MODULE 1

Let us begin learning!

Vocabulary:

bill- a measure which, if passed through the legislative process, becomes a law

unexpurgated- basically untouched. In the case of the novels of Rizal, unexpurgated versions were those
that were not changed or censored to remove parts that might offend people. 

bicameral - involving the two chambers of Congress; the Senate and the House of Representatives 

Introduction

     According to Republic Act 1425, better known as Rizal Law, the teaching of Jose Rizal's life with the
emphasis on his famous novels is mandatory. The law was passed in 1956 after many debates and
contestation. 

      In the course of the presentation, the process of how a bill becomes law will be traced to have an
idea about the country's legislative process. 

* The Senate and the House of Representatives follow the same legislative procedure.

*Legislative proposal emanate from a number of sources.

* Authored by the members of the Senate or House as part of their advocates and agenda; produced
through the lobbying from various sectors; or initiated by the executive branch of the government with
the president’s legislative agenda.

Steps:

STEP 1 Bill is filed in the Senate Office of the Secretary. It is given a number and calendared for first
reading.

STEP 2 First Reading. The bill’s title, number, and the author(s) are read on the floor. Afterwards, it is
referred to the appropriate committee .

STEP 3 Committee Hearings. The bill is discussed within the committee and a period of consultations is
held. The committee can approve ( approved without revisions, approve with amendments, or
recommend substitution or consolidation with similar bills) or reject. After the committee submits the
committee report, the bill is calendared from second reading.

STEP 4 Second Reading. The bill is read and discussed on the floor. The author delivers a sponsorship
speech. The other members of the Senate may engage in discussions regarding the bill and a period of
debates will pursue. Amendments may be suggested to the bill.

STEP 5 Voting on Second Reading. The senators vote on whether to approve or reject the bill. If
approved, the bill is calendared for third reading .

STEP 6 Voting on Third Reading . Copies of the final versions of the bill are distributed to the members of
the Senate who will vote for its approval or rejection.
STEP 7 Consolidation of Version from the House. The similar steps above are followed by the House of
Representatives in coming up with the approved bill. Of there are differences between the Senate and
House versions, a bicameral conference committee is called to reconcile the two. After this, both
chambers approve the consolidated version.

STEP 8 Transmittal of the Final Version to Malacañan. The bill is then submitted to the President for
signing. The President can either sign the bill into law or veto and return it to Congress.

Presentation

    How did the Rizal Bill become the Rizal Law?  On April 3, 1956, Senate Bill No. 438 was filed by Jose P.
Laurel, the then-Senate Committee on Education Chair, and delivered speeches for the proposed
legislation. This proposal was met by controversies, especially the Catholic Church which opposed its
passage.  The Catholic Church was influential so that it created a fierce argument between those who
sided with the Church and the allies of Claro Recto.  One of the opposition members was Francisco "Soc"
Rodrigo.  Debates started on April 23, 1956.

     The debates on the Rizal Bill occurred in the House of Representatives. House Bill No. 5561, an
identical version of Senate Bill 438, was filed by Representative Jacobo Z. Gonzales on April 19, 1956.
The House Committee on Education approved the bill without amendment on May 2, 1956, and the
debates started on May 9, 1956. A major point of the debate was whether the compulsory reading of
the novels Noli Me Tangere and El Filibusterismo appropriated in the bill was constitutional. The call to
read the unexpurgated versions was also challenged.

      During the debate, it seemed that it was not possible to reach an agreement. To move the procedure
to the next step, Senator Jose P. Laurel proposed amendments to the bill on May 9, 1956. In particular, 
he removed the compulsory reading of Rizal's novels and proposed that Rizal's other works be included
in the subject. However, he still stood in his belief that the unexpurgated version of the novels is read.
On May 14, 1956, similar amendments were adopted to the House version.

     The amended version of the bill was also subjected to scrutiny but was acceptable to the members of
Congress. But the passage was almost stopped by technicality since the House of Representatives was
about to adjourn in a few days and President Ramon Magsaysay did not certify the bill as a priority. The
allies in the House skillfully avoided the insertion of any other amendment to prevent the need to
reprint new copies (which would take time). They also asked the Bureau of Printing to use the same
templates for the Senate version in printing the House version. Thus, on May 17, 1956, the Senate and
House versions were approved.

   The approved versions were transmitted to Malacanan and on June 12, 1956, President Magsaysay
signed the bill into law which became Republic Act No. 1425. 

The Rizal Law

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  ELI FILIBUSTERISMO,  AUTHORIZING THE PRINTING AND
DISTRIBUTION THEREOF, AND FRO 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, were, a
member with special fondness and devotion their lives and works that have shaped the national
character;

WHEREAS, life works and writing of Jose Rizal, particularly his novels Noli Me Tangtere 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. Course on the life works, and writings of Jose Rizal, particularly his novels Noli Me
Tangere and El Filibusterismo,  shall be included the curricula of all schools, colleges and universities,
public or private: Provided, That in the collegiate courses, the original or unexpurgated editions of the
Nilo Me Tangere and El Filibusterismo or their English translation shall be used as basic texts. 

SECTION 2. It shall be obligatory on all schools, colleges, and universities to keep 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 enrollment 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 persons 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, 19561956.

Published in the Official Gazette, Vol.52,No.6.2971 in June 

Summary

    To understand the Rizal law, it is necessary to understand how a bill becomes a law by a legislative
process that involves.

1. Filing a Bill in the Senate Office of the Secretary

2. First Reading

3. Committee Hearings

4. Second Reading

5. Voting on Second Reading

6. Voting on Third Reading 

7. Consolidation of Version from the House

8. Transmittal of the Final Version to Malacanan

The Rizal Bill became the Rizal Law when:

1. Senate Bill No. 438 was filed by the Senate Committee on Education

2. Jose P. Laurel sponsored the bill

3. Legislators and Senators debated on the Rizal Bill

4. Legislators and Senators amended versions of the bill

5. Malacanan approved the final version

6. Malacanan issued Republic Act 1425 aka Rizal Law

  

 Therefore, it is a must that students in all schools in the Philippines study the life, works, and writings of
Rizal.

Let us begin learning

Vocabulary: 

Nation- a group of people with a shared language, culture, and history.

Nation-state- a state ruling over a nation

Sovereignty - the authority to govern a polity without external interference/incursions

State- A political entity that wields sovereignty over a defined territory.

Patriotism - a feeling of attachment to one's homeland

bayan/banua - indigenous Filipino concepts of community and territory that may be related to
nationalism

Introduction

      The previous topic stated that one of the major reasons behind the passage of the Rizal Law was the
strong intent to instill nationalism in the hearts and minds of the Filipino youth. This topic focuses on
nation and nationalism in the Philippine context. it will explain the concepts of nation, state, and the
nation-state as a precursor to understanding nationalism and the projects that lead to it. likewise, the
discussion will touch on some of Rizal's work that deals with nation and nationalism.

Nation and Nationalism

 Three theories that explain the roots of the nation and national identity

o Primordialism - This theory traces the root of the nation and national identity to existing
and deep-rooted features of a group of people like race, language, religion, and others.
Proponents of this theory argued that national identity has always existed and nations
have ethnic cores, whereas division among citizens was determined through di-
customizing 'us' and "them".

o Modernity - Nationalism and national identity are products of social structure and
culture brought by capitalism, urbanization, secularization, bureaucratization.

o Constructivist approach - nationalism, and nationalism are results of discourses socially

constructed and imagined by people who identify with a group.  

Nation and Bayan

The actual articulations of nation and nationalism started by Filipino heroes like Andres Bonifacio, Jose
Rizal, and others culminated in the anti-colonial revolution in Asia. 

However, many Filipino scholars traced the concept of nation and nationalism through indigenous
knowledge. Sikolohiyang Pilipino and Bagong Kasaysayan understood nation and nationalism in the
context of Kapwa and bayan.     

 Kapwa is an important concept in the country's social relations and supports the notion of unity
and harmony in a community. Kapwa presupposed the Filipino culture and psyche anchored on
collective social practices that manifest in linguistic terms such as pakikipagkapwa, pakikisama,
pakikipag-ugnay, and pakikibaka.

 Bayan or banua - is defined as the territory where the people live or the actual community they
are identifying with. It encompasses both the spatial community as well as the imagined
community. 

Excerpts from Emilio Jacinto's Kartilya ng Katipunan and Liwanag at Dilim

 

Kartilya ng Katipunan:

Sa May Nasang Makisanib sa Katipunang Ito

Sa pagkakailangan, na ang lahat na nag-iibig pumasok sa katipunang ito, ay magkaroon ng lubos na

pananalig at kaisipan sa mga layong tinutungo at mga kaaralang pinaiiral, minarapat na ipakilala sa
kanila ang mga bagay na ito, at ng bukas makalawa'y huwag silang magsisi at tuparing maluwag sa
kalooban ang kanilang mga tungkulin.

Ang kabagayang pinag-uusig ng katipunang ito ay lubos na dakila at mahalaga; papag-isahin ang loob at
kaisipan ng lahat ng tagalog (*) sa pamamagitan ng isang mahigpit na panunumpas, upang sa
pagkakaisang ito'y magkalakas na iwasan ang masinsing tabing na nakabubulag sa kaisipan at
matuklasan ang tunay na landas ng Katuwiran at Kaliwanagan.

(*) Sa salitang tagalog katutura'y ang lahat nang tumubo sa Sangkapuluang ito; sa

makatuid, bisaya man, iloko man kapangpangan man, etc., ay tagalog din.

Dito'y isa sa mga kauna-unahang utos, ang tunay na pag-ibig sa bayang tinubuan at lubos na
pagdadamayan ng isa't isa.  

