought about by the advancement of science, the coming of steam-powered
industry, and the spread of liberalism and socialism. The optimism of the century was
summed by Marquis de Condorcet in his work, Sketch for the Historical Picture of the
Progress of the Human Mind. He saw that “the strongest reason for believing that nature
has set no limit to the realization of our hopes” and foresaw “the abolition of inequality
between nations, the progress of equality within nations, and the true perfection of
humanity. Progress was now independent of any power that might wish to halt it and will
never be reversed.”
Optimism and confidence in progress can be gleaned from the achievements of men in the
19th century. Notable among these were the following; -Extensions of human rights to
many people; -Promotion of higher education for men and women; -Education for
nationalism in schools; -Investment in science to serve mankind; -Improvement of public
health thru the establishment of numerous, hospitals; and -Emergence of realistic literature,
depicting the life of the time
6. POLITICAL INSTABILITY IN SPAIN
Sources of abuses in the administrative system:

4. 1. Appointment of officials with inferior qualification, without dedication to duty and more
strength to resist corruption for material advancement.
2. Too complicated function (union of the church and state)
3. Manner of obtaining the position >royal appointment >appointed by governor-general
>highest bidder
4. Term of office >dependent on the desire of the king
5. Distance of the colony >ignorance of the needs of the Philippines >inadequate
administrative supervision >overlapping of powers and privilages of officials
6. Personal interest over the welfare of the state ALCALDIAS OR ALCALDE >most corrupt
>administrator, judge, military commandant >P25/month with liberal allowances and
privilages >Indulto para comerciar: monopoly on trade/business practices >provincial
judge
7. EDUCATIONAL SYSTEM
Criticisms: a.) Overemphasis on religious matters b.) Obsolete teaching methods c.) Limited
curriculum d.) Poor classroom facilities e.) Absence of teaching materials f.) Primary
education was neglected g.) Absence of academic freedom h.) Prejudice against Filipinos i.)
Friar control over the system ● Educational decree of 1863: the establishment of teacher
training schools and for government supervision of public school system.
8. ECONOMIC SITUATION
Factors that contributed to the development of Filipino Nationalism
1. Opening of the Philippines to international Trade and the Rise of the Middle Class This
brought prosperity to the Filipinos and Chinese mestizo resulting to the existence of a
middle class
2. Influx of European liberalism Ideas of the enlightened philosophers like John Locke and
Jean Jacques Rosseau, masonry and the French revolution reached the Philippines. Liberty,
religious freedom, democracy, human rights such as suffrage, freedom of speech, press and
form associations and assemblies
3. Opening of the Suez canal on November 17, 1869 Connects Mediterranean and red sea;
shortened distance between Europe and orient Results; a.) Philippines became closer to
Europe and Spain b.) Encouraged European travellers to come to our country c.) Exodus of
liberal ideas from Europe to the Philippines d.) More educated and young Filipinos were
able to study abroad.
4. Spanish revolution of 1868 and the liberal regime of Carlos Maria dela Torre (1869-1871)
Glorious September revolution of 1868: Queen Isabela II was overthrown resulting to the
rise of liberalism in Spain. Generals Juan Prim and Francisco Serrano appointed dela Torre as

5. the governor-general in the Philippines (true democrat) Most liberal governor-general
Walked on the streets in civilian clothes and dismissed his albaderos (halbeldiers) (the
governor security guards) and went unescorted. Accomplishments: 1. Abolished censorship
of the press and allowed unlimited discussions of political problems and proclaimed
freedom of speech 2. Abolished flogging as a punishment 3. Curtailed abuses, particularly
the tribute and the polo 4. Allowed seculiar priest to be assigned to vacant parishes or
seminaries and created an office which would prevent abuses by members of the regular
religious orders. 5. Reformed the Royal Audencia to bring about speedier administration of
justice. 6. Decreed educational reforms, ordered the setting up of medical, pharmacy, and
vocational schools. 7. Created the council of the Philippines on December 4, 1870 which was
consultative body to study Philippine problems and propose solutions to them.
9. The Term of Gov.Gen RAFAEL DE IZQUIERDO
(1871-1873) The Cavite Mutiny of 1872 and the Execution of GomBurZa (February 17, 1872)
Monarchy was restored in Spain, Prince Amadeo of savoy, son of Victor Emmanuel I
ascended the throne in 1870 April 4, 1871: Izquierdo became the governor-general; “with
crucifix in one hand as a sword in the other” (a) restored press censorship (b) prohibited all
talk on political matters and secularization of the parishes (c) disapproved the establishment
of arts and trades in manila (d) dismissed natives and mestizos in the civil and military
service Cavite mutiny (January 20, 1872): about 2 Filipino soldiers and workers in Fort San
Felipe mutinied, under the leadership of Sgt. La Madrid; caused by Izquierdos abolition of
the exemption of Filipino workers from polo and paying tributes: mutineers were able to kill
fort commander and some soldiers; mutiny leaders and participants were arrested and shot
to death Gomburza , fought for the Filipinization of parishes and champions of liberalism
and humanitarianism, and were charged of sedition and rebellion due to the false testimony
of Francisco Zaldua (former Bicolano soldier and was bribed by the Spanish prosecutors to
implicate them as the masterminds of mutiny) Military court: three priest guilty and
sentenced them to die by Garrote
THE DIFFERENT SOCIO-ECONOMIC POLICIES IMPOSED BY THE SPANIARDS
1. REDUCCION
The natives are forced to live in place near the center and they could hear the sound of the
bell. This policy was implemented so that the government and parish priest could easily
monitor them and for the easy conversion to Catholicism.
2. BANDALA
The natives are obliged to sell their products to the Spaniards even in the lowest price and
sometimes the Spaniards will just issue some promissory notes