Liwanag at Dilim

" Ang alinmang katipunan at pagkakaisa ay nangangailanagn ng isang pinakaulo, ng isang

kapangyarihang makapagbibigay ng ayos, makapagpapanatili ng tunay na pagkakaisa at makapag-aakay
sa hangganang ninanais, katulad ng sasakyang itinutugpa ng bihasang piloto, na kung ito'y mawawala ay
nanganganib na maligaw at abutin ng kakila-kilabot na kamatayan sa laot ng dagat, na di na makaaasang
makaduduong sa pampang ng maligaya at payapang kabuhayang hinahanap. Ang pinakaulong ito ay
tinatawag na pamahalaan. 

" Ang kadahilanan nga ng mga pinuno ay ang byan, at ang kagalingan at kaginhawaan nito ay siyang
tanging dapat tunguhin ng lahat nilang gawa at kautusan. tungkol nila ang umakay sa bayan sa
ikagiginhawa, kailan pa ma't maghirap at maligaw ay kasalanaan nila.

" Ang alinmang kaangyarihan upang maging tunay at matuwid ay sa Bayan lamang at sa kanyang mga
tunay na pinakakatawan dapat na manggaling. Sa madaling salita, di dapat nating kilalanin ang pagkatao
ng mga pinuno na mataas kaysa madla. Ang pagsunod at pagkilala sa kanila ay dahil sa kapangyarihang
ipinagkaloob ng bayan, samakatuwid, ang kabuuan ng kapangyarihan ng bawat isa. Sa bagay na ito, ang
sumusunod sa pinunong inilagay ng bayan ay dito sumusunod at sa paraaang ito'y nakikipag isa sa
kalahatan." 

Summary

The concepts of nation and nationhood, as well as state and nation-state, are: 
 A nation is a group of people that share a common culture, history, language, and other practices like
religion, affinity to a place, etc. A nation-state is a state governing a nation. A state is a political entity
that wields sovereignty over a defined territory.
 MODULE 2

For our second module the following Intended Learning Outcomes will be :

1. Evaluate Rizal ‘s heroism and importance in the content of Rizalista groups.

2. Discuss the history of selected Rizalista.

3. Compare and contrast the different views on Rizal among the Rizalistas.

Vocabulary:

Millenarian groups- socio-political movements who generally believe in the coming of a major social 
transformation with the establishment of the Kingdom of God .

Rizalista - a religious movement that believes in the divinity of Jose Rizal.

Jove Rex Al- the Latin name of Jose  Rizal according to Rizalistas; Jove means GOD; Rex means KING; and
Al means ALL ( thus , GOD KING of ALL).

Colorum - a term used to refer to secret societies that fought against the colonial government in the
Philippines

Canonization- the act of declaring a dead person as a saint 

Introduction

Rizal  execution on December 30, 1896 became an important turning point in the history of Philippine
revolution. His death activated  the full-scale revolution that resulted in the declaration of Philippine
independence by 1898.  Under the American colonial government, Rizal was considered as one of the
most important Filipino heroes of the revolution and was even declared as the National Hero by the Taft
Commissions of 1901. A Rizal monument was built every town and December 30, was declared as a
nation holiday to commemorate his death and heroism. In some provinces, men-most of whom were
professionals -organized and became members of Caballeros de Rizal , now known as the Knights of
Rizal. 

Rizal as the Tagalog Christ

   In late 1898 and early 1899, revolutionary newspapers La Independencia and El Heraldo de la
Revolucion  reported about Filipinos commemorating Rizal's  death in various towns in the country . In
Batangas , for example, people were said to have gathered " tearfully wailing before a portrait of Rizal " (
Ileto 1998) while remembering how Christ went through the same struggles. 

  After Rizal execution, peasants in Laguna were reported to have regarded Rizal as "lord of a kind of
paradise in the heart of Mt. Makiling". In 1907, Miguel de Unamuno gave Rizal the title "Tagalog Christ"
as a religious organization venerating him had been formed in different parts of the Philippines.
Rizalistas believe that Rizal, just like Jesus Christ or reincarnation of Jesus Christ would eventually return
to life and save mankind. In history Apolinario dela Cruz ( 1815-1841) who founded the religious 
confraternity Cofradia de san Jose  was also considered as the " Tagalog Christ" by his followers. More
over , Filipino revolutionary Felipe Salvador ( 1870-1912) , also known as Apo Ipe , who founded the
messianic society Santa Iglesia ( Holy Church) was called bu his followers as the " Filipino Christ  and the
" King of the Philippines.

 Parallelism between Jesus Christ and Jose Rizal

o Both Jesus (J) and Jose (J) fulfilled a purpose/ call or mission. Jesus is for the redemption
of mankind from sin while Jose is for the redemption of his people from oppression.

o   Both J&J were Asians, had brilliant mind, extra ordinary talents.

o Both J&J were reformers, healers, non violent revolutionaries, have followers.

o Both died at young age and at the hands of their enemies. 

 The Canonization of Rizal: Tracing the Roots of Rizalistas

 The Philippine Independent Church (PIC) canonized Jose Rizal as saint and published in the "acta
de Canonization de los Grandes Martires de la Patria Dr. Jose Rizal y PP. Burgos, Gomez y
Zamora' that the council of Bishops headed by Gregorio Aglipay met in Manila on September 24,
1903.

 PIC observed that Rizal's followers is increasing after his canonization as saint and influential in
molding the socio-religious belief of mankind.

 Jose Rizal was revered as saint or god

o A colorum sect in Tayabas Quezon

o Rizalina in Barrio Caluluan Conception Tarlac

o Banal in many towns of Leyte (Dulag, Barauen and Limon)

o Pantay-pantay Society in Legaspi city whose members are called Rizalinos.

o Some 'colorum' sects also venerated Rizal as god.

Major Groups Venerating Jose Rizal

1. Adarnista

1. Founder: Candida Balantac (engkantada/Inang Adarna) in 1901

2. Branches:  La Union, Pangasinan and Tarlac, Zambales, Nueva Ecija, Nueva Vizcaya,
Baguio city and Manila

3. Members: 10,000

4. Teachings: Rizal is a god of the Filipino people, Rizal is true god and man....

5. They believe in the following 1. Rizal is a god of the Filipino People 2. Rizal is true god
and a true man 3. Rizal was not executed as has been mentioned by historians. 4. Man is
endowed with a soul; as such, man is capable of good deeds 5. Heaven and hell exist but
are, nevertheless, " within us" 6. The abode of the members of the sect in Bongabon,
 Nueva Ecija is the New Jerusalem or Paradise 7. The caves  in Bongabon  are dwelling
place in Jehovah or God. 

2. Sambahang Rizal (Rizal Church)

1. Founder: Basilio Aromin in 1918

2. Branches: Nueva Ecija and Pangasinan

3. Members: 7,000

4. Teachings: Bible (Noli and El Fili) shows the doctrine and teachings of Rizal.

5. The Sambahang Rizal conducts sacraments like baptism , confirmation , marriage , and
ceremonies for the dead.

3. Iglesia Watawat ng Lahi (Factions: Watawat ng Lahi, Iglesia ng Watawat ng Lahi, Inc. and Iglesia
ng Lipi ni Gat Dr. Jose P. Rizal, Inc.)

1. Founder: Philippine National Heroes (PNH) and Arsenio de Guzman in 1911

2. Branches: Nationwide

3. Members: 100,000

4. Teachings: Rizal was the Christ and the "Messenger of God".RizalRizal

5. The aims of the organization are as follows (Foronda , 2011) 1. To love God above all
things 2. To love one's fellowman as one loves himself  3. To love the motherland and to
respect and venerate the heroes of the race especially the martyr of Bagumbayan, Dr.
Rizal , to follow , to spread, and to support their right teachings ; and to serve the
country with one's whole hearth towards its order, progress and peace.

4. Suprema de la Iglesia de Cuidad Mistica de Dios Inc. (Supreme Church of the Mystical City of
God)

1. Founder: Naria Bernarda Balitaan (MBB) in 1920s

2. Branches: Foot of Mt. Banahaw Sta. Lucia Dolores, Quezon (Main) and other provinces
in Luzon Island

3. Members: 100,000

4. Teachings: Jesus Christ's works was continued by Jose Rizal and the twelve lights (12
apostles) in 19th century. 

5. The Ciudad Mistica shares many elements with the Catholic Church . They hold masses
(every Saturday), and have prayers and chants. They commemorate the birth and death
anniversaries of the twelve lights  with Rizal death (December 30) as the mostimportant
celebration.

Summary
  This topic showed that Rizal is not only regarded  as the Philippine national hero but also venerated as
the " Filipino Jesus Christ" or the Jove Rex Al ( God,King of All) by most Rizalista groups. The Canonization
of Rizal by L Iglesia Filipina Independiente and the eventual emergence of Rizalista groups in different
parts of the country could be associated with the long struggle of the Filipino s for freedom and
independence . Syncretism is also evident among the Rizalista groups as the nationalism visions are
included in their religious beliefs and texts. 

Vocabulary:

Chinese mestizo - a person of mixed Chinese and Filipino ancestry

Principalia - the ruling and usually educated upper class in Spanish colonial Philippines

Bachiller en Artes - Bachelor of Arts degree bestowed by colleges or universities

Spanish Cortes - Spain's lawmaking or legislative body

Ilustrado - a term which literally means " enlighten ones" or the Filipinois educated in Europe

Masonry - fraternal organization which strives for moral betterment

Introduction

     A biography narrates how a person has lived during a certain period of time . It presents not only the
life of an individual and hos he/she has influenced the society but also how an individual and his/her
have been shaped by historical events . Jose Rizal lived in the nineteenth century, a period in Philippines
history when changes in public consciousness were already being felt and progressive ideas were being
realized . Studying Rizal's biography , therefore , will lead to a better understanding of how Rizal devoted
his life in shaping the Filipino character.  

Presentation

 Jose Rizal was born on June 19, 1861 in the town of Calamba, Laguna

JOSE PROTACIO MERCADO RIZAL ALONZO Y REALONDA

 Doctor - completed his medical course in Spain and was conferred the degree of Licentiate  in
Medicine by the Universidad Central de Madrid

 Jose- was chosen by his mother who was a devotee of the Christian saint San Jose (St. Joseph)

 Protacio - from Gervacio P. which come from a Christian calendar

 Mercado - adopted in 1731 by Domigo Lamco (the paternal great-great- grandfather of Jose
Rizal) which the Spanish term mercado means ‘market’ in English

 Rizal- from the word ‘Ricial’ in Spanish means a field where wheat, cut while still green, sprouts
again

 Alonzo - old surname of his mother

  Y- and

 Realonda - it was used by Doña Teodora from the surname of her godmother based on the
culture by that time

 June 19, 1861- moonlit of Wednesday between eleven and midnight Jose Rizal was born in the
lakeshore town of Calamba, Laguna

 June 22, 1861- aged three days old, Rizal was baptized in the Catholic church

 Father Rufino Collantes - a Batangueño, the parish priest who baptized Rizal

 Father Pedro Casanas - Rizal’s godfather, native of Calamba and close friend of the Rizal family

 Lieutenant-General Jose Lemery- the governor general of the Philippines when Rizal was born

Rizal's Parents

 Don Francisco Mercado (1818-1898)

-born in Biñan, Laguna on May 11, 1818

-studied Latin and Philosophy at the College of San Jose in Manila

-became a tenant

-farmer of the Dominican-owned hacienda

-a hardy and independent-minded man, who talked less and worked more, and was strong in body

 and valiant in spirit

-died in Manila on January 5, 1898 at the age of 80

-Rizal affectionately called him “a model of fathers”

 Doña Teodora Alonso Realonda (1826-1911)

-born in Manila on November 8, 1826

-educated at the College of Santa Rosa, a well-known college for girls in the city

-a remarkable woman, possessing refined culture, literary talent, business ability, and the fortitude of
Spartan women

-is a woman of more than ordinary culture: she knows literature and speaks Spanish (according to Rizal)

-died in Manila on August 16, 1911 at the age of 85

Rizal's Ancestry

Fathers' Side -Domingo Lamco Ines de la Rosa (a Chinese immigrant from (Well-to-do Chinese the
Fukien city arrived in Christian girl of Changchow Manila about 1690)
 Francisco Mercado Cirila Bernacha Juan Mercado (Rizal’s grandfather) Cirila Alejandro . Had thirteen
children, the youngest being Francisco Mercado (Rizal’s father)

Mother's Side - Lakandula (The last native king of Tondo) Eugenio Ursua (Rizal’s maternal Benigna
Great-great Grandfather of (a Filipina) Japanese Ancestry) Manuel de Quintos Regina (a Filipino from
Pangasinan) Lorenzo Alberto Alonso Brigida (a prominent Spanish Filipino mestizo of Biñan) Narcisa,
Teodora (Rizal’s mother), Gregorio, Manuel at Jose

Childhood years in Calamba

-Calamba was named after a big native jar

-Calamba was a hacienda town which belonged to the Dominican Order, which also owned all the lands
around it

 Un Recuerdo A Mi Pueblo (In Memory of My Town)

 a poem about Rizal’s beloved town written by Rizal in 1876 when he was 15 years old and was
student in the Ateneo de Manila

 The first memory of Rizal, in his infancy, was his happy days in the family garden when he was
three years old

 Another childhood memory was the daily Angelus prayer. By nightfall, Rizal related, his mother
gathered all the children at the house to pray the Angelus

 Another memory of Rizal’s infancy was the nocturnal walk in the town, especially when there
was a moon

 The death of little Concha brought Rizal his first sorrow

 At the age of three, Rizal began to take a part in the family prayers

 When Rizal was five years old, he was able to read haltingly the Spanish family bible

 The Story of the Moth- made the profoundest impression on Rizal -“died a martyr to its
illusions”

 At the age of five, Rizal began to make sketches with his pencil and to mould in clay and wax
objects which attracted his fancy

 Sa Aking Mga Kabata (To My Fellow Children)- Rizal’s first poem in native language at the age of
eight -reveals Rizal’s earliest nationalist sentiment

 At the age of eight, Rizal wrote his first dramatic work which was a Tagalog comedy

Influences on the Hero's Boyhood

(1) hereditary influence

(2) environmental influence

(3) aid of Divine Providence

 Tio Jose Alberto

 studied for eleven years in British school in Calcutta, India and had traveled in Europe inspired
Rizal to develop his artistic ability

 Tio Manuel

 a husky and athletic man, encouraged Rizal to develop his frail body by means of physical
exercises

 Tio Gregorio

 a book lover, intensified Rizal’s voracious reading of good book

 Father Leoncio Lopez

 the old and learned parish priest of Calamba, fostered Rizal’s love for scholarship and
intellectual  honesty

Early Education in Calamba and Binan

 The first teacher of Rizal was his mother, who was remarkable woman of good character and
fine culture —her mother

 Maestro Celestino

 Rizal’s first private tutor

 Maestro Lucas Padua

 Rizal’s second tutor

 Leon Monroy

 a former classmate of Rizal’s father became Rizal’s tutor that instructed Jose in Spanish and
Latin.

 Maestro Justiniano Aquino Cruz

 Rizal’s teacher in a private school in Biñan

-Rizal described his teacher as follows: He was thin, long-necked, with a sharp nose and a body slightly
bentforward

 Pedro- the teacher’s son which Rizal challenged to a fight

 Andres Salandanan - challenged Rizal to an arm-wrestling match

 Juancho-an old painter who was the father-in-law of the school teacher; freely give Rizal lessons
in drawing and painting

 Jose Guevara- Rizal’s classmate who also loved painting, became apprentices of the old painter
  “the favorite painters of the class”- because of his artistic talent

 Christmas in 1870

-Rizal received a letter from his sister Saturnina, informing him of the arrival of the steamer Talim which
would take him from Biñan to Calamba

Daily Life in Binan

-Heard the four o’ clock mass then at ten o’ clock went home at once and went at school at two and
came out at five -The day was unusual when Rizal was not laid out on a bench and given five or six blows
because of fighting

Martyrdom of Gom-bur-za

 Night of January 20, 1872- about 200 Filipino soldiers and workmen of the Cavite arsenal under
the leadership of Lamadrid, Filipino sergeant, rose in violent mutiny because of the abolition of
their usual privileges

 Fathers Mariano Gomez, Jose Burgos and Jacinto Zamora- were executed at sunrise of February
17, 1872, by order of Governor General Izquierdo

 The martyrdom of Gom-Bur-Za in 1872 truly inspired Rizal to fight the evils of Spanish tyranny
and redeem his oppressed people

 Rizal dedicated his second novel, El Filibusterismo, to Gom-Bur-Za

Injustice to Hero's Mother 

 Before June, 1872 - Doña Teodora was suddenly arrested on a malicious charge that she and her
brother, Jose Alberto, tried to poison the latter’s perfidious wife

 Antonio Vivencio del Rosario

 Calamba’s gobernadorcillo, help arrest Doña Teodora

 After arresting Doña Teodora, the sadistic Spanish lieutenant forced her to walk from Calamba
to Santa Cruz (capital of Laguna province), a distance of 50 kilometers

 Doña Teodora was incarcerated at the provincial prison, where she languished for two years and
a half

 Messrs. Francisco de Marcaida and Manuel Marzan  - the most famous lawyers of Manila that
defend Doña Teodora

Escuela Pia/Ateneo Municipal

 a college under the supervision of the Spanish Jesuits

 Escuela Pia (Charity School)

  formerly name of Ateneo, a school for poor boys in Manila which was established by the city
government in 1817

 Escuela Pia----à Ateneo Municipal---à Ateneo de Manila

 June 10, 1872   - Rizal accompanied by Paciano went to Manila

 Father Magin Ferrando- was the college registrar, refused to admit Rizal in Ateneo for two
reasons:

(1) he was late for registration

(2) he was sickly and undersized for his age

 Manuel Xerez Burgos-because of his intercession, nephew of Father Burgos, Rizal was
reluctantly admitted at the Ateneo

 Jose was the first of his family to adopt the surname “Rizal”. He registered under this name at
Ateneo because their family name “Mercado” had come under the suspicion of the Spanish
authorities

Jesuits Sytem of Education

-it trained the character of the student by rigid discipline and religious instructions

-Students were divided into two groups:

 Roman Empire - consisting of internos (boarders); red banner

 Carthaginian Empire - composed of the externos (non-boarders); blue banner

 Emperor- the best student in each “empire”

 Tribune-the second best

 Decurion - the third best

 Centurion-the fourth best

 Stand-bearer- the fifth best

 The Ateneo students in Rizal’s time wore a uniform which consisted of “hemp-fabric
trousers” and “striped cotton coat” The coat material was called rayadillo

 Ateneo

 Father Jose Bech - Rizal’s first professor in Ateneo whom he described as a “tall thin man, with a
body slightly bent forward, a harried walk, an ascetic face, severe and inspired, small deep-
sunken eyes, a sharp nose that was almost Greek, and thin lips forming an arc whose ends fell
toward the chin

 A Religious picture- Rizal’s first prize for being the brightest pupil in the whole class
    *Rizal took private lessons in Santa Isabel College during the noon recesses. He paid three pesos for
those extra Spanish lessons

 The Count of Monte Cristo by Alexander Dumas - the first favorite novel of Rizal which made a
deep impression on him

 Universal History by Cesar Cantu- Rizal persuaded his father to buy him this set of historical
work that was a great aid in his studies

 Dr. Feodor Jagor- a German scientist-traveler who visited the Philippines in 1859-1860 who
wrote Travels in the Philippines

-Rizal was impressed in this book because of (1) Jagor’s keen observations of the defects of Spanish
colonization (2) his prophecy that someday Spain would lose the Philippines and that America would
come to succeed her as colonizer