6. 3. FORCED LABOR OR POLO Y SERVICIOS
The word polo is actually a corruption of the Tagalog pulong which means meeting of
persons and things or community labor. Drafted laborers were either Filipinos or Chinese
male mestizos who were obligated to give personal service to community projects, like
construction and repair of infrastructure, church construction or cutting logs in forest for
forty (40) days. All able-body males, from 16-60 years old were required to render labor for
those various projects in the colony.
4. TAXATION
The natives are paying different types of taxes which included the cedula, sanctorum,
donativo de Zamboanga and the tribute.
5. TRIBUTE
As a sign of vassalage to Spain, the Filipinos paid tribute to the colonial government in the
island. The tribute was fixed at eight reales or in kindo gold, blankets, cotton, rice, bell
THE RIZAL ANCESTRY
As a typical Filipino, Rizal was a product of the mixture of races. In his veins flowed the
blood of both the East and West. Predominantly, he was a Malayan and was a magnificent
specimen of Asian manhood. Rizal’s great-great grandfather on his father side was
Domingo Lameo, a Chinese immigrant from the Fukien city of Changchow, who arrived in
Manila in about 1690. He became a Christian, married a well-to-do Chinese Christian girl of
Manila named Ines dela Rosa, and assumed in 1731 the surname Mercado, which was

7. appropriate for him because he was a merchant. The Spanish term Mercado means market
in English. Domingo Mercado and Ines dele Rosa had a son Francisco Mercado, who resided
in Binan, married a Chinese-Filipino mestiza, Cirila Bernacha, and was elected
gobernadorcillo of the town. One of their sons, Juan Mercado, Rizal’s grandfather, married
Cirila Alejandro, Chinese-Filipino mestizo. Like his father, he was elected gobernadorcillo of
Binan. Capitan Juan and capitana Cirila had thirteen children, the youngest being Francisco
Mercado, Rizal’s father.
At the age of eight, Francisco Mercado lost his father and grew up to manhood under the
care of his mother. He studied Latin and Philosophy in the College of San Jose in Manila.
While studying in Manila, he met and fell in love with Teodora Alonso Realonda, a student
in the College of Sta Rosa. They were married on June 28, 1848. After which they settle
down in Calamba, where they engaged in farming and business and reared a big family.
It is said that Dona Teodora’s family descended from Lakandula, the last native King of
Tondo. Her great grandfather, Rizla’s maternal great-great grandfather, Eugenio Ursua, (of
Japanese ancestry) who married a Filipina named Benigna (surname unknown). Their
daughter Regina, married Manuel de Quintos, a Filipino-Chinese lawyer from Pangasinan.
One of the daughters of Atty. De Quintos and Regina was Brigida, who married Lorenzo
Alberto Alonso, a prominent Spanish-Filipino mestizo of Binan. Their children were Narcisa,
Teodora (Rizal’s mother) Gregorio, Manuel, and Jose.
Jose Rizal was born on June 19, 1861. It was a Wednesday evening in Calamba, Laguna, and
his mother nearly died in the process. He was baptized three days later, on June 22, by the
parish priest of the Catholic church in his town, Fr. Rufino Collantes from Batangas. His
godfather, Fr. Pedro Casanas, was a close family friend. Rizal's mother named him after St.
Joseph, to whom she was ardently devoted.
RIZAL'S FAMILY
Francisco Mercado Rizal was born on May 11, 1818 in Binan, Laguna. He was a graduate of
the College of San Jose in Manila, studying Latin and Philosophy. Francisco moved to
Calamba to become a tenant-farmer of a hacienda owned by the Dominicans. He died at
the age of 80 on January 5, 1898 in Manila. About his father, Jose Rizal says that he is "a
model of fathers."
Teodora Alonso Realonda was born on November 8, 1826 in Manila. She was a graduate of
the College of Santa Rosa. She died at the age of 85 on August 16, 1911 in Manila. About
his mother, Jose Rizal says, "My mother is a woman of more than ordinary culture; she knows