 Padre Francisco de Paula Sanchez- a great educator and scholar, one of Rizal’s professors who
inspired him to study harder and to write poetry -Rizal described this Jesuiot professor as
“model of uprightness, earnestness, and love for the advancement of his pupils”

 Rizal topped all his classmates in all subjects and won five medals at the end of the school term

 The most brilliant Atenean of histime, he was truly “the pride of the Jesuits”

 March 23, 1877- Commencement Day, Rizal, who was 16 years old, received from his Alma
Mater, Ateneo Municipal, the degree of Bachelor of Arts, with highest honors

 Marian Congregation - a religious society wherein Rizal was an active member and later became
the secretary

 Rizal cultivated his literary talent under the guidance of Father Sanchez

 Father Jose Vilaclara- advised Rizal to stop communing with the Muse and pay more attention
to more practical studies

 Rizal studied painting under the famous Spanish painter, Agustin Saez, and sculpture under
Romualdo de Jesus, noted Filipino sculptor

 Rizal carved an image of the Virgin Mary on a piece of batikuling (Philippine hardwood) with his
pocket- knife

 Father Lleonart- impressed by Rizal’s sculptural talent, requested him to carve for him an image
of Sacred Heart of Jesus

 Poems Written in Ateneo

 Mi Primera Inspiracion (My First Inspiration), 1874- the first poem Rizal probably wrote during
his days in Ateneo which was dedicated to his mother on her birthday; Rizal wrote it before he
was 14 years old -In 1876, Rizal wrote poems on various topics-religion, education, childhood
memories and war. They were as follows:
  Un Recuerdo a Mi Pueblo (In Memory of My Town) - a tender poem in honor of Calamba, the
hero’s natal town

*Alianza Intima Entre la Religion y la Buena Educacion (Intimate Alliance Between Religion and Good
Education) - Rizal showed the importance of religion in education

*Por la Educacion Recibe Lustre la Patria (Through Education the Country Receives Light)- Rizal
believed in the significant role which education plays in the progress and welfare of a nation

Studies at the University of Sto Tomas (1887-1882)

 After finishing the first year of a course in Philosophy and Letters (1877-1878), Rizal transferred
to the medical course-“Don’t send him to Manila again; he knows enough. If he gets to know
more, the Spaniards will cut off his head.”

 Doña Teodora, vigorously opposed the idea that Rizal pursue higher learning in the university

 April 1877- Rizal who was then nearly 16 years old, matriculated in the University of Santo
Tomas, taking the course on Philosophy and Letters because (1) his father like it (2) he was “still
uncertain as to what career to pursue”

 Father Pablo Ramon-Rector of Ateneo, who had been good to him during his student days in
that college, asking for advice on the choice of a career but unfortunately he was in Mindanao

 It was during the following term (1878-1879) that Rizal, having received the Ateneo Rector’s
advice to study medicine

 During Rizal’s first school term in the University of Santo Tomas (1877-1878), Rizal also studied
in Ateneo. He took the vocational course leading to the title of perito agrimensor (expert
surveyor)

 Rizal excelled in all subjects in the surveying course in Ateneo, obtaining gold medals in
agriculture and topography

 Liceo Artistico-Literario (Artistic-Literary Lyceum) of Manila- a society of literary men and

artists, held a literary contest in the year 1879

o A La Juventud Filipina (To the Filipino Youth) - Rizal, who was then 18 years old,
submitted thi- is an inspiring poem of flawless form. Rizal beseeches  the Filipino youth
to rise from lethargy, to let genius fly swifter than the wind and descend with art and
science to break the chains that have long bound the spirit of the people -this winning
poem of Rizal is a classic in Philippine literature for two reasons:

(1) it was the great poem in Spanish written by a Filipino, whose merit was recognized by   Spanish
literary authorities

(2) it expressed for the first time the nationalistic concept that the Filipinos, and not the foreigners, were
the “fair hope of the Fatherland”

 The Board of Judges, composed of Spaniards, was impressed by Rizal’s poem and gave it the first
prize which consisted of a silver pen, feather-shaped and decorated with a gold ribbon
  El Consejo de los Dioses (The Councils of the Gods) - an allegorical drama written by Rizal which
he entered in the literary contest of Artistic-Literary Lyceum in 1880 to commemorate the
fourth centennial of the death of Cervantes -was a literary masterpiece based on the Greek
classics

 The prize was awarded to Rizal, a gold ring on which was engraved the bust of Cervantes

 D.N. del Puzo- a Spanish writer, who won the second prize

 Junto al Pasig (Beside the Pasig) - a zarzuela which was staged by the Ateneans on December 8,
1880, on the occasion of the annual celebration of the Feats Day of the Immaculate Conception,
Patroness of the Ateneo - Rizal wrote it as President of the Academy of Spanish Literature in
Ateneo

 Compañerismo (Comradeship)- Rizal founded a secret society of Filipino students in University

of Santo Tomas in 1880

Unhappy days at the UST

 -Rizal found the atmosphere at the University of Santo Tomas suffocating to his sensitive spirit. He was
unhappy at this Dominican institution of higher learning because

 (1) the Dominican professors were hostile to him

 (2) the Filipino students were racially discriminated against by the Spaniards

 (3) the method of instruction was obsolete and repressive-In Rizal’s novel, El Filibusterismo, he
described how the Filipino students were humiliated and insulted by their Dominican professors and
how backward the method of instruction was, especially in the teaching of the natural sciences.He
related in Chapter XIII, “The Class in Physics”

Sunny Spain  (1882-1885)

-After finishing the 4th year of the medical course in the University of Santo Tomas, Rizal decided to
complete his studies in Spain

-Aside from completing his studies in Spain, Rizal has his “secret mission”—was to observe keenly the
life and culture,languages and customs, industries and commerce, and government and laws of the
European nations in order to prepare himself in the mighty task of liberating his oppressed people from
Spanish tyranny

-This Rizalian secret mission was likewise disclosed by Paciano in his letter to his younger brother dated
Manila, May 20,1892

-Rizal’s departure for Spain was kept secret to avoid detection by the Spanish authorities and the friars

• Jose Mercado- Rizal used this name; a cousin from Biñan

 May 3, 1882- Rizal departed on board the Spanish streamer Salvadora bound for Singapore
Naples and Marseilles

 Rizal visited the famous Chateau d’If, where Dantes, hero of the Count of Monte Cristo, was
imprisoned

 Rizal stayed two and a half days in Marseilles

Barcelona

 Rizal’s first impression of Barcelona, the greatest city of Cataluña and Spain’s second largest city,
was unfavorable

 Las Ramblas- the most famous street in Barcelona

 Amor Patrio (Love of Country)- nationalistic essay, Rizal’s first article written on Spain’s soil
-under his pen-name Laong Laan, appeared in print in Diariong Tagalog on August 20, 1882 -it
was published in two texts—Spanish and Tagalog—the Spanish text was the one originally
written by Rizal in Barcelona, the tagalog text was a Tagalog translation made by M.H. del Pilar

 Basilio Teodoro Moran- a friend of Rizal in Manila and the publisher of Diariong Tagalog where
Rizal sent this article

 Diariong Tagalog- the first Manila bilingual newspaper (Spanish and Tagalog)

 Los Viajes (Travels)- Rizal’s second article for Diariong Tagalog

 Revista de Madrid (Review of Madrid)- Rizal’s third article written in Madrid on November 29,
1882 but returned to him because the Diariong Tagalog had ceased publication for lack of funds

 Rizal received sad news about the cholera that was ravaging Manila and the provinces according
to Paciano’s letter, dated September 15, 1882

 Another sad news from the Philippines was the chatty letter of Chengoy recounting the
unhappiness of Leonor Rivera

 In one of his letters (dated May 26, 1882), Paciano advised his younger brother to finish the
medical course in Madrid

 Rizal left Barcelona in the fall of 1882 and established himself in Madrid, the capital of Spain

Life in Madrid

 Circulo Hispano-Filipino (Hispano-Philippine Circle) - a society of Spaniards and Filipinos which

Rizal joined shortly after his arrival in Madrid in 1882

 Me Piden Versos (They Ask Me For Verses)- upon the request of the members of this society,
Rizal’s wrote this poem which he personally declaimed during the New Year’s Eve reception of
the Madrid Filipinos held in the evening of December 31, 1882 -in this sad poem, Rizal poured
out the cry of his agonizing heart
  Beecher Stowe’s Uncle Tom’s Cabin and Eugene Sue’s The Wandering Jew- these two books
aroused Rizal’s sympathy for the oppressed and unfortunate people

First Visit to Paris (1883)

 March 1883- Rizal joined the Masonic lodge called Acacia in Madrid

 Rizal’s reason for becoming a mason was to secure Freemansory’s aid in his fight against the
friars in the Philippines

 Lodge Solidaridad (Madrid) – Rizal transferred where he became a Master Mason on November
15, 1890

 February 15, 1892- Rizal was awarded the diploma as Master Mason by Le Grand Orient de
France in Paris

 Science, Virtue and Labor- Rizal’s only Masonic writing; a lecture which he delivered in 1889 at
Lodge Solidaridad, Madrid

 After Rizal’s departure for Spain, things turned from bad to worse in Calamba:

 (1) harvests of rice and sugarcane failed on account of drought and locusts

(2) the manager of the Dominican-owned hacienda increased the rentals of the lands

(3) a dreadful pest killed most of the turkeys. Due to hard times in Calamba, the monthly allowances of
Rizal in Madrid were late in arrival and there were times when they never arrived

 Evening of June 25, 1884- a banquet was sponsored by the Filipino community to celebrate the
double victory of the Filipino artist in the National Exposition of Fine Arts in Madrid—Luna’s
Spoliarium winning the first prize and Hidalgo’s Christian Virgins Exposed to the Populace
(Virgenes Cristianas Expuestas al Populacho), second prize

 These student demonstrations were caused by the address of Dr. Miguel Morayta, professor of
history, at the opening ceremonies of the academic year on November 20, in which he
proclaimed “the freedom of science and the teacher”

 June 21, 1884- Rizal completed his medical course in Spain; he was conferred the degree of
Licentiate in Medicine by the Universidad Central de Madrid • The next academic year (1884-
1885), Rizal studied and passed all subjects leading to the degree of Doctor of Medicine but he
did not present the thesis required for graduation nor paid the corresponding fees, he was not
awarded his Doctor’s diploma

 June 19, 1885- on his 24th birthday, Rizal was awarded the degree of Licentiate in Philosophy
and Letters by the Universidad Central de Madrid with the rating of “Excellent”:
(Sobresaliente)

Paris to Berlin (1885-1887)

 -Rizal went to Paris and Germany in order to specialize in ophthalmology—Rizal chose this branch of
medicine because he wanted to cure his mother’s eye ailment
In Gay Paris (1185-1886) Maximo Viola- a medical student and a member of a rich family of San Miguel,
Bulacan, Rizal’s friend

 Señor Eusebio Corominas- editor of the newspaper La Publicidad and made a crayon sketch of
Don Miguel Morayta, owner of La Publicidad 

 Rizal gave Editor Corominas an article on the Carolines Question, then a controversial issue, for
publication

 Dr. Louis de Weckert (1852-1906)- leading French ophthalmologist wherein Rizal worked as an

assistant from November 1885 to February 1886

 Paz Pardo de Tavera- was a pretty girl, who was engaged to Juan Luna

 At the studio of Luna, Rizal spent many happy hours. Rizal helped Luna by posing as model in
several paintings

 In Luna’s canvas “The Death of Cleopatra,“ Rizal posed as an Egyptian priest. In another of

Luna’s great paintings, “The Blood Compact,” he posed as Sikatuna, with Trinidad Pardo de
Tavera taking the role of Legazpi

 La Deportacion (Deportation)- a sad danza which Rizal composed in Dapitan during his exile

In Historic Heidelberg

 Dr. Otto Becker- distinguished German ophthalmologist where Rizal worked—University Eye
Hospital

 April 22, 1886- Rizal wrote a fine poem “A Las Flores de Heidelberg” (To the Flowers of
Heidelberg)

 In the spring of 1886, Rizal was fascinated by the blooming flowers along the cool banks of the
Neckar River. Among them was his favorite flower—the light blue “forget-me-not”

 Wilhelmsfeld- a mountainous village near Heidelberg where Rizal spent a three-month summer
vacation

 Dr. Karl Ullmer- a kind Protestant pastor where Rizal stayed, who became his good friend and
admirer

In Leipzig and Dresden 

 Dr. Hans Meyer- German anthropologist, a friend of Rizal

 In Leipzig, Rizal translated Schiller’s William Tell from German into Tagalog so that Filipino
might know the story of that champion of Swiss independence

 Rizal also translated into Tagalog for his nephews and niece Hans Andersen’s Fairy Tales

 Rizal found out that the cost of living in Leipzig was cheapest in Europe so that he stayed two
months and a half
  October 29, 1886- Rizal left Leipzig for Dresden where he met Dr. Adolph B. Meyer, Director of
the Anthropological and Ethnological Museum

Berlin

 Rizal was enchanted by Berlin because of its scientific atmosphere and the absence of race
prejudice

 Rizal met for the first time Dr. Feodor Jagor, celebrated German scientist-traveler and author of
Travels in the Philippines, a book which Rizal read and admired during his student days in Manila

 Dr. Rudolf Virchow- introduced to Rizal by Dr. Jagor; famous German anthropologist

 Dr. Hans Virchow- son of Dr. Rudolf Virchow, professor of Descriptive Anatomy

 Dr. Ernest Schweigger (1830-1905)- famous German ophthalmologist where Rizal worked

 Rizal became a member of the Anthropological Society, the Ethnological Society, and the
Geographical Society of Berlin, upon the recommendation of Dr. Jagor and Dr. Meyer

 Tagalische Verkunst (Tagalog Metrical Art)- Rizal wrote this scholarly paper in German which he
read before the society in April 1887 -this paper was published by the society in the same year,
and elicited favorable comments from all scientificquarters

 Rizal lived in Berlin, famous capital of unified Germany for five reasons: (1) to gain further
knowledge of ophthalmology (2) to further his studies of sciences and languages (3) to observe
the economic and political conditions of the German nation (4) to associate with famous
German scientists and scholars (5) to publish his novel, Noli Me Tangere

Lietmeritz

 Professor Blumentritt- a kind-hearted, old Austrian professor

 May 13 to May 16, 1887- Rizal and Viola stayed in Leitmeritz

 Tourist’s Club of Leitmeritz-which Blumentritt was the secretary; Rizal spoke extemporaneously
in fluent Germany to the officers and members

 Dr. Carlos Czepelak- renowned scientist of Europe

 Professor Robert Klutschak- an eminent naturalist

 May 16, 1887 at 9:45 AM- Rizal and Viola left Leitmeritz by train

Rizal in Italy

 June 27, 1887- Rizal reached Rome, the “Eternal City” and also called the “City of the Caesars”

 Rizal was thrilled by the sights and memories of the Eternal City. Describing to Blumentritt, the 
“grandeur that was Rome”, he wrote on June 27, 1887 16

 June 29, 1887- the Feast Day of St. Peter and St. Paul, Rizal visited for the first time the Vatican,
the “City of the Popes” and the capital of Christendom
  Every night, after sightseeing the whole day, Rizal returned to his hotel, very tired. “I am tired as
a dog,” he wrote to Blumentritt, “but I will sleep as a God”

 Exile in Dapitan 

* Rizal arrived in Dapitan on board the steamer CEBU on July 17, 1892 ( now a city within Zamboanga del
Norte) was a remote town in Mindanao which served as a politico-military's outpost of the Spaniards in
the Philippines.

* It was headed by Captain Ricardo Carnicero, who became a friend of Rizal during his exile. He gave
Rizal the permission to explore the place and required him to report once a week in his office. 

* He practiced medicine, pursued scientific studies , and continued his artistic pursuits in sculpture,
painting, sketching, and writing poetry. 

* He established a school for boys and promoted community development projects. He also found time
to study the Malayan language and other Philippine languages.

* He engaged himself in farming and commerce and even invented a wooden machine for making
bricks.

* Rizal won the second prize in a lottery. A portion of Rizal's winnings was used in purchasing land
approximately one kilometer away from Dapitan in a place known as Talisay.He built his house on the
seashore of Talisay as well as a school and a hospital within the area.

*Rizal project is to improve and beautify Dapitan, he made a big relief map of Mindanao in the plaza and
used it to teach geography. Rizal also constructed a water system to supply the town with water for
drinking and irrigation. he also helped the people in putting up lamppost at every corner of the town.

* Having heard of Rizal's fame as an ophthalmologist, George Taufer who was suffering from an eye
ailment traveled from Hong Kong to Dapitan He was accompanied by his adopted daughter, Josephine
Bracken, who eventually fell in love with Rizal. They lived as husband and wife in Rizal's octagonal house
after being denied the sacrament of marriage by Father Obach, the parish priest of Dapitan, due to
Rizal's refusal to retract his statements against the Church and to accept other conditions.  

* Dr. Pio Valenzuela visited Rizal in Dapitan and informed him about the founding of Katipunan and
planned revolution. Rizal objected to it, citing the importance of a well-planned movement with
sufficient arms.

* Rizal sending letters to Gov. General Blanco. he ask for a review of his case. he said that if his request
would not be granted, he would volunteer to serve as a surgeon the Spanish army fighting  in the Cuban
revolution.

* Rizal's request to go to Cuba was approved. The next day, he left for Manila on board the steamer
Espana. He boarded the steamer Isla de Panay which bring him to Barcelona. Upon arriving at the fort,
however, Governor-General Despujol told him that there was an order to ship him back to Manila. Rizal
arrived in Manila and was immediately brought to Fort Santiago. 

Trial and Execution

        The preliminary investigation of Rizal's case began on Nov. 20, 1896. He was accused of being the
main organizer of the revolution by having proliferated the ideas of rebellion and of founding illegal
organizations. Rizal pleaded not guilty and even wrote a manifesto appealing to the revolutionaries to
discontinue the uprising.

* Rizal's lawyer, Lt. Luis Taviel de Andrade , tried his best to save Rizal. The trial ended and the sentence
was read. Jose Rizal was found guilty and sentenced to death by firing squad.

* On Dec. 28, 1896, Gov. General Camilo de Polavieja signed the court decision. He later decreed that
Rizal be executed by firing squad at 7:00 am of December 30. 

* Rizal, on his last remaining days, composed his longest poem, Mi Ultimo Adios, which was about his
farewell to the Filipino people. 

* Mother and sisters visited him om December 29, 1896, rizal gave away  his remaining possessions. He
handed his gas lamp to his sister Trinindad and murmered sofly in English, ' There is something inside."
Eventually, trining and her sister Maria would extract from the lamp the copy of Rizal's last poem.

* At 6:30 in the morning of December 30, 1896, Rizal , in black suit with his arms tied behind his back,
walked to Bagumbayan (Luneta) The orders were given and shots were fired. Consummatum est! ( It's
finished"!)  Rizal died offering his life for his for his country and its freedom .

Summary

This topic covered the important stages of Rizal's life from his family history to his memorable
childhood   in Calamba and his first taste of education in the town of Binan in Laguna. The narrative also
showed hoe Rizal's ideas and works were influenced by his education in Manila and later in Europe. His
active participation in the Propaganda Movement made him one of the most known reformist . Rizal's
writings and alleged involvement in the Philippine Revolution of 1896 were used by the Spanish colonial
government to justify his public execution on December 30, 1896. 