8. literature and speaks Spanish better than I. She corrected my poems and gave me good advice
when I was studying rhetoric. She is a mathematician and has read many books."
Rizal is the seventh of eleven children:
1. Saturnina
2. Paciano
3. Narcisa
4. Olimpia
5. Lucia
6. Maria
7. Jose
8. Concepcion
9. Josefa
10. Trinidad
11. Soledad
Rizal's family was a mixture of races. They were a combination of Negrito, Malay,
Indonesian, Japanese, Chinese, and Spanish, though Jose was predominantly Malayan.
Mercado was the original surname of the Rizal family. Domingo Lamco, Jose's great-great-
grandfather, adopted the name Rizal in 1731 and it became a second surname of the family.

9. EARLY EDUCATION IN CALAMBA AND BIÑAN
Rizal had his early education in Calamba and Biñan. It was a typical schooling that a son of
an ilustrado family received during his time, characterized by the four R’s- reading, writing,
arithmetic, and religion. Instruction was rigid and strict. Knowledge was forced into the
minds of the pupils by means of the tedious memory method aided by the teacher’s whip.
Despite the defects of the Spanish system of elementary education, Rizal was able to
acquire the necessary instruction preparatory for college work in Manila. It may be said that
Rizal, who was born a physical weakling, rose to become an intellectual giant not because
of, but rather in spite of, the outmoded and backward system of instruction obtaining in the
Philippines during the last decades of Spanish regime.
THE HERO’S FIRST TEACHER
The first teacher of Rizal was his mother, who was a remarkable woman of good character
and fine culture. On her lap, he learned at the age of three the alphabet and the prayers.
"My mother," wrote Rizal in his student memoirs, "taught me how to read and to say
haltingly the humble prayers which I raised fervently to God."

10. As tutor, Doña Teodora was patient, conscientious, and understanding. It was she who first
discovered that her son had a talent for poetry. Accordingly, she encouraged him to write
poems. To lighten the monotony of memorizing the ABC’s and to stimulate her son’s
imagination, she related many stories.
Three uncles who were brothers of his mother also had much influence on the early
childhood of Jose Rizal. The youngest uncle named Jose, took care of teaching regular
lessons to Rizal. His huge uncle Manuel developed his physique until he had a body of silk
and steel and no longer a skinny and sickly boy. And uncle Gregorio was a lover of books.
He instilled into the mind of his nephew a great love for books.
As Jose 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, an 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
lived long. He died five months later.
After a Monroy’s death, the hero’s parents decided to send their gifted son to a private
school in Biñan.
JOSE GOES TO BIÑAN
One Sunday afternoon in June , 1869, Jose, after kissing the hands of his parents and a
tearful parting from his sister, left Calamba for Biñan. He was accompanied by Paciano , who
acted as his second father. The two brothers rode in a carromata, reaching their destination
after one and one-half hours’ drive. They proceeded to their aunt’s house, where Jose was
to lodge. It was almost night when they arrived, and the moon was about to rise.
That same night, Jose, with his cousin named Leandro, went sightseeing in the town. Instead
of enjoying the sights, Jose became depressed because of homesickness. "In the
moonlight," he recounted, "I remembered my home town, my idolized mother, and my
solicitous sisters. Ah, how sweet to me was Calamba, my own town, in spite of the fact that
was not as wealthy as Biñan."
FIRST DAY IN BIÑAN SCHOOL
The next morning (Monday) Paciano brought his younger brother to the school of Maestro
Justiniano Aquino Cruz.
The school was in the house of the teacher, which was a small nipa hut about 30 meters
from the home of Jose’s aunt.

11. Paciano knew the teacher quite well because he had been a pupil under him before. He
introduced Jose to the teacher, after which he departed to return to Calamba.
Immediately, Jose was assigned his seat in the class. The teacher asked him:
"Do you know Spanish?"
"A little, sir," replied the Calamba lad.
"Do you know Latin?"
"A little, sir."
The boys 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.
Jose described his teacher in Biñan as follows: "He was tall, thin, long-necked, with sharp
nose and a body slightly bent forward, and he used to wear a sinamay shirt, woven by the
skilled hands of the women of Batangas. He knew by the heart the grammars by Nebrija and
Gainza. Add to this severity that in my judgement was exaggerated and you have a picture,
perhaps vague, that I have made of him, but I remember only this."
First School BrawlIn the afternoon of his first day in school, when the teacher was having his
siesta, Jose met the bully, Pedro. He was angry at this bully for making fun of him during his
conversation with the 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 Tio Manuel, defeated the bigger boy.
For this feat, 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 the boys of Biñan. He was not quarrelsome by
nature, but he never ran away from a fight.
BEST STUDENT IN SCHOOL