  This topic showed that Rizal is not only regarded  as the Philippine national hero but also venerated as
the " Filipino Jesus Christ" or the Jove Rex Al ( God,King of All) by most Rizalista groups. The Canonization
of Rizal by L Iglesia Filipina Independiente and the eventual emergence of Rizalista groups in different
parts of the country could be associated with the long struggle of the Filipino s for freedom and
independence . Syncretism is also evident among the Rizalista groups as the nationalism visions are
included in their religious beliefs and texts. 

This topic covered the important stages of Rizal's life from his family history to his memorable
childhood   in Calamba and his first taste of education in the town of Binan in Laguna. The narrative also
showed hoe Rizal's ideas and works were influenced by his education in Manila and later in Europe. His
active participation in the Propaganda Movement made him one of the most known reformist . Rizal's
writings and alleged involvement in the Philippine Revolution of 1896 were used by the Spanish colonial
government to justify his public execution on December 30, 1896. 
 MODULE 3

Vocabulary

cash crop - crops cultivated for export

decree- an order issued by a legal authority; a policy pronouncement

Galleon trade- from 1565-1815, this was the form of trade between the Philippines and Mexico. The
galleons would sail to Mexico loaded with goods and return to the Philippines carrying the payment in
silver.

insulares - pure-blooded Spanish born in the Philippines

mestizo- a person with mixed ancestry- one parent is Chinese or Spanish and the other is a native; an
ipmortant sector of the population in nineteenth century Philippines

merchant houses- firms established in MAnila and other cities by foreign traders

pacto de retroventa- an agreement that allowed a landowner to sell his/her land with the guarantee
that he/she could by the land back at the same price

Parian-Chinese enclave established in 1581 outside the walls of Intramuros. The Chinese were forced to
live in the Prian

peninsulares- pure-blooded Spanish born in Spain

principalia- wealthy pure-blooded natives said to have descended from the kadatoan class

sangley- a term that proliferated in the Spanish Philippines to refer tom people of pure Chinese descent;
came from the Hokkien word " seng-li" meaning business

social stratification- a way by which people in a society are categorized based on socio-economic as well
as political standards

Introduction

     To fully appreciate the details of Rizal's life related in the previous module, one needs  to locate him
within the wider  context of the Philippines in the nineteenth century.  This module will discuss the
changing landscape of  and Philippine economy in the nineteenth century and describe how these
developments had an impact on the society in which  Rizal grew up, matured , and eventually was
martyred. It will begin by looking at the tremendous economic development starting in the late eighteen
century as a product of multiple factors. The module  will then map the effects of economic
developments on Spanish policies on education, social life, and the people of the Philippines. The role of
an important population, the Chinese mestizos, in Philippine life and economy will also be noted. These
Chinese mestizos  will  be locked in the context of the changing social stratification in the  Philippines. 

Presentation

THE CHANGING LANDSCAPE OF PHILIPPINE ECONOMY AND SOCIETY

 Late eighteenth century, the monarchy in Spain experienced a dynatic shift from the Habsburg
to the Bpurbons

 Spain recalibrated colonial policies that would have an effect on the Philippines.

 With the goal of invigarating the profatibility if the colonies like the
Philippines , Bourbon policies and reforms were carried out.

 First governor -general to the Philippines under the Bourbon mandate was Jose de Basco y
Varga

 Galleon Trade as main economic institution existing in the Philippines is already losing
enterprises during the time of Jose de Basco y Vargas.

 Basco established the Royal Philippine company in 1785 to finance agricultural projects and
manage the new trade as well as other Asian market.

 Some of the major investments came from British and American traders.

 The first half of  the nineteenth century , majority of the exports of the Philippines came from
cash crops like tobacco, sugar, cotton, indigo, abaca, and coffee.

  The provinces shifted to cultivating cash crops, land ownership and management began to be a
concern .

 Farmers felt the pressure of the economy while the hacenderos grabbed the opportunity. For
example, when a small landowner needed capital and money, he would engage in a pacto de
retroventa, an agreement of sale  guaranteeing that he could buy the land back at the same
price at which it was sold.

  They would forfeit the land and would be forced to become tenant farmers , or kasama

 As the growing economy required better management of lands, inquilinos emerged, renting

land to sublet it to smaller farmers.

 Pre-colonial times , the natives of the Philippines had had trade relations with the chinese.

 Height of the Galleon Trade- it was also Chinese products that comprised most the goods being 
traded.

 The influx of Chinese settlements in the Philippines made the Spaniards suspicious of the
Chinese.

 Stringent state policies towards the sangley ranging from higher taxes, the restriction of
movement with the establishment of the Chinese enclave ( the Parian), to actual policies of
expulsion.

 Chinese , however, proved to be "necessary outsiders" in Philippine colonial economy and

society.

  Spaniards were wary of the Chinese, they realized the importance that the latter played in
sustaining the economy. 
   The goods loaded on the galleons to the development of retail trade, the Chinese enlivened the
economy.

  The Chinese became integrated into colonial society , giving rise to intermarriages with indios
that gave birth to Chinese mestizos.

  The Chinese mestizos assumed an important role in the economy all throughout the Spanish
colonial period.

THE CHINES AND CHINESE MESTIZOS

 Pre-colonial times , the natives of the Philippines had had trade relations with the chinese.

 Height of the Galleon Trade- it was also Chinese products that comprised most the goods being
traded.

 The influx of Chinese settlements in the Philippines made the Spaniards suspicious of the
Chinese.

 Stringent state policies towards the sangley ranging from higher taxes, the restriction of
movement with the establishment of the Chinese enclave ( the Parian), to actual policies of
expulsion.

 Chinese , however, proved to be "necessary outsiders" in Philippine colonial economy and

society

 Spaniards were wary of the Chinese, they realized the importance that the latter played in
sustaining the economy.

 The goods loaded on the galleons to the development of retail trade, the Chinese enlivened the
economy.

 The Chinese became integrated into colonial society , giving rise to intermarriages with indios
that gave birth to Chinese mestizos.

 The Chinese mestizos assumed an important role in the economy all throughout the Spanish
colonial period.

IMPACT ON LIFE IN THE COLONY

 The new economy  demanded a more literate population to addess the rising need for a more
professionalized workforce to man the trading activities in Manila and other centers.

 This demand compelled the issuance of the colonial government order in 1836 that required all
towns to set up primary schools to teach the population hoe to read and write.

 The passage of an education decree in 1863 that mandated free primary education.

 The nineteenth century also gave birth to many schools that addressed the growing demand
established during this time.
  Manila became a trading center, it became a viable destination for people seeking better
opportunities or those wanting to escape the worsening conditions in the farmlands.

  Increased rate of internal migration raised several concerns. 1, people flocked the centers of
trade like Manila . Overcrowding implied issues in living quarters, sanitation and public health,
and increase in criminality. 2. the continuous movement of people made tax collection extra
difficult., in order to mitigate these concerns, one measure implemented was the 1849 decree of
Governor-General Narciso Claveria that urged the people in the colony to adopt surnames.

  Catalogo de apellidos drawn up, the colonial government assigned surnames to people and
forbade changing names at will. 

 Policies like the registration and possessions of a cedula personal bearing one's name and
residence, the colonial  government sought to have a better surveillance mechanism.

  Guardia civil established.

RENEGOTIATING SOCIAL STRATIFICATION

PENINSULAR - Pure blooded Spaniard born in the Iberian Peninsula (i.e., Spain)

INSULAR- Pure-blooded Spaniard born in the Philippines

MESTIZO- Born of mixed parentage, a mestizo can be: 1. Spanish mestizo- one parent is Spanish, the
other is a native ;or  2. Chinese mestiz0- one parent is Chinese, the other is a native

PRINCIPALIA- Wealthy pure-blooded native supposedly descended from the kadatoan class 

INDIO- Pure-blooded native of the Philippines

CHINO INFIEL- Non-Catholic pure blooded Chinese

Summary

  This module aimed to situate Rizal's within the larger context of the nineteenth century, It focused on
the economic  and social developments in the century that shaped the world in which Rizal lived. The
Philippines, being part of the wider Spanish empire, underwent changes when the Spanish Crown also
had a dynastic shift in the nineteenth  century. With this came the Bourbon reforms that brought new
policies of economic reorientation for the colonies. With the development of the cash crop economy
and the opening of Manila and other cities to world trade , the economy boomed in the nineteenth
century. 

      This  development in the economy also had a profound impact on the social and political landscapes.
The new economy resulted in changes in policies about education and heightened the surveillance and
regulatory mechanism  of the state . Furthermore , the nineteenth century saw the ascendance of the
mestizo and principalia classes that would assert their relevance in society. 

Vocabulary
Conquistador - a Spanish conqueror

caballero -a small tract of land included in a land grant

canon - a measure equal to 75 liters

hacienda - large estates that were used for raising livestock and agricultural production

inquilino – a tenat who rented land from the friars and subleased the land to sharecroppers

principales - ruling elite class

sharecropper ( kasama) - an individual who rented the land from an inquilino and worked the land

sitio de ganado mayor - a large tract of land included in a land grant

Introduction

     In 1891, Jose Rizal was in Hong Kong when he received distressing news about his family who are, at
that time, embroiled in a litigation case concerning the Hacienda de Calamba . He heard that the Spanish
authorities were summoning his mother , Dona Teodora  and two younger sisters  Josefa, and Trinidad,
for further  investigation . In a show of support , he wrote to his family, " I am following your cavalry step
by step. Do not be afraid , I am doing all I can .... Patience , a little patience. Courage!"

    Scholars and students of history agree that the conflict between his family and the Dominicans over
the hacienda greatly affected Rizal.  

Presentation

Jose Rizal was in Hongkong when he received distressing news about his family who were, at that time,
embroiled in a litigation case concerning the Hacienda de Calamba. Scholars and students of history
agree that the conflict between his family and the Dominicans over the hacienda greatly affected Rizal.

BRIEF HISTORY OF FRIARS ESTATES IN THE PHILIPPINES

 The origin of the friars estates can be traced back to land grants awarded to the early
Spanish conquistadores who arrived in the Philippines during the late sixteenth and early
seventeenth centuries.

 120 Spaniards were given grants that were often composed of a large tract of land known
as sitio de ganado mayor (measuring 1,742 hectares) and smaller tracts of land known
as caballerias ( measuring 42.5 hectares).

 The Spaniards hacenderos failed to develop their lands for three reasons:

1. The Spanish population in the Philippines was transient. It was a common practice for
Spanish administrator to return to Spain after having served in the country.
 2. The market for livestock products, which haciendas offered, remained relatively small
until the latter parts of the Spanish colonial period.

3. The Galleon Trade that was based in Manila offered bigger economic rewards and
attracted more Spaniards.

 Spanish hacenderos lacked the interest and inclination to develop their lands, the religious
orders soon took over the task.

 Land was acquired by the religious orders through various means.

 The lands were donated by Spaniards seeking spiritual benefits.

 There were cases, too, in which estates that had been heavily mortgaged to the ecclesiastics
were eventually purchased by the religious orders themselves.

 A number of Filipino principales also contributed to the formation of the friar estates through

donations and sales.

 Despite these methods , there persisted a commonly held belief among the Filipinos that the
religious orders had no titles to their lands and that they had acquired these lands through
usurpation or other dubious means.

 Religious estates in the Tagalog region continued to grow that by the nineteenth century, they
constituted approximately 40 percent of the provinces of Bulacan ,Tondo (presently Rizal),
Cavite ,and Laguna.

 Agrarian relations in the haciendas developed in the time.

 The sixteenth and seventeenth centuries,the social structure found in the haciendas was

primarily composed of lay brother administrators were under the direct authority of the heads
of their religious orders, they were relatively free to make their own decisions on administrative
affairs.

 Tenants on the other hand, were expected to work the land and pay an annual rent, which was
usually a fixed amount of harvest and in later centuries, money.

 Mid-eighteenth century, an expanding economy based on exporting agricultural crops ushered

in change and gradually put into place and inquilino system.

 An individual rented land for a fixed annual amount, known as canon.

 The inquilino or lessee was also expected to render personal services to his landlords.

 The inquilino failed to satisfy these requirements, he could face expulsion from the land.

 The inquilino,in turn would sub-lease the land to a kasama or sharecropper who could then take
on the task of cultivating the soil.

 A three - tiered system emerged with the landlords at the top, the inquilinos at the middle,and
the sharecroppers at the bottom.
  The religious hacenderos freed themselves from the social responsibilities borne from a direct
interactions with the kasama.

 The sharecroppers, on the other hand, benefitted from the arrangement because their labor
obligations to the religious estates allowed them to be exempted from the responsibilities of
forced labor demanded by the Spanish government .

 The inquilino paid his rent to the religious hacenderos and deducted his own share, the
remaining amount of income would then be divided among all the sharecroppers.

 Change in the social structure and land tenure practices would eventually render the haciendas
as sites of contestation among the Spanish religious hacenderos ,the inquilinos ,and the
sharecroppers.

HACIENDA DE CALAMBA CONFLICT

 1759- Hacienda de Calamba owned by several Spanish laymen

 1759, a destitute Spanish layman, Don Manuel Jauregui, donated the lands to the Jesuits on the
condition that he would be allowed to live in

  the Jesuit monastery for the rest of his life.

 1803 - the government sold the property to a Spanish layman, Don Clemente de Azansa, for
44,507 pesos.

 When Don Clemente died 1883 the Hacienda de Azansa which measured 16,424 hectares was
purchased by the Dominicans for 52,000 pesos

 Many families from neighboring towns had migrated to the hacienda in search of economic
opportunities

 Among the families that arrived at the hacienda were Rizal’s ancestors, who eventually became
one of the principal inquilinos in the hacienda.

 Rizal’s family rented one of the largest leased lands, measuring approximately 380 hectares.

 Sugar was a main commodity planted in the hacienda as there was a demand for the crop in the
world market.

 1883- Paciano Rizal wrote that the friars were collecting rents without issuing the usual receipts.

 Two years later, the tenants failed to pay their tenants because the rent had supposedly
increased while sugar prices had remained low. To punish the tenants for not paying the rent,
the Dominicans declared the lands vacant and invited residents of other towns to take over the
tenancies.

 Only few outsiders responded to the Dominican’s invitation, the friars weakened their positions.

 Most tenants, except for four or five, were spared from eviction.
  Charges against the friars continued with Rizal’s brother-in-law, Mariano Herboso, specially
complaining about the yearly increase in rentals, faulty irrigation systems, and failure to issue
receipts.

 Coupled with these problems was the fact that at this time, the price of sugar continued to
decline in the world market.

 Paciano at one point, considering giving back his lands to the friars and clearing land elsewhere

 Problem continued to escalate when in 1887, the colonial government demanded from the
tenants of the hacienda a report on the income and production of the state because they
suspected that the Dominicans were evading payment of their taxes.

 The tenants complied and submitted a report, but they also attached a petition authored by Jose
Rizal.

 The petition presented a list of grievances against the hacienda owners including a complaint on
the increasing amount of rent.

 Some of the tenant began to withhold rents.

 As a form of retaliation, the friars began to evict tenants who refused to pay rent in 1891

 Those who persisted still in resisting the friars were eventually expelled

 They were exiled to remote areas in the country were Rizal’s parents, brother, and sisters

 Rizal had worked on reversing the decision of the Philippine courts, his family’s exile would only
be lifted upon the issuance of a decree from the another governor-general

 The experience affected Rizal deeply and the increasing despair he felt from the event would be
reflected in his second novel, El Filibusterismo

Summary 

     This module presented a brief history of the hacienda from its beginnings a royal land grant rewarded
to Spaniards who had rendered  to Spaniards who had rendered  exemplary service to the Spanish
Crown. Later, these lands came into the  possession of the friars by way of purchase or donation. Also
pointed out this module was the in landlord-tenant to a three-tiered one with landlords, inquilinos, and
sharecroppers. 

Vocabulary

piscopal visitation-  an official pastoral visit conducted by the bishop on a diocese to examine the
conditions of a congregation; often done once every three years

garrote- an apparatus used for capital punishment in which an iron collar is tightened around a
condemned person’s neck
polo- system of forced labor that required Filipino males from 16 to 60 years old to render service for a
period of 40 days

regular clergy- priests who belong to religious orders

secular clergy- priests who do not belong to religious orders and are engaged in pastoral work

tribute- system of taxation imposed by the Spanish colonial government on the Filipinos in order to
generate resources for the maintenance of the colony.

Introduction

  When Rizal published El Filibusterismo in 1891, he dedicated the book to the three martyred priest,
Mariano Gomez, Jose Burgos, and Jacinto Zamora. In his dedication, he wrote:

                I have the right to dedicate my work to you as victims of the evil which I undertake to combat.
And while we await expectantly upon Spain someday to restore your good name and cease to be
answerable for your death, let these pages serve as a tardy wreath of dried leaves over your unknown
tombs, and let it be understood that everyone who without clear proofs attacks your memory stains his
hands in your blood!

Rizal was 10 years old when the three priest were executed, the events of 1872 would play a decisive
role in shaping Rizal’s ideas and decisions.

Presentation

The 1872 Cavite Mutiny

 One hundred and forty years ago, on January 20, 1872, about 200 Filipino military personnel of
Fort San Felipe Arsenal in Cavite, Philippines, staged a mutiny which in a way led to the
Philippine Revolution in 1896. The 1872 Cavite Mutiny was precipitated by the removal of long-
standing personal benefits to the workers such as tax (tribute) and forced labor exemptions on
order from the Governor General Rafael de Izquierdo.

 Izquierdo replaced Governor General Carlos Maria de la Torre some months before in 1871 and
immediately rescinded Torre’s liberal measures and imposed his iron-fist rule. He was opposed
to any hint of reformist or nationalistic movements in the Philippines. He was in office for less
than two years, but he will be remembered for his cruelty to the Filipinos and the barbaric
execution of the three martyr-priests blamed for the mutiny: Fathers Mariano Gomez, Jose
Burgos, and Jacinto Zamora, later collectively called “Gomburza.”

 The mutineers were led by Sgt. Fernando La Madrid; they seized the Fort and killed the Spanish
officers. Fearing a general uprising, the Spanish government in Manila sent a regiment under
General Felipe Ginoves to recover the Fort. The besieged mutiny was quelled, and many
 mutineers including Sgt. La Madrid were killed. Later, others were sentenced to death or hard
labor.

 Izquierdo used the mutiny to implicate Gomburza and other notable Filipinos known for their
liberal leanings. Prominent Filipinos such as priests, professionals, and businessmen were
arrested on flimsy and trumped-up charges and sentenced to prison, death, or exile. These
include Joaquin Pardo de Tavera, Jose Basa, and Antonio M. Regidor. It was said that the Cavite
mutineers got their cue from Manila when they saw and heard fireworks across the Manila Bay
which was really a celebration of the feast of the Lady of Loreto in Sampaloc.

 When the Archbishop of Manila, Rev. Meliton Martinez, refused to cooperate and defrock the
priests, the Spanish court-martial on February 15 went ahead and maliciously found Fathers
Gomez, Burgos, and Zamora guilty of treason for instigating the Cavite mutiny. Two days later,
the three priests were put to death by garrotte in Bagumbayan, now known as Luneta. (Garrote
was a barbaric Spanish method of execution in which an iron collar was tightened around the
prisoner’s neck until death occurred.)

 Father Burgos was of Spanish descent, born in the Philippines. He was a parish priest of the
Manila Cathedral and had been known to be close to the liberal Governor General de la Torre.
He was 35 years old at the time and was active and outspoken in advocating the Filipinization of
the clergy. He was quoted as saying, “Why shall a young man strive to rise in the profession of
law or theology when he can vision no future for himself but obscurity?”