12. In academic studies, Jose beat all Biñan boys. He surpassed them all in Spanish, Latin, and
other subjects.
Some of his older classmates were jealous of his intellectual superiority. They wickedly
squealed to the teacher whenever Jose had a fight outside the school, and even told lies to
discredit him before the teacher’s eyes. Consequently, the teacher had to punish Jose.
EARLY SCHOOLING IN BIÑAN
Jose had a very vivid imagination and a very keen sense of observation. At the age of seven
he traveled with his father for the first time to Manila and thence to Antipolo to fulfill the
promise of a pilgrimage made by his mother at the time of his birth. They embarked in a
casco, a very ponderous vessel commonly used in the Philippines. It was the first trip on the
lake that Jose could recollect. As darkness fell he spent the hours by the katig, admiring the
grandeur of the water and the stillness of the night, although he was seized with a
superstitious fear when he saw a water snake entwine itself around the bamboo beams of
the katig. With what joy did he see the sun at the daybreak as its luminous rays shone upon
the glistening surface of the wide lake, producing a brilliant effect! With what joy did he talk
to his father, for he had not uttered a word during the night!
When they proceeded to Antipolo, he experienced the sweetest emotions upon seeing the
gay banks of the Pasig and the towns of Cainta and Taytay. In Antipolo he prayed, kneeling
before the image of the Virgin of Peace and Good Voyage, of whom he would later sing in
elegant verses. Then he saw Manila, the great metropolis , with its Chinese sores and
European bazaars. And visited his elder sister, Saturnina, in Santa Ana, who was a boarding
student in the Concordia College.
When he was nine years old, his father sent him to Biñan to continue studying Latin,
because his first teacher had died. His brother Paciano took him to Biñan one Sunday, and
Jose bade his parents and sisters good-bye with tears in his eyes. Oh, how it saddened him
to leave for the first time and live far from his home and his family! But he felt ashamed to
cry and had to conceal his tears and sentiments. "O Shame," he explained, "how many
beautiful and pathetic scenes the world would witness without thee!"
They arrived at Biñan in the evening. His brother took him to the house of his aunt where he
was to stay, and left him after introducing him to the teacher. At night, in company with his
aunt’s grandson named Leandro, Jose took a walk around the town in the light of the moon.
To him the town looked extensive and rich but sad and ugly.
His teacher in Biñan was a severe disciplinarian. His name was Justiniano Aquino Cruz. "He
was a tall man, lean and long-necked, with a sharp nose and a body slightly bent forward.
He used to wear a sinamay shirt woven by the deft hands of Batangas women. He knew by

13. memory the grammars of Nebrija and Gainza. To this add a severity which, in my judgement
I have made of him, which is all I remember."
The boy Jose distinguished himself in class, and succeeded in surpassing many of his older
classmates. Some of these were so wicked that, even without reason, they accused him
before the teacher, for which, in spite of his progress, he received many whippings and
strokes from the ferule. Rare was the day when he was not stretched on the bench for a
whipping or punished with five or six blows on the open palm. Jose’s reaction to all these
punishments was one of intense resentment in order to learn and thus carry out his father’s
will.
Jose spent his leisure hours with Justiniano’s father-in-law, a master painter. From him he
took his first two sons, two nephews, and a grandson. His way life was methodical and well
regulated. He heard mass at four if there was one that early, or studied his lesson at that
hour and went to mass afterwards. Returning home, he might look in the orchard for a
mambolo fruit to eat, then he took his breakfast, consisting generally of a plate of rice and
two dried sardines.
After that he would go to class, from which he was dismissed at ten, then home again. He
ate with his aunt and then began at ten, then home again. He ate with his aunt and then
began to study. At half past two he returned to class and left at five. He might play for a
short time with some cousins before returning home. He studied his lessons, drew for a
while, and then prayed and if there was a moon, his friends would invite him to play in the
street in company with other boys.
Whenever he remembered his town, he thought with tears in his eyes of his beloved father,
his idolized mother, and his solicitous sisters. Ah, how sweet was his town even though not
so opulent as Biñan! He grew sad and thoughtful.
While he was studying in Biñan, he returned to his hometown now and then. How long the
road seemed to him in going and how short in coming! When from afar he descried the
roof of his house, secret joy filled his breast. How he looked for pretexts to remain longer at
home! A day more seemed to him a day spent in heaven, and how he wept, though silently
and secretly, when he saw the calesa that was flower that him Biñan! Then everything
looked sad; a flower that he touched, a stone that attracted his attention he gathered,
fearful that he might not see it again upon his return. It was a sad but delicate and quite
pain that possessed him.