 Father Zamora, 37, was also Spanish, born in the Philippines. He was the parish priest of
Marikina and was known to be unfriendly to and would not countenance any arrogance or
authoritative behavior from Spaniards coming from Spain. He once snubbed a Spanish governor
who came to visit Marikina.

 Father Gomez was an old man in his mid-’70, Chinese-Filipino, born in Cavite. He held the most
senior position of the three as Archbishop’s Vicar in Cavite. He was truly nationalistic and
accepted the death penalty calmly as though it were his penance for being pro-Filipinos.

 The three priests were stripped of their albs, and with chained hands and feet were brought to
their cells after their sentence. They received numerous visits from folks coming from Cavite,
Bulacan, and elsewhere. Forty thousand Filipinos came to Luneta to witness and quietly
condemn the execution, and Gomburza became a rallying catchword for the down-trodden
Filipinos seeking justice and freedom from Spain.

 In the dedication page of his second book, El Filibusterismo, published in 1891, Dr. Jose Rizal
wrote, “I dedicate my work to you as victims of the evil which I undertake to combat…”

 It is well to remember that the seeds of nationalism that was sown in Cavite blossomed to the
Philippine Revolution and later to the Declaration of Independence by Emilio Aguinaldo which
took place also in Cavite. As for me, the 1872 Cavite Mutiny bolstered the stereotypical belief
that Caviteños were the most courageous of my fellow Filipinos.

SECULARIZATION MOVEMENT
  Two kinds of priests served the Catholic Church in the Philippines. These were the regulars and
the seculars.

 Regular priests belonged to religious orders. Their main task was to spread Christianity.
Examples were the Augustinians, Discalced Franciscans, Dominicans. Jesuits, Augustinians
Recollects,

 Secular priests did not belong to any religious order. They were trained specifically to run the
parishes and were under the supervision of the bishops.

 Secular clergy, on the other hand, were priests who “live in the world”. They were under the
authority of bishops and not members of a religious order. The primary task was the
management of the religious communities and ideally, the continuation of the work already laid
down by the regular clergy.

 In the Philippines, the regular clergy remained administrators of the parishes well into the
nineteenth century.

 Conflict began when the bishops insisted on visiting the parishes that were being run by regular
priests. It was their duty, they argued, to check on the administration of these parishes. But the
regular priests refused these visits, saying that they were not under the bishop’s jurisdiction.
They threatened to abandon their parishes if the bishops persisted.

 In 1774, Archbishop Basilio Santa Justa decided to uphold the diocese’s authority over the
parishes and accepted the resignations of the regular priests. He assigned secular priests to take
their place. Since there were not enough seculars to fill all the vacancies the Archbishop
hastened the ordination of Filipino seculars. A royal decree was also issued on November 9,
1774, which provided for the secularization of all parishes or the transfer of parochial
administration from the regular friars to the secular priests.

 The regulars resented the move because they considered the Filipinos unfit for the priesthood.
Among other reasons they cited the Filipinos’ brown skin, lack of education, and inadequate
experience.

 The controversy became more intense when the Jesuits returned to the Philippines. They had
been exiled from the country because of certain policies of the order that the Spanish
authorities did not like.

 The issue soon took on a racial slant. The Spaniards were clearly favouring their own regular
priest over Filipino priests.

 Monsignor Pedro Pelaez, ecclesiastical governor of the Church, sided with the Filipinos.
Unfortunately, he died in an earthquake that destroyed the Manila Cathedral in 1863. After his
death, other priests took his place in fighting for the secularization movement. Among them
were Fathers Mariano Gomez, Jose Burgos and Jacinto Zamora.

EXECUTION OF GOMEZ, BURGOS, AND ZAMORA

  Fathers Mariano Gomez, Jose Burgos and Jacinto Zamora were prominent figures in the
secularization movement. They were implicated as leaders of the Cavite Mutiny. To instill fear
among Filipinos, they were publicly executed in February 07, 1872 in the Bagumbayan.

 Fathers Gomez and Zamora served as spiritual adviser of the soldiers and workers who joined
the mutiny.

 Their execution was witnessed by many Filipinos and have left them a great feeling of
indignation and injustice. They considered it as a way of Spanish authorities to silence the
secularization movement. This has also fueled the hatred of Filipinos for the Spaniards which
ignited nationalistic sentiments of the Filipinos.

 The execution of the GOMBURZA had also inspired the Propaganda movement and the
Philippine revolution. The Propaganda Movement (1880- 1892)

 Due to abuses of Spanish authorities and clergies and the curtailment of freedom of expression,
Filipinos, specifically the IIustrados campaigned for the assimilation of the Philippines to Spain
by becoming a province of Spain so that the Filipinos and Spaniards will be equal and Filipinos
will enjoy the liberties enjoyed by the Spaniards.

 The Ilustrados organized the Propaganda movement which exposed the condition of the
Philippines under the Spanish rule and campaigned for reforms that the country needed. They
also campaigned for representation to Spanish Cortes (legislature), freedom of the press,
economic liberalization, secularization and equality before the law of Filipinos and Spaniards.

 The Propaganda movement expressed their campaigns in the La Solidaridad – the official
newspaper of the movement. The Propagandists did not only expose the social conditions of the
Philippines and ask for reforms but they also wrote about Philippine history, culture and
identity.

A French writer-journalist named Edmund Plauchut gave an account of the execution

 Late in the night of the 15th of February 1872, a Spanish court martial found three secular
priests, Jose Burgos, Mariano Gomez and Jacinto Zamora, guilty of treason as the instigators of
a mutiny in the Cavite navy-yard a month before, and sentenced them to death. The judgement
of the court martial was read to the priests in Fort Santiago early in the next morning and they
were told it would be executed the following day… Upon hearing the sentence, Burgos broke into
sobs, Zamora lost his mind and never recovered it, and only Gomez listened impassively, an old
man accustomed to the thought of death.

 When dawn broke on the 17th of February there were almost forty thousand of Filipinos (who
came from as far as Bulacan, Pampanga, Cavite and Laguna) surrounding the four platforms
where the three priests and the man whose testimony had convicted them, a former
artilleryman called Saldua, would die.

 The three priests followed Saldua: Burgos ‘weeping like a child’, Zamora with vacant eyes, and
Gomez head held high, blessing the Filipinos who knelt at his feet, heads bared and praying. He
was next to die. When his confessor, a Recollect friar , exhorted him loudly to accept his fate, he
 replied: “Father, I know that not a leaf falls to the ground but by the will of God. Since He wills
that I should die here, His holy will be done.”

 Zamora went up the scaffold without a word and delivered his body to the executioner; his mind
had already left it.

 Burgos was the last, a refinement of cruelty that compelled him to watch the death of his
companions. He seated himself on the iron rest and then sprang up crying: “But what crime have
I committed? Is it possible that I should die like this. My God, is there no justice on earth?”

 A dozen friars surrounded him and pressed him down again upon the seat of the garrote,
pleading with him to die a Christian death. He obeyed but, feeling his arms tied round the fatal
post, protested once again: “But I am innocent!”

 “So was Jesus Christ,’ said one of the friars.” At this Burgos resigned himself. The executioner
knelt at his feet and asked his forgiveness. “I forgive you, my son. Do your duty.” And it was
done.

Although the public execution of the three priests was a meant to instill fear in the Filipinos, it had the
opposite effect. In his work, La Revolucion Filipina, Apolinario Mabini stated:

 The friars wanted to make an example of Burgos and his companions so that the Filipinos should
be afraid to go against them from then on. But that patent injustice , that official crime, aroused
not fear but hatred of the friars and the regime that supported them, and a profound sympathy
and sorrow for the victims. The sorrow worked a miracle: it made the Filipinos realize their
conditions for the first time.

 Conscious of pain, and thus conscious of life, they asked themselves what kind of a life they
lived. The awakening was painful, and working to stay alive more painful still, but one must live.
How? They did not know, and the desire to know, the anxiety to learn, overwhelmed and took
possession of the youth of the Philippines.The curtain of ignorance woven diligently for
centuries was rent at last: fiat lux, let there be light, would not be long in coming, the dawn of a
new day was nearing.

Summary

    The Cavite Mutiny and the subsequent execution of the three priests- Jose Burgos, Mariano Gomez,
and Jacinto Zamora-marked 1872 as a significant year in Philippine history. Although the clamor for a
more liberal administration during this time was temporarily silenced , nationalism was gradually
awakened , culminating in more decisive events towards the end of the nineteenth century. 

This module aimed to situate Rizal's within the larger context of the nineteenth century, It focused on
the economic  and social developments in the century that shaped the world in which Rizal lived. The
Philippines, being part of the wider Spanish empire, underwent changes when the Spanish Crown also
had a dynastic shift in the nineteenth  century. With this came the Bourbon reforms that brought new
policies of economic reorientation for the colonies. With the development of the cash crop economy
and the opening of Manila and other cities to world trade , the economy boomed in the nineteenth
century. 

      This  development in the economy also had a profound impact on the social and political landscapes.
The new economy resulted in changes in policies about education and heightened the surveillance and
regulatory mechanism  of the state . Furthermore , the nineteenth century saw the ascendance of the
mestizo and principalia classes that would assert their relevance in society. 

     This module presented a brief history of the hacienda from its beginnings a royal land grant rewarded
to Spaniards who had rendered  to Spaniards who had rendered  exemplary service to the Spanish
Crown. Later, these lands came into the  possession of the friars by way of purchase or donation. Also
pointed out this module was the in landlord-tenant to a three-tiered one with landlords, inquilinos, and
sharecroppers. 

      The Cavite Mutiny and the subsequent execution of the three priests- Jose Burgos, Mariano Gomez,
and Jacinto Zamora-marked 1872 as a significant year in Philippine history. Although the clamor for a
more liberal administration during this time was temporarily silenced , nationalism was gradually
awakened , culminating in more decisive events towards the end of the nineteenth century.